scholarly journals Data-driven learning for beginners: The case of German verb-preposition collocations

ReCALL ◽  
2016 ◽  
Vol 28 (2) ◽  
pp. 207-226 ◽  
Author(s):  
Nina Vyatkina
Keyword(s):  
Foreign Language ◽  
Traditional Method ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Data Driven ◽  
Pedagogical Practice ◽  
Rule Based ◽  
Proficiency Levels ◽  
Class Period ◽  
Us University

AbstractResearch on data-driven learning (DDL), or teaching and learning languages with the help of electronic corpora, has shown that it is both effective and efficient. Nevertheless, DDL is still far from common pedagogical practice, not least because the empirical research on it is still limited and narrowly focused. This study addresses some gaps in that research by exploring the effectiveness of DDL for teaching low-proficiency learners lexico-grammatical constructions (verb-preposition collocations) in German, a morphologically rich language. The study employed a pretest-posttest design with intact third- and fourth-semester classes for German as a foreign language at a US university. The same collocations were taught to each group during one class period, with one group at each course level taking a paper-based DDL lesson with concordance lines from a native-speaker corpus and the other one taking a traditional rule-based lesson with textbook exercises. These constructions were new to third-semester students, whereas fourth-semester students had been exposed to them in the previous semester. The results show that, whereas the DDL method and the traditional method were both effective and resulted in lexical and grammatical gains, DDL was more effective for teaching new collocations. The study thus argues in favor of using paper-based DDL in the classroom at lower proficiency levels and for languages other than English.

scholarly journals Linguistic Cliches at the Crossroads of Controversy: their Impact in Teaching English as a Foreign Language

2016 ◽  
Vol 6 (1) ◽  
pp. 13
Author(s):  
Armanda Ramona Stroia
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Theoretical Perspective ◽  
Positive Function ◽  
Human Mind ◽  
Language Learner ◽  
The Aesthetic ◽  
Learning English

The acute reliance on cliches reflects on the one hand a general and inevitable but intrinsec feature of language (Amossy, Herschberg Pierrot 2011), inscribed in its "genetic code". On the other hand, from the perspective of social psychology, it reflects a broader phenomenon that marks the human mind, in order to simplify the complex set of stimuli from the environment. Apparently, linguistic cliches arise only negative reactions, especially from stylistics’, being disqualified and strongly perceived as a deviation from the aesthetic imperatives promoted under the auspices of the Romanticism. However, this paper tries to investigate if these types of linguistic patterns or the so-called frozen discourse (cliches, stereotypes, lexical phrases, sayings, collocations) can have a major impact on teaching and learning a foreign language. Informed by the theoretical perspective of Dufays (1994), Riffaterre (1979) and Eco (2007) on the constructive function of stereotypes and cliches in the process of reading, the present  paper will report the results of a survey conducted on a group of middle school teachers learning English as a foreign language through an innovative method (flipped classroom) and by exploiting the potential of cliches. As a result of attending a teacher trainer course at Bell Cambridge, we have designed a series of workshops which explores different ways of teaching and learning English by using creatively prefabricated language chunks. Language acquisition specialists have pointed out that the competence to use prefabricated units is vital to the language learner. Furthermore, linguistic cliches can trigger more easily adhesion to the target culture. We aim at promoting the positive value of cliches in teaching, since, besides their cultural overtones, they can help learners achieve the ideal standard of expressing oneself as a native speaker. Keywords: cliche; positive function, frozen language, teaching and learning, foreign language

scholarly journals Reticence in Chinese EFL Students at Varied Proficiency Levels

2009 ◽  
Vol 26 (2) ◽  
pp. 65 ◽  
Author(s):  
Meihua Liu ◽  
Jane Jackson
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Active Role ◽  
Language Teachers ◽  
First Year ◽  
Speech Communication ◽  
Proficiency Levels ◽  
Spoken English ◽  
Teachers And Students

Reticence in foreign language classes has long been a challenge for both teachers and students. With the advent of globalization, there is a pressing need for EFL (English as a Foreign Language) teachers to help reticent students develop the skills and confidence needed to take an active role in oral English lessons. This article reports on a study of reticence in EFL classrooms in a key university in Beijing. Five hundred, forty-seven first-year non-English majors with three proficiency levels answered a 124-item questionnaire with 20 items on reticence. In addition, one class from each proficiency group was selected for a more focused investigation of reticence and participation in oral EFL lessons. As well as the survey, data gathered during the 14-week term included reflective journals, videotaped observations, and interviews. Analyses of the data revealed that (a) the students were willing to communicate with their peers in English in class and considered speech communication valuable; the more proficient were most positive about interpersonal communication and the most willing to engage in interaction; (b) all the students, irrespective of proficiency level, were the most active during pair work and the least active when responding to teachers’ questions; the more proficient students tended to be the most active in all classroom activities; and (c) with increased exposure to spoken English and more familiarity with the English-learning environment, students at all proficiency levels became (more) active in class. Based on the findings, pedagogical implications are discussed with the aim of enhancing the teaching and learning of spoken English in foreign-language contexts.

