Non-standard features in English in Anglophone Cameroon New Writing: dilemmas for the education system

English Today ◽  
2011 ◽  
Vol 27 (3) ◽  
pp. 52-61 ◽  
Author(s):  
Miriam Ayafor
Keyword(s):  
Foreign Language ◽  
Education System ◽  
Language Skills ◽  
The Other ◽  
General Knowledge ◽  
Extensive Reading ◽  
Linguistic Structure ◽  
Wide Reading ◽  
Knowing That ◽  
Language Classes

One of the ways a language is learned, especially a foreign language, is by personal extensive reading. When people read widely, they are exposed to the linguistic structure of what they read and so learn it consciously or unconsciously. What they come across in their reading remains in their minds and adds to their general knowledge. This includes knowledge of the language they read. General wide reading reinforces the language students have been formally taught in their language classes. Exposure to grammatically correct language would improve their language skills. On the other hand, exposure to incorrect language would negatively affect the language skills of foreign learners and cause them to use wrong language comfortably, not knowing that they are erroneous in their usage.

Modern technologies of teaching a foreign language in the higher education system.

2021 ◽  
Author(s):  
Tat'yana Dmitrenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Higher Education System ◽  
Intercultural Communications ◽  
Language Classes ◽  
Modern Technologies

The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.

scholarly journals Extensive Reading in Foreign Language Classes

2016 ◽  
Vol 21 (1-2) ◽  
pp. 86-92
Author(s):  
Nabaraj Neupane
Keyword(s):  
Foreign Language ◽  
Role Model ◽  
General Information ◽  
Extensive Reading ◽  
Web Based ◽  
Course Materials ◽  
Wide Range ◽  
Reading Materials ◽  
Language Classes ◽  
Faculty Of Education

Extensive reading (ER) has been advocated for having numerous benefits and values to foreign language classes. The Faculty of Education, Tribhuvan University has prescribed a wide range of textbooks, reference materials, and web-based materials, especially for Masters’ students. Besides, these learners are required to read out-of-the-course materials, too. These contexts call for extensive reading on the part of the learners. Based on this background, the present study aimed to explore the learners’ choice for reading materials, their purposes of reading, and the expected teacher roles. The study followed the survey research design. The respondents were 100 M.Ed. 1st and 2nd year English students of the academic year 2014-15 A.D. of Prithvi Narayan Campus, Pokhara. The respondents preferred easy, interesting, informative and enjoyable materials to read; their objective of reading was to obtain general information; and they expected teachers to be prompter, participant, counselor, and role model. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 86-92

scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

Can Extensive Reading help Unmotivated Students of EFL Improve?

1997 ◽  
Vol 117-118 ◽  
pp. 79-84 ◽  
Author(s):  
Beniko Mason ◽  
Stephen Krashen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Traditional Curriculum ◽  
Extensive Reading ◽  
Grammatical Knowledge ◽  
Language Competence ◽  
Poor Students ◽  
Language Classes ◽  
University Level ◽  
Regular Students

Abstract University level students of English as a Foreign Language in Japan, enrolled in a special class for students who had failed English, did a semester of extensive reading in place of the traditional curriculum. Their gains in reading comprehension were significantly greater than a comparison group of traditionally taught regular students, and they clearly enjoyed the class. Despite the growing amount of research supporting the use of extensive reading for improving second language competence (e.g. ELLEY and MANGUBHAI, 1983; TUDOR and HAFIZ, 1989; HAFIZ and TUDOR, 1989; ELLEY, 1991; PILGREEN and KRASHEN, 1993; CHO and KRASHEN, 1994; (1995a), (1995b); CONSTANTINO, 1994), many teachers are still uncertain about how effective it is. Some maintain that extensive reading will only benefit more successful and more motivated students, and will not help those who are unmotivated and who have not done well in language classes. These poor students, it is argued, lack the grammatical knowledge and vocabulary that is necessary for reading comprehension and enjoyment. In this study, we investigate whether so called “bad students” or failures in EFL could improve with an extensive reading treatment.

scholarly journals Factors Underlying Current Saudi EFL Teachers’ Approaches to Teaching the Four Macro and Micro Language Skills

