A Genre Analysis Study of Iranian EFL Learners’ Master Theses with a Focus on the Introduction Section

2016 ◽  
Vol 6 (10) ◽  
pp. 1982
Author(s):  
Shadi Shirani ◽  
Azizeh Chalak
Keyword(s):  
Foreign Language ◽  
Descriptive Analysis ◽  
Genre Analysis ◽  
Teaching English ◽  
Teaching Process ◽  
Efl Learners ◽  
Analysis Study ◽  
Academic Texts ◽  
Rhetorical Structures ◽  
High Degree

Genre analysis, which is defined as the study of how language is used in a particular context, is considered as a crucial factor in all types of communication especially in writing academic texts. This study aimed at analyzing the rhetorical structure of the introduction section of master theses, to see to what extent they follow the standard frameworks. To fulfill the objectives of the study, 40 master(M.A.) theses written by Iranian English as a Foreign Language (EFL) learners majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University (IAU), Isfahan (Khorasgan) Branch were collected and analyzed. The descriptive analysis of the data including frequency and percentage, indicated that most of the rhetorical structures (moves) that are approved by the field professionals were followed with a high degree of occurrence in Iranian EFL learners’ M.A. theses. The results of the study may pave the way for improving the students’ writing and also the teaching process for academic practitioners.

scholarly journals From the Curtain to the Façade: Enhancing ESL/EFL Learners’ Communicative Competence through an Interactive Digital Drama

2012 ◽  
Vol VI (2) ◽  
pp. 61-75
Author(s):  
Ivan Lombardi
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Human Factor ◽  
Communicative Competence ◽  
Teaching English ◽  
Efl Learners ◽  
Technological Tool ◽  
One Act ◽  
Meaningful Role

Façade is a one-act interactive digital drama about a marital crisis. The player is asked to play the role of a friend of the couple, and to try to cope with the situation by using his or her interaction skills. In this paper, I argue that Façade may be a valuable tool for teaching English as a second/foreign language, especially for the development of communicative competence. In order show how Façade may be used effectively, I (i) highlight the features of the tool that can play a meaningful role in language teaching; (ii) give examples of drama techniques that best exploit Façade; (iii) trace the techniques back to a methodology of reference; (iv) stress the primary importance of the human factor, the learners and teacher, over the technological tool. I then linger on the role of the teacher in activities that involve Façade, as well as other digital media. My proposal is presented under the metaphor of the edurector.

scholarly journals A Descriptive Analysis of Young Learners’ Behaviours toward TEFL

2018 ◽  
Vol 11 (1) ◽  
pp. 79
Author(s):  
Choiril Anwar ◽  
Wa Ode Runi Kusumawarni
Keyword(s):  
Foreign Language ◽  
Descriptive Analysis ◽  
Total Sample ◽  
Teaching English ◽  
Young Learners ◽  
Positive Behaviors ◽  
Grade 5 ◽  
Asking Questions ◽  
Independent Variable ◽  
Academic Year

This research was surely aimed at investigating young learners’ behaviors toward the teaching English as a foreign language (TEFL). This qualitative research used descriptive method. It was conducted in SD Islam Sultan Agung 4 Semarang. The population of this research was the students of grade 5 and students of grade 6 in the academic year of 2017/2018 with the total sample was 70 students, consisting of 32 students of Grade VA and 38 students of Grade VI. In this research, the researchers used convenience sampling to determine the sample of the research. The variables of this study were teaching English as a foreign language which is as independent variable and young learners’ behavior functions as dependent variable. The data collection techniques of this research were through 1) observation and 2) close-ended questionnaire. The results of the research then indicated that young learners showed positive behaviors toward the teaching English as a foreign language such as paid attention to the teacher’s explanation, wrote down and read the material, actively and bravely in asking questions to the teacher, and made the vocabularies list to be memorized.Keywords:  Teaching English as a Foreign Language; Behavior; Young Learners

scholarly journals INTELLIGIBLE PRONUNCIATION: TEACHING ENGLISH TO VIETNAMESE LEARNERS

