scholarly journals FIRST LANGUAGE IN ENGLISH FOREIGN LANGUAGE CLASSES: IS IT NECESSARY?

PARADIGM ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Ribut Surjowati ◽  
Heru Siswahjudioko
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
First Language ◽  
Language Choice ◽  
English Teachers ◽  
Language Classes ◽  
The Subject ◽  
Positive Effect

<p>To maintain the class alive, language choice used in the classroom plays an important role. So far, some English teachers have thought that they have to use English in the classroom during the learning process because it will encourage the learners to think and speak in English. In contrast, some research shows that the use of first language (L1) in the classroom will give positive benefits in the learners’ understanding to the subject learnt and responds during the discussion. This paper is intended to describe the positive effect and benefits of using L1 in the EFL classroom.</p><p align="justify"> </p>

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

scholarly journals Pragmatic competence in English at the VG1 level: To what extent are Norwegian EFL students able to adapt to contextual demands when making requests in English?

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Silje Brubæk
Keyword(s):  
Second Language ◽  
First Language ◽  
Language Choice ◽  
Pragmatic Competence ◽  
Pragmatic Development ◽  
L1 Transfer ◽  
Strong Focus ◽  
Completion Test ◽  
Efl Students ◽  
The Subject

The present article presents an investigation of Norwegian students of English as a foreign language (EFL) and their pragmatic competence in English. The importance of developing such a competence receives a strong focus in the English subject curriculum. However, very few studies have been conducted in the field of pragmatics in Norway, and even fewer Norwegian studies have focused on students’ pragmatic competence in a second language. The purpose of this study was therefore to investigate whether Norwegian EFL students would be familiar with and show awareness of English politeness norms and pragmatic conventions when having to communicate in English. Would they be able to adapt their language, choice of strategy and level of formality to the contextual demands when making requests in the second language (L2)? Forty students answered a simplified version of a discourse completion test (DCT) consisting of four different situations in which the students had to make requests. The results, which were analysed by means of Brown and Levinson’s theory of face threatening acts, indicated that most of the students were at one of the beginning stages of English pragmatic development. Their language use was characterized by first language (L1) transfer and overuse of familiar and informal expressions. When faced with more formal and demanding situations, they fell short and clearly lacked the knowledge and competence that would allow them to communicate successfully. It can be argued that these findings might indicate a lack of focus in Norwegian schools when it comes to developing students’ pragmatic competence. If this is true, an important part of the subject curriculum is being neglected.

scholarly journals Penggunaan Bahasa “Syirik Dalam Hukum Seperti Syirik dalam Ibadah” Materi Dakwah Abu Sulaiman Aman Abdurrahman

2018 ◽  
Vol 24 (1) ◽  
pp. 69-87
Author(s):  
Darsita Suparno
Keyword(s):  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Islamic Law ◽  
Language Choice ◽  
Arabic Language ◽  
Critical Discourse ◽  
Analysis Model ◽  
Advanced Technique ◽  
Basic Technique ◽  
The Subject

