scholarly journals The role of teacher talk in young learners’ language process

2010 ◽  
Vol 2 (2) ◽  
pp. 277-281 ◽  
Author(s):  
Görsev İnceçay
Keyword(s):  
Teacher Talk ◽  
Young Learners

scholarly journals The Role of Written Corrective Feedback in Developing Writing in L2

2014 ◽  
Vol 11 (2) ◽  
pp. 89-98
Author(s):  
Gabrijela Petra Nagode ◽  
Karmen Pižorn ◽  
Mojca Juriševič
Keyword(s):  
Corrective Feedback ◽  
Educational Background ◽  
L2 Writing ◽  
Young Learners ◽  
Written Corrective Feedback ◽  
Sociocultural Perspectives ◽  
History Of ◽  
Giving Feedback ◽  
Cognitive Perspectives

Feedback plays an important role in developing L2 writing in young learners. The article provides a brief overview of the history of giving feedback and of some contemporary views within this field. Special attention is paid to cognitive perspectives, such as the influence of written corrective feedback on shortterm memory, the influence of focused and unfocused written corrective feedback on error correction, the influence of written corrective feedback on a particular category of error, the influence of direct and indirect written corrective feedback and combinations of various types of written corrective feedback, and the influence of educational background and L2 learning background on the effectiveness of written corrective feedback in terms of sociocultural perspectives. The main aim of the article is to present readers (especially teachers) with the variety of aspects of giving written corrective feedback in developing L2 writing and thus in enabling young learners to develop their L2 writing skills more effectively.

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

scholarly journals Students’ Difficulties and The Teacher’s Response: Emerging Solution to Solve Alqur’an Reading Problems of young learners

2020 ◽  
pp. 11-17
Author(s):  
Jaenullah Jaenullah ◽  
Mispani Mispani ◽  
Rahayu Hidayah ◽  
Ridwan As'ari
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Religious Education ◽  
Reading Problems ◽  
School Students ◽  
Good Effort ◽  
Chi Square ◽  
Significance Level ◽  
Young Learners

This study aims to determine and measure the efforts and responses of Islamic Religious Education (PAI) teachers in overcoming elementary school students' or young learners’ difficulties in reading the Qur'an and its influence. In its implementation, researchers used the An-Nahdliyah method in responding to the difficulties of students in reading the Qur'an. This research uses a quantitative approach with an experimental design. The results of this study indicate that Islamic Religious Education (PAI) teachers have a good effort and response. This is evident from the results of Chi square calculation of 20.27 and a significance level of 5%. In addition, the results of the analysis of the correlation coefficient or KK = 0.66 lies at intervals of 0.600 to 0.800. Thus the influence between the role of Islamic Religious Education (PAI) teachers in overcoming the difficulty of reading the Qur'an elementary school students or young learners can be categorized quite well

Early Childhood Corner: The Role of Self-Directed Discovery Time in the Development of Mathematics Concepts

1995 ◽  
Vol 2 (2) ◽  
pp. 116-120
Author(s):  
Angela Giglio Andrews
Keyword(s):  
Early Childhood ◽  
Young Learners ◽  
Discovery Time ◽  
Math Standards ◽  
The Way

I must admit that I was a bit anxious in the late 1980s as I waited for the release of a set of “Math Standards” from NCTM, a document that I believed would have far-reaching implications for the way I taught mathematics to young learners.

scholarly journals Critical Teacher Talk: Successful English for Academic Purposes Classroom Practices in a Global Campus

2016 ◽  
Vol 6 (4) ◽  
pp. 967-983
Author(s):  
Namsook Kim
Keyword(s):  
Classroom Practices ◽  
English For Academic Purposes ◽  
Teacher Talk ◽  
International Higher Education ◽  
Language Pedagogy ◽  
International Language ◽  
Teacher Student ◽  
The U.S ◽  
Learning English

Drawn on the sociocultural paradigm, I examined teacher-student communication with emphasis on teacher’s talk and its role on international students’ learning English as a Second Language in an English for Academic Purposes classroom in a global campus in the U.S. Developmental data analyses of class observations, teacher and student interviews, and documents led to finding multidimensional characteristics of Critical Teacher Talk (CTT). I also found evidence of the role of CTT on production-process-affective aspects of learning English as an International Language. The findings further shed insights on the need to train and practice Critical International Language Pedagogy with the triadic principles—transnational culture building, critical caring, and authentic learning—among international higher education educators and teachereducators.

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