scholarly journals Consciousness-raising, Error Correction and Proofreading

2015 ◽  
pp. 85-103 ◽  
Author(s):  
Josephine O'Brien
Keyword(s):  
Foreign Language ◽  
Error Correction ◽  
Spring Semester ◽  
Consciousness Raising ◽  
Repeated Practice ◽  
Sentence Level ◽  
Language Environment ◽  
Student Composition ◽  
The Impact ◽  
Persistent Errors

The article sets out to explore the impact of developing a consciousness-raising approach in error correction at the sentence level in order to improve students’ proofreading ability at the level of text. Learners of English in a foreign language environment frequently fall into a reliance on translation as a composing tool and while this may act as a scaffold and provide some support with some utterances, it frequently leads to predictable and persistent errors. Such fossilization leads to on-going inaccuracies that detract from student composition and that require focused instruction and repeated practice in order to eradicate the errors. The current paper reports on an experiment in consciousness-raising about specific categories of errors with a group of 30 trainees teachers in Zayed University, Dubai during the spring semester 2014. Results on post-tests compared with scores on the pre test indicate a significant improvement in students’ performance as a result of focused instruction. 

scholarly journals Issues in Teaching Speaking to EFL Learners

2019 ◽  
Vol 5 (1) ◽  
pp. 70
Author(s):  
Siham BOUZAR
Keyword(s):  
Foreign Language ◽  
Error Correction ◽  
Consciousness Raising ◽  
Efl Learners

Speaking as a skill constitutes a real hurdle to overcome by both the teacher and the learner. In other words, the teacher has to find appropriate procedures to help the learner with while the latter has to find a way to master the language. Thus, this article attempts to highlight the concept of speaking; likewise, it tries to deal with the issues relevant to the appropriate teaching of speaking to learners of English as a foreign language (EFL) such as consciousness-raising strategies and oral error correction.

Determinants of Inflation in Vietnam: A VECM Approach

2015 ◽  
Vol 22 (04) ◽  
pp. 26-50
Author(s):  
Ngoc Tran Thi Bich ◽  
Huong Pham Hoang Cam
Keyword(s):  
Interest Rate ◽  
Crude Oil ◽  
Error Correction ◽  
Budget Deficit ◽  
Oil Prices ◽  
Crude Oil Prices ◽  
Domestic Credit ◽  
Short Run ◽  
The Impact

This paper aims to examine the main determinants of inflation in Vietnam during the period from 2002Q1 to 2013Q2. The cointegration theory and the Vector Error Correction Model (VECM) approach are used to examine the impact of domestic credit, interest rate, budget deficit, and crude oil prices on inflation in both long and short terms. The results show that while there are long-term relations among inflation and the others, such factors as oil prices, domestic credit, and interest rate, in the short run, have no impact on fluctuations of inflation. Particularly, the budget deficit itself actually has a short-run impact, but its level is fundamentally weak. The cause of the current inflation is mainly due to public's expectations of the inflation in the last period. Although the error correction, from the long-run relationship, has affected inflation in the short run, the coefficient is small and insignificant. In other words, it means that the speed of the adjustment is very low or near zero. This also implies that once the relationship among inflation, domestic credit, interest rate, budget deficit, and crude oil prices deviate from the long-term trend, it will take the economy a lot of time to return to the equilibrium state.

Klára Buzássyová V Kontexte Sémantizácie Slovenskej Lexiky Cudzincom

2018 ◽  
Vol 69 (3) ◽  
pp. 616-625
Author(s):  
Jana Pekarovičová
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Summer School ◽  
European Language ◽  
Dynamic Changes ◽  
Language And Culture ◽  
Current Trends ◽  
Communication Needs ◽  
The Impact ◽  
Slovak Language

Abstract This paper deals with the characteristics of the scientific research of the renowned Slovak linguist Klára Buzássyová who – as a lecturer at the Studia Academica Slovaca summer school of Slovak language and culture – presented to foreign students the specifics of Slovak lexis and their function in speech within the context of intraand interlingual relationships. In her lectures, she helped students to see Slovak as a developped and modern Central European language which has its own genetic and typological properties and as a language capable of reacting to dynamic changes emerging from the communication needs of language users while respecting current trends in European language policy. Klára Buzássyová presented students with the latest results of her linguistic research and discussed the issues regarding the dynamics of vocabulary with an emphasis on the methods of wordformation, motivation, and the impact on the semantic and stylistic value of lexical units. Her papers, published in the Studia Academica Slovaca proceedings from 1980 to 2001 presented her scientific orientation and became an inspiration for the linguistic and didactic conception of Slovak as a foreign language in the context of the development of Slovak studies in Slovakia as well as abroad.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

scholarly journals Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

2021 ◽  
pp. 026553222199148
Author(s):  
Tineke Brunfaut ◽  
Judit Kormos ◽  
Marije Michel ◽  
Michael Ratajczak
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Grade Level ◽  
Reading Test ◽  
Reading Task ◽  
Young Learners ◽  
The Impact ◽  
Comprehension Accuracy

Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL® Junior™ Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension.

TBL METHOD IN INTENSIVE FOREIGN LANGUAGE EDUCATION SYSTEM AT THE UNIVERSITY

2020 ◽  
Vol 76 (4) ◽  
pp. 159-165
Author(s):  
JULIA M. FOKINA ◽  
◽  
NADEZHDA V. PORSHNEVA ◽  
Keyword(s):  
Foreign Language ◽  
Education System ◽  
Group Work ◽  
Language Education ◽  
Foreign Language Education ◽  
Teaching English ◽  
University System ◽  
Training Methodology ◽  
Language Environment ◽  
The University

This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.

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