scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

scholarly journals CHALLENGES AND BARRIERS IN FORMATION OF COMMUNICATIVE COMPETENCE AMONG ENGLISH LANGUAGE LEARNERS

2018 ◽  
Vol 64 ◽  
Author(s):  
O.I. Bozhok ◽  
L.I. Bilins’ka ◽  
M.M. Gomola
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Individual Group ◽  
Common Problems

The aim of this research is to highlight some problems in teaching and learning English as a foreign language. As there exist different ways in mastering foreign languages there also exist many methods of their teaching. In the course of training many students face with spelling, inflection, pronunciation, grammar and other common problems which are constantly investigated and solved. According to the level of any individual group of students the approach of organization and conduction of the lesson should also be individual as learners make different mistakes. So teachers of any foreign language must not just get formal education but also be aware of modern techniques and approaches.

scholarly journals The Tourism Students’ Awareness of Communicative Competence in an English as a Foreign Language Context

2018 ◽  
Vol 14 (5) ◽  
pp. 184
Author(s):  
Ercilia Loera Anchondo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Structured Interview ◽  
Target Language ◽  
Ciudad Juarez ◽  
Mixed Method Research ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Context

The present research aimed to find out the students’ awareness towards the concept of communicative competence and to discover if exposure serves as a tool in the development of the latter. Applying a mixed-method research design, quantitative and qualitative data were gathered with three different instruments: a face-to-face questionnaire, a semi-structured interview, and a structured observation. The subjects consisted of forty-six English as a Foreign Language learners in the intermediate and advanced levels in the Tourism major at the Universidad Autónoma de Ciudad Juárez. Eleven questions were designed to find out the students’ awareness on communicative competence and its components. The interview was based on the elements of communicative competence and the activities related to exposure to the target language. The observation considered details in regards to the students’ performance in the linguistic and pragmatic components of communicative competence. Results indicated that participants are aware of the concept under study and its components. Their answers to the interview and their performance in the observation proposed that exposure to the target language have been used towards the development of certain elements in their communicative competence. Recommendations derived from the present study include making students comprehend what the acquisition of a communicative competence encompasses, which is to manage the target language through the use of the four skills. Secondly, it is of great importance to promote in students the habit of practicing the target language outside the classroom. Finally, it is necessary to pay attention to phonological features such as word stress, pitch, and intonation to improve pronunciation.

On the Consideration of Environmental Factors and Social Milieu Effective in Iranian EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 60
Author(s):  
Gholam Reza Parvizi ◽  
Jafar Mashayekh ◽  
Yasser Saremi
Keyword(s):  
Environmental Factors ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Target Language ◽  
Efl Learners ◽  
Efl Context ◽  
Foreign Language Learners

It has been known that teaching and learning a language in an ESL context is by far easier than teaching and learning it in an EFL context and that learning a language must take place in a social context. Foreign language milieus are those in which students do not have enough opportunities for communication in the target language beyond their classroom settings whereas in second language contexts, the target language is readily available out there (Brown, 2001). Given the important role that language learning resources could potentially play in EFL contexts, in the present study an attempt is made to shed light on the environmental factors and resources which Iranian language learners rely on and to explore the possible resources which exist around them and of which not all of them are necessarily aware. To this end, a group of students studying in Iran Language Institute in Shiraz was chosen. The data of the study were gathered through a questionnaire and a semi-structured interview. The findings suggested that they rely on very few resources outside the classroom setting. In addition, it was revealed that in an EFL context, such as Iran, there is a range of resources which foreign language learners could rely on and which could present them with opportunities in all four language skills. 

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals Teaching Sociolinguistics: A Medium for Cultural Awareness of Indonesian University Foreign Language Learners

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 192
Author(s):  
Agnes Herawati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cultural Awareness ◽  
Target Language ◽  
Language Usage ◽  
Research Results ◽  
Foreign Language Learners ◽  
Language Classrooms

This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs. Sociolinguistics provides useful examples of language usage in different genres, including how culture influences people in using a language. The opportunities of learning other cultures through language will take the students to the higher level of appreciation of the culture of the target language. To determine how this outcome can be achieved in the language classrooms, this paper provides a review of closely connected literature about how to bridge the gap between cultures in particular. However, to increase its completeness and relevance, this paper also provides some research results that reveal how teaching Sociolinguistics has taken its new applicability and importance, and furthermore adds the effects on how students become more proficient and enthusiastic about their learning. 

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

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