scholarly journals Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

2021 ◽  
pp. 136216882098139
Author(s):  
Bonnie Wing-Yin Chow ◽  
Anna Na-Na Hui ◽  
Zhen Li ◽  
Yang Dong
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Repeated Measures ◽  
Primary Schools ◽  
English Language ◽  
First Graders ◽  
Vocabulary Knowledge ◽  
Experimental Conditions ◽  
Dialogic Teaching ◽  
Language Classroom

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was implemented in daily English lessons. Results from repeated measures ANOVA showed that students in the experimental condition with dialogic teaching implemented exhibited significantly greater growth in expressive vocabulary knowledge on textbook items in both low and high vocabulary groups, and greater gain in phonological awareness in the high vocabulary group, than those in the control condition. These results suggest that dialogic teaching in English-as-a-second-language (ESL) classroom enhances English language development in young ESL learners. In addition, when assessing the effectiveness of dialogic teaching in young children’s second language classroom context, it is important to consider its differential effects on children with diverse vocabulary levels.

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

Predictors of reading comprehension in deaf and hearing bilinguals

2021 ◽  
pp. 1-43
Author(s):  
Deborah M. Cates ◽  
Matthew J. Traxler ◽  
David P. Corina
Keyword(s):  
Native American ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
American Sign Language ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Language Experience ◽  
Sensory Experiences ◽  
Vocabulary Comprehension ◽  
Reading Volume

Abstract This study investigates reading comprehension in adult deaf and hearing readers. Using correlational analysis and stepwise regression, we assess the contribution of English language variables (e.g., vocabulary comprehension, reading volume, and phonological awareness), cognitive variables (e.g., working memory (WM), nonverbal intelligence, and executive function), and language experience (e.g., language acquisition and orthographic experience) in predicting reading comprehension in deaf and hearing adult bilinguals (native American Sign Language (ASL) signers, non-native ASL signers, and Chinese–English bilinguals (CEB)), and monolingual (ML) controls. For all four groups, vocabulary knowledge was a strong contributor to reading comprehension. Monolingual English speakers and non-native deaf signers also showed contributions from WM and spoken language phonological awareness. In contrast, CEB showed contributions of lexical strategies in English reading comprehension. These cross-group comparisons demonstrate how the inclusion of multiple participant groups helps us to further refine our understanding of how language and sensory experiences influence reading comprehension.

Implementing Dialogic Teaching in a Singapore English Language Classroom

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 279-293 ◽  
Author(s):  
Rachel Lee
Keyword(s):  
Classroom Discourse ◽  
English Language ◽  
Literacy Skills ◽  
Reading Literacy ◽  
Government School ◽  
Dialogic Teaching ◽  
Student Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teachers And Students

Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic classroom discourse, which does not allow opportunities for teachers and students to construct knowledge and understanding together during curriculum time. The article reports on one classroom-based research conducted on a Secondary Three (age 15) class in one Singaporean government school. The purpose of this article is to show how classroom talk could be made more dialogic, through an intervention, to enhance students’ talk opportunities and to build up literacy skills. The article argues that over time, the habitual practice of a dialogic form of teacher-student talk would help to open up the space of learning for students. To do that, it would be necessary to begin with raising teachers’ awareness of the benefits of dialogic talk.

scholarly journals Intelligent personal assistants and L2 pronunciation development: focus on English past -ed

2021 ◽  
pp. 226-231
Author(s):  
Souheila Moussalli ◽  
Walcir Cardoso
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Past Tense ◽  
Target Form ◽  
Language Classroom ◽  
Personal Assistants ◽  
Willingness To Use ◽  
Esl Learners ◽  
L2 Pronunciation

This study investigates an Intelligent Personal Assistant’s (IPA) ability to assist English as a Second Language (ESL) learners in developing their phonological awareness, perception, and production of the allomorphy in regular past tense marking in English (e.g. talk[t], play[d] and add[ɪd]). The study addresses the following questions: Can the pedagogical use of IPAs improve learners’ pronunciation of -ed allomorphy in terms of phonological awareness, perception, and production? What are learners’ attitudes toward IPAs? The results suggest that participants improved in their ability to articulate their phonological awareness regarding the target form, and that their attitudes toward the technology was positive in terms of the four measures adopted to assess their experience (i.e. learnability, usability, motivation, and willingness to use). We discuss these findings and emphasize the pedagogical potential of IPAs for the development of L2 pronunciation, as well as their ability to personalize learning and consequently extend the reach of the language classroom.

