Explicit teaching of segmentals versus suprasegmentals in developing speaking skills by interpreter trainees

FORUM ◽  
2019 ◽  
Vol 17 (2) ◽  
pp. 249-268
Author(s):  
Mahmood Yenkimaleki
Keyword(s):  
English Language ◽  
Theoretical Explanation ◽  
Male Students ◽  
Control Group ◽  
Instruction Time ◽  
University Of Applied Sciences ◽  
Explicit Teaching ◽  
The University ◽  
Experimental Group ◽  
Speaking Skills

Abstract The present study investigates the effect of explicit teaching of segmentals and suprasegmentals in developing speaking skills for Farsi-English interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the University of Applied Sciences in Tehran, Iran. Participants were assigned to groups at random, but with equal division between genders (7 female and 7 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups prior to the experiment. Participants took a pretest of speaking skills before starting the program. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, and discussed issues in the movies in pairs in the classroom. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English suprasegmentals. The second experimental group spent part of the time on theoretical explanation of, and practical exercises with, English segmentals. The total instruction time was the same for all three groups, i.e. 12 hours. Students then took a posttest in speaking skills. The results show that the explicit teaching of suprasegmentals significantly improved the students’ speaking skills more than that of the other groups. These results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

scholarly journals The effect of prosody teaching on developing word recognition skills for interpreter trainees: An experimental study

2016 ◽  
Vol 7 (1) ◽  
pp. 1101-1107 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven
Keyword(s):  
Word Recognition ◽  
English Language ◽  
Native Speakers ◽  
Theoretical Explanation ◽  
Male Students ◽  
Control Group ◽  
State University ◽  
Prosodic Features ◽  
Instruction Time ◽  
Experimental Group

The present study investigates the effect of the explicit teaching of prosodic features on developing word recognition skills with interpreter trainees. Two groups of student interpreters were composed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the State University of Arak, Iran. Participants were categorized into two groups at random, but with equal division between genders (9 female and 9 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups. Participants took a pretest of word recognition skill before starting the program. The control group received exercises in listening comprehension, while the experimental group spent part of the time on theoretical explanation and practical exercises developing conscious knowledge of prosodic features of English, such as word stress. The total instruction time was the same for both groups, i.e. 8 hours. Students then took a posttest of word recognition skills. The results show that prosodic feature awareness training did yield a statistically significant improvement of word recognition skills. The result has pedagogical implications for researchers in the field of second language teaching, instructors, curriculum designers, conductors of interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.

scholarly journals THE CONTRIBUTION OF AUTHENTIC MATERIAL IN EFL CLASSROOM

2020 ◽  
Author(s):  
Janeth Robinson ◽  
Freddy Nicholas ◽  
Tony Seimon
Keyword(s):  
Foreign Language ◽  
Theoretical Explanation ◽  
The Other ◽  
Control Group ◽  
Authentic Material ◽  
Instruction Time ◽  
Speaking Skill ◽  
Experimental Group ◽  
Better Than ◽  
Speaking Skills

AbstractThe study investigates the contribution of authentic material on developing speaking skills in EFL classrooms. Three groups of students were formed. All studied English at the High School. Participants were assigned to groups at random. No significant differences in speaking skills could be established between the groups prior to the experiment. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies and did exercises based on these tasks for developing speaking skills. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor. The second experimental group instead spent part of the time on English prosody instruction. The total instruction time was the same for all three groups, i.e. 20 hours. Students then took a posttest in speaking skills. The results showed that the second experimental group performed better than the other groups in developing speaking skills. These results have pedagogical implications for curriculum designers and all who are involved in EFL classrooms.Key words: English as a Foreign Language (EFL), Authentic Material, Speaking Skill

scholarly journals Effects of prosody awareness training on the intelligibility of Iranian interpreter trainees in English

2019 ◽  
Vol 8 (2) ◽  
pp. 291-309 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven
Keyword(s):  
English Translation ◽  
Speech Intelligibility ◽  
Native Speakers ◽  
Theoretical Explanation ◽  
Control Group ◽  
Awareness Training ◽  
Prosodic Feature ◽  
Effect Of Treatment ◽  
Experimental Group ◽  
Speaking Skills

Abstract The present study investigates the effect of prosodic feature awareness training on the intelligibility of speech produced by Iranian interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level. Participants took a pretest of speaking skills before starting the program so that their speech intelligibility level was rated. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody. Students then took a posttest in speaking skills so that the effect of treatment on the intelligibility of their speech could be assessed. The results show that the prosody awareness training significantly improved the students’ speech intelligibility.