2021 ◽  
Vol 37 (1) ◽  
pp. 176
Author(s):  
Do Anh Tuan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Transfer ◽  
First Language ◽  
Foreign Language Learning ◽  
Teaching English ◽  
Teaching Process ◽  
International Language ◽  
Accented English ◽  
Point Of Reference

L1 (first language) phonological transfer in L2 (second/foreign language) learning appears unavoidable; concerns are whether it is positive or negative and which strategies could help to deal with negative transfer. This paper discusses the exploitation of an innovative approach to English pronunciation teaching named the L1 point of reference (L1POR) approach, in which L1 phonological impacts on L2 pronunciation are taken into account in the teaching process. Teaching points and strategies to improve the intelligibility of Vietnamese-accented English are recommended with reference to the L1POR and literature in teaching English as an international language.

scholarly journals Identification of barriers and challenges to teaching English at an early age in Indonesia: an international publication analysis study

2021 ◽  
Vol 5 (1) ◽  
pp. 217-229
Author(s):  
Harto Malik ◽  
Megan Asri Humaira ◽  
Achmad Nur Komari ◽  
Irwan Fathurrochman ◽  
Imam Jayanto
Keyword(s):  
Foreign Language ◽  
Phenomenological Approach ◽  
The Other ◽  
Foreign Languages ◽  
Early Age ◽  
Teaching English ◽  
Teaching Resources ◽  
Analysis Study ◽  
Publication Analysis ◽  
Barriers And Challenges

This paper will identify some of the barriers and challenges in teaching English early in Indonesia. We believe that teaching English as a foreign language has many obstacles and challenges that must be raised and published so that all parties with interest in teaching foreign languages ??in Indonesia, especially in early childhood, will receive enlightenment. So, we have first received much input from various data sources that we access electronically. All of our data is related to the purpose of this study, and we analyze it with a descriptive qualitative design under the control of a phenomenological approach so that the results will be valid and reliable findings. Based on the discussion of the findings, we can conclude that many teachers are often hampered by a lack of enthusiasm, limited study schedules, teaching resources, inadequate materials, and excess students in class. On the other hand, students have shallow learning motivation and very few skills related to learning English as a foreigner. Therefore, this is an insight for many parties who work in succeeding in English teaching in Indonesia.

Teacher Challenges and Solutions in Teaching EFL Students

2021 ◽  
Vol 2 (1) ◽  
pp. 22-26
Author(s):  
Ida Bagus Yoga Buana Surya Putra
Keyword(s):  
Qualitative Method ◽  
Classroom Activity ◽  
Teaching English ◽  
Teaching Process ◽  
Efl Learners ◽  
English Teaching ◽  
Efl Teacher ◽  
Teacher Challenges ◽  
Efl Students ◽  
Teacher's Perspective

The present study was aimed at identifying the EFL teacher challenges in teaching English, EFL learners’ problems in the classroom from teacher’s perspective, and the EFL teacher’s solutions for the problems exist in the classroom activity at SMK Negeri 1 Gianyar. A qualitative method was used to identify an EFL teacher challenges and solutions in teaching English. An interview was done through Google Form and WhatsApp chat with the participant. The results revealed that there are two main challenges faced by the teacher and four main challenges faced by the students based on the teacher’s perspective. Additionally, the study also revealed the teacher’s solutions for the challenges appeared during the English teaching process. Further, it is suggested for the teacher to use jigsaw strategy in teaching that will make the students take an important part in teamwork instead of without doing nothing in a group activity.

scholarly journals A Study on the Use of Lexical Chunks by Chinese EFL Learners in Writing

2015 ◽  
Vol 5 (6) ◽  
pp. 66
Author(s):  
Ling Shi ◽  
Lei Wang
Keyword(s):  
Functional Analysis ◽  
Data Analysis ◽  
Foreign Language ◽  
Teaching English ◽  
High Stake ◽  
Evolution Of Language ◽  
College English ◽  
Efl Learners ◽  
Lexical Approach ◽  
National Test

