scholarly journals Challenges in Teaching Pronunciation in Malaysian Secondary Schools: Novice Teacher's Perspective

2020 ◽  
Vol 7 (2) ◽  
pp. 119-137
Author(s):  
Norbazila Mohd Asikin ◽  
Noor Aireen Ibrahim
Keyword(s):  
Novice Teachers ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Pedagogical Issues ◽  
Sufficient Knowledge ◽  
Teacher Trainees ◽  
Correct Pronunciation ◽  
Speaking Skill ◽  
Teaching Pronunciation ◽  
Teacher's Perspective

Pronunciation is a key component of speaking skill and providing students with sufficient knowledge on correct pronunciation will help to improve their overall speaking skills. However, pronunciation remains a contentious issue in English as a Second Language (ESL) teaching and learning process as teaching pronunciation has often been avoided by language teachers. There are many factors that make teaching pronunciation a challenge for teachers and can be divided into internal and external challenges. This study was conducted to examine challenges faced by teacher trainees in teaching pronunciation and ways in which these challenges were managed. This study employed both quantitative and qualitative methods of data collection. A set of self-developed questionnaire with two main sections and a total of eight items was distributed to 34 teacher trainees, six of whom were interviewed to gather data for this study. Challenges in teaching pronunciation found in this study can be divided into two categories which were internal and external challenges. Internal challenges consist of i) lack of confidence, ii) lack of sufficient knowledge and iii) pedagogical issues. On the other hand, external challenges faced by novice teachers in this study included i) lack of priority, ii) limitation of time; and iii) lack of teaching materials and resources. Although novice teachers face both internal and external challenges in teaching pronunciation, three main methods were employed by the respondents to manage these challenges. The management of these challenges showed that novice teachers were aware of the importance of teaching pronunciation and therefore did not allow these challenges to become a barrier.

scholarly journals A Classroom-Based Assessment of EFL Academic Essay Writing Class: Who Gets the Benefits?

2018 ◽  
Vol 4 (2) ◽  
pp. 94
Author(s):  
Asri Purnamasari
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Study Program ◽  
Essay Writing ◽  
The United Kingdom ◽  
Teacher Trainees ◽  
Writing Class ◽  
English Language Teachers

Classroom-based assessment (CBA) has been implemented globally at many levels of educational system such as in the United Kingdom, Canada, Australia, New Zealand, USA, Singapore, as well as in Africa. In Indonesia, CBA might effectively be implemented in all stages of education since this way of assessment offers improvement in the teaching and learning process. This essay explores the design and implementation of CBA, which focuses on academic EFL essay writing for teacher trainees in Indonesia. Based on my reflection on taking English as a Foreign Language (EFL) Academic Essay Writing class, I found that applying a classroom-based assessment could give two benefits. The first is for the improvement of the teaching and learning process in order to reach the study objectives. The second is to facilitate the study program for creating qualified and competent English language teachers in the area of producing competent academic essay writings.

scholarly journals Developing Modelling-Based Speaking Module for Informal Interaction to Support Independent Learning of Speaking Skill

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 99-111
Author(s):  
Ratih Laily Nurjanah ◽  
Deswandito Dwi Saptanto ◽  
Maya Kurnia Dewi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Extended Period ◽  
Independent Learning ◽  
Ministry Of Education ◽  
Phonetic Transcription ◽  
Correct Pronunciation ◽  
Speaking Skill ◽  
To Come

The lack of English module in speaking skill to support the teaching and learning process becomes one of the reasons for this study to come up. Another one is the reality that now, students are expected to be able to develop themselves independently without being dependent on lecturers since the Ministry of Education issued a new curriculum of Kampus Merdeka (Independent Campus). This is such an extended period from what is being faced by the world during outbreak era where classroom activities cannot be held. This study aims to observe what kind of speaking module is needed by students and to develop a modelling-based speaking module in informal interaction to support the independent learning process. This is a research and Development method according to Borg and Gall theory with 10 steps of development. The results show students need a module that can give them examples how to pronounce words but not in form of phonetic transcription. A module is then developed containing various daily expressions accompanied by an USB flash-drive contains recordings of a native speaker giving examples or models on how to pronounce the expressions accurately. Student are expected to be able to imitate the examples whenever they need until they can produce correct pronunciation and intonation.

scholarly journals PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BAHASA JERMAN PELAJARAN PELAYANAN RESTORAN DI YOTABAKTI YOGYAKARTA

