scholarly journals Anaphore Nominale Dans Des Récits Écrits Par Des Étudiants Ghanéens : Les Effets D’une Séquence Didactique

2018 ◽  
Vol 14 (14) ◽  
pp. 175
Author(s):  
Alexander Kwawu
Keyword(s):  
Foreign Language ◽  
Teaching Sequence ◽  
Cape Coast ◽  
Lexical Resources ◽  
Pedagogical Intervention ◽  
Cohesive Devices ◽  
Post Test ◽  
Second Year ◽  
The University ◽  
The Impact

This paper assesses the impact of a sequence of didactic interventions on the use of nominal anaphors in a narrative text produced by Ghanaian university students of French as a foreign language. This study is necessitated by the lack of research investigating the effects of instruction on the use of cohesive devices in learner writing. 25 second-year students of the University of Cape Coast participated in a didactic sequence based on the types of nominal anaphors used in folktales. The impact of the teaching sequence was assessed by comparing the results obtained during the pretest with those of the post-test. The results showed improvements in students’use of nominal anaphoric resources. This was manifested in the increased diversification of lexical resources and the increased use of marked anaphoric expressions. These improvements show that the skilful usage of nominal anaphoric resources can be quickly developed in the frame of an adequate pedagogical intervention.

scholarly journals Training pre-service general educators in assistive technology competencies for students with visual impairments

2018 ◽  
Vol 37 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Beth Ashby Jones ◽  
Belinda Rudinger ◽  
Nichole Williams ◽  
Stephanie Witcher
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Visual Impairments ◽  
General Education Teachers ◽  
General Educators ◽  
Qualitative And Quantitative ◽  
Post Test ◽  
The University ◽  
The Impact ◽  
Pre Service Teacher

Teacher knowledge of, and comfort with, assistive technology (AT) is key for student use of AT. Previous research identified the AT competencies needed for instructing students with visual impairments (VI) and level of competency required in each. The authors selected 20 of the competencies most appropriate for general education teachers instructing students with VI and investigated the impact of pre-service teacher training in AT on their self-rated competency levels. Pre-service teachers were given a pre-test (using qualitative and quantitative measures), trained in AT using a scavenger hunt in the AT Lab at the university where the study took place, and then completed a post-test of the same measures. Participants could name more AT software and devices on the post-test and viewed themselves as more competent with regards to the 20 SAT competencies.

scholarly journals Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eman Adil Jaafar ◽  
Fatimah Khudair Hassoon
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Literary Texts ◽  
Literary Language ◽  
Teaching Literature ◽  
Post Test ◽  
Second Year ◽  
Literary Awareness ◽  
Academic Year

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

scholarly journals Hubungan Pembelajaran Bahasa Arab Menerusi KeLiP dengan Pencapaian Pelajar

2014 ◽  
Vol 67 (1) ◽  
Author(s):  
Norasyikin Osman ◽  
Kamarul Shukri Mat Teh ◽  
Siti Salwa Mohd Noor ◽  
Khoirun Nisak Mat Saad
Keyword(s):  
Experimental Study ◽  
Student Achievement ◽  
Language Proficiency ◽  
Quantitative Study ◽  
Arabic Language ◽  
Post Test ◽  
E Learning ◽  
The University ◽  
The Impact ◽  
Level 2

The development of e-Learning is very promising at all levels of education. Universiti Sultan Zainal Abidin (UniSZA) has developed an e-learning or known as Kelip in 2006. However, the impact of e-learning on student achievement has no further explanation. Thus this quantitative study is aimed at exploring whether the use of e-learning, also known as KeLiP at the University of Sultan Zainal Abidin (UniSZA), is able to improve student’s achievement among the excellent students of language (PCB) and the below-average students of language (PKCB). The comparisons between the achievements of both groups are also studied. This experimental study involved 69 UniSZA diploma students taking the Arabic Language Proficiency course level 2 (UBA 1022). The students have been learning through KeLiP for 10 weeks with content materials from the UBA 1022 module which were presented electronically in the form of graphics, images, sounds, videos and hyperlinks. Pre and post test was conducted to evaluate student achievement. The study shows that the use of KeLiP has improved PCB and PKCB achievements with a mean of 26.545 per cent. The excellent students’ performances (PCB) continue to maintain their excellence over PKCB with a mean difference of 11.72 per cent. This study proves that KeLiP is able to improve student’s achievement overall and thus serves as an encouragement for the wide use of KeLiP among students and lecturers.

scholarly journals «Cultura» en el PEFPI intereses del profesorado de español en formación inicial

2021 ◽  
Vol 12 ◽  
pp. 77-99
Author(s):  
Pilar Nicolás Martínez ◽  
Marta Pazos Anido ◽  
Mónica Barros Lorenzo
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Mother Tongue ◽  
Teaching Practicum ◽  
Upper Secondary Education ◽  
Arts And Humanities ◽  
Upper Secondary ◽  
Second Year ◽  
The University ◽  
Spanish Classroom

