scholarly journals Application of Recommendation Algorithm and Big Data Technology in Computer English Corpus Database

2021 ◽  
Vol 2083 (3) ◽  
pp. 032092
Author(s):  
Qingling Wang
Keyword(s):  
Language Learning ◽  
Corpus Linguistics ◽  
Large Scale ◽  
English Language ◽  
Research Problem ◽  
English Language Teaching ◽  
College English ◽  
Teaching Role ◽  
Learning Platform ◽  
Platform System

Abstract Corpus linguistics is one of the branches of modern linguistics. It is also a cutting-edge research problem of modern linguistics spawned by the background of the information technology era. Corpus linguistics can reset the teaching role of English majors. College English vocabulary teaching makes use of the corpus’s abundant real language materials and the computer’s ability to analyze and process large-scale corpus, guide students to explore the usage of vocabulary in the context, and use the corpus to deepen students’ autonomous learning. This article will start with the development of corpus linguistics, explain the necessity of combining corpus and English language teaching, and propose a corpus linguistics-based English language learning platform system in colleges and universities, and combine with semantic recommendation algorithms to verify that the system is in English learning.

scholarly journals Scholastic Grammar in College English Teaching

2017 ◽  
Vol 7 (4) ◽  
pp. 191
Author(s):  
Yanghua Peng
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
College English ◽  
English Teaching ◽  
Vital Part ◽  
Long Time

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

Computer Aided Design of Chinese College English Teaching Materials Based on COCA Corpus

2014 ◽  
Vol 590 ◽  
pp. 916-919
Author(s):  
Yan Juan Huo
Keyword(s):  
Computer Aided Design ◽  
Large Scale ◽  
English Language ◽  
English Language Teaching ◽  
Teaching Material ◽  
Teaching Resources ◽  
College English ◽  
English Teaching ◽  
Computer Aided ◽  
Aided Design

As the flourishing of computer technology and the appearing of lots of large-scale and well-designed corpora and concordance software, corpus-based approach, an advanced teaching resources, has been widely employed in language researches of various fields and perspectives. English teaching material, the main source of language input, has the quality and authority in Chinese English language teaching classes. The present study attempts to bring about some innovations in construction and designing of teaching material on the basis of the Corpus of Contemporary American English (COCA). Moreover, the research is intended to effectively improve teacher’s input and introducing data-driven learning (DDL), and to effectively stimulate the motivations of students by using this computer-aided and COCA-based designing.

scholarly journals The Use of Technology in English Language Teaching

2019 ◽  
Vol 2 (3) ◽  
pp. p168 ◽  
Author(s):  
Alqahtani Mofareh A
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Relevant Literature ◽  
Research Problem ◽  
Modern Technology ◽  
English Language Teaching ◽  
Significant Advance ◽  
Widespread Application

The application of modern technology represents a significant advance in contemporary English language teaching methods. Indeed, Mohammad Reza Ahmadi (2018) maintains that electronic teaching programmes have become the predominant preference of instructors since they arguably boost positive student engagement with teachers and incentivize overall English language learning. Most contemporary English language teachers now actively incorporate a range of technological aids designed to facilitate optimum teaching delivery. The current research therefore addresses various elements of the technology used in English teaching by devising innovative curricula which harnesses recent scientific and technical developments, equip instructors with the technological skills to ensure effective and quality subject delivery, provide technical media such as audio-visual and modern technical programmes, and create student-teacher platforms which maximize positive language learning outcomes. For the purposes of this study, the relevant literature has been reviewed, technology defined linguistically and conventionally, and correlation with modern teaching skills fully evaluated. In light of this, the researcher outlines the fundamental research problem, elucidates the significance of the research objectives and hypotheses, and presents the findings. The paper concludes by offering a number of recommendations which may further contribute to the improvement of teaching methods by advancing the widespread application of modern technology.

scholarly journals Optimizing EIL Using “Memrise” As A Builder Students’ Vocabularies

2019 ◽  
Vol 3 (1) ◽  
pp. 190
Author(s):  
Melati Melati ◽  
Herlina Herlina
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
English Learning ◽  
Millennial Students ◽  
International Language ◽  
Learning Platform ◽  
Innovative Learning

Although the online English learning platform currently is interesting and entertaining and it can improve language acquisition, pronunciation, four integrated skills but it still becomes difficult to be used in English learning. Therefore, people must be mastering high technology to support their daily life and get much information instantly and accurately. In this article, the writer would like to introduce a suitable platform in English learning. English is considered as an international language (EIL) and the purpose is to facilitate communication of ideas, thoughts, feelings, knowledge, and culture, the language is a medium. Moreover, English can be taught by using Memrise Application in order to encourage students to learn English. train students in Communicative Competence and optimize the effectiveness of English Language Teaching. After reading this article, the writer expects that this article can help English teachers to apply this platform for English teaching in Indonesia. For this reason, teachers need to develop strategies that are appropriate to the characteristics of millennial students and be able to make it reach the competencies specified in the learning objectives. In this case, the use of media is also needed in innovative learning. Innovative learning using learning strategies and the use of media is very important to create effective English language learning, especially the current COVID-19 pandemic situation.

