Effects of English language instruction for underachievers in the elementary school: A meta-analysis

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Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

Journal of English Education Studies ◽

10.30653/005.201921.30 ◽

2019 ◽

Vol 2 (1) ◽

pp. 43-51

Author(s):

Welliam Hamer ◽

Ledy Nur Lely

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Skills ◽

Language Instruction ◽

Smart Board ◽

Unsatisfactory Result ◽

Classroom Activities ◽

English Language Instruction ◽

Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

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ENGLISH PERFECT IN COGNITION OF SLOVAK ISCED3 LEARNERS OF ENGLISH – PRELIMINARY EMPIRICAL EVIDENCE

CBU International Conference Proceedings ◽

10.12955/cbup.v7.1397 ◽

2019 ◽

Vol 7 ◽

Author(s):

Tomáš Hlava

Keyword(s):

English Language ◽

Proficiency Test ◽

Language Use ◽

Procedural Knowledge ◽

Language Instruction ◽

Declarative Knowledge ◽

Present Perfect ◽

The Past ◽

English Language Instruction ◽

Different Types

In English language instruction in Slovakia, a strong preference for declarative knowledge at the expense of procedural knowledge development has been reported over the last two decades. However, the cognitive aspects of language attainment predict no impact of instructional efforts, since mental representations of language to be attained are told to be supported by different cognitive systems than associative learning develops. Language variation materializes differences among languages based on differences in digitalizing the experience and thus understanding the world. For Slovak learners, the English present perfect is one such anomaly in categorization. This paper aims to answer what the specific interactions between past simple and present perfect are and how the predicted cognitive aspects of language attainment influence the use of different types of knowledge. A proficiency test focusing on declarative knowledge and language use without context and in context was distributed to 600 Slovak learners of English at the ISCED3a level. In Past simple conditions, students proved highly proficiency in all 3 types of tasks. In present perfect conditions, declarative knowledge strongly dominated over language use in context. In Present perfect conditions, substitutions by past simple were significantly more frequent than substitutions of present perfect by past simple. Cognitive funneling was recognized as a process inhibiting fast proceduralization of the English present perfect compared to fast and reliable proceduralization of the past simple.

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