Oral language learning in a foreign language context: Constrained or constructed? A sociocultural perspective

System ◽  
2018 ◽  
Vol 74 ◽  
pp. 38-49 ◽  
Author(s):  
Ruiying Niu ◽  
Kailun Lu ◽  
Xiaoye You
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Oral Language ◽  
Sociocultural Perspective ◽  
Language Context

scholarly journals Compliant Role of Task Based Instruction Approach and Extensive Reading Method in Children Foreign Language Learning

2016 ◽  
Vol 4 (2) ◽  
pp. 183 ◽  
Author(s):  
Gholam Reza Parvizi ◽  
Yasser Saremi ◽  
Majid Ghazi ◽  
Ali Reza Kargar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Oral Language ◽  
Mother Tongue ◽  
Care Center ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Text Book ◽  
Based Instruction ◽  
Learning English

<p>At the beginning levels of learning English, one of the difficulties students or children encounter in learning to is making correspondences between spoken and written English. In many cases, children have become acquainted with oral language and have some difficulty learning English conventions. They need hints and explanations about certain English orthographic rules and peculiarities. Students of English even those who have not so far learned to read in their mother tongue, will take advantage from learning to read from the start of connection with a foreign or second language. This conception forms the argumentation that the researcher seeks for throughout this article. The researcher begins with reviewing basic methods of teaching reading, before reporting on and expounding the results of a pilot study of learning by day care center children. The study indicated that the early preview to extensive reading (ER) promotes their progress in understanding and speech of the foreign language. The researcher suggests that text – based programs or instruction (TBI) extracted from text book with correspondent recordings should be developed as a choice both for children and some teachers.</p>

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

The Applicability of Picturebooks to Teach English as a Foreign Language

2019 ◽  
pp. 93-113 ◽  
Author(s):  
Teresa Fleta Guillén
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Oral Language ◽  
Conceptual Knowledge ◽  
Subject Area ◽  
Language Abilities ◽  
Practical Advice ◽  
Young Learners ◽  
Mode Of Instruction ◽  
Picturebook Reading

Interactive shared picturebook reading with learners of different ages and levels has proven to be a prominent practice in all languages. The overall aim of the chapter is to explore the applicability of shared picturebook reading to teach English as a foreign language. Due to the affordances of the multimodality of picturebooks to develop language and content knowledge, this critical investigation seeks to integrate shared picturebook reading as a mode of instruction into the young learners' academic curriculum to promote oral language abilities and conceptual knowledge. In order to provide practical advice for educators of young learners, the chapter describes ways that picturebooks boost vocabulary, language learning, and conceptual knowledge in English L2. The chapter develops criteria to select picturebooks for subject-area instruction, paying attention to the picture-word dynamics.

scholarly journals FOUR BASIC METHODS OF TEACHING ENGLISH IN A CHRONOLOGICAL ORDER OF THEIR DEVELOPMENT: APPLICATION IN THE SYSTEM OF PUBLIC ADMINISTRATION TRAINING

2018 ◽  
Vol 1 (12) ◽  
pp. 149-166
Author(s):  
Natalya Nikolayevna Kolisnichenko ◽  
Yevgeniya Matveyevna Yatsun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Public Administration ◽  
Oral Language ◽  
Professional Training ◽  
Teaching Method ◽  
Direct Method ◽  
Oral Communication ◽  
Teaching English ◽  
Chronological Order

The article is devoted to the comparative analysis of the basic methods of teaching English in chronological order of their development. The following teaching methods are studied: grammar translation method, direct method, audio-linguistic method, communicative teaching method. The specific features of each method, their positive and negative characteristics are revealed. The peculiarities of their application in the system of training in public administration are considered. It is determined that training in the field of public administration corresponds to the activities of those who study, namely, public administration, both in terms of subject matter and linguistic content and language learning activities. In general, teaching / learning a foreign language is not essential, so teachers and students / students should only focus on certain aspects of a foreign language. Thus, general language learning should be combined with professional training. In groups with a sufficient level of language proficiency, it is immediately possible to begin a special vocational-oriented training. And, conversely, in groups with low and average English proficiency it is necessary to focus first of all on general language training, and then on professionally oriented. Grammatical material should always be developed and used in oral language. It is noted that an important role in the study of foreign languages is given to the assimilation of professional vocabulary. Assimilation of lexical units is carried out in order to develop the skills of oral communication and is aimed at the implementation of communication skills and an adequate response in typical situations of professional communication, both verbal (for compilation of messages on professional subjects) and written (ability to write resume, any documents, etc.). After all, the possession of the working or official languages of the community provides in practice wide opportunities for obtaining international experience in public administration, undergo internships, work in international projects, etc. In the context of broad international relations with other countries, it is important to communicate with foreign specialists, to develop professional-business and personal contacts with foreign partners, colleagues, to read different editions in the original language.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2019 ◽  
pp. 189-204
Author(s):  
Anıl Rakıcıoğlu-Söylemez ◽  
Sedat Akayoğlu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Education Program ◽  
Computer Assisted ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Teachers Perspectives ◽  
Language Context

