scholarly journals OD REFLEKSJI DO KONSTRUOWANIA WIEDZY I WSPÓLNOTY KOMUNIKACYJNEJ: WYNIKI BADANIA W DZIAŁANIU

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 95-109
Author(s):  
Wioletta Piegzik
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Language Learners ◽  
Group Action ◽  
Video Recording ◽  
The Other ◽  
Learning Behavior ◽  
Action Research Project ◽  
Foreign Language Learners ◽  
The One

The purpose of the following paper is to consider the development of reflection in foreign language learners. Based on the results of action research, we show to what extent the performance of group tasks affected the perception of reality and influenced changes in the communication and learning behavior of participants of an action research project. Reflection is analyzed on the basis of statements contained in student diaries and transcriptions from video recording of discussions. This means that on the one hand, we are interested in the opinions, conclusions and evaluations made by learners, but on the other hand, we attach importance to the coherence between formulated judgments and practical group action. It is not uncommon that declarations are not in accordance with the activities undertaken and that, in consequence, their value is questionable. The paper also points to difficulties associated with becoming a reflective person as well as the restrictions connected with the scientific measurements of this process.

scholarly journals Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 125-132
Author(s):  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
The Other ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

scholarly journals On L2 Learners’ Metalinguistic Ability and Related Issues: A Synthesis of Theory and Practice

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Hosni M. El-dali
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Theory And Practice ◽  
The Other ◽  
Sentence Completion ◽  
Metalinguistic Awareness ◽  
Foreign Language Learners ◽  
Completion Task ◽  
Error Recognition ◽  
Formal Properties

The purpose of this study is twofold.  First, it presents an overview of pertinent research dealing with aspects of metalinguistic awareness (MLA) and to posit a link between (MLA) and students’ performance in multi-dimensional linguistic problems. Second, it reports on the outcomes of an experiment on some foreign language learners. The subjects of the present study (N=80) were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. Forty subjects were males and the other forty were females. Two tasks were used: (1) “Sentence Completion” task, and (2) “Error Recognition and Correction” task.  In the first task, a list of 15 incomplete sentences was given to the subjects who were asked to choose the word or phrase that best complete the sentence.  The focus, in this task, was on the meaning of the sentence rather than the form, although accurate understanding of the formal properties of language is a must.  In the second task, students were asked to detect the word or phrase that must be changed in order for the sentence to be correct.  A list of 25 sentences with four words underlined, and marked (A), (B), (C), and (D) was given to the subjects.  Finally, students were individually interviewed to explain and comment on their performance in the previous tasks.  The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.

The impact of group composition and task design on foreign language learners’ interactions in mobile-based intercultural exchanges

ReCALL ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 63-84
Author(s):  
Juhee Lee ◽  
Jayoung Song
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Group Composition ◽  
Task Design ◽  
Foreign Language Learners ◽  
Contact Frequency ◽  
Unique Nature ◽  
The One ◽  
The Impact ◽  
And Task

AbstractThis study examines the impact of group composition (one-on-one vs. multiple-to-multiple) and task design (student-selected vs. teacher-assigned) on undergraduate foreign language learners’ interactions in a mobile-based intercultural exchange. The participants, 27 Korean students learning English as a foreign language and 27 American students learning Korean as a foreign language, interacted in pairs and groups via mobile phones to complete weekly tasks for eight weeks. This study used mixed methods to analyze the data from mobile chat scripts, questionnaires, and interviews. The results indicated that the one-on-one and multiple-to-multiple groups did not differ significantly regarding contact frequency or number of written chats. However, one-on-one and multiple-to-multiple interactions did differ with regard to the quality of the interactions, reflecting the unique nature of each group composition. A one-on-one relationship promoted a higher level of intimacy and friendship, thus rendering it appropriate for providing linguistic and emotional support in learning foreign languages. In contrast, multiple-to-multiple communications were found to be more beneficial for learning about different perspectives on the target cultures. In terms of task design, teacher-assigned tasks guided students to engage in productive interactions effectively, whereas student-selected tasks elicited their personal investment in the tasks. Supporting social interdependence theory (Johnson & Johnson, 1989, 2009), we argue that the establishment of intimate relationships among group members may be the key to quality interactions in mobile-based intercultural exchanges.

scholarly journals “Wait, How Do I Say that in English?” Communication Strategies for English as a Foreign Language Learners

