Learning theories and skills in online second language teaching and learning

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2014-01-01

For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning...... in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in...

Linking English First Additional Language teaching and learning ...

African Journals Online (AJOL)

English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...

Dynamic Learning Objects to Teach Java Programming Language

Science.gov (United States)

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

Learning the Language of Statistics: Challenges and Teaching Approaches

Science.gov (United States)

Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine

2016-01-01

Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…

Implications of Multimodal Learning Models for foreign language teaching and learning

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Miguel Farías

2011-04-01

Full Text Available This literature review article approaches the topic of information and communications technologies from the perspective of their impact on the language learning process, with particular emphasis on the most appropriate designs of multimodal texts as informed by models of multimodal learning. The first part contextualizes multimodality within the fields of discourse studies, the psychology of learning and CALL; the second, deals with multimodal conceptions of reading and writing by discussing hypertextuality and literacy. A final section outlines the possible implications of multimodal learning models for foreign language teaching and learning.

Rethinking Conventional Teaching In Language Learning And Proposing Edmodo As Intervention: A Qualitative Analysis

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Farha Alia Mokhtar

2016-04-01

Full Text Available In recent times, educators are urged to transform the techniques in conducting language learning by incorporating technological tools because new technologies stimulate an explosion of new methods for teaching and learning. This article emphasizes the conventional teaching pedagogy and the urgency to rethink its practice in language learning while proposing a possible platform for learners’ and teachers’ needs. I outline the perceptions of future teachers on conventional teaching, shifting of teaching style from conventional to digital designs and the possibility of implementing Edmodo to curb the concerns arising. The argumentset forward isregarding conventional teaching that hinders potentials of students, followed by participants’ hopes for teaching approaches and the likelihood of implementing Edmodo to assist in the language learning classroom with grammar, vocabulary, self‐efficacy and target language and practice.  

Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language.

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Sparks, R L; Ganschow, L; Kenneweg, S; Miller, K

1991-01-01

Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other "at risk" students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the "natural" communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described.

Corpora in Language Teaching and Learning

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Boulton, Alex

2017-01-01

This timeline looks at explicit uses of corpora in foreign or second language (L2) teaching and learning, i.e. what happens when end-users explore corpus data, whether directly via concordancers or integrated into CALL programs, or indirectly with prepared printed materials. The underlying rationale is that such contact provides the massive…

Task-Based Language Learning and Teaching: An Action-Research Study

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Calvert, Megan; Sheen, Younghee

2015-01-01

The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher's experience of developing, implementing, critically reflecting on, and modifying a language learning task…

The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

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Varisoglu, Mehmet Celal

2016-01-01

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

DISTANCE LEARNING FOR DEVELOPING KNOWLEDGE AND SKILLS IN ENGLISH LANGUAGE TEACHING

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Natalia A. Kameneva

2013-01-01

Full Text Available The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

Teachers’ competences in the foreign language teaching/learning process

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Douglas Altamiro Consolo

2012-10-01

Full Text Available In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001, Philippe Perrenoud (2000, Edgar Morin (2003, Maurice Tardif (2002 and Almeida Filho (1999, providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.

Task-Based Language Teaching and Expansive Learning Theory

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Robertson, Margaret

2014-01-01

Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit…

Resistant or Favorable? Chinese Learners' Beliefs towards Task-Based Language Learning and Teaching

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Damien Le Gal

2015-04-01

Full Text Available English as Foreign Language (EFL in East Asia involves major sociocultural issues. Modern, Western-based methodologies such as Communicative Language Learning (CLL, Communicative Language Teaching, CLT in this paper and its further development Task-Based Language Learning and Teaching (TBLLT, Ellis, 2003, feature principles which can conflict with some of the fundamental values of Confucian Heritage Cultures (CHC education and hinder their adoption in Korea, Taiwan, Japan, Singapore, Hong-Kong and Vietnam. This article introduces a sociocultural, ethnographic perspective on EFL in East Asia which contextualizes language teaching in its broader educational and cultural environment. Teacher-centeredness, book and writing focuses, memorization strategies within a grammar-translation approach are in contradiction with modern language teaching methodologies' focuses on learner-centeredness and teachers' facilitating roles, student participation and interactions, communication competence and learner autonomy. The text advocates for a mean between Western and Eastern learning cultures through a context-based, culturally-sensitive approach and introduces classroom's strategies for the implementation of CLL and TBLLT in China and East Asia.

A Case Study of Japanese Language Teaching in a Multicultural Learning Environment

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Winch, Junko

2016-01-01

An increasing number of international students, whose teaching and learning practices are very different from that of the UK, is studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is the most optimum language teaching approach in today's multicultural society regardless of cultural differences. The…

Creativity in Language Teaching

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Richards, Jack C.

2013-01-01

One quality among the many that characterize effective teachers is the ability to bring a creative disposition to teaching. In second language teaching, creativity has also been linked to levels of attainment in language learning. Many of the language tasks favored by contemporary language teaching methods are believed to release creativity in…

Transdisciplinary Approach and Intensity in Second Language Learning/Teaching

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Joan Netten

2000-12-01

Full Text Available Abstract Abstract This article explores the concept and role of intensity in the research project on Intensive Core French in the province of Newfoundland and Labrador. Intensity in this project is characterized by a reorganization of the timetable and a reorientation of the curriculum. The theoretical foundation of the project – a transdisciplinary approach to second language learning/teaching – is based on Cummins's hypothesis on the interdependence of languages, a sociopsychological theory of development, and Vygotsky's conception of the relationship between instruction and development. A model is developed in order to illustrate the relationship between second language learning and the development of cognitive, social and personal capacities and organizational skills. It is argued that the types of teaching strategies used in second language classrooms have important effects on the development of these capacities. The transdisciplinary approach developed in our research project, which tests on the concept of intensity and implies the compacting of the curriculum both in English and other subjects, enhances the effects of second language instruction.

An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language

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Liu, M.; Abe, K.; Cao, M. W.; Liu, S.; Ok, D. U.; Park, J.; Parrish, C.; Sardegna, V. G.

2015-01-01

Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL…

Contribution to Language Teaching and Learning: A Review of Emotional Intelligence

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Sucaromana, Usaporn

2012-01-01

The aim of this paper is to introduce the importance of emotional intelligence and the extent to which emotional intelligence can be implemented and used to improve language teaching and learning. Since emotional intelligence is perceived to play a crucial part in every aspect of people's lives, it can be extended to language teaching and…

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

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Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

Research Tasks on Identity in Language Learning and Teaching

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Norton, Bonny; De Costa, Peter I.

2018-01-01

The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of…

Teaching English Grammar Through Communicative Language Teaching Approach

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王玮

2013-01-01

Grammar is an important part of language learning. In order for students to have a functional knowledge of a language (in other words, that they can spontaneously produce language) they must have at least some knowledge about the grammatical con⁃structs of the language in question. How grammar can be taught? Considering various second language teaching methods, teaching grammar through Communicative Language Teaching Approach is the most talked. Emphasis in this article is put on the applica⁃tion of Communicative Language Teaching Approach in grammar teaching in college English classes.

Crossing borders: High school science teachers learning to teach the specialized language of science

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Patrick, Jennifer Drake

The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University

Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis

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Tsai, Cheng-Hui; Wang, Chuan Po

2015-01-01

Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…

The History of Language Learning and Teaching in Britain

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McLelland, Nicola

2018-01-01

This article provides an introduction, based on the most recent research available, to the history of language learning and teaching (HoLLT) in Britain. After an overview of the state of research, I consider which languages have been learnt, why and how that has changed; the role of teachers and tests in determining what was taught; changes in how…

Teaching and Learning Through a Foreign Language - A Challenging Task

DEFF Research Database (Denmark)

Lauridsen, Karen M.

2011-01-01

learn and teachers teach through the medium of a foreign language, that is, English. While there is obviously a linguistic dimension to it, it turns out that there is also a cultural dimension that should not be underestimated whether we teach in our first or a foreign language. Have you also noticed....... And in an interactive format, you will be invited to share your experience within this field and discuss possible solution to the problems identified....

The self and the new language: identities and foreign language learning and teaching

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Letícia Coroa do Couto

2012-01-01

Full Text Available Students’ attitudes towards a FL they are learning can have considerable influence on the language acquisition process. Identities determine how teachers’ and students’ relationship with the world is built across time and space (NORTON, 2000, and so they permeate the whole teaching/learning process. They also bear a close relationship with the context, and are socially constructed, thus influencing actions and interactions, while also being influenced by them (HALL, 2000; MOITA LOPES, 2003; NORTON, 2000; SILVA, 2000; WOODWARD, 2000. The goal of this work is to sensitize  the agents in the FL teaching/learning process to the importance of the issue of identities. Thus, further research may be carried out for a better understanding of this complex web of relationships and (reconstructions that can influence the whole FL teaching/learning process, and thereby advance improvements to it.

Essentials for successful English language teaching

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Farrell, Thomas S C

2010-01-01

Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning Develop curricular integration, focus on meaning Celebrate diversity Expand thinking s

The Teaching of Culture in English Language Teaching

Institute of Scientific and Technical Information of China (English)

吴月娥

2012-01-01

　　Language is not only part of culture, but also the carrier. The relationship between them decides the important role of culture teaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for culture teaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

Accounting for Difference and Diversity in Language Teaching and Learning in Colombia

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Fernay Cruz-Arcila

2013-04-01

Full Text Available This article calls for locally grounded approaches to the teaching of foreign languages in Colombia, in an attempt to recognize difference, diversity and heterogeneity. To that end, I first present a critical review of how traditional language teaching methods fail to offer a comprehensive accountability for the sort of multifarious cultural, ethnic, economic, and ideological factors that influence language learning and teaching. The review also considers the current historical moment in Colombia in which a nation-wide linguistic policy is being implemented. Second, there is a clear reference to the Post method Pedagogy in which principles such as particularity, practicality and possibility offer an alternative view to the language teaching enterprise. Third, I highlight the value of having glocal educational perspectives for foreign language teaching (FLT in the context of post method pedagogies. Finally, this reflection underlines the importance of research in general and action research in particular, to propose locally sensitive teaching actions as discussed throughout the paper.

Do Peer Tutors Help Teach ESL Students to Learn English as a Second Language More Successfully?

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Lyttle, LeighAnne

2011-01-01

This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning.…

Changes in Beliefs about Language Learning and Teaching by Foreign Language Teachers in an Applied Linguistics Course

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Abreu, Laurel

2015-01-01

This article presents the results of a study on the language learning and teaching beliefs of graduate students enrolled in an applied linguistics course in a language teaching program. Ten participants completed a questionnaire at the start of the course and another at the end; their responses were analyzed both quantitatively and qualitatively.…

Teaching and learning English as a Home Language in a ...

African Journals Online (AJOL)

The most important difference from the standpoint of Communicative Language Teaching (CLT) was in the learning content selection, with the EHL settings using more literary works, and so focusing less on the direct teaching of grammatical forms. However, a disturbing pattern was the inability of the learners in both sets of ...

The Model of Blended Learning and Its Use at Foreign Language Teaching

OpenAIRE

A. A. Kudysheva; A. N. Kudyshev

2013-01-01

In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroo...

Adult Learners' Perceptions of the Significance of Culture in Foreign Language Teaching and Learning

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Brooks-Lewis, Kimberly Anne

2014-01-01

Is learning about culture important when learning a foreign language? One would think that after its long history in the field of foreign language teaching this question had been answered with a resounding "yes". However, I saw little evidence of this in the classroom when I returned to the university to learn a foreign language or when…

Relationship between EFL In-service Teachers’ Language Learning Strategies and their Beliefs toward Teaching Methodologies

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Musa Farmanlu

2014-11-01

Full Text Available By the advent of new theories and approaches toward language teaching, a lot of attention has been paid to the role of those approaches on language learners. Superiority of psychology and linguistics in the area of language teaching urged scholars to develop new theories and techniques through a defined procedure. Most of the time the role of teacher’s experience as learner has been neglected. The present study was an attempt to investigate the relationship between EFL In-service teachers’ language learning strategies and their beliefs toward teaching methodologies. To find the relationship, a questionnaire was applied. The questionnaire in the study consists of three measures: (1 the individual background; (2 strategy inventory for language learning (Version 7.0 for ESL/EFL, Oxford, 1990; and, (3 beliefs toward English teaching methodologies (Chen, 2005. It was given to 252 in-service English teachers (136 female, 116 male majoring in TEFL. To analyze the quantitative data of the present study, descriptive as well as inferential analysis including ANOVA and Pearson’s correlations were used to investigate the relationships between language learning strategies and teaching beliefs toward EFL methodologies. Based on the teachers’ answers to the questionnaire, there was a meaningful relationship between language learning strategies and teacher’s methodology. The information provided in the present research can be helpful for teachers, policy holders of institutes and material developers. This study has also some implications for the researchers interested in teacher’s education studies.

The Teaching of Language or The Teaching of Communication?

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Rodolfo Acosta Padrón

2012-12-01

Full Text Available This article shows the position of the author about the dilemma in language teaching of what is primary: the teaching of communicative skills or the knowledge of the language system. Some concepts are clarified and lead to the nec essity to conceive a language teaching - learning process that takes into account what constitute appropriate (pragmatic as well as correct language behavior (activity in the teaching of both the mother tongue and the foreign languages.

The Effectiveness of Classroom Management in English Language Teaching and Learning for Tenth Graders of SMA Panjura Malang

OpenAIRE

ASTUTI, AGRIT DWI

2015-01-01

Keywords: effective classroom, classroom management, English language teaching, tenth graders students of Senior High School. English is International language that should be learnt by people in every country, included Indonesia. Effective English language teaching and learning process was needed for students in Indonesia. Whether classroom is effective to support teaching and learning process was influenced by many factors such as teaching strategy, managing classroom and students themselves...

Key to Language Learning Success

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Oktavian Mantiri

2015-01-01

Full Text Available This paper looks at the important elements of language learning and teaching i.e. the role of teachers as well as the attitude and motivation of learners. Teachers undoubtedly play crucial roles in students’ language learning outcome which could ignite or diminish students’ motivation. Positive attitudes and motivation – instrumental or integrative and intrinsic or extrinsic – are key to successful learning. Therefore it is paramount for language teachers as well as learners to know these roles and nurture the best possible ways where language teaching and learning will thrive. This paper also suggested that both stake-holders should be open to holistic approach of language learning and that other factors such as the environment could play an important part in language teaching and learning success.

THE HISTORICAL DEVELOPMENT OF TEACHING RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE

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Zulfiya SAHIN

2014-05-01

Full Text Available The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a foreign language were investigated. Basing on obtained sources, the history of teaching Russian language as a foreign language was divided into two periods: before and after becoming separate discipline. In the article not only the main features, such as theories, methods, sources of each period were studied, but also history of teaching Russian language as a foreign language was evaluated as a unified process. Keywords: Teaching-Learning activities, Russian as a Foreign Language, Historical linguistic process

Teachers’ competences in the foreign language teaching/learning process

OpenAIRE

Douglas Altamiro Consolo; Cristina Francisca de Carvalho Porto

2012-01-01

In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practic...

Grand Challenges and Great Potential in Foreign Language Teaching and Learning

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Hlas, Anne Cummings

2018-01-01

This article argues for the field of foreign languages to begin to identify and define our Grand Challenges, which are difficult yet solvable problems facing our field. Seeking answers to these challenges can provide new opportunities for collaboration and can spur new directions and innovation within language learning and teaching. Researchable…

COLLABORATIVE LEARNING IN TEACHING A SECOND LANGUAGE THROUGH THE INTERNET

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Ilknur ISTIFCI

2011-10-01

member to the success of the group. This paper mentions how teaching through distance education happens, interaction in teaching through the Internet, collaborative learning, and how collaborative learning occurs in teaching a second language through the Internet.

Innovative Language Teaching and Learning at University: Enhancing Employability

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Álvarez-Mayo, Carmen, Ed.; Gallagher-Brett, Angela, Ed.; Michel, Franck, Ed.

2017-01-01

This second volume in this series of papers dedicated to innovative language teaching and learning at university focuses on enhancing employability. Throughout the book, which includes a selection of 14 peer-reviewed and edited short papers, authors share good practices drawing on research; reflect on their experience to promote student…

The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary

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Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.

2015-01-01

Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…

Research on foreign-language teaching and learning in the Netherlands (2002-2006)

OpenAIRE

Verspoor, M.; Cremer, M.

2008-01-01

This overview of applied linguistics research in the Netherlands between 2002 and 2006 is the fifth in a cyclical series of country-specific reviews of published research on foreign-language teaching and learning. About 75 papers have been selected from about twenty journals, conference proceedings, books and reports edited during the period 2002-2006 reporting on experimental or quasi-experimental research that has considerable value for those working in the field of language teaching. The r...

The Internet, Language Learning, And International Dialogue: 
Constructing Online Foreign Language Learning Websites

OpenAIRE

KARTAL, Erdogan; UZUN, Levent

2015-01-01

In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants ...

Culture in Language Teaching

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Kovács Gabriella

2017-12-01

Full Text Available Learning a language means also the study of a different culture. This study focuses on the introduction of the topic of culture in language teaching into the curriculum of the subject Language Teaching Methodology for teacher trainees studying at Translation And Interpreting Studies, Sapientia Hungarian University of Transylvania, Faculty of Technical and Human Sciences, Târgu-Mureş. This topic has not been treated separately so far, it has only been discussed implicitly, included in other topics. But we believe that future teachers should have a more thorough theoretical and practical training in terms of what incorporating culture into language teaching implies. For this purpose, we are going to examine and discuss some of the recommendations and principles stated in the specialized literature regarding culture in foreign language teaching and reflect on what the ideal content of a course related to the teaching of this skill should be.

Incorporating E-learning in teaching English language to medical students: exploring its potential contributions

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Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

2016-01-01

Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students’ learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students’ language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom. PMID:28491837

Incorporating E-learning in teaching English language to medical students: exploring its potential contributions.

Science.gov (United States)

Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

2016-01-01

Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students' learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students' language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom.

THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA

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Cecilia Titiek Murniati

2016-07-01

Full Text Available Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

Educational Environment and Cultural Transmission in Foreign Language Teaching

Science.gov (United States)

Memis, Muhammet Rasit

2016-01-01

Foreign language teaching is not to teach grammar and vocabulary of the target language and to gain basic language skills only. Foreign language teaching is teaching of the language's culture at the same time. Because of language and community develop and shape together, learning, understanding and speaking a foreign language literally requires…

Using an LMS for Foreign Language Teaching/Learning: An Attempt Based on the "Cyclic Model of Learning"

OpenAIRE

SUMI, Seijiro; TAKEUCHI, Osamu

2008-01-01

The purposes of the study are (a) to put the “cyclic model of learning” into practice by means of an LMS (Learning Management System) for foreign language teaching /learning, and (b) to examine how the “cyclic model of learning” influences improvement of students' English ability in both proficiency and achievement. Current major concerns of CALL (Computer Assisted Language learning) research have shifted from piecemeal and experimental tests of the use of technology in a single computer lab ...

Application of Learner Corpora to Second Language Learning and Teaching: An Overview

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Xu, Qi

2016-01-01

The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching…

Computer Assisted Language Learning. Routledge Studies in Computer Assisted Language Learning

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Pennington, Martha

2011-01-01

Computer-assisted language learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. This books provides an up-to date and comprehensive overview of…

USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

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HASAN COŞKUN

2015-09-01

Full Text Available The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment, the nature and method of central examinations (multiple choice and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.

Using "Quipper" as an Online Platform for Teaching and Learning English as a Foreign Language

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Mulyono, Herri

2016-01-01

This paper evaluates the affordability of "Quipper" as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in "Quipper" may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle…

The Importance of Culture Teaching and Learning in TCFL

Institute of Scientific and Technical Information of China (English)

徐冰洁

2014-01-01

As the learning and teaching Chinese become more and more popular, there are more people from different parts of the world coming to China to learn Chinese.Since culture and language are interconnected, language learning should combine with culture study during the whole process of Chinese learning and teaching.This paper disscusses the relationships between language learning and culture and then points out the importance of culture learning and teaching in TCFL(Teach Chinese as Foreign Language).

WHERE THERE IS MOTIVATION, THERE IS A WAY IN LANGUAGE TEACHING AND LEARNING

Institute of Scientific and Technical Information of China (English)

ZhangJu; Danny

2004-01-01

A retrospective review of motivation in language learning and teaching shows that motivation is a complex phenomenon, which includes many components: the individual's drive, need for achievement and success, curiosity and desire for stimulation and new experience, communicative need, attitudes toward the second language community and teachers, sell-image and so on. All these factors play a key role in every kind of learning situation. One should pay great attention to the inspiration of motivation in language study no matter if he is a teacher or a student.

Foreign Language Teaching and Cultural Identity.

