DOCSLIB.ORG

The Effect of Teaching and Learning Vocabulary in Lexical Chunks on the Listening Comprehension of Adult Learners of Arabic

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Effect of Teaching and Learning Vocabulary in Lexical Chunks on the Listening Comprehension of Adult Learners of Arabic The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2021 The Effect of Teaching and Learning Vocabulary in Lexical Chunks on the Listening Comprehension of Adult Learners of Arabic Bassam Al-Maqtari Follow this and additional works at: https://repository.usfca.edu/diss Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Language and Literacy Education Commons The University of San Francisco THE EFFECT OF TEACHING AND LEARNING VOCABULARY IN LEXICAL CHUNKS ON THE LISTENING COMPREHENSION OF ADULT LEARNERS OF ARABIC A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Department In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Bassam Al-Maqtari San Francisco May 2021 THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract The Effect of Teaching and Learning Vocabulary in Lexical Chunks on the Listening Comprehension of Adult Learners of Arabic This study aimed to investigate how teaching and learning Arabic vocabulary items in multiword form (i.e., chunks and phrases), rather than in single form (i.e., one word at a time), affects learners’ ability to comprehend Arabic listening passages and to examine the relationship between students’ auditory knowledge of words, and that of phrases and listening comprehension. Data sources included three types of tests: the Arabic listening comprehension test, the single-word auditory knowledge test, and the multiword auditory knowledge test. The sample consists of 39 students (experimental group=20, control group=19). The study was separated into a quasi-experimental pretest-posttest portion (Phase 1) and a quantitative nonexperimental portion (Phases 2 and 3). The first purpose was to assess the effect of learning Arabic vocabulary in multiword form (experimental group), rather than in single form (control group), on the listening comprehension, while the second two purposes were used to examine the relationship between auditory knowledge and listening comprehension and how much of the listening comprehension is explained by auditory knowledge. The results showed that post-intervention listening comprehension was significantly higher in the experimental group (F(1,36)=6.80, p=.013). The results also showed that the correlation was significant and high between single-word score and ii listening comprehension at both pre- (r=.79, p<.001) and post-intervention (r=.80, p<.001), as well as between the post-intervention multi-word score and listening comprehension score (r=.84, p<.001). The regression analysis showed that the multi- word auditory knowledge scores positively predicted listening comprehension (β=.640, p=.002), but the single-word auditory knowledge score was not a significant predictor. The whole model was statistically significant (F(2,36)=46.74, R2=.72, p<.001). This study has implications for the fields of second language acquisition, listening comprehension, language research, and teaching methods. More research on learning vocabulary in lexical chunks would further expand the current understanding of this approach and its effect on listening comprehension. iii This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. Bassam Al-Maqtari May 20, 2021 Candidate Date Dissertation Committee M. Sedique Popal, EdD May 20, 2021 Chairperson Susan Roberta Katz, PhD May 20, 2021 Kevin Oh, PhD May 20, 2021 iv DEDICATION I dedicate my dissertation work to my beloved family members: my dear parents, whose love, commitment, and set of values shaped the person I am today; my loving wife, and my adored children; my wonderful siblings; and my many genuine friends. A special dedication goes to the loving memory of my father-in-law, who passed away while I was finalizing this work. He meant so much to me. Last but not least, I dedicate this work and give my special thanks to the men and women who sacrifice their time, energy, and lives to protect all of us and our freedom: a thank you does not seem enough. You are so appreciated, and I am so grateful for your service. v ACKNOWLEDGEMENTS I would like to thank my Dissertation Committee members; Dr. Sedique Popal, Dr. Susan Roberta Katz, and Dr. Kevin Oh, for their astute guidance and valuable support during my challenging journey. These outstanding scholars supported me in every step of the way and encouraged me to see my complex and challenging work through to completion. Dr. Sedique Popal, the chair of the Dissertation Committee has been exceptionally supportive and always provided me with very meaningful insights and feedback; I thank him for making this journey possible and always being there for me. I am also grateful to Dr. Susan Roberta Katz for her valuable insights and guidance. Her unwavering support enabled me to strengthen the first chapter of this research. A special thank you to Dr. Kevin Oh, who helped me understand the limitations of my research and put my findings in perspective. I also thank Dr. Ben Baab who reviewed my work and provided me with crucial recommendations for strengthening the statistical analysis of the data I collected in this study. Additionally, I wish to express my special thanks to my colleagues at DLIFLC, Colonel Gary Hausman, Dr. Robert Savukinas, Dr. Hiam Kanbar, Dr. Ali Goldoust, Dr. Anjel Tozcu, Dr. Farooq Babrakzai, Dr. Timothy