scholarly journals Developing the imagination skills among students with learning disabilities in English language

2021 ◽  
Vol 2 (4) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
English Language ◽  
Study Groups ◽  
Male Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Active Learning Method ◽  
The Difference ◽  
Experimental Group

This study explored the effect of active learning on developing imagination skills among students with learning disabilities in English language in Irbid city, Jordan. The study used the experimental approach and was applied to a sample of 60 female and male students, who were chosen purposefully. The sample was divided into two groups, an experimental, which was taught using the active learning method, and a control group, which was taught according to the traditional method. The results revealed the existence of significant differences between the performance of the experimental group and the control group on the post-imagination test in favor of the experimental group. The findings also showed statistically significant differences between the scores of the two study groups on the post-imagination test due to the gender variable, and the difference was in favor of males. In light of the findings of the study, the researcher recommended preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading, writing, and imagination skills in the basic stage.

scholarly journals The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah

2019 ◽  
Vol 12 (6) ◽  
pp. 72 ◽  
Author(s):  
Shorouq Ali AL-Garni ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Experimental Study ◽  
Language Teaching ◽  
Role Playing ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Quasi Experimental ◽  
Efl Students ◽  
The University ◽  
Experimental Group ◽  
Speaking Skills

The aim of the present study was to examine the effect of using communicative language teaching (CLT) activities on EFL students’ speaking skills at the English Language Institute (ELI) of the University of Jeddah (UJ). The researcher conducted the current study in two classes of 21 female EFL students each; one class was the experimental group and the other the control group. The experimental group was taught using three communicative activities—interviewing, problem-solving, and role-playing—while the control group was taught using traditional methods. The current study followed a quasi-experimental study to answer the primary research question. The quasi-experimental study was conducted using a pre- and post-test design to determine if there was a significant difference between the scores of the experimental and control groups. The findings of the current study show that the experimental group scored higher than the control group. These findings have positive implications for the continued implementation of CLT teaching practices at the ELI of UJ.

scholarly journals The Effect of the Cognitive Research Trust Program for Development of Thinking Skills on the Achievement of the Jordanian English Language Learners

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Samer Radwan Ahmed Hmeadat
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Conventional Method ◽  
English Language ◽  
Thinking Skills ◽  
Male Students ◽  
Control Group ◽  
Cognitive Research ◽  
The Mean ◽  
Experimental Group

Aim: To investigate the effect of the CoRT(Cognitive Research Trust) program for the development of thinking skills on the achievement of the Jordanian English language learners. The length of the program did not exceed more than three months and a half, starting from the warming-up period in the first semester to the achievement test. Methods: The study sample consisted of (86) students from the seventh grade in Al Nahda Islamic Modern Private Schools, The First Directorate of Education in Zarqa District. The subjects were divided into four groups. Two experimental groups consisted of (34) male students who were taught two units in the curriculum (Aim High1) through the CoRT program. The other two control groups consisted of (34) male students who were taught the same content through the conventional strategy. Analysis of ANOVA was performed to test the statistical significance of the differences between the experimental group who was taught through the CoRT and the control group who was taught through the conventional method. Result: It revealed that there was a statistical significant difference at the level (α =0.05) in the mean scores between the experimental group and the control group in favor of the experimental group. Interestingly, the current study adopted the experimental design. Conclusion: There were statistically significant differences between the mean scores of the subjects of the experimental groups who studied through the CoRT as a new instructional model and the control group who studied through the conventional method in favor of the experimental groups.

scholarly journals THE EFFECTIVENESS OF CLASS DISCUSSION LEARNING METHOD BY USING CISCO WEBEX APPLICATION IN IMPROVING STUDENTS’ SPEAKING SKILLS AND LEARNING OUTCOMES AT THE ENGLISH LANGUAGE DEPARTMENT OF UNIVERSITY OF MUHAMMADIYAH TANGERANG

2020 ◽  
Vol 6 (1) ◽  
pp. 69-73
Author(s):  
J. Anhar Rabi Hamsah Tis’ah Muhammad Saleh Taher
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
English Language ◽  
Class Discussion ◽  
Control Group ◽  
Control Group Design ◽  
Study Program ◽  
Quasi Experimental ◽  
The University ◽  
Speaking Skills

Abstract This study aims to determine the effectiveness of the use of class discussion learning models by using the Cisco Webex application in improving students’ speaking skills and learning outcomes at the University of Muhammadiyah Tangerang. The research method was used a quasi-experimental research method with the research samples were students who took the speaking subject in the English Study Program. The research design used pretest and posttest control group design. A different test was conducted to measure the differences in the effectiveness of using learning media of Cisco Webex application and using of other applications learning media based on learning outcomes. It can be concluded that the level of effectiveness of class discussion method using of Cisco Webex application learning media in the experiment class is higher than the control class using other applications learning media 82.25 > 80.52.

