scholarly journals The Role of Domenico De Vivo in Developing Russian and Italian Language Studies in the Second Half of 19th Century

2021 ◽  
Vol 69 (7) ◽  
pp. 117-129
Author(s):  
Alessandro Cifariello
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Russian Language ◽  
Italian Language ◽  
Language Studies ◽  
Prakticheskoe Rukovodstvo ◽  
The Russian Empire ◽  
Russian Dictionary

Very little is known about Domenico De Vivo (1839-1897). He was a disciple of the Italian linguist Giacomo Lignana and worked as a professor of Russian and English language at the Asiatic College in Naples from 1868 to 1870, and then as an Italian language lecturer at the universities of Dorpat and Odessa in the Russian Empire from 1879 until his death in 1897. De Vivo championed his ideas on language teaching and learning in his books Grammatica della lingua russa [Russian Grammar for Italians] (Dorpat, 1882) and Prakticheskoe rukovodstvo dlya izucheniya ital’yanskogo yazyka [A Practical Guide to Learning Italian] (Odessa, 1886; Odessa, 1890), and in his Dizionario Italiano-Russo. Slovar’ ital’yansko-russkiy [Italian-Russian Dictionary] (Odessa 1894). The purpose of this article is to examine De Vivo’s life and works, which represent the first recorded attempt – in De Vivo’s own words – “to promote Russian language learning in Italy and Italian language learning in Russia.”

scholarly journals Move Structure of Research Article Abstracts on Management: Contrastive Study (the Case of English and Russian)

2017 ◽  
Vol 3 (2) ◽  
pp. 63-72 ◽  
Author(s):  
Elena Zanina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Russian Language ◽  
Research Articles ◽  
Linguistic Differences ◽  
Contrastive Study ◽  
Research Article ◽  
Linguistic Research ◽  
Academic Communication

Although a plethora of papers have proved a seminal role of move-based genre analysis in cross-linguistic research of academic communication and EAP/ESP teaching and learning, there is a lack of respective linguistic or pedagogically motivated studies of research articles (RAs) and their parts aimed at comparing English and Russian. Using Hyland’s (2000) 5-move model, the current research seeks to determine the most obvious cross-linguistic differences in the move structure of abstracts of research articles on management for these languages. Based on a move analysis of the English- and Russian-language corpora each comprising 20 unstructured RA abstracts, the research revealed conformity of most English-language abstracts to Hyland’s model, while the Russian abstracts principally displayed a three-move structure containing ‘purpose’, ‘method’ and ‘product’, and included the ‘introduction’ and ‘conclusion’ moves only occasionally. Other significant discrepancies comprised the English-language authors’ tendency to provide precise or detailed indication of research methods and results, in contrast to their brief indication or over-generalized mentioning by Russian writers, as well as greater length of the English-language abstracts and their stricter concordance to standard move sequence than those of the Russian abstracts. Though the research was conducted on relatively small corpora and was descriptive in nature, its findings might be of interest to genre analysts as well as to L2 theorists and practitioners.

scholarly journals The Influence of CLL on EFL Learners’ Speaking Skill

2018 ◽  
Vol 5 (2) ◽  
pp. 48-56
Author(s):  
Muhammad Ilyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
The University

Some students in the university got some difficulties to express their ideas, especially expressing in foreign language such as English. How to start comunication and interaction sometime need someone to stimulate. The phenomenon often encountered in various levels of education even to the students college. The students tended to be very subjective towards topics, their peer or even partner. In the teaching and learning process, the teacher not only transfer the information to the students but also facilitate the students, stimulate to learn English and provide the technique suitable with the students’ need. Teaching English language might be carried out through several techniques, one of them was CLL (Community Language Learning). In this technique, students were treated as clients who could express their problems to the counselor as well as in the community. In addition, the teacher played the role of translator to help students express themselves using English. This means that learners had enough opportunities to speak without worrying about their limitations in using English. The results showed that CLL helped students to express ideas systematically. The ideas were organized well, understandable, and standardized. In addition, CLL improved the result of students’ score in speaking skill. The mean score increased from 54.74 in pre-test to 72.86 in post-test. It means that CLL gave good influence on students’ speaking skill.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

scholarly journals The Role of Technology for Language Teaching and Learning: An Evaluative Study

2021 ◽  
pp. 45-51
Author(s):  
Dr Vadlamani Padma
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
New Technology ◽  
Practical Method ◽  
Primary Objective ◽  
Language Teachers ◽  
English Language Teachers

