scholarly journals Linguistic Deviations of Swardspeak and Its Implication to Gay Students’ English Language Competencies

2020 ◽  
Author(s):  
Joy Ann Rubiales
Keyword(s):  
English Language ◽  
Gay Students ◽  
Language Competencies

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

scholarly journals Objeto de aprendizaje abierto orientado a desarrollar la competencia en el manejo del inglés

2011 ◽  
pp. a166
Author(s):  
Ana Bertha Tiscareño Ramírez ◽  
Alejandro López Ibarra ◽  
María Soledad Ramírez Montoya
Keyword(s):  
Professional Development ◽  
English Language ◽  
Research Work ◽  
Quality Criteria ◽  
Learning Object ◽  
Language Teacher ◽  
Language Competencies

En este estudio se validó, a través de diferentes expertos, que los criterios de calidad requeridos para producir un Objeto de Aprendizaje Abierto orientado al desarrollo de la competencia para manejar el inglés en docentes son: contenidos relevantes, objetivos claros y alcanzables, motivación generada por los desafíos intelectuales y elementos multimedia, evaluaciones significativas, navegación amigable, un uso y acceso sencillo,  un objeto reusable con formato atractivo y una redacción clara.AbstractThe objective of this research work was to validate the quality criteria needed to produce a Learning Object (LO). The object is intended to develop language competencies and to contribute to the professional development of the English language teacher. Experts in different disciplines interacted with the object and the quality criteria are: meaningful content, clear attainable objectives, motivation through intellectual challenges and multimedia elements, meaningful evaluation items, usability, accessibility, reusability, attractive format and clear writing.

scholarly journals The Future and challenge of Pragmatics in English Language Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 156-165
Author(s):  
Mazulfah Mazulfah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
Pragmatic Competence ◽  
English Classes ◽  
The Future ◽  
Language Competencies ◽  
Listening And Speaking

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies. 

scholarly journals Current Needs and Difficulties in English Language Skill Faced by The Tourism Students

2019 ◽  
Vol 10 ◽  
pp. 1535-1554
Author(s):  
Ratnah .
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Reading Skills ◽  
Language Skills ◽  
Hotel Industry ◽  
Language Skill ◽  
Reading And Writing ◽  
Hotel Employees ◽  
Language Competencies

Recently, the development of tourism  is increasing sharply and hotel industry has important role to support the tourism development in terms of providing the comfortable accommodation and excellent services and English language competencies should be possessed by the hotel employees in order to provide excellent services. However, some hotel employees still have low competence in English language skill. The purpose of this study is to find out the language skills that are mostly needed and categorized as the problems by the hotel employees in their work. This study employed quantitative study by using questionnaire and interview as the method of data collection.  The sample of this study was taken by using purposive sampling by taking 30 tourism students who have just completed their six-month internship program in the industry. Based on the results of data analysis, it has been found that most language skills (listening, speaking, and writing) are categorized “High”   used by the hotel employees, as their score between 3.41-4.20. While reading skills are categorized “Moderate” as its mean score between 2.61-3.40. And also All the language skills (listening, speaking, reading, and writing) are categorized “High” as problems faced by the hotel employees, as their score between 3.41-4.20.   

scholarly journals Difficulties of English Language Teaching in Bangladesh

2016 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Ismail Akbas
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Educational Materials ◽  
Primary Level ◽  
English Curriculum ◽  
Trained Teachers ◽  
Language Competencies

<p>Identifying the difficulties of English Language Teaching at English Medium Schools’ Primary levels are essential in Bangladesh to achieve to set English language competencies in the educational institutions. The main purpose of this study was to discover the specific problems of English Language Teaching at English Medium Schools’ Primary levels. The current study was a qualitative research technique by nature. One set of closed-ended questionnaires were used to collect data from the teachers who live within three cities to understand the views and situation of the difficulties of English Language teaching. The study indicates that teachers, students and school administration encounter several problems due to lack of skilled teachers, proper teacher training, using proper teaching methods and materials, physical facilities and so on. As a result, English curriculum implementation at the primary level in Bangladesh is becoming unsuccessful in most of the schools; however there are several adequately designed buildings with well trained teachers along with proper educational materials. Given that the number of schools is in the thousands, we shall draw comparisons between respective educational institutions.</p>

