EURASIAN JOURNAL OF APPLIED LINGUISTICS

Vol. 2 No. 1 (2016)

Review of Exploring Psychology in Language Learning and Teaching

Kadriye Aksoy Hacettepe UniversityKeywords: Exploring Psychology in Language Learning and Teaching Abstract Exploring Psychology in Language Learning and Teaching, Marion Williams, Sarah Mercer, and Stephen Ryan. Oxford: Oxford University Press (2016). ix+171 pp. ISBN: 978-0- 19-442399-1 (pbk) PDF Share on facebook Share on twitter Share on linkedin Share on whatsapp Share on pinterest

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Review of Motivational Currents in Language Learning: Frameworks for Focused Interventions

Funda Ölmez Hacettepe UniversityKeywords: Motivational Currents in Language Learning: Frameworks for Focused Interventions Abstract Motivational Currents in Language Learning: Frameworks for Focused Interventions, Zoltán Dörnyei, Alastair Henry, and Christine Muir. New York: Routledge (2016). xvii+203 pp. ISBN: 978-1-138-77732-3 (pbk) PDF Share on facebook Share on twitter Share on linkedin Share on whatsapp Share on pinterest

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Research and reflective practice in the EFL classroom: Voices from Armenia

Andrzej Cirocki Univeristy of York Raichle Farrelly Saint Michael’s CollegeKeywords: Classroom research, professional development, reflection, reflective practice, teacher researcher Abstract A sociocultural perspective of teacher development honours the rich knowledge base that teachers work from as they strive to connect theory (“expert” knowledge) to practice (“experiential” knowledge). The present paper explores classroom research and reflective

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The effects of accessing L1 versus L2 definitional glosses on L2 learners’ reading comprehension and vocabulary learning

Dilara Arpacı Hacettepe UniversityKeywords:Glossing, vocabulary learning, gloss types Abstract This study was conducted to investigate the effects of different types of glosses and no-gloss condition on second language vocabulary learning. There were totally 81 high school students involved in the study, and they were randomly divided into three groups: L1-gloss group, L2-gloss group, and No-gloss

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Poetic identity in second language writing: Exploring an EFL learner’s study abroad experience

Atsushi Iida Gunma UniversityKeywords: Second language poetry writing, haiku, identity, study abroad experience, EFL learners Abstract The current study investigates the way in which an English as a Foreign Language (EFL) college student writes haiku – a three line Japanese poem with a specific number of syllables in each line in a second language (L2)

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