scholarly journals Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway: Amounts and contexts of first and target language use

System ◽  
2020 ◽  
Vol 93 ◽  
pp. 102309
Author(s):  
Eva Thue Vold ◽  
Altijana Brkan
Keyword(s):  
Foreign Language ◽  
Classroom Discourse ◽  
Language Use ◽  
Target Language ◽  
Language Classes

scholarly journals O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe

2021 ◽  
Vol 12 ◽  
pp. 29-44
Author(s):  
Daniel Ferreira ◽  
Isabel Margarida Duarte
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Target Language ◽  
Literary Texts ◽  
Council Of Europe ◽  
Learning And Teaching ◽  
Language Classes

The use of literary texts results in extremely productive strategies for foreign language classes. Its resource creates an opportunity for reflective practice on the target language-culture and, consequently, enables the training of skills that are not only linguistic but also cognitive, aesthetic, cultural, social and human (Council of Europe 2001, 2018). Based on these assumptions, this study aims to promote literary texts in Portuguese as a foreign language (PFL) learning and teaching contexts and, for that purpose, follows the problematization of some theories and practices. At the end, there is a proposal for didacticization of “Bibliotecas”, a tale by Valter Hugo Mãe, as a suggestion for the introduction of literary texts in PFL classes.

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

A contextualised examination of target language use in the primary school foreign language classroom

2004 ◽  
Vol 27 (1) ◽  
pp. 104-119 ◽  
Author(s):  
David R. Carless
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Proficiency ◽  
Language Use ◽  
Study Data ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Classroom Language

Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

scholarly journals How to promote the pragmatic awareness and avoid the fossilization phenomenon through a role play activity in English as a foreign language classes

2021 ◽  
Vol 12 (1) ◽  
pp. e41723
Author(s):  
Patrícia Flasmo de Oliveira
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Role Play ◽  
Great Majority ◽  
Target Language ◽  
Politeness Theory ◽  
Play Activity ◽  
Pragmatic Awareness ◽  
Language Classes ◽  
Language Input

Many people, even after spending a lifetime studying a foreign language are prone to get stuck in a certain grammatical domain no matter the efforts made and the amount of the target language input offered in the classroom. Unfortunately, the great majority who pursuits their dreams to be the closest possible to a native like speaker, the lack of ability to analyze and synthesize linguistic elements makes them persist in the same errors, establishing a phenomenon known as Fossilization in their learning process. In fact, Fossilization can occur in all learning process levels: phonological, grammatical, lexical and pragmatic and the errors made seem to be similar from individual to individual. In an attempt to avoid this Fossilization process concerning the pragmatically ability to communicate, this article aims to present a suggestion of a role-play activity involving strategies to enhance pragmatic awareness related to politeness theory.

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163-172
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

scholarly journals Developing the Cadets’ Communication Competence from an Intercultural Perspective

2018 ◽  
Vol 23 (2) ◽  
pp. 136-142
Author(s):  
Brândușa-Oana Niculescu ◽  
Georgeta Obilişteanu
Keyword(s):  
Foreign Language ◽  
Communication Competence ◽  
Linguistic Competence ◽  
Target Language ◽  
Content Areas ◽  
Knowledge And Skills ◽  
Language Classes ◽  
Role Of Teachers ◽  
Teaching Learning

Abstract Traditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a teacher. However, language is unquestionably related to culture. Being competent in a foreign language requires not only possessing the linguistic competence, but also understanding the culture that has defined and shaped it. The process of learning a foreign language involves an awareness of the culture of the target language, as well as the way it relates to one’s own culture. This paper aims, first, to deal with major issues in the foreign language classes related to creating the conditions for students to acquire and develop the skills necessary to cope with the difficulties of the intercultural situations, and second, to determine the culture-related content areas and give practical tips for teachers to employ in preparing their students for the intercultural challenge. It also points to the important role of teachers in conceiving and producing the teaching-learning resources that will enable students to gain the relevant cultural background knowledge and skills, as well as to the benefits of using culture-focused activities along with the grammar-based tasks.

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