scholarly journals How to promote the pragmatic awareness and avoid the fossilization phenomenon through a role play activity in English as a foreign language classes

2021 ◽  
Vol 12 (1) ◽  
pp. e41723
Author(s):  
Patrícia Flasmo de Oliveira
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Role Play ◽  
Great Majority ◽  
Target Language ◽  
Politeness Theory ◽  
Play Activity ◽  
Pragmatic Awareness ◽  
Language Classes ◽  
Language Input

Many people, even after spending a lifetime studying a foreign language are prone to get stuck in a certain grammatical domain no matter the efforts made and the amount of the target language input offered in the classroom. Unfortunately, the great majority who pursuits their dreams to be the closest possible to a native like speaker, the lack of ability to analyze and synthesize linguistic elements makes them persist in the same errors, establishing a phenomenon known as Fossilization in their learning process. In fact, Fossilization can occur in all learning process levels: phonological, grammatical, lexical and pragmatic and the errors made seem to be similar from individual to individual. In an attempt to avoid this Fossilization process concerning the pragmatically ability to communicate, this article aims to present a suggestion of a role-play activity involving strategies to enhance pragmatic awareness related to politeness theory.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe

2021 ◽  
Vol 12 ◽  
pp. 29-44
Author(s):  
Daniel Ferreira ◽  
Isabel Margarida Duarte
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Target Language ◽  
Literary Texts ◽  
Council Of Europe ◽  
Learning And Teaching ◽  
Language Classes

The use of literary texts results in extremely productive strategies for foreign language classes. Its resource creates an opportunity for reflective practice on the target language-culture and, consequently, enables the training of skills that are not only linguistic but also cognitive, aesthetic, cultural, social and human (Council of Europe 2001, 2018). Based on these assumptions, this study aims to promote literary texts in Portuguese as a foreign language (PFL) learning and teaching contexts and, for that purpose, follows the problematization of some theories and practices. At the end, there is a proposal for didacticization of “Bibliotecas”, a tale by Valter Hugo Mãe, as a suggestion for the introduction of literary texts in PFL classes.

scholarly journals Collaborative tasks and learning occasions in English as a foreign language

2011 ◽  
Vol 11 (4) ◽  
pp. 837-852 ◽  
Author(s):  
Marília dos Santos Lima
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Collaborative Dialogue ◽  
Learning English

The study reported here forms part of a program of qualitative research focusing on the use of collaborative tasks in learning English as a foreign language in Brazil. The research examines the concept of collaborative dialogue (SWAIN, 2000), understood as dialogue that constructs linguistic knowledge within a sociocultural view of language learning. The results indicated that the learners reflected upon the target language, tested hypotheses and reformulated their production in order to promote mutual comprehension in the learning process. The results also revealed that the interaction established during the production of the collaborative dialogue stimulated foreign language learning as the students noticed linguistic gaps in the target language, and sought solutions together.

Constructing social identitites and discourse through repair activities

2001 ◽  
Vol 1 ◽  
pp. 239-254
Author(s):  
Dolors Masats ◽  
Virginia Unamuno
Keyword(s):  
Adult Learners ◽  
Real World ◽  
Role Play ◽  
Social Identities ◽  
Target Language ◽  
Normal Flow ◽  
Conversational Analysis ◽  
Interactional Sociolinguistics ◽  
Play Activity ◽  
Language Problems

Traditionally, repairs have been defined as the traces of metalinguistic activities present in oral exchanges that reveal that the speaker(s) are trying to solve language problems which might affect the normal flow of communication (Duranti 1977, Griggs 1997, Levelt 1983, van Lier 1988). However, while most of these studies have highlighted the importance of repairs as tools to gain, expand or reinforce knowledge about the target language, they have not reflected how social identities determine its nature and shape the learners’ discourse. We will examine conversational interactions between pairs of adult learners of Spanish as a second language engaged in a role-play activity, acted out for the class. Such activities require learners to determine who they will be, where they will be and who they will be talking to from the perspective of the role-play, but at the same time they must continue to deal with who they are, where they are and who their audience is in the real world. We use conversational analysis and interactional sociolinguistics to analyse their repairs in these two simultaneous conversational contexts.

