scholarly journals Belgian vs. Netherlandic Dutch – Language variety Awareness among Polish Students of Dutch

2017 ◽  
Vol 26 ◽  
pp. 159-179
Author(s):  
Robertus De Louw
Keyword(s):  
The Netherlands ◽  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Human Life ◽  
Point Of View ◽  
Conscious Awareness ◽  
Language Awareness ◽  
Language Variety ◽  
Dutch Language

Language Awareness has been defined as “a person’s sensitivity to and conscious awareness of the nature of language and its role in human life” Donmal 1985: 7, The nature of this definition is too broad Thornbury 1997, allowing for a large number of possible interpretations. Various attempts have been made to narrow down the scope. L. Andrews, for instance, introduced a Language Exploration and Awareness approach to language teaching and learning, stressing, among others, that “students become aware when they have opportunities to explore the distinctions among regional and social varieties” 1998: 6. By extension, this may refer to linguistic varieties as well. Two such varieties of the same language, Dutch, are the ones used in Belgium and the Netherlands Vandekerckhove 2005. This article examines whether Polish students of Dutch are able to distinguish, i.e. are aware of the differences, between the aforementioned varieties of Dutch when used by native speakers. The results are discussed, among others, within the scope of one of the domains of Language Awareness and from the point of view of explicit vs. implicit language learning. Also, some pedagogical implications are provided.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

scholarly journals Language teaching

2005 ◽  
Vol 38 (3) ◽  
pp. 119-123
Keyword(s):  
The Netherlands ◽  
Language Learning ◽  
Teacher Perceptions ◽  
Learning Strategies ◽  
English Language ◽  
Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Awareness ◽  
Web Based

05–206Chan, Tun-Pei & Hsien-Chin Liou (National Tsing Hua U, Taiwan, China), Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 231–251.05–207Chang, Mei-Mei (National Pingtung U of Science and Technology, Taiwan, China), Applying self-regulated learning strategies in a web-based instruction – an investigation of motivation perception. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 217–230.05–208Coleman, James A. (The Open U, UK; [email protected]), CALL from the margins: effective dissemination of CALL research and good practices. ReCALL (Cambridge, UK) 17.1 (2005), 18–31.05–209Eslami-Rasekh, Zohreh (Texas A and M U, USA; [email protected]), Raising the pragmatic awareness of language learners. ELT Journal (Oxford, UK) 59.3 (2005), 199–208.05–210Foley, J. (SEAMEO RELC, Singapore; [email protected]), English in…Thailand. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 223–234.05–211Frankenberg-Garcia, Ana (ISLA, Lisbon, Portugal; [email protected]), Pedagogical uses of monolingual and parallel concordances. ELT Journal (Oxford, UK) 59.3 (2005), 189–198.05–212Hansson, Thomas (U of Southern Denmark, Denmark), English as a second language on a virtual platform – tradition and innovation in a new medium. Computer Assisted Language Learning (CALL) (London, UK) 18.1/2 (2005), 63–79.05–213Hu, Guangwei (Nanyang Technological U, Singapore), Using peer review with Chinese ESL student writers. Language Teaching Research (London, UK) 9.3 (2005), 321–342.05–214Jung, Udo O. H. (Bonn, Germany; [email protected]), CALL: past, present and future – a bibliometric approach. ReCALL (Cambridge, UK) 17.1 (2005), 4–17.05–215Kaltenböck, Gunther & Barbara Mehlmauer-Larcher (U of Vienna, Austria; [email protected]), Computer corpora and the language classroom: on the potential and limitations of computer corpora in language teaching. ReCALL (UK) 17.1 (2005), 65–84.05–216Lasagabaster, David & Juan M. Sierra (U del País Vasco-Euskal Herriko Unibertsitatea, Spain), Error correction: students' versus teachers' perceptions. Language Awareness (Clevedon, UK) 14.2/3 (2005), 112–128.05–217Liu, Gi-Zen (National Cheng Kung U, Taiwan, China; [email protected]), The trend and challenge for teaching EFL at Taiwanese universities. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 211–221.05–218Lundy, Garvey F. (Pennsylvania U, USA; [email protected]), School resistance in American high schools: the role of race and gender in oppositional culture theory. Evaluation & Research in Education (Clevedon, UK) 17.1 (2003), 6–30.05–219Nemtchinova, Ekaterina (Seattle Pacific U, USA; [email protected]), Host teachers' evaluations of non-native-English-speaking teacher trainees: a perspective from the classroom. TESOL Quarterly (Alexandria, VA, USA) 39.2, 235–262.05–220Nickerson, Catherine, Marinel Gerritsen & Frank v. Meurs (Radboud U, Nijmegen, the Netherlands; [email protected]), Raising student awareness of the use of English for specific business purposes in the European context: a staff–student project. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 333–345.05–221Palfreyman, David (Zayed U, Dubai, UAE), Othering in an English Language Program. TESOL Quarterly (Alexandria, VA, USA) 39.2, 211–234.05–222Sonck, Gerda (U Libre de Bruxelles, Belgium), Language of instruction and instructed languages in Mauritius. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 37–51.05–223Svalberg, Agneta M. L. (U of Leicester, UK), Consciousness-raising activities in some Lebanese English language classrooms: teacher perceptions and learner engagement. Language Awareness (Clevedon, UK) 14.2/3 (2005), 170–193.05–224Wegerif, Rupert (Southampton U, UK; [email protected]), Reason and creativity in classroom dialogues. Language and Education (Clevedon, UK) 19.3 (2005), 223–237.

