scholarly journals تطبيق الدرس الإضافي في مركز تنمية اللغة الأجنبية لترقية مهارة الكلام لتلاميذ الصف الحادي عشر بمعهد سونن درجات الاسلامي بانجارانيار باشيران لامنجان

2017 ◽  
Vol 1 (2) ◽  
pp. 215-225
Author(s):  
Ainaaul Mardliyah ◽  
Hisbullah Huda ◽  
Saifullah Azhari
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Quantitative Method ◽  
Foreign Language Learning ◽  
Boarding School ◽  
Learning Activities ◽  
Development Institute ◽  
Arabic And English ◽  
Speaking Skills

The institute for Foreign Language Development (LPBA) is a program centered on foreign language learning activities for students of the Sunan Drajat Paciran Islamic Boarding School in Lamongan. The purpose of this institution is to master foreign language, especially Arabic and English. Therefore, researchers want to know about how to apply additional lessons in the Foreign Language Development Institute (LPBA). This research was conducted at the Sunan Drajat Paciran Islamic Boarding School in Lamongan, with class XI as the sample. This study uses descriptive quantitative method to determine the efficiency of speaking skills using the test formula “t”. The results of this study indicate an increase in santri’s speaking skills after the implementation of additional learning at the Institute for Foreign Language Development (LPBA) at the Sunan Drajat Paciran Islamic Boarding School in Lamongan with the value of  t count 9.823 greater that t table 2.026 and this indicates Ho is rejected. Lembaga Pengembangan Bahasa Asing (LPBA) adalah suatu program yang berpusat pada kegiatan pembelajaran bahasa asing bagi santri Pondok Pesantren Sunan Drajat Paciran Lamongan. Tujuan dari berdirinya lembaga ini adalah diharapkan agar siswa menguasai bahasa asing, terutama Bahasa Arab dan Bahasa Inggris. Oleh sebab itu, peneliti ingin mengetahui tentang bagaimana penerapan pelajaran tambahan yang ada di Lembaga Pengembangan Bahasa Asing (LPBA). Penelitian ini dilakukan di Pondok Pesantren Sunan Drajat  Paciran Lamongan, dengan kelas XI sebagai sampelnya. Penelitian ini menggunakan metode deskriptif kuantitatif untuk mengetahui efesiensi keterampilan berbicara dengan menggunakan rumus test “t”. Hasil dari penelitian ini menunjukkan adanya peningkatan keterampilan berbicara santri setelah dilaksanakan  penerapan pembelajaran tambahan di Lembaga Pengembangan Bahasa Asing (LPBA) di Pondok Pesantren Sunan Drajat  Paciran Lamongan. Dengan nilai t Hitung 9,823 lebih besar dari t table 2,026 dan ini menunjukkan Ho ditolak.

scholarly journals البيئة العربية ودورها في تنمية مهارة الكلام ( دراسة متعددة في معهد الأمانة الحديث كريان سيدووارجو و معهد دار الحكمة الحديث تاوانج ساري تولونج أجونج

ASALIBUNA ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Putri Kholida Faiqoh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Boarding School ◽  
Arabic Language ◽  
Speaking Skill ◽  
Language Environment ◽  
Teaching Learning ◽  
Arabic Speaking ◽  
Speaking Skills

Language Environment Approach (Bi’ah Lughowiyah) is a language learning approach that aims to enhance the ability of learners in a foreign language through the utilization of the environment as a learning resource. Speaking skills (Maharah Kalam) are one type of productive skills of learners who require the ability to pronounce sounds correctly, it is a major part of the curriculum of foreign language learning. The Al-Amanah Islamic Boarding School and Darul Hikmah Islamic Boarding School is two of the cottages that there are several activities that aim to develop the ability to speak with students in Arabic, such as Mufrodat Kulla Yaum, Usbu' al-'Araby, Muhadharah, and all of activities about daily speaking skills until monthly. But unfortunately, most students of this cottage did not speak Arabic correctly because mixed by language of their region (Jawa). This research uses a qualitative approach, as well as the type of Multisite research. The results of this study are: 1) The role of Bi'ah Arobiyah in developing Maharah Kalam at the cottage, in terms of the psychological, the role is very helpful, but less. In terms of pedagogic, the role is ineffective. In terms of instructional, there is major role. 2) Supporting factors of Bi'ah Arobiyah that affect the ability of students to speaking Arabic, the position and the positive appreciation of all the inhabitants of the cottage to the Arabic language, Arabic learning materials, Language Activator Division of cottage, rules and punishment, the implementation of the teaching-learning processing a fun atmosphere, and strong motivation of most students. And the inhibiting factors are: the lack of a good education funding for the implementation of Bi'ah Arobiyah, at least media language learning, and most students of this cottage did not speak Arabic correctly because mixed by language of their region. And to solve the problems, intensive evaluation followed by corrections in learning is needed. Keywords: Arabic Environment, Arabic Speaking Skill