scholarly journals A Study on the Use of Mixed Language in Teaching English at Hospitality Management Class

2021 ◽  
Vol 7 (1) ◽  
pp. 162
Author(s):  
Ni Luh Supartini ◽  
Ni Putu Oka Agustini
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
First Language ◽  
Language Instruction ◽  
Hospitality Management ◽  
Target Language ◽  
Teaching English ◽  
Interview Session ◽  
Mixed Language

Learning English as a foreign language required some strategies to achieve the goal of communication. In teaching and learning process, the teacher and students frequently use their first language to explain the difficult word in English. This study aimed to investigate the language used by the teacher as communication strategies in teaching English as a foreign language and students’ responses toward the use of each type of language instruction in teaching English at Hospitality class. To investigate the study there were 2 teachers and 2 classes of hospitality management class as the subject. The data were collected through observation of teaching and learning process and interview session. The study was designed as descriptive qualitative research and the data were analyzed descriptively. The finding showed that the teacher used the target language frequently, however the used of mixed language to explain some difficult words also found in teaching and learning process.  

scholarly journals METODE SCL BERBASIS E-LEARNING DALAM PEMBELAJARAN BAHASA JERMAN SEBAGAI BAHASA ASING (SCL-METHODS BASED ON E-LEARNING IN GERMAN AS A FOREIGN LANGUAGE)

2018 ◽  
Vol 16 (1) ◽  
pp. 17
Author(s):  
Kamelia Gantrisia ◽  
Dian Ekawati ◽  
Genita Cansrina
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Learning Process ◽  
Rapid Development ◽  
Role Play ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Ongoing Research ◽  
E Learning

Abstrak: Dengan pesatnya perkembangan teknologi media di semua bidang termasuk di bidang pendidikan, proses pembelajaran bahasa asing juga telah berubah secara permanen. Penggunaan media digital dalam kegiatan belajar mengajar, baik di dalam maupun di luar kelas menjadi sangat penting untuk dilakukan. Penelitian yang sedang berlangsung ini merupakan penelitian eksploratif dan deskriptif untuk memaksimalkan penggunaan media digital dalam metode pembelajaran yang berpusat pada siswa (Student Centered Learning/SCL). Berbagai materi pembelajaran yang diperoleh melalui media digital diintegrasikan ke dalam metode pembelajaran SCL, dengan studi kasus pada buku teks Netzwerk A1. Berdasarkan teori dari Astleitner (2000), Kron (2003, 2008), Astleitner dan Steinberg (2005), Budka and Mader (2006) dan Hillen dan Landis (2014) penelitian ini mencoba membuat peta metode SCL pembelajaran bahasa Jerman sebagai bahasa asing bagi pemula dengan menggunakan teknik dan bahan e-learning terutama untuk mahasiswa di Universitas Padjadjaran Bandung Indonesia dan untuk menerapkannya dalam proses belajarnya. Hasil pemetaan yang telah dilakukan menunjukkan bahwa data-data yang diperoleh melalui media digital lebih menekankan pada kompetensi berbicara (Sprechen). Metode SCL yang sangat mendukung capaian kompetensi berbicara melalui latihan berbasis e-learning ini adalah Role-Play & Simulation.Kata kunci: e-learning, SCL, bahasa Jerman, bahasa asing  Abstract:  With the rapid development of media technology in all areas including in education, the learning process of foreign language has also changed permanently. Using of digital media in teaching and learning activities, both inside and outside the classroom becomes very important to do. This ongoing research conducted explorative and descriptive studies to maximize the using of digital media in student-centered-learning methods (SCL). Various learning materials obtained through digital media are integrated into the SCL learning methods, with case studies in Netzwerk A1 textbooks. Based on the theories from Astleitner (2000), Kron (2003, 2008), Asleitner and Steinberg (2005), Budka und Mader (2006) and Hillen and Landis (2014) this research tries to make a map of the SCL-methods of learning German as a foreign language by using e-learning techniques and materials especially for the students at the University of Padjadjaran Indonesia and to implement it in its learning process. The results of the mapping that has been done showed that the materials obtained through digital media more emphasis on the speaking competence. SCL method that strongly supports this competence through this e-learning training is Role-Play & Simulation. Keywords: e-learning, SCL, German, foreign language

scholarly journals Developing the Cadets’ Communication Competence from an Intercultural Perspective

