scholarly journals Role of interrogative sentences in teaching foreign language

2020 ◽  
Vol 2 ◽  
pp. 32-36
Author(s):  
Samid Suleymanov ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Point Of View ◽  
Wide Range ◽  
Characteristic Features

The structure of interrogative sentences, the ways and methods of teaching them and gained experiences are touched upon in this article. Only some types of interrogative sentences are addressed to in this article. The characteristic features of interrogative sentences are demonstrated here. Communicative character of interrogative sentences possesses wide range opportunities in teaching and learning languages. The relation between theory and experience is given in this article. Dynamics plays an important role in the intercourse of people. Therefore, the role of interrogative sentences is of great importance from this point of view.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

scholarly journals DISTRIBUTION OF BRYOPHYTES OF AGALYK BASIN (KARATEPA MOUNTAINS OF ZERAVSHAN MOUNTAIN RANGE)

2015 ◽  
Vol 4 (2) ◽  
pp. 80-82
Author(s):  
Holmurod Akimovich Zhalov
Keyword(s):  
Species Composition ◽  
Point Of View ◽  
Mountain Range ◽  
Decayed Wood ◽  
Moss Species ◽  
Comparative Analyses ◽  
Wide Range ◽  
Identification Of Species ◽  
Characteristic Features ◽  
Research Period

From bryological point of view Zeravshan mountain range remains one of the least studied region. Identification of species composition of true mosses and their ecological-biological peculiarities were not earlier aimed for this region. In the territory of Agalyk basin Karatepa mountains can be divided into four types of substrates where moss species occur: soil, bark of living trees, decayed wood, stones. Characteristics of substrate groups become complicated due to wide range of ecological valency of moss species. Most species select not only one, but several substrates for their settling. During the research period in the soils of Agaliksay basin 20 species were recorded belonging to 13 genera and 10 family. On decayed wood 9 species were recorded belonging to 7 genera and 5 family. On the bark of living trees 15 moss species were recorded belonging to 8 genera and 6 family. Epilyte bryophytes occurred on rocky substrates. On rocky substrates of Agaliksay basin 34 moss species were recorded from 16 genera and 13 family. On the basis of results obtained during the study of substrate groups of mosses in Agaliksay basin, we have conducted comparative analyses of studied substrate groups with the purpose of determining their characteristic features.

scholarly journals Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

2021 ◽  
Author(s):  
Lien Tran
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Communication Strategies ◽  
Communication Strategy ◽  
Classroom Culture ◽  
English Teaching ◽  
Efl Teaching ◽  
L2 Learning ◽  
English Major

<p><b>The way English is taught at all educational levels has been a matter of big concern in Vietnam. This is clearly shown by the National Foreign Languages Project 2020 (phases 2008-2016 and 2017-2025) which aims to renovate all aspects of English teaching including teaching facilities, teacher proficiency, curriculum, assessment methods, and learning outcomes, particularly in tertiary English teaching (Vietnamese Government, 2008). Teachers’ classroom English communication is an important part of English teaching and learning; thus, closely examining how they use classroom English and communication strategies is a necessity. However, most international and Vietnamese research of English communication in English as a Foreign Language (EFL) teaching contexts has focused on the perspectives of learners, with limited attention given to the role of teachers. This thesis fills this gap by examining tertiary teachers’ practices of English communication in relation to learners’ perspectives. </b></p><p>This study investigated how English communication was used by five Vietnamese lecturers of English who were teaching non-English major students at two public colleges in Vietnam. This research adopted a mixed methods and qualitative dominant approach. The data were collected via classroom observations, survey questionnaires, individual interviews with lecturers, and focus group interviews with students. Findings reveal that, while most of the lecturers said they used more English than Vietnamese, classroom observation and student interview data suggested that they spent marginally less time speaking English than Vietnamese. Both lecturers and students shared viewpoints on the benefits of an English-only approach, but many did not think this approach would be applicable and effective in classes. Both lecturers and students believed that lecturers’ choice and use of classroom language was predominantly influenced by the desire to ensure comprehension and to provide concern to students. Findings further show seven key communication strategies used by the lecturers, with humour having not been previously identified in communication strategy research. </p><p>The lecturers’ roles as language users and language analysts are assumed to be mutually interconnected to lead to their practices of communication strategies; and the role of language teachers with their pedagogical learner knowledge shaped their perceptions on the functions and usages of communication strategies. Mismatches between the lecturers’ and students’ perceptions of classroom English communication were also identified. Those mismatches were caused by a limitation on communication at the interpersonal level between the lecturers and students and the particularly hierarchical and formal teacher-learner relationship in Vietnamese culture. To minimise those perceptual gaps, it is recommended that lecturers need to consider the perspectives of students to know what they expect to learn and how to learn that effectively. Lecturers’ classroom communication styles and strategies are also shown to be important to help alleviating those perceptual mismatches. It is also suggested that EFL classrooms should offer features of a supportive and motivating environment such as a well-designed classroom layout, teachers’ systematic corrective feedback, less asymmetrical power, and plentiful interaction opportunities. In the communicative and learner-centred teaching approaches, EFL teaching needs to be innovative to better engage and motivate students and to create more learning opportunities. </p><p>Taken as a whole, this thesis suggests that socially affective classroom culture plays an important role in students’ foreign language (FL) and second language (L2) learning and development. A positive lecturer-student relationship, a supportive learning environment, and interaction opportunities are the three main factors that can mediate and construct students’ FL/L2 learning. This study also emphasises the essential role of lecturers in shortening the perceptual gaps between them and students and opening learning space for students. Lecturers’ classroom communications strategies are used for communicative, affective, motivational, and pedagogical purposes and can be converted into students’ learning strategies with mediation tools. To improve EFL teaching and learning, this study also recommends an English-dominant teaching policy, job-oriented and communicative-based syllabus and assessment, and frequent teacher self-reflection and students’ feedback. Lastly, the research has useful implications for EFL teacher education and proficiency development. </p>

