scholarly journals Analysis of the Quality on English Microlectures of Senior High School from Perspectives of Teaching Philosophy, Second Language Acquisition Mechanism and Education Psychology

2018 ◽  
Vol 6 (11) ◽  
pp. 16
Author(s):  
Yang Yuqian
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Teachers ◽  
Senior High School ◽  
Teaching Philosophy ◽  
The One ◽  
Education Psychology ◽  
Practical Teaching

Concerning the fact that a large amount of teachers have been participated in the microlectures competition, it means the concept of microlectures has been recognized. However, English teachers are devoted to participating in these competitions but fail to put microlectures into practical teaching. Therefore, the focus of this paper is going to answer the following two questions, that is, how to make a good microlecture and how to use it properly. This paper chooses four videos from The Third China’s Microlectures Competition to analysis from three aspects: teaching philosophy, second language acquisition mechanism and education psychology. It is found that English teachers from senior high school generally do not understand the concept of microlectures. Generally speaking, teachers are intended to win the award of the competition but fail to put microlectures in the practical teaching. Teachers are inclined to select big topics, untypical teaching materials. What’s more, the structure of microlectures isn’t complete since some teachers ignore the exercise part. Based on these problems, on the one hand, English teachers should insist on life-long study and apply the latest education technologies into practical teaching. On the other hand, the organization of the whole microlecture should be developed logically. Suggestions are provided with teachers on how to make a make a good microlecture and how to use it properly.

The Enlightenment of Second Language Ego to Oral English Teaching in Senior High School

2020 ◽  
Vol 10 (10) ◽  
pp. 1310
Author(s):  
Junhua Wang
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
English Teachers ◽  
Vital Role ◽  
Senior High School ◽  
English Learning ◽  
English Teaching ◽  
Affective Factors ◽  
Primary Focus

Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching. In this paper, the author elaborates the concept of language ego and demonstrates that the primary focus of developing a positive second language ego in senior high school is to overcome inhibition, which is beneficial to oral English learning. Furthermore, the author also gives some suggestions to English teachers concerning solving problems when they teach oral English. As a result, students can get into an optimal learning state, then the efficiency of oral English teaching can also be improved.

scholarly journals THE EFFECT OF VIRTUAL TEACHING ON ATTITUDES OF SECOND LANGUAGE ACQUISITION DURING COVID-19 CONDITIONS OF INDONESIAN STUDENTS

2021 ◽  
Vol 9 (2) ◽  
pp. 116-126
Author(s):  
Susi P. Kandati ◽  
Devilito P. Tatipang
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Change ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Virtual Teaching

The intention of this study is to find out the effect of virtual teaching on attitudes of second language acquisition during Covid-19 condition.  Most school quickly closed to protect the students and teachers from the virus.  The study findings indicate that Virtual Teaching (VT) marked a positive change in the attitudes of the students.  This study was performed both qualitatively and quantitatively.  In order to find out the effect of virtual teaching on second language acquisition attitudes, a questionnaire was distributed.  It was conducted at the Senior High School level.  The questionnaire was distributed among 77 third year students of random Senior High School with a google form sent through WhatsApp due to the outbreak of Covid-19 pandemic.  It was designed on five linear scales.

An Empirical Study on Interlanguage of Computer Science and Engineering Major Students in English Writing

2011 ◽  
Vol 71-78 ◽  
pp. 4337-4340
Author(s):  
Jing Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Study ◽  
Computer Science ◽  
English Teachers ◽  
Science And Engineering ◽  
English Teaching ◽  
English Writing ◽  
The Past

Interlanguage is an important issue in the field of second language acquisition for the past forty years. This study classifies the errors into three levels-lexicon, syntax and discourse, and then analyses the error examples to reflect the cause of interlanguage. The result may make some suggestions to the English teachers in English teaching.

Universal Grammar in the classroom: the effects of formal instruction on second language acquisition

1991 ◽  
Vol 7 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Sascha W. Felix ◽  
Wilfried Weigl
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Learning Situation ◽  
School Students ◽  
Formal Instruction ◽  
L2 Learners

One of the dominating issues in recent second language acquisition research has been the question of whether or not L2 learners have access to principles of Universal Grammar. It seems that currently there is fairly strong evidence both for and against UG-access by L2 learners. Consequently, the question arises what kinds of factors may potentially further or block UG-access and whether such factors can be related to certain properties of the learning environment. In this paper we wish to approach this question by looking at a somewhat extreme learning situation, namely the acquisition (or maybe non-acquisition) of English as a second language by 77 German high school students who learned and were exposed to English exclusively during classroom hours. These students were tested for their ability to correctly judge grammaticality contrasts in English that are standardly attributed to UG principles. The results suggest that - even under a most liberal interpretation - these students did not show any evidence of having UG-access. Rather, they utilized a number of strategies that (a) tied them very tightly to properties of German and (b) prevented them from making any generalizations that went beyond what had been explicitly taught in the classroom.

scholarly journals The Case Against the Case Against Holding English Classes in English

2015 ◽  
Vol 39 (5) ◽  
pp. 15
Author(s):  
Rintaro Sato
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
High School Teachers ◽  
English Learners ◽  
English Education ◽  
Target Language ◽  
School Teachers ◽  
English Classes