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of computer-assisted language learning (CALL) resources in teaching English as a foreign language context. One hundred and six prospective EFL teachers enrolled in a teacher education program participated in the study, completed a survey on the perceived used of CALL in a classroom, and attended semi-structured face-to-face interviews with the researchers. Thus, the study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into the future professional practices. The common perceptions and strategies of the prospective EFL teachers to use and integrate CALL into the language classes were examined and reported. In addition, pre-service teachers' perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

scholarly journals The Implementation of Critical Thinking in a Saudi EFL Context: Challenges and Opportunities

2017 ◽  
Vol 1 (2) ◽  
pp. 133 ◽  
Author(s):  
Budor Saeed Al Zahrani ◽  
Tariq Elyas
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Educational Background ◽  
Efl Context ◽  
Challenges And Opportunities ◽  
Efl Classrooms ◽  
Language Context

The aim of this paper is to explore the challenges to, and benefits of, fostering of critical thinking (CT) in the Saudi EFL (English as a foreign language) context.  In the next section, the concept of CT will be clarified.  In the following two sections, possible challenges or barriers to CT, whether religious or pedagogical, in the Saudi context are analyzed and refuted.  After discussing the religious and the educational background of this issue, practices for promoting CT inside EFL classrooms are described.  Finally, the benefits of incorporating CT strategies into language learning are outlined.

scholarly journals How learners of English learn best in a foreign language context? A glimpse of the debate over the written versus the spoken form

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Fatimah Almutrafi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Written Language ◽  
Teaching Methodology ◽  
Written Form ◽  
Language Context

The primacy of speech in second language learning and the relative lack of importance of the written form have triggered a continuous debate in the field of language teaching methodology. The various approaches which have been developed throughout the years emphasise the importance of the spoken language. Therefore, the written form has been taken for granted in most teaching methodologies. This paper considers the question of whether second language learners learn best through spoken or written language. It reviews the literature with regard to how speaking and writing have been taught in the last two decades. In addition, it describes the differences between spoken and written forms of languages. The paper then presents some characteristics and features of both language forms and states the situation of teaching English in a foreign language context. The paper concludes that both spoken and written aspects of any language are important in language learning and they both complement one another. Second language learners need to learn both aspects in order to master the language. The degree of exposure to spoken or written language is yet determined by the learners’ purpose for learning the language.

scholarly journals A Contrastive Analysis of ESL and EFL Learning Strategies

2019 ◽  
Vol 10 (2) ◽  
pp. 311
Author(s):  
Wafa Ismail Saud
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Esl Students ◽  
Language Learning Strategies ◽  
The Social ◽  
Efl Students ◽  
The Individual ◽  
Individual Strategies ◽  
Language Context

This study examined language context effect on selecting language learning strategies. The participants were 150 English as a Foreign Language (EFL) students, and 150 English as a Second Language (ESL) students. Strategy Inventory for Language Learning (SILL) was used for data collection. The data were analyzed quantitively using Statistical Package for the Social Science (SPSS). At the individual strategy level, ESL and EFL students differed significantly in the use of 18 (36%) out of 50 strategies. There was also some agreement between them as both ESL and EFL students used 12 (24%) of individual strategies most often, 18 (36%) to a medium degree and 2 (4%) least often.  At the category level both groups used the metacognitive strategy category “organizing and evaluating your learning” most frequently, and used both the affective category “managing your emotions”, and the memory category “remembering more effectively”, least frequently, with no significant differences. The overall strategy use for both groups was medium.

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