Prosody- vs. segment-based teaching

2016 ◽  
Vol 7 (2) ◽  
pp. 212-237 ◽  
Author(s):  
Marc Capliez
Keyword(s):  
Foreign Language ◽  
The Other ◽  
Target Language ◽  
Prosodic Features ◽  
Teaching Approaches ◽  
Efl Learners ◽  
International Language ◽  
Oral Skills ◽  
Oral Perception

English, an international language, is widely taught and learnt as a foreign language in France. However, French learners face pronunciation difficulties, as the two languages differ both on the segmental level (i.e. individual sounds) and on the suprasegmental, prosodic level (i.e. stress, rhythm, intonation). It has been argued that focus on the prosodic features of the target language (L2) would improve learners’ oral skills. Nevertheless, very few studies have brought evidence of the greater role of prosody in the acquisition of a second or foreign language. The current study seeks to address this gap by directly comparing prosody-centred and segment-centred teaching to determine whether one approach is more effective than the other in the improvement of L2 oral perception skills. The study shows that both teaching approaches enabled French EFL learners to improve their perception skills; however, neither method proved to have a stronger impact, suggesting that both segmental and suprasegmental aspects should both be addressed in L2 teaching.

scholarly journals The Slaughter of Kachru’s Five Sacred Cows in Brazil: Affordances of the Use of English as an International Language

2014 ◽  
Vol 2 (4) ◽  
pp. 401 ◽  
Author(s):  
Kyria Finardi
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
The Other ◽  
Private Language ◽  
Language Policies ◽  
International Language ◽  
Other Hand ◽  
The One ◽  
Social Divide

<em>This paper reflects about a change in paradigm regarding the role of English in Brazil relating it to Kachru’s notion of the slaughter of the five sacred cows of English. So as to foreground this reflection the study reviews the role of English materialized in language policies in Brazil suggesting that there is a gap between people’s views of and language policies regarding the role of English in that country. The analysis of language policies in Brazil also suggests that English is seen as a foreign language on the one hand, in public schools, and as an international language on the other hand, in private language institutes. Based on the analysis of language policies in Brazil the study suggests that these two divergent views of English create a social divide between those who can afford to learn English and those who cannot. The study concludes that one possible way to slaughter Kachru’s five sacred cows of English in Brazil so as to enable the change of paradigm regarding the role of English in that country is to adopt a view of English as an international language.</em>

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Deborah Larssen ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Picture Book ◽  
Target Language ◽  
Educational Method ◽  
Efl Learners ◽  
Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

scholarly journals The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽  
2018 ◽  
Author(s):  
Alicia Martínez-Flor ◽  
Esther Usó-Juan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
Long Term Effects ◽  
Positive Role ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

scholarly journals THE ROLE OF ENGLISH EDUCATION AS THE SOLUTION OF THE SOCIAL WELFARE PROBLEM IN INDONESIA

2016 ◽  
Vol 4 (2) ◽  
pp. 186
Author(s):  
Anisah Setyaningrum
Keyword(s):  
Social Welfare ◽  
English Education ◽  
The Other ◽  
Level Of Education ◽  
Welfare Level ◽  
International Language ◽  
The Social ◽  
Welfare Problem ◽  
Compulsory Subject

<p>The problem of social welfare becomes the theme which has been often to be discussed. This paper aims to describe the role of English Education as the solution of society’s welfare problem in Indonesia. English as an international language has become a compulsory subject in every level of education since last two decades. There are many advantages that can be gained by mastering English well, one of them is able to improve someone’s welfare level. One of the roles of English in increasing the Indonesian society’s welfare is English can be a potential provision in conducting entrepreneurship. In the other hand, it will increase their income. Besides, by having a good English mastery can facilitate them in gaining a better job.</p><p> </p>

scholarly journals Exploring the Unknown: The Autonomy of Saudi EFL Learners

2017 ◽  
Vol 10 (5) ◽  
pp. 222 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Academic Achievement ◽  
Saudi Arabia ◽  
Foreign Language ◽  
Learner Autonomy ◽  
Vital Role ◽  
T Test ◽  
Efl Learners ◽  
Saudi Students ◽  
Standardized Achievement Tests

This study addresses a new area of research in Saudi Arabia. Using a sample of 630 Saudi students, it investigates learners’ level of autonomy and its relationship to academic achievement in English as a foreign language (EFL). Learners’ level of autonomy was measured by a survey, whereas their achievement was evaluated using standardized achievement tests. The data were analyzed using descriptive analyses and a t-test. The findings revealed that learners were non-autonomous, with a mean autonomy score of 2.35 out of 5; and also low language achievers (M = 66 out of 100). Gender had a significant effect on autonomy and achievement. These findings emphasize the vast lack of awareness of the vital role of learner autonomy in the Saudi EFL setting. The study suggests that Saudi learners and teachers alike require increased awareness of the importance of the concept of autonomy and that practical means to promote Saudi EFL learner autonomy should be sought and practiced.

Using Blogs to Motivate English as a Foreign Language Writers

2020 ◽  
pp. 257-278
Author(s):  
Selami Aydin ◽  
Emrah Özdemir
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Writing Achievement ◽  
Learning Context ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Motivation ◽  
Post Test ◽  
Motivation Level

Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this chapter examines how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-test measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.

scholarly journals Collocational Differences Between L1 and L2: Implications for EFL Learners and Teachers

2009 ◽  
Vol 26 (2) ◽  
pp. 100 ◽  
Author(s):  
Karim Sadeghi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching Experience ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Private Language ◽  
Efl Learners ◽  
North West ◽  
The North ◽  
L1 And L2

Collocations are one of the areas that produce problems for learners of English as a foreign language. Iranian learners of English are by no means an exception. Teaching experience at schools, private language centers, and universities in Iran suggests that a significant part of EFL learners’ problems with producing the language, especially at lower levels of proficiency, can be traced back to the areas where there is a difference between source- and target-language word partners. As an example, whereas people in English make mistakes, Iranians do mistakes when speaking Farsi (Iran’s official language, also called Persian) or Azari (a Turkic language spoken mainly in the north west of Iran). Accordingly, many beginning EFL learners in Iran are tempted to produce the latter incorrect form rather than its acceptable counterpart in English. This is a comparative study of Farsi (Persian) and English collocations with respect to lexis and grammar. The results of the study, with 76 participants who sat a 60-item Farsi (Persian)- English test of collocations, indicated that learners are most likely to face great obstacles in cases where they negatively transfer their linguistic knowledge of the L1 to an L2 context. The findings of this study have some immediate implications for both language learners and teachers of EFL/ESL, as well as for writers of materials.

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