15In senior high school, teachers are now officially supposed to conduct their English lessons mainly in English to develop students’ communication abilities (MEXT, 2011). However, some researchers in English education have raised the case against this “English lessons in English” principle, asserting that conducting English lessons in the target language of English is not only ineffective, but harmful. This paper aims to refute critics of MEXT’s guideline for conducting classes primarily in English by considering studies in second language acquisition (SLA), theories for English learners’ motivation in the Japanese context, and offering an alternative for judicious use of the L1, Japanese. 現在、高校での英語の授業は主に英語で行うことになっている。しかしながらこの「英語での授業」には一部の英語教育研究者から, 効果が無いばかりか害があるとの強烈な反対意見もある。本稿では、この「英語での授業への反対意見」を第２言語習得理論や日本人学習者の英語を話そうとする意欲、有効な日本語の活用などの観点から反論する。

The problematic of second language errors

2014 ◽  
Vol 37 (2) ◽  
pp. 123-144
Author(s):  
M. Obaidul Hamid ◽  
Linh Dieu Doan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Detection ◽  
English Teachers ◽  
Error Identification ◽  
Teacher Interview ◽  
Text Interpretation ◽  
Significant Difference

The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their identification. Against this background, the present study aimed to: (a) measure L2 English teachers’ ability to interpret L2 learner intentions in idiosyncratic expressions, and (b) bring to light factors that facilitate error identification. Findings show that: (1) there is a significant difference between L2 students’ intentions and teachers’ interpretations of those intentions; and (2) L2 English teachers’ knowledge of students’ L1 is not an advantage in error detection. Teacher interview data were drawn on to explicate text interpretation, reconstruction and error identification, suggesting implications for L2 research and pedagogy.

scholarly journals Is the Second Language Acquisition discipline disintegrating?

2012 ◽  
Vol 46 (4) ◽  
pp. 511-517 ◽  
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Field ◽  
Academic Discipline ◽  
Language Education ◽  
Normal Science ◽  
Laboratory Studies ◽  
Scientific Disciplines ◽  
The One

After characterizing the study of second language acquisition (SLA) from three viewpoints, I try to answer the question, raised by DeKeyser (2010), of whether the SLA field is disintegrating. In answering this question, I first propose a distinction between SLA as the relatively fundamental academic discipline and SLA as the relatively applied field of language education. Instead of portraying the field in terms of quantitative or laboratory studies on the one hand, and qualitative or anthropological studies on the other, I will look at SLA in terms of theories that differ in their empirical basis. All scientific disciplines must create room for ideas or theories that do not yet lend themselves to empirical testing, but for a discipline to develop fruitfully it is crucial that nonempirical ideas do not outnumber the empirical. The fact that the number of empirical SLA theories is large is not in itself a problem: through the practices of rational ‘normal science’ (Kuhn 1962), the best theories (in terms of coherence, testability and scope) will rightfully come out on top.

scholarly journals Research Timeline: Form-focused instruction and second language acquisition

2015 ◽  
Vol 49 (1) ◽  
pp. 35-62 ◽  
Author(s):  
Hossein Nassaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Formal Instruction ◽  
Zero Position ◽  
L2 Learning ◽  
The One ◽  
L1 And L2 ◽  
Learner Language

This article provides a timeline of research on form-focused instruction (FFI). Over the past 40 years, research on the role of instruction has undergone many changes. Much of the early research concentrated on determining whether formal instruction makes any difference in the development of learner language. This question was motivated in part by a theoretical discussion in the field of cognitive psychology over the role of explicit versus implicit learning, on the one hand, and a debate in the field of second language acquisition (SLA) over the role of naturalistic exposure versus formal instruction, on the other. In the early 1980s, for example, based on the notion that the processes involved in second language (L2) learning are similar to those in first language (L1) learning, Krashen (e.g., Krashen 1981, 1982, 1985) made a distinction between learning and acquisition and claimed that an L2 should be acquired through natural exposure not learned through formal instruction. Thus, he claimed that FFI has little beneficial effect on language acquisition. This position, which has also been known as a ‘zero position’ on instruction, was also taken by a number of other researchers who argued that L1 and L2 learning follow similar processes and that what L2 learners need in order to acquire a second language is naturalistic exposure to meaning-focused communication rather than formal instruction (Dulay & Burt 1974; Felix 1981; Prabhu 1987; Schwartz 1993; Zobl 1995).

Does Bilingualism Expand the Cognitive Experience of the Students?

2020 ◽  
pp. 1-14
Author(s):  
María Bobadilla-Pérez ◽  
Suellen Pereira-Balado
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Theoretical Framework ◽  
The World ◽  
Cognitive Experience ◽  
The One

This chapter shows the results of a study carried out in an immersion early education classroom in Galicia (Spain). The study focuses on how children in a bilingual context develop their perception of the world according to the concepts they are able to build around things in their environment, using the language as a reference. A brief theoretical framework precedes the presentation of the study. On the one hand, attention is paid to the pedagogical implications of second language acquisition in early childhood. Secondly, and most importantly, the nature of the bilingual brain is discussed through the consideration of the works of relevant authors in the field. Later, the case study is explained. For the purpose of the qualitative research, participants were presented with different images to be described in English and Spanish, and an observation table was designed in order to classify the utterances produced by the students. As will be discussed, results showed that students in immersion educational contexts increase their sense of the world when using both languages.

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