scholarly journals LES PROBLÈMES DE PRONONCIATION CHEZ LES LYCÉENS DE FRANÇAIS LANGUE ÉTRANGÈRE DANS LE SUD DE LA THAÏLANDE

FRANCISOLA ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Sirima PURINTHRAPIBAL
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Experimental Equipment ◽  
Mots Clés ◽  
School Students ◽  
Minimal Pairs ◽  
Interference Problems ◽  
Langue Maternelle

<p><strong>RÉSUMÉ. </strong>Les différences phonologiques dans les langues thaïe et française impliquent des difficultés de prononciation aux apprenants thaïlandais de FLE. Cette recherche vise à étudier leurs problèmes de prononciation du français. Elle est menée auprès de 30 lycéens de FLE. Le test de prononciation d’une liste de 65 mots et de 45 paires minimales constitue le matériel d’expérimentation. La recherche nous met en évidence que certains problèmes phonétiques rencontrés par ces lycéens sont issus de l’influence de leur langue maternelle, d’autres de l’influence de leur première langue étrangère apprise, l’anglais. En outre, la complexité des systèmes phonétiques du français est aussi une autre cause de problèmes de prononciation chez ces apprenants.</p><p> </p><p><strong>Mots-clés: </strong><em>apprenants thaïlandais, français langue étrangère, interférence phonique, problèmes, prononciation.</em></p><p><em><br /></em></p><p><em>00lns:o="urn:schemas-microsoft-com:office:office" xmlns:w="urn:schemas-microsoft-com:office:word" xmlns:m="http://schemas.microsoft.com/office/2004/12/omml" xmlns="http://www.w3.org/TR/REC-html40"&gt;</em></p><p><strong>ABSTRACT.</strong><strong> </strong>Phonological differences between Thai and French languages involve pronunciation difficulties for Thai learners of French as a foreign language. This research aims to study French pronunciation problems of Thai learners.  It is conducted with 30 secondary school students of French. Pronunciation test consisting of a list of 60 words and 45 minimal pairs is the experimental equipment. The result of this research shows that phonetic problems faced by these students are caused by the influence of mother tongue and their first foreign language learned, English. Furthermore, the complexity of the French phonetics systems is also another cause of their pronunciation problems.</p><p><strong> </strong></p><p><strong>Keywords: </strong><em>french as a foreign language, phonics interference, problems, pronunciation, Thai learners.</em><em>   </em><em></em></p><p><em><br /></em></p>

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

scholarly journals Request Strategies: A Contrastive Study Between Yemeni EFL and Malay ESL Secondary School Students in Malaysia

2018 ◽  
Vol 14 (12) ◽  
pp. 29
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Social Distance ◽  
Secondary School Students ◽  
Social Power ◽  
Mother Tongue ◽  
Target Language ◽  
School Students ◽  
The Social ◽  
Request Strategies

The aim of this study was to investigate the types of request strategies employed by Yemeni and Malay secondary school students in English language. It also aimed at investigating the influence of social power and social distance on the students&rsquo; choice of request strategies. The data was collected through a discourse completion test (DCT) and the analysis used both Blum-Kulk&rsquo;s et al. (1989) Cross-Cultural Speech Act Realization Patterns (CCSARP), and Scollon and Scollon&rsquo;s (1995) politeness system. The findings of the study showed that both groups often use non-conventionally indirect request strategies by means of query preparatory. The analysis revealed that both groups do not take into consideration the social power and the social distance between the interlocutors because they always use the same strategies with any person. The students have this sociopragmatic knowledge in their mother tongue; however, both groups are not sensitive to the social power and social distance existing between the interlocutors as they lack the sociopragmatic knowledge in the target language. Moreover, the students almost use the same strategies even though they have different cultural backgrounds, and this might be attributed to their assimilation in the school learning environment which is a positive indicator for conductive learning environment.

Towards the development of a grammar checker and its utilization in the teaching of Modern Greek as mother tongue

2020 ◽  
Author(s):  
Panagiotis Gakis ◽  
Theodoros Kokkinos ◽  
Christos Tsalidis
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Classroom Setting ◽  
School Students ◽  
Modern Greek ◽  
Text Production ◽  
Electronic Tool ◽  
Grammatical Errors ◽  
Made In

Abstract The goal of the current study is the exploration of the standardization of grammatical errors through templates, a process that ultimately led to the development of a Grammar Checker for Modern Greek, an electronic tool for the automatic recognition and correction of grammatical errors. Moreover, the study investigates the utilization of such a tool in a classroom setting and its contribution to the teaching of mother tongue. The participants of the study were secondary school students and main results showed that errors they made in text production activities could be categorized as errors of mechanics, grammar, and usage through certain templates, which then lead to the development of a Grammar Checker for Modern Greek. Moreover, we also found other errors that could not be analysed and categorized using the theory of taxonomy of errors by Ho, i.e. style: forms—learned forms and semantic. Additionally, the participants highlighted that the specific tool has advantages for the teaching of mother tongue. Implications for the methodology of Grammar Checkers’ development and their use in the teaching of mother tongue, generally, are discussed.

scholarly journals The Impact of Covid-19 Pandemic on EFL Classes through the Lenses of Secondary Learners

2021 ◽  
Vol 9 (4) ◽  
pp. 389-406
Author(s):  
Seçil Tümen-Akyıldız ◽  
Vildan Çelik ◽  
Kwestan Hussein Ahmed
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Language Teaching ◽  
Significant Finding ◽  
School Students ◽  
Remote Education ◽  
Face To Face ◽  
Efl Teaching ◽  
The Impact

