Negative Evidence in Language Classroom Activities

2003 ◽  
Vol 141-142 ◽  
pp. 301-344 ◽  
Author(s):  
Teresa Pica ◽  
Gay N. Washburn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Matter Content ◽  
Negative Evidence ◽  
Academic English ◽  
Classroom Activities ◽  
Sentence Construction ◽  
Language Classroom ◽  
Subject Matter Content

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

scholarly journals Communicating with Islamic Communication and Broadcasting English Language Learners

2018 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Lina Masruuroh ◽  
Lyla Anggerwina Kusuma
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
English Language Teaching ◽  
Teacher Talk ◽  
Target Language ◽  
Communication Style ◽  
Effective Teacher ◽  
Language Classroom

Proper Teacher Talk (TT) used in the EFL classroom contributes to the effective communication in  TEFL. Teachers who are expected to implement proper and effective teacher talk are apparently seeing this as one of the most complicated elements to be appropriately integrated in EFL class due to the different context between target language and first language and also the excessive target language exposure that is given by English teacher to the students as one of authentic learning process in the classroom. Many research focus on researching effective TT strategy in general EFL classroom, however, there is ony limited number of them that focuses on researching this concept in Islamic classroom with its Islamic culture, Islamic learners and Islamic situations. This descriptive qualitative study discussed and proposed the effective teacher talks in supporting the success of teaching english as a foreign language classroom in Islamic context. This article had anaysed the interview result from 7 English-Islamic lecturers in Islamic Broadcasting and Communication Learners (KPI) major and used TT features which later focussed on its ammount, diction and questioning type under SLA theory. This article aims to explain why and what types of language of the proper communication style and strategies should be applied by the English lecturers in Islamic higher education for having the effective teacher talk to English-Islamic  learners, specifically to Islamic Broadcasting and Communication Learners, that could contribute to a professional development in English Language Teaching.

A Review of the Literature on Teaching Academic English to English Language Learners

2014 ◽  
Vol 84 (3) ◽  
pp. 446-482 ◽  
Author(s):  
Patricia A. DiCerbo ◽  
Kristina A. Anstrom ◽  
Lottie L. Baker ◽  
Charlene Rivera
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Academic English ◽  
Review Of The Literature

Doodling the Nerves: Surfacing Language Anxiety Experiences in an English Language Classroom

RELC Journal ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 226-240 ◽  
Author(s):  
Geraldine Siagto-Wakat
Keyword(s):  
English Language Learners ◽  
Qualitative Study ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Language Anxiety ◽  
Psychological Phenomena ◽  
Language Classroom ◽  
English Classroom ◽  
The Impact

This qualitative study explored the use of doodling to surface experiences in the psychological phenomenon of language anxiety in an English classroom. It treated the doodles of 192 freshmen from a premier university in Northern Luzon, Philippines. Further, it made use of phenomenological reduction in analysing the data gathered. Findings reveal that doodling can be an effective tool in surfacing experiences of a psychological phenomena, such as language anxiety, although this may not be generalizable. The gathered doodles show that English language learners go through shimming and shaming experiences, specifically, buffing, baffling, shutting, sweating and shivering, and shattering. The findings of the study can benefit teachers for they can use doodling, a non-verbal tool, in generating the classroom experiences of their students. More so, the anxiety experiences unveiled in this study will help language teachers realize the impact of language anxiety on English language learners.

scholarly journals English Learners’ Identity Formation as Low and High Investors in their Learning Process

2019 ◽  
Vol 21 (2) ◽  
pp. 165-178
Author(s):  
Maritza Collazos Moná ◽  
Luis Fernando Gómez Rodríguez
Keyword(s):  
English Language Learners ◽  
Identity Formation ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Power Relationships ◽  
Descriptive Case Study ◽  
Efl Learners ◽  
Language Classroom

