scholarly journals Defining in English : a tool to measure writings abilities

2002 ◽  
Vol 3 ◽  
pp. 7
Author(s):  
Purificación Sánchez ◽  
Pilar Aguado Jiménez
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Placement Test ◽  
Essay Writing ◽  
Writing Ability ◽  
Language Students ◽  
The University ◽  
Foreign Language Students

Drawing conclusions, comparing and contrasting, defining, explaining reasons and purposes, speculating and verifying, inferring and implying and other patterns of writing organisation, are the very matter of communication, whether in the form of everyday conversation or more highly specialised uses of language. These functions of language could be used to measure foreign language students' capability in different skills, writing for instance. This paper deals with the ability to write definitions, as an alternative to essay writing, of the students of English Language in the 1st year of English Philology at the University of Murcia. They were asked to define 10 words accurately chosen from the vocabulary lists published by Nation (1999). The results obtained have been used as a parameter to measure their writing ability. Significant correlations have been found between the marks obtained in the Oxford Placement Test performed at the beginning of the semester and those in our test based on definitions. We propose that definitions be considered as a parameter to check the writing abilities of the students and as a complement to the Oxford Placement Test

scholarly journals ONLINE FOREIGN LANGUAGES LEARNING AT THE UNIVERSITY AND THE COVID-19 PANDEMIC IMPACT IN THE REPUBLIC OF MOLDOVA

InterConf ◽  
2021 ◽  
pp. 148-160
Author(s):  
Alina Slobodaniuc
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Languages ◽  
Republic Of Moldova ◽  
Online Language Learning ◽  
Language Students ◽  
The Republic ◽  
The University ◽  
Foreign Language Students

The main purpose of this article is to assess the phenomenon of online language learning during the pandemic and to analyze the survey on the opinion of foreign language students who have expressed their views about the difficulties encountered and the solutions they consider appropriate in order to improve this process in the Republic of Moldova.

Taking off with CALL

ReCALL ◽  
1992 ◽  
Vol 4 (7) ◽  
pp. 6-9
Author(s):  
Brian McCarthy
Keyword(s):  
Foreign Language ◽  
Teaching Program ◽  
The Past ◽  
Language Students ◽  
The University ◽  
Foreign Language Students

Over the past two years, the Department of Modern Languages at the University of Wollongong (Australia) has developed a range of software, primarily for use with beginner foreign language students. This article looks at the project from three angles: a brief survey of CALL software produced; discussion of some of the elements which have combined to make the project successful; comments on the integration of CALL into the teaching program.

Advantages and Challenges of Using OERs in Teaching Less Commonly Taught Languages

2019 ◽  
pp. 73-96
Author(s):  
Nives Mikelic Preradovic ◽  
Kristina Posavec
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detailed Analysis ◽  
Teaching Materials ◽  
Teaching Process ◽  
Direct Teaching ◽  
Language Students ◽  
The University ◽  
Corpus Tools ◽  
Foreign Language Students

This chapter attempts to draw conclusions about the extent and modality of corpora use in teaching less commonly taught languages, based on the teachers' experience with their foreign language students, their use of corpora and corpus tools to prepare teaching materials, and based on their use of the corpora in the direct teaching process. The advantages and challenges of using OERs in teaching less commonly taught languages across different language learning levels discussed in this chapter are the result of detailed analysis of the preferences and needs of teachers at Croaticum (Centre for Croatian as a second and foreign language – CFL at the University of Zagreb), which is considered the largest and central institution for teaching CFL. The results are also based on the analysis of existing Croatian language corpora and the literature about these corpora.

scholarly journals SELF-LEARNING OF FOREIGN LANGUAGE STUDENTS IN THE CREDIT SYSTEM HELD AT THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES: PROBLEMS AND SOLUTIONS

2011 ◽  
Vol 14 (2) ◽  
pp. 83-100
Author(s):  
Thanh Minh To
Keyword(s):  
Social Sciences ◽  
Foreign Language ◽  
Basic Knowledge ◽  
Teaching Staff ◽  
Credit System ◽  
Social Sciences And Humanities ◽  
Language Students ◽  
The University ◽  
Self Learning ◽  
Foreign Language Students

As the result of the research work on self-learning of foreign language students in the credit system held at the University of Social Sciences and Humanities, this article has firstly searched for problems facing the students in studying by themselves, secondly determined a number of things the students are supposed to do with patience and finally raised some suggestions to the teaching staff, the departments of foreign languages and the university in order to improve the students’ ability to conduct their self-learning, bettering their expected learning outcomes. The result indicates that despite their growing awareness of how significant self-learning is, the students neither have enough time nor maintain the time consciously planned for self-learning. Negatively affecting the students’ self-learning are their five subjective factors: lack of adequate time for self-learning, failure in search for appropriate methods of learning, lack of basic knowledge on given subjects, lack of self-belief to conduct their learning successfully, and lack of motivation as well as determination to study by themselves; among the five objective factors hindering the effects of self-learning are the students’ inability to get access to academic resources, their instructors’ lack of attention to share experience in and provide guidance on self-learning, the students’ long time spent on class meetings, lack of space, especially on campus, quiet enough for self-learning, and lack of equipment specialised for foreign language learning. It has been highlighed that only if (1) the students proceed their self-learning however difficult it is, (2) the teaching staff play their dual role in organsing and controlling the students’ self-learning, and (3) the foreign language departments as well as the university actively support teaching and learning activities can the students’ self-learning turn out to be fruitful.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

scholarly journals The Role of Learning Resource Centers at the Northern Border University in Increasing the Academic Achievement in English Language Courses

2018 ◽  
Vol 8 (4) ◽  
pp. 139
Author(s):  
Yaser Mohammad Al Sawy
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
English Language ◽  
Strategic Resources ◽  
Northern Border ◽  
Language Courses ◽  
Language Students ◽  
Faculty Of Education ◽  
Constitutive Factor ◽  
The University

The study aims at understanding the relationship between the use of IT applications in the Learning Resources Centers (henceforth, LRCs) at the university and increasing the academic achievement of the English language students at the Faculty of Education and Literature at the Northern Border University? The researcher relied on the research methodology of the field study, which allowed him to collect the views of a random sample of the English language learners at the university to measure and analyze the effectiveness of the use of IT within the LRCs. The study showed that the IT within the LRCs is one of the most important strategic resources at the level of educational institutions and the main factor in the development of its sectors. There is an interest from the Northern Border University on upgrading and supporting the IT infrastructure, especially in education for it is the basis for community development. A high proportion of English Language students at the university are keen on using and applying many of the technological learning media within the LRCs as a constitutive factor in understanding mental processes such as visualization, thinking, learning and creativity which is the first step towards knowledge and innovation.

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