The Enlightenment of Second Language Ego to Oral English Teaching in Senior High School

2020 ◽  
Vol 10 (10) ◽  
pp. 1310
Author(s):  
Junhua Wang
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
English Teachers ◽  
Vital Role ◽  
Senior High School ◽  
English Learning ◽  
English Teaching ◽  
Affective Factors ◽  
Primary Focus

Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching. In this paper, the author elaborates the concept of language ego and demonstrates that the primary focus of developing a positive second language ego in senior high school is to overcome inhibition, which is beneficial to oral English learning. Furthermore, the author also gives some suggestions to English teachers concerning solving problems when they teach oral English. As a result, students can get into an optimal learning state, then the efficiency of oral English teaching can also be improved.

scholarly journals Analysis of the Quality on English Microlectures of Senior High School from Perspectives of Teaching Philosophy, Second Language Acquisition Mechanism and Education Psychology

2018 ◽  
Vol 6 (11) ◽  
pp. 16
Author(s):  
Yang Yuqian
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Teachers ◽  
Senior High School ◽  
Teaching Philosophy ◽  
The One ◽  
Education Psychology ◽  
Practical Teaching

Concerning the fact that a large amount of teachers have been participated in the microlectures competition, it means the concept of microlectures has been recognized. However, English teachers are devoted to participating in these competitions but fail to put microlectures into practical teaching. Therefore, the focus of this paper is going to answer the following two questions, that is, how to make a good microlecture and how to use it properly. This paper chooses four videos from The Third China’s Microlectures Competition to analysis from three aspects: teaching philosophy, second language acquisition mechanism and education psychology. It is found that English teachers from senior high school generally do not understand the concept of microlectures. Generally speaking, teachers are intended to win the award of the competition but fail to put microlectures in the practical teaching. Teachers are inclined to select big topics, untypical teaching materials. What’s more, the structure of microlectures isn’t complete since some teachers ignore the exercise part. Based on these problems, on the one hand, English teachers should insist on life-long study and apply the latest education technologies into practical teaching. On the other hand, the organization of the whole microlecture should be developed logically. Suggestions are provided with teachers on how to make a make a good microlecture and how to use it properly.

scholarly journals The Application of Affective Filter Hypothesis Theory in English Grammar Teaching

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Cuicui Chen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teaching Practice ◽  
Vital Role ◽  
English Learning ◽  
Affective Factors ◽  
Grammar Teaching ◽  
English Grammar ◽  
Affective Filter ◽  
Grammar Learning

Krashen's theories of second language acquisition play a vital role in English teaching, in which "affective filter hypothesis" analyzes the influence of various affective factors on English learning. This paper focuses on Klashen's "affective filter hypothesis", analyzes the application of affective factors in the teaching practice of English grammar, and puts forward some teaching suggestions. The purpose of the study is to reduce the anxiety of the students in the second language grammar learning class, and then to find the most conducive state of English grammar learning, and to achieve the goal of English grammar teaching.

scholarly journals Role Controversy among Team Teachers in the JET Programme

2004 ◽  
Vol 26 (2) ◽  
pp. 223 ◽  
Author(s):  
Sean Mahoney
Keyword(s):  
High School ◽  
Negative Pressure ◽  
English Teachers ◽  
Senior High School ◽  
English Teaching ◽  
General Classroom ◽  
Using Data ◽  
Japanese English

This article attempts to identify and clarify incongruous and problematic perceptions of team-teachers' roles held by JET Programme Assistant English Teachers (AETs) and their Japanese English-teaching colleagues (JTEs). Confusion over who should do what, and especially the frustration resulting from belief conflicts between team teachers, produces negative pressure on partners that could be detrimental to English lessons and general classroom atmospheres. Using data collected from long-answer sections of a nationwide questionnaire involving over 1,400 junior and senior high school educators, the author investigates discord found between and within AET and JTE groups at both levels. While respondents generally concurred on the main (i.e. top three) roles expected of themselves and their partners, discrepancies did arise regarding other, less commonly perceived roles. 本稿はJETプログラムの英語指導助手（AET）と日本人英語教師（JTE）によるティームティーチング（TT）授業において、両者の役割に関する問題や齟齬を指摘し、詳述するものである。英語の授業におけるそれぞれの担当内容、特に教育方針の違いから生じる不満が積もると、両者に否定的なプレッシャーを与え、教室内の雰囲気に悪影響を及ぼすことになるだろう。中学校・高等学校で教えている全国1,400名以上の英語教師からの自由記述データを利用して、筆者がAET集団とJET集団間、及び、それぞれの集団内部の問題を検討する。全般的に、回答者からは各々のパートナーに期待されている主要な役割分担に関して共通の認識を持っている割合が高かったが、双方に差異が見られる場合、役割に関する共通認識の割合が低い傾向があった。

