Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency

We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in the Netherlands and is in line with structure-based (SB) principles, viewing language as a set of grammar rules that need to be explained to achieve accuracy, usually in the L1. The second method aligns with dynamic-usage-based (DUB) principles in that language is viewed as a set of conventionalized routines that are learned through frequent exposure and the L2 is spoken exclusively in class. In a large study (Rousse-Malpat et al., 2019), the DUB method proved more effective, but the effects of method and L2 exposure could not be separated as the amount of L2 exposure is a crucial difference between the methods. However, one SB teacher spoke French almost exclusively, comparable to what happens in a DUB classroom. In this study, we compared this SB group with a DUB group matching in scholastic aptitude. The free oral L2 French production of 41 Dutch participants was measured in terms of holistic and analytical scores. The DUB method was more effective in terms of general proficiency, fluency, grammatical complexity, accuracy of the present tense, and overall L2 use. Our findings suggest that a teaching method in line with DUB principles is more beneficial in achieving overall oral proficiency and explicit grammar is not needed to achieve accuracy.

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Problemen bij taalonderwijs aan buitenlandse arbeiders. Suggesties voor oplossingen.

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.2.08cou ◽

1977 ◽

Vol 2 ◽

pp. 79-93

Author(s):

W.F. Coumou

Keyword(s):

Second Language ◽

The Netherlands ◽

Migrant Workers ◽

Teaching Method ◽

Foreign Worker ◽

Oral Proficiency ◽

Learning Objectives ◽

Foreign Workers ◽

Language Training ◽

Standard Language

Language teaching to migrant workers in The Netherlands needs an improvement in two ways. Apart from various problems with regard to the environment in which the teaching of Dutch to foreign workers takes place, this type of language training also suffers from serious inadequacies in the linguistic and methodological field. This paper discusses a few of these latter problems pertaining to both the teacher and the learner, i.e. the foreign worker. With regard to the -- usually unpaid and voluntary -- teacher, we point out such factors as - inexperience with the teaching of a second language and the consequen-ces of such a situation - disparity between the language of the teacher and the dialect/sociolect of the environment in which the foreign worker finds himself; a dispa-rity because of the socio-cultural gap between the two - discrepancy between certain features in the teacher's dialect and those of the standard language in the teaching method - use of 'foreigner talk' in the class situation With regard to the learner we diseuse euch matters as - expectation of the foreign worker when learning the language of his new country of residence; an expectation which to a great extent diffe, from what can objectively be defined as learning objectives - lack of contact with speakers of Butch resulting in a low level of oral proficiency by the foreign worker - problems relating to 'Pidgin'--Dutch The language department of Netherlands Centre Foreigners is engaged in developping language materiale for migrant workers and their families, in particular for those who are speakers of 'Pidgin'-Dutch. Certain preliminary considerations concerning this teaching method are dis-cussed.

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TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽

10.22216/jk.v1i2.2002 ◽

2017 ◽

Vol 1 (2) ◽

pp. 153

Author(s):

Niza Syaveny

Keyword(s):

Foreign Language ◽

Teaching Methods ◽

Teaching Method ◽

Main Idea ◽

Teaching Reading ◽

Foreign Language Reading ◽

Teaching Of Reading ◽

Expert Theory ◽

Reading Activities ◽

Source Of Information

Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah. Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.

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Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

BMC Oral Health ◽

10.1186/s12903-021-01547-7 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Zhiwei Jiang ◽

Danji Zhu ◽

Jialu Li ◽

Lingfei Ren ◽

Rui Pu ◽

...

Keyword(s):

Teaching Methods ◽

Teaching Practices ◽

Online Survey ◽

Teaching Method ◽

Dental Education ◽

Dental Students ◽

Resident Physician ◽

Physician Training ◽

Cross Sectional ◽

Case Based Learning

Abstract Background Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education, as school buildings were closed. Online dental teaching provided an alternative teaching tool for dental education. However, the efficiency of online dental teaching and student preferences for online dental teaching are unclear. Aim To investigate the satisfaction with online dental teaching practices among undergraduate dental students and standardized resident physician training students during the COVID-19 pandemic in China. Methods A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University participated in the study. A 12-item survey was conducted. This investigation included the teaching methods received, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course regarding COVID-19 prevention, and the effects of teaching. The percentages were then calculated and evaluated for each item. Results A total of 161 students (104 undergraduate dental students and 57 standardized resident physician training students) participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), and research-based learning (RBL) were selected as teaching methods. Students were more satisfied with LBL and CBL than PBL, RBL, and TBL. The majority of students had more than four classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% of students participated in courses on COVID-19. After training, the students consciously chose to wear face shields and protective clothing. Conclusions Dental students accepted online dental learning during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 transmission in the dental clinic.

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Establishing a Comprehensive English Teaching Pattern Combining the Communicative Teaching Method and the Grammar-Translation Method

English Language Teaching ◽

10.5539/elt.v4n1p76 ◽

2011 ◽

Vol 4 (1) ◽

pp. 76 ◽

Cited By ~ 3

Author(s):

Na Kong

Keyword(s):

Teaching Methods ◽

Teaching Method ◽

New Method ◽

Translation Method ◽

English Teaching ◽

Advantages And Disadvantages ◽

Grammar Translation Method ◽

Teaching Pattern ◽

Definition Of ◽

Communicative Teaching

Based on the current contradiction between the grammar-translation method and the communicative teaching method in English teaching, this paper, starting with clarifying the task of comprehensive English as well as the definition of the two teaching methods, objectively analyzes their advantages and disadvantages and proposes establishing a new method by fusing them with an elaboration on the reasonability of combining them in the practical teaching of comprehensive English with their complementary advantages.

