Asian EFL Journal. Volume 13, Issue 4 The Asian EFL Journal Quarterly December 2011 Volume 13, Issue 4 Senior Editors: Paul Robertson and Roger Nunn Asian EFL Journal Asian EFL Journal. Volume 13, Issue 4 Published by the Asian EFL Journal Press Asian EFL Journal Press A Division of Time Taylor International Ltd http://www.asian-efl-journal.com ©Asian EFL Journal Press 2011 This book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Asian EFL Journal Press. No unauthorized photocopying All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the Asian EFL Journal. [email protected] Publisher: Dr. Paul Robertson Chief Editor: Dr. Roger Nunn Production Editors: Robert Baird, Robert Kirkpatrick and Aradhna Malik ISSN 1738-1460 2 Asian EFL Journal. Volume 13, Issue 4 Table of Contents: Foreword by Robert Baird ….……………………………………….……… 6-9 1. Megumi Hamada and Chaehee Park ………………..….…………… 10-32 - Word-Meaning Inference: A Longitudinal Investigation of Inference Accuracy and Strategy Use 2. Xiaoli Jiang and Gerard Sharpling………………………………....... 33-68 - The Impact of Assessment Change on Language Learning Strategies: The Views of a Small Group of Chinese Graduate Students Studying in the UK 3. Neil H. Johnson and Jonathan deHaan……………………...…........... 69-101 - Second Language Development through Technology Mediated Strategic Interaction 4. Minh Hue Nguyen…………...…………………..…………………….. 102-134 - Learner Self-management Procedures Reported by Advanced and Intermediate ESL Students 5. Peter Crosthwaite................................................. .……...…………….. 135-166 - The Effect of Collaboration on the Cohesion and Coherence of L2 Narrative Discourse between English NS and Korean L2 English Users 6. Rais Ahmed Attamimi and Hajar Abdul Rahim……………….………. 167-197 - Socio-Economic Orientations in Foreign Language Learning Motivation: The Case of Yemen 7. John F. Haggerty………….…..……………….……………………..… 198-227 - An Analysis of L2 Motivation, Test Validity and Language Proficiency Identity (LPID): A Vygotskian Approach 8. Katerina Petchko……….…………..……….……….…………….…… 228-255 - Input Enhancement, Noticing, and Incidental Vocabulary Acquisition 9. Ya-huei Wang ...……….………………………..……………….……… 256-287 - Shattering the hierarchical education system: The creation of a poststructural feminist English classroom 3 Asian EFL Journal. Volume 13, Issue 4 10. Breda O’Hara-Davies………………...………..……………….……… 288-299 - English only? inda kali eh! (not likely!) – Changing the paradigm 11. Gurnam Kaur Sidhu, Chan Yuen Fook and Sarjit Kaur Sidhu.…… 300-327 - Students’ Reactions to School Based Oral Assessment: Bridging the Gap in Malaysia 4 Asian EFL Journal. Volume 13, Issue 4 Book Reviews 1. A Glossary of Corpus Linguistics Paul Baker, Andrew Hardie, & Tony McEnery Reviewed by Vander Viana.....………………………………….……………. 328-330 2. Adult Language Learners Ann F.V. Smith and Gregory Strong (eds.) Reviewed by Stephanie A. Wilton …..…………………………………..……. 331-333 3. Language and Education M. A. K. Halliday. Edited by Jonathan J. Webster Reviewed by Servet Celik. …………………………………………………… 334-335 4. Reading in a Second Language: Moving from Theory to Practice (Cambridge Applied Linguistics Series) William Grabe Reviewed by Jim Bame.………………………………..……………………… 336-337 Asian EFL Journal editorial information and guidelines………..…….……… 338-346 5 Asian EFL Journal. Volume 13, Issue 4 Foreword In this, the final quarterly edition of 2011, we have the opportunity to engage with a wealth of research, perspectives, approaches and theories which all have clear implications for the field of English language teaching across Asia. In Word-Meaning Inference: A Longitudinal Investigation of Inference Accuracy and Strategy Use, Hamada and Park, recognising the importance of strategies employed to infer meaning when reading in a second language, investigate the word-meaning inference behaviours of three college-level ESL students. The findings of this qualitative study are discussed in relation to previous literature, and implications for teachers and future research are highlighted. The second article, The Impact of Assessment Change on Language Learning Strategies: The Views of a Small Group of Chinese Graduate Students Studying in the UK by Jiang and Sharpling, qualitatively investigates the experiences and perceptions of Chinese students studying at a UK University vis-à-vis the shifting assessment orientations that they inevitably encounter, both before arriving in the UK and during their time there. The authors offer substantial insights into the influence of assessment on the choice and development of language learning strategies, as well as the diverse factors that influence the experiences, learning behaviours, perceptions and values of the students in their study. In Second Language Development through Technology Mediated Strategic Interaction, Johnson and deHaan give a detailed account of the design and implementation of technology-mediated strategic interaction tools for a group of Japanese university students. They give an overview of problems that Japanese university students in their context typically face, problems that, according to their theoretical discussions and initial results, can be more effectively met with approaches that are driven by a deep understanding of the fundamental nature of language learning alongside contextual awareness. 