scholarly journals Compensatory strategies adopted by Chinese EFL learners in virtual exchange with native speakers

2021 ◽  
pp. 63-71
Author(s):  
Ruiling Feng ◽  
Sheida Shirvani
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Oral Communication ◽  
Compensatory Strategies ◽  
Efl Learners ◽  
Communication Breakdown ◽  
L2 Processing ◽  
Chinese University ◽  
Language Knowledge ◽  
Different Levels

Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning.

scholarly journals Grammatical Intricacy in EFL Textbooks

2017 ◽  
Vol 5 (2) ◽  
pp. 127 ◽  
Author(s):  
Vinh To
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Linguistic Features ◽  
Linguistic Complexity ◽  
Efl Learners ◽  
The Mean ◽  
Lexical Density ◽  
English Textbooks ◽  
Different Levels

Grammatical intricacy is an important concept in charactering complexity of language (Halliday, 2008). However, this concept has not yet been fully investigated in the teaching and learning of English as a foreign language (TEFL), particular in English as a foreign language (EFL) textbooks in higher education. This paper aims to examine grammatical intricacy across textbook levels in a book series used in tertiary education in the Vietnamese context. This is part of a larger research project looking at linguistic complexity of English textbooks in the TEFL setting. The research employed Systemic Functional Linguistics (SFL) as the main theoretical framework and Halliday’s method as a measure of grammatical intricacy to look at how this language feature was used in reading comprehension texts in four textbooks at different levels including elementary, pre-intermediate, inter-mediate and upper-intermediate. The findings revealed that grammatical intricacy increased in accordance with the book levels. Particularly, the mean scores of grammatical intricacy showed a gradual increase from the elementary to the intermediate book level; though they were not different significantly and the upper-intermediate textbook did not show the topmost grammatical complexity. These findings suggest that the use of grammatical intricacy in the investigated textbooks was appropriate for EFL learners across levels; however, the use of other linguistic features such as lexical density and nominalisation may potentially impact the use of simple clauses in the textbooks at a higher level. Thus, further investigations are recommended to fully explore the complexity of textbook language.      

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

scholarly journals DISCOVERING EFL LEARNERS’ PREFERENCES TOWARD PRONUNCIATION PRACTICE CLASS

2020 ◽  
Vol 4 (1) ◽  
pp. 47-49
Author(s):  
Abdul Rosyid ◽  
Deddy Sofyan
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Native Speakers ◽  
Survey Method ◽  
Study Program ◽  
Online Application ◽  
Efl Learners ◽  
Positive Side ◽  
Almost All ◽  
Real Practice

This following study is an effort to discover students’ preferences toward pronunciation practice class. The method used was survey method. The sample of this research was the second semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The data was gathered through questionnaire administered online. Having analyzed the questionnaire, there are three important findings. The first one dealing with students’ opinion related to the materials given in pronunciation classroom. It was discovered that almost all of the students are in the positive side dealing with the issue. The pronunciation materials that the students agree to be maintained are focusing on segmental and suprasegmental of pronunciation. The second findings related to the students’ opinion about pronunciation teaching and learning process. It was found out that the students prefer to learn pronunciation material through real practice activities; such as reading aloud, listening English songs, watching English videos and interacting with native speakers. The final point addressed students’ preferences toward pronunciation materials. The materials that have been discussed so far are the materials that they like and meet their need. The materials are related with vowels, consonants, diphthongs, lingking sounds, intonation, and stress. There is also interesting finding related to the materials that the students want to learn. English around the world, pronuncing English slang and online application for learning pronunciation are three novel materials that students want to study

scholarly journals The Effect of Content-Based Approach in Student vs. Teacher-Centered Environment on Improving Speaking among Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 138
Author(s):  
Seyed Ehsan Afsahi ◽  
Azizeh Chalak
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Oral Communication ◽  
Student Centered ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Iranian Students ◽  
Teacher Centered

<p>Speaking is the most important skill of language. Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions, and in suitable context and situation. Purpose of this study was to investigate the relationship between Iranian intermediate EFL learners who learn speaking based on content approach in student-centered environment and their learning in the traditional teacher-centered environment. To this end, there are two classes, one as the experimental and the other as the control one. The same teacher taught them both. The subjects were all homogenous regarding their age, gender, and first language. During the experiment, the experimental group, who were in the environment of content-based approach in student-centered, was received quizzes. The results indicated that a statistically significant positive relationship existed between giving the students the central role in content-based approach class and yielding in better performance of speaking ability. The results revealed the positive relationship between content-based approach in student-centered class and the improvement of EFL Iranian students’ speaking ability. Preparation of such a system for teaching speaking to learners, learning English as a foreign language will facilitate the teaching and learning process for both teachers and learners.</p>

scholarly journals Rhetorische Kompetenz bei polnischen Studierenden in der Fremdsprache Deutsch im universitären Kontext

2017 ◽  
Vol 35 ◽  
pp. 185-204
Author(s):  
Beata Grzeszczakowska-Pawlikowska
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Bologna Process ◽  
Oral Communication ◽  
University Teaching ◽  
Learning Context ◽  
German Studies ◽  
Communicative Effect ◽  
Oral Presentations ◽  
The Bologna Process