scholarly journals Student expectations of TESOL Programs

2006 ◽  
Vol 29 (1) ◽  
pp. 4.1-4.21
Author(s):  
Sarbari Bordia ◽  
Lynn Wales ◽  
Jeffery Pittam ◽  
Cindy Gallois
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Teaching Methodology ◽  
Student Expectations ◽  
Course Content ◽  
Affective Factors ◽  
Speakers Of Other Languages ◽  
And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

An Empirical Study on Interlanguage of Computer Science and Engineering Major Students in English Writing

2011 ◽  
Vol 71-78 ◽  
pp. 4337-4340
Author(s):  
Jing Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Study ◽  
Computer Science ◽  
English Teachers ◽  
Science And Engineering ◽  
English Teaching ◽  
English Writing ◽  
The Past

Interlanguage is an important issue in the field of second language acquisition for the past forty years. This study classifies the errors into three levels-lexicon, syntax and discourse, and then analyses the error examples to reflect the cause of interlanguage. The result may make some suggestions to the English teachers in English teaching.

scholarly journals Need Assessment of Developing Android Application for English Learning in Digital Era

2019 ◽  
Vol 7 (1) ◽  
pp. 37-43
Author(s):  
Rosalinda Ayu Purbasari ◽  
Nunuk Suryani ◽  
Deni Tri Ardianto
Keyword(s):  
High School ◽  
Educational Technology ◽  
English Teachers ◽  
Senior High School ◽  
English Learning ◽  
Android Application ◽  
Need Assessment ◽  
Innovative Strategy ◽  
Central Java ◽  
Digital Era

This changing era demanded innovative strategy in all aspect, especially in education. This research was a need assessment which aimed to analyze the need of An-droid application for English learning in Senior High School in Magelang Regency, Central Java. To collect the data, interviewing English teachers and distributing the questionnaire to the students were conducted. Based on the result of the interview, as a facilitator, teachers needed assistants to assist the students in learning English. In this case, technology was needed. It was supported by the data that there were 82,5% students owned smartphone and 95% of them agreed that using Android application was more interesting. There was 63% of the students spent their time more than 6 hours per day with their smartphone. Thus , it could be concluded that nowadays, it is urgently needed to develop Android application to support English self assessed learning in this digital era. Abstrak Perubahan era menuntut adanya strategi yang inovatif di segala aspek kehidupan, terutama pendidikan. Penelitian ini merupakan penelitian pendahuluan yang bertujuan untuk menganalisa kebutuhan aplikasi Android untuk mendukung pembelajaran Bahasa Inggris di Sekolah Menengah Atas di Kabupaten Magelang, Jawa Tengah. Untuk mengumpulkan data, metode yang dilakukan adalah wawancara dengan guru Bahasa Inggris dan membagikan kuesioner kepada siswa. Dari hasil wawancara, disebutkan bahwa, sebagai fasilitator, guru membutuhkan asisten untuk memantau siswa dalam belajar secara mandiri. Oleh karena itu, peran teknologi dibutuhkan dalam hal ini. Data menunjukkan bahwa siswa yang memiliki smartphone berjumlah 82,5% dan 95% dari mereka setuju bahwa kegiatan belajar mandiri menggunakan aplikasi Android lebih menarik. Hal ini didukung dengan intensitas siswa dengan smartphone yaitu 63% dari mereka menghabiskan waktu lebih dari 6 jam sehari untuk berinteraksi menggunakan smartphone. Maka dari itu, di era digital seperti sekarang ini, aplikasi Android penting untuk dikembangkan guna mendukung pembelajaran Bahasa Inggris secara mandiri. Keywords: android application; educational technology, English learning, need assessment; self-assessed learning

scholarly journals Teacher’s Directive Expressions Analysis in English Teaching Classes

