A Teaching activity illustrating an inductive approach to language learning

1997 ◽  
Vol 16 (3) ◽  
pp. 73-83
Author(s):  
Joan Allwright
Keyword(s):  
Language Learning ◽  
Teaching Activity ◽  
Inductive Approach

scholarly journals Inductive/Deductive Learning by Considering the Role of Gender—A Case Study of Iranian French-Learners

2016 ◽  
Vol 9 (12) ◽  
pp. 254 ◽  
Author(s):  
Rouhollah Rahmatian ◽  
Fatemeh Zarekar
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Inductive Approach ◽  
The Difference ◽  
Gender Based

<p class="apa">This article defines the objective of discovering the first preferred styles of Iranian learners of French as a Foreign Language (FFL) as regards inductive or deductive learning; and secondly, the difference between gender-based learning tendencies. Considering these points as target variables, the questionnaire developed by Felder and Silverman in 1988 was applied to form the learning styles and consequently to associate them with inductive and deductive approaches. The results led the team to set the idea which is based on the choice of induction or deduction in language learning and the gender variable that follows different directions. Consequently, in terms of the inductive approach, we find ourselves facing a rather male solicitation. A proportion of the use of this approach is also associated with women whose motivation is seen rather noticeably. Moreover, the significance is relative rather than significant in all the relationships studied in this research: males and inductive (1)/deductive learning (2); females and inductive (3)/deductive learning (4); inductive (5)/deductive (6) among Iranians.</p>

An inductive approach to grammar teaching in Grade 5 & 6 Irish immersion classes

2016 ◽  
Vol 4 (1) ◽  
pp. 33-58 ◽  
Author(s):  
Pádraig Ó Duibhir ◽  
Aisling Ní Dhiorbháin ◽  
Jude Cosgrove
Keyword(s):  
Language Learning ◽  
Test Design ◽  
Grammatical Knowledge ◽  
Grammar Teaching ◽  
Inductive Approach ◽  
Grade 5 ◽  
Post Test ◽  
The Mean ◽  
Learning Journal ◽  
Genitive Case

This article describes quantitative findings from a mixed-methods exploratory study of the effectiveness of an explicit-inductive approach to grammar teaching in improving the linguistic accuracy of Grade 5 and 6 (n=274) students in 12 Irish immersion classes. A series of form-focused materials were designed to explicitly draw learners’ attention to the use of the genitive case in Irish over a four-week period. Students engaged in collaborative meta-talk when uncovering rule-based knowledge and they recorded explicit grammatical knowledge in a reflective language-learning journal. Results from a pre-test, post-test, delayed post-test design showed a highly statistically significant increase in the mean achievement of pupils from pre- to post-test, with a levelling off at delayed post-test. Interestingly, students’ increases in achievement were not dependent on initial student competency. This study points to the potential effectiveness of a social-constructivist explicit-inductive approach to improve the linguistic accuracy of students in immersion programmes.

scholarly journals Encounter in English as a Second or Foreign Language Classroom

1970 ◽  
Vol 15 (1-2) ◽  
pp. 106-109
Author(s):  
Man Bahadur Khatri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Learning ◽  
Mother Tongue ◽  
Tertiary Level ◽  
English Learning ◽  
Inductive Approach ◽  
Language Classroom ◽  
Approach To Teaching ◽  
Teaching Grammar

This article discusses how mother-tongue interference can influence second or forreign language learning, specifically learning English. In Nepal not only does the mother tongue interfere with English learning, but also the methods used in the schools, specifically the grammar translation method and the deductive approach to teaching grammar, influence student learning as well.Key words: Tertiary level; Inductive approach; Deductive approach; Fossilization; Language transferJournal of NELTAVol. 15 No. 1-2 December 2010Page: 109-109Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4615

scholarly journals Cento as a creative writing approach to language learning

2020 ◽  
pp. 33-39
Author(s):  
Amjad Alsyouf
Keyword(s):  
Second Language ◽  
Creative Writing ◽  
Language Learning ◽  
New Method ◽  
Learning Activity ◽  
Communicative Skills ◽  
Teaching Activity ◽  
University Departments ◽  
Writing Course ◽  
Linguistic Structures

