Communicative Constraints in EFL Pre-School Settings: A Corpus-Driven Approach

2001 ◽  
Vol 6 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Jesús Romero-Trillo ◽  
Ana Llinares García
Keyword(s):  
Present Article ◽  
English Language ◽  
School Context ◽  
Target Language ◽  
Classroom Context ◽  
School Settings ◽  
Nursery Schools ◽  
Language Classroom ◽  
L2 Development ◽  
Questions And Responses

The present article investigates the use of interrogatives made by teachers and the responses given by learners in two different (bilingual and non-bilingual) English language classroom contexts in two Spanish nursery schools. The analysis shows the relevance of the type of functions made by the teachers through interrogatives, rather than the quantity of input in the target language. The study classifies the functions of interrogatives in the pre-school context and makes a statistical corpus-driven analysis of the questions and responses in the two schools. Finally, the article makes some suggestions, based on the data, about the kind of questions than can lead to a more natural L2 development in the classroom context.

scholarly journals Effectiveness of Total Physical Response

1970 ◽  
Vol 1 ◽  
pp. 20-22 ◽  
Author(s):  
Jai Prakash Singh
Keyword(s):  
Present Article ◽  
English Language ◽  
Word Association ◽  
Language Teaching ◽  
Lesson Plan ◽  
Target Language ◽  
Elementary Grades ◽  
Language Classroom ◽  
Physical Response

The present article is an attempt to overview Total Physical Response as a method of language teaching and to show its implications in English language classroom, particularly in vocabulary teaching at elementary grades. Keywords Total Physical Response(TPR), lesson plan, intervention, target language, word association DOI: http://dx.doi.org/10.3126/av.v1i0.5303 Academic Voices 2011; 1: 20-22

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

Comprehension, Comprehensibility, and Learning in the Second Language Classroom

1985 ◽  
Vol 7 (2) ◽  
pp. 216-232 ◽  
Author(s):  
Craig Chaudron
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Behavior ◽  
Positive Influence ◽  
Language Instruction ◽  
Target Language ◽  
Instructional Behaviors ◽  
Language Classroom ◽  
L2 Development ◽  
Instructional Settings

Two questions are fundamental to research on second language learning in instructional settings: (1) Does second language instruction have a positive influence on acquisition? and (2) If so, what factors in instruction make a difference, how, and for whom? This paper considers theory and research on second language classroom behavior that is aimed toward answering the second question, given evidence that the answer to the first one is affirmative.Theory suggests that the provision of comprehensible input, a focus on formal aspects of the target language, and the learner's opportunity to practice the target language, all may contribute to L2 development. Empirical research is reviewed to explore what modifications of teacher speech might influence comprehensibility, whether amount of exposure to target forms is related to learners' development, and which instructional behaviors might lead to productive practice with and knowledge about the target language.

scholarly journals Communicating with Islamic Communication and Broadcasting English Language Learners

2018 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Lina Masruuroh ◽  
Lyla Anggerwina Kusuma
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
English Language Teaching ◽  
Teacher Talk ◽  
Target Language ◽  
Communication Style ◽  
Effective Teacher ◽  
Language Classroom

Proper Teacher Talk (TT) used in the EFL classroom contributes to the effective communication in  TEFL. Teachers who are expected to implement proper and effective teacher talk are apparently seeing this as one of the most complicated elements to be appropriately integrated in EFL class due to the different context between target language and first language and also the excessive target language exposure that is given by English teacher to the students as one of authentic learning process in the classroom. Many research focus on researching effective TT strategy in general EFL classroom, however, there is ony limited number of them that focuses on researching this concept in Islamic classroom with its Islamic culture, Islamic learners and Islamic situations. This descriptive qualitative study discussed and proposed the effective teacher talks in supporting the success of teaching english as a foreign language classroom in Islamic context. This article had anaysed the interview result from 7 English-Islamic lecturers in Islamic Broadcasting and Communication Learners (KPI) major and used TT features which later focussed on its ammount, diction and questioning type under SLA theory. This article aims to explain why and what types of language of the proper communication style and strategies should be applied by the English lecturers in Islamic higher education for having the effective teacher talk to English-Islamic  learners, specifically to Islamic Broadcasting and Communication Learners, that could contribute to a professional development in English Language Teaching.

scholarly journals Implementation of plurilingual approach into the foreign language teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Zuzana Straková
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
School Context ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Target Language ◽  
The European Union

Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.

USE OF THE MOTHER TONGUE IN FOREIGN LANGUAGE INTERACTION

2021 ◽  
Vol 12 (1) ◽  
pp. 177-181
Author(s):  
Ekaterina Sofronieva ◽  
◽  
Christina Beleva ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Foreign Language Education ◽  
Target Language ◽  
Nursery Schools ◽  
Comprehension Skills ◽  
Research Findings ◽  
English Speaking

The article offers a brief historical overview of some of the main methods in foreign language teaching and focuses on the use of the native language in their application. A modern study conducted among children from nursery schools in Bulgaria shows that when language education is carried out only in the target language, children also use only this language in their language interactions and vice versa. Some of the research findings are that 42.2 percent of the children whose teachers communicate with them in both languages, also make use of Bulgarian when trying to convey meanings and messages in English language. In general, children’s comprehension skills are better developed than their English speaking skills. In conclusion, the research results show that at the present stage, the offered foreign language education of children in nursery schools as entertaining as it may be, is not effective enough. Working methods and well-established approaches should be applied in early foreign language education of children in order to develop their skills to communicate in a new language.