Science.gov (United States)

Nasr, Raja T., Ed.; And Others

A collection of works on the role of cultural identity in second language learning and teaching includes: "Linguas estrangeiras e ideologia" (Roberto Ballalai); "Cultural Identity and Bilinguality" (Josiane F. Hamers, Michel Blanc); "Foreign Language Teaching and Cultural Identity" (Lakshmie K. Cumaranatunge);…

FOREIGN LANGUAGE TEACHING IN SUDANESE UNIVERSITIES: GOALS, ATTITUDES, AND REALITY

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Abdel Rahim Hamid Mugaddam

2012-07-01

Full Text Available Abstract: The goals and means of language study continue in the very center of debates among specialists in language teaching/learning. Different views relating to language and its functions are reflected in two main approaches to language teaching/learning. On the one hand, language is considered to be principally instrumental, a means of communicating thought and information. One the other hand, language is viewed as an important element of human being’s thought processes, perceptions, and self-expressions; and as such, it is placed at the core of translingual and transcultural competence. This paper investigates the current situation of teaching/learning foreign languages in the Sudanese universities with special focus on the goals of teaching these languages and their role in students’ future. Goals of language teaching and students’ attitudes towards the process will be related to the job opportunities available for the students on graduation. Data for the paper have been collected using questionnaires and interviews administered to students and teachers from five language departments at Khartoum University: English, French, German, Russian, and Chinese. Questionnaires and interviews on language attitude will be administered among Four-year language majors representing the four departments. The central question the paper tries to answer is whether there is a realistic match between the goals of language teaching/learning set by policy makers and students’ interests and expectations. Results are expected to contribute to the efforts made to restructure language-in-education curriculum at university level in a way that addresses the expectations of both policy makers and students. Keywords: Foreign language teaching and learning, goals, attitude.

Searching for coherence in language teaching: the issue of teaching competencies

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Carlos Rico Troncoso

2011-04-01

Full Text Available This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field. Nowadays, some changes have been given to the New ICFES State Examination, and The Ministry of Education (MEN has proposed in the curricula orientations the language competence education. Due to these new demands, it is necessary to revise the way how a foreign language is taught in our educational context. To this respect, the present paper will mention some of the most important aspects teachers should reflect upon when dealing with language teaching. The first thing to do is to define the approach or the method to be used (the nature of language and of language learning second, it is necessary to define the design to be implemented according to the theory proposed. The design will deal with the teaching objectives, the type of syllabus adopted (content choice and organization, the types of learning and teaching activities, the learner and teachers roles, and the role of instructional materials.

Research on Language Teaching and Learning in Austria (2004-2009)

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Dalton-Puffer, Christiane; Faistauer, Renate; Vetter, Eva

2011-01-01

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these…

Moroccan higher education students’ and teachers’ perceptions towards using Web 2.0 technologies in language learning and teaching

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Rdouan Faizi

2018-03-01

Full Text Available The objective of this paper is to examine Moroccan higher education students’ and teachers’ perceptions and attitudes towards using Web 2.0 technologies in language learning and teaching. The results of the study revealed that all the informants were immersed in using these Internet-based applications for personal and educational purposes. Nevertheless, while language learners reported to make beneficial uses of these online platforms as language learning tools, the great majority of the interviewed faculty members did not really benefit from these platforms. Although language teachers acknowledged that Web 2.0 technologies had a positive impact on language teaching and learning, most of them were still reluctant to incorporate these tools in educational practice. The findings demonstrated that most teachers’ use of these applications was limited to sending or transferring web links and learning materials produced by other Internet users. Rather than making effective use of Web 2.0 technologies and applications as teaching facilities, most teachers used them only as a means of communication.

Individualized Teaching and Autonomous Learning: Developing EFL Learners' CLA in a Web-Based Language Skills Training System

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Lu, Zhihong; Wen, Fuan; Li, Ping

2012-01-01

Teaching listening and speaking in English in China has been given top priority on the post-secondary level. This has lead to the question of how learners develop communicative language ability (CLA) effectively in computer-assisted language learning (CALL) environments. The authors demonstrate a self-developed language skill learning system with…

Development of pedagogical design in technology-rich environments for language teaching and learning

OpenAIRE

Jalkanen, Juha

2015-01-01

This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

Language learning interventions | Kilfoil | Journal for Language ...

African Journals Online (AJOL)

The results for that intervention show that the hypothesis was correct and students need more time and structure if they are to improve their language competence sufficiently. Keywords: language learning interventions, English for specific purposes, language competence, fossilization. Journal for Language Teaching Vol.

Is it a Practical Strategy of Foreign Language Teaching? Unpacking the Integrated Language and Culture Instruction (ILCI Method in its Application to Learning of German as a Foreign Language in Zimbabwe

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Alfred Ndhlovu

2017-12-01

Full Text Available It is without doubt, that most contemporary methods of language teaching are based on the Communicative language Teaching (CLT model. The principle that these methods share is that language can only be considered meaningful when it is not taught separately from its context, which is the context of the target language speakers. In other words, second and foreign language teachers are encouraged to pursue methods of instruction that seek to simultaneously improve not only the linguistic knowledge of the L2/foreign language learners (such as vocabulary and grammar but also their learning of the “appropriate” contextual meaning of this knowledge. To mention a few, these methods include the integrated content and language learning instruction (ICLI, theme based language instruction (TBI, Task based instruction (TBI and the integrated language and culture Instruction (ILCI. The last method of instruction which is the central subject of discussion in this study is not commonly addressed by most researchers despite its growing popularity in most foreign language teaching classrooms. It is mainly related to the theme based language instruction since it advocates for the teaching of language in tandem with topics in culture and civilisation and realises the importance of both culture (as content and language (as a medium of communication. This study unpacks this method, looking at its benefits and limitations when it comes to its application to the foreign language classroom. The major concern of this study therefore, is pedagogical implications of this method in actual foreign language teaching. To illustrate this, the study gives insights into learning of German in Zimbabwe, with the University of Zimbabwe as a close example. The underlying position in this study is that, while the integrated language and culture Instruction (ILCI method is a very attractive method on paper, there are a number of obstacles that can censor its practical application

Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature

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Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

2017-01-01

Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning.…

There is More to the Teaching and Learning of Mathematics Than the Use of Local Languages: Mathematics Teacher Practices

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Nancy Chitera

2016-11-01

Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages.  We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.

A Study on the Role of Motivation in Foreign Language Learning and Teaching

OpenAIRE

Abbas Pourhosein Gilakjani; Lai-Mei Leong; Narjes Banou Sabouri

2012-01-01

Motivation has been called the “neglected heart” of language teaching. As teachers, we often forget that all of our learning activities are filtered through our students’ motivation. In this sense, students control the flow of the classroom. Without student motivation, there is no pulse, there is no life in the class. When we learn to incorporate direct approaches to generating student motivation in our teaching, we will become happier and more successful teachers. This paper is an attempt to...

The Internet, Language Learning, and International Dialogue: Constructing Online Foreign Language Learning Websites

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Kartal, Erdogan; Uzun, Levent

2010-01-01

In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign…

A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)

Science.gov (United States)

Dooly, Melinda; Masats, Dolors

2015-01-01

This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…

THE HISTORICAL DEVELOPMENT OF TEACHING RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE

OpenAIRE

Zulfiya SAHIN

2014-01-01

The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a f...

Communicative Language Teaching in Second Language Class

Institute of Scientific and Technical Information of China (English)

Xiao Juan

2010-01-01

IntroductionReturn the class to the students and let the students be the masters of the class.This is what I have changed during the last three years in my class.I have been using Communicative Language Teaching method instead of Grammar Translation method.In the Grammar Translation method, students only study grammar and learn lists of words and then translate what they have learned into Chinese.In the classroom,the teacher uses the students' first language to explain the grammar and vocabulary in the text and then helps the students to translate it.This method is based on the idea that language is made up of words and that language changes according to the grammar rules.

AN ACTION RESEARCH IN ENGLISH LANGUAGE TEACHING AND LEARNING FOR CHILDREN WITH USE OF DIGITAL TECHNOLOGIES

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Maria Carolina Coelho Chimenti

2016-12-01

Full Text Available The present article is based on a field research that aimed to provide educational subsidies for the use of digital technologies in teaching and learning process of English language, in two classes of the fifth grade from the elementary school, at the public school located in Campinas, São Paulo, Brazil. Based on the perspective of childhood pedagogy, which conceives the child as the protagonist and also (reproductive of knowledge, activities were carried with YouTube videos, online games, music, and many other learning objects. Likewise, observations, interviews and questionnaires were made with teachers and students involved in the research. Based on the action research, we analyzed aspects related to the contribution of some digital resources in teaching and learning of English at elementary school and we obtained many elements that allowed us to know the importance of learning a foreign language in the childhood nowadays, mainly English, and how new technologies can make learning more contextualized, meaningful, motivating children for language learning in a context in which they can be (criative.

Research on foreign-language teaching and learning in the Netherlands (2002-2006)

NARCIS (Netherlands)

Verspoor, M.; Cremer, M.

2008-01-01

This overview of applied linguistics research in the Netherlands between 2002 and 2006 is the fifth in a cyclical series of country-specific reviews of published research on foreign-language teaching and learning. About 75 papers have been selected from about twenty journals, conference proceedings,

An Evaluative Study of Some Online Websites for Learning and Teaching English as a Foreign Language

Science.gov (United States)

Aly, Mahsoub Abdul-Sadeq

2008-01-01

Although there are many websites designed and published on the Internet for learning and teaching English, little use of them is done by both Egyptian EFL teachers and students. The textbook is usually their main concern and focus. That is why the present study draws more light on the importance of language teaching and learning websites and…

Creativity in foreign language teaching

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Monika Ševečková

2016-09-01

Full Text Available Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc. in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.. As well as increasing their ability in the target foreign language students also acquire factual information (realia through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.

A Blended Learning Model for Teaching Reading in English as a Foreign Language

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Karkour, Islam

2014-01-01

The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is…

Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

OpenAIRE

Julia Sevy

2016-01-01

Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English languag...

The Didactics of Foreign Language Teaching with Multimedia

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Kanselaar, G.

1993-01-01

The way computers are used in foreign language teaching reflects teachers’ ideas about how foreign languages should be learned. We describe different methods of foreign language teaching, one of which is at the base of our computer program IT’S English. In this program, different types of exercises

Contribution of Bilingualism in Language Teaching

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Sipra, Muhammad Aslam

2013-01-01

This study is an investigation into the contribution of the use of bilingualism as an aid in learning/teaching English as a foreign language and bilingualism in EFL classroom does not reduce students' communicative abilities but in effect can assist in teaching and learning process. The study employed a qualitative, interpretive research design…

Integrating information and communication technologies in the process of foreign language teaching and learning

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Natalia Serostanova

2014-09-01

Full Text Available The paper is an attempt to cover some of the issues of using information and commu-nication technologies (ICT in foreign languages teaching and learning (FLT/FLL on the basis of intercultural approach. The facilities of Internet along with computer programs, audio and video devices, interactive whiteboards and telecommunications are considered. Special attention is given to the peculiarities of telecommunication projects; the example of telecommunication project realization is represented. The advantages and disadvantages of distance language learning are considered. Besides, some difÞ culties that students and teachers come across during ICT-supported language education are also discussed.

Research on English Language Teaching and Learning in Argentina (2007-2013)

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Porto, Melina; Montemayor-Borsinger, Ann; López-Barrios, Mario

2016-01-01

In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language…

Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners

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Parsi, Gholamreza

2017-01-01

The present study intended to investigate the possible difference between EAP and EFL learners' beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners' beliefs and their language components' development. To this…

ICT-supported language learning tools for Chinese as a foreign Language: a content review

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Tina Čok

2016-06-01

Full Text Available The paper presents a meta-analysis of 37 scientific papers dealing with the use and adoption of ICT for learning and teaching Chinese as a foreign language. It has shown that systematic content reviews providing overall insight into the nature and level of development in the field are rare. The author tries to fill this content gap by answering three research questions: 1 What is the overall state of research in the field of ICT-assisted learning of CFL in terms of language teaching methods? 2 Which learning technologies are in use for the specific teaching and learning methods for Chinese as a foreign language? 3 Are some learning technologies used more often for practis ng specific language skills than others?

Identity, Language Learning, and Social Change

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Norton, Bonny; Toohey, Kelleen

2011-01-01

In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and…

An Effective Role of E-Learning Technology For English Language Teaching By Using Meta Communication Actors

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Ilknur ISTIFCI

2011-10-01

Full Text Available Meta communication plays a key role in foreign language learning and teaching. Broadly speaking, meta communication is communication about communication. Meta communication is something that goes beyond communication and all language learners and teachers should be familiar with its existence. It should be stressed that meta communication which accompanies any message is very powerful. In face to face writing lessons, the student can make emphasis on any point by utilizing larger fonts, capital letters, or bold fonts in his essay. However, in virtual learning environments, students can make use of emoticons like :- “happy”, :-( “sad”, :-/ “perplexed”, O.o “confused” to communicate about communication. Further, they can deploy some acronyms like (BTW= By the way, ASAP= as soon as possible, TM= tomorrow to easily convey their messages. It should be emphasized that E-learning applications (virtual worlds, second life, ICTs are very beneficial in foreign language learning and teaching since they create a platform for students and teachers to interact in a context with no boundaries of time and distance. In Transformational Generative Grammar, foreign language teachers describe syntactic structures in English by using grammatical symbols with meta communicational elements. For instance, every English Foreign Language-EFL or English Language Teaching-ELT teachers or students is familiar with the symbols and related meanings like (S= sentence, subject, V= verb, O= object, N= noun, NP= noun phrase, VP= verb phrase, etc.. On the other side, when teaching English pronunciation to Turkish EFL learners, foreign language teachers utilize phonetic symbols like /è, æ, å, ğ, w, ŋ/ to write transcriptions of English words. These phonetic symbols have meta communicational elements in their composition because they communicate about communication. At this juncture, foreign language teachers should learn frequently used emoticons, keyboard

The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

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Likitrattanaporn, Wannakarn

2017-01-01

The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching…

The relationship between identity, language and teaching and learning in Higher Education in South Africa

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Leibowitz, Brenda

2005-12-01

Full Text Available he study on the relationship of identity, language and teaching and learning was conducted by a team of eight members at a higher education institution in the Western Cape. The aims of the research were to investigate the relationship between language, identity and learning, to show how this investigation can benefit dialogue about transformation, and to facilitate the research development of the team. The research design made use of narrative and educational biography in semi-structured interviews with 64 staff members and 100 students. The study supports views of identity as constructed and non-unitary. It shows how language, both as proficiency in the dominant medium of communication and as discourse, is a key component of identity in a higher education institution. The interviews demonstrated how, according to lecturers and students, language and discourse function as primary influences on individuals’ acculturation and integration into the academic community. According to the interviewees, language as a marker of identity is interwoven with other aspects of identity. It is both a resource and a source of identification and affiliation. The research demonstrated that dialogue and self reflection can be facilitated via research into identity, teaching and learning, and that this can be beneficial for both the interviewees and the research team.

Language Models and the Teaching of English Language to Secondary School Students in Cameroon

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Ntongieh, Njwe Amah Eyovi

2016-01-01

This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to…

Learning to Swim in New Waters: A Meta-Narrative about the Design and Implementation of a Virtual Learning Environment for Language Learning and Teaching

Science.gov (United States)

MacKinnon, Teresa

2015-01-01

In the past 5 years, the Language Centre at the University of Warwick has designed and implemented a blended learning environment in order to meet two important challenges to our Institution-Wide Language Programme (IWLP) language teaching mission. These were to connect teachers and learners together online in order to better support progress…

Arabic Language Teaching and Learning in Muslim Minority of West Papua

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Ismail Suardi Wekke

2017-06-01

Full Text Available Islamic boarding school which well-known as pesantren establishment reflects a process of transformation on religious level of education. Arabic language is the compulsory subject to gain the set of curriculum. Therefore, it is a need to explore the process of Arabic language teaching and learning in the Islamic school. This research was conducted in Sorong greater area of West Papua. In-depth interview and non-participant observation were employed in collecting data. Arabic language is the main subject to support others subject. Each semester, students need to complete a set of subject. Some activities extend the subject in many courses to enrich language skill and capacity. In addition, Muslim minority is the environment to challenge the region. Therefore, the schools constructed the special program in complementing the syllabus. There is additional program to complete in one year program. The combination between classroom activity and course program is the breakthrough to extend opportunity to learn not only in the classroom but also outside classroom. This article concludes that additional program was created to enhance students’ skill and language development through practices and non-formal courses.

The Teaching and Learning of Esperanto

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Duncan Charters

2015-04-01

Full Text Available One of the first tasks faced by Zamenhof, the inventor of Esperanto (1887, was establishing its status as a living language, achieved in part by teaching the language to others, in part by translation and literary creation, and in part by forming a community of users. One of the earliest learners, Leo Tolstoy, emphasized its ease of learning, and both the early history of the language and contemporary experience show that the receptive and productive skills entailed in learning the language are unusually mutually reinforcing. In formal language-learning situations, students are able to reach an acceptable level of proficiency relatively quickly, allowing them to put the language to practical use. They are also able to learn on their own. Ease of learning builds confidence, so that Esperanto constitutes a good introduction to language study in general, even though the language is more complex linguistically than it may appear at first sight. The language also helps the learning of cultural sensitivity. In recent years, electronic aids to teaching and learning have proliferated and there are many resources available to the teacher and learner.

Multimedia Products as Basis of New Teaching Organisation (Within Foreign Language Teaching

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Dobrinka Toteva

2014-05-01

Full Text Available University foreign language lecturers need to equalize prior language competence and expand students’ knowledge and skills. The existing teaching approaches prove insufficient, which is a reason to search for new and change the old ones. The development of learning skills using ICT extends basic information channels and thus stimulates the acquisition of new competences. When IT-assisted learning is used in cooperative environment, students gain more knowledge and retain it better. This article is based on practical experience in multimedia product development and study of international attempts to achieve identical teaching goals and turn products into good teaching materials.

Mixed-Methods Research in Language Teaching and Learning: Opportunities, Issues and Challenges

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Riazi, A. Mehdi; Candlin, Christopher N.

2014-01-01

This state-of-the-art paper foregrounds mixed-methods research (MMR) in language teaching and learning by discussing and critically reviewing issues related to this newly developed research paradigm. The paper has six sections. The first provides a context for the discussion of MMR through an introductory review of quantitative and qualitative…

Digital Game-Based Language Learning in Foreign Language Teacher Education

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Yunus ALYAZ

2016-10-01

Full Text Available New technologies including digital game-based language learning have increasingly received attention. However, their implementation is far from expected and desired levels due to technical, instructional, financial and sociological barriers. Previous studies suggest that there is a strong need to establish courses in order to support adaptation of game-based learning pedagogy through helping teachers experience digital games themselves before they are expected to use them in teaching. This study was conducted to investigate educational digital games in foreign language teaching, to identify the determining reasons behind the pittfalls in applications and to explore the contribution of a serious game to the development of professional language skills of pre-service teachers. Pre- and post-tests were applied to measure the contribution of the game to the development of their language skills. In addition, a game diary and semi-structured interviews were used to elicit information about the problems pre-service teachers had and their perceptions on the whole process. The analysis of the data illustrated that there was great improvement in pre-service teachers’ professional language skills and attitudes towards using these games while teaching in the future. This is important in foreign language teacher education in terms of enhancing digital game-based language learning pedagogy for teachers.

Task-Based EFL Language Teaching with Procedural Information Design in a Technical Writing Context

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Roy, Debopriyo

2017-01-01

Task-based language learning (TBLL) has heavily influenced syllabus design, classroom teaching, and learner assessment in a foreign or second language teaching context. In this English as foreign language (EFL) learning environment, the paper discussed an innovative language learning pedagogy based on design education and technical writing. In…

Computer Assisted Language Learning (CALL) Software: Evaluation ...

African Journals Online (AJOL)

Evaluating the nature and extent of the influence of Computer Assisted Language Learning (CALL) on the quality of language learning is highly problematic. This is owing to the number and complexity of interacting variables involved in setting the items for teaching and learning languages. This paper identified and ...

The Correlation between Early Second Language Learning and Native Language Skill Development

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Caccavale, Terry

2007-01-01

It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

Critical Thinking Skills to Literary Works: A Method of Teaching Language through Literature

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Fithriyah Inda Nur Abida

2016-05-01

Full Text Available Teaching a language has become a challenging task for the teachers to train and to teach language for their students. In present time, the ability to master a language is vital for a language is a powerful means of  communicating. Most of us will not focus on the language present in the literature part because our mind sets only towards the grammar. This has made both the teacher and students to ignore the literature part and made them to focus only on grammatical part to learn language. The urge behind using literary works in the teaching a language is to argue that the current attempts to implant literary works to the teaching of a language definitely develop students’ critical thinking in such a way that help them to easily master a particular language. Learning literary works in a classroom not only make the students learn about a story but also study how the language are structured and how its structured bring a great difference in meaning. Through a literary works student sees the language of real-life contexts. They learn the feelings, ideas, and experiences of linguistics components that give a realistic touch and help them to learn a language in a comprehensive way. It is also found that using literary works in the teaching learning process can improve student’s ability both in micro-linguistics and macro-linguistics.

Dramatization at Extracurricular Activities as a Means to Enhance Foreign Language Teaching

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Marina Valeryevna Kuimova

2015-02-01

Full Text Available The main purpose of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies dramatization and its appropriateness in foreign language teaching, provides criteria for choosing a literary work for dramatization. The use of dramatization at extracurricular activities develops communication abilities, creativity; enhances motivation to learn a foreign language and strengthens students’ confidence in a foreign language.

Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners

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Gholamreza Parsi

2017-06-01

Full Text Available The present study intended to investigate the possible difference between EAP and EFL learners’ beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners’ beliefs and their language components’ development. To this end, 231 undergraduate EAP (117 and EFL (114 learners at Ferdowsi University took part in the study by completing a five-point Likert scale questionnaire adapted from Simon and Taverniers (2011. The face and content validity of the questionnaire was confirmed by the experts’ judgment and factor analysis. Moreover using Cronbach alpha coefficient the questionnaire was found acceptably reliable (α=0.88. Furthermore, for language components’ development, the EAP learners’ scores in English course and EFL learners’ average scores in their Basic English courses were taken into account. The results of an Independent Samples t-test revealed that there existed a statistically significant difference between EAP and EFL learners’ beliefs on learning and teaching language components. Furthermore, the results of Pearson correlation coefficients indicated a statistically significant positive association between EFL learners’ beliefs and their language components’ development, however no statistically significant correlation was found between EAP learners’ beliefs and their language components’ development.

The Relationship between Second Language Acquisition Process and English Language Teaching in Indonesia

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Pritz Hutabarat

2016-01-01

English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in g...

Culture and Language Teaching through Media

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Tanriverdi, Belgin; Apak, Ozlem

2008-01-01

The topic of teaching and learning culture has been a matter of considerable interest to language educators and much has been written about the role of culture in foreign language instruction over the past two decades. ESL students whose success in a new environment is conditioned not only by their mastery of the new language, but also, and…

Teaching culture in the Japanese language classroom: A NSW case study

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Caroline Mahoney

2009-12-01

Full Text Available This study examines, through a qualitative case study approach, how non-native- speaking (NNS Japanese language teachers in New South Wales (NSW teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers’ attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL are being implemented in teachers’ classrooms. Two non-native-speaking (NNS Japanese language teachers from a selective secondary school in NSW were interviewed and their classes observed over three days. Analysis of interview and observation data shows that these teachers teach culture as determined by language content, integrate language and culture teaching and teach culture as observable and factual. The study shows that both teachers view culture teaching as easier than language teaching, however their views on the influence of the syllabus differ. The study explores the teachers’ past experiences and how these affect how they feel towards, and teach culture. Finally, this study looks at how the teachers’ practices reflect concepts of IcLL such as integrating language and culture, student-centered learning and how their status as NNS teachers affects their culture teaching.

OBJECTIVES AND PROCESSES OF SECOND LANGUAGE LEARNING.

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SIZEMORE, MAMIE

THE OBJECTIVES OF SECOND LANGUAGE TEACHING, AND SPECIFIC DIRECTIONS FOR PRESENTING AND DRILLING STRUCTURES BY THE USE OF CERTAIN GESTURES, WERE PRESENTED. RECOMMENDATIONS FOR CONCENTRATING EFFORTS ON THE ESSENTIALS OF LANGUAGE LEARNING REVOLVED AROUND AN EMPHASIS ON THE TEACHING OF THE LANGUAGE ITSELF RATHER THAN ABOUT ITS HISTORY, VOCABULARY,…

Analyse de Online Communication in Language Learning and Teaching

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Maud Ciekanski

2013-04-01

Full Text Available Date de réception et d'acceptation : janvier 2009. 1. Contexte général de parution L'ouvrage Online Communication in Language Learning and Teaching, coécrit par M-N. Lamy et R. Hampel, de l'Open University (Royaume-Uni, paraît dans un contexte de renouvellement des enjeux et des perspectives de la recherche en Alao (apprentissage des langues assisté par ordinateur. Le développement d'Internet et de ses usages dans de nombreux domaines de la vie quotidienne, en offrant de nouvelles perspecti...

TECHNOLOGICAL APPROACH TO TEACHING FOREIGN LANGUAGES IN TECHNICAL UNIVERSITIES

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Mariia Kuts

2016-11-01

Full Text Available Modern learning foreign languages is based on a humanistic paradigm. The realization of the possibility of such activity researches consider in implementation of technological approach in educational process. The scientists connect the optimal and qualitative realization of this activity with the implementation of education technology into learning process. Modern studies are focused on questions of implementation of technological approach into teaching foreign languages. It is thought to allow to achieve guaranteed minimal level of learning results. At the same time there are some incompletely studied aspects such as content of pedagogical technologies, their conceptual and procedural characteristics, approaches to classification. In the article the essence of technological approach is revealed, the communicatively focused technologies of teaching foreign languages in non-linguistic universities are concretized. The interpretation of technological approach is given; characteristics and attributes in teaching foreign languages are selected. It is noticed that technological approach is social and engineering ideology in the sphere of didactics according to which teaching process is considered to be a completely designed process with strictly planned and fixed results (M. Klarin. In the article it is emphasized on feasibility and efficiency of technological approach while teaching foreign languages, the degree of its integration in educational process is defined. The communication-oriented technologies, based on a communicative method of E. Passov, are allocated as the most optimum. It is shown the communication-oriented technologies go beyond the conceptual idea of modelling in teaching process of real foreign-language communication, and their procedural component and contents are founded on certain principles. The most commonly used technologies of teaching foreign languages are classified as technologies of modernization and technologies of

Cultural Diversity in English Language Teaching: Learners' Voices

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Chinh, Nguyen Duc

2013-01-01

The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker…

"To Market, to Market": Exploring the Teaching-Learning Interface in Developing Intercultural Interactions from Textbook Activities--Crossing Languages and Cultures

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Morgan, Anne-Marie; Mercurio, Nives

2011-01-01

In this paper we consider what happens at the "teaching-learning interface" in some Indonesian and Italian examples of classroom interactions within an intercultural orientation to languages teaching and learning. Using activities from textbooks as a starting point, we identify the underlying linguistic, cultural, and intercultural…

JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL

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Yee-Han Chan

2017-05-01

Full Text Available Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006. However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participants think about the use of anime as a teaching tool. A course named “Learning Japanese language and Culture through Anime” was planned and conducted in a public university in Malaysia. During the administration of the course, the data were collected via the participants’ learning diaries at 7 intervals and a group interview at the end of the semester. The findings presented from the data analysis on the participants' perception of the use of anime as a teaching tool include motivation, language and cultural awareness, critical thinking, sense of prejudice, and stereotypes. The findings reveal that giving a place for anime in the Japanese language classroom is like opening a new door for educators to connect with the students and deepen understanding about the students’ learning experiences of using anime as a language and culture learning tool. This is important to provide insightful ideas to the Japanese language educators regarding the option of using anime as a teaching tool.

Languages in a global world learning for better cultural understanding

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Scott, Jessica; Hinton, Christina

2012-01-01

The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages. The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interc

Traces of Teaching Methods in a Language Class and the Relationship between Teachers' Intended Learning Outcomes and Students' Uptake

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Mahmoudabadi, Zahra

2017-01-01

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures…

COMPARATIVE ANALYSIS OF EXISTING INTENSIVE METHODS OF TEACHING FOREIGN LANGUAGES

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Maria Mytnyk

2016-12-01

Full Text Available The article deals with the study and analysis of comparable existing intensive methods of teaching foreign languages. This work is carried out to identify the positive and negative aspects of intensive methods of teaching foreign languages. The author traces the idea of rational organization and intensification of teaching foreign languages from their inception to the moment of their preparation in an integrated system. advantages and disadvantages of the most popular methods of intensive training also analyzed the characteristic of different historical periods, namely cugestopedichny method G. Lozanov method activation of reserve possibilities of students G. Kitaygorodskoy, emotional-semantic method I. Schechter, an intensive course of learning a foreign language L. Gegechkori , sugestokibernetichny integral method of accelerated learning a foreign language B. Petrusinskogo, a crash course in the study of spoken language by immersion A. Plesnevich. Analyzed the principles of learning and the role of each method in the development of methods of intensive foreign language training. The author identified a number of advantages and disadvantages of intensive methods of teaching foreign languages: 1 the assimilation of a large number of linguistic, lexical and grammatical units; 2 active use of acquired knowledge, skills and abilities in the practice of oral speech communication in a foreign language; 3 the ability to use language material resulting not only in his speech, but also in understanding the interlocutor; 4 overcoming psychological barriers, including fear of the possibility of making a mistake; 5 high efficiency and fast learning; 6 too much new language material that is presented; 7 training of oral forms of communication; 8 decline of grammatical units and models.

Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

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Julia Sevy

2016-09-01

Full Text Available Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

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I Made Purna Wijaya

2015-11-01

Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.

A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments

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Lawrence, Geoff

2013-01-01

Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of…

The Motivational Dimension of Language Teaching

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Lamb, Martin

2017-01-01

Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and…

MODERN MEANS OF TEACHING A FOREIGN LANGUAGE IN PRIMARY SCHOOL

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Olena Iaburova

2016-04-01

Full Text Available The article reveals the problems of teaching tools and resources used in the process of teaching foreign languages in primary school. The author gives the definition of the meanings “teaching resources”, “additional materials for teaching foreign languages», and their classification. The author pays attention to the fact that in the academic and upbringing process primary school teachers use different teaching resources in addition to the text-books as the basic means of teaching. That is why there is an evident reason for deep study of these kind materials, their classification. According to the way of presenting, teaching flash-cards and hand-outs as additional materials are pointed out. That is why the necessity of optimal and effective choice of these means of teaching depends on professional preparation of a teacher and teaching tools implementing in the academic process alongside with the text-books as the basic means of teaching foreign languages. The author notes that all these learning tools are not universal. They cannot completely replace a teacher or other learning tools. The author supports the idea of the need for optimum, deeply conscious and scientific approach to using additional educational resources in academic and upbringing process along with the textbook as the primary means of learning.

Socio-Pragmatic Problems in Foreign Language Teaching

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İsmail ÇAKIR

2006-10-01

Full Text Available It is a fact that language is a means of communication for human beings. People who needto have social interaction should share the same language, beliefs, values etc., in a given society.It can be stated that when learning a foreign language, mastering only linguistic features of FLprobably does not ensure true spoken and written communication. This study aims to deal withsocio-pragmatic problems which the learners may be confront with while learning and using theforeign language. Particularly cultural and cultural values of the target language such as idioms,proverbs and metaphors and their role in foreign language teaching have been focused on.

Teaching Children Foreign-Language Grammar: Are Authentic Materials Appropriate?

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Olga Malova

2016-10-01

Full Text Available The paper discusses authentic materials as a resource for teaching grammar to young learners. Difficulties in foreign-language grammar learning for Russian pupils are presented, and typical challenges are described. The paper provides a pre-/post-intervention study of the development of children’s grammar skills. The research question is, “How does one use authentic materials for teaching grammar in an English as a foreign language (EFL classroom?” A qualitative method is used to assess the learning outcomes of using authentic materials in teaching grammar to eight–nine-year-old pupils (the second year of studying English.

Relationship of Teaching Efficiency with Academic Self-Efficacy and Self-Directed Learning among English Language Students: University Students’ Perspectives

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Maryam Shohoudi

2015-09-01

Full Text Available Introduction: Self-directed learning is originated from adult education which has currently gained a special place in educational systems and is influenced by many variables such as teaching self-efficacy and self-directed learning. This research investigated the relationship of teachers’ teaching with academic self-efficacy and self-directed learning from English language students' perspectives. Methods: The study population comprised of all bachelor, master and Ph.D. English language students of Allameh Tabataba’i University (2014-2015 who had passed at least one semester. A total of 159 students were selected as study sample using Cochran formula and proportional stratified sampling. The data were collected through three standard questionnaires with confirmed validity and reliability. Data were analyzed by one-sample t-test, Pearson correlation and multiple regression. Results: With regard to teaching efficiency, content presentation, learning evaluation and class management skills were higher than average and lesson planning and control over content skills were at an average level. Also, all dimensions of academic self-efficacy and self-directed learning were significantly higher than average. The correlation between teaching efficiency and self-efficacy (r=0.367 and self-directed learning (r=0.571, and between self-efficacy and self-directed learning (r=0.523 was statistically significant (P<0.01. Moreover, a combination of teaching efficiency dimensions could predict different dimensions of self-efficacy and all components of self-directed learning. Furthermore, self-efficacy dimensions were good predictors of self-directed learning. Conclusion: Success in the realm of academia and organizational learning depends on the learners’ updated knowledge and skills and self-directed learning. Also, it seems teachers’ efficient teaching affects students’ academic self-efficacy, orienting them toward self-directed learning.

STUDENTS’ MOTIVATION, DEMOTIVATION AND AMOTIVATION IN SECOND LANGUAGE LEARNING

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Andreea Maciu

2011-11-01

Full Text Available The aim of this paper is to present methods that will improve teaching as regards second language learning in order to motivate students in their learning process and to maintain their motivation constantly alert. The discussion also introduces and explains amotivation, in close connection with motivation and demotivation. Teachers have to continuously interract with their students effectively, be alert to their feedback, and constantly improve their methods of teaching a second language by staying connected with all the innovations in the field, and taking into consideration all the aspects of the teaching process that can decrease students’ motivation in second language learning classes.

STUDENTS’ MOTIVATION, DEMOTIVATION AND AMOTIVATION IN SECOND LANGUAGE LEARNING

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Andreea Maciu

2011-10-01

Full Text Available The aim of this paper is to present methods that will improve teaching as regards second language learning in order to motivate students in their learning process and to maintain their motivation constantly alert. The discussion also introduces and explains amotivation, in close connection with motivation and demotivation. Teachers have to continuously interract with their students effectively, be alert to their feedback, and constantly improve their methods of teaching a second language by staying connected with all the innovations in the field, and taking into consideration all the aspects of the teaching process that can decrease students’ motivation in second language learning classes.

GENERAL ASPECTS OF NLP IN TEACHING LANGUAGES

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Clementina Niţă

2011-11-01

Full Text Available This article is focus on NLP as a tool helping to improve personal excellence in teaching languages. NLP states that learning begins in the students’ frame of reference and thus, it is important for teachers to increase their interpersonal skills and ability to recognize it. A map of how language operates is drawn by the Meta Model - a tool for a fuller understanding of what people say -, which deals with the concepts of surface structure and deep structure. The meta programs deal with deletions, distortions and generalisations which appear in language during communication. Establish rapport is a helpful method to create favourable teaching atmosphere and humanising teaching is a way to improve students’ performance.

Using Goal Setting and Task Analysis to Enhance Task-Based Language Learning and Teaching

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Rubin, Joan

2015-01-01

Task-Based Language Learning and Teaching has received sustained attention from teachers and researchers for over thirty years. It is a well-established pedagogy that includes the following characteristics: major focus on authentic and real-world tasks, choice of linguistic resources by learners, and a clearly defined non-linguistic outcome. This…

The notion of intercultural and teaching-learning process of foreign languages in Brazil: representations and realities of FFL

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Joice Armani Galli

2015-09-01

Full Text Available Although the history of humanity is merged with the history of languages, studies related to the field of language sciences have been very recent. Several elements compose the broad field of human sciences, such as behavioral analysis and the sense of belonging and exclusion. Situated in this context, the epistemological reflection about Foreign Languages (FL represents a sign of contemporaneity. This fact is maximized by its interdisciplinary character, making the lines that delimit the linguistic field research in FL very tenuous. The degree of variants of the object Language makes the research on teaching and learning highly complex due to the subjectivity it involves. Therefore, it is necessary to discuss issues such as representation and interculturalism in the research methodology. Such dimension allows some outlines for the development of linguistic research to be drawn, establishing an interface with the process of teaching and learning in FL. Cuq (2010, Puren (2009, Courtillon (1998 and De Carlo (1998 are some of the theoretical references on which this reflection is based on. Some representations related to literacy will be pointed out in order to highlight aspects related to the reality of current teaching of French as a Foreign Language (FFL in Brazil.

Challenges of Effective English Language Learning in Nigeria ...

African Journals Online (AJOL)

The factors that influence the students. effective learning of the English Language as second language learners, the attitude of students towards the study of the English language, the nature of teacher/student interaction, the methods of teaching and the availability of teaching aids in Nigeria secondary schools are looked ...

Web-Based Language Learning Perception and Personality Characteristics of University Students

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Mirzaee, Meisam; Gharibeh, Sajjad Gharibeh

2016-01-01

The significance of learners' personality in language learning/teaching contexts has often been cited in literature but few studies have scrutinized the role it can play in technology-oriented language classes. In modern language teaching/learning contexts, personality differences are important and should be taken into account. This study…

Language Learning and Its Impact on the Brain: Connecting Language Learning with the Mind through Content-Based Instruction

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Kennedy, Teresa J.

2006-01-01

Cognitive sciences are discovering many things that educators have always intuitively known about language learning. However, the important point is actively using this new information to improve both students learning and current teaching practices. The implications of neuroscience for educational reform regarding second language (L2) learning…

The Old Brain, the New Mirror: Matching Teaching and Learning Styles in Foreign Language Class (Based on Neuro-Linguistic Programming).

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Knowles, John K.

The process of matching teaching materials and methods to the student's learning style and ability level in foreign language classes is explored. The Neuro-Linguistic Programming (NLP) model offers a diagnostic process for the identification of style. This process can be applied to the language learning setting as a way of presenting material to…

A Literary Approach to Teaching English Language in a Multicultural Classroom

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Choudhary, Sanju

2016-01-01

Literature is not generally considered as a coherent branch of the curriculum in relation to language development in either native or foreign language teaching. As teachers of English in multicultural Indian classrooms, we come across students with varying degrees of competence in English language learning. Although language learning is a natural…

THE USE OF 2ND LIFE IN LANGUAGE TEACHING

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Saziye YAMAN

2011-08-01

Full Text Available Approaches and methods are often based on the assumptions that the process of language learning is complex in nature, non linear, and active. Learners are getting more in need of communication with a second/foreign language both inside and outside the classroom while instructions are witnessing a major paradigm shift within language teaching in our century. Virtual worlds have the potential to dramatically change the traditional nature of language teaching through 3D spaces, information and communication technologies, etc… Second Life (SL Virtual World, as supplementing language instruction, has begun to shape both teachers and learners’ interaction with language. Learners are facilitated with 3D spaces in their own reality and environment, allowing them to interpret and apply a variety of experiences and tasks. SL offers rich sources and dimensions, facilitating the changing nature of learning experience.

Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

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Asha Khare

2011-01-01

Full Text Available India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What children learn can affect their later success or failure in school, work, and their personal lives. As such, the school teachers need to improve their own English language skills if they are teaching without any previous English language training. This paper throws light on the communicative approach of English language teaching. It introduces the Certificate in Teaching of English (CTE programme of the Indira Gandhi National Open University (IGNOU and outlines the syllabus and the methods used by the university to impart English Language Teaching skills to the elementary/secondary school teachers through this programme with the objective to enhance teacher’s understanding of  the learners and their learning process.

Teaching vocabulary to elementary level students learning Russian as a foreign language: topic "My family and I"

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Vesnina, L. E.

2017-01-01

The article describes a lesson "My Family and I" for elementary level students learning Russian as a foreign language. This topic is the first in the academic subject Russian Vocabulary. The article sums up the experience of teaching this subject to Chinese students learning Russian at the Ural State Pedagogical University. The content and the aims of the lesson "My Family and I", as well as the subject Russian Vocabulary, are based on the communicative approach to teaching Russian as a forei...

Creating an Authentic Learning Environment in the Foreign Language Classroom

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Larisa Nikitina

2011-01-01

Full Text Available Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS. It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels.

Using a task-based approach to teaching and learning Chinese as a Foreign Language in a university beginner's level class

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Ruan, Youjin; Duan, Xiaoju; Wang, Li

2015-01-01

to learning Chinese as a foreign language. Chinese culture elements were also integrated into the tasks and the learning process. By analysing seven items of a post-course survey, this paper investigates the learners’ opinions toward the task-based language teaching and learning method, as well as the methods......The task-based method is regarded as an effective approach for promoting interaction and collaboration in language learning. In a beginner Chinese language course offered as an elective at Aalborg University, Denmark, a selection of tasks was designed and used to attract the students’ interests...... used in integrating culture with the language learning in this course. The results indicated that course participants were generally positive about their learning experiences and processes during the course. They appreciated not only the task-based method, but also the ways in which culture...

The multiple intelligence theory for the teaching of languages

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María Encarnación Carrillo García

2014-05-01

Full Text Available In the following essay we analyse the Multiple Intelligence Theory of Howard Gardner focus on the teaching of languages, in order to describe its main points, such us: its description; the types of intelligences explained in it; and the activities, that some authors describe, for developing this theory in the teaching and learning language context.