Chinese learner in a linguistically challenged environment – an exploratory study

2018 ◽  
Vol 26 (2) ◽  
pp. 264-276
Author(s):  
Grace Wong ◽  
Steven Dellaportas ◽  
Barry J. Cooper
Keyword(s):  
Student Learning ◽  
English Language ◽  
Mainland China ◽  
Oral Communication ◽  
Accounting Education ◽  
Content Type ◽  
Assessment Tasks ◽  
Group Interviews ◽  
Language Competencies ◽  
The Impact

Purpose The purpose of this paper is to explore the implications for student learning when accounting education is delivered in the student’s non-native language. It examines the impact on learning arising from the different components of English language competencies, namely, listening, reading, writing, and speaking. Design/methodology/approach The data are drawn from focus group interviews with students from Mainland China undertaking an accounting degree in Australia. Findings The findings indicate that students relied primarily on their reading instead of listening to seek understanding, and in turn, writing was considered less important compared to listening and reading. Notably, speaking was overlooked by many students as it was considered the least important skill necessary to achieve success as a student and to be a competent practitioner. Students developed a misconception that the quality of oral communication required of accountants in practice is unimportant. Practical implications The findings will assist accounting educators and the accounting profession in designing and implementing appropriate instructional strategies and assessment tasks for international students. One suggestion includes a more balanced weighting between written and oral assessment. Originality/value Few studies have specifically explored the impact of English language on learning accounting. While some studies examine specific aspects of language as a unitary concept, little has been reported on the impact of all components of the language skill-set on student learning.

scholarly journals Improving Students’ Writing Skill through Marking System Feedback

2022 ◽  
Vol 3 (1) ◽  
pp. 13-26
Author(s):  
Hoeriyah
Keyword(s):  
English Language ◽  
School Level ◽  
High School Level ◽  
Writing Ability ◽  
Text Structures ◽  
Study Results ◽  
Writing Skill ◽  
Tenth Grade ◽  
Language Competencies ◽  
Writing Scores

Writing is one of the four language skills that the learners should master. The 2013 curriculum also says that one of the English language competencies specified in high school level is that students must be able to compose short written texts using coherent text structures and linguistic elements fluently and accurately. In line with that this study aims to find out whether the marking system feedback can improve students' writing skill. This is a two-cycle classroom action research at SMA Negeri 1 Sewon. The subjects were 26 tenth grade students of class X MIPA 1. The data were collected from observation, written documents, writing scores, and questionnaire. The study results showed that by applying the marking system feedback, students' writing skills improved. The mean scores of the students' writing ability in the pre-cycle was 63.65 at the poor category, the first cycle was 73.65 at the fair category, and the second cycle was 81.35 at the good category. In addition, students tend to give positive responses to the implementation of the marking system feedback. As many as 88.46% think that the feedback is useful in writing activities and can help them in correcting their mistakes, 73.08% think that the technique makes them understand the grammar better, and 80.77% say this technique leads them to be more careful in their writing and also motivates them to improve their composition.

scholarly journals Needs Analysis to Enhance English Language Proficiency at a Mexican University

2020 ◽  
Vol 22 (2) ◽  
pp. 145-162
Author(s):  
Edgar Emmanuell Garcia-Ponce
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Needs Analysis ◽  
Context Sensitive ◽  
Teachers And Students ◽  
English Achievement ◽  
Language Competencies

This study examines the perceptions of employers, university authorities, English teachers and students concerning needs to promote English achievement in a Mexican university. By drawing on data collected from focus groups and questionnaires, the evidence suggests that there are several needs which hinder the attainment of English objectives in this higher education context. To address this, the participants’ perceptions are reformulated into a set of recommendations which might be beneficial for this context and other higher education institutions which seek to develop English language competencies in university students. The relevance of this study is that it shows how needs analysis can be used in higher education as a tool to identify needs and formulate context-sensitive solutions for enhancing English achievement.

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