2020 ◽  
Vol 8 (1) ◽  
pp. 22
Author(s):  
Haryanto Haryanto ◽  
Husni Mubarok
Keyword(s):  
High School ◽  
Comparative Study ◽  
English Teachers ◽  
Language Instruction ◽  
Senior High School ◽  
The Other ◽  
Student Centered ◽  
Teaching Activity ◽  
English Teaching ◽  
Teaching Learning

This paper aimed at finding out the types of teacher‟s directive expressions at two schools and describing the realizations of directive expressions in English teaching. This research was designed as a qualitative and comparative study. The subjects of the research were English teachers at one Senior High School (first School) at Semarang city and one (second school) at Jepara city. The data of this research were gained through recording, observation and interview. The result showed that there were 11 illocutionary kinds found in the teacher‟s directive expressions at the first school, and 8 illocutionary types in teacher‟s directive expressions at the second school. The most illocutionary kind found in the conversation of teaching activity in both schools was question. The directive‟s expression in both schools used direct and indirect utterances. The teachers of first school more often used language instruction in the classroom because they applied varieties of directive expression. Meanwhile, the teachers at the first school used little directive expressions in English teaching because they did not apply varieties of directive‟s expressions. The implication in teaching learning English process is that teacher-centered and student-centered type of learning depends on the frequency of production of directive expressions. More directives the teacher expresses, more center the learning by the teacher. On the other hand, less directives the teacher expresses, less center the learning by the teacher.

scholarly journals THE EFFECT OF VIRTUAL TEACHING ON ATTITUDES OF SECOND LANGUAGE ACQUISITION DURING COVID-19 CONDITIONS OF INDONESIAN STUDENTS

2021 ◽  
Vol 9 (2) ◽  
pp. 116-126
Author(s):  
Susi P. Kandati ◽  
Devilito P. Tatipang
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Change ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Virtual Teaching

The intention of this study is to find out the effect of virtual teaching on attitudes of second language acquisition during Covid-19 condition.  Most school quickly closed to protect the students and teachers from the virus.  The study findings indicate that Virtual Teaching (VT) marked a positive change in the attitudes of the students.  This study was performed both qualitatively and quantitatively.  In order to find out the effect of virtual teaching on second language acquisition attitudes, a questionnaire was distributed.  It was conducted at the Senior High School level.  The questionnaire was distributed among 77 third year students of random Senior High School with a google form sent through WhatsApp due to the outbreak of Covid-19 pandemic.  It was designed on five linear scales.

scholarly journals Impact of Language Ego, the Native Language Effect on Oral English Learning of High School Students

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Guo Xiashi ◽  
Yuewu Lin
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Negative Transfer ◽  
Native Language ◽  
Mother Tongue ◽  
English Learning ◽  
School Students

Language transfer, especially the native language effect on the process of second language acquisition, has always been a hot issue of various linguists. Language transfer is inevitable in the process of second language acquisition, which can be divided into positive transfer and negative transfer. The positive transfer will promote the foreign language learning while negative transfer of mother tongue will hinder the second language learning. In English learning, compared with reading and writing, oral English learning is more important and more complex. Chinese high school students are often disturbed by negative effect of their mother tongue in oral English communication. In China, experts and scholars have done a lot of researches on the negative native language effect in English learning, but most of the researches focus on writing and translation skills, while few of them emphasize on listening and speaking skills.At present, English teaching is undergoing a profound reform, and English teachers and learners are paying an increasing number of attention to the study of spoken English. In order to fill the gap and correctly understand the influences of oral English acquisition of high school students, through the analysis of the principle of native language effect, this paper finds that the vocabulary, grammar, pronunciation and pragmatics of mother tongue all have negative transfer to foreign language learning. What’s more, language ego, as an important part of affective principles, has a profound impact on the process of oral English learning. There is a strong and negative correlation between language ego and oral English learning to some extent. The less students´language ego is, the more oral English output students will produce.

scholarly journals Student expectations of TESOL programs

2006 ◽  
Vol 29 (1) ◽  
pp. 4.1-4.21 ◽  
Author(s):  
Sarbari Bordia ◽  
Lynn Wales ◽  
Jeffery Pittam ◽  
Cindy Gallois
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Teaching Methodology ◽  
Student Expectations ◽  
Course Content ◽  
Affective Factors ◽  
Speakers Of Other Languages ◽  
And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

Sign in / Sign up

Export Citation Format

Share Document