The aims of this research are to find out the types of language used and language choice in term of Indonesian-Arabic, language style, and to identify some causal factors of language choice in the discourse of Abu Sulaiman Aman Abdurrahman's dakwah. This research uses Norman Fairclough’s critical discourse analysis model The object of this research is the Indonesia-Arabic contained in the text of his da'wah. The research method is the match method followed by basic and advanced techniques. The basic technique is the basic technique of Determining Elements (PUP). This technique is used to classify Arabic vocabulary as a foreign language in the text. The advanced technique refers the equalizing appeal technique. The result of this research shows that the form of foreign language usage in this text is Arabic. There are three sentence’s pattern in the text, such as: imperative, exclamatory and declarative. The purpose of using imperative sentence pattern is likely to show request, attitude and principle; additionally, the aim of using exclamatory is to express strong emotions. On the other hand, declarative sentence is used to convey information or make statements and ask the audience would like to change the way of thinking from common law to Islamic law. The style of language and the use of sentences in the text of da'wah is oriented to the concept of Islamic shari'ah according to Aman viewpoint. There are several factors that cause language choice, namely: (1) the background of the subject, (2) the background of the place, (3) the need for synonyms, (4)   the speaker's bilingualism.---Penelitian ini bertujuan untuk mendeskripsikan bentuk-bentuk pemakaian bahasa Indonesa-Arab, pola, dan faktor penyebab pemakaian bahasa itu pada wacana dakwah Abu Sulaiman Aman Abdurrahman. Objek penelitian ini adalah bahasa Indonesia-Arab yang terdapat pada naskah dakwahnya. Metode penelitian yang digunakan adalah metode padan dengan diikuti teknik dasar dan lanjutan. Teknik dasar yang digunakan adalah teknik dasar Pilah Unsur Penentu. Teknik ini digunakan untuk mengklasifikasikan kosakata bahasa Arab sebagai bahasa asing pada naskah dakwah tersebut. Teknik lanjutan yang digunakan adalah teknik hubung banding menyamakan. Hasil penelitian ini menemukan bahwa bentuk pemakaian bahasa asing yang terdapat pada isi dakwah ini adalah bahasa Arab. Bahasa Arab digunakan untuk menyatakan konsep hukum Islam. Pola pemakaian kalimat yaitu kalimat ajakan, seruan dan pernyataan. Pola ajakan digunakan untuk menunjukkan sikap dan pendiriannya, kalimat seruan digunakan agar khalayak mau melakukan apa yang diserukan, selanjutnya, kalimat pernyataan dipakai untuk merubah cara berpikir dari hukum umum ke hukum Islam. Pemakaian pola kalimat dan gaya  bahasa  pada naskah dakwah itu berorientasi pada konsep syari’at Islam menurut cara pandang Aman. Selain itu, ada beberapa faktor yang menyebabkan pemilihan bahasa yang dilakukan oleh Aman antara lain, (1) latar belakang pokok bahasan, (2) latar belakang tempat, (3) kebutuhan sinonim, (4) adanya kedwibahasaan penutur. DOI : 10.15408/bat.v24i1.7070

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 Exploring Teachers’ Creative Teaching Strategies in Teaching Arabic as a Foreign Language at a Private Islamic Secondary School in Malaysia

2016 ◽  
Vol 4 (2) ◽  
pp. 21-37
Author(s):  
Ahmad Faizuddin ◽  
Tumin An-Nuaimy ◽  
Ahmad Suhail Al-Anshory
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Structured Interviews ◽  
Creative Teaching ◽  
Islamic School ◽  
The Subject

Arabic is an important language for Muslims but teaching the language is not an easy task. It needs efforts to improve and simplify the learning process through creative teaching strategies. Creative teaching involves the development of materials and approaches that foster students’ interests and motivation in learning. This study explored the experiences of Arabic teachers in fostering students’ interests by developing creative approaches in teaching Arabic as a foreign language at Adni Islamic School, a private Islamic secondary school in Malaysia. In collecting the data, semi-structured interviews were used as part of qualitative research. The findings indicated that teachers have been using creative teaching strategies in the teaching and learning process. These are categorized into three strategies: (1) creativity in making daily lesson plans, (2) creativity during the teaching and learning process, and (3) creativity in evaluating and assessing the outcomes of teaching. The application of these creative strategies is in accordance with the message of the Islamic principles of teaching. Recommendations were made to the relevant authorities, including the teachers themselves, so that creative teaching can be applied to the subject of Arabic language in order to produce a meaningful lesson.

scholarly journals Advantages of using modern pedagogical smart tools by english teachers

2018 ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Information Technologies ◽  
Effective Means ◽  
English Teachers ◽  
Educational Process ◽  
Professional Activity ◽  
Information And Communication ◽  
Independent Work

In the concept of the Ukrainian education modernization new priorities have been identified. The leading aspect is the preparation of the younger generation for life in a rapidly changing information society, in the world where there is a constant need for new professions and continuous professional development. In the modern system of education there is a situation, when the established methods, techniques and forms of education require interpretation, correction and new pedagogical solutions. This is primarily due to the widespread introduction and wide use of information and communication technologies. The process of education informatization is quite complex and requires a rethinking of experience while implementing innovative information technologies analysis and evaluation of opportunities of their use in the learning process. That causes the necessity of a new level of studying the subjects in order to develop each student’s steady willingness and ability to learn independently-acquired knowledge, creative approach to the implementation of learning tasks. The use of new information technologies in teaching is one of the most important aspects of improving and optimizing the educational process, enriching the arsenal of methodological tools and techniques that allow diversifying the forms of work and making the learning process of a foreign language interesting and memorable for students. So a contemporary teacher should not only have knowledge in the field of new informational technologies. The purpose of the article is to investigate existing innovative SMART tools which English teachers can use as a part of their professional activity, disclose the essence of these instruments and benefits of using them in the teaching process. Using SMART tools in the process of teaching a foreign language reveals the enormous capabilities of the computer as an effective means of learning. SMART tools allow you to train different types of speech activity and combine them in different combinations, understand the language phenomena, contribute to the formation of linguistic abilities, create communicative situations, automate linguistic and speech actions, as well as ensure the implementation of an individual approach and the intensification of the independent work of students.

