Developing conversational competence through language awareness and multimodality: the use of DVDs

ReCALL ◽  
2009 ◽  
Vol 21 (3) ◽  
pp. 283-301 ◽  
Author(s):  
María Moreno Jaén ◽  
Carmen Pérez Basanta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Oral Communication ◽  
English Language Teaching ◽  
Language Awareness ◽  
Multimodal Texts ◽  
Conversational Interaction ◽  
Conversational Competence ◽  
Oral Interaction

AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).

scholarly journals Disentangling the Role of Linguistics in English Language Teaching

ELT in Focus ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 29-33
Author(s):  
Kelik Wachyudi
Keyword(s):  
English Language Learners ◽  
Literature Review ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Research Paper ◽  
English Language Teaching

The research paper attempt to disentangle of (applied) linguistics in English language teaching.  In this research, I used a literature review as my method. The result revealed that the role (applied) linguistics in English language teaching is needed for language learners. As a result, English language learners have beneficial from (applied) linguistics along with study English language teaching.  The content of (applied) linguistics help language learners better to comprehend ELT.

scholarly journals Context in English Language Teaching Program: Differentiating between Iranian Public Schools and Private Institutes

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Hooshang Khoshsima ◽  
Seyyed Morteza Hashemi Toroujeni
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Oral Communication ◽  
English Language Teaching ◽  
Public And Private ◽  
Junior Secondary ◽  
The Government ◽  
Oral Skills

For some years, there was a debate about the effectiveness of public and private sectors in language learning field, not only in Iran but also in USA and Europe. Actually, a context in which language learners are provided with friendly communicative environment is a great help to learn how to use the language communicatively in authentic situations. Therefore, a context in which the efficient factors are employed more appropriately enables EFL learners to emphasize the communicative use of language in everyday, real world situations. In Iran, the students can learn English in two contexts including a) public schools that are funded and supported by the government b) private institutes. In public education, the students start learning English from the first year of Junior Secondary Program for six years. But after graduating from high school, hardly some of them are able to communicate fluently (Safari & Rashidi, 2015). Thus, this study investigated the comparability of the effectiveness of two education systems applied in two contexts on oral communication skills. Direct observations, interviews, and FCE speaking test taken by 154 students of two contexts revealed that the language learners of private institutes outperformed on oral skills. Furthermore, the results of independent t-test indicated that 8 internal and external moderator-factors assessed by a questionnaire might affect speaking performance of language learners in two contexts. The findings were also supported by the interview-based data.

scholarly journals TEACHING BY ALPHABET POEM IN ENHANCING STUDENT’S LEARNING STYLE

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 257
Author(s):  
Muhammad Dalimunte ◽  
Sholihatul Hamidah Daulay ◽  
Atika Winari Putri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Language Learners ◽  
English Language ◽  
English Language Teaching ◽  
Teaching English ◽  
Library Research ◽  
Communication Condition ◽  
English Students

The aim of this paper is to determine the Alphabet Poem in teaching English. This paper investigates how Alphabet Poem knowledge can help to teach English in English Language Teaching (ELT). The author will conduct a literature review method. The purpose of this paper was to study how alphabet poem can enhancing student’s learning style. The method by using library research and a philosophical or  pedagogical approach. The results showed that the role of alphabet poem in teaching English is suitable for learning styles (visual, auditory, and kinesthetic). English students will benefit from the knowledge of alphabet poems and how to teach teaching materials in three different learning styles. The applied linguistic content helps language learners better understand alphabet poems in ELT. The study draws the attention of teachers to be more concerned with the communication condition of students by the creative poem and to the fact that teachers cannot act as expected unless they are each of their learning styles. The teacher brings and teaches the alphabet poem to the students so the students who receive it will also imitate how to make the alphabet poem again so that through learning English it becomes a lesson that is liked by students and students can fluently in English.

scholarly journals The Promotion of Intercultural Understanding in English Language Teaching Textbooks A Content Analysis

EL LE ◽  
2021 ◽  
Author(s):  
Anna Maria De Bartolo ◽  
Costanza Mancuso
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English Language Teaching ◽  
Intercultural Understanding ◽  
Course Materials ◽  
Language Classroom ◽  
Primary Means

The paper centres around the idea that second language learning is an intercultural process. The global role of English as a primary means of intercultural communication has highlighted the need to develop intercultural competences in language learners. Based on these premises, this study will explore the extent to which intercultural aspects are incorporated in course materials and textbooks. A content analysis of 4 textbooks will be conducted. The preliminary results will highlight the limited coverage of intercultural content in most of the textbooks analysed and the need to promote intercultural knowledge and understanding in the language classroom.

scholarly journals English Pronunciation Instruction: Views and Recommendations

2017 ◽  
Vol 8 (6) ◽  
pp. 1249 ◽  
Author(s):  
Abbas Pourhossein Gilakjani
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Oral Communication ◽  
English Language Teaching ◽  
Pronunciation Instruction ◽  
English Pronunciation ◽  
Native Speakers Of English ◽  
Language Teaching Methods