Berndt, Dr. Lorraine Miller-Nara, Ms. Natela Cutter, and Ms. Marzenna Krol who supported my research and made it possible. Above all, I would like to thank my family members who supported me throughout this endeavor. This would not have been possible without their love, support, perseverance, and encouragement. vi TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii SIGNATURE PAGE ......................................................................................................... iv DEDICATION .....................................................................................................................v ACKNOWLEDGEMENTS ............................................................................................... vi TABLE OF CONTENTS .................................................................................................. vii LIST OF TABLES ............................................................................................................. ix LIST OF FIGURES .............................................................................................................x CHAPTER I: RESEARCH PROBLEM ..............................................................................1 Introduction .....................................................................................................................1 Statement of the Problem ................................................................................................4 Background and Need for the Study .............................................................................11 Purpose Statement .........................................................................................................13 Research Questions .......................................................................................................14 Theoretical Framework .................................................................................................15 Delimitations and Limitations of the Study ..................................................................16 Definitions of Terms .....................................................................................................18 Significance of the Study ..............................................................................................21 CHAPTER II: LITERATURE REVIEW ..........................................................................23 What is Listening Comprehension ................................................................................23 The Role of Vocabulary in SLA ....................................................................................33 Language-Focused Instruction ......................................................................................37 Vocabulary Acquisition and Multiword Lexical Chunks ..............................................39 The Role of Vocabulary in Listening Comprehension ..................................................40 The Theory of Chunks and Lexical Approach ..............................................................42 Types of Lexical Phrases ...............................................................................................43 Collocations and Lexical Phrases in L2 Teaching ........................................................46 Conclusions ...................................................................................................................48 CHAPTER III: METHODOLOGY ...................................................................................51 Restatement of the Research Purpose ...........................................................................51 Research
Load more

Recommended publications
  • A Search for More Effective Ways of Teaching Second/ Foreign Languages Mohammed Farman Ullah Bhuiyan
    International Journal of English, Literature and Social Science (IJELS) Vol-4, Issue-5, Sep – Oct 2019 https://dx.doi.org/10.22161/ijels.45.58 ISSN: 2456-7620 Methodologies and Approaches in ELT: A Search for More Effective Ways of Teaching Second/ Foreign Languages Mohammed Farman Ullah Bhuiyan Uttara University, Bangladesh Abstract— The recurring quest for the best way to teach foreign language leads the language teachers, the researchers and more importantly the applied linguists to introduce new approaches or methods to attain their goals. They often ask what is the most effective method or approach among the existing ones and then they try to launch a new one which is thought to be better than the preceding ones. The study aims to examine the existing methods implemented to teach foreign language and to reach to a proposition that there are some methods or approaches worth implementing in foreign language classrooms. Even when the “best” out of the methods or approaches tends to be inconvenient or impractical for our own teaching situations, I propose pragmatic eclecticism to be applied in teaching foreign language. This article also aims to evaluate the effectiveness of the methods or approaches by keeping some certain aims and objectives in mind. I will try to show that some methods or approaches meet these aims or objectives which can help learners achieve the targeted goal whereas the other methods or approaches fail to meet. In this regard, this article provides a critical assessment of the adopted methods and approaches in the field of English language teaching, and claims that we must use every useful element of the methods and approaches rather than obsession with one of them.
