scholarly journals MIND MAPPING: A BRAIN-BASED WRITING STRATEGY

2012 ◽  
Vol 6 (2) ◽  
Author(s):  
Ary Setya Budhi Ningrum
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Writing Skills ◽  
Mind Mapping ◽  
Writing Ability ◽  
Efl Context ◽  
Foreign Language Learners ◽  
Writing Strategy ◽  
The Right ◽  
The Brain

In EFL context, it is believed that developing writing skills is more complicated than developing other language skills. In order to be able to write well, the foreign language learners need to be equipped with early and continued writing experiences. Thus, the teacher’s task to develop the students’ writing skill is more complicated than the other skills. One of the most current issues to deal with such phenomena is to ferret out the writing strategy that is able to enhance the students’ writing ability as well as to reinforce their critical thinking in writing by maximizing the use of both sides of the brain (the left and the right hemispheres). In response to such issues, this paper takes into account mind mapping as a strategy in writing and elaborates the theoretical review of mind mapping for better understanding.<br />Keywords: Mind Mapping, Writing<br /><br />

scholarly journals The development of a CEFR-based scale for assessing young foreign language learners’ writing skills

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 241-259
Author(s):  
Karmen Pižorn
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Classroom Assessment ◽  
Writing Skills ◽  
Age Group ◽  
Young Learners ◽  
Foreign Language Learners ◽  
The Common ◽  
Literacy Research ◽  
Insight Into

The Common European Framework of Reference (CEFR) was designed with adults in mind, which is clearly reflected in the six levels encompassing a range of proficiency that represents lifelong learning. Therefore, any use of the CEFR levels as a basis for describing the ability of young learners requires adapting the content of each level, as well as identifying which levels on the scale are appropriate for children.The present article examines the contribution that feedback, in the form of an assessment scale, can make to valid classroom assessment of the writing of young learners, in the age group of 9–13 years. It shows that a scale of descriptors adapted from the CEFR can play a central role in this assessment. The article presents the AYLLIT (Assessment of Young Learner Literacy) research project, which developed a CEFR-based writing scale and guidelines for teachers, enabling them to provide their students with feedback, and to gain a clearer insight into their students’ progress. After describing the procedures followed in the project, the article examines the extent to which its outcomes may enable teachers to give feedback that could contribute to valid classroom assessment.

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

scholarly journals Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes

2019 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Azedah Nemati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Nonverbal Communication ◽  
Personal Life ◽  
The Right To Privacy ◽  
English Classes ◽  
Foreign Language Learners ◽  
Unexplored Area ◽  
The Right

Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163-172
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

The Impact of Grammatical Aspects on Cognition Level in Foreign Language Learning Process

2018 ◽  
pp. 112-126
Author(s):  
Nur Cebeci
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Prospective Teachers ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Word Formation ◽  
Foreign Language Learners ◽  
The Impact ◽  
The Brain

Linguistics as the study of the nature of languages has a visible impact on various fields such as education, language teaching, philosophy, computer science, and anthropology. However, the nature of language is a broad idea, which makes it hard to give a clear, simple definition. One of the most fundamental assumptions is the rule-governed feature of the human language interrelated with pronunciation, word formation, and grammatical construction. The aim of this chapter is to discuss how the rules of the language have an impact on foreign language learning process and how it affects foreign language learners' storing and processing the language in the brain. In doing so, some predetermined samples of lexical items and formal structures of language are analyzed in terms of the foreign language learners' cognition as prospective teachers of English in the teacher training process.

TOTAL PHYSICAL RESPONSE METHOD IN FOREIGN LANGUAGE LEARNING

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Yunanfathur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Basic Skill ◽  
Human Beings ◽  
Foreign Language Learners ◽  
Physical Response ◽  
Response Method

Foreign language is now a must in every level of education. People begin tolisten to foreign language and the try to master it. Listening is the languageskills that are closely related to the daily life of human beings. Listening is theprocess of accepting verbal symbols with caring, understanding, appreciation,and the interpretation of information, here we capture the content ormessages, as well as to understand the meaning of communication. Whilelistening to a foreign language we will hear how the language is spoken.Therefore, listening is a basic skill that must be mastered by learners inlearning a foreign language before speaking, reading and writing skills. But infact, the foreign language learners have difficulties in Listening. The TotalPhysical Response method can desirable overcome this problem.

What does the analysis of C-test gaps tell us about the construct of a C-test? A comparison of foreign and heritage language learners’ performance

2019 ◽  
Vol 37 (1) ◽  
pp. 107-132
Author(s):  
Anastasia Drackert ◽  
Anna Timukova
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Scoring Method ◽  
Foreign Language Learners ◽  
Actual Use ◽  
Dichotomous Scoring ◽  
The Right

In view of the ubiquitous increase in the use of C-tests, which are almost unanimously believed to measure general language proficiency, this study investigates whether the aspects of language proficiency tapped into by the C-test format are the same when the test is taken by a learner population other than that of foreign language learners. Specifically, we conducted a differential functioning analysis and compared the types of mistakes that 113 foreign language learners of Russian made when completing C-test gaps, with the performance of 89 heritage language learners on the same C-test. The results showed that almost half of the C-test gaps are biased towards either learner group. In addition, the error analysis for a number of the biased items demonstrated that, although heritage language learners seem to have an advantage in reconstructing the meaning of C-test gaps, they fail to translate their recognition skills into producing the right form. Furthermore, the study reveals a possible sensitivity of the C-test construct to the traditionally used dichotomous scoring method. We conclude with a discussion that includes the implications of the results regarding the construct measured by the C-test and the possible consequences for its actual use.

Sign in / Sign up

Export Citation Format

Share Document