scholarly journals THE LANGUAGE EDUCATION IN PRIMARY SCHOOL IN GREAT BRITAIN AT THE BEGINNING OF THE SECOND HALF OF THE TWENTIETH CENTURY

2020 ◽  
Vol 1 (191) ◽  
pp. 246-249
Author(s):  
Marianna Chevelіuk ◽  
◽  
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Spoken Language ◽  
Independent Learning ◽  
Gifted Children ◽  
Reading And Writing

In public schools, the English language has long been subordinated to the classics. The first schools for the poor focused on teaching children to read the Bible. Later, they aimed to teach them the minimum skills of reading, writing, and encryption that would suit them for modest and rewarding employment in the short term before they went to work. Spoken language plays a central role in learning. By talking to their children, parents help them find words to express their needs, feelings and experiences. With the help of language, children can turn their active reaction to the environment into a more accurate form and learn to manipulate it more economically and effectively. Schools tried to make speaking a separate subject, a conversation lesson, and a period of "news"; there were many schools where the day was played in games, accompanied by conversations between the teacher and the children, both individuals and groups, and sometimes the whole class. Traditionally, one of the first tasks of primary school was to teach children to read, because reading was the key to most learning and to the possibility of independent learning. In many primary schools, reading and writing were treated as an extension of spoken language. The children were introduced to reading the daily events and the atmosphere in the classroom. Notices of return home, letters to sick children, signs to return materials and tools to the proper place - all encouraged reading and writing. The children, together with the teachers, developed homemade books, which they then read individually or in small groups. These books helped them see the meaning of reading and understand the purpose of written writings. As for modern languages, for many years in primary schools there have been sporadic, individual and rather inconsistent attempts to teach children, almost always French. The age at which boys in independent preparatory schools started Latin and French showed that there were no fundamental difficulties in learning a second language, at least for some younger students. It was unknown whether a second language could be taught to all or most children. Typically, these experiments were dedicated to the most gifted children in the fourth year of primary school, and were conducted through the appearance among the staff of someone who was well "fluent" or "loved" the French language.

scholarly journals Exploring Factors of Speech Anxiety in Second Language Classroom

2019 ◽  
Vol 10 (5) ◽  
pp. 97
Author(s):  
Abdul Malik Abbasi ◽  
Samreen Riaz Ahmed ◽  
Alia Farooqi ◽  
Stephon John
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
English Language ◽  
English Speakers ◽  
Speech Anxiety ◽  
Factors Affecting ◽  
Language Classroom ◽  
The World ◽  
Language Classrooms ◽  
Esl Learners

This study aims to investigate the factors affecting on English speech of undergraduate students at the SMIU, Karachi. The study prospects two aspects as outcomes of the study, one to discover what are the major issues and hindrances and another one to find their solutions for developing techniques and skills to gain confidence while speaking English as a second language in ESL classroom and in public. It will further investigate as how to help develop a wonderful speech free from speech anxiety. The study administered Likert Scale as a tool for data collection. Forty participating students were recruited from the department of Computer Science, Sindh Madressatul Islam University, Karachi. Speech anxiety is a common phenomenon amongst the students in the second language classrooms. Second language i.e., English, however, has become the lingua franca of the world. It is no longer the language of only native Britishers and Americans, rather, it is a widely spoken language by most people living in every nook & corner of the world. This study investigates as to how ESL learners turn out as nervous speakers while speaking English. Findings of the study suggest that speech anxiety seems to be an unavoidable phenomenon for ESL learners as the data reveal. In addition, this study is associated with the previous studies that there is a moderate level of Foreign Language Speech Anxiety (FLSA) amongst the Pakistani English speakers. Since English is taught from the primary level and every literate person almost understands and speaks English. Pakistani English language speakers should speak without speech anxiety, though it seems to be a part of human nature being nervous while speaking English as a second language. The students should learn how to manage speech anxiety by welcoming it and try to overcome it not by mindless imitation but by being natural in English speech.