The primary objective of this paper is to  examine the role of technology for language teaching. It focusses to make English language teachers cognizant of the techniques to implement appropriately. Technology plays an essential role in teaching of English. It helps in giving a practical method to a resource.  Technology when  perfectly incorporated enriches  the objectives of learning. Efficacious integration of technology is fruitful when students can select them to acquire information in a judicious manner, examine and combine the information, and present it professionally There is a significant development in the  teaching of  English language methodology  with the application of new technology. Technology is unceasingly, and precipitously, growing.  To maximise progressive language learning outcomes, student-teacher platforms are created extensively. Accordingly, the present English language teachers now  actively integrate different technological aids devised to help  the best possible teaching approaches.

scholarly journals ENGLISH LANGUAGE LEARNING NEEDS ANALYSIS IN RADIOENGINEERING SPHERE

2018 ◽  
Vol 64 (2) ◽  
pp. 88
Author(s):  
Yuliia V. Baklazhenko ◽  
Tetiana L. Savchuk
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
Kyiv Polytechnic Institute ◽  
Listening And Speaking

The present article is an attempt to conduct needs analysis of English learners in Radio Engineering sphere. The relevance of the topic is explained by the growing need for ESP programs tailored to specific learners` needs. Needs analysis is defined as an information gathering and interpreting process aimed at curriculum design or modification to better suit the learners` needs. Authors propose an overview of the current approaches to Needs Analysis and its constituent parts. The results of a questionnaire conducted among the students of Radio Technical Faculty, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, are presented and discussed. The results seem to emphasize the growing need of students to concentrate on IT topics of study as well as to introduce modern IT tools of teaching and learning. Thus, most students need to use English at work and during communication in the spheres of Electronics and IT. The majority of them expect to improve speaking and translation skills while they view most difficulties in speaking and writing. Most students seem to be quite motivated to study ESP and prefer to do it in a small group. In the light of transformation of study because of massive use of IT technologies and the Internet, the respondents largely view the role of a teacher as a language source and a facilitator rather than traditional person responsible for class study. The conducted analysis allowed to reveal the potential spheres and situations of the use of English by students, students` strengths and weaknesses in the language use, their motivation and interests concerning English study, their preferences as for the mode of study and priorities in ESP reading, writing, listening and speaking. The ongoing needs analysis is the prospect of the further research in the field.

scholarly journals Role of Mobile Phone for English Language Teaching

2019 ◽  
Vol 6 (1) ◽  
pp. 45-57
Author(s):  
Sri Yuliani
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Structure Interview ◽  
English Language Teaching ◽  
Semi Structure Interview

Mobile phone is a recent technology in teaching English. Mobile phone provides simple and easy way in developing teaching and learning activities, therefore, the researcher was interested in finding the data information about the role of mobile phone for English language teaching. The utilization of mobile phone offers valuable opportunities for creating an effective teaching strategy. The students' perspectives are crucial for getting their views of role of mobile phone in language teaching. This case study was to find out the students' perspectives of mobile phone role in English language teaching. A qualitative design was employed for the purpose of getting the data. Mainly semi structure interview was used as the research instruments. The result of her research finding showed that most students were having good response towards the usage of mobile phones in language learning but some findings shown that the problems were also occurred at the same moment of using it. These research findings were contributed the next research for more deeply dig for language learning.

scholarly journals Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach

2019 ◽  
pp. 101-127
Author(s):  
Argemiro Arboleda-Arboleda ◽  
Angela Yiceli Castro-Garcés
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Literary Texts ◽  
Sample Population ◽  
Authentic Materials ◽  
Writing Project ◽  
Intercultural Awareness

The role of literature as a teaching and learning tool in English as a Foreign Language has long been acknowledged. Literary texts offer teachers opportunities to provide students with authentic materials to heighten their motivation by involving them in challenging Task-Based activities in which they interact with authors and learn about features of these authors’ society. The purpose of this research study was to   investigate the role of literature as a pedagogical tool in the EFL class and see how this can be advantageous in fostering learners’ language skills and intercultural awareness.  The sample population encompassed 26 sixth-semester students enrolled in a Reading course who are completing their BA in Foreign Languages at a public University in Colombia. A semi-structured questionnaire and a Reading Guide were designed to elicit information from students who were asked to read an unabridged English language fiction novel. The findings show that the participants’ motivation to complete the Task-Based Reading and Writing Project was high as well as their language skills. Keywords. EFL, ESL, Task-Based Approach, Literature, intercultural Communicative Competence

scholarly journals A General Review of the Role of Technology in the English Language Learning Processes 

2020 ◽  
Vol 12 (2) ◽  
pp. 78-96
Author(s):  
Arnold Yesid Rojas ◽  
Luis Alejandro Novoa ◽  
Santiago Andrés Sandoval
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
English Language Learning ◽  
Teaching English ◽  
Use Of Technology

This article aimed at presenting general trends regarding the role of technology in the English language learning process. The benefits of using technology in the process of learning English, as well as the importance of using technology as a method to teach a foreign language, will be discussed. This study discusses the use of technology as a way to promote teaching English as a foreign language, as well as how it can transform the teaching and learning process.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

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