Journal•ISSN: 0033-6882
RELC Journal
SAGE Publishing
About: RELC Journal is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Language education & Language assessment. It has an ISSN identifier of 0033-6882. Over the lifetime, 1180 publications have been published receiving 27121 citations. The journal is also known as: Regional English Language Centre journal.
Topics: Language education, Language assessment, Teaching method, Comprehension approach, Reading (process)
Papers published on a yearly basis
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TL;DR: The second language speaking anxiety scale (SLSAS) as discussed by the authors was developed for English as a second language (EASL) students and validated using confirmatory factor analysis and reported causes of anxiety were investigated through interviews.
Abstract: Second language anxiety has a debilitating effect on the oral performance of speakers of English as a second language. This article describes a research project concerning the conceptualization of second language speaking anxiety, the relationship between anxiety and second language performance, and the major reported causes of second language anxiety. The participants in this study were advanced English for academic purposes (EAP) students studying on intensive EAP courses immediately prior to entering Australian universities (N = 275). The second language speaking anxiety scale (SLSAS) was developed for the study. This instrument provided evidence for a dual conceptualization of anxiety reflecting both oral communication within and outside the language learning classroom. The scale was validated using confirmatory factor analysis. The analysis indicated second language speaking anxiety to be a significant predictor of oral achievement. Reported causes of anxiety were investigated through interviews. The...
647 citations
TL;DR: Second Language Teacher Education (SLTE) is affected by two factors; a rethinking of its knowledge base and instructional practices as a response to changes in our understanding of the nature of SLTE as mentioned in this paper.
Abstract: Second Language Teacher Education (SLTE) is affected by two factors; a rethinking of its knowledge base and instructional practices as a response to changes in our understanding of the nature of SL...
357 citations
TL;DR: In this paper, a metacognitive approach for teaching listening is discussed, drawing on understandings from educational research as well as second language listening studies, and the theoretical rationale and principles for carrying out metACognitive instruction are discussed.
Abstract: There has been a growing interest in and concern for the teaching of listening in the last 40 years. Looking back over the years, we can see how the emphases on teaching listening and the focus of listening instruction have changed. Although instructional practices were initially heavily influenced by models of the written language and a behaviourist approach, the focus has since moved to developing listening as a skill needed for constructing and communicating meaning. More recently, discussions about listening instruction have emphasized the role of strategy training and learner metacognition in facilitating comprehension. In this paper I discuss a metacognitive approach, drawing on understandings from educational research as well as second language listening studies. I explain its theoretical rationale and identify principles for carrying out metacognitive instruction, as well as outline general instructional objectives and learning activities for this purpose. Finally, I suggest possible research dire...
353 citations
TL;DR: This paper examined ten core dimensions of skill and expertise in language teaching, including language proficiency, content knowledge, teaching skills, contextual knowledge, language teacher identity, learner-focussed teaching, specialized cognitive skills, theorizing from practice, joining a community of practice, and professionalism.
Abstract: In order to plan for the professional development of English language teachers, we need to have a comprehensive understanding of what competence and expertise in language teaching consists of. What essential skills, knowledge, values, attitudes and goals do language teachers need, and how can these be acquired? This paper seeks to explore these questions by examining ten core dimensions of skill and expertise in language teaching. These are: language proficiency, content knowledge, teaching skills, contextual knowledge, language teacher identity, learner-focussed teaching, specialized cognitive skills, theorizing from practice, joining a community of practice, and professionalism. Each construct will be examined, its contribution to teacher competence and performance illustrated, and implications discussed for the development of English language teachers and teacher education programmes.
347 citations
TL;DR: In this paper, low frequency words at two different densities in a text were replaced by nonsense words, and the subjects were asked to guess the meanings of these words by using context clues.
Abstract: Low frequency words at two different densities in a text were replaced by nonsense words. The subjects were asked to guess the meanings of these words by using context clues. The results were analy...
335 citations