scholarly journals A Method of Teaching English Speaking Learners to Produce Mandarin-Chinese Tones

2018 ◽  
Author(s):  
Hui Shi
Keyword(s):  
Mandarin Chinese ◽  
Teaching English ◽  
English Speaking ◽  
Mandarin Chinese Tones

scholarly journals Classroom Management in EFL Speaking Class: Strategies and Challenges

2021 ◽  
Vol 1 (1) ◽  
pp. 120-139
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Teuku Zulfikar ◽  
Saiful Akmal ◽  
Nasriyanti Nasriyanti ◽  
...  
Keyword(s):  
Classroom Management ◽  
Classroom Observation ◽  
English Department ◽  
Teaching English ◽  
Structured Interviews ◽  
Purposive Sampling ◽  
Self Confidence ◽  
English Speaking ◽  
Seating Arrangements ◽  
Banda Aceh

ABSTRACTThis research was designed to investigate the strategies used and challenges faced by lecturers in managing EFL speaking classes. The researchers used both classroom observation and semi-structured interviews in collecting the data. The participants of this research were three EFL lecturers teaching English Speaking classes at the English Department of Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia. These lecturers were selected purposively; all of them were those assigned to teach the speaking class. Insights of the lecturers on their experiences in managing speaking classes were investigated to examine strategies and challenges they faced. The findings suggest that the lecturers utilized several strategies such as setting the classroom, determining seating arrangements, fostering discipline, applying certain speaking activities, and providing interesting topics to discuss. The data also indicated that the lecturers faced challenges in managing their teaching. Issues such as lack of equipment or teaching media to support speaking activities, students’ lacked self-confidence, and lack of vocabulary were among the challenges faced by the lecturers.  ABSTRAKPenelitian ini bertujuan mendapat informasi tentang strategi dan tantangan yang dihadapi dosen di dalam mengelola kelas. Metode pengumpulan data yang digunakan adalah observasi dan wawancara semi-terstruktur. Sumber data atau partisipan dalam penelitian ini adalah 3 dosen yang mengajar kelas Speaking di Prodi Pendidikan Bahasa Inggris, UIN Ar-Raniry Banda Aceh. Para partisipan itu direkrut mengunakan teknik purposive sampling, dimana partisipan yang terlibat adalah yang sudah mengajar speaking selama beberapa semester. Hasil obssrevasi dan wawancara diperoleh informasi bahwa terdapat beberapa strategi dosen di dalam mengelola kelas, diantaranya: menyusun tempat duduk sedimikian rupa, menegakkan disiplin, mengunakan berbagai teknik pembelajaran speaking, dan memberikan topik yang menarik untuk didiskusikan. Penelitian ini juga memperoleh beberapa temuan yang berhubungan dengan tantangan dosen, diantaranya, tidak mencukupi fasilitas yang memadai yang dapat mendukung aktivitas pembelajaran speaking, kurangnya rasa percaya diri dari mahasiswa itu sendiri, dan tidak memadainya kosa kata yang dikuasai mahasiswa juga merupakan tantangan tersendiri dalam pengelolaan kelas speaking.

Parental numeric language input to Mandarin Chinese and English speaking preschool children

2010 ◽  
Vol 38 (2) ◽  
pp. 341-355 ◽  
Author(s):  
ALICIA CHANG ◽  
CATHERINE M. SANDHOFER ◽  
LAUREN ADELCHANOW ◽  
BENJAMIN ROTTMAN
Keyword(s):  
Preschool Children ◽  
Mandarin Chinese ◽  
Mathematical Performance ◽  
English Speaking ◽  
Language Input ◽  
Chinese And English ◽  
Syntactic Frames ◽  
Preschool Aged Children

ABSTRACTThe present study examined the number-specific parental language input to Mandarin- and English-speaking preschool-aged children. Mandarin and English transcripts from the CHILDES database were examined for amount of numeric speech, specific types of numeric speech and syntactic frames in which numeric speech appeared. The results showed that Mandarin-speaking parents talked about number more frequently than English-speaking parents. Further, the ways in which parents talked about number terms in the two languages was more supportive of a cardinal interpretation in Mandarin than in English. We discuss these results in terms of their implications for numerical understanding and later mathematical performance.

scholarly journals Acquisition of generic noun phrases in Chinese: learning about lions without an ‘-s’

2011 ◽  
Vol 39 (1) ◽  
pp. 130-161 ◽  
Author(s):  
TWILA TARDIF ◽  
SUSAN A. GELMAN ◽  
XIAOLAN FU ◽  
LIQI ZHU
Keyword(s):  
Mandarin Chinese ◽  
Noun Phrases ◽  
Developmental Trajectory ◽  
Clear Distinction ◽  
Linguistic Differences ◽  
Chinese Learning ◽  
English Speaking

