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This study investigated the effect of genre consciousness-raising activities on listening comprehension performance of Iranian EFL learners across language proficiency levels. To this end, some genre consciousness-raising tasks were adapted from Flowerdew (1993) and used as the treatment procedures. Two different listening comprehension tests of news broadcast genre, used as pre- and post-test, were administered to 120 senior university students majoring in English language translation. The results indicated that consciousness-raising tasks significantly affected EFL learners' listening comprehension performance. However, the effect of genre consciousness-raising tasks did not vary across different language proficiency levels. Overall, the findings provide empirical support for the facilitative effect of genre consciousness-raising tasks on listening comprehension performance of EFL learners. The findings may promise implications for EFL listening comprehension syllabuses and provide guidelines to designers to accommodate the insights derived from the genre-based instruction perspective.

Hannelore LEE-JAHNKE, (2006). Is there an Ideal Curriculum for the Training of Translators?. Interpreting and Translation Studies 10-1, pp.133-171. 번역사, 가장 긴 역사를 가진 직업 중에 하나임에도 정작 그 교육의 역사는 일천하다. 그리고 그 출발점에는 번역 교육이 과연 가능한 것인가에 대한 근본적, 존재론적 물음이 존재하였다. 그러나 번역 이론의 대두를 통해 이를 긍정할 수 있게 되었고, 나아가 번역 교육의 이상향을 찾는 여정이 시작되었다. 여기에 함께한 몇몇 학자들은 그 첫 번째 기착지로 교과 과정 설계를 선택하였다. 그렇다면, 이상적인 번역 교과 과정은 존재하는가? 번역 교육에 필요한 기본 소양을 검증할 입학 시험, 풍부한 실무 경험을 갖춘 교강사진은 물론, 전공 언어 숙달, 최신 테크놀러지, 다양한 주제 분야에 관한 강의 등 응당 합의된 번역 교과 과정의 필요 조건을 넘어, 강도 높은 번역 교육의 시행과 맞물려 학술적 관심은 과정 중심 번역 교육(process-oriented translation training)으로 이동하였다. 양질의 목표 텍스트를 산출하는 과정에 대한 이해를 심화함으로써 궁극적으로는 번역 교육에의 함의를 모색하려는 과정 중심 연구에서는, 인지 과학의 힘을 빌어 오기도 한다. 이를 통해 학생, 지식, 교수의 3대 축으로 구성된 번역 교육에서 심적 표상(mental representation), 추론력, 평가적/예측적 판단력, 유추력 등의 인지 과정을 분석할 수 있기 때문이다. 예컨대 필자는 전공 언어 숙달의 정도에 따라 번역 과정에서 발생하는 휴지(pause)의 빈도와 시간의 차이를 ‘Translog’ 소프트웨어를 통해 분석함으로써, 이것이 용어, 표현 등 번역 품질에 어떤 영향을 주는지를 연구하고 있다. 요컨대 이와 같은 노력을 계속함으로써 적절한(proper) 번역 교육을 구현한다면, 이상적인 번역 교과 과정의 존재 여부를 묻는 질문에 긍정할 수 있을 뿐만 아니라 나아가 적재적소에서 일할 번역사를 양성한다고 자부할 수 있다.

In this study, a comparative analysis was conducted between two crowdsourcing-based remote work platforms. In the first phase, 60 marketers (30 working exclusively on each platform) were surveyed using the "Remote Work Self-Efficacy" questionnaire. The results revealed that in three key areas: goal setting, prioritizing tasks, and sending documents via email, marketers from one platform scored higher on average than those from the other, with statistically significant differences. In the second phase, the lexical density, lexical sophistication, and type-token ratio of press releases written by marketers from both platforms were analyzed. This comparison showed that the press releases from one group scored higher in these lexical indicators with statistically significant differences.

Purpose: This study aimed to examine whether Korean language proficiency moderates the relationship between international students' self-rated health status and quality of life (QoL) in South Korea, given the critical role of language skills in cultural adaptation and well-being. Methods: A secondary analysis was conducted using data from the 2023 Seoul Survey on Foreign Residents. The sample included 409 international students residing in Seoul. Hierarchical multiple regression and PROCESS macro (Model 1) were used to examine the moderating effect of Korean language proficiency on the relationship between self-rated health status and QoL. Results: Self-rated health status and Korean language proficiency were each positively associated with QoL, and the moderating effect of language proficiency was statistically significant. Among international students with low Korean proficiency, the association between self-rated health status and QoL was strong, whereas this relationship was negligible among those with high proficiency. These findings suggest that Korean language proficiency buffers the negative impact of poor health on QoL. Conclusion: Korean language proficiency is a protective factor for international students' QoL, mitigating the negative effects of poor self-rated health status. These findings underscore the need for integrated, culturally sensitive health policies and support programs that reduce language barriers and promote language acquisition to enhance the well-being of international students.

