Didactic-Pedagogical Approach to a Real Teaching of Portuguese Second Language in Angola

Celestino Domingos Kutala; Joao Domingos Pedro

doi:10.11648/j.ijsts.20210905.11

Using Instructional Technology Tools to Teach Informational Texts in Thailand

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2012010104 ◽

2012 ◽

Vol 8 (1) ◽

pp. 35-43

Author(s):

Jared Keengwe ◽

Moussa Traore ◽

Gary Schnellert

Keyword(s):

Second Language ◽

Instructional Technology ◽

Learning Difficulties ◽

Medical Personnel ◽

The Internet ◽

Informational Texts ◽

Pedagogical Approach ◽

Global English ◽

Northern Thailand ◽

Esl Learners

This article examines the teaching of English as a Second Language (ESL) to medical personnel (nurses and doctors) in a hospital in Northern Thailand. The study shows that using technological devices like listening and comprehension CDs, tape recorders and the Internet to teach informational texts can help ESL learners overcome some of their learning difficulties. Evidence from the study suggests that such a pedagogical approach not only improves the comprehension of informational texts but also students’ mastery levels of spoken and written English. The findings also reveal that such a pedagogical approach exposes students to the various nuances and differences associated with Global English awareness and understanding.

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Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach

Language Teaching Research ◽

10.1177/13621688211053525 ◽

2021 ◽

pp. 136216882110535

Author(s):

Nur Basak Karatas ◽

Oya Özemir ◽

Jarrett T. Lovelett ◽

Bora Demir ◽

Kemal Erkol ◽

...

Keyword(s):

Second Language ◽

Retrieval Practice ◽

Low Frequency ◽

Training Group ◽

Initial Study ◽

Test Session ◽

Pedagogical Approach ◽

Memory Enhancement ◽

Laboratory Design ◽

Percentage Point Increase

We investigated whether learning and retaining vocabulary in a second language (L2) can be improved by leveraging a combination of memory enhancement techniques. Specifically, we tested whether combining retrieval practice, spacing, and related manipulations in a ‘multidomain’ pedagogical approach enhances vocabulary acquisition as compared to a typical learning approach. In a classroom-laboratory design, 48 Turkish university students studying L2 English were trained on 64 English words over 17 days. They were assigned to either a ‘typical’ study regimen of (re)studying the words on the first day (initial study) and last day (cramming) of training, or an ‘optimized’ regimen of retrieval practice (retrieving the words), moreover with feedback, spaced throughout the period, moreover with expanding gaps. The target words were tested before training (pre-test) and one and 11 days afterwards (post-tests). Mixed-effects modeling revealed a training-group by test-session interaction, due to greater improvements from optimized training (a striking 18 percentage-point accuracy increase from pre-test to both post-tests) than typical training (an 8 percentage-point increase). Further analyses showed that the optimized training advantages were mainly driven by high (rather than low) frequency words. Overall, the results suggest that a multidomain approach of combining different memory enhancement techniques can lead to substantial gains in both the learning and retention of L2 words, as compared to a typical study pattern. The findings have implications for L2 learning and pedagogy.

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MOBILE LEARNING TO IMPROVE WRITING IN ESL TEACHING

TEFLIN Journal - A publication on the teaching and learning of English ◽

10.15639/teflinjournal.v27i1/182-202 ◽

2016 ◽

Vol 27 (2) ◽

pp. 182

Author(s):

Heidy Selene Robles Noriega

Keyword(s):

Second Language ◽

Mobile Learning ◽

Mobile Technology ◽

Writing Skills ◽

Private University ◽

Caribbean Region ◽

Pedagogical Approach ◽

Writing Ability ◽

The Caribbean

This article reports on the results of a study concerning the type of texts and their features produced by a student after using mobile technology as a support to improve the development of the students’ writing skills in a second language. The Functional Systemic Linguistic (FSL), Genre Pedagogical Approach (GPA), and mobile learning concepts were employed as theoretical framework. The participant of the research was a freshman student that belongs to an English narrative course in a private university of the Caribbean region, Universidad Del Norte in Barranquilla, Colombia. This case study analyzed the student’s writing during a period of eight-week course, which was then complemented with an interview conducted by the researcher. The results reveal that genre approach can be implemented with mobile technology to increase students’ writing ability.

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Distinctiveness and Assimilation in Vowel Perception in a Second Language

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-h-19-0074 ◽

2019 ◽

Vol 62 (12) ◽

pp. 4534-4543

Author(s):

Wei Hu ◽

Sha Tao ◽

Mingshuang Li ◽

Chang Liu

Keyword(s):

Second Language ◽

Native Language ◽

Vowel Identification ◽

Vowel Perception ◽

Perceptual Distance ◽

Vowel Space ◽

English Vowels ◽

Chinese Counterpart ◽

Vowel Categories

Purpose The purpose of this study was to investigate how the distinctive establishment of 2nd language (L2) vowel categories (e.g., how distinctively an L2 vowel is established from nearby L2 vowels and from the native language counterpart in the 1st formant [F1] × 2nd formant [F2] vowel space) affected L2 vowel perception. Method Identification of 12 natural English monophthongs, and categorization and rating of synthetic English vowels /i/ and /ɪ/ in the F1 × F2 space were measured for Chinese-native (CN) and English-native (EN) listeners. CN listeners were also examined with categorization and rating of Chinese vowels in the F1 × F2 space. Results As expected, EN listeners significantly outperformed CN listeners in English vowel identification. Whereas EN listeners showed distinctive establishment of 2 English vowels, CN listeners had multiple patterns of L2 vowel establishment: both, 1, or neither established. Moreover, CN listeners' English vowel perception was significantly related to the perceptual distance between the English vowel and its Chinese counterpart, and the perceptual distance between the adjacent English vowels. Conclusions L2 vowel perception relied on listeners' capacity to distinctively establish L2 vowel categories that were distant from the nearby L2 vowels.

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