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Effective Role of Emotions in Teaching

International Journal of Indian Psychology ◽

10.25215/0401.080 ◽

2016 ◽

Vol 4 (1) ◽

Author(s):

Sujit Dhanraj Kumavat

Keyword(s):

Teaching Methods ◽

Teaching Method ◽

Negative Emotion ◽

Junior College ◽

Control Group ◽

Neutral Group ◽

Group I ◽

Group Control Group ◽

Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

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Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

Journal of Guilan University of Medical Sciences ◽

10.32598/jgums.30.1.1553.1 ◽

2021 ◽

Vol 30 (1) ◽

pp. 52-63

Author(s):

Hadis Sourinejad ◽

◽

Fariba Haghani ◽

Marjan Beigi ◽

Elham Adibmoghaddam ◽

...

Keyword(s):

Learning Styles ◽

Learning Style ◽

Learning Theory ◽

Teaching Methods ◽

Teaching Method ◽

Important Research ◽

Innovative Teaching ◽

Review Study ◽

Kolb's Learning Theory ◽

Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

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Comments and Analysis of the Main Schools of Modern Foreign Language Teaching Methods

IRA International Journal of Education and Multidisciplinary Studies ◽

10.21013/jems.v16.n1.p1 ◽

2020 ◽

Vol 16 (1) ◽

pp. 1

Author(s):

Yin Hua

Keyword(s):

Foreign Language ◽

Teaching Methods ◽

Teaching Method ◽

Language Teaching ◽

Foreign Language Teaching ◽

Level System ◽

Teaching System ◽

Chinese Characteristics ◽

Multi Level ◽

Language Teaching Methods

Modern foreign language teaching method is a diversified, multi-dimensional and multi-level system. It is helpful in improving the level of foreign language teaching in China and establishing a foreign language teaching system with Chinese characteristics to comment on and analyze some of the most influential foreign language teaching schools.

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Students Conceptual Understanding: Teaching Methods as a Hallmark

Global Regional Review ◽

10.31703/grr.2020(v-i).42 ◽

2020 ◽

Vol V (I) ◽

pp. 386-395

Author(s):

Obaid Ullah ◽

Mohammad Iqbal

Keyword(s):

Cognitive Training ◽

Conceptual Understanding ◽

Experimental Research ◽

Teaching Methods ◽

Teaching Method ◽

Assessment Methods ◽

Elementary Level ◽

Weekly Basis ◽

Word Wall ◽

Experimental Group

Teaching method acts as a fundamental catalyst of engineering the students learning at all levels. The present research explores the effect of lecture and word wall approaches on elementary level students in their academics with respect to their conceptual comprehension. The purpose of the study was pre-testing and post-testing experimental research that is equivalent group, while in the sample of study 50 students from class 5 were divided into two categories: 25 students in control and experimental classes.The data was collected through pretest and posttest in the form of written tests from students on weekly basis, which was analyzed via ANCOVA using SPSS. The results show that a modern teaching method, i.e. the word-wall, and a high conceptual understanding, enhances the performance of students in the experimental group. It also recommended that the students retain academic principles using modern assessment methods, adopt new teaching strategies and provide cognitive training.

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Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

Journal of Contemporary Educational Research ◽

10.26689/jcer.v4i1.974 ◽

2019 ◽

Vol 4 (1) ◽

Author(s):

Ying Yang

Keyword(s):

Teaching Methods ◽

Global Economy ◽

English Language ◽

Teaching Method ◽

Teaching Style ◽

Traditional Teaching ◽

Self Directed Learning ◽

Interactive Teaching ◽

Teaching Mode ◽

Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

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PENINGKATAN MOTIVASI BELAJAR IPA MELALUI METODE PEMBELAJARAN QUANTUM TEACHING BAGI SISWA KELAS IV

Premiere Educandum Jurnal Pendidikan Dasar dan Pembelajaran ◽

10.25273/pe.v5i02.288 ◽

2016 ◽

Vol 5 (02) ◽

Author(s):

Fauzatul Ma’rufah Rohmanurmeta

Keyword(s):

Elementary School ◽

Teaching Methods ◽

Student Motivation ◽

Teaching Method ◽

Target Material ◽

Learning Activities ◽

School Level ◽

Classroom Teachers ◽

Fourth Grade Students ◽

The Right

At the elementary school level, sains learning still monotonous and uninteresting because elementary school system with classroom teachers to make the teachers have difficulty in using the right strategy. Teachers are required to achieve the target material that is quite a lot and should be comleted in each semester.This situation resulted in the lack of attention of student in the process of learning activities so that a low student motivation. Under these conditions, the purpose of this research is to improve students motivation through quantum teaching method of learning process in the fourth grade students of SDN 02 Wates Distric jenangan, Ponorogo.This research is a classroom action research (PTK), which consists of the first cycle and the second cycle. The study subjects were students of class 4 SDN 02 Wates wich consist 11 students. Collecting data in this study using a questionnaire to determine students motivation, and the observation sheet in the form of check list to determine the activity of students. Before held research student motivation is low. Then after research showed that motivation of students of cycle 1 45,5% and cycle II 82% increased 36,5%. Interpretation of student learning to learning in sycle 1 is 36% and cycle II increased to 82%. Student activity in I cycle was 27,3% and in the II cycle increased to 81,8%. The result showed that the use of quantum teaching methods can improve students motivation in learning sains SDN 02 wates.

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