Centre for Applied Language Studies, University of Limerick, Ireland

2011 ◽  
Vol 45 (1) ◽  
pp. 135-139
Author(s):  
Angela Chambers ◽  
David Atkinson ◽  
Fiona Farr
Keyword(s):  
Language Learning ◽  
Corpus Linguistics ◽  
English Language ◽  
Focal Point ◽  
English Literature ◽  
English Language Teaching ◽  
Research Centre ◽  
Postgraduate Students ◽  
European Universities ◽  
Language Studies

The Centre for Applied Language Studies (CALS), founded in 1997, is a research centre within the School of Languages, Literature, Culture and Communication. It brings together researchers and postgraduate students from several disciplines within the School, which includes six languages: English (English Language Teaching and English Literature), French, German, Irish, Japanese and Spanish. The Centre provides a focus for research in applied language studies within the University and a focal point for national and international links. It also promotes the interaction of research and the application of language activities in areas such as language learning, corpus linguistics, language in society, and language planning and policy. CALS also has a number of associate members from other Irish and European universities who make an important contribution to the work of the Centre by co-supervising Ph.D. theses and collaborating in publications and events. The Centre currently has 65 members, including 21 Ph.D. students.

scholarly journals ESP VIRTUAL LEARNING MEDIA EVALUATION: A CASE OF ENGLISH FOR RESTAURANT WORKERS

2021 ◽  
Vol 7 (1) ◽  
pp. 89
Author(s):  
Muhamad Nova
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Single Mode ◽  
Virtual Learning ◽  
Education Institution ◽  
English Language Teaching ◽  
Visual Aids ◽  
Learning Platform

The development of technology recently demands a shift in the English language teaching and learning process, and to support the independence of language learning, virtual learning becomes an option to bridge the need for technology integration and open-learning access from the internet. This research aimed at finding out the learning media evaluation for teaching English for restaurant workers through virtual learning, i.e. video, podcast, virtual simulation, and PowerPoint presentations. This research was carried out by conducting qualitative research. The data were collected using questionnaires to 57 students in a vocational education institution and an interview with several selected students to clarify and to confirm their unclear statements on the questionnaire. The data were then analyzed by calculating the frequency of students’ responses and classifying the responses toward the learning media application in virtual learning. As a result, it was found that video becomes the most preferable learning media and PowerPoint Presentations become the least preferable learning media in virtual learning for English for restaurant workers. The results also indicated that the mode of the video was more attractive and understandable since it could combine both audio and visual aids in the learning process, and support the students’ skill enhancement. Meanwhile, the single-mode PowerPoint Presentations were less attractive for the students and led them to boredom. Henceforth, the English teachers and lecturers who teach English for Specific Purposes are suggested to provide more video simulations on virtual learning platform to support the engagement of the teaching and learning activities.

scholarly journals Leveraging Skype-based Webinars as an English Language Learning Platform

2021 ◽  
Vol 13 (1) ◽  
pp. 10-20
Author(s):  
Arini Nurul Hidayati ◽  
Tenia Ramalia ◽  
Fuad Abdullah
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
English Language Learning ◽  
Online Application ◽  
Signal Stability ◽  
Learning Anxiety ◽  
Learning Platform ◽  
Students First ◽  
Technical Issues

This present study reports 30 students' first learning experiences when using Skype in an English Language Teaching (ELT) webinar series. Since numbers of ELT webinars have been flourishing throughout the corona pandemic situation in 2020, the utilization of diverse online platforms to facilitate the events has also been growing. Skype, an online application released in 2003, was not widely used by the participants in this study as their synchronous virtual English Language Learning (ELL) platform. As a result, many of them were not familiar with this application. Underpinning Gibbs' reflective framework, this qualitative scrutiny documented the encountered shortcomings and advantages written in the participants' journal. This study's findings revealed that the Skype-based webinar provides opportunities to stimulate the students' learning motivation, broadens their insights, and offers enjoyable learning circumstances. Despite the opportunities, there were also some drawbacks concerning the lack of intelligibility which generates learning anxiety and technical issues concerning signal stability.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

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