Setting Learning Objectives in Translation at the Department of Foreign Language Teaching through the Concept of Competence

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Eser, Oktay

2014-01-01

At the department of foreign language teaching, a variety of courses are offered in order for students to acquire translation competence. The courses are often carried out by translating a text from one language into the other. Learning by experience is an effective approach. However, it is inevitable that there are some aspects that we need to…

Intercultural challenge to language learning

Directory of Open Access Journals (Sweden)

Luz María Muñoz de Cote

2012-10-01

Full Text Available This paper presents the findings of a qualitative research project set to investigate the piloting process of an innovative language program for university students. It challenges traditional English language teaching courses celebrating a view centered on learning; classes become spaces for students to understand the language they are learning through the development of small projects. The approach moves from a teaching transmission paradigm to one where the most important agent is each student who has to engage with a topic of his or her interest. Students are seen as individuals whose knowledge and understanding of the world is valued and not as people whose lack of language skills prevents themfrom engaging in discussions of complex topics. The objective of this innovation is to enhance students’ understanding and use of academic English in their field of interest. In this project, we argue that knowledge and understanding of the mother tongue and culture play key roles in the development of a second language. A number of studies suggest that students who had strong first language literacy skills achieved higher proficiency levels in their second language. Based on this argument and Vygotsky’s sociocultural learning theory, we designed disciplinary content language learning workshops for first-degree students. The main tenet is that students can develop academic English given that they know about their discipline. Findings so far reveal the difficulty of students to take distance from their previous learning experiences. They also show that students’ ideas expressed in English are far more complex than what would be expected of them given their second language skills. The complexity is not only related to thecontent, but to the way they construct their paragraphs and the understanding of how the register of their field  may be used.

Review of Doctoral Research on Second Language Teaching and Learning in Spain (2008-2010)

Science.gov (United States)

Serrano, Raquel; Miralpeix, Imma

2013-01-01

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative--in terms of the topics under investigation and the methodology employed--of the doctoral research undertaken in Spain. Current topics include the development of…

The Role of Motivation in Language Learning

OpenAIRE

Rahman, Anwar

2011-01-01

The mastery of English learning is influenced by some variables, one of them is motivation. Motivation in learning second language is classified as integrative motivation and instrumental motivation. Some experts of language teaching also categorized motivation into two types namely intrinsic motivation and extrinsic motivation. This paper discusses about kinds of motivation and how it takes a role in influencing students mastery in learning language. It was literature study that focused to f...

Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective

Science.gov (United States)

Buescher, Eileen M.

2017-01-01

This dissertation explores the experiences of middle childhood pre-service teachers (PST) across two academic years as they learn to teach English language arts to diverse students from conflicting sociocultural contexts. To help PSTs navigate the tensions across contexts, this study introduced culturally relevant (Ladson-Billings, 1995; 2014) and…

Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal Study

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Cota Grijalva Sofía D.

2013-04-01

Full Text Available This paper contains the description of a research project that was carried out in the Bachelor of Arts in English Language Teaching program at a Mexican university. The study was longitudinal and it tracked fourteen students for four semesters of the eight semester program. The aim was to identify pre-service teachers’ beliefs about English language teaching and learning at different stages of instruction while they were taking the teaching practice courses in the program. The instruments employed were questionnaires and semi-structured interviews. The results demonstrated that students made links between theory and practice creating some changes in previous beliefs. The study revealed an increase of awareness and a better understanding of the complex processes involved in teaching and learning. En este artículo se describe una investigación que se llevó a cabo en el programa de Licenciatura en Enseñanza del Inglés de una universidad mexicana. El estudio fue longitudinal, el cual siguió la trayectoria de catorce estudiantes de la licenciatura durante cuatro de los ocho semestres del programa académico. El propósito fue identificar las creencias de estos maestros principiantes, quienes cursabansus clases de práctica docente del programa, acerca de la enseñanza y el aprendizaje del inglés en diferentes etapas de sus estudios. Los instrumentos utilizados fueron cuestionarios y entrevistas semiestructuradas. Los resultados demostraron que los estudiantes articularon la teoría con la práctica, lo cual incidió en sus creencias anteriores. El estudio también reveló que comprendieron mejor los complejos procesos involucrados en la enseñanza y el aprendizaje.

Mixing Languages during Learning? Testing the One Subject—One Language Rule

Science.gov (United States)

2015-01-01

In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish—adults (Experiment 1) and children (Experiment 2)—learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish); while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish). Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject—one language rule. PMID:26107624

Mixing Languages during Learning? Testing the One Subject-One Language Rule.

Directory of Open Access Journals (Sweden)

Eneko Antón

Full Text Available In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish-adults (Experiment 1 and children (Experiment 2-learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish; while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish. Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject-one language rule.

Papers in Language Learning and Language Acquisition. AFinLA Yearbook 1980. No. 28.

Science.gov (United States)

Sajavaara, Kari, Ed.; And Others

Papers include: (1) "Language Acquisitional Universals: L1, L2, Pidgins, and FLT" (Henning Wode); (2) "Language Acquisition, Language Learning and the School Curriculum" (Norman F. Davies); (3) "Language Teaching and Acquisition of Communication" (Kari Sajavaara, Jaakko Lehtonen); (4) "On the Distinction between…

The idea of culture and its topicality for teaching-learning LE/L2

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Edleise Mendes

2015-09-01

Full Text Available In recent decades, many studies and research developed in the field of teaching / learning languages, especially of foreign and second languages, have been dedicated to discuss the importance of culture and intercultural relations as members of the learning process dimensions. This concern has as principle the fact that teaching and learning a language is a much broader and complex than the simple transmission and apprehension of formal structures and rules of use of these structures process. In this article, I propose to revisit the idea of culture to then establish their relationship with language, emphasizing the relevance of this type of reflection for the teaching-learning area LE / L2, especially focusing in Portuguese . Among other things, I want to show that contemporary trends in teaching and language teacher training recognize that approaches to teaching and learning, whatever their theoretical orientations should not isolate the language of life in which we live and culture or cultures as a means to ensure language education quality and consistent with the requirements of the contemporary world.

Meaning and direction in foreign language teaching

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Luis Carlos Estrada Naranjo

2005-02-01

Full Text Available This document explores the possibility to link to foreign lan - guage teaching practice in the classroom, two streams of theo - retical elements set by late research on neurosciences about the cognitive processes underling learning, and the elements from sociolinguistics dealing with languages in contact. The objective of the paper is to consider those elements as an en - riching source for didactics and as an alternative to practice based on recipe -like activities well designed to different settings. Reflective teaching is presented though, as the empirical tool to make language education a real part of praxeology, in which effective teaching is connected to meaningful and contextualized didactics.

Teaching foreign language during adaptation process to European Union

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Hidayet TOK

2008-06-01

Full Text Available In this study, we aimed to give information about language teaching in EU and Turkey which started negotiations for being full member in EU. Language teaching in both EU countries and in Turkey is studied comparatively in respect of some variables. These variables are: the age at which pupils are first taught foreign languages as a compulsory subject; the number of language taught during compulsory education, using “ CLIL” type provision in education; percentage distribution of all pupils according to the number of foreign languages learnt in primary and secondary education; percentage of all pupils in primary and secondary education who are learning English, German and/or French; relative priority given to the aims associated with the four major skills in curricula for compulsory foreign languages in full-time compulsory education; the minimum number of hours recommended for teaching foreign languages as a compulsory subject during a notional year in primary and secondary education; minimum number of hours recommended for teaching the first foreign language as a compulsory subject in a notional year in full-time compulsory general education and number of years spent for teaching; the proportion of minimum total time prescribed for the teaching of foreign languages as a compulsory subject, as a percentage of total teaching time in primary and fulltime compulsory general secondary education; and regulations or recommendations regarding maximum class sizes for foreign languages in primary education. In the end of this study, there are regulations and recommendations about teaching foreign languages which are foreseen to be implemented in the adaptation process of EU.

Language Games in Communicative Language Teaching (CLT)

Institute of Scientific and Technical Information of China (English)

韩颖

2012-01-01

　　Games are an indispensible part of Communicative Language Teaching (CLT). They not only reduce EFL learners’ stress and increase their learning motivation, but also improve their communication competence and promote fluency. It is advo⁃cated that games should be implemented by EFL teachers in CLT, meanwhile paying attention to the communicative characteris⁃tics of games in the application and design of games.

Enlightenment From Motivation In Foreign Language Learning

Institute of Scientific and Technical Information of China (English)

张楠

2015-01-01

This paper selects one of classifications of motivation in foreign language learning,that is,instrumental and integrative motivation.By analyzing such a distinction,it hopes to direct foreign language teaching in China.

Evaluation in the teaching / learning process of foreign languages: the case of higher education business programmes

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Armăsar Ioana Paula

2018-01-01

Full Text Available An essential element of the teaching practice, student assessment has individualizing features in the lan guage teaching / learning progress. This article aims at optimizing the evaluation process, by analyzing both its positive and undesirable effects. Integrating the theoretical background of the documents developed by the Council of Europe into language teaching practice can have a formative, evaluative and self-evaluative benefit. The switch of the assessment actors (teachers evaluated by the students aims at adapting the didactic strategies to real situations while preserving the principles and the values system.

Game Based Language Learning for Bilingual Adults

DEFF Research Database (Denmark)

Hautopp, Heidi; Hanghøj, Thorkild

2014-01-01

experiences with the central goals in communicative language teaching (CLT). The paper is based on a study of The Danish Simulator when integrated in a game‐based language course with 15 students at a language center in Copenhagen during spring, 2013. The Danish Simulator consists of language drills......, the analysis presents preliminary findings in relation to students’ different experiences of The Danish Simulator and the teacher’s redesign of the game based teaching. It is concluded that the meaningful use of The Danish Simulator in a game‐based language course for bilingual adults depends on the students......What happens when a single‐player training game enters a classroom context? The use of training activities in game‐based learning (GBL) has often been criticized for letting players perform mechanical operations with no reflection upon the learning experiences involved (e.g. Egenfeldt‐Nielsen, 2005...

Teaching and Learning Foreign Languages via System of “Voice over internet protocol” and Language Interactions Case Study: Skype

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Wazira Ali Abdul Wahid

2015-04-01

Full Text Available This issue expresses a research study based on the online interactions of English teaching specially conversation through utilizing VOIP (Voice over Internet Protocol and cosmopolitan online theme. Data has been achieved by interviews. Simplifiers indicate how oral tasks require to be planned upon to facilitate engagement models propitious to language interactions and learning. Collected proficiencies and feature presumably change it to be the best workout which is emanated over two analyzed interviews. Several indications according to utilizing vocal conferencing aim to expand the oral performance in a foreign language interaction. Keywords: VOIP, CFs, EFL, Skype

Moving beyond Communicative Language Teaching: A Situated Pedagogy for Japanese EFL Classrooms

Science.gov (United States)

Lochland, Paul W.

2013-01-01

This article questions the appropriateness of communicative language teaching (CLT) in classrooms teaching English as a foreign language (EFL) to Japanese students. The four main criticisms of CLT are the ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the…

Media, Information Technology, and Language Planning: What Can Endangered Language Communities Learn from Created Language Communities?

Science.gov (United States)

Schreyer, Christine

2011-01-01

The languages of Klingon and Na'vi, both created for media, are also languages that have garnered much media attention throughout the course of their existence. Speakers of these languages also utilize social media and information technologies, specifically websites, in order to learn the languages and then put them into practice. While teaching a…

Strategies for teaching and learning vocabulary

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Feng Teng

2014-11-01

Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.

TEACHING ALGORITHMIZATION AND PROGRAMMING USING PYTHON LANGUAGE

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M. Lvov

2014-07-01

Full Text Available The article describes requirements to educational programming languages and considers the use of Python as the first programming language. The issues of introduction of this programming language into teaching and replacing Pascal by Python are examined. The advantages of such approach are regarded. The comparison of popular programming languages is represented from the point of view of their convenience of use for teaching algorithmization and programming. Python supports lots of programming paradigms: structural, object-oriented, functional, imperative and aspect-oriented, and learning can be started without any preparation. There is one more advantage of the language: all algorithms are written easily and structurally in Python. Therefore, due to all mentioned above, it is possible to affirm that Python pretends to become a decent replacement for educational programming language PASCAL both at schools and on the first courses of higher education establishments.

The method of global learning in teaching foreign languages

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Tatjana Dragovič

2001-12-01

Full Text Available The authors describe the method of global learning of foreign languages, which is based on the principles of neurolinguistic programming (NLP. According to this theory, the educator should use the method of the so-called periphery learning, where students learn relaxation techniques and at the same time they »incidentally « or subconsciously learn a foreign language. The method of global learning imitates successful strategies of learning in early childhood and therefore creates a relaxed attitude towards learning. Global learning is also compared with standard methods.

Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

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Maria Eugenia Guapacha Chamorro

2017-07-01

Full Text Available This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance.

Students' Evaluation of Their English Language Learning Experience

Science.gov (United States)

Maizatulliza, M.; Kiely, R.

2017-01-01

In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

Foreign language teaching and learning: Challenges and ...

African Journals Online (AJOL)

learning and recommends ways in which foreign language students and teachers can exploit the ... languages at university level in the Ugandan context. ... management and catering, the hospitality industry and international relations. .... Especially in the era of globalization, there is an increasing demand for intercultural.

The Teaching and Learning of Foreign Languages in Spain from the Sixteenth to Eighteenth Centuries: Influences and Inter-Relationships

Science.gov (United States)

López, Javier Suso

2018-01-01

This study of the learning of foreign languages in Spain between the sixteenth and eighteenth centuries sets out to demonstrate the importance of situating research on any given era in a pan-European plurilingual context. A brief historiographical overview is followed by a discussion of language teaching materials and methods from a sociocultural…

Influences of Early English Language Teaching on Oral Fluency

Science.gov (United States)

de Wolf, Stephana; Smit, Nienke; Lowie, Wander

2017-01-01

Elementary-level foreign language education is currently receiving a lot of attention in the literature on second language learning, and has emerged as an important educational policy issue. The present study aims to contribute to this discussion by focusing on the fluency benefits gained from early foreign language teaching. The participants were…

Persuasive Design in Teaching and Learning

DEFF Research Database (Denmark)

Behringer, Reinhold; Øhrstrøm, Peter

2013-01-01

studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific......The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of uni- versity education, adult learning in industry, informal learning at a museum, literature...

A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

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Sanju Choudhary

2016-12-01

Full Text Available Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.

STUDENTS’ MOTIVATION, DEMOTIVATION AND AMOTIVATION IN SECOND LANGUAGE LEARNING

OpenAIRE

Andreea Maciu

2011-01-01

The aim of this paper is to present methods that will improve teaching as regards second language learning in order to motivate students in their learning process and to maintain their motivation constantly alert. The discussion also introduces and explains amotivation, in close connection with motivation and demotivation. Teachers have to continuously interract with their students effectively, be alert to their feedback, and constantly improve their methods of teaching a second language by s...

About using serious games to teach (Portuguese) sign language

OpenAIRE

Gameiro, João Manuel Ferreira

2014-01-01

Sign language is the form of communication used by Deaf people, which, in most cases have been learned since childhood. The problem arises when a non-Deaf tries to contact with a Deaf. For example, when non-Deaf parents try to communicate with their Deaf child. In most cases, this situation tends to happen when the parents did not have time to properly learn sign language. This dissertation proposes the teaching of sign language through the usage of serious games. Currently, similar soluti...

SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

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Sri Ratnaningsih

2017-12-01

Full Text Available The research is aimed at investigating the teachers implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning, the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.

The Linguistic Landscape as a Learning Space for Contextual Language Learning

Science.gov (United States)

Aladjem, Ruthi; Jou, Bibiana

2016-01-01

One of the challenges of teaching and learning a foreign language is that students are not being sufficiently exposed to the target language. However, it is quite common to find linguistic and cultural exponents of different foreign languages in authentic contexts (termed the "Linguistic landscape"). Using the Linguistic landscape as a…

Activating teaching methods in french language teaching

OpenAIRE

Kulhánková, Anna

2009-01-01

The subject of this diploma thesis is activating teaching methods in french language teaching. This thesis outlines the issues acitvating teaching methods in the concept of other teaching methods. There is a definition of teaching method, classification of teaching methods and characteristics of each activating method. In the practical part of this work are given concrete forms of activating teaching methods appropriate for teaching of french language.

Language therapy space teaching English as a foreign language to the visually impaired

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Wyszynska, Beata

2016-01-01

The author describes the psycho-linguistic therapy «touching the World» for the visually impaired and explores language as a therapeutic tool with great possibilities for a teaching-learning process.

Bridging the gap: Cognitive and social approaches to research in second language learning and teaching. Editor's introduction & Editor's closing thoughts

NARCIS (Netherlands)

Hulstijn, J.H.; Young, R.F.; Ortega, L.

2014-01-01

For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential

Translation in language learning: a ‘what for’ approach

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Paolo E. Balboni

2017-12-01

Full Text Available Literature about translation in language learning and teaching shows the prominence of the ‘for and against’ approach, while a ‘what for’ approach would be more profitable. In order to prevent the latter approach from becoming a random list of the potential benefits of the use of translation in language teaching, this essay suggests the use of a formal model of communicative competence, to see which of its components can profit of translation activities. The result is a map of the effects of translation in the wide range of competences and abilities which constitute language learning.

Computer-Assisted Language Learning: Diversity in Research and Practice

Science.gov (United States)

Stockwell, Glenn, Ed.

2012-01-01

Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the…

Different approaches to teaching English as a second language

OpenAIRE

Muñoz Pedraza, Mario

2016-01-01

Nowadays teaching and learning English as a second language is becoming more important than ever. This emphasis is due, to some extent, to the lack of work vacancies in Spain and the necessity of Spanish people to learn the English language properly. Having the ability to speak and understand the English language at a good level is thought of as beneficial as a way of either improving an individual’s curriculum with a qualification or certificate, or simply as a way of aiding that individual ...

Concept of Best Practices in English Language Teaching to Pakistani ELT Fraternity

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Muhammad Arif Soomro

2016-08-01

Full Text Available Teaching industry of English as a second or foreign language has grown massively in recent times in Pakistan. There are many public sectors universities and English academies established all over Pakistan offering English language proficiency courses. Therefore, this wave led to conduct this research. The purpose of conducting this study was to investigate contemporary pedagogical techniques used for teaching and learning English and to introduce the concept of ESL /EFL Best Practices for effective language teaching in Pakistan. Purposive Sampling method was used to collect the information from respondents regarding their contemporary-used teaching techniques in ESL/EFL class. The questionnaire was implied as the main tool for data collection among twenty English language teachers from two public sector universities. The results of the study indicated that teachers were attached  with some outdated techniques and activities secondly, they also faced problems applying new techniques while teaching in a large multilevel classrooms, thirdly, teachers’ had willingness to adopt and employ innovative techniques in classrooms and lastly, the notion of ESL best practices was uncommon among them. Most of the teaching strategies do not create better learning environment, and learners do not interestingly participate due outdated activities. Therefore, the suggested solution was utilizing best practices that are based on modern techniques, approaches considerable for multiple levels depending upon the needs and developmental state of the individual learners. Keywords: pedagogical strategies, ESL/EFL Best Practices, Pakistani teachers, English teaching/learning

ATTITUDES OF STUDENTS TOWARDS LEARNING OBJECTS IN WEB-BASED LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Ahmet BASAL

2012-01-01

Full Text Available Language education is important in the rapidly changing world. Every year much effort has spent on preparing teaching materials for language education. Since positive attitudes of learners towards a teaching material enhance the effectiveness of that material, it is important to determine the attitudes of learners towards the material used. Learning objects (LOs are a new type of material on which many studies have been conducted in recent years. The aim of this study is to determine the attitudes of students towards LOs in web-based language learning. To this end, the study was conducted in English I Course at the Department of Computer Programming in Kırıkkale University in 2010-2011 Fall Semester. Seventy LOs appropriate for six-week long lecture program were integrated into the Learning Management System (LMS of Kırıkkale University. The study group consisted of 38 students. After the six weeks long implementation period of the study, an attitude scale was administered to the students. The findings indicated that students in web based language education have positive attitudes towards LOs.

Investigating digital native female learners’ attitudes towards paperless language learning

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Tsoghik Grigoryan

2018-02-01

Full Text Available This study is an investigation of paperless language learning in the context of the United Arab Emirates. The purpose of this study was to examine Emirati level 1 English language learners’ attitudes towards the iPad use as a means of language learning. It was done through a cross-sectional survey questionnaire, wholly composed of fixed-choice questions, and through weekly reflective journals that were written by the teachers teaching the groups. The survey collected data through a questionnaire from 80 students who had been exposed to paperless language learning for a duration of 80 teaching periods. The data collected showed positive student attitudes towards iPad implementation as a language learning tool in terms of learner satisfaction, motivation, perceived tool usefulness and learning effectiveness. Reflective journal analysis showed that the digital world presents the students with a direct link between the effort taken and the reward received, whereas the feedback or the reward given by the teachers in the traditional classroom was either too nebulous or too slow to motivate students to keep the pace of progressive learning.

INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE FOR SPECIAL PURPOSES

OpenAIRE

Sergey S. Chromov; Nadezda A. Gulayeva; Irina S. Zelenetskaya

2015-01-01

The paper is untended to draw attention to information communication technologiesin teaching Russian as a foreign language for special purposes at level B 2. In thisregard the educational process of teaching Russian as a foreign language is examinedfor promoting quality improvement in the process of ELT.Technology-enhances language learning(TELL) is described through computer-assisted language learning(CALL)-presentations, webinars, videolectures. The authors share their experience obtained d...