2021 ◽  
Vol 11 (5) ◽  
pp. 44
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Foreign Language ◽  
Education System ◽  
English Education ◽  
Language Skills ◽  
Approaches To Teaching ◽  
Key Factors ◽  
Related Factors ◽  
The Core ◽  
Efl Teachers ◽  
Efl Classrooms

A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.

scholarly journals Episteemilise modaalsuse leksikaalsete väljendusvahendite tajumisest: arvatavasti, äkki ja võib-olla

2016 ◽  
Vol 7 (2) ◽  
pp. 187-207
Author(s):  
Laura Tüüts ◽  
Reili Argus
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Average Degree ◽  
Epistemic Modality ◽  
The Other ◽  
Epistemic Value ◽  
Context Sentence ◽  
Context Factors ◽  
Degree Of Certainty ◽  
Foreign Language Skills

Kokkuvõte. Artiklis on vaatluse all episteemilise modaalsuse leksikaalsete väljendusvahendite (markerite) arvatavasti, võib-olla ja äkki tõenäosuse tajumine. Vaadeldakse, kui palju oleneb markerite tõenäosuse tajumine kontekstist, näiteks tugevast või nõrgast eeldusest ehk olemasoleva informatsiooni rohkusest, markeriga lause agendi soost ja keelevälistest teguritest ehk vastajate soost ja vanusest. Markerite tõenäosuse taju uurimiseks koostati internetikatse, millele vastas 328 eesti keelt kõnelevat inimest, kellest noorim oli alla 18-aastane ja vanim üle 60. Tulemustest selgus, et kolmest markerist tajutakse kõige tugevamat tõenäosust väljendavana markerit arvatavasti, pisut nõrgemana tunnetatakse võib-olla ja äkki tõenäosust. Kontekstil on markerite tõenäosuse tajumisel oluline roll: tõenäolisemana tajutakse lauseid, mille kontekst on tugevama eeldusega, mitmetähendusliku kontekstiga lauseid tajutakse aga hoopis nõrgema tõenäosusega. Markerite tõenäosuse tajumist mõjutavad ka keelevälised tegurid, nagu vastaja sugu ja vanus.Abstract. Laura Tüüts and Reili Argus: The comprehension of lexical epistemic markers: the Estonian adverbs arvatavasti (‘probably’), äkki (‘perhaps’) and võib-olla (‘maybe’). The paper analyses the comprehension of epistemic modality markers arvatavasti ‘probably’, võib-olla ‘maybe’ and äkki ‘perhaps’. The study focuses on the connections between the nature and the amount of context in the comprehension of epistemic markers which belong to the class of markers with average degree of certainty. In addition to the influence of context, factors like the gender of the agent in the context sentence, as well as the respondent’s gender, age, education and foreign language skills have been analysed according to different markers and context types. Answers of 328 Estonian-speaking respondents (aged 18–60) revealed that the marker arvatavasti ‘probably’ has the strongest epistemic value, while the other two markers under observation have a somewhat weaker epistemic value. Context has a big impact on the comprehension of all three markers: sentences with stronger premises were comprehended as expressing stronger certainty, and the sentences with ambiguous context were comprehended as expressing the weakest certainty. Factors like the gender of the agent in the context sentence as well as the respondent’s gender have some influence on the comprehension of epistemic markers, while factors like foreign language skills and education do not have such a strong effect on the comprehension of epistemic modality markers.Keywords: epistemic modality; lexical markers; comprehension of probability; Estonian

scholarly journals STUDY ON USING ENGLISH SONG IN TEACHING BIOLOGY 10 AND ONE EXAMPLE IN PRACTICE

2020 ◽  
Author(s):  
Nguyen Thi Thuy Quynh
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Natural Science ◽  
Science Curriculum ◽  
Language Skills ◽  
Statistical Investigation ◽  
General Knowledge ◽  
The Status ◽  
Teaching Biology ◽  
Foreign Language Skills

Although the application of English songs in teaching Biology is one of the new teaching methods in Vietnam, it can become an effective method to help the students change both their looks and their ways to approach the natural science curriculum. The combination of smooth melodies and easy-to-remember content of the songs will help students easily remember general knowledge of the lesson. Moreover, the content of English songs will help them understand, memorize special vocabulary effectively, and improve their foreign language skills. A statistical investigation on the status of teaching Biology in English was carried out at some high schools in Hanoi. Several English songs had been used in teaching Biology grade 10. Pedagogical experiments have shown that Biology songs in English will benefit to create interest in learning and especially help them memorize biological terms in English easily. 

