Visualizing Metaphor: Teaching Metaphor to Conceptualize Personal Experiences

2021 ◽  
Vol 29 ◽  
Author(s):  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Figurative Language ◽  
Target Language ◽  
Teaching English ◽  
Intended Meaning ◽  
Personal Experiences ◽  
Prior Experiences ◽  
Selective Process

Language power lies behind the iconicity of metaphor, which evokes sensory perceptions and integrates them into meaningful constellations selectively. This selective process makes it possible to conceptualize experiences and also to link new and prior experiences. Thus, the power of metaphor calls for great attention from teachers to focus on figurative language when teaching English language learners so that they achieve the uppermost goal of teaching the target language. This study aims at investigating forms of metaphor, specifically visual ones, and how to teach them in order to help students discover the connection between those constructions and the way of communicating the intended meaning.

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

Digital media users and Facebook hashtags' misinterpretations

2020 ◽  
Vol 44 (6) ◽  
pp. 1183-1198
Author(s):  
Umbreen Tariq ◽  
Summaira Sarfraz ◽  
Ali Abbas
Keyword(s):  
English Language Learners ◽  
Digital Media ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Focus Group Interviews ◽  
Intended Meaning ◽  
Content Type ◽  
Group Interviews ◽  
Major Factors

PurposeThis paper examines reasons of pragmatic functions' misinterpretation of three types of Facebook hashtags: long, short and multiple mixed hashtags.Design/methodology/approachFocus group interviews of 15 English language learners, who are also active users of Facebook and hashtags, are conducted. Thematic analysis is performed through the software Nvivo for arriving at reliable findings.FindingsThe findings show that unknown vocabulary in contents and lowercasing in long and short hashtags are major factors that cause misinterpretation. Also, the symbol of underscore and appropriate usage of upper and lowercasing of alphabets should be adopted in hashtag writing for the improvement in communication and successful conveyance of the intended meaning.Originality/valueThis paper contributes to the online hashtag writing style by finding reasons for the misinterpretations of different types of hashtags. Hashtags have been developed for adequate communication (Livingstone, 2012), but in Pakistan, hashtags are practiced as a “fashionable” trend and thus result in misinterpretation and inadequate communication among readers even of the same background (Tariq and Sarfraz, 2018). Moreover, this study focuses on the trend of hashtagging that is common among university students and particularly second-language learners because they are active users of Facebook and adopt the latest trends quickly.

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