<p>Lexical Approach put forward by Michael Lewis (1993) is widely acknowledged in EFL teaching and lexical teaching is very important development in the evolution of language teaching (Lowe, 2003).<strong> </strong>For about thirty years of teaching English as a foreign language (EFL) in China, more and more teachers have realized the importance of teaching and encouraging learners to use ready-made lexical chunks. However, the present study focuses on the overuse of lexical chunks in learners’ writings in a high stake national test (College English Test Band 6 – CET6). The corpus-based data analysis will be done to find the most commonly used lexical chunks by Chinese EFL learners and demonstrate what is meant to be the overuse of lexical chunks. Furthermore, the reasons for misuse and overuse of lexical chunks will be discussed. The findings drawn from structural and functional analysis of lexical chunks also have some pedagogical implications.</p>

Teaching Conceptual Metaphors to EFL Learners in the European Space of Higher Education

2017 ◽  
Vol 5 (1) ◽  
pp. 87-114
Author(s):  
Regina Gutiérrez Pérez
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
International Communication ◽  
Teaching English ◽  
Second Language Teaching ◽  
Conceptual Metaphors ◽  
Efl Learners ◽  
Raising Awareness ◽  
Language Context

AbstractThe CEFR encourages a more effective international communication. Given that effective communication in a L2 involves the ability to use metaphors, this figure becomes of prime importance to the teaching of languages. The present study applies a methodology for teaching English metaphors and idioms following the tenets of Cognitive Linguistics (CL). It argues the importance of “metaphoric competence”, and, by a conceptual metaphor awareness method, it advocates the usefulness of teaching metaphors and idioms and its explicit inclusion in a language syllabus aimed at increasing proficiency in L2. This conceptual basis for language is almost entirely unavailable to L2 learners in course books and reference materials. This paper reviews the scope of metaphor and metaphoric competence in the context of second-language teaching and learning, and provides some tips on how to teach metaphors and idioms effectively in a foreign language context. By analizing the systematicity and experiential basis of the expressions subject of study, it offers some pedagogical suggestions and teaching material that can facilitate the acquisition of idiomatic expressions by raising awareness of the conceptual metaphors that underlie them.

scholarly journals Reflexive metadiscourse in a corpus of Spanish bachelor dissertations in EFL

2018 ◽  
pp. 29-49
Author(s):  
Noelia Navarro Gil
Keyword(s):  
The Other ◽  
Research Articles ◽  
Academic English ◽  
Efl Learners ◽  
Learner Corpus ◽  
Academic Texts ◽  
Writing Culture ◽  
The One ◽  
High Degree ◽  
And Linguistics

Academic English has often been described as a reader-oriented discourse, in which the structure, objectives and claims are made explicit and carefully framed. Metadiscourse markers help to build coherence and cohesion, and allow writers to guide their readership through their texts. Spanish EFL learners often transfer part of their L1 writing culture into their L2 texts. This is problematic because academic Spanish tends to show a slightly more reader-responsible style, and academic texts call for a high degree of disciplinarity: learners not only have to be aware of the conventions of the L2 regarding metadiscourse, but also of their own discipline. This article explores the use of reflexive metadiscourse in a learner corpus of bachelor dissertations written in English by Spanish undergraduates in medicine and linguistics, and compares the results with an expert corpus of research articles. The results show that overall both corpora contain similar frequencies of textual metadiscourse, but this is only true when we look at the results according to discipline. In spite of this quantitative similarity, there are cases of overuse and underuse in the learner corpus that highlight features of the bachelor dissertations genre, on the one hand, and EFL Spanish writing, on the other hand.

scholarly journals Translation as a Tool for Teaching English in Saudi EFL Classrooms: Teachers Attitude

2020 ◽  
Author(s):  
Ruba Alhajeri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Arab World ◽  
Learning Experience ◽  
Teaching English ◽  
Teaching Process ◽  
Teaching Aid ◽  
The World ◽  
Back Translation ◽  
Efl Classrooms

This paper goes in line with modern movement towards bringing back translation as a teaching aid and investigates the use of translation in learning English as a foreign language (EFL) classrooms. The main focus of this paper is on Saudi EFL instructors' attitudes towards the use of translation as a teaching aid and explores to what extent do Saudi teachers tend to use translation in the teaching process. This research paper concludes that teachers use translation as a technique to help the student to understand better and assess the students' overall language learning experience. The findings open the venue for further investigation of this matter in other parts of the Arab world to have a broader picture of the issue in this part of the world.

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