International Forum of Teaching and Studies (IFOTS)
ISSN 1555-872X

International Forum of Teaching and Studies (IFOTS) provides an academic exchange forum for scholars, educators, and professionals to disseminate research on theory building and practice-based information on education. This peer-reviewed journal publishes biannually and particularly dedicates to the development and improvement of teaching within international contexts since 2004.

Library of Congress Web site

Current Issue Vol. 13 No 1, 2017

Author

Shelbee R. NguyenVoges is an Assistant Professor of Education at Kennesaw State University in the Department of First-Year and Transition Studies. She has taught in 6 different international locales including two years spent in Dubai exploring intercultural and international experiential education. Central to her core research is academic and social adjustment within multicultural contexts. Her particular research interests place importance on sociocultural influences to the learning environment, study abroad participation, and the practice of adult learning theory. Recently, her research has underscored critical reflection and transformative learning for Veteran and multicultural learners transitioning into the higher education environment.

Linda M. Lyons is an assistant professor of education and the director of strategic initiatives in University College at Kennesaw State University. She has built an academic trajectory with a focus on the scholarship of teaching and learning that is germane to multicultural education. Specifically, her research concentration is building intercultural competence in higher education through a collaborative approach with academic instructors, campus leaders and other campus stakeholders when developing and executing cultural awareness curriculum and co-curricular initiatives. Linda teaches leadership development courses that are connected to building team synergy, multicultural education, diversity sensitivity and globalization. In her administrative role she assists her college’s leaders with strategic planning efforts to meet identified goals for their specific discipline.

Abstract

At a large, public Southeastern University, a co-curricular experiential learning initiative was implemented with the aim of cultivating global citizenship by using guided visits to various organizations in Washington, DC and reflecting about those experiences using journaling techniques. In this study, the researchers first examine 21st century learning and literature concerned with developing global citizenship, specifically mindfulness, via experiential educative cityscapes. Next, a discussion of this particular experiential learning adventure and the participants is offered, with an overview of data collection and analysis techniques. The researchers conclude by discussing how students in this particular learning-by- doing opportunity connected to the idea of mindfulness within the city context, mindfulness of their felt experience, and their development as global citizens.

Keywords

First-year studies, first year experience, global citizenship, experiential learning, co- curricular learning, mindfulness

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Authors

Chayata Viriya is currently a Ph. D. candidate in the English as an International Language program at Chulalongkorn University. She is also a part-time instructor at Chulongkorn University Language Institute, Chulalongkorn University, Thailand. Her research interests include second language writing, genre-based writing instruction, genre awareness, and perceived self-efficacy. Email: chayataviriya@gmail.com

Punchalee Wasanasomsithi was awarded a doctoral degree in Language Education from Indiana University, Bloomington, USA. She is teaching at Chulalongkorn University Language Institute, Chulalongkorn University, Thailand, where she works closely with master and doctoral students on second language acquisition, second language writing, second language teaching, EFL, and qualitative research. Email: punchalee.w@chula.ac.th

Abstract

The study examines the effectiveness of the genre awareness approach, a new writing instruction approach, on the development of EFL undergraduate students’ writing ability. The participants chosen for this study were twenty-seven undergraduate students who enrolled in an English course at a public university in Thailand. Writing tests, genre awareness questionnaires, and interviews were administered to students at the beginning and the end of the course. The results indicated that the genre awareness approach substantially benefited students by enabling them to be aware of how texts were shaped for different communicative purposes. Furthermore, students’ writing ability increased identically with positive attitudes. Recommendations for teaching practices and further research are discussed.

Keywords

genre, genre awareness approach, EFL, writing ability

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Authors

Xintao Yao and Keqin Liu
Lishui Vocational and Technical College, Lishui, China

Email: yxt315@sina.cn

Abstract

The Chinese national program, “A Practical Study of the New Farmer Training College’s Innovatory Mechanism” is coming to an end. During the three-year study period, researchers conducted comprehensive literature reviews, field surveys, authored a book, and applied relevant achievements therefrom. Based on current studies on farmer training in China and other countries, this article describes the famer training model tested in Lishui city and how it would be applied across China.

Keywords

Farmer-Training College; Training Model; Innovatory Mechanism; Drive; Conserving Mechanism

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Authors

Jia Hongwei obtained (in 2011) his Ph.D of linguistics from Beijing University of Foreign Studies and served as post doctoral research fellow (2012-2014) at Minzu University of China. Currently, he is associate professor of linguistics at Department of College English, Capital Normal University (Beijing, China), executive editor-in-chief of Journal of Language and Culture Research, guest professor of Datong University (Datong, Shanxi Province) and Zhengzhou Teachers’ College (Zhengzhou, Henan Province), and doctoral supervisor in the program of educational administration, curriculum and instruction at Silpakorn University (Thailand). His research interest covers socio-linguistics, translation semiotics, overseas sinology, history of modern Chinese linguistics, and history of modern semantics, etc. Up to now, he has published almost 70 journal papers and 3 books.

Abstract

This article combs the Chinese traditional and modern linguistic field research. It is widely admitted that modern Chinese linguistic fieldwork practice is introduced from the West, but also that knowledge in the humanities is strongly situated, especially in the field of language studies. The article, in terms of linguistic historiography, offers an overview of Chinese traditional linguistic fieldwork and the spread of modern Western linguistic fieldwork practice in China, and conducts a contrastive analysis between the two in order to reveal that modern Chinese linguistic fieldwork, though introduced from the West, is, by nature, a combination of Chinese traditional linguistic fieldwork in Fangyan studies and Western linguistic fieldwork practice.

Keywords

traditional Chinese linguistic fieldwork; Fangyan studies; modern linguistic fieldwork

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Authors

Jinhai Wen

School of Foreign Languages Nanjing University of Finance & Economics, Nanjing, China

E-mail: wenjinhai163@163.com

Abstract

The systematic negative transfers engendered thus can be easily obtained in four dimensions of cross-cultural composition, namely forms, uses, grammar and texts. Through analysis, the paper maintains that the essential causes lie with the differences between Chinese Zi-centeredness and English Words-as- basic-unit. Then staring from Zi to Word, it explains their motivations respectively, thus advocating a comparative solution to seek its outlet.

Keywords

Zi-centered theory, composition across borders, linguistic dimensions, negative transfers

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Authors

Zhao Zhiyong and Gao Fenglan

School of Foreign Languages, Northeast Normal University, Changchun, China

Email: zhaozy151@nenu.edu.cn

Abstract

Chinese cross-cultural researchers are the carriers and transmitters of Chinese culture as well as the absorbers and introducers of the foreign culture. The cross-cultural researches they did under this cultural identity would form a cultural memory. The new culture established on the basis of the cultural memory is able to develop cross-cultural communication harmoniously and efficiently. In order to build the new culture, people need to make a rational analysis about the cultural identity of Chinese cross- cultural researchers, and to explore how to enhance their cultural identities. Mutual-construction can be considered as a feasible and efficient way to build new culture.

Keywords

Cross-cultural research, cultural identity, cultural memory, new culture, mutual-construction

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