Impact of Brainstorming Method in Developing Speaking skills in Arabic among Level I Female Students at the University of Science and Technology, Sana'a- Yemen: أثر استخدام طريقة العصف الذهني على تنمية مهارة التحدث لدى طالبات جامعة العلوم والتكنولوجيا بالجمهورية اليمنية

2021 ◽  
Vol 5 (20) ◽  
pp. 107-92
Author(s):  
Ahmad Moh. Abulrhman Attair Ahmad Moh. Abulrhman Attair
Keyword(s):  
Science And Technology ◽  
Female Students ◽  
Control Group ◽  
Learning Material ◽  
Validity And Reliability ◽  
Level I ◽  
The University ◽  
The Impact ◽  
Experimental Group ◽  
Speaking Skills

This study aimed to identify the impact of using the brainstorming method in developing speaking skills in Arabic among Level I university female students. To achieve this, the excremental method was used. The study sample consisted of level I students of Laboratories, Faculty of Medicine, University of Science and Technology- Sana'a. The students were divided into an experimental and a control group, and a learning material, consisting of three modules, was specially designed for them. Also, an achievement test, which was checked for validity and reliability, was also administered to both groups after the learning material was used. The experimental group was taught by the brainstorming method, whereas the control group was taught by the lecturing method. Data was analyzed using means, standard deviation and t-test. Major findings revealed that the experimental group that was taught by the brainstorming method surpassed the control group that was taught by the lecturing method. It was recommended that there is a need to use the brainstorming method in teaching as it proved to be better than the lecturing method.

The Relationship between EFL Learners’ Extensive Reading and English Language Proficiency

2016 ◽  
Vol 6 (3) ◽  
pp. 549
Author(s):  
Mohammad Davoudi ◽  
Moslem Zolfagharkhani ◽  
Mojtaba Rezaei
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Control Group ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The University ◽  
Experimental Group ◽  
Reading Texts

The present study aims at investigating the effects of extensive reading (ER) on language proficiency of Iranian intermediate EFL learners. A Preliminary English Test (PET) was administered to 106 male and female university students. The participants were selected as intermediate learners and were divided into three groups (one control and two experimental groups). During the ten sessions of the treatment, ten short stories (authentic and simplified) were provided to the two homogenous groups (two experimental groups). The first experimental group received authentic reading texts and the second experimental group received simplified reading texts, while the participants of the control group followed the ordinary reading course at the university. All three groups received post-tests administered after the treatment. The results of the t-tests revealed that there is no significant difference in reading scores across the posttest between two experimental groups. The results of ANOVA also revealed that there is a significant difference between the scores of the control group and experimental groups’ participants. Based on the interview result after the post-test, all of the participants (100%) agreed that they had positive attitude toward extensive reading after participating in the treatment sessions. The study suggests, however, students’ curriculum courses should include extensive reading texts in order to develop EFL language proficiency.

scholarly journals Improving English Pronunciation Through Computer-Assisted Programs In Jordanian Universities

2012 ◽  
Vol 9 (3) ◽  
pp. 201 ◽  
Author(s):  
Fatima Zaki Mohammad Al-Qudah
Keyword(s):  
English Language ◽  
Male Students ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
English Pronunciation ◽  
Post Test ◽  
And Gender ◽  
And Control ◽  
Experimental Group

The purpose of this research is to investigate the effect of using computer- assisted programs for teaching English pronunciation on students' performance in English Language pronunciation in Jordanian universities. To achieve the purpose of the study, a pre/post-test was constructed to measure students' level in English pronunciation. The sample of the study consisted of 149 third year students; (73) male students and (76) female students from Al Zaytoonah university during the second semester of the academic year 2010/2011. The subjects of the study were distributed into two groups (experimental and control). The experimental group was trained on English pronunciation using computer-assisted program while the control group was trained using the printed material. Descriptive statistical analyses were used (means and standard deviation) for the pre and post- tests of students' English pronunciation. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups and gender variable (male and female). The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' performance due to gender.

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