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   Language in Society and Professional Domains: Linguistic and Educational Issues   
   Volume 5 - ISBN 0-9709895-1-5
   Editors: Anna Franca Plastina, Emila Di Martino, Bruna Di Sabato , Marilyn Pasqua

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P   U   B   L   I   S   H   E   D
Summer 2015
    22 ARTICLES,     27 AUTHORS     144 PAGES
Table of Contents 
Introduction   /  iii 
Preface   /  iv 

Chapter One  /  1
Critical Languages in the U.S. Educational System  /  3
	Mitra Ara, San Francisco State University, CA
The European Survey on Language Competences  /  10
	Neil Jones, University of Cambridge
	Karen Ashton, Massey University
Immigrant Students’ Perspectives on Literacy  /  15
	Barbara Greybeck, Sam Houston State University, TX 
Exploring Migration through Lesson Plans  /  20
	Cristina Pennarola, Università di Napoli Federico II
Translation in SLA: A Complete Re-Appraisal   /  26
	Emilia Di Martino, Università Suor Orsola Benincasa, Italia
	Bruna Di Sabato, Università Suor Orsola Benincasa, Italia
Intercultural Understanding in Language Education  /  33
	Carmela Pesca, Central Connecticut State University
L1 interference in EFL: Present Tense and Aspect  /  39
	Marilyn Pasqua, University of Calabria, Italy
Poetry: A Means to Culture in the ESL Classroom  /  45
	Rebecca L. Chism, Kent State University
	Seham Sayed, Kent State University
 Lexical Preference and the Spanish Subjunctive  /  49
	Robert D. Cameron, The United States Military Academy at West Point
An Analysis of Spanish L2 Lexical Richness  /  56
	Dieter A. Waldvogel, U.S. Air Force Academy
L2 Chinese Learners’ Use of Numeral Classifiers   /  63
	Jie Zhang, The University of Oklahoma

Chapter Two  /   71
Web Authoring for ESP Pragmatic Awareness  /  73
	Anna Franca Plastina, Università della Calabria - Rende, Italy
Developing meta-affective skills via chatbots  /  79
	Sandra Petroni, University of Rome “Tor Vergata”, Italy
Interaction in Glocal Learner Communities Online  /  85
	Jonathan R. White, Dalarna University, Sweden
Oral Activities for Novice Language Learners  /  91
	Kristi Hislope, North Georgia College & State University, GA
An Analysis of Using Humor in the ESP Classroom   /  98
	Anna Franca Plastina;  Università della Calabria - Rende, Italia
	Domenico Sturino; Università della Calabria - Rende, Italia
Learner Profiles in Hybrid Language Learning   /  104
	Carolyn Gascoigne, University of Nebraska at Omaha
	Juliette Parnell, University of Nebraska at Omaha
Multiple intelligences in the EFL classroom   /  109
	Ewa Suchecka, University of Warsaw, Poland
Action Research: Bridging Theory and Practice  /  116
	Nicole Mills, Harvard University, MA
Exophonic Writing: A New Paradigm in Translation  /  122
	Rossella Pugliese, Università della Calabria – Cosenza, Italia
Speaking  Self-Efficacy in the AFL Classroom   /  128
	Diana Fidaoui, Syracuse University, NY 
	Julie Causton, Syracuse University, NY
Changes in Learning Styles in a Japanese Class   /  134
	Masako Hamada, Villanova University, PA

Author Index  /   142
School Index  /   143

Contents
Introduction / iii
Language in Society and Professional Domains Language is considered a tool for the negotiation of meaning as well as a way to interact with one’s environment. That is, language is an instrument of regulation, contemplation, and adaptation that can take place via a multitude of modalities that transcend time and space.

Not only does language serve as a complex semiotic device for communication, it also represents its users’ historical viewpoints, cultural mores, and societal ethics. Moreover, it encompasses both the pragmatic and the aesthetic. In this manner, it contributes to one’s awareness of the relationship with self and others.

As our perception of language and its role in the world continues to evolve, so does our need to study its overall potential and purpose. This evolution calls for linguistic professionals to assimilate new insights and to adjust to the rising needs of formerly monolingual societies.