Basque L2 development in immersion school settings

2012 ◽  
Vol 17 (3) ◽  
pp. 375-391 ◽  
Author(s):  
Ibon Manterola ◽  
Margareta Almgren ◽  
Itziar Idiazabal
Keyword(s):  
Reference Group ◽  
School Context ◽  
Narrative Structure ◽  
Preschool Age ◽  
Cross Sectional ◽  
Positive Effects ◽  
School Settings ◽  
Total Immersion ◽  
L2 Development ◽  
Adult Model

The aim of this article is to study the development of Basque L2 by Spanish L1 children who attend school in a total immersion programme where Basque is the vehicular language. Narratives based on an adult model produced at ages 5 and 8 are analysed in order to better understand the acquisition process of Basque L2 in an immersion school context. Basque L1 children who are also educated in Basque from preschool age constitute a reference group. The same subjects participate in the research at both ages, which gives a longitudinal as well as a cross-sectional approach to the study. The degree of narrative autonomy, the organisation of the narrative structure and features of nominal and verbal cohesion and some metalinguistic strategies are analysed. The results show similar skills in both groups, and the differences are not always in favour of the L1 subjects. On the whole, L2 subjects seem to reproduce the adult model more closely. This study contributes to a better understanding of L2 development in a school context, focussing on the positive effects of Basque immersion programmes.

scholarly journals Investigating the Experience of Boredom During Reading Sessions in the Foreign Language Classroom

2021 ◽  
Vol 7 (3) ◽  
pp. 89-103
Author(s):  
Mariusz Kruk
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Negative Emotion ◽  
Individual Characteristics ◽  
School Settings ◽  
Single Reading ◽  
Language Classroom ◽  
Second Year ◽  
Reading Session ◽  
Different Levels

Despite the fact that boredom appears to be one of the most commonly experienced emotions in school settings, this negative emotion remains vastly underappreciated in the field of SLA. This is the gap this article seeks to rectify by reporting the findings of a classroom-based study whose purpose was to investigate changes in the experience of boredom in an English language classroom during reading sessions. The sample consisted of 18 second-year students studying English at a Polish high school. The data were collected by means of session logs, observations and reading session plans. The gathered data were analysed quantitatively and qualitatively. The findings showed that the participants reported different levels of boredom over the course of single reading sessions and from one session to the next. Factors responsible for the detected variation in the levels of boredom were related, among other things, to inactivity, performance of too easy/difficult tasks, teacher’s decisions regarding choice and use of language materials, the design of the reading sessions or individual characteristics of the learner.

scholarly journals Interaction In the English Language Classroom: A Review of Teacher Questions

2021 ◽  
Vol 6 (9) ◽  
pp. 513-520
Author(s):  
Bala Salisu Abubakar ◽  
Shamala A/P Paramasivam ◽  
Lee Geok Imm ◽  
Sharon Sharmini
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Question Type ◽  
Target Language ◽  
Future Research ◽  
Teaching English ◽  
Knowledge Based ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Classroom

Teachers' questions in the English language classroom are an essential way of teaching English. Teachers must be aware of the types of questions that can help students learn the target language. Students, on the other hand, did not actively participate in learning, especially when responding to questions from teachers. To address this issue, teachers must modify their questions using various techniques in order to elicit responses from students. This study examines twenty studies selected from the Google scholar on the role of teacher questioning pattern in motivating students' participation in English language classrooms, as well as the classification of modification questions used by teachers when teaching English. We examine current teachers' questioning patterns before reviewing previous research on the most common question type activity in the English classroom. According to the findings, display questions are frequently used by English language teachers as a better approach than referential and other questioning types. Other knowledge-based analyses were discovered to be carried out in order to extract useful features that reduce the risk of better activity, demonstrating that students continue to struggle with high-dimensional and important subjects when answering referential questions. Finally, we highlight some outstanding issues for future research in this area that researchers should consider.

Evaluating Mobile Instant Messaging for L2 Development

2019 ◽  
pp. 191-215
Author(s):  
Alberto Andujar
Keyword(s):  
Statistical Analysis ◽  
Experimental Design ◽  
Instant Messaging ◽  
Language Skills ◽  
Task Design ◽  
Target Language ◽  
Class Time ◽  
Language Classroom ◽  
L2 Development ◽  
Virtual Platform

This chapter presents a longitudinal investigation of the use of mobile instant messaging (MIM) to develop second language skills in the foreign language classroom. A three-year investigation is presented where the author attempted to analyze the potential of the application to provide language opportunities and foster interaction in the target language. WhatsApp application is used as a virtual platform where its multimodal characteristics are exploited in order to expand students' in-class time. Thus, one text-based and two voice-based WhatsApp groups are analyzed trough an experimental design with control and experimental groups. Statistical analysis as well as a systematic tracking of the messages sent throughout the interaction were implemented to observe any potential language benefit in the participants. Results indicated that students experienced an improvement in terms of accuracy as well as different speaking skills; nevertheless, task design was found to be fundamental to encourage participation and interaction.

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