4. Tasks and traditional practice activities in a foreign language context

2013 ◽  
pp. 71-88 ◽  
Author(s):  
Alison Mackey ◽  
Akiko Fujii ◽  
Sigrun Biesenbach-Lucas ◽  
Heather Weger ◽  
Natalia Dolgova Jacobsen ◽  
...  
Keyword(s):  
Foreign Language ◽  
Traditional Practice ◽  
Language Context

scholarly journals The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

2016 ◽  
Vol 9 (6) ◽  
pp. 76
Author(s):  
Emre Debreli ◽  
Nazife Onuk
Keyword(s):  
Student Achievement ◽  
Foreign Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Educational Programme ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Language Context

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</p>

scholarly journals CZY JESTEŚMY GOTOWI NA EKOGLOTTODYDAKTYKĘ W POLSKIM KONTEKŚCIE EDUKACYJNYM?

Neofilolog ◽  
2020 ◽  
pp. 11-26
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Sense Making ◽  
Main Function ◽  
Important Place ◽  
Nature And Culture ◽  
Language Environment ◽  
Language Context ◽  
The Relationship

The trend for eco-linguistics, which has been dynamically developing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages ​​work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does "strong" affect the "weak" but “weak” reciprocates? "Weak" has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages ​​and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the "teacher of a code" to the "teacher of meaning", which has specific didactic consequences in how language activities are approached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?

scholarly journals Planning and Performance: The Effect of Form Focused Guided Planning on Learner Performance

2014 ◽  
Vol 18 (1-2) ◽  
pp. 92-104
Author(s):  
Suman Laudari
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Small Scale ◽  
Task Planning ◽  
Learner Performance ◽  
Linguistic Code ◽  
Grammar Rules ◽  
And Performance ◽  
Language Context

Task-based language teaching (TBLT) has been a dominant approach in the field of ELT for some time now. However, it has complexities regarding its use in a foreign language context. It is said that focusing only on interaction may not be enough in guiding learners to use language correctly, so learners need exposure to grammar rules, and teachers presume that TBLT does not allow it. But, learners’ attention could be directed to the grammar forms during task planning to facilitate noticing of linguistic code. To this end, this small-scale study collects discourse data from an adult EFL learner to evaluate whether guiding learners’ attention to grammar during pre-task planning is of any help. The study concludes that guiding learners’ attention facilitates in producing more accurate and complex discourse than leaving learners on their own during the task planning. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10333 Journal of NELTA, Vol 18 No. 1-2, December 2013; 92-104

scholarly journals Predictors of the Czech learners’ acquisition of selected English phonemes

2017 ◽  
Vol 5 (3) ◽  
pp. 22-45
Author(s):  
Monika Černá ◽  
Jaroslava Ivanová ◽  
Jaroslav Myslivec
Keyword(s):  
Regression Analysis ◽  
Foreign Language ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Negative Influence ◽  
Autonomous Learning ◽  
Positive Attitudes ◽  
Language Context ◽  
Learning English

Abstract The study investigates predictors of the acquisition of selected English phonemes in a foreign language context. Czech students’ pronunciation was diagnosed by two tests; their ability to produce seven selected phonemes was assessed. Furthermore, data regarding the students’ learning histories was obtained through a questionnaire. Then a multiple regression analysis was conducted in order to identify predictors of the acquisition of the selected phonemes. The analysis uncovered several factors, the most significant being pre - school exposure to English and positive attitudes to English in adolescence, which appeared to influence the subjects’ pronunciation positively. Interestingly, several factors which relate to learning English at school appeared to exert a negative influence on the acquisition of the selected phonemes. Furthermore, besides the importance of long-term exposure to English starting before the age of six, the study also underscored the importance of metacognition in relation to autonomous learning.

scholarly journals Linguistic Awareness of the Prepositional Phrase Complexities in the English as a Foreign Language Context

2021 ◽  
Vol 25 (2) ◽  
pp. 1-17
Author(s):  
Chinger Enrique Zapata-Leal ◽  
María Cecilia Ávila-Portuanto
Keyword(s):  
Foreign Language ◽  
High Frequency ◽  
Language Awareness ◽  
Functional Grammar ◽  
Efl Learners ◽  
Prepositional Phrases ◽  
Teachers And Students ◽  
Multiple Meanings ◽  
Language Context ◽  
Internal Configuration

This essay focuses on a description of the complexities of Prepositional Phrases (PPs) and their challenges for EFL learners. The rationale is to raise language awareness of the multifaceted nature of the PP in teachers and students. The grammatical explanations offered in the literature review are based on Functional Grammar. Moreover, previous research conducted addressing the issues of EFL learners facing problems with PPs are proposed in four configurations: semantic, syntactic, lexical and socio-cultural. Such configurations address scenarios for the identification of multiple meanings, different syntactic functions and structures, regional variations, typology, formal and informal language usage, among others, which represent obstacles and difficulties in the comprehension of the topic by EFL learners. Finally, we conclude that the limited use of syntactic functions, poor internal configuration of PPs, as well as the high frequency of errors reported by previous research indicate PPs are complex to use. Thereby, explicitly reinforcing the teaching of all the configurations of PPs is suggested.

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