How Emotional Intelligence and Language Learning Strategies Interact in an EFL Setting

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Alireza Shakarami

2015-03-01

Full Text Available Looking at learning procedure in general and language learning in particular, variations abound in learning processes and styles.  Along this journey, some learners travel/move ahead smoothly and some others are faced with challenges of different sorts.  Among the significant factors contributing to more effective and efficient language learning output, motivation, attitude, and personality traits play major roles. However, the role played by the intelligence seems to be critical in any language learning tasks and activities. Emotional Intelligence, which is believed to harmonize cognitive and emotional dispositions, seems to be indispensable to the interrelation between the learner’s Multiple Intelligence makeup and respective preferred learning strategies.   This can be used to develop materials and teaching tasks to become more or less compatible with the learners’ varying preferences and abilities, thereby promoting their achievements. The findings of the study pertaining to the interrelation of students’ Multiple Intelligence profile and their preferred Language Learning Strategies can be used to plan and categorize language learning and teaching tasks and materials in order to modify them more in accordance with the choice of the students. The educators might use the findings to choose from among various teaching materials to satisfy the needs of their learners with different illiteracies through conducting need analysis prior to choosing any learning and teaching content materials.

Teaching Idioms in German as a Foreign Language Lesson

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Lucija Križaj

2013-12-01

In my opinion that is how, with sufficient knowledge and use of idioms, students also get to know and learn about the culture of the target language - which by itself culturally connects them closer to the language. Key words: phrase, phraseodidactic, phraseodidactic step, teaching, lesson plan.

Task-based Language Teaching and Text Types in Teaching Writing Using Communicative Approach

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Riyana Sari Ni Nyoman

2018-01-01

Full Text Available One of the most important language competencies in teaching learning process is writing. The present study focused on investigating the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency at SMP N 2 Kediri viewed from text types(i.e. descriptive, recount, and narrative. To analyze the data, the design of the experimental study was posttest-only comparison groups by involving 60 students that were selected as the sample of the study through cluster random design. The sample’s post tests were assessed by using analytical scoring rubric. The data were then analyzed by using One-way ANOVA and the post hoc test was done by computing Multiple Comparison using Tukey HSD Test. The result showed that there was significant difference of the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency. These findings are expected to give contribution in teaching English, particularly writing.

The Discourse of Language Learning Strategies: Towards an Inclusive Approach

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Jones, Alexander Harris

2016-01-01

This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic…

A Multimodal Analysis of Lexical Explanation Sequences in Webconferencing-Supported Language Teaching

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Wigham, Ciara R.

2017-01-01

Higher education institutions are increasingly interested in offering more flexible teaching and learning delivery methods that are often independent of place. Where foreign language learning is concerned, telecollaboration is gaining ground. This paper focuses on synchronous webconferencing-supported teaching and examines how different semiotic…

Testing as an inevitable instrument in today's language learning ...

African Journals Online (AJOL)

In the foregoing analysis, we have unequivocably declared that testing or assessment is an inevitable instrument in present day's language learning environment and that testing is the other side of teaching itself. In teaching any aspect of language, learner must be tested to determine the progress made so far as well as ...

Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

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von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

2001-01-01

Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

WebQuests as Language-Learning Tools

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Aydin, Selami

2016-01-01

This study presents a review of the literature that examines WebQuests as tools for second-language acquisition and foreign language-learning processes to guide teachers in their teaching activities and researchers in further research on the issue. The study first introduces the theoretical background behind WebQuest use in the mentioned…

Learning Theories and Skills in Online Second Language Teaching and Learning: Dilemmas and Challenges

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Petersen, Karen Bjerg

2014-01-01

For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning technology has been developed and researched…

Journal for Language Teaching

African Journals Online (AJOL)

PROMOTING ACCESS TO AFRICAN RESEARCH ... Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig ... SAALT was founded in 1964 for the benefit of language teaching and language teachers and ...

The Challenges of Spanish Language Teaching in Multilingual India: A Case Study of Delhi

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Rai, Dhiraj Kumar

2017-01-01

The multilingual surrounding of Spanish Language Teaching (SLT) in India has presented a unique linguistic principle. This principle relies upon the application of English language instructions (as FL1) to combine several methods for teaching-learning Spanish language (as FL2). However, the effectiveness and appropriateness of this linguistic…

LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING

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Murni Mahmud

2010-08-01

Full Text Available This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing, work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.

Teachers' Teaching Experience and Students' Learning Outcomes ...

African Journals Online (AJOL)

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Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

Foreign Language Learners' Views on the Importance of Learning the Target Language Pronunciation

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Çakir, Ismail; Baytar, Birtan

2014-01-01

Pronunciation is one of the controversial topics in the field of English language teaching as a second or foreign language. The aim of this study is to understand the attitudes of prep class students at Kastamonu University (state university) in Turkey towards the importance of pronunciation in language learning. Therefore, a pronunciation…

Examining the Guidance and Counselling Students' Perceptions about English Language Learning Beliefs

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Kaymakamoglu, Sibel Ersel

2017-01-01

Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective…

Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

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Elio Jesús Cruz Rondón

2016-07-01

Full Text Available Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.

Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues. Routledge Studies in Computer Assisted Language Learning

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Heift, Trude; Schulze, Mathias

2012-01-01

This book provides the first comprehensive overview of theoretical issues, historical developments and current trends in ICALL (Intelligent Computer-Assisted Language Learning). It assumes a basic familiarity with Second Language Acquisition (SLA) theory and teaching, CALL and linguistics. It is of interest to upper undergraduate and/or graduate…

The communicative teaching task-interactive for teaching Spanish as a foreign language

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Liliana Valdés Aragón

2005-06-01

Full Text Available The teaching tasks that are presented in this article respond to a conception of interactive language learning with strong cognitive and humanist bases. Each main task contains a group of supporting tasks that offer opportunities to the students for interacting with the language they are learning in problem solution which demand their attention to content more than to form. The tasks are directed to the formation of values, the protection of the environment, the communicative competence, the declarative, procedural and attitudinal knowledge, to the development of learning strategies that favor interaction, the exchange of meaning, the reflection, the cooperation, the socialization, and the pleasant learning with a strong cultural component that reflect the life and the history of all the people of the world.

Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University

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Rind, Irfan Ahmed; Kadiwal, Laila

2016-01-01

This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data…

Motivation In Second language learning In China

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郑葳

2017-01-01

Motivation is the indispensable condition for a student's learning success. As a foreign language teacher, they should motivate the second language learners by promoting positive language-related values. Dornyei identifies three value dimensions. They are intrinsic value, integrative value and instrumental value. In China, the Communicative Language Teaching is an innovation approach and learner- centered. The CLT approach and curriculum have motivated students' interest, appreciation and values in learning English. In English classroom, the teacher should establish the cooperative situation rather than the competitive environment in order to arouse the students' motivation and reduce the psychological pressure.

First additional language teaching in the foundation phase of schools in disadvantaged areas

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Ellen Lenyai

2011-12-01

Full Text Available Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication skills. It argues that if teachers do not use methods that encourage children to communicate in English the children might not acquire the competence needed to use English as the language for learning in Grade 4. Policy makers are advised to monitor the implementation of the first additional language policy and to oversee the development of an English literacy-training programme in the foundation phase that could provide teachers with the necessary skills and appropriate approaches for teaching the target language.

A Qualitative Research on the Teaching Strategies and Class Applications of the High School Teachers Who Teach English in Turkey as a Foreign Language

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Gocer, Ali

2010-01-01

Nowadays, whichever position the individuals work in, they feel the need to learn a foreign language even a second foreign language. In parallel with the need for a foreign language, the importance of the foreign language teaching increases. In language teaching, conditions such as the facilities of the environment, learner's features, the social…

"Deja Vu"? A Decade of Research on Language Laboratories, Television and Video in Language Learning

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Vanderplank, Robert

2010-01-01

The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language…

TECHNOLOGY-ENHANCED TEACHING: A REVOLUTIONARY APPROACH TO TEACHING ENGLISH AS A FOREIGN LANGUAGE

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Alberth Alberth

2013-01-01

Full Text Available The online course offerings have grown exponentially globally since the turn of the 21st century - be they as a primary mode of instruction or as a supplement to traditional face-to-face classroom instruction, and this phenomenon is most noticeable in higher education. More recently, the new technology has also been integrated into the English as a Foreign Language,henceforth called EFL, classrooms. This article argues that the notion of technology-enhanced language learning is not just an intriguing idea – it is a necessity, for it has a great potential to offer in facilitating the development of English language proficiency of EFL learners through computer-mediated communication. Additionally, it contends that the new technology can potentially address most, if not all, of the shortcomings inherent to the EFL classroom including, but not limited to, lack of exposure to the target language, lack of practice, and lack of learning resources. Theoretical implications of technology-enhanced language teaching and learning will also be explored.

Language Learning Motivation through a Small Lens: A Research Agenda

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Ushioda, Ema

2016-01-01

In this paper I propose an agenda for researching language learning motivation "through a small lens", to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of…

Enculturating Seamless Language Learning through Artifact Creation and Social Interaction Process

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Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh; King, Ronnel B.

2015-01-01

This paper reports a design-based research (DBR) cycle of MyCLOUD (My Chinese ubiquitOUs learning Days). MyCLOUD is a seamless language learning model that addresses identified limitations of conventional Chinese language teaching, such as the decontextualized and unauthentic learning processes that usually hinder reflection and deep learning.…

Becoming a Do-it-yourself Designer of English Language Teaching Materials

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Mark Wyatt

2011-01-01

Full Text Available Many language teachers around the world design materials to supplement those they are provided with to address the needs of the learners in their particular context. This is a task which requires practical knowledge of various kinds relating to learners and language learning, teaching and materials design. However, while there is a growing body of research into the practical knowledge of language teachers, little of this is longitudinal and there is a lack of research into how teachers develop as materials designers. This article focuses on one teacher's growth as a DIY (do-it-yourself designer of English language teaching materials during an in-service BA TESOL (teaching English to speakers of other languages programme in the Middle East. Using qualitative case study methodology, I follow the teacher's development over three years, exploring changes in ideas and teaching practices. Implications for in-service language teacher education are discussed. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101334

MOBILE LEARNING IN THE FOREIGN LANGUAGE CLASSROOM – CHALLENGES AND OPPORTUNITIES

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Diana COJOCNEAN

2017-06-01

Full Text Available The article focuses on how foreign language teachers could use mobile learning in formal and informal learning environments. One of the key aims of the article is the focus on defining the pedagogy of mobile learning in the context of foreign language teaching and learning through the use of mobile learning tools during the foreign language lessons but also in informal learning contexts, encouraging learner autonomy and involvement in the learning task. Thus, the article presents how language teachers could try mobile learning based activities during foreign language lessons and outside the class, using students’ own devices through the implementation of a Bring Your Own Device Policy (BYOD within foreign language lessons.

The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method

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Mehrak Rahimi

2015-01-01

Full Text Available This study investigated the role of EFL teachers’ classroom discipline strategies in their teaching effectiveness and their students’ motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward, discussion, involvement, and aggression to discipline the classroom. The students evaluated their teachers’ teaching effectiveness by completing effective Iranian EFL teacher questionnaire (Moafian, & Pishghadam, 2009. They also filled in Attitude/Motivation Test Battery (GhorbanDordinejad & ImamJomeh, 2011 that assessed their motivation towards learning English as a foreign language. Achievement in English was established based on formal grades students received at the end of the academic year. The results showed that EFL teachers reward and praise students for good behavior and they are not very authoritarian. Further, teaching effectiveness, motivation and achievement in learning English were all found to be related to discipline strategies. The results of path analysis showed that those teachers who used involvement and recognition strategies more frequently were perceived to be more effective teachers; however, students perceived teachers who used punitive strategies as being less effective in their teaching. It was also revealed that in classes where teachers managed disruptive behaviors by using punitive strategies, students had problems in learning as punitive strategies lowered students’ motivation. Teaching effectiveness was found to mediate the effect of punishment on motivation while motivation mediated the effect of punitive strategies on achievement. Motivation was found to have the strongest effect on achievement.

Teaching and Learning using Software “Let’s Reading” for Malay Language Subjects for Students with Learning Disabilities

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Nur Wahida Md Hassan

2017-03-01

Full Text Available The process of teaching and learning that is active and can attract many students to learn. Especially those with learning difficulties who require special methods for helping their learning process to make it more interesting. Therefore, this study is more focused on teaching and learning courseware ‘Let’s Reading’ methods using reading method called syllables have features that can help students with learning disabilities to learn Malay Language. The respondents comprised of six students with learning disabilities moderate levels studying in a secondary school in Kuala Lumpur. A monitoring form adaptation course from Davis et al. (2007 and (Sidek et al., 2014 with some modifications has been used as an instrument to evaluate the study. The findings were analyzed using quatitative methods. In addition, the oral test is carried out before and after the use of the software is run. The study found software has been developed according to the development ASSURE model is able to attract pupils with learning disabilities to learn Malay Language. In addition, these children also showed improvements in reading. Proses pembelajaran dan pengajaran yang aktif dan pelbagai dapat menarik minat murid untuk belajar. Terutamanya murid bermasalah pembelajaran yang memerlukan kaedah khusus bagi membantu proses pembelajaran mereka agar lebih menarik. Oleh itu, kajian ini dijalankan yang lebih tertumpu kepada pengajaran dan pembelajaran menggunakan perisian kursus ‘Jom Bacalah’ yang menggunakan kaedah membaca menggunakan kaedah sebut suku kata yang mempunyai ciri-ciri yang dapat membantu murid bermasalah pembelajaran untuk belajar Bahasa Melayu. Responden kajian terdiri daripada enam murid bermasalah pembelajaran aras sederhana yang sedang belajar di sebuah sekolah menengah di Kuala Lumpur. Satu borang pemantauan kursus adaptasi daripada kajian Davis et al. (2007 dan Sidek et al. (2014 dengan sedikit pengubahsuaian telah digunakan sebagai instrumen bagi

Comparison and Contrast between First and Second Language Learning

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Javed Akhter

2016-02-01

Full Text Available This research paper tends to focus on comparison and contrast between first and second language learning. It investigates the different factors that have inhibiting influences on the language learning process of the learners in the two different environments. There are many factors involved in this respect. The age factor is one of the vital factors that influence the progress of learners in the language learning process. The other factor between first and second language learning, which mostly influences the performance of second language learners, is language input in terms of the quantity and quality in both cases of the limitations of the second language learning in classroom. This research study also studies the language input in both cases and limitations of second language learning in classroom. The present research also investigates the individual differences between first and second language learning, covering aptitude of the language learner, motivation of teacher and classmates, language anxiety and language ego. This research paper suggests that motivation of the teacher and other class fellows, aptitude of learner and teacher’s instructions and teaching methodology as well as classroom setting may help the second language learners to overcome their language anxiety and language ego in the classroom. Keywords: First language learning, Second language Learning, Age Factor, Individual Differences, Language Input, Language Anxiety and Language Ego

Critical Success Factors in Online Language Learning

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Alberth

2011-01-01

With the proliferation of online courses nowadays, it is necessary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned.…

Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

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De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

2018-01-01

To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides…

Teaching and Learning French--A Tale of Desire in the Humanities

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Cunningham, Catriona

2017-01-01

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual…

Some Aspects of Culture Teaching in Foreign Language and ESP Classes: Cultural Scripts and Small Talk

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Ivona Baranovskaja

2011-12-01

Full Text Available The present paper deals with the problem of teaching culture in the foreign language classes at all levels of education. Cultural studies should not be separated from the language syllabus and foreign language learning should not be limited to formal learning of systems of sounds, words, and syntactic structures, but should also include learning the culture of the target language. Success in intercultural communication depends greatly on the understanding of a number of cultural features. The article emphasizes the importance of teaching and learning target culture, as well as introduces the analysis of cultural scripts and small talk in English, Russian and Polish languages. Understanding the cultural differences will benefit and facilitate cross-cultural communication under diverse circumstances. Thereby, this issue is relevant to foreign language and ESP classes focusing on the improvement of both students’ language and cultural skills.

The Effect of Integrated Learning-Teaching Approach on Reading Comprehension and Narration Skills

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Ergün Hamzadayı

2010-12-01

Full Text Available This study investigated the effects of integrated learning-teaching approach on reading comprehension and narration skills. Considerations regarding how to overcome difficulties in the teaching of Turkish language through multi-theoretical perspectives have resulted in this approach to come into the existence. For the purpose of forming theoretical foundations of the research, behaviourist, cognitive and constructivist learning theories with their philosophical foundations were introduced, their principals and assumptions with regard to instructional design were compared, and their strengths and weakness were delineated. These considerations were then associated with the components of Turkish language program (content, objectives, teaching strategies and methods, assessment and that paved way for “integrative learning and teaching approach” to come into being. This study aimed to investigate whether there is a significant difference between the performance of the experimental group students who were exposed to integrative learning and teaching approach and that of control group students who were not exposed to integrative learning and teaching approach in terms of reading comprehension and written expression skills in Turkish language

Leading the Proverbial Thirsty Horse to Water: ESL Learners’ Experience with Language Learning Contracts

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Normah Ismail

2012-12-01

Full Text Available There is agreement among language educators that the process of language teaching and learning should aim to develop autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice can prove to be difficult for some language learners. This paper describes the use of learning contracts as a strategy for enhancing learner autonomy among a group of ESL learners in a Malaysian university. Through learners’ account of their experiences with the contracts, the study concludes that the learning contract has potential use for language learning and that learners’ positive learning experience remains the key to the success of any endeavour seeking to promote learner autonomy. The paper ends with some implications for teachers and learners who wish to use the contracts as a strategy for language teaching and learning.

Visual advertisements: a tool for English language teaching?

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Babocká Mária

2016-05-01

Full Text Available Advertising as one of the phenomena of modern times is often an inseparable, though undesirable part of our everyday lives. Current trends indicate that there are still more and more anglicisms, internationalisms, and particles of different cultures penetrating billboard advertisements in many towns and cities around the world, and Slovakia is no exception. The crucial question of this article is: How is it possible to use advertisements in English language teaching and learning? To answer this question, the examination is focused on: (1 defining the role and characteristic traits of advertisements; (2 searching for the linkage between the psychological principles of advertising and psychology of learning foreign languages; (3 the frequency of anglicisms and internationalisms in billboard advertisements in particular areas of selected Slovak cities; (4 concrete suggestions for teaching practice based on the previous findings.

COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT

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Sri Diana

2014-04-01

Full Text Available Communicative Language Teaching (CLT has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and  adequate resources.

Research on English Teaching and Learning: Taiwan (2004-2009)

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Chen, Suchiao; Tsai, Yachin

2012-01-01

This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings--not readily accessible outside Taiwan--are reviewed to reflect current trends in English teaching and learning. The main themes…

The motivational properties of emotions in Foreign Language Learning*

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Mariza Mendez López

2011-10-01

Full Text Available Although the process of learning a foreign language is replete with emotions, these have not been sufficiently studied in the field of EnglishLanguage Teaching. The aim of this article is to report the motivational impact of the emotions experienced by second year students of anEnglish Language Teaching programme in a South East Mexican University. Students were asked to keep an emotional journal for twelve weeksduring their third term in order to map their emotions and their sources during instructed language learning. The results show that the emotionsexperienced most by students are: fear, happiness, worry, calm, sadness and excitement. Although there is a range of sources for emotionalreactions, the five main sources of students’ emotions are: their insecurity about their speaking ability, the teachers’ attitudes, comparisonswith peers, the classroom atmosphere, and the type of learning activities.The two main aspects identified as impacting on students’ motivationare: the teachers’ attitudes, and the classroom climate.

Presentation-Practice-Production and Task-Based Learning in the Light of Second Language Learning Theories.

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Ritchie, Graeme

2003-01-01

Features of presentation-practice-production (PPP) and task-based learning (TBL) models for language teaching are discussed with reference to language learning theories. Pre-selection of target structures, use of controlled repetition, and explicit grammar instruction in a PPP lesson are given. Suggests TBL approaches afford greater learning…

A Communicative Approach to College English Grammar Teaching and Learning

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LI Yong-xian

2016-01-01

In response to the misconception that Communicative Language Teaching means no teaching of grammar, it is argued that grammar is as important as traffic rules for safe and smooth traffic on the road. To achieve appropriate and effective commu-nication, a communicative approach to college grammar teaching and learning is proposed. Both teachers and learners should change their attitudes toward and conceptions about grammar teaching and learning;additionally, teaching grammar in the com-pany of reading and writing helps learners learn and acquire grammar in meaningful contexts.