Alternative Tool to Engage Learners in Comprehending Written Forms in Mandarin

2021 ◽  
Vol 8 ◽  
pp. 25-34
Author(s):  
Arutchelvi K.Kumaran ◽  
Chong Geeng Ling ◽  
Evelyn Sharminnie Vasuthavan ◽  
Angeline Ranjethamoney Vijayarajoo ◽  
Teoh Joo Tong
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Foreign Language Learning ◽  
Board Game ◽  
Post Test ◽  
Written Form

In the Malaysian context, Mandarin is taught as a foreign language. Learning the written forms can be challenging, especially for non-native speakers. Furthermore, teachers found this component to be problematic, based on learners’ classroom written tasks. In order to assist learners’ comprehension of the written form, a board game called ‘Catch Me If You Can’ was developed. The focus of this study is to find out the effectiveness of the board game in learning the written forms. The study sample consisted of 20 respondents from a local University. Data comprised the responses from questionnaires and interviews. A pre and post test was administered to gauge students’ performance in the written tasks. The findings showed the respondents enjoyed learning the written forms in a fun and engaging way. Hence, this game can be used as complementary tool in the teaching and learning of written forms.

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

scholarly journals Prospect for Cell Phones as Instructional Tools in the EFL Classroom: A Case Study of Jahangirnagar University, Bangladesh

2011 ◽  
Vol 4 (1) ◽  
pp. 105 ◽  
Author(s):  
Roksana Begum
Keyword(s):  
Language Learning ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Cell Phones ◽  
Point Of View ◽  
Instructional Tool ◽  
Instructional Tools ◽  
Teacher Interviews ◽  
Mobile Assisted Language Learning

AbstractThough mobile assisted language learning is an important issue in ELT in many countries, Bangladesh is far away from this method of learning. The present paper has focused on the mobile assisted language learning where the author has tried to explore the potential of cell phone usages as instructional tool in EFL classroom of Bangladesh. The researcher conducted a case study on Jahangirnagar University of Bangladesh. Some undergraduate EFL students participated in the study as subjects. To find out the benefits and challenges of using cell phones in the classroom, some SMS based class tests were conducted where the teachers sent mobile SMS to students as a means of instruction for teaching appropriate use of preposition and to find out the efficacy of SMS based class, a test was also taken via SMS and students also replied and students were given feedback through SMS. After that, students and teachers opinion regarding the cell phone usages; its benefits and inhibiting factors for the implementations in the EFL classroom are collected through students’ questionnaire, teacher interviews and classroom observation reports. The research results imply that cell phone has great potential as instructional tool despite some challenges that can be solved by the sincere attempts of the authority, teachers and by changing the ethical point of view that consider cell phones as mere  a disturbing factor in the classroom. Some probable solutions for the challenges of using cell phone in the class are also presented. The study will be beneficial for educators of Bangladesh and many developing countries like Bangladesh. It will also be supportive for the EFL teachers and students who are always pursuing for more innovative way for teaching and learning English. Such studies are rare in Bangladesh, though some studies regarding m-learning are done by some researchers previously.