With Corona Virus Disease 2019 (Covid-19), a major change to the remote education arrangements has arisen. As it is clear, the pandemic has got side effects, especially in the scope of education and English as foreign language (EFL) teaching. Students at all levels were encouraged to continue learning despite the difficulties they had throughout the crisis. This study aims to investigate the impacts of the COVID-19 pandemic on the field of EFL, particularly by revealing the viewpoints of secondary school students on pandemic remote education and its impact on their English language learning process. Thus, it was designed as qualitative research; interviews were held to probe indepth into their perceptions on EFL teaching throughout pandemic remote education. Interviews were conducted with thirty secondary school students chosen voluntarily. The participants were chosen from different schools. The data obtained from the interviews were analysed through qualitative content analysis by NVivo 8 software program. The results revealed that participants declared that most of the teachers used course books and gave pencil-paper assignments. It was also highlighted that teachers emphasised reading and listening skills in their lessons rather than writing and speaking. Another significant finding of the study is that the participants preferred face-to-face foreign language teaching to remote teaching. Nevertheless, they admitted that online language teaching has several advantages comparing to traditional face-to-face education besides its challenges such as technical, economic, contextual, and individual problems. Lastly, several noteworthy suggestions were made regarding teachers, policymakers, families, and students themselves.

scholarly journals PERCEPTIONS OF SPEECH COMPETENCES IN FIRST AND FOREIGN LANGUAGE OF SECONDARY SCHOOL STUDENTS (Percepcija govornih kompetencija u materinskome i stranome jeziku kod učenika završnih razreda srednje škole)

2019 ◽  
Vol X (28) ◽  
pp. 203-224
Author(s):  
Ivana Odža ◽  
Mirjana Matea Kovač
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
English Language ◽  
Grammar School ◽  
School Students ◽  
Students Attitudes ◽  
Speech Disfluency ◽  
Insufficient Knowledge ◽  
Speaking Skills

The paper examines the attitudes of secondary school students, e. g. grammar school and craftmanship secondary school, toward their own language competences in the native (Croatian) and foreign (English) language. The testing instrument is a questionnaire with statements compiled according to questionnaires used to study attitudes toward the native and / or foreign language. The aim of the research is to observe the level of awareness of the respondents about their own language competences. The results of the statistical analysis indicate that the students of both populations are satisfied with their speaking skills in both languages. They also claim to recognize their own errors, as well as the errors and speech disfluencies of others. Grammar school students, unlike students from the craftmanship secondary school, find the introduction of a course that would further develop speaking skills useful. The obtained results are not in line with the dominant curricular guidelines for teaching the native language, especially those related to the area of speaking competences, emphasizing the need to strengthen the basic, spoken, and consequently written competences of students. The reasons for such attitudes could be explained by insufficient knowledge of the underlying features of highly developed communication competence and consequently of insufficient awareness of their own, as a necessary prerequisite for successful interaction in the contemporary society. The research results point to the necessity of acquiring a more objective perception of students about their own language competences. Keywords: speaking competences; speech errors; speech disfluency; students’ attitudes.

scholarly journals Investigation the attitudes of secondary school students towards the use of saying and words of wisdom in learning English at secondary level in Gaza

2021 ◽  
Vol 4 (3) ◽  
pp. 169-199
Author(s):  
Wafaa Ibrahim Alnajjar ◽  
◽  
Reem Yahya Mahmoud Shehadh
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Secondary School Students ◽  
English Language ◽  
Cultural Knowledge ◽  
School Students ◽  
Efl Learners ◽  
Secondary Female ◽  
Learning English

This paper examined the attitudes of secondary school students towards the use of saying and words of wisdom in learning English as a foreign language in secondary schools in Gaza. Saying and words of wisdom play a significant role in language learning as a part of gaining cultural knowledge. In addition, this study attempted to find out whether they could motivate students to learn English then improve language acquiring through time. 40 secondary female EFL learners were assigned in questionnaires and interviews. Through observation, the researcher convinced that saying and words of wisdom is an important segment in the English Language, and it is a useful piece that has been used to spread wisdom and truths about life. The study reveals the effectiveness and higher rate of retaining of learning vocabulary through the strategy of sayings and words of wisdom compared to the traditional method.

scholarly journals The Characteristics of a Successful EFL Teacher in the Learners’ eyes

2017 ◽  
Vol 8 (1) ◽  
pp. 100
Author(s):  
Dr. Youssef MEZRIGUI
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Frame Of Reference ◽  
School Students ◽  
Efl Teacher ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Traditional Roles

There are two major interrelated reasons behind examining the topic of this paper. In fact, even after many years of their learning English as a foreign language, a large number of secondary school students’ level of proficiency in the language is so low that they cannot use it communicatively, and cannot major in it at university, either. Accounting for their underachievement, a large percentage of such students claim that many teachers still play traditional roles in the teaching-learning process, which has contributed to the problem. The main purpose of this paper, therefore, is to explore the extent to which such a claim is justifiable. In this frame of reference, a questionnaire was administered to a certain number of students on the extent to which the teacher is responsible for the issue, as well as what they personally think the key characteristics of a successful EFL teacher are. Along with this, the paper will equally look at other qualities that ought to be available in EFL teachers with the overall aim of helping them to do their job successfully, and hence attain the expected learning results.

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