Strangers in Stranger Lands: Language, Learning, Culture

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Hong Li

2007-02-01

Full Text Available This study investigates international students’ perceptions of the issues they face using English as a second language while attending American higher education institutions. In order to fully understand those challenges involved in learning English as a Second Language, it is necessary to know the extent to which international students have mastered the English language before they start their study in America. Most international students experience an overload of English language input upon arrival in the United States. Cultural differences influence international students’ learning of English in other ways, including international students’ isolation within their communities and America’s lack of teaching listening skills to its own students. Other factors also affect international students’ learning of English, such as the many forms of informal English spoken in the USA, as well as a variety of dialects. Moreover, since most international students have learned English in an environment that precluded much contact with spoken English, they often speak English with an accent that reveals their own language. This study offers informed insight into the complicated process of simultaneously learning the language and culture of another country. Readers will find three main voices in addition to the international students who “speak” (in quotation marks throughout this article. Hong Li, a Chinese doctoral student in English Education at the University of Missouri-Columbia, authored the “regular” text. Second, Roy F. Fox’s voice appears in italics. Fox is Professor of English Education and Chair of the Department of Learning, Teaching, and Curriculum at the University of Missouri-Columbia. Third, Dario J. Almarza’s voice appears in boldface. Almarza, a native of Venezuela, is an Assistant Professor of Social Studies Education at the same institution.

Complexity Theory and CALL Curriculum in Foreign Language Learning

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Hassan Soleimani

2014-05-01

Full Text Available Complexity theory literally indicates the complexity of a system, behavior, or a process. Its connotative meaning, while, implies dynamism, openness, sensitivity to initial conditions and feedback, and adaptation properties of a system. Regarding English as a Foreign/ Second Language (EFL/ESL this theory emphasizes on the complexity of the process of teaching and learning, including all the properties of a complex system. The purpose of the current study is to discuss the role of CALL as a modern technology in simplifying the process of teaching and learning a new language while integrating into the complexity theory. Nonetheless, the findings obtained from reviewing previously conducted studies in this field confirmed the usefulness of CALL curriculum in EFL/ESL contexts. These findings can also provide pedagogical implications for employing computer as an effective teaching and learning tool.

A History and Historiography of Foreign Languages Teaching and Learning in Portugal

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Santos, Ana Clara

2018-01-01

This "state of the art" review on the history of language teaching in Portugal provides an opportunity for a historiographical analysis, highlighting the relationships between languages, the links between languages and educational policy and implementation, and the cultural implications resulting from this. Researching language teaching…

Student Attitudes and Perceptions of Using Facebook for Language Learning

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Gamble, Craig; Wilkins, Michael

2014-01-01

This research provides insight into Japanese students' perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private…

Which Second Language Learning Theories Underlie Language Courses Offered by Slovene Private Language Schools

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Marša Meznarič

2011-12-01

Full Text Available The article deals with language courses offered by private language schools in Slovenia. It examines who the people in charge of the language schools are, what criteria new teachers have to meet to become an employee of a school, whether the methodology applied (if any has been carefully chosen, what the teaching techniques are and who chooses them. Second language method discoveries have been subjected to perennial criticism and scepticism over the last half of century. Teachers around the globe have been confused by the constant shifts in the popularity of different methods. The article examines the con sequences of the abovementioned circumstances. The 15 interviews conducted with private language schools’ managers have generated valuable information on the level of professionalism in this area of business. The results have shown that most of the randomly chosen schools are managed by language professionals or by economists who employ a linguist for controlling the teaching and learning processes and that the majority of schools does adopt a particular approach or method of teaching. Teacher trainees receive a lot of support and guidance prior to teaching in a school. In most cases, teachers are free to choose techniques of teaching according to their preferences, providing the techniques are not in conflict with the general schools’ principles. The criteria for employment vary considerably. Nearly all managers would employ a professional language teacher with experience only, but others demand that the teacher be a native speaker regardless of his/her education. Several stress the importance of personal characteristics and would consider employing only lighthearted and energetic teachers. Teachers’ work and students’ progress are often evaluated.

Teaching listening to older second language learners: Classroom implications

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Agata Słowik

2017-09-01

Full Text Available Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

TEACHING DIALOGUES IN THE PROCESS OF PROFESSIONALLY ORIENTED AND FOREIGN LANGUAGE EDUCATION

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Zvyagintseva Elena Petrovna

2013-05-01

Full Text Available The article is devoted to the problems in acquisition of speaking skills among students in such a subject as Foreign Language basing on the technologies used at the university of economics. Relying on theoretical knowledge the authors describe different forms of teaching dialogues (e.g. role plays, discussions, brainstorming, case-study, situational tasks, conferences, etc.. Basing on empirical research the authors prove that using these teaching technologies helps student to reach significant progress in learning foreign languages. The research results are being introduced in the teaching methods of English language at Finance University under the Government of the Russian Federation (Moscow. They may also be used in teaching other foreign languages demanded among financiers and economists to be. As a result utilization of these methods in teaching dialogues can help to prepare the competitive specialists for Russian industries, to develop cooperation and collaboration among students, to motivate them for foreign language studying, to create the skills of critical thinking and social behaviour.

Unlearning as a Process of Learning: Practical Aspects in Teaching ...

African Journals Online (AJOL)

This paper addresses pedagogic issues relating to the teaching of English in a second language setting. It argues for a descriptive and functional approach to language teaching and learning and insists that traditional approaches, which tend to be mainly prescriptive, are no longer adequate for addressing the ...

Digital games and Blended Learning in language learning: a case study with high school students

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Elaine Teixeira da Silva

2017-07-01

Full Text Available Contemporary language teaching can turn to a tool provided by the development of digital technologies - digital games. This resource is used by the vast majority of students, and its attractive features allow for meaningful learning. This method can be classified as Blended Learning since students use games to learn without the physical presence of the teacher, but still favor face-to-face learning. To verify digital games as a tool for teaching languages and for Blended Learning, a questionnaire created in Google Forms was shared with 67 interviewees with four questions related to the theme. It is a quantitative research supported by the contributions of Kenski (2007, Mattar (2011, Mendes (2011, Prensky (2012, and Tori (2010. among others.

New Perspectives on Teaching and Working with Languages in the Digital Era

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Pareja-Lora, Antonio, Ed.; Calle-Martínez, Cristina, Ed.; Rodríguez-Arancón, Pilar, Ed.

2016-01-01

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

Using Smartphone-Integrated Model of Teaching to Overcome Students’ Speaking Anxiety in Learning English as a Foreign Language

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Karmila Machmud

2017-09-01

Full Text Available The goal of this research is to investigate the effect of a model of teaching that integrating the use of Smartphone towards the learning achievement of both high and low anxiety students. We found it hard to ask students to speak English during the teaching and learning process. This is caused by their anxiety and also the limitation of time allotment provided to teach speaking skill in schools. The use of Smartphone in teaching speaking is suggested to minimize students’ anxiety from a peer pressure, as well as to overcome the limitation of the time allotment in teaching speaking. Using quasi experimental method, the data of this research was collected from 63 middle school students using questionnaire of foreign language anxiety classroom scale. This questionnaire is used to classify the students into the group of high anxiety and low anxiety students. Oral test for speaking ability is used to measure the students’ learning achievement. Factorial design 2 x2 using ANOVA is utilized to analyze the data of this research. The result has shown that both high and low anxiety groups of students achieve higher score when they are taught by using Smartphone compare to their score when they are taught by using conventional model of teaching. This means that the use of Smartphone integrated model of teaching can overcome the students’ anxiety in speaking English.

The Simpsons: Translation and language teaching in an EFL class

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Elisabetta Pavan

2013-10-01

Full Text Available My point of departure for this paper is that translation, so long neglected in foreign language teaching, can not only improve students’ linguistic competences in both a foreign language and their mother tongue, but also their awareness of cultural and intercultural elements. It is a widespread popular assumption, among those not involved in language teaching, that linguistic competences are the key to learning a language and to communicating in a foreign language; consequently, they assume that translation ought to play a major role in the study of a foreign language. Indeed, late 20th century theories of language teaching, apart from the grammar-translation method, have largely ignored or criticized the role of translation. I will focus on a translation course I taught to a class of a year three Italian undergraduate students studying foreign languages, and discuss the advantages of using translation to improve students’ linguistic competences, in their mother tongue and in the foreign language, and to develop their intercultural communicative competences and their cultural (Bassnett, 2002, 2007 and intercultural awareness (Kramsch, 1993, 1998. The translated text was taken from The Simpsons, season 21, episode 16.

Learning a Language and Studying Content in an Additional Language: Student Opinions

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Ger, Ugur; Bahar, Mustafa

2018-01-01

This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were…

Teaching a Foreign Language to Deaf People via Vodcasting & Web 2.0 Tools

Science.gov (United States)

Drigas, Athanasios; Vrettaros, John; Tagoulis, Alexandors; Kouremenos, Dimitris

This paper presents the design and development of an e-learning course in teaching deaf people in a foreign language, whose first language is the sign language. The course is based in e-material, vodcasting and web 2.0 tools such as social networking and blog The course has been designed especially for deaf people and it is exploring the possibilities that e-learning material vodcasting and web 2.0 tools can offer to enhance the learning process and achieve more effective learning results.

Listening as a Method of Learning a Foreign Language at the Non-Language Faculty of the University

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Kondrateva, Irina G.; Safina, Minnisa S.; Valeev, Agzam A.

2016-01-01

Learning a foreign language is becoming an increasingly important with Russia's integration into the world community. In this regard, increased requirements for the educational process and the development of new innovative teaching methods meet the requirements of the time. One of the important aspects of learning a foreign language is listening…

The Relationship between Instructor Humor Orientation and Students' Report on Second Language Learning

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Ziyaeemehr, Ali; Kumar, Vijay

2014-01-01

Humor is an integral component of any language and therefore has an impact on the way languages are acquired/learned. Numerous studies have investigated the role of instructor humor in teaching/learning processes; however, there is little empirical research on the relationship between instructor humor and learning of a second language. This paper…

First additional language teaching in the foundation phase of schools in disadvantaged areas

OpenAIRE

Ellen Lenyai

2011-01-01

Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication sk...

The Learning of Grammar: An Experimental Study. Experimental Studies on the Learning of Language, Progress Report II, Revised.

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Torrey, Jane W.

An experiment in language behavior comparing two methods of learning grammatical word order in a new language presents scientific evidence supporting the use of pattern drills in foreign language teaching. The experiment reviews the performance of three groups attempting to learn small segments of Russian "microlanguage": (1) a drill group learned…

Analysis of Language Learning Strategies Used by Students of Traffic Technology

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Violeta Jurkovič

2005-06-01

Full Text Available Language learning strategies play a vital role in the language acquisition process, and this includes the realm of ESP at the tertiary level of education. This contribution first defines the concept of language learning strategies and gives a historical background to language learning strategy research. The central section focuses on a comparative analysis of language learning strategies used by first year students of traffic technology at the Faculty of Maritime Studies and Transport in Portorož, University of Ljubljana. The analysis, based on Rebecca Oxford’s “Strategy Inventory for Language Learning”, aims to assess the students’ existing awareness of the process of language acquisition and the learning strategies that they use. Objectives of language teachers should include helping students to raise their awareness of language learning strategies and providing them with contexts for their development. Therefore, the concluding section contains sample ESP teaching materials and student instructions focusing on cognitive language learning strategies.

SPORT SCIENCE STUDENTS‟ BELIEFS ABOUT LANGUAGE LEARNING

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Suvi Akhiriyah

2017-04-01

Full Text Available There are many reasons for students of Sport Science to use English. Yet, knowing the importance of learning English is sometimes not enough to encourage them to learn English well. Based on the experience in teaching them, erroneous belief seems to be held by many of them. It arouses curiosity about the beliefs which might be revealed to help the students to be successful in language learning. By investigating sport science students‘ beliefs about language learning, it is expected that types of the beliefs which they hold can be revealed. Understanding students‘ beliefs about language learning is essential because these beliefs can have possible consequences for second language learning and instruction. This study is expected to provide empirical evidence. The subjects of this study were 1st semester students majoring in Sport Science of Sport Science Faculty. There were 4 classes with 38 students in each class. There were approximately 152 students as the population of the study. The sample was taken by using random sampling. All members of the population received the questionnaire. The questionnaire which was later handed back to the researcher is considered as the sample. The instrument in this study is the newest version of Beliefs About Language Learning Inventory (BALLI, version 2.0, developed by Horwitz to asses the beliefs about learning a foreign language.

SPECIFIC USE OF INFORMATION TECHNOLOGIES IN A BLENDED MODEL OF TEACHING FOREIGN LANGUAGES

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Natalia A. Kameneva

2014-01-01

Full Text Available The article determines the role and analyzes specificity of the use of information technology in a mixed model of learning foreign languages in higher educational institutions. The authors also describe such forms of e-learning as a webinar, seminar videos, video conferencing, case-technology. The ways of overcoming difficulties in learning foreign languages, which the students can face when using distance learning technologies, are indicated. The positive experience of using E-learning System «Virtual Campus» in the teaching foreign languages at the Moscow State University of Economics, Statistics and Informatics is mentioned.

DIGITAL GAME-BASED LANGUAGE LEARNING IN FOREIGN LANGUAGE TEACHER EDUCATION

OpenAIRE

ALYAZ, Yunus; GENC, Zubeyde Sinem

2016-01-01

New technologies including digital game-based language learning have increasingly received attention. However, their implementation is far from expected and desired levels due to technical, instructional, financial and sociological barriers. Previous studies suggest that there is a strong need to establish courses in order to support adaptation of game-based learning pedagogy through helping teachers experience digital games themselves before they are expected to use them in teaching. This st...

Language Learning Podcasts and Learners' Belief Change

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Basaran, Süleyman; Cabaroglu, Nese

2014-01-01

The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile learning has become a plausible alternative to or a good complement for conventional classroom-based teaching. However, there is a lack of research that explores and defines the characteristics and effects of mobile language learning (LL) through language…

Foreign language education: Principles of teaching English to adults at commercial language schools and centers

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Oleg Tarnopolsky

2016-12-01

Full Text Available The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they have no other choice but to go and learn it at courses offered by numerous commercial language schools and centers. In post-Communist countries, such as Ukraine, commercial language schools and centers are responsible for English language training of the majority of adults learning that language after their secondary or tertiary school studies. They also serve the needs of many high and higher schools’ students who, due to various reasons, are not satisfied with learning English at their educational institutions. However, despite the importance and spread of this specific type of language education, its pedagogical and methodological foundations have hardly been developed at all. The present article is an attempt of partly filling this gap in pedagogy and methodology of English language education in non-English-speaking countries. The paper develops some theoretical underpinnings of that kind of education in the form of six principles underlying the organization of commercial English language courses, formulating their goals, selecting the learning contents, and choosing the methods of teaching and learning. The practical consequences of adopting the six suggested principles are outlined.

Task-based language teaching: how it is implemented effectively?

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Somawati, N. P.; Wahyu Astuti, N. W.; Kanca, I. N.; Widanta, I. M. R. J.; Ardika, I. W. D.

2018-01-01

There have been a number of ideas on how task-based language teaching (TBLT) is applied in English instruction. This research attempted to investigate how the task-based language teaching (TBLT) should appropriately be implemented in vocational college. A group of twenty eight students majoring in tourism were involved as research participant. Prior to treatment, they were given pre-test (Tl) to see their basic level. The test, assessment rubric, learning materials, and learning syntax were developed and validated by an expert judge prior to their use. The treatment using task-based learning materials and learning syntax stages of “leading in - enriching - activating - naturalizing” (LEAN) was undertaken for three times. The post test (T2) was then given two days upon treatment to avoid their being able to answer the test because they just still remember of the materials during the learning. The analysis result of T1 and T2 using paired sample t-test showed that there was significant difference between means of T1 (M=6.14) and T2 (M=15.46), indicated by t (27) = -54.51, p development is recommended to use other English for specific purposes’ materials and different research participant.

Applying CLIL to English Language Teaching in Thailand: Issues and Challenges

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Suwannoppharat, Khwanchit; Chinokul, Sumalee

2015-01-01

Most countries in the world have been influenced by the trends of globalization and interculturality; accordingly, the English language and related cultures have come to play more important roles in global communication. Educational research, a primary source for language teaching and learning development, has increasingly emphasized the…

QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

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Rohmani Nur Indah

2011-10-01

Full Text Available This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language mastery so that for many institutions of children education have got the bilingual learning. As the example, some of Islamic educational institutions at the level of playgroup have applied the instruction in English and teaching Arabic words, by considering that the earlier foreign language learning is the better, and the fact that the golden age of brain development occurs at the first five years. This needs to be analyzed further, because there is also important task to have mother tongue language acquisition. For the community of multilingual such as in Indonesia, the acquisition of many languages is unavoidable. Therefore, parents are faced with two choices: To prior the mother tongue and bahasa Indonesia as second language or encourage the bilingual learning of Arabic and English.

Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

Science.gov (United States)

Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion

This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

TEACHING LEARNING MATERIALS: THE REVIEWS COURSEBOOKS, GAMES, WORKSHEETS, AUDIO VIDEO FILES

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Anak Agung Sagung Shanti Sari Dewi

2016-11-01

Full Text Available Teaching learning materials (TLM has been widely recognised as one of most important components in language teaching to support the success of language learning. TLM is essential for teachers in planning their lessons, assisting them in their professional duty, and use them as rosources to describe instructions. This writing reviews 10 (ten teaching learning materials in the form of cousebooks, games, worksheets, and audio video files. The materials were chosen randomly and were analysed qualitatively. The discussion of the materials is done individually by presenting their target learners, how they are applied by teachers and students, the aims of the use of the materials, and the role of teachers and learners in different kind of TLM.

Teaching Culture and Language through the Multiple Intelligences Film Teaching Model in the ESL/EFL Classroom

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Yeh, Ellen

2014-01-01

This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and…

Flipping the Classroom for English Language Learners to Foster Active Learning

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Hung, Hsiu-Ting

2015-01-01

This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

Teaching language arts to English language learners

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Vásquez, Anete; Smith, Philip C

2013-01-01

This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w

Communicative Language Teaching: A Practical Scenario in the Context of Bangladesh

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Md. Kawser Ahmed

2016-10-01

Full Text Available Communicative Language Teaching, popularly known as CLT, has become a newly adopted methodology in the teaching and learning context of Bangladesh. This methodology, since the initiation, has encountered and is still encountering a number of hurdles that need to be dealt with best care and feasible strategy. Of all methods, most of the educational institutes be- it secondary or higher secondary are inclined to accept and apply the CLT in classroom, though there has been a lack of resources, materials and language experts. Ignoring the reality, the policy makers would like to follow the other countries, though they are self-sufficient and self-dependent on their strategic plans and strong funds who have already executed CLT with success. This paper attempts to present the reality behind the implementation of CLT in the language teaching and learning environment and outlines the malpractices widely obvious in educational institutes of Bangladesh. This paper also focuses on the strategic points, data collection and analysis and probable remedy regarding the real picture of CLT in Bangladesh. Keywords: CLT, methodology, context, hurdles, Bangladesh

Communicative – Activity Approach in Learning Foreign Language

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Dariga A. Bekova

2015-01-01

Full Text Available The article is devoted communicative method of teaching foreign languages, which is the activity character. The task of the communicative approach – to interest of students in learning a foreign language through the accumulation and improvement their knowledge and experience. The main objective this method – free orienteering training in foreign language environment and the ability to adequately react in different situations, communication.

A formative approach to cultural content learning in intercultural foreign language teaching

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Andrijević Maja M.

2016-01-01

Full Text Available The paper outlines the effectiveness of the formative approach in the adoption of cultural content as part of intercultural foreign language teaching. In contrast to the informative, the formative approach is based on a constructivist approach to foreign language acquisition; in other words, it is a process of tertiary socialization through the construction of an intercultural identity, by means of experiential acquisition, interaction and cognitive conflict with previously adopted patterns. Byram's (1997 propositions about the importance of acquiring intercultural competence in foreign language teaching represent a complete shift towards a formative approach since they formulate general educational goals according to which it is impossible to have an insight into the language reality of a different culture unless an individual is aware of their own and the relative nature of both, which is vital to the development of critical intercultural awareness. Thus the focus of teaching shifts to the integration of the target and the source cultures through participatory tasks and constructive analysis, and to the construction of the learner's identity as intercultural speaker with a range of affective, cognitive and behavioral competences enabling successful contact with difference. The formative approach enables the foreign language teacher, whose role has also been redefined, to use appropriate materials in order to develop critical thinking and intercultural competence in students through their active involvement in the process of target language acquisition.

Can (a second) language be learned in the workplace?

DEFF Research Database (Denmark)

Pedersen, Michael Svendsen; Lund, Karen

2006-01-01

Taking Danish legislation on second language teaching for refugees and immigrants as it point of departure, the article discusses whether the workplace is such an ideal place for learning a second language as the Act implies. It is pointed out that it is of crucial importance whether one sees...... the central concepts of the Act - language-in-the-workplace, flexibility, individualisation and effectivisation - as part of a politically restricting discourse or as a pedagogically liberating counter-discourse. Subsequently, the article offers som proposals for a language-pedagogical development...... of a dynamic interaction between the language teaching space and the work space, one which would enable course participants to negotiate meaning, social context and identity....

