scholarly journals THE ACQUISITION OF FOREIGN LANGUAGE BY STUDENTS WITH INTELLECTUAL DISABILITY IN AN ELEMENTARY SCHOOL

2019 ◽  
Vol 2 ◽  
pp. 125
Author(s):  
Anna Poļaka
Keyword(s):  
Elementary School ◽  
Intellectual Disability ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching English ◽  
Theoretical Part ◽  
Males And Females ◽  
Mild Retardation

The aim of the research: to investigate development opportunities of the acquisition English by the students with intellectual disability of class 6 and 9 and to analyze results of research and work out conclusions. It was analyzed information from literature sources about the organization of the learning process for students with intellectual disability and the feature of teaching English to students with intellectual disability in the theoretical part of the research. The empirical part of this paper was conducted during a year (from May 2018 to May 2019). The participants in this study are nine males and females with mild retardation.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Formation of paremiological competence using mobile applications in a foreign language lesson in elementary school

2021 ◽  
Vol 113 ◽  
pp. 00058
Author(s):  
M.A. Kulkova ◽  
A.I. Giniatullina ◽  
N.V. Konopleva
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Mobile Applications ◽  
Mobile Application ◽  
Communicative Competence ◽  
Teaching English ◽  
Initial Stage ◽  
Flexible Adaptation ◽  
The Individual

This article is devoted to the study of the conditions for the formation of paremiological competence in a foreign language lesson using mobile applications. Their usage allows to improve the quality of the process of learning foreign language thanks to the elements of interactivity. Mobile applications provide the ability of flexible adaptation of educational content to the individual needs of the teacher. Using the mobile application called ‘Quizlet’ is one of the most effective ways to form the paremiological component of communicative competence in schoolchildren at the initial stage of education. The success of using this mobile application in teaching English vocabulary is confirmed by the results of the pedagogical experiment.

scholarly journals An Exploration of Teachers' Perspectives towards Cognitive, Affective and Linguistic Teaching Principles while Teaching English as a Foreign Language

2021 ◽  
Vol 13 (1) ◽  
pp. 17-40
Keyword(s):  
Foreign Language ◽  
Teaching English ◽  
Male And Female ◽  
The Third ◽  
Teaching Principles ◽  
Efl Teachers ◽  
Cognitive Principles ◽  
Utmost Care ◽  
Males And Females ◽  
Teachers Perspectives

The study aimed at exploring EFL teachers' perspectives towards cognitive, affective and linguistic teaching principles while teaching English as a foreign language. To conduct the study, the researchers prepared a questionnaire of 30 items that was distributed into three group domains. The first group was the cognitive principles. The second one was the affective principles, and the third group was the linguistic principles. Forty-six male and female EFL teachers responded to the questionnaire's items. Suitable statistical analyses were used to analyze the data. The results of the study pointed out that EFL teachers had positive perspectives towards these teaching principles, as the analysis showed that they looked at these principles positively and they gave them their utmost care and concern. Besides, the analysis showed that the cognitive principles came in the first rank compared with the other two groups (affective and linguistic) as they got the highest mean. Moreover, the results revealed that there were no statistical significant differences, regarding gender, in the participants' perspectives towards the importance of these teaching principles while teaching English as a foreign language as the means of males and females were closer to each other. Keywords: Cognitive Principles, Affective Principles, Linguistic Principles, Foreign language.

scholarly journals A Study on the Use of Mixed Language in Teaching English at Hospitality Management Class

2021 ◽  
Vol 7 (1) ◽  
pp. 162
Author(s):  
Ni Luh Supartini ◽  
Ni Putu Oka Agustini
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
First Language ◽  
Language Instruction ◽  
Hospitality Management ◽  
Target Language ◽  
Teaching English ◽  
Interview Session ◽  
Mixed Language

Learning English as a foreign language required some strategies to achieve the goal of communication. In teaching and learning process, the teacher and students frequently use their first language to explain the difficult word in English. This study aimed to investigate the language used by the teacher as communication strategies in teaching English as a foreign language and students’ responses toward the use of each type of language instruction in teaching English at Hospitality class. To investigate the study there were 2 teachers and 2 classes of hospitality management class as the subject. The data were collected through observation of teaching and learning process and interview session. The study was designed as descriptive qualitative research and the data were analyzed descriptively. The finding showed that the teacher used the target language frequently, however the used of mixed language to explain some difficult words also found in teaching and learning process.  

scholarly journals TEACHING SPELLING THROUGH GAMES

2018 ◽  
Vol 9 (1) ◽  
pp. 137-150
Author(s):  
Hijjatul Qamariah ◽  
Sri Wahyuni
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Third Grade ◽  
Basic Form ◽  
Traditional Media ◽  
Third Grade Students ◽  
Better Than

Games have been believed to be good media in assisting teaching for years. Games are believed can promote learning become more interesting. Many studies have been conducted on utilizing games in learning. Some have proved that games can catch students’ attention better than traditional media such as textbook. In this study, games were used in teaching students about spelling. Since spelling is the basic form of language, there are still contradicts in how to teach it better. The researchers believed that games can assist in enacting more interactive spelling course well. Thus, this research employed some spelling games to be used in teaching third grade students of English as a Foreign Language (EFL) Elementary school, Bungcala, Aceh Besar. The researchers wanted to know the students’ responses after teaching by using spelling games. Thus at the end of teaching and learning process after four meetings by applying games in teaching spelling, the researcher distributed questioners to students asking their opinion about spelling games in learning spelling. The students’ responses showed that they love to study spelling through games, games make them interested in studying spelling. Games let them work more in groups.