    [Show full text]
  • DOCUMENT RESUME the Learning Theory Behind the Rosetta Stone
    DOCUMENT RESUME ED 404 883 -FL 024 460 AUTHOR Stoltzfus, Allen TITLE The Learning Theory behind the Rosetta Stone Language Library from Fairfield Language Technologies. PUB DATE Feb 97 NOTE 3p.; Paper presented at the Annual Meeting of the National Association for Bilingual Education (Albuquerque, NM, February 1997). PUB TYPE Reports Descriptive (141) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Audiolingual Skills; Computer Assisted Instruction; Feedback; Learning Theories; *Listening Comprehension; *Listening Skills; *Multimedia Instruction; Multimedia Materials; *Natural Language Processing; Programmed Instructional Materials; Second Language Instruction; Second Language Learning; *Second Languages; Skill Development; Teaching Methods IDENTIFIERS Rosetta Stone Language Library ABSTRACT This brief report describes the Rosetta Stone Language Library, a set of multimedia second language instructional materials. These materials emphasize comprehension of spoken language as the first step to acquiring fluency, sometimes referred to as the "comprehension approach" or "natural approach." The materials are designed to develop language learners' listening skills, using pictures to create contexts where meaning is clear, elicit responses, and provide immediate feedback. Seven core themes of the comprehension approach are identified, with reference to a number of language learning theorists and to testimonials about the materials themselves. (MSE) ***********************************************************************
    [Show full text]
  • The Role of the Lexical Approach in EFL López Buendía, Susan Helen
    i UNIVERSIDAD NACIONAL DE EDUCACIÓN Enrique Guzmán y Valle Alma Máter del Magisterio Nacional FACULTAD DE CIENCIAS SOCIALES Y HUMANIDADES Escuela Profesional de Lenguas Extranjeras MONOGRAFÍA The role of the lexical approach in EFL Examen de Suficiencia Profesional Res. Nº1462 -2019-D-FCSYH Presentada por: López Buendía, Susan Helen Para optar al Título Profesional de Licenciado en Educación Especialidad: A.P. Inglés A.S. Francés Lima, Perú 2019 iii To my beloved parents. iv Index of contents Cover....................................................................................................................................... i Paper of the signature of the Jury .......................................................................................... ii Dedication ............................................................................................................................. iii Index of contents................................................................................................................... iv Introduction.......................................................................................................................... ..v Chapter I. Historical overview of English language Teaching ........................................7 1.1 Definition of English as a foreign language.................................................................7 1.2 Traditional approaches and methods ............................................................................8 1.3 New millennium, new trends......................................................................................11
    [Show full text]
  • The Effectiveness of Total Physical Response
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sebelas Maret Institutional Repository THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE (TPR) TO ENHANCE STUDENTS’ VOCABULARY MASTERY (AN EXPERIMENTAL STUDY AT THE SEVENTH GRADE OF SMP N 3 AJIBARANG) IN ACADEMIC YEAR 2009/2010 A THESIS Written by: Nofra Ilwana X2208530 TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2010 v THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE (TPR) TO ENHANCE STUDENTS’ VOCABULARY MASTERY (AN EXPERIMENTAL STUDY AT THE SEVENTH GRADE OF SMP N 3 AJIBARANG) IN ACADEMIC YEAR 2009/2010 A THESIS Written by: Nofra Ilwana X2208530 TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2010 vi i CONSULTANT APPROVAL This thesis has been approved by the consultants to be examined by the Board of Thesis Examiners of the English Department of Teacher Training and Education Faculty, Sebelas Maret University. Surakarta, October 2010 Consultant I Consultant II Drs. Suparno, M.Pd. Teguh Sarosa SS M.Hum. NIP. 19511127 198601 1 001 NIP. 19730205 200604 1 001 vi i iii This thesis has been approved by the Board of Thesis Examiners of English Department of Teacher Training and Education Faculty, Sebelas Maret University, and accepted as one of the requirement for getting an Undergraduate Degree of Education in English. Day : Wednesday Date : October 27, 2010 The Board of Examiners: Chairman: Drs. Martono, M.A. ( ) NIP. 19600301 198803 1 004 Secretary Endang Setyaningsih, S.Pd., M.Hum. ( ) NIP. 19800513 200312 2 002 Examiner I Drs. Suparno, M.Pd ( ) NIP. 19511127 198601 1 001 Examiner II Teguh Sarosa, SS., M.Hum.