Rhetorical competence among Polish university students of German as a foreign languageAccording to the Bologna Process reforms, the orientation of university teaching and learning towards competence is the key to the ‘future employability’ of graduates. One such skill is rhetorical competence in oral communication, which is crucial to both lifelong learning and to the workplace. The teaching of this key competence would certainly ease the transition between university and working life. However, particularly in German Studies programs at Polish universities, the transmission of rhetorical competence is often of peripheral importance – if it is taught at all. Often, this skillset is simply expected of students, for example when they are required to give an oral presentation. This contribution examines the competence of Polish-speaking students of German as a foreign language in an intercultural learning context. It will focus in particular on the capturing of possibilities for improvement, particularly on the communicative effect on German native speakers of non-native speakers making oral presentations.

scholarly journals The Use of Electronic Dictionaries in EFL Classroom

2016 ◽  
Vol 4 (1) ◽  
pp. 144 ◽  
Author(s):  
Huibin Zheng ◽  
Xiaoli Wang
Keyword(s):  
Language Learners ◽  
Efl Learners ◽  
Chinese University ◽  
Instruction And Learning ◽  
Different Levels

<p><em>Today’s dictionaries have more information and are easier to access and to understand than ever before. And, with the advent of electronic formats, space is no longer the problem it was. </em><em>Electronic dictionaries have become more and more attractive, accepted and popular to EFL learners at different levels, using electronic dictionaries in EFL classroom has gradually become an alternative to many. As for teachers, helping students tap into electronic dictionaries effectively is one of the best ways to help them become independent, lifelong language learners. In this essay, the functionality of electronic dictionaries and reasons why they are popular in EFL class will be introduced. Also, some of the current issues related to the integration of electronic dictionaries into EFL instruction and learning will be identified and discussed. The author’s views towards this topic will be presented as well, based on the observation and reflection of using electronic dictionaries in EFL classes at a Chinese university.</em></p>

Communication Strategies Used by Middle Estern Postgrduate Students at Service Encounters in Univsersty Malaya

2016 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Suo Yanju ◽  
Suo Yanmei
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Second Language Learners ◽  
Communication Strategies ◽  
Middle Eastern ◽  
Oral Communication ◽  
Communication Strategy ◽  
Video Tape ◽  
Communication Breakdown

Communication strategies are important in helping L2 learners to communicate successfully when they are faced with a problem in speech production. This study looked at one of the components in Communication Competence, i.e strategy competence or the use of Communication Strategies (CS) in oral interactions among Middle Eastern students and counter staff in institute of postgraduate studies (IPS) at University of Malay. Data collected from video-tape and interviews were analyzed quantitatively and qualitatively. It was found that the most frequently used communication strategy was the use of “modification devices‟. The other strategies used frequency were“interaction strategies”, “compensatory strategies” “avoidance strategies” and “L2-based strategies”. The results showed that students used different communication strategies to overcome their communication difficulties. The main aim of using the communication strategies is to avoid communication breakdown. Consequently, Second language learners should be encouraged to use communication strategies to develop their oral skills and help them more effective in oral communication with their limited English language proficiency. The implications and suggestions from this study towards development the teaching and learning of ESL were also presented.

scholarly journals Using ICTs in Promoting EFL Learners' Oral Skills

2020 ◽  
Vol 16 (1) ◽  
pp. 1-25
Author(s):  
Intisar Ahmed Eltayeb Mohammed
Keyword(s):  
Communication Technology ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Information Communication Technology ◽  
Oral Communication ◽  
Current Paper ◽  
Information Communication ◽  
Efl Learners ◽  
Efl Students ◽  
Oral Skills

The current paper aimed to investigate the importance of using information communication technology in EFL and it is a role in enhancing teaching oral skills. To fulfill the objective of the study the researcher used the descriptive-analytical approach. Finally, it is concluded that using ICTs have many benefits in teaching and learning EFL especially in the field of oral communication as it provides EFL students with the required aids and method to practice oral skills.

scholarly journals “HOW CAN WE EVEN TALK ABOUT ACCENTS WHEN IT COMES TO PRESERVING A LANGUAGE?”: ATTITUDES TOWARDS PARTIAL LINGUISTIC COMPETENCE

2021 ◽  
Vol 17 (49) ◽  
pp. 11-29
Author(s):  
Vlada V. Baranova ◽  
◽  
Keyword(s):  
Language Acquisition ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Attitudes ◽  
Point Of View ◽  
Linguistic Competence ◽  
Minority Languages ◽  
Negative Attitudes ◽  
Language Knowledge ◽  
New Speakers

The paper focuses on discussions of partial linguistic competence and on sources of language knowledge among both Kalmyk language activists and the community of native speakers. Recent revivalist initiatives lead to the emergence of “new speakers” of minority languages whose language command is widely discussed within the community. The native speakers of a minority language may create some barriers for new speakers and evaluate their way of speaking as an inauthentic, “wrong” code. The paper deals with different sources of competence in Kalmyk: projects for teaching and learning Kalmyk, attempts to popularize it and the ethnic culture, and online communities for mothers who make the conscious decision to adopt native language practices with their children. These new sources of non-traditional knowledge are compared with other modes of language acquisition. The paper aims to analyze attitudes to a language by “new speakers”. From this point of view, the Kalmyk-speaking community displays ambiguous attitudes: there are negative attitudes toward the accents of new speakers, as well as toward the linguistic competence of the younger generation in a family. That said, there exist strongly positive evaluations of different activist initiatives, including treating the instances of mixed language as a kind of humor. The data shows that there is no strong demarcation between language acquisition in the family and other ways of learning Kalmyk.

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