scholarly journals Adult Learner Multilingualism and Contributing and Hindering Factors in Acquiring Languages

2018 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Rahmawati Aprilanita
Keyword(s):  
South Africa ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Social Environment ◽  
Adult Male ◽  
Adult Learner ◽  
First Language ◽  
Male Student ◽  
The Subject

This study focuses on multilingualism of adult learner who is learning English and Indonesia in Indonesia whichEnglish as its foreign language. The aim was to explore the factors that enables him to acquire languages in certaincontext or social environment. An adult male student (29 years old) from Comoro, South Africa was chosen for thesubject of the study. Experiences from the subject as the participant of the research are discussed, drawing on criticaltheory to understand emerging phenomena such as plasticity, Krashen’s five second language acquisition hypothesisand linguistics. The paper findings conclude that several factors such as motivations, plasticity, input, first language,agency, and age have been contributed most to the development of languages acquisition of the subject.

scholarly journals Nonverbal communication in the process of teaching Russian as a foreign language

Litera ◽  
2021 ◽  
pp. 11-18
Author(s):  
Min Xu
Keyword(s):  
Foreign Language ◽  
Nonverbal Communication ◽  
Communication Skills ◽  
Learning Process ◽  
Research Methodology ◽  
Analytical Methods ◽  
Practical Importance ◽  
Communication Process ◽  
Interpersonal Contact ◽  
The Subject

The command of nonverbal communication skills contributes to the establishment of interpersonal contact, creating a favorable atmosphere, including during the classes &ldquo;Russian as a Foreign Language&rdquo;. In the context of teaching Russian as a foreign language, nonverbal communication plays a significant role in the communication process. The subject of theis research is the peculiarities of nonverbal communication in the process of teaching Russian as a foreign language. The object of this research is the process of teaching Russian as a foreign language. The article employs comparative, descriptive and analytical methods of research. Methodology is based on the works of the &nbsp;Russian authors (T. A. Gridina, V. N. Kunitsyn, V. U. Nogaev, and others). Practical importance lies in applicability of the acquired results to the development of textbooks on the topic, as well as &ldquo;Russian as a Foreign Language&rdquo; classes. The author examines various aspects of nonverbal communication and determines the means that may complement verbalization, thereby improving the learning efficiency. The novelty of this paper consists in the attempt to broaden didactic methods of teaching Russian as a foreign language from the perspective of effectiveness of nonverbal means of communication as a didactic instrument. The conclusion is made that flexible use of nonverbal communication in teaching Russian as a foreign language may enhance motivation of students; improve the learning process alongside professional competencies of the pedagogue.

scholarly journals How to promote the pragmatic awareness and avoid the fossilization phenomenon through a role play activity in English as a foreign language classes

2021 ◽  
Vol 12 (1) ◽  
pp. e41723
Author(s):  
Patrícia Flasmo de Oliveira
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Role Play ◽  
Great Majority ◽  
Target Language ◽  
Politeness Theory ◽  
Play Activity ◽  
Pragmatic Awareness ◽  
Language Classes ◽  
Language Input

Many people, even after spending a lifetime studying a foreign language are prone to get stuck in a certain grammatical domain no matter the efforts made and the amount of the target language input offered in the classroom. Unfortunately, the great majority who pursuits their dreams to be the closest possible to a native like speaker, the lack of ability to analyze and synthesize linguistic elements makes them persist in the same errors, establishing a phenomenon known as Fossilization in their learning process. In fact, Fossilization can occur in all learning process levels: phonological, grammatical, lexical and pragmatic and the errors made seem to be similar from individual to individual. In an attempt to avoid this Fossilization process concerning the pragmatically ability to communicate, this article aims to present a suggestion of a role-play activity involving strategies to enhance pragmatic awareness related to politeness theory.

Sign in / Sign up

Export Citation Format

Share Document