Vocabulary learning

2011 ◽  
Vol 34 (2) ◽  
pp. 193-215 ◽  
Author(s):  
Farzad Dibaj
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Educational Background ◽  
Vocabulary Knowledge ◽  
Third Language ◽  
Knowledge Scale ◽  
Word Difficulty

The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Variables such as English language proficiency, intelligence, family educational background, gender, age and type of university were controlled. The third language learners outperformed their second language counterparts at all word difficulty levels. The findings are discussed in relation to bilinguals’ higher level of executive and inhibitory control.

Emergent vocabulary in second language socialization among learners

2015 ◽  
Vol 5 (2) ◽  
pp. 283-299
Author(s):  
Roseley Santos Esguerra ◽  
Phalangchok Wanphet
Keyword(s):  
Second Language ◽  
Language Socialization ◽  
English Proficiency ◽  
Communication Strategies ◽  
Vocabulary Knowledge ◽  
Work Activities ◽  
Communication Problems ◽  
Language Classroom ◽  
L2 Learners ◽  
Pair Work

In general, second language (L2) learners have limited vocabulary knowledge. In addition, they often have difficulty identifying, recognizing, or recalling the vocabulary necessary for a certain situation. This limitation and those three factors result in problematic talk where repair, improvement, and practice are merited. The purpose of the present study, following a conversation analytic (CA) perspective, explores how vocabulary-related communication problems are resolved when a low proficient learner (LPL) and a high proficient learner (HPL) communicate during their pair-work activities. In particular, this research studies the sequence of turns and repair in the talk. The study revealed that (1) the repair is mostly initiated by the LPL, (2) the HPL can be a crucial language source in the classroom, and (3) problems are caused by insufficient vocabulary knowledge and not comprehending a correctly-pronounced word. This study reveals the importance of students’ pair-work (especially pair-work activities when the students have disparate English proficiency) in the language classroom and suggests communication strategies.

Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners

2019 ◽  
pp. 252-287
Author(s):  
William Douglas Schnaithman
Keyword(s):  
Second Language ◽  
Vocabulary Knowledge ◽  
Performance Assessments ◽  
Formative Assessments ◽  
Target Language ◽  
Learning Differences ◽  
Form And Function ◽  
Language Classroom ◽  
And Function ◽  
Integrated Performance

From the first day of instruction, it's important to understand the skill objectives in a second language classroom, and for instruction to be aligned with the assessment. In addition, the pace of instruction should be based on qualitative and quantitative data derived from the use of ongoing formative assessments. These assessments are crucial to determine what skills students have mastered, and which ones may require further instruction and practice, with the goal for students to be able to effectively communicate in the target language in real-world scenarios. In this chapter, the author identifies and emphasizes the importance of using integrated performance assessments to drive the pace of instruction. There are three different tools presented which have been used effectively to measure students' speaking skills, vocabulary knowledge, and ability to apply grammatical concepts in a second language (L2) classroom for students with dyslexia and other language-based learning differences. And finally, there is an opportunity to put the practical concepts learned in the chapter into practice.

The Use of Media Literacy – Foreign Movies to Promote Students’ Participation in a Malaysian Context

2021 ◽  
Vol 12 (3) ◽  
pp. 912-914
Author(s):  
Maria Shu Hong Bee Abdullah Et.al
Keyword(s):  
Second Language ◽  
Active Learning ◽  
Media Literacy ◽  
21St Century ◽  
English Language ◽  
Language Classroom

It is crucial for teachers to try various approaches and methods to create active learning. Bringing media literacy into second language classroom can attract students’ interests in the landscape of Malaysian classrooms. To acquire English Language in the 21st century, it is a common practice for teachers to provide extensive exposure of media literacy and presenting opportunities forstudentsto experience active learning. Introducing foreign movie in an English Language classroom motivates students’ participation. The language classroom can be fun whenthe use offoreignmovieis integrated in the lesson and active learning will promote students’ participation.

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