Linguistics, language teaching objectives and the language learning process

2020 ◽  
Vol 1 (1) ◽  
pp. 34-43
Author(s):  
Henry Widdowson
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Primary Objective ◽  
Frame Of Reference ◽  
Learning Objective ◽  
Language Pedagogy ◽  
Linguistic Description ◽  
Teaching Objectives

Abstract Linguistics has always been taken as the authoritative frame of reference for how language is represented as a pedagogic subject, and as approaches to linguistic description have changed so accordingly have approaches to language teaching. But the purposes that determine what aspects of language are to be abstracted as relevant for linguistic description do not correspond with those of language pedagogy. What linguistics provides are ways of specifying what is to be taught as the eventual learning objective in relative disregard of the learning process, a process that it is the essential purpose of pedagogy to promote. An alternative to this customary objective driven approach, would be to focus not on acquiring competence in a particular and separate L2 but on extending the general capability for using language as a communicative resource that learners have already acquired in their L1. Such an approach effectively makes the primary objective of pedagogy the development of the learning process itself.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

Didactics, methodology or post-method pedagogy. Terminological highlights in the conceptualisation of language leaning and teaching

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Siylvia Velikova ◽  
◽  
◽  
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Academic Discipline ◽  
Language Education ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
Teaching Language ◽  
Key Terms

This article investigates the meanings of key terms used to describe the theory and practice of language learning and teaching as an academic discipline and as a field of enquiry. The study discusses various manifestations of terminological variability and analyses four of the most frequent terms (methodology of language teaching, language didactics, language pedagogy, language education) which reveal the nature of language learning and teaching and its conceptualisation in the current “post-method” era.

Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 269-286 ◽  
Author(s):  
Íde O'Sullivan
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Empirical Studies ◽  
Metacognitive Skills ◽  
New Literacy ◽  
Process Oriented ◽  
Oriented Approach ◽  
Language Teaching And Learning

AbstractCorpora and concordancing have become much more widely available as researchers recognise that they can significantly enrich the language learning environment. There is still, however, a strong resistance towards corpus use by teachers and learners (Römer, 2006:122). An understanding of the implications and relevance of corpus use for pedagogy may help teachers and learners overcome this resistance, and hence accelerate the process of “percolation” (McEnery & Wilson, 1997:5) or the “trickle down” (Leech, 1997:2) of corpus research to language teaching and learning. The pedagogical context in which learners' consultation of corpora (corpus consultation literacy) can be developed is fundamental in understanding this new literacy and developing it so that it leads to successful language teaching and learning. This paper seeks to investigate the role which corpus consultation literacy plays in enhancing the language learning process and, consequently, aims to establish whether this new literacy can contribute to a process-oriented approach to language learning. Firstly, a theoretical overview of a process-oriented approach to language learning will be outlined, before investigating if corpus consultation can potentially enhance such an approach. This will be supported by evidence from a number of published empirical studies, covering aspects such as learning within a constructivist framework, and the development of cognitive and metacognitive skills through the use of cognitive and developmental tools. Learners' comments from related studies, namely Chambers and O'Sullivan (2004), O'Sullivan (2006), and O'Sullivan and Chambers (2006), which pertain to the learning process and the influence of corpus consultation literacy on this same process, will also be considered. The hypothesis presented here is that corpus consultation literacy can enhance a process-oriented approach to language teaching and learning. It is envisaged that this research will contribute towards the establishment of a sound theoretical and pedagogical foundation for the integration of corpus consultation literacy into language teaching and learning.

scholarly journals Unnötige Regeln

2002 ◽  
Vol 10 (1) ◽  
Author(s):  
Elke Hentschel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Passive Voice ◽  
Learning Rules ◽  
The Difference

This paper argues that among the rules used in foreign language teaching there are often unnecessary ones. These rules offer detailed description of linguistic facts that probably could be learned easier without them. Although "explanatory rules" of this sort might be quite helpful when offered as additional explanations, they can hinder the language learning process when presented as rules to be learned and obeyed ("learning rules"). In order to show the difference between this set of rules more clearly, several examples are given. They belong to the context of German as a foreign language and concern the declension and comparison of the adjective, diminutives, and the passive voice.

scholarly journals The links between technology and principles of language teaching and learning: theoretical and practical insights

2020 ◽  
Vol 14 ◽  
pp. 718-726
Author(s):  
Turki Alsolami ◽  
Nashwa Saaty
Keyword(s):  
Language Learning ◽  
Significant Role ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Teaching Instruction