This study presents an adaptive English text regeneration system that modifies authentic materials to match learners' CEFR (Common European Framework of Reference for Languages) proficiency levels (A1-C2). It addresses the crucial challenge of accessibility while maintaining the original meaning. Leveraging advancements in large language models (LLMs), our framework employs a three-phase process: first, CEFR-based text analysis utilizing curated vocabulary lists and syntactic metrics; second, multi-level regeneration through the fine-tuned Qwen 2.5 model; and third, rigorous validation of semantic fidelity (achieving a 92% BERT score) and readability. Experimental results with 300 learners indicate significant improvements, with a 32% increase in comprehension for beginner groups and a 25% increase for intermediate groups. Additionally, there is a 40% decrease in self-reported anxiety. The system's real-time processing capability (under 3 seconds per page) ensures practical scalability.Our work makes three key contributions: it establishes the first comprehensive framework covering all six CEFR levels with empirical validation; it integrates pedagogical and psychological principles to boost learner motivation and reduce anxiety; and it demonstrates the effectiveness of progressive complexity scaffolding while setting actionable benchmarks for LLM-driven educational tools. By balancing linguistic precision with psychological benefits-such as increased motivation and confidence-the system enhances the role of AI in language education. Future research will focus on adapting colloquial language and examining longitudinal impacts on knowledge retention, further bridging the gap between authentic content and learner needs.

This study explored which type of explicit instruction (explicit-deductive or explicit-inductive) was more effective for Japanese EFL learners across different proficiency levels and examined the role of language analytic ability (LAA) in L2 proficiency and learning outcomes. This study also investigated how individual differences in LAA mediated the effects of these two types of explicit instructional approaches. The participants were 82 late learners of English as a foreign language (EFL). They completed a subtest of an aptitude test and a form-focused sentence correction test to measure their resulting performance. The results indicated that explicit-deductive grammar instruction might be more beneficial than explicit-inductive instruction for Japanese EFL learners with low proficiency. LAA had a positive effect on L2 proficiency, but the effects of individual differences in LAA on instructional outcomes were neutralised by more structured explicit grammar instruction in the case of Japanese EFL learners. Follow-up analyses showed that the interaction effect of LAA with explicit-deductive instruction was significant in the low-LAA group. This study highlights the importance of considering the interaction among LAA, language proficiency, and instructional conditions in the design of the most effective learning activities in Japanese EFL classrooms.

本研究では、異なる英語習熟度を持つ日本人の英語学習者に対して、文法の指導において演 繹的アプローチと帰納的アプローチのどちらの明示的指導方法が効果的かについて調査を行 った。また、言語適性が教育の成果にどのように影響するかについても検証した。82人の日 本人英語学習者を対象に、言語適性テストと英文の文法修正タスクを行い、文法の指導前と 指導後の成績の比較を行った。研究の結果、英語習熟度や言語適性の低い日本人学習者にと っては、演繹的なアプローチによる明示的文法指導の方が、帰納的なアプローチによる指導 よりも有益である可能性が示された。学習者の言語適性は英語の習熟度と正の相関関係があ ったが、指導の成果への影響は、確認されなかった。この結果より、日本における文法の指 導においては、言語適性、習熟度、および指導方法の相互作用を考慮することが重要である 可能性が示唆された。

This study examined the effects of task complexity and language proficiency on L2 written narrative production based on the analyses of 52 written narratives produced by Japanese high school students under different task complexity conditions. Task complexity was manipulated along the proposed task complexity dimension of Here-and-Now vs. There-and-Then in Robinson (2001a, 2006). Language proficiency was defined as scores on the Michigan English Placement Test (MEPT). In order to investigate the effects of task complexity and proficiency, four modes of production metrics were employed as dependent variables: accuracy, structural complexity, lexical complexity and fluency. The results showed that the effects of task complexity and language proficiency were largely independent; however, there were signs of interactions particularly in the cases of accuracy and lexical complexity.