This study is framed in the context of the pre-service masters degrees in the teaching of languages (Spanish as a foreign language + Portuguese as a mother tongue, and Spanish + English as foreign languages) given at the Faculty of Arts and Humanities of the University of Porto. This training is preparation for the teaching of languages in lower and upper secondary education in Portugal.During the second year of these masters degrees, trainees conduct a teaching practicum in secondary schools and prepare a reflective portfolio related to this experience. One of the sections of this document is based on the descriptors of the European Portfolio for Student Teachers of Languages (EPOSTL).In this study, seventy-five trainee portfolios were collected from 2014 to 2019 and the written reflections related to the EPOSTL descriptors associated with “Culture” were selected for analysis. The objective was to analyse trainees’ concerns, interests and perceptions about culture and its didactics in Spanish classroom, and in light of this, consider how to improve the training offered.

scholarly journals The Impact of Topic Selection on Writing Fluency: Making a Case for Freedom

2014 ◽  
Vol 18 (1-2) ◽  
pp. 31-40
Author(s):  
Joshua Cohen
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Significant Influence ◽  
Writing Fluency ◽  
Free Writing ◽  
Language Classrooms ◽  
Second Year ◽  
The Impact ◽  
Writing Task ◽  
Writing Activity

This study sought to test the hypothesis that topic-selection control influences fluency in writing. A total of 29 second-year university students (9 men, 20 women) in two separate classrooms engaged in a free writing activity using different topics (both teacher-selected and self-selected) in order to determine which approach was more likely to increase writing fluency. Participants’ written output was then textually analyzed for fluency using a type/token formula. A total of 116 samples written by participants over four weeks were examined to measure their writing fluency by counting the total number of unique words produced in a free writing task. Participants’ writing samples were then analyzed by conducting a correlated-samples t-test. The results showed the effect of topic-selection had a statistically significant influence on increasing students’ writing fluency. The results also support the claim that fluency development deserves a prominent role in second and foreign language classrooms and curriculums. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10328 Journal of NELTA, Vol 18 No. 1-2, December 2013; 31-40

scholarly journals The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School

2017 ◽  
Vol 19 (1) ◽  
pp. 89 ◽  
Author(s):  
César Augusto Castillo Losada ◽  
Edgar Alirio Insuasty ◽  
María Fernanda Jaime Osorio
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Qualitative Research Design ◽  
Language School ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This article reports on a study carried out in a foreign language school at a Colombian public university. Its main purpose was to analyze the extent to which the use of authentic materials and tasks contributes to the enhancement of the communicative competence on an A2 level English course. A mixed study composed of a quasi-experimental and a descriptive-qualitative research design was implemented by means of a pre-test, a post-test, observations, semi-structured interviews, surveys, and diaries. The findings showed that the use of authentic materials and tasks, within the framework of a pedagogical project, had an impact on students’ communicative competence progress and on the teaching practices of the experimental group teacher.

scholarly journals The impact of contemplative practices on foreign language anxiety and learning

2017 ◽  
Vol 7 (4) ◽  
pp. 573-599 ◽  
Author(s):  
Emily E. Scida ◽  
Jill E. Jones
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Classroom Climate ◽  
Group Analysis ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Contemplative Practices ◽  
Post Test ◽  
The Impact

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context—affect and learning in foreign language courses.

scholarly journals Didattica delle lingue a distanza durante l’emergenza Covid-19: il quadro generale

2021 ◽  
Vol 8 (2) ◽  
pp. 9-52 ◽  
Author(s):  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Digital Format ◽  
Palabras Clave ◽  
High Level ◽  
The University ◽  
The Impact

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

scholarly journals Pelatihan Bahasa Inggris Berequivalent TOEFL Pada Reading Test CBT Terhadap Mahasiswa Semester Akhir Di Universitas Muhammadiyah dan IAIN Palangka Raya

2020 ◽  
Vol 5 (2) ◽  
pp. 192-198
Author(s):  
A'am Rifaldi Khunaifi ◽  
Ilham Ilham ◽  
Bayu Suratmoko
Keyword(s):  
Foreign Language ◽  
Reading Test ◽  
Test Results ◽  
Training Module ◽  
Reading Tests ◽  
International Language ◽  
Post Test ◽  
Training Activities ◽  
The Mean ◽  
The University

English is an international language. In Indonesia, English is taught as a foreign language (English as a Foreign Language/EFL) from Elementary Schools to Higher Education. Especially at the University of Muhammadiyah Palangkaraya and IAIN Palangka Raya consider the importance of English which is shown through the TOEFL test and meet the scores determined before they are Judisium or Munakasah and have completed the thesis hearing in one semester. There were 20 participants from the Palangkaraya UM Students and Palangkaraya IAIN. The training method used in the English equivalent of Toefl training on Reading Tests is to use the Toefl training module on Reading Tests and also using a computerized software program in Toefl training on Reading Tests. The results of this training The training activities showed an increase between the pre-test and post-test results. The mean pre-test was 61 and the post-test mean increased to 83.6. In the pretest conducted to 20 participants were in the low category with a total of 4 people, a medium category of 13 people and a high of 3 people. The post-test results showed an increase in the score, namely the low category of 4 people, the medium category of 12 people and the high category increased to 4 people.

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