scholarly journals Why should a Business English Teacher be a Constructivist Teacher?

2018 ◽  
Vol 34 ◽  
pp. 87-92
Author(s):  
Joanna Lempart
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English For Specific Purposes ◽  
English Teacher ◽  
Constructivist Approach ◽  
Business English ◽  
Learning And Teaching ◽  
Teaching Business ◽  
The Difference

The article provides some considerations related to the issue of learning and teaching Business English in Poland. It explains the difference between Business English, General English and English for Specific Purposes. The main aim of it is to present the characteristics of the Constructivist Business English Teachers. In order to this the constructivist approach to second language learning and teaching is briefly presented and a few. valuable suggestions are provided on how to it can be employed in Business English teaching.

Second language learning of phonological alternations with and without orthographic input: Evidence from the acquisition of a German-like voicing alternation

2020 ◽  
Vol 41 (3) ◽  
pp. 517-545
Author(s):  
Shannon L. Barrios ◽  
Rachel Hayes-Harb
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learning ◽  
Second Language Learning ◽  
Native English Speakers ◽  
English Speakers ◽  
Phonological Processes ◽  
New Words ◽  
The Difference ◽  
Naming Test

AbstractWhile a growing body of research investigates the influence of orthographic input on the acquisition of second language (L2) segmental contrasts, few studies have examined its influence on the acquisition of L2 phonological processes. Hayes-Harb, Brown, and Smith (2018) showed that exposure to words’ written forms caused native English speakers to misremember the voicing of final obstruents in German-like words exemplifying voicing neutralization. However, they did not examine participants’ acquisition of the final devoicing process. To address this gap, we conducted two experiments wherein native English speakers (assigned to Orthography or No Orthography groups) learned German-like words in suffixed and unsuffixed forms, and later completed a picture naming test. Experiment 1 investigated learners’ knowledge of the surface voicing of obstruents in both final and nonfinal position, and revealed that while all participants produced underlyingly voiced obstruents as voiceless more often in final than nonfinal position, the difference was only significant for No Orthography participants. Experiment 2 investigated participants’ ability to apply the devoicing process to new words, and provided no evidence of generalization. Together these findings shed light on the acquisition of final devoicing by naïve adult learners, as well as the influence of orthographic input in the acquisition of a phonological alternation.

Natural Pedagogy in Second Language Learning and Teaching

2019 ◽  
Vol 53 (4) ◽  
pp. 1083-1114 ◽  
Author(s):  
Dwight Atkinson ◽  
Elena Shvidko
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning And Teaching ◽  
Natural Pedagogy

The efficacy of reading using the physical response technique in second language learning

2016 ◽  
Vol 6 (11) ◽  
pp. 134 ◽  
Author(s):  
Maria Helena Lott Lage ◽  
Victor Hackett ◽  
William Leslie
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Physical Response ◽  
The Difference ◽  
In The Beginning

Resumo: O objetivo desta experiência foi testar a eficácia da leitura no estágio inicial do aprendizado de uma segunda língua. A lição usada foi baseada na técnica Total Physical Response, de James J. Asher, e consistiu de 10 emissões diferentes de 1 palavra cada.Chegou-se à conclusão de que aqueles que possuíam um roteiro e puderam lê-lo durante a aula, obtiveram um resultado 33.58 melhor do que os que não leram.Uma segunda hipótese testada lidou com a ação versus a não-ação. A diferença nos resultados obtidos pelos grupos de ação versus os grupos de não-ação não chegou a ser significativa. Abstract: The purpose of this experiment was to test the efficiency of readng in the beginning stage of second language learning. The lesson we used was based on the Total Physical Response technique, and consisted of ten different one-word utterances.It was found that those who possessed a script and were able to read it during the lesson outperformed those who did not read by 33.58.A second hypothesis we tested dealt with acting versus non-acting. The difference in the results obtained by the acting groups versus those who did not act was found to be insignificant.

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