scholarly journals Opinions of second grade elementary school students about foreign language teaching by native speaker instructors

2013 ◽  
Vol 3 (4) ◽  
pp. 35-44
Author(s):  
Bahar Işigüzel ◽  
Bülent Kırmızı
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Native Speaker ◽  
Negative Attitude ◽  
Second Grade ◽  
School Students ◽  
Quantitative And Qualitative Research ◽  
Language Classes ◽  
Teaching Learning ◽  
Qualitative Part

The objective of this study was to determine the opinions of secondary school students regarding the native speaker instructors in the foreign language lesson. The study was conducted in a private secondary school in which especially American and German native speaker instructors' lecture in the foreign language classes. Voluntarily participated in this study 45 students who were attending the sixth and seventh grades in that school. In this study, quantitative and qualitative research approaches were used. The data were collected in the academic year 2009-2010. The quantitative data was collected with a survey that included 12 items which was developed by the researchers of this study. In the qualitative part, an open-ended question was asked to the participants to understand their attitudes towards the native speaker instructors. The results of this study indicated that most of the sixth and seventh grade students of this secondary school have negative attitude to the native speaker instructors in their foreign language lesson. The students stated that their desire to learn a foreign language had decayed in the native speaker instructors classes. Suggestions were made to make teaching-learning process more efficient, effective and live up to student's expectations.

scholarly journals The Characteristics of a Successful EFL Teacher in the Learners’ eyes

2017 ◽  
Vol 8 (1) ◽  
pp. 100
Author(s):  
Dr. Youssef MEZRIGUI
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Frame Of Reference ◽  
School Students ◽  
Efl Teacher ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Traditional Roles

There are two major interrelated reasons behind examining the topic of this paper. In fact, even after many years of their learning English as a foreign language, a large number of secondary school students’ level of proficiency in the language is so low that they cannot use it communicatively, and cannot major in it at university, either. Accounting for their underachievement, a large percentage of such students claim that many teachers still play traditional roles in the teaching-learning process, which has contributed to the problem. The main purpose of this paper, therefore, is to explore the extent to which such a claim is justifiable. In this frame of reference, a questionnaire was administered to a certain number of students on the extent to which the teacher is responsible for the issue, as well as what they personally think the key characteristics of a successful EFL teacher are. Along with this, the paper will equally look at other qualities that ought to be available in EFL teachers with the overall aim of helping them to do their job successfully, and hence attain the expected learning results.

The Problems of Formation of Communicative Competence of Secondary School Students in the Spanish Classes

2015 ◽  
Vol 4 (3) ◽  
pp. 58-61
Author(s):  
Сударь ◽  
G. Sudar
Keyword(s):  
High School ◽  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Written Language ◽  
Spanish Language ◽  
School Students ◽  
Language Classes

In this article the problem of providing Spanish language classes with new updated materials meeting the requirements of communicative approach in foreign language teaching in high school is being raised. The emphasis is placed on training students to master the written language

scholarly journals What Kind of Feedback is Perceived as Encouraging by Finnish General Upper Secondary School Students?

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Toni Mäkipää ◽  
Raili Hildén
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
School Students ◽  
Language Teacher Education ◽  
Upper Secondary ◽  
Language Classes ◽  
Upper Secondary Schools

Our main aim in this study was to compare encouraging feedback practices in Finnish general upper secondary foreign language classes and examine how students perceive language teachers’ assessment practices. The participants were 160 students of English, 95 students of Swedish, and 27 students of French from six general upper secondary schools. The data comprised one open-ended question and one Likert scale question with nine items. Both qualitative and quantitate methods were used to analyze the data. The results showed that content was the most important feature in feedback that was perceived as encouraging by students. The results further indicated that students considered teacher assessment practices to be primarily summative, but differences were also found between schools. The evidence from this study suggests that students appreciate teacher feedback, but do not perceive it to be an intrinsic part of teacher assessment practices. The importance of formative assessment and feedback should be more heavily emphasized in foreign language teacher education.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

scholarly journals THE RELIABILITY OF FOREIGN LANGUAGE ANXIETY SCALE IN MALAY VERSION BASED ON CRONBACH’S ALPHA

2018 ◽  
Vol 2 (1) ◽  
pp. 37-47
Author(s):  
Rosnah Mohd. Sham ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Objective Measure ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
The Government