Virtual language learning environments: the standardization of evaluation

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Francesca Romero Forteza

2014-03-01

Full Text Available Nowadays there are many approaches aimed at helping learners acquire knowledge through the Internet. Virtual Learning Environments (VLE facilitate the acquisition and practice of skills, but some of these learning platforms are not evaluated or do not follow a standard that guarantees the quality of the tasks involved. In this paper, we set out a proposal for the standardization of the evaluation of VLEs available on the World Wide Web. Thus, the main objective of this study is to establish an evaluation template with which to test whether a VLE is appropriate for computer-assisted language learning (CALL. In the methodology section, a learning platform is analysed and tested to establish the characteristics learning platforms must have. Having established the design of the template for language learning environments, we concluded that a VLE must be versatile enough for application with different language learning and teaching approaches.

Seamless Language Learning: Second Language Learning with Social Media

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Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…

Originality of Foreign Language Teaching Technologies in Higher Educational Establishments of the Danube River Basin Countries

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Olga Demchenko

2014-08-01

Full Text Available The article is aimed at investigating the originality of foreign language teaching technologies in higher educational establishments of the Danube river basin countries. Definitions of teaching technologies, typology of some foreign language teaching technologies, analysis of activity learning technologies are given. The stress is made on the importance of competence and communicative approaches in Maritime English teaching in the Danube basin higher educational establishments.

Teaching weight to explicitly address language ambiguities and conceptual difficulties

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Taibu, Rex; Schuster, David; Rudge, David

2017-06-01

Language ambiguities in concept meanings can exacerbate student learning difficulties and conceptual understanding of physics concepts. This is especially true for the concept of "weight," which has multiple meanings in both scientific and everyday usage. The term weight has been defined in several different ways, with nuances, but in textbooks and teaching the term is almost always defined in one of two ways: operationally either as the contact force between an object and a measuring scale or as the gravitational force on an object due to some other body such as Earth. The use of the same name for different concepts leads to much confusion, especially in accelerating situations, and to conflicting notions of "weightlessness" in free fall situations. In the present paper, we share an innovative approach that initially avoids the term weight entirely while teaching the physics of each situation, and then teaches the language ambiguities explicitly. We developed an instructional module with this approach and implemented it over two terms in three sections of an introductory physics course for preservice elementary teachers. Learning gains for content understanding were assessed using pretests and post-tests. Participants achieved remarkably high gains for both static and accelerating situations. Surveys pre- and postinstruction showed substantially improved appreciation of language issues and ambiguities associated with weight, weightlessness, and free fall. Interviews with instructors teaching the module provided additional insight into the advantages and teaching demands of the new approach.

The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method

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Rahimi, Mehrak; Karkami, Fatemeh Hosseini

2015-01-01

This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward,…

English Language Teaching Research in South Korea: A Review of Recent Studies (2009-2014)

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Moodie, Ian; Nam, Hyun-Jeong

2016-01-01

This article reviews recent studies on English language teaching (ELT) in South Korea, where a great deal of research has been produced in recent years in local journals. In this article we review 95 studies from a pool of some 1,200 published between 2009 and 2014 on English language teaching and learning, focusing on research within the public…

Using Songs as Audio Materials in Teaching Turkish as a Foreign Language

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Keskin, Funda

2011-01-01

The use of songs as audio materials in teaching Turkish as foreign language is an important part of language culture and has an important place in culture. Thus, the transfer of cultural aspects accelerates language learning process. In the light of this view, it becomes necessary to transfer cultural aspects into classroom environment in teaching…

Multilingual and social semiotic perspectives on literacy learning and teaching

DEFF Research Database (Denmark)

Laursen, Helle Pia

to the complex processes involved in biliterate meaning making and script learning. Multilingual and social semiotic perspectives on literacy learning and teaching – summaryOn the basis of data from the longitudinal study Signs of Language, I focus on how a social semiotic perspective on literacy learning...... and teaching can contribute to expanding the conceptualization of literacy to be more sensitive to the complex processes involved in biliterate meaning making and script learning.......Multilingual and social semiotic perspectives on literacy learning and teaching – abstract In the context of an increasing multilingualism, literacy teaching has become a central and contested issue in public and political debate. International comparisons of levels of literacy have been...

The effect of Content and Language Integrated Learning (CLIL) on English performance and self-confidence

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Jansma, Marrit; Minnaert, Alexander; Klinkenberg, Edwin

2015-01-01

In this study, it was investigated whether third language teaching through Content and Language Integrated Learning (CLIL) was more effective than teaching a third language as an isolated subject. By means of a cross-sectional study design, English vocabulary, speaking performance and

Pedagogical Model for Explicit Teaching of Reading Comprehension to English Language Learners

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Al Tiyb Al Khaiyali

2017-09-01

Full Text Available Reading comprehension instruction is considered one of the major challenges that most English language teachers and students encounter. Therefore, providing a systematic, explicit, and flexible model to teaching reading comprehension strategies could help resolve some of these challenges and increase the possibility of teaching reading comprehension, particularly in language learners’ classrooms. Consequently, the purpose of this paper is to provide a model to teach reading comprehension strategies in language learning classrooms. The proposed instructional model is divided into three systematic phases through which strategies are taught before reading, during reading, and after reading. Each phase is explained and elaborated using recommended models for teachers. Finally, suggested considerations to consolidate this model are provided.

Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts

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Bozavli, Ebubekir

2017-01-01

The objective is hereby study is to compare the effects of conventional and audiovisual methods on learning efficiency and success of retention with regard to vocabulary teaching in foreign language. Research sample consists of 21 undergraduate and 7 graduate students studying at Department of French Language Teaching, Kazim Karabekir Faculty of…

Adopting a Cultural Portfolio Project in Teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System

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Feryok, Anne; Oranje, Jo

2015-01-01

Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…

Small Answers to the Big Question: Learning from Language Programme Evaluation

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Kiely, Richard

2009-01-01

This paper explores why the learning posited as an intrinsic dimension of evaluation practice and use has been difficult to achieve, and how it might be more effectively realized. In recent decades language programme evaluation has evolved from focused studies of teaching methods inspired by language learning theories to a curriculum management…

The Implementation of A Flipped Classroom in Foreign Language Teaching

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Ahmet BASAL

2015-10-01

Full Text Available Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

Seamless Language Learning: Second Language Learning with Social Media

OpenAIRE

Wong, Lung-Hsiang; Sing-Chai, Ching; Poh-Aw, Guat

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three ke...

On JALT 95: Curriculum and Evaluation. Proceedings of the JALT International Conference on Language Teaching/Learning (22nd, Nagoya, Japan, November 1995). Section Seven: Testing and Evaluation.

Science.gov (United States)

Brown, James Dean; And Others

This section contains conference papers on testing and evaluation in second language teaching. They include: "English Language Entrance Examinations in Japan: Problems and Solutions" (James Dean Brown); "Reliability and a Learner Style Questionnaire" (Dale T. Griffee); "Does It Work?" Evaluating Language Learning Tasks" (Rod Ellis); "Communicative…

Bringing Foreign Language Learning into the 21st century | Thomas ...

African Journals Online (AJOL)

Bringing Foreign Language Learning into the 21st Century. The different challenges facing foreign language lecturers are considered as well as the different methods used to teach a foreign language. Technology and multimedia are proposed not only as tools and supports but also as a possible solution. With the change ...

Teaching the Romanian Neighbors Hungarian: Language Ideologies and the Debrecen Summer School

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Kiss, Attila Gyula

2016-01-01

This article is a contribution to the hitherto scant literature on learning a historical minority language and on language ideologies in the context of a study abroad program in Hungary, Debrecen. I analyse the language ideologies of the decision makers in Hungary and in the Debrecen Summer School in relation to the teaching of Hungarian to the…

Review of Recent Applied Linguistics Research in Finland and Sweden, with Specific Reference to Foreign Language Learning and Teaching

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Ringbom, Hakan

2012-01-01

This review covers recent applied linguistic research in Finland and Sweden during the years 2006-2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have…

Teaching Writing in the English as a Foreign Language Classroom in Canada

OpenAIRE

Koch, Glenn G.

1999-01-01

Much of the EFL teaching of the past in both Canada and the US has been that of adapting everything but the native language to the conventions of the West, without regard for the vast cultural differences either in methods of learning or in idiomatic usage of the language. Students of the past have started at a far greater disadvantage than of just language, but the focus of Canada's EFL studies as they apply to learning English writing give the international student a much greater chance of ...

Teaching English as an International Language

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Selvi, A. F.; Yazan, B.

2013-01-01

English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past,…

Pedagogical Conditions of Multilevel Foreign Languages Teaching in Pedagogical Higher Education

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Kadakin, Vasily V.; Shukshina, Tatiana I.; Piskunova, Svetlana I.; Babushkina, Larisa E.; Falileev, Alexander E.

2016-01-01

This article is devoted to pedagogical conditions of multilevel foreign languages teaching in pedagogical higher education. The purpose of the study is to form the students' skills in foreign language mastering, to form the ability to operate independently and autonomously in this activity, both in the specific learning situation, and in the…

Task-based teaching and learning of Igbo as second language: A ...

African Journals Online (AJOL)

This study shares the view that there is need for vocabulary development for the Igbo second and foreign language (Igbo L2/FL) programmes of tertiary institutions in Igbo land. The purpose is to contribute towards facilitating the learners' effective communication in Igbo. Tenets of task-based language teaching (TBLT) and ...

Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?

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Gyllenpalm, Jakob; Wickman, Per-Olof; Holmgren, Sven-Olof

2010-06-01

With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students' practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi-structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is socio-cultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It discusses how learners' possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.

Using reading to teach a world language strategies and activities

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Spangler, Donna

2015-01-01

To help your students learn a world language, don't forget the power of reading! In this practical book from Donna Spangler and John Alex Mazzante, you'll gain a variety of strategies and activities that you can use to teach students to read in a world language, boosting their comprehension, vocabulary, and fluency. Perfect for any age or proficiency level, these classroom-ready activities can easily be adapted to suit your needs! Special features: A discussion of the challenges to teaching reading in the world language classroom A variety of adaptable pre-reading, during-reading, and post-reading strategies and activities for students across grade levels and languages Essential tips for cultivating vocabulary, fluency, and comprehension Reader's Theater - a special chapter of strategies for implementing this exciting technique A list of helpful websites and apps for world language teachers Useful appendices, including reproducible material for your classroom Busy world language teachers will love this book's...

Neoliberal Paradoxes of Language Learning: Xenophobia and International Communication

Science.gov (United States)

Kubota, Ryuko

2016-01-01

Neoliberal ideology compels people to develop language skills as human capital. As English is considered to be the most useful language for global communication, learning, and teaching, English has been promoted in many countries. However, the belief that English connects people from diverse linguistic backgrounds in a borderless society…

Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning

Science.gov (United States)

Dooly, Melinda; Sadler, Randall

2016-01-01

This article outlines research into innovative language teaching practices that make optimal use of technology and Computer-Mediated Communication (CMC) for an integrated approach to Project-Based Learning. It is based on data compiled during a 10- week language project that employed videoconferencing and "machinima" (short video clips…

Towards ICT-integrated language learning : Developing an implementation framework in terms of Pedagogy, Technology and Environment

NARCIS (Netherlands)

Jager, Sake

2009-01-01

How can we get more language students and teachers to use ICT for language learning purposes? This study sets out to address this problem from the perspective of establishing task-based language learning and teaching in Higher Education institutions, where opportunities for learning in class

Communicative Language Teaching: A Practical Scenario in the Context of Bangladesh

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Ahmed, Md. Kawser

2016-01-01

Communicative Language Teaching, popularly known as CLT, has become a newly adopted methodology in the teaching and learning context of Bangladesh. This methodology, since the initiation, has encountered and is still encountering a number of hurdles that need to be dealt with best care and feasible strategy. Of all methods, most of the educational…

Exploring Mobile Apps for English Language Teaching and Learning

Science.gov (United States)

Zou, Bin; Li, Jiaying

2015-01-01

Many recent studies have shown that mobile learning can provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs (e.g. Chang & Hsu, 2011; Egbert, Akasha, Huff, & Lee, 2011; Hoven & Palalas, 2011; Stockwell, 2010). A number of apps have been created and used…

Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius

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Aruna Ankiah-Gangadeen

2014-12-01

Full Text Available Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.

The Features of Using the Information Technologies to Solve the Problems of Teaching the Foreign Language for the Postgraduate Students

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Marina Alexeevna Laskovets

2014-05-01

Full Text Available The strategy of forming a competitive linguistic space dictates a necessity to use modern IT and means of distance learning while teaching foreign languages to postgraduates of non-linguistics higher learning institutions. The problems of designing, implementation and support of the information security systems in the technologies of distant foreign language teaching become essential in a multidiscipline approach of teaching postgraduates.

Foreign Language Teaching and Learning in the Netherlands 1500-2000: An Overview

Science.gov (United States)

Wilhelm, Frans

2018-01-01

The Netherlands are quite unique in that the Dutch have always learned various foreign languages. Until 1940, French was the most important foreign language. Between roughly 1870 and 1970, Dutch learners in grammar schools and higher secondary schools were even obliged to learn three foreign languages: French, German and English. Since 1970,…

The Teaching and Learning Environment SAIDA: Some Features and Lessons.

Science.gov (United States)

Grandbastien, Monique; Morinet-Lambert, Josette

Written in ADA language, SAIDA, a Help System for Data Implementation, is an experimental teaching and learning environment which uses artificial intelligence techniques to teach a computer science course on abstract data representations. The application domain is teaching advanced programming concepts which have not received much attention from…

Teaching Foreign Languages to Pupils with Specific Learning Disability

OpenAIRE

VOLDÁNOVÁ, Veronika

2015-01-01

This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching forei...

Technology Assisted Language Learning is a silver bullet for enhancing Language competence and performance: A Case Study

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Jameel Ahmad

2016-11-01

Full Text Available Technology Assisted Language Learning (TALL is an infallible means to develop profound knowledge and wide range of language skills. It instills in EFL learners an illimitable passion for task-based and skills oriented learning rather than rote memorization. New technological gadgets have commoditized a broad-based learning and teaching avenues and brought the whole learning process to life. A vast variety of authentic online- learning resources, motivational visual prompts, exciting videos, web-based interactivity and customizable language software, email, discussion forums, Skype, Twitter, apps, Internet mobiles, Facebook and YouTube have become obtrusive tools to enhance competence and performance in EFL teaching and learning realms. Technology can also provide various types of scaffolding for students learning to read. Nevertheless, instructors can also enhance their pedagogical effectiveness. However, the main focus of interest in this study is to ascertain to what extent the modern technological devices augment learners’ competence and performance specifically in vocabulary learning, grammatical accuracy and listening/ speaking skills. The remarkable scores of empirical surveys conducted in the present study reveal that TALL does assist learners to improve listening / speaking skills, pronunciation, extensive vocabulary and grammatical accuracy. The findings also manifest that the hybridity, instantaneity and super-diversity of digital learning lay far-reaching impact on learners' motivation for learning and incredibly maneuver learners to immerse in the whole learning process.

Parental Attitudes and Motivational Factors in Enrollment of Children in Early Foreign Language Learning in the Notranjska Region

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Darja Premrl

2012-12-01

Full Text Available In this article we present the parents‘ opinions about the contemporary sources in the field of early foreign language teaching and learning and their influence on the decisions parents make about including/excluding their child into the program of early foreign language learning. We found out, on the one hand, that parents are poorly informed about the current state of early foreign language learning both in Slovenia and abroad. On the other hand, parents reported positive attitudes about early foreign language teaching, a remarkable sense of right approach in early foreign language learning and, above all, their desire to know more about the subject.

Instructional Design Using an In-House Built Teaching Assistant Robot to Enhance Elementary School English-as-a-Foreign-Language Learning

Science.gov (United States)

Wu, Wen-Chi Vivian; Wang, Rong-Jyue; Chen, Nian-Shing

2015-01-01

This paper presents a design for a cutting-edge English program in which elementary school learners of English as a foreign language in Taiwan had lively interactions with a teaching assistant robot. Three dimensions involved in the design included (1) a pleasant and interactive classroom environment as the learning context, (2) a teaching…

A View into Successful Teaching Techniques: Teaching Malay Language as a Foreign Language in Malaysia

Science.gov (United States)

Baharudin, Mazlina; Sadik, Azlina Md

2016-01-01

This paper will highlight successful teaching techniques used in class in teaching the Malay Language 1 course in Universiti Sains Malaysia (USM). The course is to equip foreign students for their studies and also as means of basic communication with the locals in Malaysia. In Malaysia, the emphasis in Malay language teaching are focused to…

Autonomy and independence in language learning

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Benson, Phil

2014-01-01

The topics of autonomy and independence play an increasingly important role in language education. They raise issues such as learners' responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching. The editors' introduction provides the context and outlines the main issues involved in autonomy and independence. Later chapters discuss the social and political implications of autonomy and independence and their effects on educational structures. The consequences for the design of learner-centred materials and methods is discussed, together with an exploration of the practical ways of implementing autonomy and independence in language ...

Teaching Accounting in English in Higher Education--Does the Language Matter?

Science.gov (United States)

Cai, Huan; Wang, Meining; Yang, Yingmei

2018-01-01

Learning business related courses, especially accounting, in English is a challenge for many Chinese students. The purpose of this study is to provide some insights into the role of the language in accounting learning. We investigate this issue in the program of Teaching Business Related Courses in English for undergraduate students at Guangdong…

Differentiated Learning. Teaching English to Mixed-Ability Classes

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Lăcrimioara Năsui

2015-06-01

Full Text Available The present article is dedicated to one of the most important aspects of teaching nowadays- differentiated teaching and instruction for English language learners. Differentiation means directing teaching towards the interests and capacities of all pupils in a class. It is not a simple expedient for keeping pupils busy – although that may prove important – it is a consideration for overcoming any latent barriers to learning.

Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

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Shaila Shams

2014-08-01

Full Text Available It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009 and expose learners to the authentic use of the target language (Baralt, 2011. However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using ‘The Facebook’, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.

Design of Feedback in Interactive Multimedia Language Learning Environments

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Vehbi Türel

2012-01-01

Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

Bringing back the body into the mind: Gestures enhance word learning in foreign language

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Manuela eMacedonia

2014-12-01

Full Text Available Foreign language education in the 21st century still teaches vocabulary mainly through reading and listening activities. This is due to the link between teaching practice and traditional philosophy of language, where language is considered to be an abstract phenomenon of the mind. However, a number of studies have shown that accompanying words or phrases of a foreign language with gestures leads to better memory results. In this paper, I review behavioral research on the positive effects of gestures on memory. Then I move to the factors that have been addressed as contributing to the effect, and I embed the reviewed evidence in the theoretical framework of embodiment. Finally, I argue that gestures accompanying foreign language vocabulary learning create embodied representations of those words. I conclude by advocating the use of gestures in future language education as a learning tool that enhances learning the mind.

The Role of Grammar Instruction in Language Teaching

Institute of Scientific and Technical Information of China (English)

无

2001-01-01

@@ The role of grammar instruction in foreign or second language acquisition is one of the most con troversial issues in foreign/second language teach ing and learning research. The advocators of gram mar instruction argue that grammar should be the core of language instruction and formal instruction enhances formal accuracy. On the other hand, crit ics naintain that the grammar knowledge has lim ited uses and may hinder the students from acquir ing the communicative competence and efficiency. Undoubtedly these two extreme theories often put teachers into a dilemma. What theory should they believe then? Do they accept the one and ignore the other?

Similarities and differences between Turkic languages and comparative methods in teaching them

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Gyulzura Zhumakunova

2018-03-01

Full Text Available Turkic languages are cognate language which stem back to the single ancestor – Proto-Turkic language. In the course of long and convoluted history of Turkic-speaking peoples, all of their languages suffered various degrees of change on every level of its structure – in phonemes, morphemes, vocabulary and syntax. At the same time, all of these languages have preserved some of their common features which link them to their ancestor tongue. In this article, the author, from her long experience of teaching Kyrgyz at Ankara University, explains her vision of teaching Turkic languages in general and describes the methods and approaches which she deems helpful in successful teaching on university level. In teaching a Turkic language, the main objective is not to focus on language study as such, but take a breathtaking journey along the hidden paths of one’s mother tongue and get to understand it in a more profound way, in its historical retrospective. Turkic languages have always attracted linguists and were in the focus of their studies. Getting acquainted with various linguistic theories and the works of prominent Turkologists, as seen from teaching practice, is also very helpful to shape an enduring interest in learning both the target language and first language more profoundly. We also have to take into account such extralinguistic factors as the objective of language study, friendliness of the environment and the demand for language in a given environment. The article examines these issues through the alphabets and their various uses among Turkic peoples. When setting up a language study program, it is also important to take into account how familiar students are with the target language. Overall, this new type of work required a fundamental study of methodological foundations of language teaching. New types of academic and learners’ dictionaries have to be prepared, as well as new textbooks to help students of a specific Turkic language.

Forms of Cooperative Learning in Language Teaching in Slovenian Language Classes at the Primary School Level

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Alenka Rot Vrhovec

2015-09-01

Full Text Available In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers’ awareness and encourage them to design and execute cooperative learning more frequently.