Despite decades of advocacy for greater attention, research into pronunciation instruction in English language teaching continues to be restricted. This article provides a comprehensive review of some important issues of English pronunciation instruction. The purposes of this review are (a) to explain different views of pronunciation instruction, (b) to elaborate the role of pronunciation in language teaching methods, (c) to discuss native-like pronunciation, and (d) to mention some recommendations for the better teaching of English pronunciation. The review of the literature of this paper indicated that the objective of pronunciation instruction is not to gain native-like pronunciation and speak exactly like native speakers of English. Instead understandable pronunciation should be the ultimate aim of oral communication.

scholarly journals How do mathematics teachers and learners perceive the role of oral interaction in the teaching and learning of English language learners (ELLs) in year 10 mathematics classes?

2021 ◽  
Author(s):  
◽  
Sara McKee
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mathematics Teachers ◽  
Classroom Environment ◽  
Oral Language ◽  
English Language ◽  
Language Learner ◽  
Teaching Staff ◽  
Oral Interaction

<p><b>New Zealand has recently reached a population of five million. Many of these five million are from non-English-speaking-backgrounds. Consequently, many students from language backgrounds other than English find themselves in content classrooms where English is the dominant language. One of these content classrooms is secondary school mathematics. </b></p> <p>This qualitative investigation uses exploratory case study, with two sub-units to examine how mathematics teachers and learners perceive the role of oral interaction in the learning of junior (year 10) mathematics. Data were gathered from two classes in one large coeducational school in the greater Wellington region. Data were collected through two interviews with two teachers, one teacher aide, and five English Language Learner (ELL) students from two year 10 mathematics classrooms. Additional data gathered were gathered through observations, narrative field notes, and artifacts. Data were then analysed using thematic analysis. </p> <p>There were four key findings. The first of these findings was the importance of personal experiences of learning and using an additional language for staff. These experiences shaped the way staff interacted with ELLs and made them empathetic to the language learners. An additional finding was the significance of relationships in classrooms between teaching staff and ELLs, as well as ELLs and their classmates. The ELLs reported that they flourished when they felt comfortable and confident in their classroom environment. A dominant theme was understanding the language demands of mathematics. Students and staff recognised the importance of moving beyond vocabulary, to learning the language of mathematical concepts. The staff discussed the affordances and hindrances for language learning in the classroom. Staff also recognised the challenges for ELLs in accessing the curriculum, and acknowledged 5 that full participation was not always achieved. The final finding was that the teacher had a role in supporting oral language for learning mathematics in the classroom. </p> <p>The findings suggest that teachers need support in recognising the role of language in their subject areas including how to promote oral language. This study recommends that preservice teacher education should include opportunities for teaching discipline specific language in content areas, particularly in mathematics</p>

scholarly journals How do mathematics teachers and learners perceive the role of oral interaction in the teaching and learning of English language learners (ELLs) in year 10 mathematics classes?

2021 ◽  
Author(s):  
◽  
Sara McKee
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mathematics Teachers ◽  
Classroom Environment ◽  
Oral Language ◽  
English Language ◽  
Language Learner ◽  
Teaching Staff ◽  
Oral Interaction

<p><b>New Zealand has recently reached a population of five million. Many of these five million are from non-English-speaking-backgrounds. Consequently, many students from language backgrounds other than English find themselves in content classrooms where English is the dominant language. One of these content classrooms is secondary school mathematics. </b></p> <p>This qualitative investigation uses exploratory case study, with two sub-units to examine how mathematics teachers and learners perceive the role of oral interaction in the learning of junior (year 10) mathematics. Data were gathered from two classes in one large coeducational school in the greater Wellington region. Data were collected through two interviews with two teachers, one teacher aide, and five English Language Learner (ELL) students from two year 10 mathematics classrooms. Additional data gathered were gathered through observations, narrative field notes, and artifacts. Data were then analysed using thematic analysis. </p> <p>There were four key findings. The first of these findings was the importance of personal experiences of learning and using an additional language for staff. These experiences shaped the way staff interacted with ELLs and made them empathetic to the language learners. An additional finding was the significance of relationships in classrooms between teaching staff and ELLs, as well as ELLs and their classmates. The ELLs reported that they flourished when they felt comfortable and confident in their classroom environment. A dominant theme was understanding the language demands of mathematics. Students and staff recognised the importance of moving beyond vocabulary, to learning the language of mathematical concepts. The staff discussed the affordances and hindrances for language learning in the classroom. Staff also recognised the challenges for ELLs in accessing the curriculum, and acknowledged 5 that full participation was not always achieved. The final finding was that the teacher had a role in supporting oral language for learning mathematics in the classroom. </p> <p>The findings suggest that teachers need support in recognising the role of language in their subject areas including how to promote oral language. This study recommends that preservice teacher education should include opportunities for teaching discipline specific language in content areas, particularly in mathematics</p>

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