Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

scholarly journals An investigation of Semantic Interlingual Errors in the Writing of Libyan English as Foreign Language Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Abdalmonem S. Rajab ◽  
Saadiyah Darus ◽  
Ashinida Aladdin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
English As Foreign Language ◽  
Lexical Choice ◽  
Foreign Language Learners ◽  
L1 Influence ◽  
Semantic Errors ◽  
L1 And L2 ◽  
Insufficient Knowledge

The aim of this paper is to investigate some semantic interlingual errors in the writing performance of Libyan English as Foreign Language Learners (LEFLLS). The study seeks to analyze these errorsthat appear in the learners’ written production. The data was gathered from 25 essays written by 25 Libyan postgraduates majoring in different fields. It was collected and organized according to the errors committed. Errors taxonomy adapted from James’ (1998) and Al-Shormani and Al-Sohbani’s (2012) was used in identifying and analyzing these errors. Semantic errors were classified into five categories namely formal mis-selection, formal mis-formation, lexical choice, collocation and lexico-grammatical choice. The semantic errors identified were 346. These errors were classified into four categories namely, formal misformation (46.7%), distortion due to spelling (32.4%), lexical choice (40.6%) and lexicogrammatical choice (2.4%). The results show that direct translation from the first language (L1), assumed synonym and misselection of letters sub-categories score the highest number of the errors, i.e.14.2%, 13.08% and 12.08% respectively. While the sub-category, both collocations incorrect error was the lowest (0.52%). The other errors take the form of paraphrase (11.5%) and Idiomacity (8.5%). Two main sources have been found to be the cause behind these errors namely, L1 influence and insufficient knowledge about the second language (L2). Moreover, cultural differences between L1 and L2 had its impact in the written products of Libyan students.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

Analysis and classification of errors when shifting from general English to ESP teaching at University (the case of legal translation)

2018 ◽  
Vol 5 (1) ◽  
pp. 148-155 ◽  
Author(s):  
Karine Chiknaverova
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
Introductory Course ◽  
Foreign Language Learners ◽  
Legal Translation ◽  
Sociocultural Characteristics

Teaching legal translation at university causes a number of challenges which are caused by linguistic and sociocultural characteristics of the corresponding original and translation texts and psycholinguistic peculiarities of the second language acquisition process. There are some aspects in teaching legal translation that are rarely under investigation, among them there are issues that arise when shifting from general English to legal translation teaching. The article aims to comprehensively analyse and classify errors that students make during the introductory course of legal translation as well as to reveal the causes thereof. The author is guided by a set of methods including inter alia analysis of research on errors made by foreign language learners, observation and representative method. It concludes with recommendations related to teaching legal translation at the introductory level, summarises sources, types of errors and the ways to minimise and avoid them. Keywords: Teaching legal translation, ESP, ESL, error analysis.

scholarly journals FRAME MARKERS AND COHERENCE IN L2 ARGUMENTATIVE ESSAYS

2019 ◽  
Vol 12 (2) ◽  
pp. 46-71
Author(s):  
Višnja Pavičić Takač ◽  
Sanja Vakanjac Ivezić
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Communicative Competence ◽  
Academic Literacy ◽  
Foreign Language Learners ◽  
Language Knowledge ◽  
L2 Learners ◽  
Argumentative Essays ◽  
The Relationship

Academic literacy includes the learners’ ability to use their language knowledge to form articulate texts. In communicative competence models this ability is subsumed under the notion of discourse competence which includes the concepts of cohesion and coherence. Starting from the premise that constructing a coherent text entails efficient use of metadiscourse (i.e. means of explicit text organisation) this study focuses on elements referring to discourse acts, text sequences or stages called frame markers, i.e. items providing framing information about elements of the discourse and functioning to sequence, label, predict and shift arguments, making the discourse clear to readers or listeners (Hyland 2005). It analyses patterns of L2 learners’ use of frame markers, compares them to English native speakers’, and explores the relationship between frame markers and coherence. The corpus includes 80 argumentative essays written by early undergraduate Croatian L2 learners of English at B2 level. The results indicate that foreign language learners’ argumentative essays are characterized by an overuse of a limited set of frame markers. Finally, implications are drawn for teaching and further research.

scholarly journals Debating Techniques in Language Learning to Trigger Students’ Communication in English and Critical Thinking

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Yasyir Fahmi Mubaraq
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
World Englishes ◽  
Foreign Language Learners ◽  
Parliamentary Systems ◽  
Expanding Circle ◽  
Speaking Skills

Being communicative has always been the crucial matter in any languages. People cannot be saidbeing able to use a language unless they can produce it. Some approaches of learning have also been raised all the time but the purpose of language for communication is hardly achieved by the foreign language learners. One of the problems is that students are too afraid in giving their opinions. Debating is one way to force our students to interact by using English and think critically. In a debate, students are divided into PRO and CON sides to criticize the issue given. By having a debate students can convey their ideas in certain issues along side with building their critical thinking. The idea of having a debate in the classroom is surely one of techniques in the teaching of English. This study tries to elaborate how some debate activities might be brought into classroom by always considering the varieties of Englishes that Indonesia belongs to. According to Kachru (1988:5), Indonesia is grouped into the expanding circle of World Englishes. Thus, the modified version of British, Australian, and Asian Parliamentary systems of debate are introduced for the sake of enhancing students’ speaking skills by always tolerating and exploiting the uniqueness of Indonesian Englishes

scholarly journals Podcasting as a tool to develop speaking skills in the foreign language classroom

2020 ◽  
Vol 28 (1) ◽  
pp. 40
Author(s):  
Mario Tomé Díez ◽  
Marlisa Amanda Richters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Spoken Language ◽  
Preparation Time ◽  
Foreign Language Learners ◽  
Actual Duration ◽  
Language Classes ◽  
Language Classroom ◽  
Oral Activity ◽  
Speaking Skills

<p>It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the <em>improvement</em> of speaking skills or the <em>correction</em> of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.<em></em></p>

scholarly journals The Tourism Students’ Awareness of Communicative Competence in an English as a Foreign Language Context

2018 ◽  
Vol 14 (5) ◽  
pp. 184
Author(s):  
Ercilia Loera Anchondo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Structured Interview ◽  
Target Language ◽  
Ciudad Juarez ◽  
Mixed Method Research ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Context

The present research aimed to find out the students’ awareness towards the concept of communicative competence and to discover if exposure serves as a tool in the development of the latter. Applying a mixed-method research design, quantitative and qualitative data were gathered with three different instruments: a face-to-face questionnaire, a semi-structured interview, and a structured observation. The subjects consisted of forty-six English as a Foreign Language learners in the intermediate and advanced levels in the Tourism major at the Universidad Autónoma de Ciudad Juárez. Eleven questions were designed to find out the students’ awareness on communicative competence and its components. The interview was based on the elements of communicative competence and the activities related to exposure to the target language. The observation considered details in regards to the students’ performance in the linguistic and pragmatic components of communicative competence. Results indicated that participants are aware of the concept under study and its components. Their answers to the interview and their performance in the observation proposed that exposure to the target language have been used towards the development of certain elements in their communicative competence. Recommendations derived from the present study include making students comprehend what the acquisition of a communicative competence encompasses, which is to manage the target language through the use of the four skills. Secondly, it is of great importance to promote in students the habit of practicing the target language outside the classroom. Finally, it is necessary to pay attention to phonological features such as word stress, pitch, and intonation to improve pronunciation.

Sign in / Sign up

Export Citation Format

Share Document