NUS CELC 5th Symposium Proceedings by Tan Su Hwi, National University of Singapore and Lee Gek Ling, National University of Singapore Key Words: teaching academic conversations, tertiary students, unicycle wheel Abstract Academic conversations are spontaneous dialogues focusing on a topic, which allow relevant ideas to be built, challenged and negotiated. Literature suggests that such conversations […]
Month: December 2016
Developing a Strategic Task-based Grammar Curriculum in CLT: A Practitioner’s Insight
NUS CELC 5th Symposium Proceedings by Sylvia S.C. Lim National University of Singapore Key Words: CLT, communicative competence, curriculum design, learning contexts, synthesize, strategies Abstract There has been much debate about the role of grammar in the Communicative Language Teaching (CLT) classroom and how learners can best learn and acquire grammar proficiency. According to […]
English Across the Curriculum: Fostering Collaboration
NUS CELC 5th Symposium Proceedings by Shari Dureshahwar Lughmani, The Hong Kong Polytechnic University and Sheena Gardner, Coventry University, U.K. and Julia Chen, The Hong Kong Polytechnic University and Hebe Wong, City University of Hong Kong and Lucy Chan, The Hong Kong Polytechnic University Key Words: EAC, writing, collaboration, pedagogical models English Across the […]
Negotiating Diversity in English Language Teaching: A Tragedy in Four Acts
NUS CELC 5th Symposium Proceedings by Suresh Canagarajah Penn State University, U.S.A. Prologue Accommodating student diversity, providing spaces to represent their voices, and facilitating the development of more expansive repertoires of communication and knowledge are becoming important in language teaching. Though diversity is touted as a desirable pedagogical goal, there are serious ethical and […]
Integration of ICT in English Classrooms in Iran: Affordances and Problems
by Soroor Ashtarian, PhD student Razi University sashtarian@yahoo.co.uk Keywords: ICT, EFL teachers, ICT use, Factors Bio Data Soroor Ashtarian is an English teacher with an experience of over 17 years of teaching in high schools and pre-university institutes in Kermanshah, Iran. She accomplished her masters in TESOL & ICT (Teaching English to Speakers of […]
Characterising the Metadiscourse of the Pure Math PhD Thesis
NUS CELC 5th Symposium Proceedings by Lee Ming Check National University of Singapore Key Words: metadiscourse, thesis writing, academic language, mathematical writing language learning, translation, SLA, cognitive linguistics, Relevance Abstract Research on postgraduate writing abound, but those that report specifically on thesis writing in the mathematics discipline are rare. The purpose of this research […]
Investigating the Effect of Teaching Embedded Rebuttals on Students’ Argumentative Essays: A Preliminary Study
NUS CELC 5th Symposium Proceedings by Jonathan Kum Khuan Tang, National University of Singapore and Jeffrey Chi Hoe Mok, National University of Singapore and Sirinut Sawatdeenarunat, National University of Singapore Key Words: argumentation; embedded rebuttals; science communication; teaching in Higher Education Abstract The centrality of rebuttals in successful arguments is well documented in research […]
On Multiple Literacies and Language Learning: Video Production and Embodied Subjectivities
NUS CELC 5th Symposium Proceedings by Joff P.N. Bradley, Teikyo University, Tokyo, Japan and David R. Cole, Western Sydney University, Australia Key Words: Multiple Literacies Theory (MLT), multiliteracies, Deleuze & Guattari, video Abstract The dialogue below reflects on the cutting-edge research on video literacies being undertaken in several universities in the Tokyo metropolitan area […]
The Nature of Authenticity in English as a Foreign Language: A Comparison of Eight Inter-related Definitions
NUS CELC 5th Symposium Proceedings by Richard Pinner Sophia University, Tokyo Key Words: Authenticity, Native-speakerism, Teacher and student perceptions Abstract This paper aims to gain a better understanding of the concept of authenticity by asking language teachers and students to what extent they agree with eight inter-related definitions (Gilmore, 2007). The eight definitions were […]
Double Construction in Translation and its Effect as a Learning Tool
NUS CELC 5th Symposium Proceedings by Bing Lv Shanghai International Studies University Key Words: language learning, translation, SLA, cognitive linguistics, Relevance Abstract According to the constructivist view of meaning presented in thought of these cognitive linguists (Lakoff and Johnson, 1980; Langacker, 1987, 1991; Fauconnier, 1999), meaning is not “given” into a language but constructed […]