Formulaic Sequences in Mainland China over the Past Decade – A Review

2021 ◽  
Vol 12 (3) ◽  
pp. 185-189
Author(s):  
Sara Wang Et.al
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Mainland China ◽  
Formulaic Sequences ◽  
The Past ◽  
Formulaic Sequence ◽  
Learning English

In this paper, Formulaic Sequences (FS) over the past ten years are reviewed to provide some insights on its usage in the process of teaching and learning English language in China. It identifies three main features. Firstly, the general trends of FS, Secondly, the characteristics of development of FS in various fields. Thirdly, the use of FS and the teaching of FS. Finally, the paper puts forward some suggestions on the use of formulaic sequence on teaching and learning foreign language in mainland China．

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

scholarly journals The Impact of Class Size on Teaching and Learning English as a Foreign Language: The Case of the Department of English at Abdelhamid Ibn Badis University

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hayat Aoumeur
Keyword(s):  
Foreign Language ◽  
Class Size ◽  
Teaching And Learning ◽  
Huge Number ◽  
Large Classes ◽  
The Past ◽  
Quality Of Teaching ◽  
The Impact ◽  
Learning English

This paper is devoted to the study of the impact of class size on teaching and learning English as a foreign language. The investigation was conducted at the department of English at Abdelhamid Ibn Badis University. The department has witnessed a huge increase in the enrolment figure in the past decade which resulted into an increase in class sizes. This has created problems for staff and students alike. Despite the steps taken by the administrators to reduce the number of students, the problem of class crowding still persists. The department of English, alone, has an enrolment of almost 3000 students, it is a huge number indeed if we take into consideration the availability of facilities and resources. The aim of this study is to explore the organizational and pedagogical difficulties that are frequently encountered by the teachers dealing with large classes and the effects on student learning. Additionally, this paper proposes some suggestions on how to deal with class overcrowding. As part of our research, we have given questionnaires to 200 students and 40 teachers. The findings of the survey clearly demonstrate that large class sizes have an adverse impact on the quality of teaching and learning.

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals Non-Language-Major Students' Autonomy in Learning English in Vietnam

2020 ◽  
Author(s):  
Cam Thi Ngoc Nguyen ◽  
Tu Thi Nguyen
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Research Method ◽  
Quantitative Research ◽  
English Language ◽  
Descriptive Statistics ◽  
Ho Chi Minh City ◽  
English Learning ◽  
The Past ◽  
Learning English

The English language is one of the international languages used for communication and learning worldwide. In Vietnam, English is taught as a second language in schools from elementary to advanced levels. In learning a certain foreign language, the autonomy of learners has become a vital subject for the past 30 years. This research surveys the autonomy of non-language-major-students in learning English in Ho Chi Minh City University of Education. The quantitative research method uses descriptive statistics and T-test. A group of 258 students (61 males and 197 females) took part in answering two questionnaires on learners' autonomy in learning English and the roles of lecturers and students in developing learner-autonomy in learning English. The results showed that the students were not familiar with the term learning autonomy. However, students were aware that they played a fundamental role in improving this ability. They also believed that the lecturers determined their English learning process. Thence, we propose solutions for the non-language-majors to improve their autonomy in learning English.

Relation between Socio-economic Status and Motivation of Learners in Learning English as a Foreign Language

2016 ◽  
Vol 6 (4) ◽  
pp. 742 ◽  
Author(s):  
Ali Akbar Khansir ◽  
Naeimeh Jafarizadegan ◽  
Fatemeh Karampoor
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Economic Status ◽  
Strong Relationship ◽  
Socio Economic Status ◽  
Global Language ◽  
The One ◽  
Learning English

The purpose of this article is to discuss Relation between Socio-Economic Status and Motivation of Learners in Learning English as a Foreign Language, in Iran.  Motivation has played an important role in global language activity, and it has been as one of the real strategies used in foreign language setting in general and in English language as a foreign or second language in particular. We are, English language teacher have never neglected motivation and its relation with socio-economic status in teaching and learning English language in classrooms. In this work, investigators selected two hundred and thirty Iranian learners who studying in third grade high school in Boushehr city. In this article, both female and male students of ten high schools were participated in order to collect data. The one of instruments of this study is designed based on Garnder’s AMTB (1985). The AMTB questionnaire utilized in the study consists of the sections: Integrative component; Motivation component; Orientation component. Another instrument of this paper is designed based on Bourdieu’s (1986) in order to collect data from family socio-economic status of students. The finding of this paper indicated that most of the independent variables especially economical capital has appositive relation with motivation in EFL learning. In addition, the results of the study revealed noticeable evidence of the existence of a strong relationship between socio-economic status and motivation in language learning (English as a FL).

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals FROM STORYTELLING TO STORY WRITING: THE IMPLEMENTATION OF READING TO LEARN (R2L) PEDAGOGY TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

2017 ◽  
Vol 6 (2) ◽  
pp. 232 ◽  
Author(s):  
Ika Lestari Damayanti
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Narrative Texts ◽  
Written Narratives ◽  
Before And After ◽  
Context Of Learning ◽  
Story Sharing ◽  
Learning English

It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language.  This action-oriented case study aims to enhance students’ written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students’ written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1) preparing before reading (stories), (2) detailed reading, (3) joint rewriting, and (4) individual rewriting. Before and after the intervention, students’ narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence.  The preliminary findings indicate that there is a shift in students’ ability from writing fragmented and spoken-like language to more literate written narratives.   It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.

scholarly journals Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region

2019 ◽  
Vol 2 (6) ◽  
pp. 94-96
Author(s):  
Zebo Botirova Hakimjon qizi ◽  
Islomjon Umrzoqov Israilovich
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Context ◽  
Efl Teachers ◽  
Learning English

One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools.

Sign in / Sign up

Export Citation Format

Share Document