This paper is part of a study which addresses the reliability of Foreign Language Anxiety Scale (FLCAS) in Malay version.  Researchers find that the reliability of an instrument is closely associated with its validity and an instrument cannot be valid unless it is reliable. However, the reliability of an instrument does not depend on its validity. Therefore, this paper investigates the reliability of the instrument called FLCAS in Malay version.  FLCAS is widely used in collecting data relating to language anxiety and perhaps the most reliable and comprehensive tool in language anxiety.  This paper objectively measures the reliability of FLCAS by using Cronbach’s Alpha, the most widely used objective measure of reliability.  The sampled population involved 302 respondents from the government secondary schools in Putrajaya Federal Territory, Malaysia.  The items had been translated into the Malay language and back translated into English.  Results show that the internal consistency of Crobanch’s Alpha 0.90.  It can be concluded that FLCAS in Malay version is an appropriate instrument to measure the levels of language anxiety among the Malaysian secondary school students who learn English as a second language.

scholarly journals Investigation into the efficacy of text modification: What type of text do learners of Japanese authenticate?

2021 ◽  
Author(s):  
◽  
Mitsue Sandom
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Second Language Learners ◽  
Native Speaker ◽  
Negative Attitude ◽  
Cognitive Changes ◽  
Reading Pedagogy ◽  
Reading Materials

<p>The dissertation is a study of the efficacy of reading materials for learners of Japanese as a foreign language (JFL). It discusses the merits of 'authentic' materials written primarily for native speaker-readers compared to 'modified' texts adapted in some way for learners. Further, it compares various sorts of modifications: simplification, elaboration, marginal glosses and the use of onscreen computer pop-ups. More broadly, it locates the study within the wider discourse of pedagogy concerning reading materials for second language learners, especially JFL learners.  Reading in Japanese as a second language is generally thought to be more demanding than reading in some other second languages. The study therefore argues that the authenticity debate and efficacy of text modification must be addressed specifically in the JFL reading pedagogy.  In the context of the authenticity debate, there are, broadly, two opposing views. One favours the predominant use of unmodified texts while the other promotes the efficacy of modified texts. While there have been numerous theoretical discussions and empirical findings in the reading pedagogy of English as a second or foreign language (ESL/EFL), the JFL reading pedagogy is currently lacking such academic endeavours. Hence, the present study seeks to fill the gap.  The study is mixed methods research, consisting of three projects in which both qualitative and quantitative methods are employed. This approach investigates equally the effects of text modification on participating learners' cognitive changes (reading comprehension) and affective changes (motivation and perception).  The results indicate that learners of Japanese comprehend modified texts statistically significantly better than they do unmodified texts. Findings include that modified texts for Japanese are more efficacious than they are in the ESL/EFL context. However, modified texts that are insufficiently challenging fail to enhance learners' motivation. Advanced learners especially were found to have a negative attitude toward reading modified Japanese texts.</p>

scholarly journals Phonemic Awareness in English as a Foreign Language

EL LE ◽  
2018 ◽  
Author(s):  
Michela Gronchi
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Phonemic Awareness ◽  
Classroom Practice ◽  
Research Study ◽  
Foreign Language Learning ◽  
Learning Program ◽  
School Students ◽  
Early Deprivation

The present paper discusses the results of an action-research study involving a 15-year-old student who was diagnosed with severe dyslexia after coming to Italy through international adoption. The study investigates the literature on language acquisition in cases of early deprivation and the implications of the phonological deficit in students with dyslexia in a foreign language learning environment. The essay also reports the results of a learning program concerning phonological awareness that has been delivered in a two-month period to the student. The program outlines a possible methodological and practical framework for raising phonemic awareness in secondary school students with dyslexia and offers suggestions for classroom practice.

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

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