INTERACTIVE MULTIMEDIA-BASED MOBILE APPLICATION FOR LEARNING IBAN LANGUAGE

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Ketty Chachil ◽  
Riaza Mohd Rias ◽  
Adeline Engkamat ◽  
Adib Sarkawi
Keyword(s):  
Language Learning ◽  
Mobile Application ◽  
Native Speakers ◽  
Human Life ◽  
Future Research ◽  
World Languages ◽  
Mobile Education ◽  
Other World ◽  
Promising Development ◽  
Learning Language

The emergence of mobile technological devices has brought along new possibilities to all walks of life in various communities. As mobile devices with highest capabilities extend into all areas of human life, they also affected language learning and mobile education. There are many mobile applications created for most of the major languages in the world and lesser amount is available for the far less used languages. Iban language is an example of those languages given far less attention as it is not as practical as other world languages. Iban language has been chosen to be implemented as a multimedia-based mobile application to promote language learning due to its richness in unique culture and language. The application, I-MMAPPS for learning Iban language was designed and developed by adopting conversational method and constructivism learning theory to provide learners a different approach in learning language based on various environments and situations. Since Iban pronunciations are different from any Malaysians local dialects, thus the correct pronunciations are vital to assist the learners. 30 non native speakers were chosen to test the application. The outcomes of this research shown that, most of the respondents were satisfied when they learn Iban language using the application. This application also has a promising development in future research.

Normative Labels in Slovene Dictionaries: Users’ and Lexicographers’ Perspectives

2020 ◽  
Author(s):  
Danko Šipka ◽  
Alenka Vrbinc ◽  
Marjeta Vrbinc
Keyword(s):  
Native Speakers ◽  
Point Of View ◽  
Student Survey ◽  
Standard Language ◽  
Language Variety ◽  
New Development ◽  
The University ◽  
Insight Into

Abstract This paper discusses normative labels in the Dictionary of Standard Slovene from the point of view of users and lexicographers. Using a questionnaire distributed to the students of the University of Ljubljana, we wanted to learn how native speakers of Slovene interpret select normative labels. Additionally, five Slovene lexicographers were interviewed to get an insight into their views on labeling lemmata or their senses. The problems they encounter when assigning the labels were assessed in the interviews. The results of the student survey show that the presence of normative labels and their type has an effect on the users’ perceived degree of acceptability of the word in the standard language variety. Though still marking inadequate forms, the lexicographers interviewed strive to stay away from prescriptivism by trying to give reasons for a less adequate form. This is a new development that diverges from traditional, strongly prescriptive, attitude of Slovene linguists.

scholarly journals Corpora in language teaching and learning

2017 ◽  
Vol 50 (4) ◽  
pp. 483-506 ◽  
Author(s):  
Alex Boulton
Keyword(s):  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Awareness ◽  
Initial Training ◽  
Research Activity ◽  
Web Searches ◽  
Printed Materials ◽  
Probabilistic Nature

This timeline looks at explicit uses of corpora in foreign or second language (L2) teaching and learning, i.e. what happens when end-users explore corpus data, whether directly via concordancers or integrated into CALL programs, or indirectly with prepared printed materials. The underlying rationale is that such contact provides the massive contextualised exposure needed for language learning, but in a more controlled way than purely haphazard exposure via regular reading or listening, thus promoting or enhancing noticing, language awareness, autonomy, and ultimately producing ‘better learners’. It interweaves with many other notions in language teaching, from authenticity and autonomy to induction and constructivism, taking in much of what we know about language from corpus linguistics itself – its fuzzy, probabilistic nature and the importance of lexical patterns, collocations, chunks, frequencies and distributions. Commonly known as data-driven learning or DDL (Johns 1990), the approach goes back several decades; yet despite its impressive pedigree, a frequent lament is that it remains a marginal practice. Teachers may not be aware of DDL if it is absent from their initial training, or may see it as a research activity confined to higher education. While corpus consultation may appear too demanding for school-age learners, there are connections with the web searches that are already a frequent practice for many. Though lack of uptake is sometimes attributed at least in part to a dearth of empirical research, this claim is increasingly difficult to defend, as witnessed by the number of entries in this timeline and the hundreds of others not included. For a balanced discussion of the limits of DDL as well as what it can reasonably achieve, see Kaltenböck & Mehlmauer-Larcher (2005).