6 Asian EFL Journal. Volume 13, Issue 4 The next article is Nguyen’s Learner Self-management Procedures Reported by Advanced and Intermediate ESL Students, in which the author reports the results of a New Zealand based study of intermediate and advanced ESL students’ self-management procedures, adding to a growing amount of literature in the field. Various research tools were used to gain insights into students’ practices. Similarities and differences between the two groups of learners are identified and critically discussed in relation to current understandings, theories and debates. In The Effect of Collaboration on the Cohesion and Coherence of L2 Narrative Discourse between English NS and Korean L2 English Users, Crosthwaite investigates differences between native English speakers and Korean English learners in terms of cohesive reference maintenance and the role of scaffolding on the accuracy of the latter’s discursive performances. To achieve this, spoken data are analysed and compared in to identify specific grammatical forms that have an important role in maintaining coherent reference to discourse referents. From this, the role of scaffolding is analysed to ascertain its role in maintaining coherence and accuracy among the Korean speakers. Findings from this study suggest an important role for scaffolding in enhancing coherence and easing difficulties managing accurate reference maintenance. The sixth article, Socio-Economic Orientations in Foreign Language Learning Motivation: The Case of Yemen by Attamimi and Rahim, draws attention to the notion of cultural capital, parental economic status and motivation to learn English in a dual-survey study which is supported by interviews. The authors discuss a number of areas of motivation that incorporate cultural capital, student orientations, students’ feelings of or against ‘integrativeness’ with the target language community (or out-groups). Results are presented in the form of quantitative summaries and discussion. In An Analysis of L2 Motivation, Test Validity and Language Proficiency Identity (LPID): A Vygotskian Approach, Haggerty investigates learners’ attitudes, beliefs and motivations in relation to their experiences with high-stakes language assessments. The author’s account advocates the incorporation of Vygotsky’s notion of ‘language proficiency identity’ into research into the impact of assessment and learning experiences on various aspects of identity, values and motivation. The resulting 7 Asian EFL Journal. Volume 13, Issue 4 discussion raises questions about test validity and current assessment practices while at the same time reporting the impact that language tests appear to have on Korean learners in different stages of education. In the next article, Input Enhancement, Noticing, and Incidental Vocabulary, Petchko investigates input enhancement in reading classes by investigating the role of textually enhancing target words (non-words in this study) in noticing, meaning recognition and meaning recall. The author gives a considerable overview of the importance of this area of research for the language teaching community before discussing the implications of this study’s findings and recommending future research directions. Wang’s Shattering the hierarchical education system: The creation of a poststructural feminist English classroom draws our attention to a pedagogical approach designed to improve Taiwanese students’ English proficiency, critical thinking faculties and satisfaction through their learning experiences in English. The author’s poststructural feminist model is discussed and justified drawing on cultural aspects of classroom learning in the Taiwanese context and the results, gained through a variety of methods, appear to show that this approach has been implemented successfully to enhance students’ learning, thinking and experiences. The next article, English only? inda kali eh! (not likely!) – Changing the paradigm