    [Show full text]
  • Phonological Transcribing of English Utterances in Teaching Listening Comprehension for Korean Students PUB DATE 2009-05-20 NOTE 25P
    DOCUMENT RESUME AUTHOR Cheung, Yun Kul TITLE Phonological Transcribing of English Utterances in Teaching Listening Comprehension for Korean Students PUB DATE 2009-05-20 NOTE 25p. PUB TYPE Guides – Classroom – Teacher EDRS PRICE DESCRIPTORS English (Second Language); Listening Comprehension; Dictation; Listening Skills; Second Language Instruction; Teaching Methods IDENTIFIERS Korea; Dictation ABSTRACT The purpose of this paper was to discuss the importance of listening and to examine whether or not transcribing utterances in English using the Korean alphabet improved the accuracy in English sentences produced by a group of Korean college students. A total population of 120 students was divided into two groups, control and experiment. The experiment group transcribed the English utterances on a practice TOEIC tape into phonological writing in Korean and then later transposed the Korean writing into English words. The control group transcribed the English sounds only in English without using the Korean alphabet. Statistically significant differences were noted in the accuracy of dictation when the students used the Korean alphabet, especially for the beginning and intermediate students. Statistically significant results were not produced for the advanced students. The findings of the study supported the view of many researchers and methodologists that listening comprehension is important to the acquisition of language skills, and second language instruction should continue to emphasize the importance of listening. (Contains 4 tables and 48 references.) I. INTRODUCTION Research suggests that listening skill is prerequisite to other language skills, i.e., speaking, reading, and writing. Listening comprehension is the first and foremost skill to be acquired in learning a new language – comprehension should precede production.
    [Show full text]
  • Opment in a Comprehension-Based ESL Program 1 2
    Reading Comprehension and Second Language Devel­ opment in a Comprehension-Based ESL Program 1 2 T. Sima Pan1>akht and Marjorie Bingham Wesche The paper reports on an exploratory in a four-skill program. study of the acquisition of specific Findings are reported and discussed content vocabulary, discourse connec­ in terms of the methodology and instru­ tives and grammatical knowledge over ments developed and adapted for the time by instructed adult L2 learners. A study, and of learning outcomes for the major objective of the study was the two groups. TIle instruments proved to development of an appropriate metho­ be largely appropriate for our purposes. dology and instruments for classroom The findings indicate that gains on research on these questions. grammatical knowledge measures were The study followed 37 intermediate somewhat greater for the four-skill level ESL students through one semes­ class, while the comprehension-based ter, including one class in a theme­ demonstrated greater gains in vocabu­ based program centered on comprehen­ lary knOWledge (both discourse con­ sion activities, and a comparison class nectives and content wordS). IN1RODUCTION This paper reports on the first stage of a long-term project to investigate the role of comprehension in second language development by young adults. The context is a comprehension­ based program for beginning to intermediate learners of English as a second language. Our objective is to study the language learning outcomes of a teaching approach which emphasizes global comprehension of written and oral texts. These outcomes include gains in vocabulary, grammatical and discourse knowledge. Inthis context we have focused on vocabulary learning outcomes from written texts used for global reading comprehension and related activities.
    [Show full text]
  • Teaching Unplugged: the Revitalization of Elt?