scholarly journals Dyskurs edukacyjny a rozwój interkulturowej kompetencji negocjacyjnej podczas lekcji języka obcego na przykładzie języka hiszpańskiego

Neofilolog ◽  
1970 ◽  
pp. 91-106
Author(s):  
Małgorzata Spychała
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Language Skills ◽  
Specific Knowledge ◽  
Educational Discourse ◽  
Discourse Practices ◽  
Language Classes ◽  
Intercultural Negotiation ◽  
Selection Of

Nowadays young people need not only specific knowledge, but also a wide array of skills, including language skills, enabling them to better adjust to intercultural realities. One such skill is negotiation, coupled with the selection of an appropriate type of discourse. The aim of the present paper is to analyze the features, forms and styles of educational discourse that support the growth of intercultural negotiation competence in foreign language classes. Particular attention will be given to the structure of the content of discourse: intercultural communication and negotiation. The author seeks to answer the question whether students should aim at using multi-discursive competence in order to effectively talk to or nego­tiate with representatives of other cultures. The analysis of specialized discourse allows her to find out whether or not teaching business language in foreign language classes is a sine qua non condition for mastering intercultural negotiation competence. The paper also aims to determine in a precise manner the competences of a student as an intercultural negotiator and mediator. Therefore, it presents general principles and examples of communication (discourse) practices that may contribute to the development of intercultural negotiation and mediation competence under classroom conditions. The last section contains an overview of selected handbooks for learning Spanish from the perspective of developing intercultural negotiation competence, with a focus on the presence of elements that can be used for this purpose.

scholarly journals Learning Speaking Using Flash Cardboard: English as a Foreign Language Students’ Perception

2020 ◽  
Vol 5 (1) ◽  
pp. 120
Author(s):  
Siti Wulan Asih ◽  
Ida Rahmah Andansari ◽  
Ely Widayati ◽  
Didik Murwantono
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Skills ◽  
Phenomenological Research ◽  
The Other ◽  
Target Language ◽  
Structured Interviews ◽  
Efl Students ◽  
The Media ◽  
Learning English

Flash cardboard is one of the media used for speaking, especially in storytelling. Teaching by using media is very necessary for learning because it greatly influences the results of the learning process. This research wants to know English as a Foreign Language (EFL) students’ perception after they learned storytelling using flash cardboard as a media. This was phenomenological research. This research used semi-structured interviews with some students who used flash cardboard in learning storytelling. Purposive sampling was used in this research. The result shows that the student got positive impacts facilitated by the flash cardboard media, they became more confident in speaking in front of the class, they were not involved because flash cardboard helped them, students also supported speaking fluently, they can produce more than 190 words per minute (wpm) but not necessarily perfect command of intonation, vocabulary, and grammar. By using flash cardboard as the media, the media can be an alternative method in learning English specifically speaking class because it forces students to speak (really make them speak) following the target language. In the end, it can also be concluded that learning English using flash cardboard media can improve students' language skills and speaking skills. The students maintain their ability in speaking smoothly not necessarily perfect command of intonation, vocabulary, and of course the grammar. The recommendation for further study is the other researchers can add the respondents with another English skill.

scholarly journals Audio-visual support in class of Spanish as foreign language: the use of the movies

2015 ◽  
pp. 104-107
Author(s):  
V. V. Yakovleva ◽  
E. A. Savtchuk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
The Other ◽  
Educational Film ◽  
Additional Source ◽  
Wide Range ◽  
Language Classes ◽  
Visual Support ◽  
The Subject ◽  
The One

The article reviews the use of audiovisual tools in the framework of foreign language classes. Such tools should, on the one hand, simplify the understanding and grasping of the subject, and, on the other, serve as an additional source of gaining extralinguistic skills. The authors consider a wide range of possibilities for the use of audiovisual tools while teaching Spanish to students of non-language higher education institutions of humanitarian profile. An educational film “Español extra” and a documentary devoted to the San Fermín holiday (Pamplona, Spain) are taken as an example.

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