Role of Massed Versus Distributed Practice in Learning Novel Foreign Language Utterances

Motor Control ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 17-38
Author(s):  
Ramesh Kaipa ◽  
Bethany Howard ◽  
Roha Kaipa ◽  
Eric Turcat ◽  
Laurielle Prema
Keyword(s):  
Foreign Language ◽  
Retention Test ◽  
Speech Disorders ◽  
Future Research ◽  
Distributed Practice ◽  
Massed Practice ◽  
English Speaking ◽  
Native English Speaking

The current study compared the role of massed versus distributed practice in learning novel foreign language utterances. Fifty healthy native English-speaking participants were randomly assigned to either massed or distributed practice groups. All participants practiced eight novel French utterances 25 times each for a total of 200 times, with the spacing of practice sessions differing between the two groups. Both the groups completed an immediate retention as well as a delayed retention test. Participants’ learning was evaluated based on phonetic accuracy and naturalness of the French utterances. The findings revealed that participants involved in distributed practice demonstrated better learning over participants involved in massed practice. Future research should aim to extrapolate these findings in treating speech disorders.

scholarly journals FROM INLAND TO OUTLAND: EXPERIENCES OF NON-NATIVE EXPATRIATE TEACHERS TEACHING IN A FOREIGN CONTEXT

2019 ◽  
Vol 4 (1) ◽  
pp. 24-37
Author(s):  
Remart Padua Dumlao ◽  
Trixia Mengorio
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Personal Development ◽  
Cultural Awareness ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teachers ◽  
Future Research ◽  
English Speaking ◽  
Native English Speaking

The numbers of English language learners and limited domestic English language teachers have grown exponentially in Indonesia, Thailand and Vietnam, as well as to the ASEAN region over the past decades due to the demand of globalization. Given the huge cultural and linguistic diversity among learners, educating these populations of English language learners can be a challenging but also beneficial for foreign language teachers. This study aimed to analyse the experiences of fifteen Non-native English Speaking Foreign Teachers (NNESFT) teaching in Indonesia, Thailand and Vietnam. The results of this study suggested that although teachers’ reasons in teaching English language in a foreign classroom were more extrinsic reasons rather that intrinsic and altruistic. NNESFT recognized benefits of teaching in foreign classroom, namely, financial aspects, personal development, and building cultural awareness. Meanwhile, challenges were reported include as a non-native English speaking teachers in a foreign classroom, on the part of textbooks and curriculum, and cultural differences in the classroom. Implications were discussed in light of the findings and recommendations formulated for future research directions.

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 NATIVESPEAKERISM AND WORLD ENGLISHES: TEACHERS PERCEPTION TOWARDS NON-NATIVE ENGLISH VARIETIES

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ronald Maraden Silalahi
Keyword(s):  
Foreign Language ◽  
World Englishes ◽  
English Speakers ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Contextual Understanding ◽  
The World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

<p>In the last decade, the development of information technology confirms English as a Lingua Franca used by native English speakers and nonnative English speakers. English in a global context has triggered the emergence of new English variants, resulting from the assimilation of English into a local language known as World Englishes. On the other hand, Teaching English as a Foreign Language (TEAFL) in Indonesia is still oriented towards the ideology of nativespeakerism which believes that TEAFL should be done by Native English-Speaking Teachers (NEST) because they are believed to have better linguistic competence and contextual understanding than Nonnative English-Speaking Teachers (NNEST). This article is directed to determine the perceptions of English teachers in Indonesia regarding the world Englishes phenomenon. This research is qualitative research with 20 informants consisting of 10 Nonnative English-Speaking Teachers and 10 Native English-Speaking Teachers. Four Focus Group Discussions (FGDs), each consisting of 5 informants, will be conducted to gather as much information as possible related to teachers’ perceptions. This research is expected to provide an overview of foreign language teaching in Indonesia. The results showed that nativespeakerism has a strong correlation with the world Englishes phenomenon. In the Indonesian context, this is shaped by the stigma that forms in society. This research is expected to enrich teaching studies, specifically in teaching foreign languages.</p>

scholarly journals The use of movie in forming English-speaking lexical competence of Vietnamese students

2017 ◽  
Vol 11 (3) ◽  
pp. 39-47
Author(s):  
Денис Ершов ◽  
Denis Ershov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Future Research ◽  
Pedagogical Practice ◽  
Cognitive Approach ◽  
English Speaking ◽  
Lexical Competence ◽  
Main Components ◽  
Germanic Languages

