scholarly journals ENGLISH PERFECT IN COGNITION OF SLOVAK ISCED3 LEARNERS OF ENGLISH – PRELIMINARY EMPIRICAL EVIDENCE

2019 ◽  
Vol 7 ◽  
Author(s):  
Tomáš Hlava
Keyword(s):  
English Language ◽  
Proficiency Test ◽  
Language Use ◽  
Procedural Knowledge ◽  
Language Instruction ◽  
Declarative Knowledge ◽  
Present Perfect ◽  
The Past ◽  
English Language Instruction ◽  
Different Types

In English language instruction in Slovakia, a strong preference for declarative knowledge at the expense of procedural knowledge development has been reported over the last two decades. However, the cognitive aspects of language attainment predict no impact of instructional efforts, since mental representations of language to be attained are told to be supported by different cognitive systems than associative learning develops. Language variation materializes differences among languages based on differences in digitalizing the experience and thus understanding the world. For Slovak learners, the English present perfect is one such anomaly in categorization. This paper aims to answer what the specific interactions between past simple and present perfect are and how the predicted cognitive aspects of language attainment influence the use of different types of knowledge. A proficiency test focusing on declarative knowledge and language use without context and in context was distributed to 600 Slovak learners of English at the ISCED3a level. In Past simple conditions, students proved highly proficiency in all 3 types of tasks. In present perfect conditions, declarative knowledge strongly dominated over language use in context. In Present perfect conditions, substitutions by past simple were significantly more frequent than substitutions of present perfect by past simple. Cognitive funneling was recognized as a process inhibiting fast proceduralization of the English present perfect compared to fast and reliable proceduralization of the past simple.

The Impacts of Distance Interactivity on Learners' Achievements in Online Mobile Language Learning

2015 ◽  
Vol 10 (3) ◽  
pp. 19-35 ◽  
Author(s):  
Morteza Mellati ◽  
Marzieh Khademi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Efl Learners ◽  
Efl Context ◽  
The Past ◽  
English Language Instruction ◽  
Language Classrooms ◽  
Passionate Debate

The expansion of technological applications such as computers and mobile phones in the past three decades has impacted our life from different perspectives. Language teaching is no exception and like other fields of study, language teaching has also influenced by new language teaching sources and software. More recently, there has been a passionate debate about the usefulness of the smart-phones for educational purposes and their possible uses in English language instruction; therefore, the present study investigated the impacts of interactivity perceptions on EFL learners' achievements in Online Mobile Language Learning (OMLL) course. To conduct the present study, 68 Iranian intermediate EFL learners were chosen among which 43 participated in Online Mobile Language Learning (OMLL) course and 25 others participated in conventional language classrooms. The results of the study demonstrated that OMLL has significant effects on learners' achievements; however, there are some challenges in conducting online mobile language learning (OMLL) courses in Iranian EFL context.

An historical analysis of species references in American English

Corpora ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. 327-349
Author(s):  
Craig Frayne
Keyword(s):  
Environmental Change ◽  
Sentiment Analysis ◽  
Quantitative Methods ◽  
English Language ◽  
Language Use ◽  
American English ◽  
Historical Analysis ◽  
The Past ◽  
Corpus Studies ◽  
Google Books

This study uses the two largest available American English language corpora, Google Books and the Corpus of Historical American English (coha), to investigate relations between ecology and language. The paper introduces ecolinguistics as a promising theme for corpus research. While some previous ecolinguistic research has used corpus approaches, there is a case to be made for quantitative methods that draw on larger datasets. Building on other corpus studies that have made connections between language use and environmental change, this paper investigates whether linguistic references to other species have changed in the past two centuries and, if so, how. The methodology consists of two main parts: an examination of the frequency of common names of species followed by aspect-level sentiment analysis of concordance lines. Results point to both opportunities and challenges associated with applying corpus methods to ecolinguistc research.

A case for decolonizing English language instruction

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 83-85 ◽  
Author(s):  
Paul J Meighan
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Letters To The Editor ◽  
English Language Instruction ◽  
Current Concern

Abstract Comment is a feature that allows contributors to express a personal, and sometimes controversial, view about a matter of current concern in the profession outside the format of a reviewed academic article. The views expressed are not necessarily those of the Editor or the Publisher. Reaction to Comment features, in the form of letters to the Editor, are especially welcome.

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

Imperial Millennialism and the Battle for American Indian Souls

2017 ◽  
Author(s):  
Sarah Rivett
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Indigenous Populations ◽  
Shared Knowledge ◽  
Glorious Revolution ◽  
Military Alliances ◽  
English Language Instruction ◽  
Native Populations ◽  
Integral Role ◽  
The Glorious Revolution

Indigenous words offered a rich resource for rescripting national and colonial narratives in a time of intensified imperial conflict. Millennial zeal pitted Jesuit and Protestant forces against each other with renewed fervor during a purportedly secular period of diplomacy from the Glorious Revolution (1688) to the Treaty of Utrecht (1713), even as developments in natural history undermined previously accepted truths of Mosaic history. The British sought national uniformity by imposing English-language instruction on Indian proselytes, while the French continued to augment their own linguistic skills through a rigorous culture of dictionary writing and hymnody that helped to secure military alliances. This chapter argues that missionary linguistics played an integral role in consolidating British and French nationalism among indigenous populations, even as the shared knowledge forged in specific missionary locations helped native populations undermine imperial scripts.

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