What we have to explain in foreign language learning

1996 ◽  
Vol 19 (4) ◽  
pp. 718-718 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Human Cognition ◽  
Development Theory

AbstractWhile child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

scholarly journals Forging new pathways for research on language learning motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Françoise Raby
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Cognitive Ergonomics ◽  
Language Learning Motivation ◽  
Methodological Difficulties

Abstract Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.

Kommunikation und "Kommunikation" im Schulischen Fremdsprachen -Unterricht

1983 ◽  
Vol 16 (2) ◽  
pp. 122-149
Author(s):  
Henning Bolte
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Target Language ◽  
Conversational Analysis ◽  
Functional Perspective ◽  
Response Formats ◽  
Teaching Learning

The article deals with the relationship between verbal communication as a teaching objective and as a medium of teaching/learning. This relationship is of special interest for foreign language teaching/ learning aiming at ccmnunicative competence in spoken language. The article enters into the question in which ways teaching/learning ob-jects are constituted in the course of ongoing interaction, how acti-vities with regard to such objects are stimulated and steered, and what kinds of activities are defined by the participants themselves as LEARNING or count for them as such. Psycholinguistic input-(in-take) output models are being argued against, because classroom learning is not simply characterized by ready-made prestructured in-put and predetermined output, but both have first to be constituted through some strategic form of social interaction. Two examples of foreign language learning in the classroom are pre-sented: first of an EFL lesson, where the distortion of target langu-age function potential is demonstrated and the "staged" production of language prof iciency within a pedagogic interaction pattern is shown; and second of a German FL lesson, where a grammatical item is focussed and exercised. The sequence is an example of rigorous reali-zation of the I(nitiation)-R(esponse)-E(valuation) pattern as the ba-sic pattern of sequential organization in the classroom. It clearly shows how LEARNING is defined/executed as standardized response for-mats and "conditioned" chains of I-R-pairs. Many of the performed linguistic deviations(of the target language)seem due to interaction mechanisms rather than to general principles of language development. Conversational analysis of teaching-learning discourse shows that learning is not merely to be considered as a direct conventionalized consequence of ( initiating ) teaching ( acts ). On the one hand the inter-action pattern is merely a framework wherein "inner" mental processes are evoked and organized, which can manifest themselves in various forms. On the other hand there is a strong tendency for the teacher to control the entire learning process and to make expected outcomes collectively significant and thus for the learner a tendency mainly to adjust to prefabricated response formats, which at the same time serve as evidence for didactically intended cognitions. Hence, the stronger the predetermination and imposing of LEARNING by the teach-er, the more learning tends to become a mere guessing game and pure-ly mechanical. The restrictions of traditional classrooms are obvious from these examples: restrictions with regard to the experience of functional potential of the target language and with regard to the embedding of focussed learning-items into a functional perspective. These re-strictions have to be changed in order to enable learners to parti-cipate in problem-constitution, to bring in own perceptions of con-cepts/problems and to bring in own problem-solving strategies as systematic parts of language development and as systematic parts of official classroom discourse, i.e. as objects of active mutual indication and interpretation. Conversational analysis can be an important tool for the study of such "alternative" structuring of classroom interaction and its con-tribution to a more learner-centered and functionally oriented (foreign)language LEARNING.

scholarly journals فعالية نموذج تخمين الكلمة لنتائج تعليم اللغة العربية من فصل المتوسط مجلس تنمية اللغة الاجنبية بمنطقة دار اللغة

2021 ◽  
Vol 1 (01) ◽  
pp. 145
Author(s):  
Muhammad Bisrikhwan ◽  
Iis Mulaili
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Student Learning ◽  
Learning Outcomes ◽  
Boarding School ◽  
Student Learning Outcomes ◽  
Word Type ◽  
Cooperative Model ◽  
Development Institute ◽  
Academic Year