Users’ Attitudes towards Institutional Repository in Jadavpur University: A Critical Study

2012 ◽  
Vol 1 (2) ◽  
pp. 45-52
Author(s):  
Sambhu Nath Halder ◽  
Suvra Chandra
Keyword(s):  
Potential Role ◽  
Point Of View ◽  
Academic Institution ◽  
Critical Study ◽  
Institutional Repository ◽  
Digital Environment ◽  
Institutional Repositories ◽  
Wide Range ◽  
User Friendly

This paper examines the user-aware of institutional repositories in Jadavpur University. The main objective of this study is to investigate the awareness of Institutional Repository (IR) in an academic institution and different aspects associated with it, such as, software, sources for user’s awareness, motivators for developing a repository, demand of the users in changing paradigms from traditional to digital environment, etc. In the present days, libraries are also adopting the latest technologies to provide best possible services in user friendly form. This paper also describes the potential role of institutional repositories and its easiness and simplicity of use are attracting more patrons in the use of institutional repositories. Only a wide range of user awareness is needed for proper usage of its beauty. Entirely this paper is based on a critical study, which measures the utility of institutional repositories in users’ point of view.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

Promoting Environmental Sustainability Governance

2021 ◽  
pp. 1-21
Author(s):  
Miftachul Huda ◽  
Azmil Hashim ◽  
Mohd Aderi Che Noh ◽  
Mohd Hairy Ibrahim ◽  
Budi Rismayadi ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Environmental Concern ◽  
Policy Formulation ◽  
Point Of View ◽  
Strategic Partnership ◽  
Development Agenda ◽  
Wide Range ◽  
University Industry

In the last decade, the emerging needs for social responsibility on environmental concern has been considerably transmitted into the initiative of firm alliance. This chapter attempts to examine the essential points of university-, industry-, and community-based strategic partnership for further collaboration alliance. This chapter focuses on the key role of strategic partnership with cooperating into the concern in driving the procedural stage on sustainable development. The findings reveal that outstanding value of strategic partnership would give insights into empowering sustainable-based institutional arrangements assigned with the wide attempts to contribute the prudent public policy formulation to implement the good service to solve environmental and related issues. The value is that strategic partnership trend incorporated in this context would be the point of view for sustainable development agenda rooted into the way of living processes paradigm together with demonstrating the wide range of sustainable governance.

The role of stylistics in Japan: A pedagogical perspective

2012 ◽  
Vol 21 (2) ◽  
pp. 226-244 ◽  
Author(s):  
Masayuki Teranishi ◽  
Aiko Saito ◽  
Kiyo Sakamoto ◽  
Masako Nasu
Keyword(s):  
Foreign Language ◽  
Literary Criticism ◽  
Teaching Method ◽  
Native Language ◽  
Point Of View ◽  
Literary Texts ◽  
English Studies ◽  
History Of ◽  
Efl Students

This article surveys the history of English studies and education in Japan, paying special attention to the role of literary texts and stylistics. Firstly, the role of literature and stylistics in Japan is discussed from a pedagogical point of view, including both English as a foreign language and Japanese as a native language. Secondly, the way in which stylistics has contributed to literary criticism in the country is examined, with reference to the history of literary stylistics since 1980. Finally, this article considers further applications of stylistics to language study in Japan, offering two examples: analysis of thought presentation in Yukio Mishima’s Megami (2006[1955]), and the teaching of an English poem and a Japanese haiku to Japanese EFL students. The overall aim of this article is to demonstrate that literature as language teaching material and stylistics as a critical and teaching method are significant not only in understanding English, but also in appreciating our own native language if it is not English.

scholarly journals Blackboard as a Motivator for Saudi EFL Students: A Psycholinguistic Study

2017 ◽  
Vol 7 (5) ◽  
pp. 144
Author(s):  
Jamal Kaid Mohammed Ali
Keyword(s):  
Teaching And Learning ◽  
Point Of View ◽  
Instructional Materials ◽  
Virtual Classes ◽  
Efl Students ◽  
Methods Of Learning ◽  
Motivating Factor ◽  
The University ◽  
English Students

Blackboard is a learning management system (LMS) that provides students with an opportunity to access the course at their convenience. Blackboard makes it possible for students to do online activities, interact with other students and their teachers, review instructional materials, and listen to the recorded classes. Students can also attend live lectures and discussion via virtual classes (collaborative blackboard) from homes, cafés, or from anywhere they choose. All of these features can be accessed by students anytime and anywhere. This facility might motivate English as a Foreign Language (EFL) students to study effectively and efficiently. The purpose of this research is to investigate the use of Blackboard system in teaching and learning and evaluate its influence on motivating Saudi English students. It looks at the role of Blackboard on English students’ motivation from their own point of view and tries to determine whether or not students encounter issues that affect their motivation. El-Seoud et al. (2014, p. 2) believe that “the success or failure of online instruction is perhaps related to student motivation”. This study is conducted at the University of Bisha in Saudi Arabia. The sample consisted of 80 students from the English Department. This is a mixed method study of the students who use Blackboard for online learning. The study found that using Blackboard motivated students to work harder and learn better than traditional methods of learning. It also found that students believe that Blackboard is a motivating factor. Some demotivating factors have also been identified in this study.

The use of humor in the foreign language classroom: Funny and effective?

2011 ◽  
Vol 24 (4) ◽  
Author(s):  
Manuela Wagner ◽  
Eduardo Urios-Aparisi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
World Language ◽  
Long Term Study ◽  
Language Classroom ◽  
The World ◽  
World Language Classroom

AbstractThe present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.

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