For instance, the fields of translation and translation studies seek to research and integrate emerging corpora that strive to keep pace with surfacing demands. Translators are mindful that linguistic structures go beyond mere world replacement; they reflect the intentions of their users within a variety of settings and circumstances. Likewise, in the arena of second and foreign language teaching and learning, instructors make every effort to know their students’ learning styles, preferences, motivations, and interests. They modify their goals and objectives to serve their population that may include bilingual, multilingual, limited proficiency, or specific purpose groups.

Such instructors desire to discern and employ best practices toward interpersonal, interpretive, presentational, and cultural standards. Toward this end, they are able to take advantage of the multitude of approaches and devices at their disposal in order to help each learner reach his or her potential.

These modern platforms have the potential to augment and even improve current pedagogical functions and executive commands. The plethora of new literacies promotes universal and continuous access in unprecedented ways while fostering critical thinking and life-long learning. As linguistic professionals, we are called to deepen our understanding and appreciation of the role of language as a catalyst toward mutual empathy, respect, and connection toward our common good.

Rebecca L. Chism, Ph.D., Kent State University


Preface / iv
Sound Instruction Volume V is the result of professional cooperation and common goals among researchers, scholars and practitioners across the world, eager to share their research and experience on multiple issues concerning Language in Society and Professional Domains. This collection of works reflects a community of practice truly scattered across the globe as a number of the authors are located outside the USA, countries represented being Italy, New Zealand, Poland, Sweden and the UK.

The collection of papers targets the four key domains of society, technology, education and the profession, in each of which linguistic and educational issues are addressed through a multi-faceted repertoire of resources and ideas, reflecting the central role of language use related to these domains. The range of topics tackled is meant to stimulate researchers, scholars, practitioners and stakeholders alike worldwide to tailor these within their own professional fields of practice. The 22 contributions included cover significant issues, which will hopefully meet the needs of a wide readership in furthering professional development.

The first chapter in the volume focuses on language in the sociocultural domain with the purpose of encouraging the reader to reflect on key language issues within our contemporary society. A total of eleven articles have been selected for inclusion in this chapter to encompass significant current social phenomena. From a top-down perspective, the chapter opens with the important and timely issues of educational systems, language policies and migration. These topics give rise to other important issues, including the role of translation in Second Language Acquisition and Language Education in general, L1 interference in language acquisition processes and major issues of literacy. While these topics mostly refer to the English language, we felt that including three final contributions related to other languages, such as Spanish and Chinese, would provide additional value to the diverse sociocultural aspects of language.

The second chapter deals with language in technological and professional environments. The eleven articles in the chapter introduce a range of eclectic approaches to language both in the technological and professional domains. In the former, where language can be used for both specific and general purposes of communication, the contributions show how reflection, awareness and skills can be enhanced through the use of cutting-edge tools, which can also foster the development of digital literacy skills; in the latter domain, several contributors focus on qualifying language learners for their near future professions in the currently evolving occupational scenario, touching on a variety of related linguistic and educational issues. Two main professions, namely, language teachers and translators, are also investigated both in terms of professional development and lifelong learning. As in chapter one, we again felt that adding two final contributions related to other languages, in this case Arabic and Japanese, would further explore linguistic aspects in a broader frame of training for future social purposes.

It is no wonder that Sound Instruction Volume V ends with this focus, which creates an ongoing loop with the initial sociocultural domain, showing how language use is not clear-cut, but rather intertwined and further expandable. It is in this perspective that both the editors and all the authors have contributed in their own and diversely rich ways to emphasising the increased importance of language at all levels and in all realms of life. It is the editors’ hope that the reader will find the repertoire of research papers, projects and case studies presented in this volume interesting and thought-provoking. In the perspective presented, language in the different domains considered does not have clear-cut boundaries; therefore, contributions in one chapter may overlap with those in the other. The editors’ effort has been targeted to the guidance the book may hopefully provide to a wider readership as a resource for language policy makers, sociologists interested in the social use of language, research scholars in all areas of applied linguistics, educational technologists, language educators and practitioners, teacher trainers and, last but not least, undergraduate and postgraduate students with various interests in the fields of language and sound instruction.

