scholarly journals Hidden Problems in ESL Learners

1985 ◽  
Vol 3 (1) ◽  
pp. 29 ◽  
Author(s):  
Paul Meara ◽  
Max Coltheart ◽  
Jackie and Masterson
Keyword(s):  
Second Language ◽  
Native Speaker ◽  
Writing System ◽  
Teaching English ◽  
Esl Learners ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties ◽  
Surface Dyslexia ◽  
The Way

This article reports a case of a native speaker of Spanish who has severe reading and spelling difficulties in English. These difficulties resemble those found in surface dyslexia. It is argued that he also has the same difficulties in Spanish, but the regular spelling system of Spanish prevented his difficulties from becoming apparent. We consider the possibility that the writing system of a speaker's L1can strongly influence the way he/she habitually handles words both in the Ll and in an L2, and the implications of this view for teaching English as a second language are discussed.

scholarly journals An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

2008 ◽  
Vol 13 ◽  
pp. 2
Author(s):  
David Coniam
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Second Language Learning ◽  
Command Line ◽  
Esl Learners ◽  
The Way ◽  
Learning English ◽  
Esl Classroom

<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

scholarly journals Perceptions of ESL Learners of Teaching Listening Skill at Intermediate Level in the Context of Khyber Pakhtunkhwa

2020 ◽  
Vol V (II) ◽  
pp. 93-100
Author(s):  
Sadeed Ahmad Khan ◽  
Shaukat Ali ◽  
Saddam Hussain
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Research Study ◽  
Intermediate Level ◽  
Quantitative Approach ◽  
Teaching English ◽  
Esl Teachers ◽  
Khyber Pakhtunkhwa ◽  
Listening Skill ◽  
Esl Learners

The present research study investigates the problems in teaching English listening skill to the students of English as a second language at the Intermediate level in Tehsil Batkhela, District Malakand. The study was carried out in ten government degree colleges of District Malakand, Tehsil Batkhela. A quantitative approach was adopted to get reliable results for which two hundred students among the whole population of intermediate level were selected. Data was collected through an open-ended questionnaire. Findings of the study revealed that there were shortcomings in the teaching methods of the teachers for teaching English listening skill. Moreover, it was also observed that students were not satisfied with the methods used by their teachers. Furthermore, the lack of utilization of supplementary materials was also one of the problems in teaching English in the ESL context. The study recommends that ESL teachers should be properly and frequently trained in teaching listening skill

Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention

2020 ◽  
Vol 51 (3) ◽  
pp. 544-560 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Emily A. Diehm
Keyword(s):  
Written Language ◽  
Morphological Knowledge ◽  
English Orthography ◽  
Word Level ◽  
Novel Approach ◽  
Language Pathology ◽  
The One ◽  
Critical Intervention ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

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