scholarly journals An adaptation of traditional Turkish educational games to the teaching of vocabulary in EFL environment

2018 ◽  
Vol 2 (2) ◽  
pp. 25-31
Author(s):  
Funda Kurt ◽  
Fatih Yavuz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Educational Games ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Vocabulary Knowledge ◽  
Teaching Process ◽  
Young Learners ◽  
Language Classes

Vocabulary plays a vital role in all methods and approaches in ELT. Vocabulary knowledge is one of the significant sub-skills for not only receptive but also productive skills in foreign language learning process. As the techniques used to teach vocabulary vary in approaches for different purposes, it can be observed that they can be classified as conscious or explicit and unconscious or implicit ones. This paper aims to outline some traditional methods of vocabulary teaching particularly young learners; the significance of game –based teaching process in education; the application of educational games in language classes; some studies carried out with the purpose of searching the effects of educational games in foreign language learning process; the benefits of teaching frequent vocabulary through games for young learners through the related literature. This study concludes by suggesting an adaptation of some traditional Turkish games to the teaching frequent vocabulary to young learners in foreign language teaching.   Keywords: vocabulary teaching; game – based teaching process; traditional Turkish games; young learners; frequent vocabulary

Edmodo as an Assessment Tool in the Foreign Language Learning Process

2018 ◽  
Vol 5 (3) ◽  
pp. 210-215
Author(s):  
Flavia Kaba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Assessment Tool ◽  
Foreign Language Learning ◽  
Modern Technology ◽  
Foreign Language Anxiety ◽  
Learning Platform ◽  
Secure Learning ◽  
Innovative Techniques

Abstract Due to the rapid developments in educational technology, today’s professors are in search of exploring innovative techniques in order to promote involvement of students in the learning process in general and in the foreign language learning process in particular. This is why today’s students are seen as digital-natives and being motivated for the learning process is very difficult if the modern technology they are familiar with is not utilized effectively in the classroom. When it comes to the assessment part of this process, the situation may become worse, as most of the students feel unwilling due to anxiety problems in general and foreign language anxiety in particular. This study presents an innovative way of assessing students’ skills that they gain during foreign language learning process introducing Edmodo, which is an educational social network that provides a secure learning platform for students and educators. This study is a descriptive one, based on the analyses, surveys, and opinions of different researchers that have implemented this platform in their teaching process. The main objective is to introduce the implementation of various assessment applications through Edmodo.

scholarly journals The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

2017 ◽  
Vol 7 (3) ◽  
pp. 419-442
Author(s):  
Anja K. Steinlen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Minority Language ◽  
Vital Role ◽  
Language Background ◽  
English Grammar ◽  
Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals Collaborative tasks and learning occasions in English as a foreign language

2011 ◽  
Vol 11 (4) ◽  
pp. 837-852 ◽  
Author(s):  
Marília dos Santos Lima
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Collaborative Dialogue ◽  
Learning English

The study reported here forms part of a program of qualitative research focusing on the use of collaborative tasks in learning English as a foreign language in Brazil. The research examines the concept of collaborative dialogue (SWAIN, 2000), understood as dialogue that constructs linguistic knowledge within a sociocultural view of language learning. The results indicated that the learners reflected upon the target language, tested hypotheses and reformulated their production in order to promote mutual comprehension in the learning process. The results also revealed that the interaction established during the production of the collaborative dialogue stimulated foreign language learning as the students noticed linguistic gaps in the target language, and sought solutions together.

scholarly journals Reflections on the Practicability of Translation Proper in Foreign Language Classes

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Youcef BENAMOR
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ad Hoc ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Translation Techniques ◽  
General Linguistic ◽  
Teaching Learning

Foregrounding the paramount role of translation to boost foreign language learning at all educational strata, this reflective paper investigates whether translation is deemed a means to teach foreign languages or an end to prepare foreign language learners as prospective professional translators. Precisely, this reflective analysis aims to discuss these two research questions: do foreign language teachers simply use some amateur translation activities to upgrade their learners’ linguistic proficiency? Or do they find it necessary to teach translation models and techniques proper, targeting translational proficiency along with linguistic ability? Drawing on the researcher’s experience and specialist authorship, translation approaches and techniques as related to foreign language teaching/learning and 2) translation pedagogy types that govern the appropriate selection of translation techniques are the foundational units of this analytic endeavour. This analysis revealed that the basics of most well-known translation approaches and techniques are genuinely present in diverse foreign language classes. Additionally, teaching these translation approaches and techniques for general linguistic aims and for specific professional purposes are two different contexts where the former is shaped by presenting some mere language-based translation techniques and the latter by teaching much more specialist and profession-related ones. This categorisation inescapably determines the quality and quantity of translation practice and the nature of the teacher-learner pedagogical contract, aiming at foreign language learning per se, translation proficiency or both. According to either context, teachers should be aware of translation basics or translation proper to avoid ad hoc instruction and ‘translationese.’

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

scholarly journals INNOVATIVE METHODS OF LEARNING OF FOREIGN LANGUAGES. MULTIMEDIA AND COMPUTER TECHNOLOGIES

2016 ◽  
pp. 62-65
Author(s):  
I. I. Filipovich
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
New Methods ◽  
Innovative Methods ◽  
Computer Technologies ◽  
Methods Of Learning ◽  
Traditional Approaches

The article reviews innovative approaches to a foreign language learning which employs multimedia and computer technologies. It proves the necessity of the new methods introduction and their difference from traditional approaches. The article shows some advantages of innovative methods and some difficulties of its integration into the learning process. It also defines the role of the Language teacher in the renewed learning process.

scholarly journals Strengthening Local Identity by Writing Chronicles in the EFL Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 185-195
Author(s):  
Alba Milena Flórez González
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Identity ◽  
School Students ◽  
Active Involvement ◽  
The Impact

This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. 

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