A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa

Science.gov (United States)

Babaci-Wilhite, Zehlia

2017-06-01

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on perspectives of both dominant and non-dominant cultures with a focus on science literacy as a human right. She first examines key assumptions about knowledge which inform mainstream educational research and practice. She then argues for an emphasis on contextualised learning as a right in education. This means accounting for contextualised knowledge and resisting the current trend towards de-contextualisation of curricula. This trend is reflected in Zanzibar's recent curriculum reform, in which English replaced Kiswahili as the language of instruction (LOI) in the last two years of primary school. The author's own research during the initial stage of the change (2010-2015) revealed that the effect has in fact proven to be counterproductive, with educational quality deteriorating further rather than improving. Arguing that language is essential to inquiry-based learning, she introduces a new didactic model which integrates alternative assumptions about the value of local knowledge and local languages in the teaching and learning of science subjects. In practical terms, the model is designed to address key science concepts through multiple modalities - "do it, say it, read it, write it" - a "hands-on" experiential combination which, she posits, may form a new platform for innovation based on a unique mix of local and global knowledge, and facilitate genuine science literacy. She provides examples from cutting-edge educational research and practice that illustrate this new model of teaching and learning science. This model has the potential to improve learning while supporting local languages and culture, giving local languages their

Subtitles and language learning principles, strategies and practical experiences

CERN Document Server

Mariotti, Cristina; Caimi, Annamaria

2014-01-01

The articles collected in this publication combine diachronic and synchronic research with the description of updated teaching experiences showing the educational role of subtitled audiovisuals in various foreign language learning settings.

Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

Science.gov (United States)

Kean, Ang Chooi; Kwe, Ngu Moi

2014-01-01

This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

LEARNING AND TEACHING RUSSIAN LANGUAGE IN CHINA AND TAIWAN: PAST AND PRESENT

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Lidiya Z. Tenchurina

2016-01-01

Full Text Available The paper presents the main study results on the analysis of processes of establishing and development of Russian language studies and Russian language training practices in mainland China and Taiwan since the early XVIII century until now. Basing on the postulates of the social-and-cultural, systemic and historical, historiographical and axiological approaches, the authors attempt to describe the development of the theory and practice of teaching and studying Russian as a foreign language (RFL with a view to form a complete picture of the past and present of the Russian language in China and Taiwan, to evaluate the role and importance of the Russian language, primarily, in the socialand-cultural, as well as in the social-and-political and even economic aspects, not only from historic perspectives but also in terms of the future development – basing on evolving cooperation between Russia, on the one hand, and China and Taiwan – on the other. Methods. The main applied research methods are the comparative-historical and historical-and-logical analysis, historical reconstruction methods, systematization, theoretical generalizations and, partly, prediction. Scientific novelty. The novelty of the study lies in the fact that for the first time in the broader period (1700–2000 s it offers a generalized description of the establishment and development of Russian studies and practice of teaching the Russian language in China and Taiwan. Practical significance. The implementation of the research outcomes can be useful due to a possibility of carrying on its basis of new studies on the problems of Russian philology and teaching Russian as a foreign language, the history of pedagogy and education, and comparative pedagogy (comparative linguistics.

Research on Difficulty in Indonesia Students Learning Chinese Language

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Lydia Anggreani

2013-05-01

Full Text Available Chinese has become the world’s second language. Each language has its own law, as is the Chinese. Indonesian students have difficulty in learning Chinese which are are not surprising. Every language has various characteristics, so do Chinese and Bahasa Indonesia. Article analyzes difficulties to learn Chinese, especially for Indonesian students, those are tone, grammar, sounds of “er hua” such as Alice retroflex. The respondents are 100 Indonesian students who are randomly selected for testing samples analyzed. Since there is no tone in Bahasa Indonesia, it makes a lot of Indonesian students in the learning process often appear in Chinese foreign accent phenomenon. This article expects to explore the problem by studying the formation of the causes and solutions. Indonesian students learning Chinese was designed to provide some teaching and learning strategies.

Duenna-An experimental language teaching application

Science.gov (United States)

Horváth, Balázs Zsigmond; Blaske, Bence; Szabó, Anita

The presented TTS (text-to-speech) application is an auxiliary tool for language teaching. It utilizes computer-generated voices to simulate dialogs representing different grammatical problems or speech contexts. The software is capable of producing as many examples of dialogs as required to enhance the language learning experience and thus serve curriculum representation, grammar contextualization and pronunciation at the same time. It is designed to be used on a regular basis in the language classroom and students gladly write materials for listening comprehension tasks with it. A pilot study involving 26 students (divided into control and trial groups) practicing for their school-leaving exam, indicates that computer-generated voices are adequate to recreate audio course book materials as well. The voices used were able to involve the students as effectively as if they were listening to recorded human speech.

Duenna—An experimental language teaching application

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Balázs Zsigmond Horváth

2016-01-01

Full Text Available The presented TTS (text-to-speech application is an auxiliary tool for language teaching. It utilizes computer-generated voices to simulate dialogs representing different grammatical problems or speech contexts. The software is capable of producing as many examples of dialogs as required to enhance the language learning experience and thus serve curriculum representation, grammar contextualization and pronunciation at the same time. It is designed to be used on a regular basis in the language classroom and students gladly write materials for listening comprehension tasks with it. A pilot study involving 26 students (divided into control and trial groups practicing for their school-leaving exam, indicates that computer-generated voices are adequate to recreate audio course book materials as well. The voices used were able to involve the students as effectively as if they were listening to recorded human speech.

Teaching and learning of French: Imperative for educational ...

African Journals Online (AJOL)

International Journal of Development and Management Review ... of French Language Teaching and Learning as a veritable tool for educational ... field of human endeavour, be it commerce, science, technology, culture, diplomacy and so on.

Teaching laryngeal endoscopy skills to speech and language therapists: applying learning theory to optimize practical skills mastery.

Science.gov (United States)

Robinson, H Fiona; Dennick, Reg

2015-06-01

This review was carried out to highlight relevant learning theory and its application to the teaching of endoscopic skills to speech and language therapists (SLTs). This article explains the most relevant models from Constructivist, Experiential and Humanistic Learning Theory, a combination that has been described as Constructive Experience, and describes the relevance and the benefits of applying educational frameworks in course design. This approach has been formally used to design and deliver practical skills teaching in medicine. SLTs carry out endoscopic evaluation of the larynx (EEL) to provide information for evaluation and rehabilitation of voice and swallowing disorders. These are essential procedures in ear, nose and throat, voice and swallowing specialist centres. Training in endoscopy skills for SLTs working in the ear, nose and throat specialist centres in the United Kingdom has traditionally been provided external to the local clinic environment as 1 or 2-day courses. In one survey in the United Kingdom, 79% of SLTs reported that they did not acquire the depth of skill required to carry out EEL autonomously after attending such courses. Course development to teach practical skills should be underpinned by educational theory. One EEL course in the United Kingdom is described, wherein sessions are interactive and experiential, promoting deep learning, constructive feedback and reflection, enriched by the completion of logs and portfolios. From course evaluations, all the learners met the learning objectives, developing and applying skills to become confident endoscopists in autonomous clinical practice.

TIME-ON-TASK IN PRIMARY CLASSROOMS, DURING DIFFERENT TEACHING-LEARNING APPROACHES

OpenAIRE

Sachin Mohite; Meenal Dashputre

2017-01-01

The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the ...

Rethinking Culture Teaching in English Language Programmes in Thailand

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Snodin, Navaporn S.

2016-01-01

This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers' understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices…

New Bottles, Old Wine: Communicative Language Teaching in China.

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Hui, Leng

1997-01-01

As the largest English-learning population in the world, China is deeply involved in communicative language teaching (CLT). Because of economic, administrative, cultural, and population constraints, and the academic abilities of classroom teachers, China has to work to Adapt CLT to local conditions. This situation must be overcome or traditional,…

How Language Supports Adaptive Teaching through a Responsive Learning Culture

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Johnston, Peter; Dozier, Cheryl; Smit, Julie

2016-01-01

For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

Analyzing Student’s Attitude towards Foreign Language Learning

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Karwan Talaat Rashid

2017-06-01

Full Text Available The study of research upon a qualitative procedure has conducted with twenty-two various instruments, based on the quantitative data collection to prepare for statistical analysis. Learning of the study is analytical Analyzing Student’s Attitude for Foreign Language. In some countries most of the students have to learn the first foreign language it may sometimes have is impact of learners The procedure of teaching a foreign language are influenced by different issues such as the used attitude, methods, techniques, educators, learners, inspiration, environment, and etc.. The problem of the study accompanied with dimensions to get solved the Foreign language as an official language has its impact on Student’s Relations. Foreign language (FL gave a good opportunity to students to know the culture of the other country, to learn the second language, students attitude toward foreign language differ according to gender. Furthermore, For the better understanding of different type of foreign languages and its empowerment to discover the solution to research problem take a notice of these objectives and can formulate as followings: To know the different type of foreign language and how it affect the student’s performance and measure the ability of their efficiency.

Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

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Galvis, Héctor Alejandro

2015-01-01

This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context…

JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL

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Yee-Han Chan; Ngan-Ling Wong; Lee-Luan Ng

2017-01-01

Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006). However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participan...

Searching for coherence in language teaching: the issue of teaching competencies

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Carlos Rico Troncoso

2011-01-01

This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field....

The Effectiveness of Social Media Network Telegram in Teaching English Language Pronunciation to Iranian EFL Learners

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Xodabande, Ismail

2017-01-01

In recent years, the expansion of digital technologies, multimedia, and social networks, dramatically transformed our lives. Education in general and the area of foreign language teaching and learning have also benefited hugely from those developments and advances. As a result, the face of language learning is changing and new technologies provide…

English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh

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Md.Mahroof Hossain

2016-06-01

Full Text Available Language is one of the medium of expressing our ideas, feelings and emotions. And if we think about language in present world then English is one of the most used languages in the world and English is used as a second language in Bangladesh. English is introduced here at the primary level and its inclusion continues till the tertiary level of education. Most of the students of the primary schools in rural areas are weak in English language due to lack of skilled and trained teachers who are familiar to the modern methods and approaches of teaching and lack of materials for teaching in the classroom. Primary level English curriculum implementation is essential in Bangladesh to achieve the set English language competency in the rural areas. Students in the rural areas are performing poorly in English compared to their urban counterparts. Statistics showed that there was a gulf of difference between the facilities enjoyed by rural schools and urban schools. The study explores the challenges of teaching English language in rural areas in context of Bangladesh. This study investigated the factors affecting student’s performance in English language in rural areas. Data were collected using interviews, classroom observation and questionnaire. Result of the study reveals that students were highly motivated to learn English for future expectations such as local and international communication, academic advancement and employment prospects. It also provide a scenario of English teaching system in rural areas of Bangladesh as well as the problems and prospects of English language in perspective of Bangladesh. Keywords: English language, rural areas, education, learning and teaching, competency

A NEW CONCEPT IN LANGUAGE LEARNING: APPLICATION OF EUROPEAN LANGUAGE DEVELOPMENT

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Ahmet GÜNEYLI

2006-12-01

Full Text Available This study aims to adapt European Language Portfolio (ELP to teaching Turkish as a foreign languagewhose application has been planned since 2005 in all European countries. With the European Language Passport programEuropean Validity Committee aims to set a langugage learning standard and encourage multi-culturalism among EUcountries. This program targets to find out which langugages the individuals speak and to discover where, how and whenthey have learnt the language. It also provides an opportunity for them to travel, reside and work in European countries.Today, ELP is in progress of becoming a common purpose in Europe. Therefore, ELP must be utilized in teaching Turkishas a foreign language. ELP must be piloted in laboratory schools through experimental studies with an approprietlydeveloped portfolio. Pilot projects must be applied in elementary, secondary, high schools and universities with acollaboration with the Ministry of Education. This study was conducted in TOMER ( the language center of AnkaraUniversity. For this study an experimental design was used. The sample includes 20 students in the control group and 20students in the experimental group. In this study students’ proficiency level of Turkish related to four basic language skills(reading, writing, listening and speaking and their attitude towards ELP application were examined.

Project for Teaching and Learning of English Based on Blended Learning in the Accounting Career

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Enrique del Valle–Reus

2015-12-01

Full Text Available This paper gathers some aspects related to the improvement on teaching-learning process of English to students who specialize in Accounting through blended learning. Its objective is to integrate the use of the foreign language with the contents of the area in the solution of professional problems. The project is methodologically based on the contradiction between the professional needs of using the foreign language and its limited application in the teaching-learning process. It shows the activities to be carried out during the first two years of the major. The integration of the contents of English with those of Accounting is mainly focused in oral and written communication without neglecting the development of reading and listening comprehension. In this way, the syllabuses of English are enriched. 

Duolingo: A Mobile Application to Assist Second Language Learning

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Nushi, Musa; Eqbali, Mohamad Hosein

2017-01-01

Technology is changing the way languages are taught and learned. It has provided teachers with new facilities and approaches to teaching that can stimulate learners' interest while challenging their intellect (Blake, 2013, 2016; Stanley, 2013). As an example, new smartphone applications are being developed that make the task of learning ever more…

MULTIPLE INTELLIGENCE THEORY AND FOREIGN LANGUAGE LEARNING:A BRAIN-BASED PERSPECTIVE

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Jane Arnold

2004-06-01

Full Text Available Gardner's Multiple Intelligences theory is presented as a cognitive perspective on intelligence which has profound implications for education in general. More specifically, it has led to the application of eight of these frames to language teaching and learning. In this chapter, we will argue in favour of the application of MIT to the EFL classroom, using as support some of the major insights for language teaching from brain science.

The Language; his study and his teaching

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Álvaro William Santiago Galvis

2007-01-01

Full Text Available This text talks about language and its relationship with language teaching. In which the concept of language is characterized by presenting an overall vision of some language schools; the applied linguistics current issues and, finally, it makes a reflection about the language teaching process.

Paradigm Shift in Language Teaching and Language Teacher Education

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Elaine Ferreira do Vale Borges

2014-11-01

Full Text Available In this article, I intend to conduct a short literature review and discussion about paradigm shift in language teaching and language teacher education from Cartesian to the complexity paradigm. For that, I use the Kuhnian notion of scientific revolution to present a short compilation of works related to paradigm shift in different sciences, including psychology, linguistics and, more emphatically, applied linguistics. The main proposal is to show the evolutions of paradigm shift in language and social sciences and its impact on the emergence of the complexity paradigm in language teaching and language teacher education fields.

Developing the Bilingual Competence in Learning Foreign Languages

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T. A. Znamenskaya

2013-01-01

Full Text Available The paper considers the problem of bilingualism and its effect on the personality of the speaker. Various types of bilingualism are described along with the factors determining the bilingual competence formation: age, individual experience, socio-cultural conditions of the native and foreign language interaction. The author points out both the positive and negative impact on the native language as the result of the second language learning. The special emphasis is on language interference in the process of learning a foreign language. To make sure the students achieve the adequate degree of its authenticity, and therefore the bilingual competence, the teacher should take into account the specificity of national styles, communicative strategies and speech tactics of both languages. A comparative analysis of linguistic differences of the English and Russian languages is demonstrated on the level of phonetics, vocabulary, grammar and national communicative stylistics. The author maintains that successful inter-language and cross-cultural communication requires the integrative cross-disciplinary approach, consolidation of the linguistic theory and methods of foreign language teaching. 

The Implementation of A Flipped Classroom in Foreign Language Teaching

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Ahmet BASAL

2015-01-01

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...

Teacher Identity Development: A Collective Case Study of English as a Foreign Language Pre-Service Teachers Learning to Teach in an Indonesian University Teacher Education Program

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Riyanti, Dwi

2017-01-01

The purpose of this study is to examine how English as a foreign language pre-service teachers develop their identities through the process of learning to teach in a university microteaching class and a student teaching practicum within a multilingual Indonesian context. A sociocultural theoretical lens incorporating activity theory as well as a…

FROM STORYTELLING TO STORY WRITING: THE IMPLEMENTATION OF READING TO LEARN (R2L PEDAGOGY TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

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Ika Lestari Damayanti

2017-01-01

Full Text Available It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language.  This action-oriented case study aims to enhance students’ written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students’ written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1 preparing before reading (stories, (2 detailed reading, (3 joint rewriting, and (4 individual rewriting. Before and after the intervention, students’ narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence.  The preliminary findings indicate that there is a shift in students’ ability from writing fragmented and spoken-like language to more literate written narratives.   It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.

ACTIVE LEARNING STRATEGIES IN TEACHING CROSS CULTURAL UNDERSTANDING FOR ENGLISH EDUCATION STUDENTS

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Ikke Dewi Pratama

2017-02-01

Full Text Available Cross Cultural Understanding (CCU is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT.   Keywords: language, culture, strategies, media, ELT

MULTIPLE INTELLIGENCES THEORY – A MILESTONE INNOVATION IN ENGLISH LANGUAGE TEACHING AT THE UNIVERSITY OF NIŠ MEDICAL SCHOOL

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Nataša Bakić-Mirić

2010-06-01

Full Text Available Theory of multiple intelligences is considered an innovation in both teaching and learning English language because it helps students develop all the eight intelligences that are grouped as verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. The aforementioned intelligences are thought to represent ways in which individuals understand and perceive the world, solve problems and learn. Correspondingly, by focusing on the problem solving activities, teachers, by implementing theory of multiple intelligences encourage students not only to build-up their existing language knowledge but also learn new content and skills. The implementation of the theory of multiple intelligences in teaching the English language at the University of Niš Medical School has had a positive impact on learning English language and increased students' interest in language learning. Genarally speaking, this theory offers a better understanding of students’ intelligence and a greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all the eight intelligences not just the few they excel in prior to enrolling a university or college.

INVESTIGATING INDONESIAN EFL STUDENTS’ RESPONSES OF THE IMPLEMENTATION OF INTERCULTURAL LANGUAGE LEARNING

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Fauzi Miftakh

2015-12-01

Full Text Available This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1 the students‟ general attitudes toward the course, 2 the students‟ attitudes toward the implementation of teaching and learning and 3 the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.

Teaching a Foreign Language in a Desktop Videoconferencing Environment

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Kotula, Krzysztof

2016-01-01

This paper aims to explore how language instructors teach with a synchronous multimodal setup (Skype). It reports on findings from research which evaluated how teachers use technologies to enable them to work in distance learning contexts. A total of 124 teachers (86 female and 38 male), offering online private lessons, were asked to complete a…

A case study:Finnish ninth grade students’ and their teacher’s views on and experiences in using YouTube video content in English language learning and teaching

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Pigg, E. (Eveliina)

2017-01-01

Abstract The purpose of this thesis is to examine how Finnish ninth grade students and their teacher view the use of YouTube in English language learning and teaching and what kind of experiences they have in using it in school and outside the normative school context. The method of the study is ethnographic and it is based on sociocultural and ecological views on language learning. The materials used in the study were ques...

Language Teaching and Its Contexts

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Byram, Michael

2013-01-01

The title of this new journal provides opportunity to review the many contexts which need to be taken into account in reflecting upon foreign language teaching. These contexts include the educational, the fact that much language teaching takes place within general educational and often compulsory educational settings and institutions. Learners…

Why Should Bilingualized Dictionary of Turkish Be Used in Teaching Turkish as a Foreign Language?

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Baskin, Sami

2018-01-01

The first person to learn Turkish as a foreign language is a Chinese woman writing Turkish love letters for her exiled husband in the 4th century. However, we do not know much about how this woman learned Turkish. The known history of teaching Turkish as a Foreign Language goes back to the first concrete material produced for this process. They…

Teaching and Learning English in Thailand and the Integration of Conversation Analysis (CA) into the Classroom

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Teng, Bunthan; Sinwongsuwat, Kemtong

2015-01-01

This paper provides an overview of English language teaching and learning, specifically as it pertains to teaching English conversational skills in Thailand. The paper examines the shortcomings of the Communicative Language Teaching (CLT) approach, the current dominant pedagogical approach in the nation, and explores how the integration of…

Attention and Word Learning in Autistic, Language Delayed and Typically Developing Children

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Elena eTenenbaum

2014-05-01

Full Text Available Previous work has demonstrated that patterns of social attention hold predictive value for language development in typically developing infants. The goal of this research was to explore how patterns of attention in autistic, language delayed, and typically developing children relate to early word learning and language abilities. We tracked patterns of eye movements to faces and objects while children watched videos of a woman teaching them a series of new words. Subsequent test trials measured participants’ recognition of these novel word-object pairings. Results indicated that greater attention to the speaker’s mouth was related to higher scores on standardized measures of language development for autistic and typically developing children (but not for language delayed children. This effect was mediated by age for typically developing, but not autistic children. When effects of age were controlled for, attention to the mouth among language delayed participants was negatively correlated with standardized measures of language learning. Attention to the speaker’s mouth and eyes while she was teaching the new words was also predictive of faster recognition of the newly learned words among autistic children. These results suggest that language delays among children with autism may be driven in part by aberrant social attention, and that the mechanisms underlying these delays may differ from those in language delayed participants without autism.

Race and ethnicity in English language teaching Korea in focus

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Jenks, Christopher Joseph

2017-01-01

This book examines racism and racialized discourses in the ELT profession in South Korea. The book argues that language teaching and learning is shaped by White normativity, an ideological commitment and a form of racialized discourse that comes from the social actions of those involved in the ELT profession.