Most EFL teachers emphasize vocabulary size at the expense of vocabulary depth, thus neglecting lexical relations such as collocation, etc. Therefore, the current research intends to study the relationship between collocational competence and general language proficiency along with testing the go-togetherness of quantitative and qualitative aspects of lexical knowledge. To that end, 30 senior EFL students were selected from two Iranian universities through a tailored TOEFL test. They received an MC test of lexical (n + v) collocations. The results showed a relationship between the scores on TOEFL and the collocation test, and between the scores on the collocation test and the vocabulary section of the TOEFL. Therefore, collocational competence is much related to general proficiency and that the learners’ qualitative knowledge accompanies their quantitative knowledge, implying that collocation must be attended to properly at the right time through direct teaching or consciousness-raising techniques.

In this article, we discuss key issues about English language proficiency in Indonesia, focusing in particular on the level and kind of proficiency that English language teachers need to have to support their classroom teaching. We first define the concept of proficiency and how it is usually measured, and then present some data about teachers and students’ English language proficiency in Indonesia and the Asian region. The next section discusses research that helps us understand why a threshold of proficiency is required for effective teaching. As many teachers may not have reached a level of proficiency considered sufficient for effective teaching, we then discuss key theoretical principles from SLA that can be used as a basis for developing a training programme to help raise teachers’ proficiency. We conclude by calling all stakeholders (i.e., policy makers, language education providers and professional associations) to work together and find ways to support teachers in their effort to acquire a higher level of proficiency in English.

This study investigates the effect of vocabulary learning strategies on vocabulary knowledge, considering learners' proficiency levels, cognitive style, and language aptitude. A total of 84 Japanese learners completed a questionnaire on vocabulary learning strategies, a language aptitude test, a modified group embedded figures test, and a vocabulary knowledge test. The findings indicate that variations in vocabulary acquisition techniques are impacted by learners' proficiency levels, cognitive style, and language aptitudes. High-proficiency learners used indirect strategies more frequently, while low-proficiency learners' vocabulary knowledge was more strongly associated with direct strategies. Cognitive style had a negative effect on the use of indirect strategies, and field-dependence indirectly influenced vocabulary knowledge through indirect strategies in high-proficiency learners. Language aptitude had a positive effect on the use of direct strategies, which indirectly impacted vocabulary knowledge in low-proficiency learners. The study suggests that vocabulary learning strategies and knowledge are significantly influenced by learners' proficiency, cognitive style, and language aptitude. These findings highlight the importance of considering individual differences in shaping vocabulary learning strategies and their relationship to proficiency. To ensure effective vocabulary learning, it is crucial for educators to teach a variety of strategies accounting for learners' proficiency, cognitive style, and language aptitude.

本研究は、学習者の習熟度、認知スタイル、言語適性を考慮し、語彙学習方略が語彙知識に及ぼす影響を調査することを目的とする。84名の日本人学習者を対象に、語彙学習方略に関する質問紙調査、言語適性テスト、集団埋没図形テスト、語彙知識テストを実施した。その結果、学習者の習熟度、認知スタイル、言語適性によって用いる語彙学習方略が異なることが明らかになった。習熟度が高い学習者は間接的ストラテジーをより頻繁に使用し、習熟度が低い学習者は直接的ストラテジーを多用していた。また、場依存型の認知スタイルは間接的ストラテジーを介して語彙知識に影響を及ぼした。さらに、習熟度が低い学習者の場合は、言語適性が直接的ストラテジーの使用に正の影響を与え、間接的に語彙知識に影響を及ぼすことが示された。本研究の結果は、語彙学習方略と語彙知識が学習者の習熟度、認知スタイル、言語適性によって大きく左右されることを示唆しており、語彙学習方略の形成と習熟度との関係において個人差を考慮する重要性を強調している。効果的な語彙学習を促進するためには、教師が学習者の習熟度、認知スタイル、言語適性を考慮した多様なストラテジーを教えることが極めて重要である。

This study explores the relationship between learner autonomy and English language proficiency of Japanese university students from 16 universities. Questionnaires were administered to 721 students to clarify the perception they hold of their learning and learner autonomy. The students were divided into three levels of English proficiency, based on their score in a vocabulary test. The authors compared the subjects’ differences in perceptions of learner autonomy among the three groups. The questionnaire was analyzed using factor analysis, and nine factors emerged. For future analysis, ANOVA and multiple comparisons, using Tukey HSD, were employed on three levels for those factors. Results show that there were differences in the degree of autonomy among the groups and revealed that good performers show attributes of “independent users”, the middle group stayed at the range of “independent learners”, and the poor performers were struggling at the “dependent learners” level. Based on these findings, the authors have summarized the characteristics present in the three levels of Japanese university students. This paper will present these findings and discuss the pedagogical implications of this study and how learner autonomy can be nurtured in each group.

