https://cirworld.com/index.php/jal/issue/feed JOURNAL OF ADVANCES IN LINGUISTICS 2019-02-11T11:36:44+00:00 Gurdev Singh editor@cirworld.com Open Journal Systems Interested in submitting to this journal? We recommend that you review the About the Journal page for the journal's section policies, as well as the Author Guidelines. Authors need to register with the journal prior to submitting or, if already registered, can simply log in and begin the five-step process. https://cirworld.com/index.php/jal/article/view/7992 Peer Assessment in Writing: A Critical Review of Previous Studies 2019-02-11T11:36:44+00:00 Sonia Dutta Gupta soniadg935@gmail.com Fatimah Abdullah fatima190081@yahoo.com Gu Li adore0411@gmail.com Yang Xueshuang 253114679@qq.com <p>Peer assessment has attracted more attention an effective assessment tool in recent years. Peer assessment refers to the arrangement for peers to consider the quality of learning outcomes of others of similar status, it received attention of various studies due to the growing interest in the student centered approach as learners need to be involved in the learning process even in the assessment. This paper is a critical review of previous studies on peer assessment in English as Second/Foreign Language (ESL/EFL) context. Fifteen peer assessment studies from 2004 to 2017 were extensively reviewed and systematically analyzed. Peer assessment of&nbsp; the reviewed studies were on the quality of the writing outcomes of students in the EFL/ESL contexts, as writing skill occupies an important role in teaching English language.&nbsp; As a critical review paper of these studies, this paper highlights practical use of peer assessment and the important challenges or issues that need to be considered when utilizing peer assessment in the classroom. This paper hopes that practical measures of peer assessment will be utilized effectively by educators in the ESL and EFL classrooms in the near future.</p> 2019-01-31T04:54:41+00:00 ##submission.copyrightStatement## https://cirworld.com/index.php/jal/article/view/8046 An Alternative Approach to Linguistic Theories of Language Acquisition: Focus on The Cognitive Theory 2019-02-11T11:36:42+00:00 Hosni M. El-Dali hasan.mostafa@uaeu.ac.ae <p>Although linguistics provides a useful perspective on L<sub>2</sub> learning, it must be remembered that linguistics is only one of the disciplines that SLA research can draw on.&nbsp; With this in mind, this study provides a thumbnail sketch of some currently prevalent theories which try to explain how foreign languages are learned.&nbsp; It, also, spells out some alternatives to the linguistics-based approach to foreign language acquisition research.&nbsp; More specifically, some limitations of linguistic theories in addressing the role of mental processes in L<sub>2</sub> acquisition are identified and recent theoretical developments in cognitive psychology that can be applied to L<sub>2</sub> acquisition are outlined. Moreover, this study reports the results of an empirical investigation carried out by the author on 200 Egyptian University students enrolled in the department of English, Faculty of education, Minufiya University. They were divided into two groups according to their academic status: 1) Beginners (N=100); and 2) Advanced learners (N=100). It attempts to answer three interrelated questions: 1) to what extent does the advanced students’ performance in listening tasks differ from that of the beginning students before and after training? 2) how can two types of training (intensive listening vs. improving learners’ linguistic skills) affect L<sub>2</sub> learners’ listening comprehension skill?, and 3) what does students’ performance, before and after the training, tell us about their abilities to transfer?&nbsp; The instruments used are (1) pre-test; (2) classroom instruction sessions; (3) post-test, and (4) interviews. The data analysis has a quantitative and a qualitative, interpretative part.&nbsp; Results are obtained and discussed, and pedagogical applications are suggested.</p> 2019-01-31T04:54:50+00:00 ##submission.copyrightStatement##