2018 ◽  
Vol 12 (2) ◽  
pp. 149
Author(s):  
Zulfadli Aziz ◽  
Ika Apriani Fata ◽  
Syarifah Balqis
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
The Other ◽  
Target Language ◽  
Topic Avoidance ◽  
Literal Translation ◽  
Foreign Language Learners ◽  
Successful Group ◽  
Speaking Skill

This research aimed to investigate communication speaking skill strategies applied by two groups of English foreign language learners in two boarding senior high schools in Aceh, Indonesia. Of the successful group, there were 52 learners and of the less successful group 24 learners. To collect the data, this study employed the observation sheet adapted by Tarone(1978), which determined nine categories of communication strategies; approximation, word coinage, circumlocution, literal translation, language switch, mime, appeal for assistance, topic avoidance, and message abandonment. The students were observed during their speaking class. The result of this research is the literal translation, approximation, and language switchbecome the most frequent strategies used by the less successful learners. It implies that the students have had difficulties communicating in the target language. On the other hand, successful learners prefer to use approximation, literal translation, and appeal for assistance strategies. It implies that the students tend to speak and communicate well, if not yet fluently. Based on the findings, it is suggested that English teachers should introduce several communication strategies for both groups of learners to improve their effective communication.

Making sense in a Second Orthography

1999 ◽  
Vol 125-126 ◽  
pp. 229-251
Author(s):  
Sue-San Ghahremani-Ghajar ◽  
Diana Masny
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Ability ◽  
Classroom Practices ◽  
First Language ◽  
Writing System ◽  
Foreign Language Learners ◽  
Making Sense ◽  
Roman Script ◽  
The One

The importance of efficiently processing letters and gaining orthographic automaticity has been stressed in first language (L1) reading research. While this level has been well defined in L1 reading, it has received little attention in EFL reading, especially when the writing system in L1 differs from the one in L2. This study investigates the influence of L1 literacy and knowledge of a writing system (Farsi) on reading and processing Roman letters in English. Sixty students were selected from an Iranian university. Results showed that the students process strings of letters in Farsi and Roman script in the same way and produce upward M-shaped patterns. The findings are discussed in the light of the research for Arabic and other scripts. The implications for classroom practices in facilitating foreign language learners’ reading ability are also explored.

scholarly journals Cultural learning through drama tasks: An action research approach

2012 ◽  
Vol VI (1) ◽  
pp. 128-134
Author(s):  
Almut Küppers
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
School Teacher ◽  
Teaching Experience ◽  
Cultural Learning ◽  
Research Approach ◽  
Action Research Project ◽  
Foreign Language Learners ◽  
Action Research Approach ◽  
Interkulturelles Lernen

Anja Jäger (2011): Kultur szenisch erfahren. Interkulturelles Lernen mit Jugendliteratur und szenischen Aufgaben im Fremdsprachenunterricht. Frankfurt/Main et al.: Peter Lang ISBN 978-3-631-61155-5 Teaching a language is a complex endeavor. Promoting cultural learning seems to be an even more sophisticated teaching challenge. The question of how to research multilayered processes of subtle cultural learning in a foreign language classroom setting has not yet been adequately answered – much rather (and despite DESI) it still remains an unexplored island in what appears to be a much more cultivated land, namely that of foreign language research. In her study “Kultur szenisch erfahren” Anja Jäger has opted for a research design which sets out to explore intercultural learning from the inside out as a teacher-researcher. The author is a middle school teacher herself who has had a number of years of teaching experience under her belt, before she embarked on an action research project. Anja Jäger, thus, knew the field under investigation very well when she started to illuminate the following questions: Which kind of drama tasks are especially suitable in order to develop intercultural communicative competences in English foreign language learners and under which teaching conditions do the tasks unfold their potential most ...

scholarly journals EXAMINING THE ISSUE OF ABOLISHING ENGLISH TUITION IN PRIMARY SCHOOL IN INDONESIA

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Khairul Azmy
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learners ◽  
Teaching Methods ◽  
The Other ◽  
Primary Students ◽  
Teaching English ◽  
Primary Level ◽  
Indonesian Government ◽  
Foreign Language Learners

