Investigating the Relative Contributions of Computerised Working Memory Training and English Language Teaching to Cognitive and Foreign Language Development

2015 ◽  
Vol 30 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Yuko Hayashi ◽  
Taisei Kobayashi ◽  
Tsuyoshi Toyoshige
Keyword(s):  
Working Memory ◽  
Language Development ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Working Memory Training ◽  
English Language Teaching ◽  
Memory Training

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

scholarly journals An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English

2020 ◽  
Vol 1 (2) ◽  
pp. 180-209
Author(s):  
Eva Ogiermann ◽  
Spyridoula Bella
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Explanation ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Strong Preference ◽  
Advanced Learners ◽  
Pragmatic Transfer ◽  
Language Groups

Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.

Use of Interactive Training Methods in English Language Teaching

2016 ◽  
Vol 5 (4) ◽  
pp. 56-61
Author(s):  
Рольгайзер ◽  
Anastasiya Rolgayzer
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Interactive Methods ◽  
Training Methods ◽  
Teaching English ◽  
Interactive Training ◽  
Language Communication

In the article relevance of the use of interactive training methods in teaching English language is considered. The main interactive methods applied in foreign language communication teaching are analyzed, advantages of each method are emphasized.

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

scholarly journals Foreign Language Teaching in Brazil: Interfaces of the content and language approach in remote teaching

2021 ◽  
pp. 98-112
Author(s):  
Ana Lúcia Farias da Silva ◽  
Teresa Cristina Giarolla Ramos ◽  
Rachel Fontes Sodré
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Age Group ◽  
Digital Format ◽  
Technological Tools ◽  
Teaching Learning ◽  
Pedagogical Approaches

This article aims to describe the development of the teaching–learning process of Foreign Language, with the use of the CLIL (Integrated Content and Language Teaching) approach in the teaching of English, within the framework of a Bilingual Program, within an emergency context of Remote Teaching. We also seek to reflect on the adequacy of technological tools in the process of teaching Foreign Language – specifically the English Language – for a certain age group, as well as to evaluate the elaboration and adaptation of materials, activities and pedagogical approaches to the reality of Remote Teaching during the period of isolation. For this reflection, our analysis aims to point out possibilities and limitations, both of the CLIL (Integrated Teaching of Content and Language) approach, as well as of the modality of distance learning for the age group observed. Thus, in addition to presenting what was accomplished during the research, we intend to reflect on possible paths and contribute with good practices that make the English Language Teaching process more meaningful and proficient, within the Modality Of Distance Education (EaD).We defend in this research the search for strategies in a digital format, for a Foreign Language Teaching, which develops in a more natural and motivating way, as well as the need for public policies aimed at a post-pandemic education of COVID-19, in the sense of ludicity and inclusion, aiming at the development of skills and skills of the student, from elementary school, transforming information into knowledge.

scholarly journals ENGLISH LANGUAGE TEACHING IN INDONESIA: A CONTINUOUS CHALLENGE IN EDUCATION AND CULTURAL DIVERSITY

2015 ◽  
Vol 19 (1) ◽  
pp. 57 ◽  
Author(s):  
M. Marcellino
Keyword(s):  
Foreign Language ◽  
Cultural Diversity ◽  
Learning Outcomes ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Political ◽  
Cultural Backgrounds ◽  
The Government ◽  
Language Environment

The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students' cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country's independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students' cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers' performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.

Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language

RELC Journal ◽  
2020 ◽  
pp. 003368822093922
Author(s):  
Yang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Teaching ◽  
English Only ◽  
Positive Attitudes ◽  
Students First

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

scholarly journals Receptive vocabulary measures for EFL Costa Rican high school students

2017 ◽  
Vol 17 (2) ◽  
pp. 81
Author(s):  
Damaris Castro-García
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Costa Rican ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
English Language Teaching ◽  
School Students

<p>The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.</p>

Integrating Multicultural Education Into English Language Teaching

2021 ◽  
pp. 17-40
Author(s):  
Kadriye Dimici ◽  
Alper Başbay
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Multicultural Curriculum ◽  
Integration Model ◽  
Language Curriculum ◽  
Four Levels

Multicultural education is an educational approach that focuses on accepting diversity in society, offers equal opportunities for students, and requires a transformation in the process of teaching. Foreign language teaching seems to be an appropriate field to utilize multiculturalism in the curriculum due to its relationship with culture and the flexibility of the content. Despite the existence of different approaches for the integration of multicultural content into the curriculum, there is little research explaining how to realize it in practice, especially in the field of foreign language teaching. Dealing with this problem, this chapter introduces the five dimensions of multicultural education and four levels of the content integration model, both designed by James A. Banks, to show how the English language curriculum could be restructured through the infusion of multicultural themes. This chapter appeals to the English teachers desiring to practice multicultural education in their teaching, and curriculum experts and decision-makers aiming to prepare a multicultural curriculum.

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