scholarly journals Melody As An Educational Instrument To Create A Better Environment In Elt Classroom

2021 ◽  
Vol 23 (10) ◽  
pp. 10-14
Author(s):  
Dr A. Kavitha
Keyword(s):  
Second Language ◽  
Young Children ◽  
English Language ◽  
Language Instruction ◽  
English Language Teaching ◽  
Therapeutic Effects ◽  
Listening Skills ◽  
Teaching Aids ◽  
The World ◽  
Excellent Resource

Young children are learning a second language benefit extensively from songs. The usage of songs in English Language Teaching schools throughout the world is a witness to this. The concept of this study is to scrutinize why pieces may be helpful to teaching aids. It will examine how songs may be used to teach vocabulary and sentence structures and how they can assist learners in improving their listening skills and pronunciation. Integrating English songs into ELT is one pedagogical option. Song, which combines music and lyrics, has many inherent qualities, including a kaleidoscope of culture, expressiveness, reliability, and therapeutic effects, all of which make it an excellent resource for language instruction. This study presents both theoretical and practical justifications for utilizing English songs in ELT.

scholarly journals Alexa Skills como herramientas de apoyo en una clase de Inglés para el desarrollo de las habilidades de Speaking y Listening

2019 ◽  
pp. 15-20
Author(s):  
Luis Alberto Cordova-Osorio ◽  
Héctor Bernardo Ortega-Gines ◽  
Christian Galicia-Garcia ◽  
Juan Diego Escobedo-Garcia
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Teaching ◽  
Intermediate Level ◽  
English Language Teaching ◽  
Listening Skills ◽  
The Third ◽  
English Class ◽  
Development Methodology ◽  
Natural Way

The project has as main objective to use Alexa skills in order to generate more personalize experiences (intents) within a classroom in the English Language teaching creating voice commands. The programmed skills are meant to develop two out of four main abilities a student must acquire when learning English as a second language, Speaking and Listening. The first step in the development methodology was to select the topics the students find more difficult to learn, after that with the help of English teachers different conversation models were generated. In the third step the skills were programmed based on the conversations previously generated. Finally the skills were tested in a classroom by intermediate level students. This project has proved to make English class more interactive, it has also allowed students to develop speaking and listening skills in a more natural way.

scholarly journals Paths to Learning Second Languages in Finland

2020 ◽  
Vol 12 (2) ◽  
pp. 137-147
Author(s):  
Adél Furu
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Instruction ◽  
English Language Teaching ◽  
Second Language Instruction ◽  
Second Languages ◽  
Learning And Teaching

This article is concerned with comparative approaches to second language instruction and second language choices in Finland and describes the challenge of preserving Finland’s language and culture while facing the globalization process. The article discusses the success of Finnish second language learning and aims to investigate how Finnish and English as second languages are taught and learnt in Finland compared to other countries as well. The goal of this study is to discuss issues related to teacher training and its role in second- or even third language acquisition. We articulate the following research questions: How does the English-language teaching line serve the international families? How does Finland develop successful teaching practices and what problems of implementation does it face? What are the challenges of teaching the pupils’ mother tongue and a second language (L2) (Finnish, Swedish, English, Russian etc.) at different levels of education? What are the differences between acquiring a Finnish or an international degree concerning adult education? The methodology chosen for this article is a comparative study and it is used to showcase the differences between the Finnish and English second language instruction in Finland. In regard to the theoretical framework to second or foreign language acquisition, learning and teaching, I embrace linguistic, cognitive and sociocultural frameworks and approaches

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

scholarly journals ACOUSTIC MEASUREMENT ON VOWEL PRODUCTION OF ENGLISH AS A SECOND LANGUAGE BY INDONESIAN EFL LEARNERS

2017 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Rudha Widagsa ◽  
Ahmad Agung Yuwono Putro
Keyword(s):  
Second Language ◽  
English Language ◽  
Acoustic Analysis ◽  
Native Speakers ◽  
First Language ◽  
English Language Teaching ◽  
British English ◽  
Formant Frequencies ◽  
English Vowels ◽  
Second Formant

Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE) production remains untouched. The purpose of this measurement is to examine the influence of first language (L1) on English vowels production as a second language (L2). Based on perceptual magnet hypothesis (PMH), ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involved five males of Indonesian speakers aged between 20-25 years old. The data of British English native speakers were taken from previous study by Hawkins & Midgley (2005). The result illustrates that the first formant frequencies (F1) which correlates to the vowel hight of Indonesian Learners of English were significantly different from the corresponding frequencies of British English vowels. Surprisingly, the significant differences in second formant (F2) of ILE were only in the production of /ɑ, ɒ, ɔ/ in which /ɑ/=p 0.002, /ɒ/ =p 0,001, /ɔ/ =p 0,03. The vowel space area of ILE was slightly less spacious than the native speakers. This study is expected to shed light in English language teaching particularly as a foreign language.Keywords: VSA, EFL, Indonesian learners, formant frequencies, acoustic

scholarly journals DEVELOPING INTERCULTURAL COMMUNICATION AND INTERCULTURAL AWARENESS IN THE EFL CLASSROOM

2020 ◽  
Vol 1 (65) ◽  
pp. 30
Author(s):  
Lili Cavalheiro
Keyword(s):  
Student Teachers ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
English Language Teaching ◽  
Safe Place ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
The World ◽  
International Role

<span lang="EN-US">Throughout multiples regions around the world, waves of migrants and refugees search for better and safer living conditions. As a result, classrooms are becoming increasingly multicultural and multilingual, with many teachers feeling challenged when faced with this ‘new’ reality. Being English the most commonly shared language around the world, the English as a Foreign Language (EFL) classroom can be a ‘safe’ place where dialogue and intercultural communication are fomented. Not only can it facilitate the integration of migrant/refugee students, but it can also contribute to expanding learners’ (inter)cultural awareness and knowledge of how English may be used by multiple speakers (native and non-native) in diverse settings. In light of this, it is imperative that educators develop more inclusive English-language lessons that help break down barriers and taboos, in terms of language and culture. In order to achieve this, however, it is vital that these issues be developed at the beginning of any teacher training. Bearing this in mind, this paper begins by presenting the concept of English as a Lingua Franca and intercultural communication and follows up by reflecting upon how the traditional EFL classroom should to be reconsidered in light of today’s international role of English. Taking into account the specific growing multicultural/multilingual Portuguese context, the last section of this paper presents how these issues are developed in two pre-service MA programs in English Language Teaching at the University of Lisbon, and also how student teachers have integrated ELF-related activities/resources in their practicum, along with a commentary on their learners’ reactions.</span>

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

iGeneration Methodology

2020 ◽  
pp. 108-114
Author(s):  
Aruldoss L. ◽  
Sujitra A. G. ◽  
Vijayalakshmi R.
Keyword(s):  
Second Language ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
New Method ◽  
Teaching Methodology ◽  
Visual Method ◽  
Learning English

This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.

scholarly journals To What Extent Do Popular ESL Textbooks Incorporate Oral Fluency and Pragmatic Development

2014 ◽  
Vol 30 (7) ◽  
pp. 1 ◽  
Author(s):  
Lori G. Diepenbroek ◽  
Tracey M. Derwing
Keyword(s):  
Second Language ◽  
Classroom Instruction ◽  
Language Instruction ◽  
Listening Skills ◽  
Major Focus ◽  
Oral Fluency ◽  
Pragmatic Development ◽  
Esl Programs ◽  
Textbook Series ◽  
Language Courses

We examined several popular integrated skills textbooks used in Language Instruc- tion for Newcomers to Canada (LINC) and English as a second language (ESL) programs for pragmatics and oral fluency activities. Although many instructors use other resources to supplement classroom instruction, the textbook is still the backbone of many language courses. We wanted to know to what extent textbooks focus on pragmatics and oral fluency, as well as the range of activities featured in each. In light of the recent federal evaluation of LINC programs in Canada, which indicated extremely limited improvement in speaking and listening skills as a result of language instruction, it is important to know which textbooks offer the best opportunities for pragmatics and fluency development. We determined that very few textbook series are consistent in their inclusion of pragmatic content in terms of scope, quality, and quantity. As might be expected, oral fluency is not a major focus in integrated skills texts; however, those activities that are intended to enhance fluency development could easily be improved by an instructor.

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