scholarly journals EARLY BIRD SEBAGAI MEDIA PEMBELAJARAN BAHASA INGGRIS DI SD

2012 ◽  
Vol 1 (2) ◽  
pp. 19
Author(s):  
A. B. PRABOWO K. A. ◽  
Faiza Hawa ◽  
Fitri Yulianti
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
English Teachers ◽  
Alternative Media ◽  
Teaching English ◽  
English Teaching ◽  
Early Bird ◽  
Current Product ◽  
Teaching Learning ◽  
A Current

Abstract: Early Bird is a current product applied in Elementary School as a media of English teaching. It implies the progress of teaching learning process which enhances students?óÔé¼Ôäó ability in understanding English vocabularies and teacher?óÔé¼Ôäós creativity. This media has been acknowledged to Elementary English teachers who join in Gubug English Teachers?óÔé¼Ôäó Association, Grobogan. This media can help the English teachers create an alternative media based on the mechanism of Early Bird. It means that Early Bird cannot only be used as a media, but also can inspire the teachers to create an alternative media in teaching English in the Elementary school.Key words: Early Bird, alternative media, English teaching

scholarly journals Improving Young Learners Vocabulary Mastery Through Game-Based Learning Using “MOFIN Mystery Box”

2021 ◽  
Vol 3 (2) ◽  
pp. 129-136
Author(s):  
Seftia Ani Fidyaningrum ◽  
Shafira Artanita Dewayanti ◽  
Nailul Authar
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Teaching Methods ◽  
Primary Schools ◽  
Physical World ◽  
Age Group ◽  
Game Based Learning ◽  
Teaching English ◽  
Analysis Techniques ◽  
Young Learners

Teaching English as a foreign language is a challenge for all teachers, especially teachers who teach English for young learners. Despite so many challenges, English is highly recommended to be taught to children in primary schools. Teaching English to young learners must begin with an introduction to vocabulary. Vocabulary is the foundation and most important aspect of learning any language. The challenge of teaching English to young learners is the level of English proficiency of the teachers, as well as some new obstacles, particularly in terms of techniques policy, teaching English for young learners also requires creativity to make learning fun, because children enjoy having fun and playing and they also easily side-tracked, so teachers should choose teaching methods that are appropriate for their age group, game-based learning can improve students' vocabulary mastery, motivation, and interest in learning. Children employ their senses of smell, touch, taste, sight, and hearing to investigate the physical world holistically. Therefore, it would be better if children learn to use touchable games like “MOFIN Mystery Box”. The purpose of this study is to find out whether the “MOFIN Mystery Box” media can improve students' vocabulary mastery at Sukamanunggal State Elementary School. This research is qualitative research. Data collection techniques using observation. The data analysis techniques used in this study are identification, classification, and description. The result of this study is “MOFIN Mystery Box” can increase students’ vocabulary mastery at Sukomanunggal State Elementary School.

scholarly journals The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

2017 ◽  
Vol 6 (1) ◽  
pp. 41
Author(s):  
R Bunga Febriani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Shift ◽  
English Language Teaching ◽  
English Department ◽  
Teaching English ◽  
Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

scholarly journals Digital Content for Millennial Generations: Teaching the English Foreign Language Learner on COVID-19 Pandemic

2020 ◽  
Vol 55 (3) ◽  
Author(s):  
Andi Hamzah Fansury ◽  
Restu Januarty ◽  
Ali Wira Rahman ◽  
Syawal
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mixed Method ◽  
Student Motivation ◽  
Research Data ◽  
Language Learner ◽  
Digital Content ◽  
Teaching English ◽  
Internet Resources ◽  
Tv Broadcasting

This article describes a method used in teaching English in the midst of the COVID-19 pandemic. Digital content media that can be sourced from YouTube, Facebook, and TV broadcasting, or teaching videos made by the teacher are expected to be utilized to enable students to learn effectively. The Mixed Method with Quan-Qual Approach used to analyse the research data not for teaching. They use questionnaires and interviews to examine the responses of students and teachers in Makassar.The purpose of these instruments is to determine how to use digital content and whether digital content can increase student motivation and interest in the material provided. Based on data analysis results, it was concluded that the use of digital content in teaching English is very helpful for students in understanding material during the pandemic, especially for the millennial generation. Upon using digital content, the learning process becomes easier because it can be directly integrated into various applications such as WhatsApp groups, Zoom, Google Meet, and so on. Further, the use of digital content in the learning process during the pandemic is one way to bypass direct contact (physical distancing) with other students; it is more flexible and can be accessed without constraints. The use of digital content also increases student motivation in learning because the material provided has been designed to evoke students’ interest. However, this mode of teaching has its weaknesses. The limitations of internet resources, both in terms of network and data packages, can restrict all students from using it.

scholarly journals Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan

2015 ◽  
Vol 4 (1) ◽  
pp. 82
Author(s):  
Muhammad Aprianto Budie Nugroho ◽  
Nining Mayda
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Motivational Strategies ◽  
Teaching English ◽  
English As Foreign Language ◽  
Students Attitudes

This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%), teacher 2 (79.02%), and teacher 3 (85.71%). Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.Keywords: motivational strategies, phases of motivational strategies, students attitudes, teaching EFL

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