This article reports the fndings of a descriptive case study that analyzed how unfair social relationships established in an EFL (English as a Foreign Language) classroom influenced a group of adolescent English language learners’ academic investment and identity construction at a school in Bogotá, Colombia. Data associated with students’ social behaviors and identities were collected through feld notes, a questionnaire, and an interview. Norton’s theory of identity and investment served as the basis to analyze the data from a social perspective. Three main fndings emerged from the data: First, EFL learners identifed themselves as high investors and low investors in their learning, depending on their own opinions about the usefulness of English in their lives. Second, power relationships based on domination and oppression reduced productive investment in the classroom. Third, some high investors resisted unfair relationships of power by investing through collaborative learning. Consequently, participants created diverse English learners’ identities (dominant, submissive, resistant, and productive), which influenced their academic investment negatively or positively.

scholarly journals A Descriptive Study: Factors Affecting the Pronunciation of English Language (L2)

2020 ◽  
Vol 1 (2) ◽  
pp. 1-16
Author(s):  
Tania Ali Khan
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Classroom Environment ◽  
English Language ◽  
Secondary Source ◽  
Teaching Methodologies ◽  
Factors Affecting ◽  
Language Classroom

Acquiring correct second language pronunciation is an indispensable part of the language learning process. It plays a substantial role in enhancing the communicative competence and performance of second language learners. The learning of pronunciation is a very sensitive and complicated aspect of the English language classroom. However, all English language learners are not equally good in learning pronunciation. The aim of this research is to explore the factors which affect the pronunciation of English language learners. Theories, empirical evidence, and personal observations are discussed in this study which classifies the factors affecting pronunciation into two types, that is, inner and outer factors. Inner factors include age, brain, aptitude, types of learners and goals. Outer factors include first language interference, motivation, types of teachers and teaching methodologies, classroom environment, and institutional variables. This research is significant because it highlights the importance of acquiring pronunciation of the second language. Moreover, it provides an insight to language teachers and learners which allows them to critically understand the factors which affect the pronunciation of English as a second language as well as to reflect on their own learning and teaching methodologies. This research is qualitative and descriptive in nature. To support the arguments presented in this research, the researcher sought help form primary source books, personal observations and empirical studies, as well as secondary source research articles, journals and reviews. In conclusion, this study also gives some suggestions to teach pronunciation in the English language classroom.

scholarly journals Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak

2019 ◽  
Vol 3 (1) ◽  
pp. 12 ◽  
Author(s):  
Luluh Abdullah Alkathiri
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language Practice ◽  
Efl Learners ◽  
Language Classroom ◽  
Media Source ◽  
English Speaking ◽  
Youtube Videos ◽  
Student Confidence

<p><em>It is beneficial for educators to apply the use of modeling strategies to assist English language learners (ELLs) and their ability to improve their understanding of word diction and the movements that are needed to create English sounds using their mouths and tongues. The purpose of this study is to determine whether Youtube, as a media source that is able to model language practice in an engaging manner, can be used to help ELLs gain improve word pronunciation skills. A questionnaire was administered to students to assess the attitudes that students had towards using Youtube to improve their motivation to speak and practice language in class. The results demonstrated that the use of Youtube in the English language classroom represents an engaging method, and this motivates students to participate in these lessons. Furthermore, participation in English speaking lessons using Youtube videos increased student confidence about their English-speaking abilities. It is therefore reasonable for educators to continue to use Youtube and other video media as a part of instruction in the ELL classroom because this motivates students to learn and to practice their speaking skills aloud with confidence, enabling them to achieve their language attainment goals.</em></p>

scholarly journals Improving written communication among English language learners

2018 ◽  
Vol 2 (1) ◽  
pp. 63-68
Author(s):  
Robert Cadwell ◽  
MJ Outcault Hill
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Subject Matter ◽  
English Language ◽  
Written Communication ◽  
Academic English ◽  
Short Article ◽  
Specific Subject ◽  
Ell Students

Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.

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