ABSTRACTEnglish-speaking children understand and produce generic expressions in the preschool years, but there are cross-linguistic differences in how generics are expressed. Three studies examined interpretation of generic noun phrases in three- to seven-year-old child (N=192) and adult speakers (N=163) of Mandarin Chinese. Contrary to suggestions by Bloom (1981), Chinese-speaking adults honor a clear distinction between generics (expressed as bare NPs) and other quantified expressions (‘all’/suo3you3 and ‘some’/you3de). Furthermore, Mandarin-speaking children begin to distinguish generics from ‘all’ or ‘some’ as early as five years, as shown in both confirmation (Study 2) and property-generation (Study 3) tasks. Nonetheless, the developmental trajectory for Chinese appears prolonged relative to English and this seems to reflect difficulty with ‘all’ and ‘some’ rather than difficulty with generics. Altogether these results suggest that generics are primary, and that the consistency of markings affects the rate at which non-generic NPs are distinguished from generics.

The marking of new information in children's narratives: a comparison of English, French, German and Mandarin Chinese*

1996 ◽  
Vol 23 (3) ◽  
pp. 591-619 ◽  
Author(s):  
Maya Hickmann ◽  
Henriëtte Hendriks ◽  
Françoise Roland ◽  
James Liang
Keyword(s):  
Mandarin Chinese ◽  
Information Flow ◽  
The Other ◽  
Cognitive Factors ◽  
Adult Age ◽  
Children's Narratives ◽  
New Information ◽  
Specific Factors ◽  
English Speaking ◽  
Functional Complexity

ABSTRACTThis study examines children's uses of nominal determiners (‘local markings’) and utterance structure (‘global markings’) to introduce new referents. Two narratives were elicited from preschoolers, seven-year-olds, ten-year-olds, and adults in English (N = 80), French (N = 40), German (N = 40), and Chinese (N = 40). Given typological differences (e.g. richness of morphology), these languages rely differentially on local vs. global devices to mark newness: postverbal position is obligatory in Chinese (determiners optional), indefinite determiners in the other languages (position optional). Three findings recur across languages: obligatory newness markings emerge late (seven-year-olds); local markings emerge first, including Chinese optional ones; local and global markings are strongly related. Crosslinguistic differences also occur: English-speaking preschoolers use local markings least frequently; until adult age global markings are rare in English, not contrastive in German and not as frequent in Chinese as in French, despite obligatoriness. It is concluded that three factors determine acquisition: (1) universal discourse factors governing information flow; (2) cognitive factors resulting from the greater functional complexity of global markings; (3) language-specific factors related to how different systems map both grammatical and discourse functions onto forms.

scholarly journals Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View

2020 ◽  
Vol 2 (3) ◽  
pp. 112
Author(s):  
Nurul Hasanah ◽  
Pratiwi Tri Utami
Keyword(s):  
School Environment ◽  
Qualitative Method ◽  
English Teachers ◽  
English Speakers ◽  
English Teacher ◽  
Teaching English ◽  
Language Teacher ◽  
English Speaking ◽  
Research Questions ◽  
Native English Speaking

Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.

scholarly journals THE IMPORTANCE OF THE IMPLEMENTATION OF DRAMA ANDCULTUREIN SPEAKING CLASS (AN ETHNOGRAPHY STUDY AT STIBA IEC, JAKARTA)

2018 ◽  
Vol 4 (2) ◽  
pp. 162-167
Author(s):  
Budiarto
Keyword(s):  
Teaching English ◽  
Learning Materials ◽  
Language And Culture ◽  
Speaking Skill ◽  
English Speaking

The traditional routines in speaking class are often based on learning materials from a handbook. It is practical because a teacher does not need to think about the syllabus, as it is described clearly in front pages in the book. In addition, by referring to the syllabus in the book, the teacher can easily prepare a lessonplan. When it comes to the implementation of teaching speaking skill, the teacher can just train students based on the topics given with certain grammar points and vocabulary coverage. However, it does not normally give more opportunity for the students to use theauthentic language and culture. Too much guiding students with certain patterns and vocabulary seems to be artificial although vocabulary and grammar are not taught explicitly in a speaking class. Furthermore, without freedom in choosing a topic, students’ ideas are too restricted and they tend to memorize language patternsaccording to the topic covered in the book.Nowadays, more and more teachers realize the importance of the implementation of drama and culture in teaching English speaking skill. However, there should be further study to see how a teacher applies drama and culture while teaching speaking skill. A research conductedat STIBA IEC Jakarta investigated the importance of the implementation of drama and culture in Speaking Class of students from the second semester in 2018.It was intended to see how the phenomena of teaching English speaking skill through drama and culture was implemented. The findings indicated that drama and culture were able to help the students use English more naturally or authentically. The students were able to see whether their English was authentic and culturally acceptable by relating to their experience or knowledge they got from drama. It showed that the more topics in drama the students practiced, the more knowledge about culture they learnt, and the more authentic or natural the language they acquired. Therefore, both teacher and students think that the implementation of drama and culture in teaching speaking skill is important.

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