Word searches in Persian tutoring sessions

2020 ◽  
Vol 2 (2) ◽  
pp. 148-173
Author(s):  
Parvaneh Rezaee
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Competence ◽  
Analytic Framework ◽  
Competent Speaker ◽  
Learning Practices ◽  
Naturally Occurring ◽  
English Speaking ◽  
Word Search ◽  
Communication Breakdowns

Abstract Word searches have been widely examined in L1 conversation and L2 conversation. A word search occurs when speakers encounter problems retrieving the words needed to continue their talk, which may be completed by the speakers themselves or other interlocutors. This study uses a conversation analytic framework to analyze word search practices that turn into language learning. The study explores how participants enter word searches and transform them into language learning experiences. The data are from seven hours of video- and/or audio-taped naturally occurring conversations in Persian tutoring sessions between a native Persian-speaking tutor and a native English-speaking tutee. The study reveals that, despite limited linguistic competence, the tutee is an interactionally competent speaker who uses word searches as an interactional resource to solve communication breakdowns. The study also shows how the participants develop word searches into explicit pedagogical opportunities and engage in teaching and learning practices.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

scholarly journals Will mobile learning change language learning?

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Portable Devices ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

Understanding the Sequential Resources for Doing Humor in the Language Classroom

2015 ◽  
Vol 28 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Elizabeth Reddington ◽  
Hansun Zhang Waring
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Workplace Communication ◽  
Analytic Framework ◽  
Social Functions ◽  
Naturally Occurring ◽  
Everyday Talk ◽  
Language Classroom ◽  
Preliminary Consideration ◽  
Do So

AbstractHumor scholars have made great strides in identifying markers of humor such as prosody and laughter as well as the various social functions of humor in both everyday talk and workplace communication. Less research has been devoted to understanding the mechanisms of humor or how humor is done in naturally occurring interaction. Based on videotaped data from adult English-as-a-second-language (ESL) classrooms, we describe a specific set of sequential resources for producing humor in the language classroom and do so within a conversation analytic framework. We also give some preliminary consideration to the applicability of the findings in other interactional contexts as well as to the question of whether participants are oriented towards moments of humor as opportunities for language learning.

scholarly journals Musykilat al-Tarbiyyah Tuwajihuha al-Thalabah fi Ta’allum al-Lughah al-Arabiyah li Ghairi al-Nathiqin biha

2019 ◽  
Vol 11 (2) ◽  
pp. 254-280
Author(s):  
Himatul - Istiqomah ◽  
Hanik - Mahliatussikah
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Linguistic Competence ◽  
The Other ◽  
Experienced Teachers ◽  
Internal Factors ◽  
Sound System ◽  
Library Research

The rapid development of technology is expected to develop the teaching and learning of Arabic. However, due to some problems, this aim is yet to achieve. This descriptive qualitative research is to identify problems faced by Indonesian learners of Arabic and to explore the types of problems and the solutions. Based on a library research, there are two main problems in teaching and learning of Arabic. They are internal and external problems as well as linguistic and non-linguistic problems. Internal problems are related to learners while external problems are related to environment and teachers. Linguistic problems deal with sound system, vocabulary, semantics, syntax, morphology, and writing. Nonlinguistic problems are those dealing with school facility, family, and learners’ internal factors. Learners facing linguistic problems should be given exercises to improve their linguistic competence and those facing non-linguistic problems should be given motivation, feedback, and helped to view the process of Arabic learning as something fun. Families should consider the most appropriate school for their children. Schools, on the other hand, are responsible to give the best facilities such as experienced teachers and learning facilities that are able to boost learners’ language learning, as well as giving weak learners additional materials to improve their ability. This discussion is expected to reveal the factors causing the problems and identify their possible solutions. Thus, this research is significant as it contributes to solve problems in non-Arab learning of Arabic.

scholarly journals Praca w grupach jako forma realizacji celów komunikacyjnych i refleksji nad językiem

Neofilolog ◽  
2012 ◽  
pp. 117-130
Author(s):  
Iwona Janowska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Small Groups ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Team Cooperation ◽  
Teaching Team ◽  
Learning Team

Language learning in cooperation is a social and sociocultural dimension of action-based approach. By means of language education the school prepares students to undertake social activities and to cooperate with native language speakers. Therefore, teamwork teaching and learning, team pursuance of mutual goals with the use of foreign language has become one of the priorities of action-based didactics. We usually talk about positive aspects of teamwork in the context of communication teaching. Team cooperation is less frequently perceived as a form of pursuing another goal of language education, i.e. linguistic competence development. Apart from pursuing communicative goals work in small groups lets the learners get involved in explicit work with language structures, observe and discover language rules, test formed hypotheses in texts they create and master their competencies by reflecting on the language. The purpose of the paper is to present organisational forms of classes applied most frequently in foreign language teaching and learning actionbased process.

scholarly journals Language teaching and learning as a transdisciplinary endeavour