The purpose of this experimental study is threefold: first, to explore the relationship between metaphoric competence (MC) and language proficiency (LP) of nonnative speakers; second, to examine any significance in correlations in connection with what metaphor is and how it is comprehended and third, to put forward a few pedagogical considerations for development of MC in a L2 context. Ninety-five individuals subdivided into three groups of native and nonnative speakers form the subject of this study. Four test measures are constructed to assess the subjects" MC and LP. The findings of this correlational study are as follows: There is no correlation between MC and LP in the representative group of nonnative speakers (NNS). However, one group of NNS living and studying in the target culture displays a convincingly strong correlation, indicating that MC must be acquired through experiencing the culture firsthand. Neverthless, the other NNS group demonstrates an unexpectedly strong positive correlation in one test of metaphoric competence, implying that the linguistic cues of the verb- phrase (VP)-focused metaphors must have helped with their interpretation of the concept structures. This study provides empirical evidence that MC in L2 should be deliberately taught in class from the cognitive hypothesis especially where L2 is spoken.

How does the average English teacher help students who lag far behind their peers in terms of English proficiency at tertiary level? This exploratory study attempts to answer this question by studying a class of Foundation level students who are repeating an English class for the second time. A four pronged approach was used to help these remedial students whose attitudes range from apathetic to hostile. The approach consisted of the use of computer software, directed grammar exercises, reading and vocabulary notebooks and test and exam reviews. The study examined whether the approach would affect their causal attributions for lack of success. Students attended computer laboratory sessions where they used language learning software. They were also provided with directed grammar activities that emphasized meaning and grammar points and meaning. In the approach, the students were also required to keep a Reading and Vocabulary Notebook to inculcate responsibility. Class lessons also placed an emphasis on recognizing past semester exam questions and format. A pre and post test was carried out to assess the effectiveness of the instruction and hence the ability of the students to self help. This paper will discuss the findings of the study and offer recommendations for helping students who have fallen far behind due to many reasons.

This study investigates how EFL learner error patterns and frequencies differ in writing depending on students' language proficiency levels. A total of 152 Korean EFL students' essays were examined. The writing samples were first scored holistically on an impressionistic basis; then, based on the scores, the samples were grouped into low- and high-proficiency groups. The study identified 13 errors based on prevalence and significance. The study calculated the frequency of each error type committed by each group and compared the results using t-tests. A survey of English teachers was also conducted (N=32) to rate the gravity of each error and to compare the error gravity produced by each group. The result showed that low-proficiency group produced errors much more frequently, and the errors were more serious ones with high error gravity. The errors committed by the high-proficiency group were usually complex ones and occurred in more complicated contexts. The study also found that the errors with less gravity occurred more frequently in both groups and that they tended to be more persistent. The study indicated that although the students were aware of significance of errors, correcting the errors was beyond their current English capability.

This study examines disaster awareness and preparedness among international students in Japan, with a focus on the role of Japanese language proficiency. A questionnaire survey was conducted with 195 international students in Tochigi Prefecture, followed by chi-square analysis to explore differences between students who use Japanese and those who do not. The findings indicate that a high proportion of international students (over 85%) possess sufficient Japanese language skills for daily communication, while about 15% have limited proficiency. Only around 30% had prior disaster experience in their home countries, highlighting the need for targeted support, particularly for newly arrived students. Universities play a critical role in providing orientation and training to improve students’ understanding of disasters in Japan. The study also reveals that international students tend to evacuate to familiar locations, such as their universities or places where acquaintances are present, rather than officially designated evacuation centers. This suggests the importance of preparing non-designated locations, especially universities, to function effectively as evacuation sites during emergencies. Regarding the relationship between language ability and disaster awareness, students who can speak Japanese demonstrate greater knowledge of evacuation centers. However, Japanese proficiency does not necessarily reduce anxiety or improve overall preparedness. In some areas, such as first aid knowledge and communication with local residents, students with limited Japanese skills showed higher levels of preparedness. These results indicate that disaster preparedness education should be provided to all students, regardless of language ability. Finally, the study highlights limited interaction between international students and local communities. Strengthening these connections is essential, as international students—particularly those with strong Japanese skills—have the potential to contribute as disaster volunteers and community leaders, supporting mutual aid in aging and depopulating regions.