This paper examines the reasons behind the philosophy of the Indonesian government’s decision on abolishing English tuition in primary school. The Indonesian government has recently omitted English as compulsory tuition since English has been excluded in the curriculum at the primary level. The findings show that people have misinterpreted about whether English at the primary level is a compulsory, local-content or extracurricular tuition. In addition, it is found that teaching English at a young age is not practically efficient in Indonesia due to lack competence of teachers, unrelated syllabus and uninteresting teaching methods. Furthermore, the misconception of younger foreign language learners and cultural discrepancy are the other key findings in the issue provided. Ultimately, the implications of this article have given new insights on the issue of abolishing English tuition, whether it is effective or significant for primary students in Indonesia at this moment and condition.

scholarly journals Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilised segmental features

ReCALL ◽  
2018 ◽  
Vol 31 (2) ◽  
pp. 150-169 ◽  
Author(s):  
Jonás Fouz-González
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Positive Impact ◽  
Statistical Significance ◽  
The Other ◽  
Peer Evaluation ◽  
Foreign Language Learners ◽  
Z Contrast

AbstractThis study investigates the potential of a podcast-based approach aimed at helping foreign language learners improve their pronunciation of features that tend to be fossilised in their interlanguage. Training took place over a period of three weeks in which podcasts were used for perceptual and productive practice as well as for peer evaluation. Participants in this study (N=47) were randomly assigned to two groups that acted as control and experimental at the same time. One group received training on the English /s – z/ contrast and the other one was trained on the pronunciation of English /b d g/ as stops in intervocalic position. Pre- and post-tests were used to measure the participants’ perception and production of the target features. The results show that training had a positive impact on the participants’ perception and production of the target sounds. Even though the differences between groups did not reach statistical significance for every sound in every task, the data reveal that the approach adopted could foster substantial improvements in the participants’ pronunciation of features that tend to be fossilised, even after short periods of training.

Using regressions to explore deviations between corpus data and a standard/target: two suggestions

Corpora ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 109-136 ◽  
Author(s):  
Stefan Th. Gries ◽  
Sandra C. Deshors
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Predictive Accuracy ◽  
Native Speakers ◽  
Native Speaker ◽  
Full Potential ◽  
Foreign Language Learners ◽  
Chinese Learners ◽  
Corpus Data ◽  
The One

The main goal of this study is to develop more appropriate ways to study variation between corpus data that instantiate a linguistic standard or target on the one hand, and corpus data that are compared to that standard, or that represent speakers that may aspire to approximate the target (such as second- or foreign-language learners). Using the example of SLA/FLA research, we first, briefly, discuss a highly influential model, Granger's (1996) Contrastive Interlanguage Analysis (CIA), and the extent to which much current research fails to exploit this model to its full potential. Then, we outline a few methodological suggestions that, if followed, can elevate corpus-based analysis in SLA/FLA to a new level of precision and predictive accuracy. Specifically, we propose that, and exemplify how, the inclusion of statistical interactions in regressions on corpus data can highlight important differences between native speakers (NS) and learners/non-native speakers (NNS) with different native linguistic (L1) backgrounds. Secondly, we develop a two-step regression procedure that answers one of the most important questions in SLA/FLA research – ‘What would a native speaker do?’ – and, thus, allows us to study systematic deviations between NS and NNS at an unprecedented degree of granularity. Both methods are explained and exemplified in detail on the basis of over 5,000 uses of may and can produced by NSs of English and French and Chinese learners of English.

scholarly journals Got it, and you? let´s speak together!

2019 ◽  
Vol 8 (1) ◽  
pp. 135-147
Author(s):  
Lady Carrero Galindo ◽  
Mélany Rodríguez Cáceres
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
English Language ◽  
The Other ◽  
Oral Performance ◽  
Action Research Project ◽  
Multimedia Resources ◽  
Audio Recordings ◽  
New Material ◽  
Speaking Skill

This article presents the outcomes of an action research project aimed at developing English language speaking skill with fourth gradestudents at IED Liceo Femenino Mercedes Nariño in Bogotá, Colombia, through digitized fables with multimedia resources, as aninnovative strategy offering meaningful input to students in the teaching of English as a Foreign Language (EFL). Instruments such as fieldnotes, audio recordings, and students’ logs after each digitized fable presentation were applied to follow the process and assess progress through students’ interaction, reactions to new material, and oral performance. The findings revealed that, despite some oral mistakes, students could increase their number of original utterances as opposed to repetitive speaking; on the other hand, the attitudes towards learning English were improved because of the material implemented.

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