The editors would like to take the opportunity to thank all contributors for their much appreciated work. This volume could not have been published without their dedicated research and eagerness to share results, ideas and advice.

Anna Franca Plastina, Università della Calabria
Emilia Di Martino , Università di Napoli Suor Orsola Benincasa
Marilyn Pasqua, Università della Calabria
Bruna Di Sabato , Università di Napoli Suor Orsola Benincasa
 
 
Author Index 
Ara, Mitra   /  1
Ashton, Karen  /  10
Cameron, Robert D.   /  49
Causton, Julie   /  128
Chism, Rebecca L.   /  45
Di Martino, Emilia  /  26
Di Sabato, Bruna  /  26
Fidaoui, Diana   /  128
Gascoigne, Carolyn   /  104
Greybeck, Barbara  /  15
Hamada, Masako  /  134
Hislope, Kristi  /  91
Jones, Neil  /  10
Mills, Nicole   /  116
Parnell, Juliette   /  104
Pasqua, Marilyn   /  39
Pennarola, Cristina   /  20
Pesca, Carmela   /  33
Petroni, Sandra   /  79
Plastina, Anna Franca   /  73,  98
Pugliese, Rossella   /  122
Sayed, Seham   /  45
Sturino, Domenico   /  98
Suchecka, Ewa  /  109
Waldvogel, Dieter A.  /  56
White, Jonathan R.  /  85
Zhang, Jie   /  63
 
 
School  Index
Central Connecticut State University  /  33
Dalarna University, Sweden  /  85
Harvard University, MA  /  116
Kent State University, OH   /  45
Massey University, New Zealand  / 10
Sam Houston State University, TX  /  15
San Francisco State University, CA  /  1
Syracuse University, NY  /  128
Università della Calabria – Cosenza  /  122
Università della Calabria - Rende  /  73, 98
Università di Napoli Federico II   /  20
Università Suor Orsola Benincasa  /  26
University of Calabria, Italy  /  39
University of Cambridge, UK   /  10
University of Oklahoma   /  63
University of Nebraska at Omaha  /  104
University of North Georgia, Dahlonega, GA  /  91
University of Rome “Tor Vergata”  /  79
University of Warsaw, Poland  /  109
U.S. Air Force Academy   /  56
U.S.  Military Academy at West Point  /  49
Villanova University, PA  /  134


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Thanks for selecting Academic Exchange Quarterly for your professional needs.