Creative writing can be both an effective and attractive English learning activity at university departments where students speak English as a Second Language (ESL). Language skill courses might not be always effective enough in improving learners’ communicative skills and motivating them to learn, particularly when adopting old style grammar-translation based methods. Involving creative writing as a method to teach language can play a significant role in prompting the students to improve their communicative skills. This study proposes employing a creative writing course as a new method to address L2 learners lacking motivation. It particularly relies on using cento poetry as a teaching activity. A cento is a poem made up of lines the learner selects from different poems by one or more poets. The learner consequently has to read several poems, understand their linguistic structures, and grasp the meaning of their vocabulary to begin writing their own work. It is against this background that this study examines the advantages of using cento poetry in ESL classes aiming to enhance language learning.

scholarly journals Three perspectives on the role of teacher beliefs in the language classroom

2021 ◽  
Author(s):  
Line Krogager Andersen
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Future Research ◽  
Teaching Activity ◽  
Learning And Teaching ◽  
Beliefs About Language Learning ◽  
The Relationship

This study explores the role of teacher beliefs in two teachers’ implementation of a collaboratively planned teaching activity into classroom practice. It is a retrospective case study aiming to explain how the difference between two teachers’ realisations of a specific bilingual teaching activity may be seen as related to their beliefs about language learning and teaching. The role of teacher beliefs for language teaching practice has been the subject of much research, although the nature of the relationship remains contested. This study explores a new approach to the puzzle by combining new and existing perspectives on teacher beliefs in the form of enacted, professed and implicit beliefs. The study re-examines data from a larger action research study through 4 cycles of analysis and interpretation, moving from observed teaching practices to the three perspectives on teacher beliefs to provide a description of the complex interplay between beliefs and practice. The analysis shows that the combination of the different perspectives on teacher beliefs allows for a meaningful interpretation of the relationship between teacher beliefs and teaching practice, that the two teachers’ beliefs about language learning and teaching play an important role in their transformation of teaching plans to teaching practice and that their different practices lead to different language learning affordances in the two classrooms. The article concludes by suggesting that the interplay between teaching activities, students’ engagement and teacher beliefs may be a fruitful place of inquiry for future research.

scholarly journals Increasing Speaking Ability Using Visual Media

2020 ◽  
Vol 2 (2) ◽  
pp. 101
Author(s):  
Rosada Rosada
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Research Design ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Response ◽  
Rapid Development ◽  
Science And Technology ◽  
Visual Media ◽  
Teaching Activity

The present study was conducted in order to describe the implementation of visual media in teaching speaking. The researcher used Classroom Action Research design and applied it in teaching of speaking at ten grade of Madrasah Aliyah Kepahiang. The finding of this research indicated that the visual media was successful in increasing students’ speaking ability. In cycle I the score was 68.50 and in cycle II 76.33. Besides, the students have the positive response toward the implementation of visual media. Rapid development of science and technology today has demanded all parties to adjust and follow these developments. Nowadays, the use of media in language learning is very important. It will make the teaching and learning process be more attractive and effective. In learning, media is an aid which is able to help teacher in their teaching activity.

scholarly journals IMPROVING STUDENTS’ SPEAKING ABILITY BY USING INSTRUCTIONAL MEDIA FOR ADVANCED LEARNERS

2015 ◽  
Vol 9 (1) ◽  
pp. 12
Author(s):  
Fitrawati Fitrawati
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Advanced Learners ◽  
Teaching Activity

Nowadays, the use of media in language learning is very important. It will make the teaching and learning process be more attractive and effective. Instructional media is an aid which is able to help teacher in their teaching activity. There are many kinds of media that can be used in teaching and learning process, especially in teaching speaking. This article will discuss the use of video as one of instructional medias to teach speaking for advanced learners. A video can be used for presenting the content, starting conversation and providing illustration for concept. By applying the steps of using video in teaching speaking, hopefully, teachers can take benefit from it. There are three steps of using video in speaking activities; namely: choosing the video, preparing the viewing guide and speaking task.Key word: instructional media, video, teaching speaking

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

Sign in / Sign up

Export Citation Format

Share Document