    TEACHING UNPLUGGED: THE REVITALIZATION OF ELT? by Jason Parry A research essay submitted to the Faculty of Graduate and Postdoctoral Affairs In partial fulfillment of the requirements for the degree of Master of Arts Applied Linguistics and Discourse Studies Carleton University Ottawa, Ontario December, 2012 ©2012, Jason Parry Table of Contents Preface............................................................................................................................................ iv Research Questions .................................................................................................................. viii Chapter One: The Hunt for a Perfect Method in Language Teaching ............................................ 1 Approach, Method, and Technique ............................................................................................. 1 The Swing of the Pendulum ........................................................................................................ 1 The Plea for a Historical Perspective in ELT ............................................................................. 7 Conclusion ................................................................................................................................ 11 In the next chapter:.................................................................................................................... 14 Chapter Two: Current Approaches to English Language Teaching ............................................. 15 Communicative Language Teaching (CLT)
    [Show full text]
  • The Effectiveness of Total Physical Response to Improve Students’ Vocabulary Mastery
    INOVISH JOURNAL, Vol. 5, No. 2, December 2020 e-ISSN: 2528-3804 p-ISSN: 2621-7295 THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE TO IMPROVE STUDENTS’ VOCABULARY MASTERY Bigar Rahasia Siswa1, Rini Fitria2, Cut Dara Ilfa Rahila3 1Lecturer of The Faculty of Office Administration of PMM Politeknik Muhammadiyah Magelang Jl. Tentara Pelajar, Kwirah, Tamanagung, Kec. Muntilan, Magelang, Jawa Tengah 56413 Phone: (0293) 587151 e-mail: [email protected] 2Lecturer of STAIN Bengkalis STAIN Bengkalis Jl. Lembaga, Senggoro, Bengkalis. Riau 28711 Phone/fax. (+62766) 8001050 e-mail: [email protected], [email protected] 1Lecturer of IAIN Takengon IAIN Takengon Jalan. Aman Dimot/Yos Sudarso No.10 Takengon Bar., Lut Tawar, Aceh Tengah Telp. (+6243) 23268, Fax. (+6243) 22422 e-mail: [email protected] ABSTRACT Abstract: The research is aimed to know whether there is a significant difference of student’s vocabulary mastery between those who are taught by using Total Physical Response and those who are taught by using Direct Method. The researcher took the ninth-grade student of Mambaúl Hikmah Islamic Boarding School Magelang as the population. There were 80 students. We used total random sampling and divided the student into two groups, group A as the Experimental group was taught using “Total Physical Response”and group B as the control group was taught by using “Direct Method”. The methods used to collect the data are documentation pre-test and post-test answer sheet. There were two tests given in this research. They were pre-test and post-test. To analyze the data the researcher used comparative analysis.
    [Show full text]
  • Teaching Methodology
    Teaching Methodology Abbas Ali Zarei, Associate professor, Imam Khomeini International University, Qazvin Teaching Methodology Preface According to Richards and Rodgers (1986), the proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. To some, this reflects the strength of our profession because teachers can have a wider variety of methodological options to choose from. To others, however, the wide variety of method options currently available confuses rather than comforts. This is partly because methods appear to be based on very different views of language and the way it is learnt. The goal of this book is to provide an overview of the field of second/foreign language teaching, with a particular focus on issues related to the teaching of English. It provides an overview of foreign language teaching and learning that will, hopefully, enable both prospective and practicing teachers to have a clearer understanding of the relationships between many of the practical planning and instructional activities and their underlying theoretical positions. The author also hopes to create a better understanding of the nature of language teaching and learning and the roles learners, teachers, teaching methods, and teaching materials play in successful language learning. The book is organized into 13 chapters. The first chapter is a review of the trends of development of the theories of language and learning and the resultant approaches to language teaching. Chapter 2 reviews language and its characteristics. Chapter 3 begins with a 2 Teaching Methodology description of human brain and some of its characteristics and then presents some definitions as well as the implications that the knowledge of the brain may have for theories of learning and, subsequently, teaching methods.
