scholarly journals EXPRESSING VOICE IN A FOREIGN LANGUAGE: MULTIWRITING HAIKU PEDAGOGY IN THE EFL CONTEXT 

2017 ◽  
Vol 28 (2) ◽  
pp. 260 ◽  
Author(s):  
Atsushi Iida
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
L2 Writing ◽  
Composition Classroom ◽  
Target Language ◽  
College Writing ◽  
Writing Classroom ◽  
Efl Context ◽  
Poetic Text ◽  
Teaching Voice

One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines. 

scholarly journals Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30-42
Author(s):  
Subrata Bhowmik
Keyword(s):  
Foreign Language ◽  
Writing Instruction ◽  
Writing Skills ◽  
L2 Writing ◽  
Writing To Learn ◽  
Target Language ◽  
Efl Context ◽  
Context Learning ◽  
Recent Scholarship ◽  
Write To Learn

Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.

The Direct Method

2017 ◽  
Author(s):  
Purwarno
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

scholarly journals Second language pragmatic ability: Individual differences according to environment

2015 ◽  
Vol 5 (4) ◽  
pp. 519-556 ◽  
Author(s):  
Lauren Wyner ◽  
Andrew D. Cohen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teacher Development ◽  
Native Speaker ◽  
Research Literature ◽  
Target Language ◽  
Individual Factors ◽  
Discussion Section ◽  
Pragmatic Transfer

The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.

scholarly journals THE USE OF FIRST LANGUAGE IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Iitha Priyastiti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
Native Speakers ◽  
First Language ◽  
English As Foreign Language ◽  
Efl Context ◽  
Language Classroom ◽  
Language And Education

Discussions of the second language (L2) pedagogy have been studied not only in the language and education fields. Experts working in the psychology field also propose theories on applied linguistics because L2 acquisitions involve external and internal processes. However, despite numerous studies on the field, it appears that an issue regarding the use of first language (L1) still creates continuous debates. Although arguments opposing the use of first L1 present compelling theories as to their rationale, they appear to overlook the context in which teaching and learning process takes place. The studies were either conducted in English as a Second Language (ESL) or English as a Foreign Language (EFL), where teachers are native speakers who do not share the same L1 with students. Considering the uniqueness in classroom contexts, this paper is not going to argue or take sides on the conflicting views on the use of L1. Instead, it attempts to acknowledge the gap of the context in language teaching used in previous studies. Using a sociocultural theory, this article will describe the beneficial use of L1 with a focus on its use by teachers in an EFL context where teachers share the same L1 with students. Keywords: first language, English as a Foreign Language, sociocultural theory

scholarly journals Perceptions and Challenges of CLT in EFL Classes - Possible Research in Afghan Tertiary EFL Context

2019 ◽  
Vol 8 (5C) ◽  
pp. 1159-1164
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
The Real ◽  
English Teaching ◽  
Efl Context ◽  
Subsequent Investigation

A great deal of research has been conducted regarding Communicative Language Teaching (CLT) in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, including in Afghanistan. However, the real status of CLT employed in Afghan context is vague due to the lack of sufficient studies. The aim of this paper is to present a review on CLT in various EFL contexts in general and on the perceptions and challenges in the implementation of CLT in Afghanistan for the purpose of identifying gap for a subsequent investigation of CLT in the country. The results show that there are still many areas that need to be examined in the Afghan EFL setting to improve the quality of English teaching and learning in Afghan universities.

scholarly journals Cross-Cultural Pragmatics and Its challenges in EFL context

2017 ◽  
Author(s):  
Dian Rianita
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Target Language ◽  
Pragmatic Competence ◽  
Efl Context ◽  
High Level ◽  
Cultural Pragmatics

Preprint-The target of teaching and learning a foreign language, like English, is customary to give the learners knowledge in using the target language for communication in an appropriate way. Because of that, it is not enough to teach the learners merely grammar skills, but they have to be provided with the cross-cultural competence in using the target language. Linguists believe that mastering high-level skills in grammar does not mean the learners have the equal pragmatic competence. Thus, the instruction concerning pragmatics is compulsory in term of rising a cross-cultural awareness. This paper discusses the intercultural pragmatics and its importance in second language acquisition. The discussion covers the challenges faced by the learners in becoming proficient at using English as their target language

First and second language use in English medium instruction contexts

2018 ◽  
Vol 24 (3) ◽  
pp. 382-402 ◽  
Author(s):  
Ernesto Macaro ◽  
Lili Tian ◽  
Lingmin Chu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Use ◽  
First Language ◽  
Target Language ◽  
Academic Disciplines ◽  
Chinese University ◽  
English Medium Instruction ◽  
Efl Classrooms ◽  
Academic Content

Although there is a wealth of research on the use of the first language (L1) in English as a foreign language (EFL) classrooms, there is as yet very little research of this kind in classrooms where the prime pedagogical objective is to teach academic content through English as a second language (English medium instruction; EMI). It is important to begin filling this gap because a purported aim of content-based programs is to expose students to large quantities of the target language. We investigated the practices of five EMI teachers in a Chinese university and measured the reactions of their students both quantitatively and qualitatively. Our findings show that these teachers switched to the L1 rarely (although with considerable differences among the teachers) and mostly to explain both simple and complex concepts in their academic disciplines. Although students were unperturbed by the switches to the L1, some felt that the teacher could have made more of an effort to explain it in L2 first.

scholarly journals EMERGING FACTORS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) AND ITS APPLICATION IN INDONESIAN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOMS

2018 ◽  
Vol 3 (2) ◽  
pp. 169
Author(s):  
Abd Rahman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning And Teaching ◽  
Efl Context ◽  
Main Factors

Communicative Language Teaching (CLT) has been adopted in many countries and has influenced the foreign and second language learning and teaching. This article aims to explore the emerging factors of CLT and how CLT is practiced in Indonesian EFL classroom. This study finds that there are three main phases of the development of CLT. Started from the works of Hymes (1967, 1972), Canale and Swain (1980) and Bachman (1990). Moreover, recent theories in second language acquisition and globalization are two main factors which lead to the widespread of CLT. Finally, in the EFL context the application of CLT has faced many challenges. Socio-cultures, grammar and reading-based exam, and teachers’ low English proficiency make the application of CLT in Indonesian EFL classroom has not reached its objectives yet.  

Rehearsing, conversing, working it out

2010 ◽  
Vol 33 (3) ◽  
pp. 28.1-28.25
Author(s):  
Rita Tognini ◽  
Jenefer Philp ◽  
Rhonda Oliver
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Peer Interaction ◽  
Language Use ◽  
Language Choice ◽  
Target Language ◽  
Video Recordings ◽  
New Information

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

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