scholarly journals Interactive Teaching and Learning Techniques

2018 ◽  
Vol 23 (1-2) ◽  
pp. 182-184
Author(s):  
Manita Karki
Keyword(s):  
Foreign Language ◽  
Traditional Method ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Interactive Teaching ◽  
Learning Techniques

Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.

scholarly journals THE STUDENTS' LEARNING ACHIEVEMENT AFTER AND WITHOUT STUDYING ENGLISH IN ELEMENTARY SCHOOL

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Gusri Emiyati Ali
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Sampling Technique ◽  
English Learning ◽  
Learning Achievement ◽  
Indonesian Government

The Critical Period Hypothesis by Lenneberg (1976)  states that ages 2 to 12 are ideal ages for achieving foreign language skills such as a native speaker. Based on this hypothesis, the perfect time for children to learn English as a foreign language is in elementary school. Meanwhile, Indonesian government policy through the 2013 curriculum does not require children in primary schools to learn English. Therefore, this study aimed to compare the English learning achievement of students between those who studied and those who did not study English in elementary school. This research is important to be conducted since it can be a reference for the Indonesian government in developing English language teaching and learning policy in elementary schools.  The sample of this research consisted of two groups selected through a purposive sampling technique. They were the groupS of students who studied and who did not study English in elementary school. Data were grouped, presented, and then compared. The results showed that students who studied English in elementary school had better English learning achievement than students who did not study English in elementary school. It is recommended for further related researches to consider many factors those can be influencing the students' English learning achievements such as the English teaching and learning method used by the educators in high school and university, attitudinal factor, and the learning environment. 

scholarly journals Aspects Marking in English and Thali: A Contrastive Study

2019 ◽  
Vol 9 (5) ◽  
pp. 170
Author(s):  
Zafar Iqbal Bhatti ◽  
Arshad Ali Khan
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Past Participle ◽  
Present Perfect ◽  
Pedagogical Strategies ◽  
Efl Learners ◽  
Contrastive Study ◽  
Different Types ◽  
Present Participle

The purpose of the paper is to explore the aspect system in Thali, a language spoken in Thal region, including district Layya, Bhakar and neighboring areas of Jhang, in Punjab province by a large number of people. This research paper presents comparisons and contrasts between Thali aspect system and English aspect system. There are only two aspects in Thali, namely, perfect and progressive. Perfect aspect can be categorized into past perfect and present perfect in terms of time dimensions. Similarly, progressive aspect is also categorized into past progressive and present progressive from time dimensions. All types of aspects in Thali are morphologically marked but aspect system in English is different by using morphological marking as well as several complex constructions like have + past participle, be + present participle, and have + been + present participle for perfect, progressive and perfect progressive, respectively. Thali has only four structures for aspect whereas English has 17 different types of aspectual structures described in examples (24–40). The analyses and data examined in the paper are basically drawn from the native speaker intuitions and grammar (Beames, 1872–79). It is really a challenging job for Thali learners to conceptualise these different structures. As a final point, this paper finds out EFL issues and proposes some pedagogical strategies for teaching and learning English aspect system as a foreign language to Thali EFL learners.

scholarly journals Ta’līmu Mahārati al-Kalām li ath-Thullābi Tahta Ri’āyati an-Nāthiqi bi al-Lughah al-‘Arabiyah: Musykilātuhā wa halluhā

2020 ◽  
Vol 4 (1) ◽  
pp. 71-88
Author(s):  
Samirotul Azizah Uul
Keyword(s):  
Foreign Language ◽  
Human Resources ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Direct Method ◽  
Data Sources ◽  
First Semester ◽  
Time Period ◽  
Speaking Skill ◽  
A Direct Method

This research is aimed to reveal and explain the speaking skill teaching and learning process of Arabic foreign language carried out by a native speaker as the lecturer. Data and data sources of this research are first-semester student’s Arabic listening and conversation of the Education Faculty of Walisongo Semarang State Islamic University. The research is a kind of qualitative research with data collection through observation, interview, and documentation. The finding of research says that the learning methods used in teaching and learning speaking skills by the native speaker are a direct method and “tarjamah” method. There are still many shortcomings and problems were found including the materials, time period, methods and human resources are inadequate. Based on the case this research tries to put down some suggestions to overcome problems suffered by the students and lecturer. Abstrak Penelitian ini bertujuan untuk mengetahui proses pembelajaran Mahārah Kalām (keterampilan berbicara) yang dilakukan oleh Native Speaker (penutur asli) sebagai pengajarnya. Penelitian ini dilakukan di Fakultas Ilmu Tarbiyah dan Keguruan (FITK) Universitas Islam Negeri (UIN) Walisongo Semarang. Jenis penelitian ini adalah penelitian kualitatif lapangan dengan metode observasi, wawancara dan dokumentasi sebagai metode pengumpulan datanya. Hasil dari penelitian ini menunjukkan bahwa  metode pembelajaran yang digunakan dalam pembelajaran Mahārah Kalām oleh Native Speaker adalah metode langsung dan terjemah. Adapun problem pembelajaran yang terjadi dalam pembelajaran maharah kalam oleh penutur asli datang dari beberapa segi, diantaranya: segi mahasiswa, guru, materi pembelajaran, waktu pembelajaran dan metode pembelajaran. Berdasarkan temuan tersebut penelitian ini menemukan beberapa solusi yang ditawarkan untuk mengatasi problem yang ada. Kata kunci: Pembelajaran Maharah Kalam, Penutur Asli, Problematika dan Saran

