scholarly journals Top-Up Students Second Language Talk Time through Vlogs

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Beena Anil
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Oral Communication ◽  
Teaching English ◽  
Communicative Skills ◽  
Student Collaboration ◽  
English Teaching ◽  
Teacher Student ◽  
Teachers And Students

In this technological era, students need a change in everything especially in learning a subject which is considered to be a difficult one for second language learners (SLL). The advent of internet at all levels of learning in the educational arena is a boon to English teachers to improve the communicative skills of students. This paper shows how Vlog (a fusion of video and blog) to be used in an English teaching classroom to improve students’ oral communication. Vlog helps students to practice English even outside the classroom, give instant teacher’s feedback about their performance and can watch fellow students’ performance. This paper discusses how teachers and students can very easily use vlog by understanding the computer mechanism. Keywords: teaching English, communicative skills, Vlog, teacher- student collaboration

Teaching English to Second Language Learners in Academic Contexts

2018 ◽  
Author(s):  
Jonathan M. Newton ◽  
Dana R. Ferris ◽  
Christine C. M. Goh ◽  
William Grabe ◽  
Fredricka L. Stoller ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching English

Mustafa op de Mavo

1985 ◽  
Vol 22 ◽  
pp. 65-72
Author(s):  
René Appel
Keyword(s):  
Second Language ◽  
Secondary Education ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Minority Groups ◽  
Linguistic Minority ◽  
Communicative Skills ◽  
Cognitive Academic Language Proficiency ◽  
Dutch Language

In this article the results of an explorative study of the Dutch language proficiency of advanced second-language learners are presented. The proficiency in Dutch of a group of 17 students from non-indigeneous linguistic minority groups was compared with the Dutch proficiency of 17 native age-mates. In each group, 16 of the 17 students went to a 'MAV0', an intermediate level of secondary education. Their Dutch language skills were measured by analyzing spontaneous language samples and by administering some tests. In general, the second-language learners (the A-group) were shown to have a lower Dutch language proficiency than the native students (the N-group), and especially with respect to their scores on the tests. It was tentatively concluded that the students from the Α-group had a Dutch language deficiency in the area of Cognitive Academic Language Proficiency. Their Basic Interpersonal Communicative Skills (the concepts CALP and BICS are borrowed from Cummins' theoretical framework) were more or less similar to the skills of native Dutch students. Students from linguistic minority groups might succeed in higher levels of secondary education if their CALP were brought to a higher level, since CALP correlates strongly with the kind of language proficiency demanded in school.

Case Studies of Two Second Language Learners of English

2019 ◽  
Vol 9 (10) ◽  
pp. 15-21
Author(s):  
Kamila alhadi Algwil
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cultural Context ◽  
Critical Period ◽  
Second Language Learners ◽  
Cognitive Theory ◽  
Cultural Theory ◽  
Oral Communication ◽  
Different Types ◽  
Main Factors

This study focuses on the factors that affect learners in learning English as a second language and the different types of errors. It also focuses on the strategies that are followed by the two second language learners during a three-month period and how they may help to understand the behaviourism theory, cognitive theory, and socio-cultural theory. The aims of the study are to explore how learners learn a second language, to highlight methods that they use to learn English and to examine their abilities in English. The methods that are used for data collection are an interview, a grammar test, samples of writing in English, and observation. The findings are analysed in relation to behaviourism theory, cognitive theory, and socio-cultural theory. The findings reveal that age, motivation, and personality are the main factors that affect the two learners. It appears that the Critical Period Hypothesis may have an impact only in pronunciation and oral communication rather than grammatical ability. The study also shows that the socio-cultural context is the most essential theory in learning a second language as it considers mental processes and the socio-cultural context. 