This research is motivated by the conditions of learning Arabic in Darul Lughoh Dormitory Foreign Language Development Institute, where student learning outcomes are still not optimal. Researchers try to solve these problems through the use of a cooperative model of guessing the word type to improve learning outcomes in Arabic for students. The formulation of the problems in this study are (1) How to apply the cooperative model of guessing words in Arabic subjects, the subject of the mufrodat subject of hobbies to improve Arabic learning outcomes for students in the Mutawassith class, the Institute for Foreign Language Development, Darul Lughoh Dormitory, Pondok Pesantren Darussalam Blokagung Banyuwangi in 2018 / 2019? (2) How to improve student learning outcomes through the use of the cooperative type guessing model in Arabic for students in the mutawassith class of the Foreign Language Development Institute of Darul Lughoh Boarding School, Darussalam Blokagung Banyuwangi Islamic Boarding School, 2018/2019 Academic Year. The results of the research on the application of the cooperative type guessing model in Arabic after going through the initial, core and final activity steps showed an increase in the learning outcomes of students in the Mutawassith class Foreign Language Development Institute Darul Lughoh boarding school Darussalam Blokagung Banyuwangi Academic Year 2018/2019 . Data from the first cycle shows the average value of student learning outcomes as a whole is 80 with a percentage of 63.63% completeness. Whereas in cycle II the average student learning outcomes became 90 with overall student learning completeness was 86.36%.

scholarly journals QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Educational Institutions ◽  
Early Age ◽  
Arabic And English ◽  
Children Education ◽  
Bilingual Learning

This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language mastery so that for many institutions of children education have got the bilingual learning. As the example, some of Islamic educational institutions at the level of playgroup have applied the instruction in English and teaching Arabic words, by considering that the earlier foreign language learning is the better, and the fact that the golden age of brain development occurs at the first five years. This needs to be analyzed further, because there is also important task to have mother tongue language acquisition. For the community of multilingual such as in Indonesia, the acquisition of many languages is unavoidable. Therefore, parents are faced with two choices: To prior the mother tongue and bahasa Indonesia as second language or encourage the bilingual learning of Arabic and English.

Use of Smartphones for Self-Regulated Foreign Language Learning Activities

2020 ◽  
pp. 204-223
Author(s):  
Violeta Jurkovič
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
English Language ◽  
Foreign Language Learning ◽  
Learning Activities ◽  
Language Competence ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Smartphones can significantly affect the development of foreign languages in two distinct ways. Firstly, online informal learning of languages may result in naturalistic foreign language acquisition while mobile assisted language learning implies the use of smartphones following a conscious decision to engage in language learning activities that would result in the improvement of one's language competence. Based on quantitative and qualitative methodology applied on a sample of undergraduate students in Slovenia, the main objective of this chapter is to explore the use of smartphones for self-regulated English language learning activities beyond the language classroom.

scholarly journals FORMATION SPEAKING SKILLS OF PRESCHOOL CHILDREN ON LESSONS FROM FOREIGN LANGUAGE

2019 ◽  
Author(s):  
Vira Prokhorchuk
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Native Language ◽  
Preschool Education ◽  
Foreign Language Learning ◽  
Speech Development ◽  
Foreign Languages ◽  
Speaking Skill ◽  
Speaking Skills

The article deals with issues concerning the general characteristics of the features and ways of optimizing the process of forming the preschool children’s speaking skills at the foreign language lessons; the stages, exercises and tasks of forming the speaking skills are substantiated. education of in a foreign language learning by preschool children is not compulsory, so it isn’t provided by programs of the Basic component of preschool education in Ukraine and refers to the variable component. But, on the basis of a theoretical analysis of the works by foreign and Ukrainian scientists it has been proved that the studying of foreign languages at early age is aimed at preschool children’s speech development of in the most favorable period for them. The theoretical and methodical bases of preschool children’s speaking skill formation are examined. The emphasis is on the main methodological stages of the foreign language learning process. The essence of the concept "method", which means the means to achieve any goal and the solution of a specific task is considered. The author of the article defines the types of exercises and tasks, characterizes their functions for preschool children’s speaking skills teaching foreign language communication. The importance of using the native language in classes has been proved, since gaming activities are organized, the tasks, ways of their performance are explained in the native language. It is determined that the main purpose of preschool education in foreign languages is to formulate children’s idea of a foreign language as a means of communication, as well as the development of elementary skills of foreign communication. The basic tendencies of teaching preschoolers as well as speaking skill forming are presented.

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