Invited colloquium: Foreign languages in an age of globalization

2013 ◽  
Vol 46 (3) ◽  
pp. 425-427 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Native Speaker ◽  
Historical Context ◽  
Language Education ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Common Prior

With the advent of globalization and the increasingly multilingual and multicultural nature of nations, institutions and classrooms, the fundamental nature of foreign language instruction is changing. Such traditional notions as: ‘native speaker’, ‘target culture’, ‘standard L2’ are becoming problematic with the influx of immigrants to industrialized nation-states, the diversification of accents, and the stratification of language varieties. Foreign language classrooms, too, are becoming less and less homogenous: lacking common points of reference in a common L1, students have to learn the L2 without any common prior cultural or historical context. Caught between the need to impart a skill that will be ‘usable’ in a variety of global settings and the desire to develop an L2 academic literacy that is specific to a given national culture, foreign language study is challenged to reconcile the local and the global, its national premise and its transnational entailments. This colloquium explored the changing nature of the challenges facing the teaching and learning of foreign languages in an age of global information technologies, global job market, and global migrations. In particular it focused on the notion of the ‘foreign’ in foreign language education and how globalization has affected this foreignness.

scholarly journals An Exploration of the Concept and Practice of Co-teaching in Public Secondary School EFL Classes in Benin

2018 ◽  
Vol 9 (4) ◽  
pp. 765
Author(s):  
Sekoubaou Abel Gbènakpon
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Teaching Practice ◽  
Native Speaker ◽  
Peace Corps ◽  
Target Population ◽  
Teaching Model ◽  
Great Opportunity ◽  
Qualitative And Quantitative Methods

Across Asia, in countries such as Japan, Korea, Taiwan, China, and Hong Kong, the practice of the Co- teaching model within English as a Foreign Language (EFL) classrooms has proved beneficial for both educators and learners. In those countries, having both native and non-native EFL teachers to develop and carry out lesson plans offers a great opportunity to build local teachers’ capacities and promote cultural exchange between teachers and within the classroom. For learners, the co-teaching model gives the possibility to hear pronunciation, as well as tones and rhythm, of a native speaker in English. While researchers have noted the benefits of this strategic approach in both teaching and learning English as a foreign language, in those aforementioned Asian countries, they have failed to specify if the practice can be generalized to other EFL countries around the world. To my knowledge, no research has been conducted on co-teaching in Benin. To fill this gap, this study, through qualitative and quantitative methods, aims to shed light on the prospects and challenges of co-teaching in Beninese secondary schools. As the co-teaching practice in Benin is only done by US Peace Corps TEFL Volunteers, the target population has consisted of thirty of them and forty of their counterparts. Valuable data has been collected through class observations, interviews and questionnaires over a six-month period. The findings have shown that even though there are challenges, the approach of co-teaching used in Benin is beneficial to both the team teachers and their learners. Finally, the study suggests ways to maximize the benefits of co-teaching and a few strategies to cope with challenges.

scholarly journals Teaching Productive Skill Through Vark

2017 ◽  
Vol 5 (01) ◽  
pp. 12-18
Author(s):  
Samsi Rijal ◽  
Nurdiana Arifah
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Method ◽  
Teaching And Learning ◽  
Teaching English ◽  
English As Foreign Language ◽  
Teacher Center

Teaching English as foreign language to Indonesia learners is rather difficult. It can be seen from most of learners who graduated from university, they cannot use English as their language for communication; written or spoken communication. In addition, Most of teachers use traditional method or strategy that focus on teacher or teacher center. So, students are not only active in joining the class but also feel bored. Dealing with this problem, the teachers must change their teaching from teacher center to learner center. Furthermore, teaching productive skill; writing and speaking, the teacher must use the suitable strategy to achieve goal of teaching and learning process. VARK (visual, auditory, read/write, and kinesthetic) which is developed by Neil Fleming in 1987 is one of the strategies which can be used to teach productive skill, because it invites learners more active in joining the class. It also helps learners in understanding the materials easily.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

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