scholarly journals The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8)

2010 ◽  
Vol 41 (1) ◽  
pp. 97-108 ◽  
Author(s):  
Noleen Turner
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
The Status

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

How teachers’ beliefs are in accordance with major SLA notions

2016 ◽  
Vol 39 (3) ◽  
Author(s):  
Wang Chaochang
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Instructional Practices ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Classroom Instruction ◽  
Classroom Observations ◽  
High School English ◽  
Teachers Beliefs

AbstractCurrent SLA theories have delivered important language-learning notions. This paper will report the results of a study into 64 high school English teachers’ beliefs about language learning and their instructional practices, with a focus on two of them. A questionnaire was developed on the basis of major tenets of second language learning and administered to the 64 participants. In addition, classroom observations and interviews were employed to explore the two focal teachers’ beliefs and their actual classroom instruction practices. Results show both consistencies and inconsistencies between the participants’ beliefs and major SLA notions and between the two focal participants’ beliefs and their classroom practices.

scholarly journals Corpus Linguistics

2014 ◽  
pp. 1129-1144
Author(s):  
Angeline M. Madongonda ◽  
Sithembeni Denhere
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Rural Areas ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Computer Aided

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students' (and teachers') ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

scholarly journals Inclusion in French Immersion in Canada: One Parent’s Perspective

2009 ◽  
Vol 19 (2) ◽  
Author(s):  
Callie Mady ◽  
Katy Arnett
Keyword(s):  
Learning Disabilities ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Differentiated Instruction ◽  
Second Language Learning ◽  
French Immersion ◽  
Learning Context ◽  
Two Systems ◽  
The Status

Through an examination of one mother’s journals about her son’s academic struggles to navigate the French immersion (FI) program in Canada, this article explores the tensions that exist when the construct of “inclusion” is juxtaposed against that particular second language-learning context. The analysis of the mother’s journals revealed three distinct stress points between the two systems: the conflict between the diagnostic policies/procedures for learning disabilities and the ideals of inclusion, the “status” often accorded to FI and how that has naturally inhibited inclusion, and the limitations of the research on struggling students in FI. This article argues that in this age of celebrated learner diversity and calls for corresponding differentiated instruction, these stress points must be addressed in order for FI to foster a learning environment that is accessible and beneficial to all.

scholarly journals An evaluation of the contemporary status of pragmatics within the field of second language learning and teaching

2020 ◽  
Author(s):  
Ahmed Mahfoodh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Pragmatic Competence ◽  
Current Position ◽  
Learning And Teaching ◽  
The Status ◽  
Contemporary Status

<p>This paper aims to evaluate the current position of pragmatics in the field of second language acquisition (SLA) with focus on teaching of English as a foreign language (TEFL). First it attempts to reach an overall understanding of pragmatics by looking into its history and its main definitions in the relative literature. Building on this understanding, pragmatics is given a definition that suits the SLA paradigm, including second language learning and teaching (SLLT). Then the concept of pragmatic competence will be discussed and how it can be achieved. This paves the way for shedding light on the status of teaching of pragmatics within the field of SLA/TEFL. This will include its representation in published TEFL materials and the difficulties that face assessing pragmatic competence.</p>

Corpus Linguistics

2014 ◽  
pp. 174-189
Author(s):  
Angeline M. Madongonda ◽  
Sithembeni Denhere
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Rural Areas ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Computer Aided

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students’ (and teachers’) ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

scholarly journals An evaluation of the contemporary status of pragmatics within the field of second language learning and teaching

2020 ◽  
Author(s):  
Ahmed Mahfoodh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Pragmatic Competence ◽  
Current Position ◽  
Learning And Teaching ◽  
The Status ◽  
Contemporary Status

<p>This paper aims to evaluate the current position of pragmatics in the field of second language acquisition (SLA) with focus on teaching of English as a foreign language (TEFL). First it attempts to reach an overall understanding of pragmatics by looking into its history and its main definitions in the relative literature. Building on this understanding, pragmatics is given a definition that suits the SLA paradigm, including second language learning and teaching (SLLT). Then the concept of pragmatic competence will be discussed and how it can be achieved. This paves the way for shedding light on the status of teaching of pragmatics within the field of SLA/TEFL. This will include its representation in published TEFL materials and the difficulties that face assessing pragmatic competence.</p>

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