The paper examines the integration of technology into various language learning aspects, mainly how technology can enhance language learning and teaching. The focus is on selected studies that highlight the significant role of technology in promoting higher levels of motivation, enhancing language input, contextualizing the language learning process through access to various cultural materials, improving learners’ L2 attitudes and enhancing better language teaching instruction.  In examining these areas, we hope to provide pedagogical insights that would help practitioners and curriculum developers to utilize technology in an effective way to promote a better language learning experience. 

scholarly journals TEACHING LANGUAGE TO THE SPECIAL CHILDREN: CHALLENGES AND POSSIBILITIES

2020 ◽  
pp. 406-410
Author(s):  
Quazi Farzana Yesmin ◽  
Sifat Ullah ◽  
Mohammad Ehsanul Islam Khan
Keyword(s):  
Special Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Speech Therapy ◽  
Mother Tongue ◽  
Language Teaching ◽  
Autism Spectrum ◽  
Primary Objective ◽  
Special Education Needs ◽  
Special Children

Since communicating people is one of the first and foremost obstacles to autistic children, it is a basic need for them to get vigilant and appropriate nurture for language acquisition. Moreover, to develop the language skills of special children appropriately, it is essential to ensure effective language teaching. The primary objective of this study was to identify the challenges that the teachers face in the class and to bring out the possibilities of teaching the mother tongue to the special children as a part of special education. As language learning is the leading step of special education, the study aims to contribute to the field by pointing out the challenges and the possibilities. The study was conducted by collecting data from three different schools of special children by following a qualitative method. The findings revealed that inadequate understanding, proper classroom facilities, lack of awareness and insufficient language training created a great challenge for the teachers in teaching the language to the special children. The study also exposed that special training, a well-decorated classroom, regular speech therapy, and change of outlook minimized the challenges and made language teaching more effective. KEYWORDS: Autism Spectrum Disorder (ASD), Special Education Needs (SEN), Communication, Language Proficiency

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

2011 ◽  
pp. 95 ◽  
Author(s):  
Carlos Rico Troncoso
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Instructional Materials ◽  
Ministry Of Education ◽  
Language Competence ◽  
Learning And Teaching ◽  
Language History ◽  
Teaching Objectives ◽  
The Impact

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.

scholarly journals Communicative Language Teaching: A Good Initiative to Teach English Language in The Context of Quetta Balochistan

Al-Burz ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 16-23
Author(s):  
Ghulam Qasim Arif
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Environment ◽  
Research Method ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Multiple Perspectives ◽  
Qualitative Research Method

 This research paper shows the evolution in language teaching approach and multiple perspectives of communicative language teaching (CLT). Researcher has tried to elaborate the different aspects of CLT. How CLT affects classroom environment. Through qualitative research method, researcher tried to explore the data about the different factors of CLT affecting the language learning process. Researcher tried to analyze different principals of CLT to understand all the perspectives relating language learning process.    

INTEGRATING LEARNER CORPUS ANALYSIS INTO THE TEACHING OF ENGLISH ACADEMIC WRITING

2020 ◽  
Vol 1 (1) ◽  
pp. 45-52
Author(s):  
Lavinia Disa Winona Araminta
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Practical Implementation ◽  
Language Pedagogy ◽  
Learner Corpus ◽  
Education Levels ◽  
Learner Corpus Analysis

Practical implementation of learner corpus research to inform language pedagogy has been common, given the availability of resources, such as a large amount of data about the products of language learning and factual language uses, and the necessary technology, such as concordance programs. This article lays out the typical analyses of learner corpora and the implications of and issues surrounding such studies on second/foreign language teaching based on the existing literature. More specifically, the article captures the need for a more extensive corpus of Indonesian learners’ English other than what is already available to represent more insights about English language teaching in Indonesia. Furthermore, it proposes the development of an in-house learner corpus for direct and indirect uses at Universitas Indonesia. An actual trial on building a sample learner corpus and running a lexical analysis demonstrates the plausibility of integrating learner corpus into the teaching of academic writing on higher-education levels.

Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language

2015 ◽  
pp. 1166-1184
Author(s):  
Anita Ferreira Ferreira ◽  
Jaime García Salinas ◽  
Sandra Morales
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Model ◽  
Training Strategies ◽  
Language Teaching And Learning

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

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