scholarly journals RECONCEPTUALIZING THE 21ST CENTURY ENGLISH PEDAGOGIES FOR ISLAMIC SCHOOL TEACHERS IN ASEAN

2019 ◽  
Vol 4 (1) ◽  
pp. 401
Author(s):  
Muhammadafeefee Assalihee ◽  
Yusop Boonsuk ◽  
Nachima Bakoh ◽  
Ibrahima Lamine Sano
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Native Speakers ◽  
Group Discussion ◽  
Structured Interview ◽  
School Teachers ◽  
Islamic School

Since more people have become competent in English, the number of non-native English speakers continues to increase. The larger the number, the more diverse English-speaking individuals are. Consequently, there has been an emerged demand for new English pedagogies to adequately address the diversity of English-communicative encounters. The aims of English language learning in the 21st century have shifted from English interactions with native speakers to any English encounters that may involve native or non-native speakers. In response to the call of ELT transformation for the 21st century global challenges on diverse English environments, this study seeks to analyze and synthesize the ELT pedagogic countermeasures employed by the nine English teachers in Malaysia, Indonesia, and Singapore. The participants were purposively selected. The data predominantly collected from different participant groups by utilizing a semi-structured interview and focus group discussion. The derived qualitative data were then processed with content analysis. The findings revealed 6 ELT approaches that are effective for language acquisition of English classrooms in Islamic schools: (1) reconsidering new roles and functions of teachers; (2) emphasizing active learning and encouraging collaboration; (3) implementing technology; (4) employing local learning materials; (5) integrating learning to other study areas; and (6) reevaluating learners’ learning. Based on the findings, education practitioners can adapt their English teaching practices, whereas policy makers and curriculum designers can reconsider to reconceptualize national policies and curriculums in English education for Thai and other ASEAN learners to enhance their English proficiency for a higher quality global member of the 21st century. Keywords: English language, teaching and learning, 21st century education  Cite as: Assalihee, M., Boonsuk, Y., Bakoh, N., & Sano, I. L. (2019). Reconceptualizing the 21st century English pedagogies for Islamic school teachers in Asean. Journal of Nusantara Studies, 4(1), 401-421. http://dx.doi.org/10.24200/jonus.vol4iss1pp401-421

scholarly journals Małżeństwo w językowym obrazie świata. Na przykładzie paremii w języku polskim, rosyjskim i angielskim

2020 ◽  
Vol 45 (2) ◽  
Author(s):  
Katarzyna Kuligowska
Keyword(s):  
Violence Against Women ◽  
Native Speakers ◽  
Point Of View ◽  
Language Awareness ◽  
Human Beings ◽  
Cognitive Analysis ◽  
Preliminary Research ◽  
Way Of Thinking ◽  
Different Levels

The essence of marriage is being widely discussed in the last few decades in many social circles and at many different levels. From the linguistic point of view it is usually characterised on the basis of man’s and woman’s roles in their relationship. The aim of the paper is to present the view of marriage in Polish, Russian and English proverbial phrases. For the purposes of the article about 350 Polish and Russian and about 300 English proverbs have been subjected to cognitive analysis. The research proves that the concept of marriage is roughly universal in all three languages and it presents definitely an androcentric perspective. Wives in proverbs are shown in a very unfavourable light as grouchy, quarrelsome, unfaithful and narrow-minded human beings. Marriage reflected in sayings is usually a burden which diminishes man’s happiness and may even lead to his sickness, fast aging and death. What is more, quite a lot of proverbial phrases in all three languages under study foster violence against women. The concept of marriage presented in proverbs is undoubtedly a reflection of the old way of thinking and the old system of values, but the preliminary research of anti-proverbs, i.e. more modern expressions, proves that it has not undergone any fundamental changes in the language awareness of the Polish, Russian and English native speakers.

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