LingTera ◽  
2015 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Melly Handayani ◽  
Suwardi Endraswara
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Product Evaluation ◽  
Language Teachers ◽  
Teaching Material ◽  
German Language ◽  
Computer Assisted ◽  
Multimedia Design ◽  
Speaking Skill

Tujuan penelitian dan pengembangan ini adalah (1) mengembangkan multimedia yang berisi materi dan latihan untuk keterampilan berbicara bahasa Jerman, (2) mendeskripsikan proses pengem-bangannya, dan (3) mendeskripsikan hasil evaluasi dan hasil uji coba lapangan. Uji coba terbatas dilakukan pada satu orang pengajar dan empat orang peserta didik. Uji coba lapangan melibatkan 2 orang pengajar dan 10 orang peserta didik. Data dianalisis secara deskriptif kuantitatif. Langkah pengembangan multimedia pembelajaran bahasa Jerman yang digunakan adalah (1) analisis kebutuhan, (2) perencanaan, (3) pengembangan produk, (4) evaluasi produk, (5) revisi produk, (6) uji coba lapangan, dan (7) produk akhir. Kualitas multimedia pembelajaran bahasa Jerman menurut dosen ahli materi adalah sangat baik dan menurut ahli media adalah baik. Kualitas multimedia menurut dua orang pengajar bahasa Jerman adalah sangat baik dan menurut peserta didik adalah baik. Dari 10 orang peserta didik, 80% mencapai nilai KKM. 100% respon peserta didik terhadap multimedia yang dikembangkan adalah sangat baik.Kata Kunci: Pengembangan, multimedia, keterampilan berbicara, pelayanan restoran  DEVELOPING MULTIMEDIA FOR GERMAN LANGUAGE TEACHING MATERIAL FOR RESTAURANT SERVICE LESSONS IN YOTABAKTI YOGYAKARTAAbstractThe objectives of this research and development are (1) to develop a learning media for German language teachers, a computer assisted media with learning materials and exercises for speaking skill, (2) to describe the process of developing Multimedia German Language Teaching Material for Restaurant Service Lessons, and ( 3) to describe the result of product evaluation and field try out. The small group tryout involved five participants, a German language teacher and four students of Yotabakti. Field try out involved two German language teachers and ten students. The data of this study were analysed descriptively and quantitatively. The procedures of developing multimedia German language teaching material are: (1) needs analysis, (2) planning, including instructional design and multimedia design, (3) product development, (4) evaluation of the product, including experts validation and a small group tryout, (5) revision of the product, (6) field tryout, and (7) the final product. The result of multimedia validation shows that, based on the expert at material, the material is very good and, based on the expert of media, the quality of media is good. The multimedia quality, according to two German language teachers in Yotabakti, is very good and, according to the students, it is good. 80% of 10 students in the class reached the minimum completeness criteria. The observations shows that 100% students’ responses to the developed product during the teaching and learning process is very good.Keywords: Development, multimedia, speaking skill, restaurant service lesson

scholarly journals STUDIA FILOLOGICZNE, PRZYGOTOWANIE DO ZAWODU NAUCZYCIELA A WYZWANIA CODZIENNOŚCI

Neofilolog ◽  
2019 ◽  
pp. 155-169
Author(s):  
Mirosław Pawlak
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Pedagogical Issues ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Critical Scrutiny ◽  
Effective Teaching And Learning

Becoming a foreign language teacher involves meeting a range of requirements which have mainly been specified in the Decree of the Minister for Science and Higher Education issued on January 17th, 2012, concerning the standards that have to be complied with in teacher education. Education of this kind is still most frequently offered in the course of BA or MA programs in foreign languages, with the crucial caveat that, primarily as a result of decreasing demand for foreign language teachers, this component has been eliminated in many institutions of higher education or students are required to pay for an additional module providing such training. It is assumed that on completion of a BA or MA program as well as obtaining credits for the required courses focusing on pedagogy, a student will have the requisite qualifications to teach a particular foreign language at appropriate educational levels. This implies that, by this time, he or she should have acquired the necessary knowledge, skills and competences, both in the foreign language and in psychological and pedagogical issues, which can ensure effective teaching and learning. The paper aims to subject such assumptions to critical scrutiny, demonstrate that they blatantly fail to take into account the real situation in Polish education, as well as offer some tentative proposals that could enhance the quality of foreign language teacher training in our country.

scholarly journals Pronunciation in the Study of French: Attitudes of Teacher-Trainees in Colleges of Education in Ghana