2018 ◽  
Vol 23 (2) ◽  
pp. 136-142
Author(s):  
Brândușa-Oana Niculescu ◽  
Georgeta Obilişteanu
Keyword(s):  
Foreign Language ◽  
Communication Competence ◽  
Linguistic Competence ◽  
Target Language ◽  
Content Areas ◽  
Knowledge And Skills ◽  
Language Classes ◽  
Role Of Teachers ◽  
Teaching Learning

Abstract Traditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a teacher. However, language is unquestionably related to culture. Being competent in a foreign language requires not only possessing the linguistic competence, but also understanding the culture that has defined and shaped it. The process of learning a foreign language involves an awareness of the culture of the target language, as well as the way it relates to one’s own culture. This paper aims, first, to deal with major issues in the foreign language classes related to creating the conditions for students to acquire and develop the skills necessary to cope with the difficulties of the intercultural situations, and second, to determine the culture-related content areas and give practical tips for teachers to employ in preparing their students for the intercultural challenge. It also points to the important role of teachers in conceiving and producing the teaching-learning resources that will enable students to gain the relevant cultural background knowledge and skills, as well as to the benefits of using culture-focused activities along with the grammar-based tasks.

scholarly journals Linguocreative nominative realia, innovations, and Russian as a foreign language

2020 ◽  
Vol 22 (4) ◽  
pp. 110-130
Author(s):  
N. V. Tšuikina ◽  
E. V. Busurina
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Learning Process ◽  
Foreign Students ◽  
Target Language ◽  
Practical Significance ◽  
Control Group ◽  
Control Groups ◽  
Teaching Materials ◽  
Methodological Guidelines

Introduction. In recent decades, the Russian urban sociocultural environment has demonstrated the process of generation of linguocreative nominative realia (culture-bound terms) – units of language (from words to texts), created on the basis of the language game or speech stylisation to name various social and cultural phenomena. This linguistic phenomenon proves to be relevant for teaching Russian as a foreign language, specifically in light of the global trend of increasing intensity of spatial mobility of different population groups and the growing internationalisation of Russian educational system. Using linguocreative nominative units provides possibilities to implement the innovative methods in teaching foreign languages. It also allows integrating socio-cultural components in the learning process to facilitate the adaptation of international students.The aim of the current publication was to discover and describe the didactic resource of linguocreative nominative realia for teaching Russian as a foreign language.Methodology and research methods. The methodological framework of the present research was based on the provisions of competency-based approach to teaching Russian as a foreign language and the theory of critical thinking development. The introduction of ergourbanonyms (ergo urban place names) into training courses was verified by the methods of experiment, testing, interview and comparative analysis.Results and scientific novelty. In the course of the research, educational linguistic and verbal cognitive tasks were designed. The approbation was carried out during the academic year in experimental groups of foreign students, who study Russian. The authors presented didactic materials, which are based on linguocreative nominative realia. The effectiveness and perspective of the application of these materials are demonstrated. The inclusion of these teaching materials in the methodological arsenal allows solving several humanitarian tasks: for students to learn more profoundly Russian as a foreign language and to undergo a successful process of adaptation to social and living conditions of everyday environment in a target-language country; for teachers – to increase the motivation of foreign students to acquire Russian as a foreign language and to develop students’ creative critical thinking. Experimental and control groups had tests in the end of the experimental period. The students of experimental groups were taught using new teaching means and tools. The training of students of control groups was organised through traditional techniques. The comparison of learning outcomes upon the probationary period showed higher level of students’ communicative competency in experimental groups, and the students from the control group demonstrated considerably low level of knowledge regarding social and cultural aspects of Russian life. Summarising the results of one year’s innovative experience, teaching materials and methodological guidelines were designed to organise the learning process on the basis of active learning and teaching of Russian as a foreign language.Practical significance. The didactic and methodological tools suggested in the current article can be integrated into various programmes of teaching Russian as a foreign language; the adaptation component of the materials will work within long-term programmes. The current methodological materials are ready to be implemented for classes with foreign students in any region of Russia, or they can serve as an initial sample to develop own methods and design didactic materials.

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