    [Show full text]
  • The Significance of Vocabulary in Language Teaching: Groundbreaking Research on the Application of the Lexical Approach in Punta Arenas
    Universidad de Magallanes Facultad de Humanidades, Ciencias Sociales y de la Salud Departamento de Educación y Humanidades THE SIGNIFICANCE OF VOCABULARY IN LANGUAGE TEACHING: GROUNDBREAKING RESEARCH ON THE APPLICATION OF THE LEXICAL APPROACH IN PUNTA ARENAS Students Juan Álvarez Garcés Bastián Dillems Díaz Daniel Oyarzo Judikis Guide teacher Patricia Díaz Aguilar Punta Arenas, December 2012 _____________________________________________________________________________________ “People with an impoverished vocabulary live an impoverished emotional life; people with rich vocabularies have a multihued palette of colors with which to paint their experience, not only for others, but for themselves as well.” Anthony Robbins _____________________________________________________________________________________ Acknowledgements To our families for their undying devotion and boundless love throughout the construction of our career path. You are the ones who fully deserve the recognition gained from this hard effort. We are genuinely grateful to Ms Patricia Díaz, the teacher who cultivated our appetite for learning beyond the classroom. We deeply appreciate your encouragement to never surrender, be wise in times when you lose your way, and especially we treasure your attempts to imbue us with the significance of diligence. Thank you for your eruditeness, your patience, your careful guidance and for mentoring the effectiveness of this work. You carved out our future and we will always cherish every moment spent together as you proved not only to be a woman of great moral stature, but of sincere words as well. A warm thanks to Efira Aravena for her wholehearted support and assistance when facing unexpected setbacks. We also extend our gratitude to our classmates whose aid contributed to the successful realization of this research.
    [Show full text]
  • A Model for Listening and Viewing Comprehension in Multimedia Environments
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarSpace at University of Hawai'i at Manoa Language Learning & Technology July 1999, Volume 3, Number 1 http://llt.msu.edu/vol3num1/hoven/index.html pp. 73-90 online (page numbers in PDF differ and should not be used for reference) A MODEL FOR LISTENING AND VIEWING COMPREHENSION IN MULTIMEDIA ENVIRONMENTS Debra Hoven University of Queensland, Australia ABSTRACT This paper proposes an instructional design model appropriate for humanistic multimedia Computer-Enhanced Language Learning (CELL) in a self-access environment for second language learning through listening and viewing comprehension. The model is grounded in sociocultural theory, and set against a background of research into the complexities of listening and viewing, individual learner differences and learning styles, characteristics of self-directed and autonomous learning, and user-friendly instructional software design. INTRODUCTION Computers give learners freedom to work at their own pace and level, and to receive immediate and personalised feedback. In terms of group dynamics, they enable learners to pool their knowledge in more effective ways and enhance peer correction and language repair work. For this reason, the term CELL is used here in preference to CALL (Computer-Assisted/Aided Language Learning) to recognise the enhancing role that computers play in the language learning process. Humanistic elements of the use of computers in language learning emerge in discussions of types and techniques of learning, where CELL brings the real world into the classroom, makes learning more relevant, develops the learners' sense of responsibility, promotes non-linear and co-operative learning, helps reduce the need for a meta-language, and changes the role of the teacher (Batley & Freudenstein, 1991, pp.
    [Show full text]
  • Research Notes : 69
    Research Notes We help people Findings of the learn English and Action Research prove their skills in ELICOS to the world Program 2017 Discover more: Issue 69 cambridgeenglish.org/researchnotes We are Cambridge Assessment English. Part of the cambridgeenglish.org University of Cambridge, we help millions of people Cambridge Assessment English learn English and prove their skills to the world. /cambridgeenglish The Triangle Building For us, learning English is more than just exams and grades. It’s about having the confidence to Shaftesbury Road /cambridgeenglishtv communicate and access a lifetime of enriching Cambridge experiences and opportunities. /cambridgeeng CB2 8EA With the right support, learning a language is an exhilarating journey. We’re with you every step of the way. United Kingdom /cambridgeenglish Copyright © UCLES 2018 All details are correct at the time of going to print in June 2018. *1394501497* Research Notes Issue 69/July 2018 Senior Editor and Editor Dr Hanan Khalifa, Head of Research and International Education, Cambridge Assessment English Sian Morgan, Senior Research Manager, Cambridge Assessment English Editorial board Professor Anne Burns, Professor of TESOL, University of New South Wales Sophie O’Keefe, Professional Development Manager, English Australia Production team Anthony Power, Marketing Project Co-ordinator, Cambridge Assessment English John Savage, Publications Assistant, Cambridge Assessment English Printed in the United Kingdom by Canon Business Services Research Notes: 69 CONTENTS - Editorial . ‘Wicked
    [Show full text]