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second- Language Learners

2010 ◽  
pp. 210-222
Author(s):  
Angelene McLaren
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Future Research ◽  
Teachers And Students ◽  
Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

scholarly journals Bridging the Grammar Gap: teaching English grammar to the iPhone generation

English Today ◽  
2012 ◽  
Vol 28 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Bas Aarts ◽  
Dan Clayton ◽  
Sean Wallis
Keyword(s):  
Second Language ◽  
United Kingdom ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Teaching English ◽  
Grammar Teaching ◽  
English Grammar ◽  
The United Kingdom ◽  
Explicit Teaching

For second language learners, the value of the explicit teaching of English grammar has never been questioned. However, in recent times there has been dissent about whether or not to teach English grammar to native speakers. From the late 1960s onwards English grammar teaching in the United Kingdom largely disappeared from the curriculum, and was replaced by teachers focusing on students learning to express themselves. This was in the main not a bad thing, because it made students active participants in their own learning, and they were expected to think critically and express themselves well. The teaching of grammar, with its emphasis on rules, drilling and learning by rote, was seen as conformist, dull and unnecessary, and this view seemed to be confirmed by research into the effectiveness of grammar teaching.

scholarly journals Teaching English As Second Language through Drama for Effective Communication Skills: A Pragmatic Perspective

2018 ◽  
Vol 3 (3) ◽  
pp. 259
Author(s):  
Joseph Agofure Idogho
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Second Language Learners ◽  
Effective Communication ◽  
Teaching English ◽  
English As Second Language

<p>Literatures have reveal that teaching English Language in a conventional classroom with all the available methodology hardly gives the students opportunity to use the language effectively or gain the competence and confidence of using the language in and outside the classroom and probably develop fluency in it: especially when English is a second language other than the learner’s language like the Nigeria situation. This paper thus opines that with the use of drama as a tool or technique in teaching English Language as second language; learners would be equipped with the essential skills of communication and gain fluency in the language. This paper therefore explores the array of models through which language exploration through drama is related to Language Acquisition theories. The paper examines the theories of Language acquisition to establish the relevance of drama-in-education to the domain of teaching and learning and probably language teaching. It further x-rays the mimesis concept of drama as a basis and model for language learning by explaining the three imitative models of language learning among humans as they relates to communicative activities: to prove the relevance of drama as a potent tool for fostering effective communication skills in English as Second Language Learners.</p>

scholarly journals THE EFFECTIVENESS OF HUMOUR USED BY TEACHERS IN TEACHING ENGLISH TOWARDS SECOND LANGUAGE LEARNERS (SLL)

2019 ◽  
Vol 2 (8) ◽  
pp. 116-127
Author(s):  
Farah Shalin Amanah
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Teaching English

This paper discusses the effectiveness of humour used by teachers in teaching English towards second language learners (SLL). In addition, it also explores the use of definitions and classifications of humour generally and in-depth which is suggested to be implemented by teachers towards second language learners in implementing the teaching and learning process. The purpose of the study is to review the previous researchers regarding humour used in many factors. Data was gathered based on past studies. The review found that humour is one of the strategies needed to be used by teachers in learning, and the methodologies are adopted vary across studies. The implication of the study is for future researchers to examine more in-depth the humour should be used in teaching especially in the Malaysian context.

scholarly journals EXPLORING MOBILE AS LANGUAGE LEARNING LAB FOR SECOND LANGUAGE LEARNERS

2020 ◽  
pp. 1-13
Author(s):  
Jagdish Joshi ◽  
Tapan Shah
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Teachers And Students ◽  
Minimal Effort

This paper portrays the structure and improvement of a Mobile language lab system called MLab. The Mobile Lab structure hopes to displace the customary language lab which commonly has a prohibitive plan and needs correspondence with an all the more straight forward, minimal effort versatile language lab. The Mobile Lab is profitable to language teachers and Students, and the system offers them the chance to move around and use their very own contraptions at whatever point and in wherever. The Mobile Lab system has been made by using a couple of web developments to give a snappy and profitable technique for getting to required substance.

Sign in / Sign up

Export Citation Format

Share Document