2017 ◽  
Vol 13 (1) ◽  
pp. 225
Author(s):  
Fiadzawoo Jonas Kwabla ◽  
Yegblemenawo Stella Afi Makafui ◽  
Quansah Joseph Yaw Dwamena
Keyword(s):  
Field Data ◽  
Likert Scale ◽  
Language Teachers ◽  
French Language ◽  
Colleges Of Education ◽  
Teacher Trainees ◽  
Attitude Inventory ◽  
Language Courses ◽  
Correct Pronunciation ◽  
Education In Ghana

This study aims at finding out the attitudes of teacher trainees in selected colleges of education in Ghana towards the learning of French language pronunciation. To achieve this aim, Pronunciation Attitude Inventory (PAI) was used to collect field data from 229 French teacher trainees purposively selected from the five colleges of education responsible for training French teachers in Ghana. The participants were asked to respond to PAI comprising 13 statements on the five-point Likert scale. This was intended to elicit their views on the learning of pronunciation which has been introduced into their curriculum. The results which were analysed by the use of SPSS indicated that the teacher trainees have good attitudes towards the learning of pronunciation in the French language. It is believed that the trainees would in turn teach pronunciation after their graduation as French teachers. The article concludes with a suggestion to language teachers as well as curriculum planners to include components of pronunciation in language courses and help students to acquire correct pronunciation of words since this enhances mutual intelligibility in terms of communication.

scholarly journals USING AUDIO-LINGUAL METHOD TO IMPROVE THE STUDENTS’ SPEAKING SKILL

2017 ◽  
Vol 3 (1) ◽  
pp. 45-59
Author(s):  
Eda Maaliah ◽  
Yulius Harry Widodo ◽  
Muhyiddin Aziz
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Language Teachers ◽  
Fifth Grade ◽  
Qualitative And Quantitative ◽  
Fifth Grade Students ◽  
Speaking Skill ◽  
Teaching Learning

Language teachers play an important roles on teaching and   learning   process,   choosing   the   methods,   and designing the goal of the study. All their targets are based on how well they collaborate the methods and designs through the experiences and knowledge they have during the  process   of  teaching  and   learning.   Audio-lingual method was chosen to know the effectiveness, advantages, disadvantages, strenghts, and weaknesses   in improving the speaking skill of the fifth grade students of elementary school. The qualitative and quantitative data were used in this research. Qualitative data were taken from the scores of the pre-test and all cycles. The quantitative data were taken through the observation, interview, and questionnaire. Based on the discussions and conclusions, audio-lingual method is recommended to improve the speaking skill of elementary students.Key words: audio-lingual method, speaking skill, teaching learning process

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Corpus-Based Vocabulary Analysis of English Podcasts

RELC Journal ◽  
2021 ◽  
pp. 003368822097931
Author(s):  
Ulugbek Nurmukhamedov ◽  
Shoaziz Sharakhimov
Keyword(s):  
Teaching And Learning ◽  
Public Discourse ◽  
English Language ◽  
Language Teachers ◽  
Television Programs ◽  
University Professors ◽  
Word Families ◽  
Proper Nouns ◽  
English Language Teachers ◽  
Ted Talks

In addition to movies, television programs, and TED Talks presentations, podcasts are an increasingly popular form of media that promotes authentic public discourse for diverse audiences, including university professors and students. However, English language teachers in the English as a second language/English as a foreign language contexts might wonder: “How do I know that my students can handle the vocabulary demands of podcasts?” To answer that question, we have analyzed a 1,137,163-word corpus comprising transcripts from 170 podcast episodes derived from the following popular podcasts: Freakonomics; Fresh Air; Invisibilia; Hidden Brain; How I Built This; Radiolab; TED Radio Hour; This American Life; and Today Explained. The results showed that knowledge about the most frequent 3000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) provided 96.75% coverage, and knowledge about the most frequent 5000 word families, including PN, MW, TC, and AC provided 98.26% coverage. The analysis also showed that there is some variation in coverage among podcast types. The pedagogical implications for teaching and learning vocabulary via podcasts are discussed.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

Worchitect: An English Grammar (Parts of Speech) Card Game

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Adi Idham Jailani ◽  
Nazarul Azali Razali ◽  
Ahmad Harith Syah Md Yusuf ◽  
Ariff Imran Anuar Yatim ◽  
Nor Atifah Mohamad
Keyword(s):  
Teaching And Learning ◽  
Language Game ◽  
Language Teachers ◽  
Learning Activity ◽  
Language Games ◽  
Card Game ◽  
Parts Of Speech ◽  
English Grammar ◽  
L2 Learners ◽  
Grammar Rules

Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

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