The article is devoted to the development and testing of the method of using authentic films for the formation of English-speaking lexical competence of Vietnamese students. The results of the work have shown their effectiveness in the course of scientific and industrial practice in teaching students in the department of phonetics and vocabulary of the English language. Their significance (scientific contribution) and conclusions were noted during the defense of the master&apos;s thesis by the members of the State Examination Commission, in Moscow State Pedagogical University on the 11th of February. The field of application of the results is quite extensive: the results of the research can be useful both for teachers of a foreign language, and for students studying in the field - Pedagogical education. The limitations and directions of future research will be related to the study of "Germanic languages" and their application in pedagogical practice using a different methodological base and didactic approaches. In the absence of a language learning environment, ways of creating it are created by working on authentic works of art-films shot abroad. The subject of the study is the technology of forming English-speaking lexical competence among Vietnamese students in Russia on the basis of foreign experience. The aim of the article is to develop a methodology for the formation of English-speaking lexical competence among Vietnamese students. Research hypothesis: the technology of forming English-speaking lexical competence among Vietnamese students will be more effective if: -the theoretical basis for the formation of foreign vocabulary lexical competence among students of the teacher training Universities with the use of an authentic film in the studied language was singled out, and their main components were singled out; - as a methodological reference point, a communicative-cognitive approach to the formation of lexical English-speaking competence was chosen in combination with such approaches as intercultural, personal-activity and competence; -developed a system of exercises and tasks to learn foreign language lexical material using an authentic film.

scholarly journals THE ROLE OF TECHNOLOGY IN EFL CLASSROOM

2014 ◽  
Vol 1 (2) ◽  
pp. 107-118
Author(s):  
Fahri Haswani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
Ministry Of Education ◽  
Conceptual Foundation ◽  
Computer Based ◽  
English Speaking ◽  
Based Instruction

In  response  to  an  appeal  from  Indonesia’s  Ministry  of  Education  and  Culture  to  all universities and colleges to improve the quality of tertiary  education toward regional and international standard, language institutions are making great efforts to further promote the  foreign  language  learning  process.  In  the  last  few  years  there  have  been  dramatic changes  in  the  ways  that  languages  are  taught  by communicative  approach  and  the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become  a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into  the curriculum is not a single concept which is generated from one  single  theory  nor  does  it  give  full  guidelines  for  the  implementation  in  practical situation. This issue constitutes ideas from many different theories. This paper  discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates  the attainment of course goals.  The answer of the question will help  English  teachers  to  clarify  the  real  problems  of  the  initiative  so  that  the  innovation and possible changes can be aligned with the need of the students. However, this literature review  only  covers  limited  issues  related  with  the  role  of  technology  in  EFL  classroom. Further  discussion  from  other  different  points  of  view  is  still  needed  to  create  more complete description of conceptual foundation of the innovation.

scholarly journals Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

2018 ◽  
Vol 11 (4) ◽  
pp. 52
Author(s):  
Ahmed Abdulateef Al Khateeb
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
First Century ◽  
Future Research ◽  
Educational Systems ◽  
English Language Teachers ◽  
Future Research Directions

The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.

Review of Research on EFL Teachers’ Knowledge, Beliefs and Classroom Practices

2020 ◽  
Vol 17 (2) ◽  
pp. 51-65
Author(s):  
Elena Coyle
Keyword(s):  
Foreign Language ◽  
Classroom Practices ◽  
Environmental Support ◽  
Knowledge And Beliefs ◽  
Efl Teachers ◽  
English Speaking ◽  
Similarities And Differences ◽  
Native English Speaking ◽  
Native English Speaking Teachers

At the time of globalization, a need for teachers of English is growing. Teachers who teach English without environmental support are called teachers of English as a foreign language, or EFL teachers. EFL teachers are divided into native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). To gain a greater understanding of NESTs’ of EFL and NNESTs’ of EFL work, I reviewed research on the teachers’ knowledge and beliefs and classroom practices and compared and contrasted those. Such comparing and contrasting showed that there are both similarities and differences between the teachers’ knowledge and beliefs and classroom practices.

Functional Speech Disorders and Personality: A Decade of Research

1971 ◽  
Vol 36 (3) ◽  
pp. 295-314 ◽  
Author(s):  
Ellin L. Bloch ◽  
Leonard D. Goodstein
Keyword(s):  
Speech Disorders ◽  
Research Literature ◽  
Future Research ◽  
Personality Variables ◽  
Conceptual Problems ◽  
Personality Patterns ◽  
Firm Evidence ◽  
Present Focus

This paper summarizes and evaluates the research literature published between 1958 and 1968, relating measured personality and adjustment to the functional (non-organic) speech problems of articulation, delayed speech, voice, and stuttering. For each of these disorders, a review and evaluation of the research is presented on the personality and adjustment of (1) children suffering from that disorder; (2) their parents; and, where appropriate, (3) adults with that disorder. Methodological and conceptual problems are discussed in the context of the studies. The literature reviewed has yielded few conclusive findings and few new perspectives regarding the role of personality variables in the four major functional speech disorders. The methodological and conceptual inadequacies of most studies have been striking, and steady research efforts have yielded no firm evidence that differentiates speech-defective persons and their parents from normal speakers and their parents in terms of general adjustment or broadly identifiable personality patterns. It would be profitable to concentrate future research on specific within-group variables, such as improvement in therapy, rather than to continue the present focus.

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