AILA Review ◽  
2018 ◽  
Vol 31 ◽  
pp. 14-28
Author(s):  
Anthony J. Liddicoat
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Translation Equivalent ◽  
Contact Language ◽  
English Speaking ◽  
Teaching Learning ◽  
Disciplinary Area ◽  
Language Teaching And Learning

Abstract Language teaching and learning is commonly considered as a research discipline that resides within the field of ‘applied linguistics’, at least in the way the field is conceptualized by English-speaking academia. However, if we consider language teaching and learning as practice, this fit is not as neat as it at first might appear. Teaching, learning and using an additional language is complex and multifaceted; it involves languages, cultures, learning, communication, identities, etc., which in turn are situated academically within a host of disciplines. Research in language teaching and learning is therefore transdisciplinary in the sense that multiple disciplines can provide different lenses through which to understand the same phenomena and to build new understandings of the object of interest. Moreover, as a field in which languages and cultures are inherently brought into contact, language teaching and learning is also at an intersection between disciplines that are conceptualized and developed differently in different languages and academic traditions. For example, ‘language teaching’ as a disciplinary area does not map well onto its French translation equivalent ‘didactique des langues’. These interactions across academic traditions therefore represent an often-unacknowledged form of transdisciplinarity. This contribution will examine how language teaching and learning can be informed by a transdisciplinary perspective in both these senses. In particular, it will focus on the idea of language learning from an intercultural perspective to examine how multiple disciplines and different disciplinary traditions contribute to shaping understanding of the field; it will also consider some of the challenges of bringing multiple disciplines to bear on this understanding.

scholarly journals English Speaking Skill and Language Component Practice: englisch-hilfen.de in Assistance

2020 ◽  
Vol 1 (02) ◽  
pp. 210-223
Author(s):  
Husnul Hotimah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Computer Assisted ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

English Foreign Language (EFL) students, most of the time, face difficulties in learning English, especially in mastering speaking skills. One of the most common problems faced in the teaching and learning process for speaking skills is the lack of motivation and students tend to use their first language. As the development of technology, the teacher is required to involve digital teaching, especially related to the use of computers. Employing computer or Computer-Assisted Language Learning (CALL) in the teaching and learning process is highly recommended for a fun and exciting learning. In this particular case, englishch-hilfen.de serves as an answer for those seeking such a learning process. A qualitative study was involved to identify how the use of englishch-hilfen.de can improve and give a significant effect on students’ English performance, especially for speaking and vocabulary aspects. The result of this study suggested that the content within englishch-hilfen.de is very beneficial for it provides such meaningful and stimulating activities for English language students.

scholarly journals УЛОГА ДЕРИВАЦИЈЕ У НАСТАВИ ВОКАБУЛАРА ЕНГЛЕСКОГ ЈЕЗИКА

TEME ◽  
2018 ◽  
pp. 801
Author(s):  
Јелена Даниловић Јеремић
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Relevant Literature ◽  
Scientific Journals ◽  
Efl Context ◽  
Learning Practices ◽  
Linguistic Research ◽  
Morphological Processes ◽  
Shed Light

Historically speaking, morphology had long figured as a marginal area of applied linguistic research. Its absence was particularly noticeable in teaching curricula and leading scientific journals. The last twenty years have seen a significant change, and morphology is nowadays gaining considerable attention as linguists and teaching practitioners alike are attempting to explore, from various standpoints, the acquisition of morphological processes in children, adults and L2 learners of differing proficiency levels. In line with these tendencies, the aim of this paper is to shed light on the immanent interrelatedness of morphology, specifically derivation, and vocabulary, and present EFL teaching and learning practices which contribute to an improved awareness of English derivational morphology. By drawing on the relevant literature and analyzing teaching materials that focus on derivation, we will try to draw attention to the importance of morphology in the process of English language learning and acquisition, an issue that has hitherto been underemphasized in the Serbian EFL context.

scholarly journals Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

2015 ◽  
Vol 8 (12) ◽  
pp. 191
Author(s):  
Jameel Ahmad
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Cultural Barriers ◽  
Barriers To Learning ◽  
Efl Learners ◽  
English Speaking

<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memorial. In addition, a laissez-faire attitude to English language teaching in Saudi schools, lack of motivation for English, inadequacy of competitive and learning environment both at home and schools, and the appointment of some unskilled school-teachers were investigated as some of the major barriers to learning English in the Kingdom of Saudi Arabia. A piecemeal reform taken over a period was found ineffective. Therefore, implementation of culturally relevant English curricula, learner-centered instruction, appointment of skilled English teachers and establishment of boarding schools were recommended to address the aforementioned challenges. The findings of the present research is no doubt specific to Saudi EFL context but the traditional and socio –cultural barriers and the exclusion of local culture in EFL textbooks may have exactly the same impact in many non-native English speaking countries.</p>

scholarly journals LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION

2016 ◽  
Vol 10 (1) ◽  
pp. 50 ◽  
Author(s):  
Hermawati Syarif
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Instructional Materials ◽  
English Language Instruction ◽  
Language Teaching And Learning

Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence

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