scholarly journals Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School

2020 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Endija Zustrupa ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Inclusive Education ◽  
English Language ◽  
Equal Rights ◽  
Or Groups ◽  
Primary School Pupils ◽  
Collection Methods

In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals The Effect of Interactional Adjustments on the Overall Comprehension of Spoken Texts: A Case Study

2005 ◽  
Vol 27 (2) ◽  
pp. 187
Author(s):  
Marcos Peñate ◽  
Geraldine Boylan
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Primary School ◽  
Target Language ◽  
Primary School Pupils ◽  
Primary And Secondary School ◽  
Secondary School Pupils

One of the basic conditions required for pupils to learn a foreign language is that their teachers must speak to them in the target language—and always at a level which is understandable to them. The effectiveness of interactional adjustments such as repetitions, comprehension checks, and nonlinguistic aspects used by a teacher to help primary and secondary school pupils with their general understanding of spoken texts delivered in English is analysed in this article. Once the effectiveness of such adjustments is confirmed, a comparison is made between the teacher’s use of adjustments when teaching a group of 10-year-old primary school pupils and when teaching a group of 17-year-old secondary school pupils. 外国語指導の重要な要件の一つとして、当該外国語を指導言語とし、しかもそれを学習者が理解できるレベルで使わなければならないということが挙げられる。そのために教員は学習者とのやり取りの最中、理解の確認、繰り返し、あるいは非言語行動により絶えず調整を行わなければならない。このような調整がどのくらい効果があるのかを、小学校、中学校の授業を観察し分析した。さらに10歳の小学生対象の授業、17歳の中学生対象の授業でどのように違うかをあわせて考察した。

scholarly journals CONTINUOUS CASE STUDY AS AN EFFECTIVE METHOD OF ENGLISH LANGUAGE LEARNING BY FUTURE ENGINEERS

10.23856/4210 ◽  
2021 ◽  
Vol 42 (5) ◽  
pp. 71-77
Author(s):  
Kateryna Halatsyn ◽  
Alla Feshchuk ◽  
Andrii Galaidin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Continuous Case ◽  
Professional Activity ◽  
Case Study Method ◽  
Language Competence ◽  
Inaccurate Information ◽  
The Future

The present paper addresses the issue of teaching foreign language as an indispensable course at university. One of the demands to the training of future engineers is to prepare them for solving professional tasks and situations. A continuous case study method is one of the forms of problem-based learning which allows teachers to model fragments of future professional activity, its multicultural context. We suggest a continuous case study method as a powerful tool for modelling real professional activities, which contributes to the formation of professionally oriented English-language competence of future engineers. In our article, we aim to reveal the essence and stages of using the method of continuous case studies at English classes. We outlined the following methods: analysis, synthesis, generalization, systematization, inference, observation. In order to verify our statement, we conducted a continuous case study on the topic “Refutation of inaccurate information on technical operation and repair of lifting mechanisms at the enterprise”. As shown by the results of our research, a continuous case study method is a way of development of a professionally oriented English-language competence of the future engineers by involving them in solving imaginary professionally oriented problems through simulated engineering environment. It has been found that the use of a continuous case study method in the course “Practical Course of Foreign Language for Professional (Scientific) Purposes” contributes to the improvement of the future engineers’ professionally oriented foreign-language competencies in listening, speaking, reading; professionally oriented sociocultural, linguistic, educational, strategic and pragmatic competencies.

scholarly journals A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

2017 ◽  
Vol 5 (6) ◽  
pp. 64 ◽  
Author(s):  
Menderes Unal ◽  
Elif Ilhan
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Training System ◽  
Language Teachers

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

scholarly journals Contextual Factors, Bilingualism and English Language Learning among a Group of Primary School Pupils in Nigeria

2013 ◽  
Vol 16 (4) ◽  
pp. 86-98
Author(s):  
Nkechi M. Christopher
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Contextual Factors ◽  
Target Language ◽  
Motivation To Learn ◽  
Digital Learning ◽  
Learning Situation ◽  
Primary School Pupils

Contextual factors impinge directly and indirectly on second language learning through its influence on attitudes towards, and motivation to learn, a language among learners of a target language. This paper describes language learning situation, bilingual behaviour and academic performance of some primary school pupils. It suggests that learners’ independent use of digital and literacy activities could be harnessed for multimodal teaching where digital learning facilities have not been provided by the school. The researcher believes that such inclusion would encourage autonomous and collaborative learning among students; empowering learners to take responsibility for their own language learning – an attitude toward learning that would enable them overcome low English proficiency levels in the larger society.

scholarly journals EXPLORING MOBILE APPLICATION AND THEIR USAGE IN ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 4 (2) ◽  
pp. 52-66
Author(s):  
Natalia Anggrarini ◽  
Ida Yulianawati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Activity ◽  
Digital Devices ◽  
Digital Era ◽  
Learning English

The digital era is undeniable. Communication all over the world runs with the involvement of digital devices. For widespread information, mobile phones such as smartphones play an essential role in learning media, especially in learning English. In learning English as a foreign language, smartphones provide a variety of features to support the learning process. These potential features benefit the students so they can help themselves in improving their ability, especially in the English language. This study explored the kind of mobile application suggested by the teachers to help their students learn English. By conducting a case study, this study covered a variety of mobile applications and their use in the learning activity. About eight teachers from different senior high schools in Indramayu participated in this study. A questionnaire were distributed to the participants to collect the data; then, it was analyzed qualitatively. 

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

Sign in / Sign up

Export Citation Format

Share Document