Inclusion criteria for Sound Instruction books
    The primary criteria for selection are
  • topic relevance: Language: Education, Society and Profession for Volume 5 - ISBN 0-9709895-1-5
  • anticipated level of interest and impact e.g., more than one of the following:
    • demonstrates a useful practice that teachers from all disciplines would benefit from
    • describes classroom attitudes and behaviors from various perspectives
    • formulates a novel and interesting idea that appears to be a very effective teaching tool
    • illustrates ideas that can be applied to other disciplines and courses
    • offers succinct and clear style, enjoyable to read
    • provides exposition and explicating both sides of the issue
    • motivates teachers to rethink how they communicate directions and expectations
    • exemplifies current scholarly trends
    • deals with a significant, vital issue in education
    • adds to our knowledge of the challenges in helping ‘behind the times’ faculty
    • makes a significant original contribution to the field
    • contains elements which have general application
    • presents an innovative approach toward dealing with significant teaching issues
  • The above examples, in no particular order, are from AEQ reviewers' recommendations.
  • Thank you for considering Sound Instruction books for your professional needs.
Academic Exchange Quarterly, AEQ, is actively endorsed by hundreds of colleges and universities
This quarterly "impact factor" is provided by Google Metrics e.g. in a listing of 15 publications Academic Exchange Quarterly is in a 5th entry 
REMAINING
5376-3z revised 10 - - - FCabe 1B - - - - - - - - z LANGUAGE-8 ESP Web Authoring for ESP Pragmatic Awareness 
5371-3z revised 10 - - - OKabe 2B - - - - - - - -z LANGUAGE-8 READING Father-daughter Interaction in Shared Reading 
5361-3z revised 10 - - - TXabe 2- - - - - - - - - z LANGUAGE-8 NNES Native Speakers’ Perception of Nonnative Speakers 
5351-3z revised 10 - 1 - FCabe 1B - - - - - - - - z LANGUAGE-8 WEB Interaction in Glocal Learner Communities Online 
5343-4v revised 10 5 - - OKabe 1B - - -809- - - v LANGUAGE-12 CMC L2 Chinese Learners’ Use of Numeral Classifiers 
5320-3z revised 10 - - - FCabe 2- - - - - - - - - z LANGUAGE-8 BILINGUAL Cognition, Bilingualism and Bilingual Education 
5015-1z revised 10 -- FCabe 1-----lvlz LANGUAGE-33 SELF Promoting Self-Regulated Learning in Tertiary SLA 
5014-1z revised 10 -- FCabe 1--------z LANGUAGE-33 TRANSLATION Exophonic Writing: A New Paradigm in Translation 
5313-3z revised 10 - - - FCabe 2B - - - - - - - z LANGUAGE-8 WRITING- EFL Students’ Voices in English Assignments 
5299-3v revised 10 - - 1 MDabe 2B --------lv LANGUAGE-12 ONLINE Mediating Feedback in an Online Writing Tutorial 
5290-3v revised 10 --5 FCabe 1B------lv LANGUAGE-12 EFL Language learning and university studies 
5288-3v revised 10 --- FCabe 2B-------v LANGUAGE-12 WEB Digital storytelling for ESP in Higher Education 
5280-3v revised 10 --- FCabe 2B-------v LANGUAGE-12 ESL The European Survey on Language Competences 
5275-3v revised 10 --3 MAabe 1B-------v LANGUAGE-12 ACTION Action Research: Bridging Theory and Practice 
5259-3v revised 10 --- FCabe 1B-------v LANGUAGE-12 CMC Language Economy as Evidence of Learner Autonomy 
5203-2z revised 10 2- SCabe 1B-725--vz LANGUAGE-12 SLA Lexical Preference and the Spanish Subjunctive 
5090-2v revised 10 -- FCabe 1B------jz LANGUAGE-33 EFL L1 interference in EFL: Present Tense and Aspect 
5089-2v revised 10 -- FCabe 1B-----vlj LANGUAGE-33 WEB Web 2.0 and Part-of-Speech annotation in ESL 
5087-2v revised 10 -- FCabe 1B------vl LANGUAGE-33 WEB Developing meta-affective skills via chatbots 
5082-2v revised 10 -- FCabe 2B-------v LANGUAGE-33 ESP An Analysis of Using Humor in the ESP Classroom 
5024-1z revised 10 -- FCabe 1B-------z LANGUAGE-33 EFL The Use of English Articles by Italian Learners 
5023-1z revised 10 -- FCabe 2B-------z LANGUAGE-33 SELF Self-Access & Reflection in an ESP Course 
5011-1z revised 10 -- GAabe 1B-584--vz LANGUAGE-33 LANGUAGE Oral Activities for Novice Language Learners 
5000-1z revised 10 -- TXabe 1B------vz LANGUAGE-33 LITERACY Immigrant Students’ Perspectives on Literacy 
4979-1z revised 10 -- FCabe 2B-------z LANGUAGE-33 SLA Exploring the Role of Translation in SLA 
4974-1z revised 10 -- FCabe 1--------z LANGUAGE-33 METHODOLOGY Language Policy in Israel: Israeli vs. Hebrew 
4723-0z revised 10 -- TXabe 2B------jz LANGUAGE-5 LITERACY Contextualizing Literacy on the Border
Sound Instruction volumes are available in one or more of the following three formats
         -- Print format (a traditional book)
         -- DVD in PDF format.
         -- online as Open Access (OA)
DVD in PDF format is the functional equivalent of a print issue i.e. identical layout and pagination.
Using Adobe Reader one can search the PDF text or extract the text contents into DOC, DOCX.
DVD in PDF format permits transfer of the content onto a library server or a personal computer
- thus allowing unlimited access, anywhere, anytime. There is no need to be connected to the Internet
- in contrast to Open Access that requires continuous and uninterrupted online connection.


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Thanks for selecting Academic Exchange Quarterly for your professional needs.
July 2015