scholarly journals interlanguage influences, vocabulary system, grammar, methodological tools, adapted syllabus

2021 ◽  
Vol 2021 (3) ◽  
pp. 238-243
Author(s):  
Elena El'gart ◽  
Elena Holodceva ◽  
Veronika Kameneva ◽  
Anna Sergeeva
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Language Acquisition ◽  
English Language ◽  
Methodological Approach ◽  
Teaching English ◽  
English Language Acquisition ◽  
Vocabulary Skills ◽  
The Poor ◽  
Approach To Teaching

The article introduces a methodological approach to teaching English as a second language (ESL) to schoolchildren with general speech underdevelopment and identifies the main interlingual influences. The research featured various means that optimize the English language acquisition by schoolchildren with general speech underdevelopment. The research objective was to identify and substantiate the optimal methodological tools that take into account interlanguage influences. The study revealed the causes of the poor native grammar skills in this group of schoolchildren. A longitudinal study of interlingual influences made it possible to define several methodological tools that are able to improve the process of ESL acquisition by schoolchildren with general speech underdevelopment. These tools take into account the native vocabulary skills in children of this category. The authors propose to create additional adapted ESL syllabuses for schoolchildren with general speech underdevelopment. Such programs should be based on the peculiarities of the native vocabulary and grammar development in this category of children.

scholarly journals CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 239-242
Author(s):  
Olena Verovkina ◽  
Iryna Vietrova
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Process ◽  
English Language Acquisition ◽  
Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

scholarly journals A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA

2018 ◽  
Vol 7 (3) ◽  
pp. 531 ◽  
Author(s):  
Gin Gin Gustine
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
English Language ◽  
Methodological Approach ◽  
Group Discussion ◽  
English Teachers ◽  
Teaching English ◽  
Efl Context ◽  
The Usa ◽  
Approach To Teaching

In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.

scholarly journals Interactive Learning: An Innovation for English Language Acquisition

2019 ◽  
Vol 9 (2) ◽  
pp. 1187-1190
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Language Teachers ◽  
English Language Acquisition ◽  
Interactive Tool ◽  
Second Language Teachers

The education field is constantly venturing into many creative forms. Interactive learning is a hands-on approach to boost students' engagement and confidence. With new innovation, interactive learning enables students to reinforce critical thinking and problem-solving abilities in second language acquisition. Thus, the aim of this research is to design and create new interactive tool for second language teaching which can benefit both teachers and ESL students. This teaching and learning tool can be used for the 4 basic skills in ESL classrooms namely reading, listening, speaking and writing. A total of 30 students from a rural public secondary school were involved in this study. This interactive tool can help in building students’ motivation in learning especially among the low proficiency students and create autonomous learners who enjoyed and have fun while learning English. In conclusion, it is hoped that this research could add knowledge to the field of interactive tools and promotes creativity among second language teachers.

scholarly journals Academic conferences in professionally oriented language acquisition by public relations undergraduates

2021 ◽  
Vol 10 (42) ◽  
pp. 69-79
Author(s):  
Polina Sergienko ◽  
Alla Minyar-Beloroucheva ◽  
Olga Vishnyakova ◽  
Elizaveta Vishnyakova
Keyword(s):  
Language Acquisition ◽  
Public Relations ◽  
Large Scale ◽  
English Language ◽  
Real Life ◽  
English Language Acquisition ◽  
Language Knowledge ◽  
Approach To Teaching ◽  
Teaching Professional ◽  
Academic Conferences

The present paper deals with the attempt to analyze the basics of the theoretical and practical issues in terms of academic conferences as part of the curriculum within the learner-oriented approach to teaching professional English as the second language (L2) to public relations (PR) undergraduates. The objective of the article is to reveal strategies and tactics, necessary for the preparation of the PR undergraduates for participation in professionally oriented scientific conferences in the English language. The research methodology relies on the previous theoretical achievements of the authors of the article, who have worked out special methods, necessary for the modelling of real life situations, including case studies, large-scale role-play games and academic discussions, alongside with the acquisition and consolidation of language knowledge and skills. The actualized skills in the specially constructed academic milieu contribute to the development of the knowledgeable and competent future experts in the field of Public Relations. The graphs accompanying the result of the present research have been created by the authors of the article. The main results of the conducted research indicate that the academic conferences held in English, contribute to effective professionally oriented English language acquisition by PR undergraduates.

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 Second Language Aquisition and The Development through Nature-Nurture

2017 ◽  
Vol 2 (2) ◽  
pp. 164
Author(s):  
Syahfitri Purnama
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Style ◽  
English Language ◽  
Target Language ◽  
Simple Sentence ◽  
English Language Acquisition ◽  
Individual Learner ◽  
Past Tense Form

<p>There are some factors regarding which aspect of second language acquisition is affected by individual learner factors, age, learning style. aptitude, motivation, and personality.<strong> </strong>This research is about English language acquisition of fourth-year child by nature and nurture. The child acquired her second language acquisition at home and also in one of the courses in Jakarta. She schooled by her parents in order to be able to speak English well as a target language for her future time. The purpose of this paper is to see and examine individual learner difference especially in using English as a second language. This study is a library research and retrieved data collected, recorded, transcribed, and analyzed descriptively. The results can be concluded: the child is able to communicate well and also able to construct simple sentences, complex sentences, sentence statement, phrase questions, and explain something when her teacher asks her at school. She is able to communicate by making a simple sentence or compound sentence in well-form (two clauses or three clauses), even though she still not focus to use the past tense form and sometimes she forgets to put bound morpheme -s in third person singular but she can use turn-taking in her utterances. It is a very long process since the child does the second language acquisition. The family and teacher should participate and assist the child, the proven child can learn the first and the second language at the same time.</p>

scholarly journals AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY

2016 ◽  
Vol 7 (2) ◽  
pp. 1218-1224
Author(s):  
Ms. Aletta Mweneni Hautemo ◽  
Mr. Lukas Homateni Julius
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
School Context ◽  
Urban School ◽  
Medium Of Instruction ◽  
English Language Acquisition ◽  
English Second Language

Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibian learners.This paper focuses on language acquisition and literacy. It explores factors that contributes to effective English language acquisition as well as investigate and evaluate how the school context supports English language acquisition of the Upper Primary learners at an urban school in Namibia. Since the study targeted young learners, it has covered their reading skills, reading tools and resources such as the library and classroom which provides a rich learning environment. A qualitative interpretive approach was used to explore the factors that contribute to effective learners English second language acquisition. The theoretical framework was informed by Krashens conception of acquisition (1981; 1982). Data collection methods consisted of questionnaires and interviews were used. The findings indicated that the provision of well-structured classroom activities containing comprehensible input structures a bit beyond the learners current level and a low affective filter to allow them to acquire the second language easily. Moreover, error-based activities help learners to test hypothesis, revise and modify them and in the process develop good language awareness skills that help them to acquire and learn the language consciously. This paper suggests that a good supporting environment for reading, which is scaffold by enough assistance by the teachers and peers helps learners develop good language acquisition and learning skills.

scholarly journals English Language Acquisition As A Foreign Language on Coachman of Cidomo In Gili Trawangan Lombok

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Jumadil Jumadil ◽  
Emzir Emzir ◽  
Ninuk Lustyantie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
English Language Acquisition ◽  
Analysis Technique ◽  
Depth Interviews

This paper discusses the acquisition of English as a Foreign language on coachman of cidomob. In this study  the researchers applied a case study. The purpose of this study was to find deeper, how Cidomo coaches acquired English, the obstacles faced in acquiring English, and the strategy of English acquisition used. To get the data in these study researchers conducted observations in three months and in-depth interviews with two informants who had been previously chosen. After obtaining the data  the researcher conducted data reduction, data presentation and conclusions by using Mile & Huber man’s data analysis technique. The  result  it  found that  both of  coachman Cidomo  had acquired  English as  foreigners by listening to the native speakers, known through their native friends, imitating it and afterwards practicing with the tourist and their  native friends, while the obstacles faced by them were pronunciation, changing sounds of several phonemes such as phoneme F to P, V to  F and B to  P and the difficulty in memorizing vocabulary because they have been acquiring that second  language since they were  forty years old. Further, the strategy of English acquisition they applied respectively started from  memorizing utterances  such as  greetings, asking for permission, saying  goodbye, and after that they memorizing vocabularies related to their job ranging from objects to the natural environment around them to  complete and improve their second language acquisition.

scholarly journals The Impact of Using Songs and Music on English Language acquisition of children in Saudi Arabia

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Manahel Abudolmohsen AlAfar
Keyword(s):  
Saudi Arabia ◽  
Language Acquisition ◽  
Online Survey ◽  
English Language ◽  
Data Entry ◽  
Teaching English ◽  
English Language Acquisition ◽  
English Only ◽  
Young Learners ◽  
The Impact

Aims: To establish the impact of using songs and music on English language acquisition of children in Saudi Arabia Methodology: Descriptive study, involved 20 Saudi teachers with different ages who were randomly selected from governmental and privates schools in Riyadh city - Saudi Arabia. The age of their students ranged from 6 to 10 years. 40 parents volunteered to participate, Parents were asked to answer an online survey comprising ten different questions. The survey was downloaded from the ‘Survey Monkey’ website. Interview questionnaire and online survey were the tools used for data collection. SPSS version 18 was used for data entry and analysis. Results: About 9 of all teachers don't use songs and rhymes activities in teaching English. 15 of teachers out of 20 said that this technique is not a mandatory part of the curriculum. 13 of the teachers believe that it is very important and 2 teachers believed in using songs and rhymes for facilitate remembering. 16 of teachers out of 20 noticed that their students are actually using the songs or their vocabularies outside the classroom and 17 of all teachers stated that songs and rhymes helped their young learners’ English language development. 82.50% of parents in Saudi Arabia support teaching English to their children, 47.50% of parents stated that their child is using English only in the classroom. Only 7.50% of the parents were not aware of this classroom activity while 92.50% of them are aware. 2.50% of parents expressed their disagreement to use songs and rhymes in teaching English to their young children. Conclusion: Songs and rhymes is rarely used in teaching English to young learners in the Saudi Arabia and curriculum was not rich enough with fun activities like songs and rhymes.    

scholarly journals Application of contextual approach to teaching English for special purposes in higher military educational institutions

2020 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Armed Forces ◽  
Practical Experience ◽  
Educational Institutions ◽  
Contextual Approach ◽  
Teaching English ◽  
English Language Acquisition ◽  
Approach To Teaching

The article is dedicated to substantiating the reasons for applying a contextual approach to teaching English for special purposes (ESP) in higher military educational institutions. Even though future officers of the Armed Forces of Ukraine should meet severe requirements as to the level of English language acquisition, when English teachers enter an ESP classroom in a military university, they meet a lot of low-skilled students with a lack of motivation. The students can be afraid of expressing themselves in a foreign language; sometimes they are afraid, stressed, unwilling to speak up because they may not see any necessity in doing so. That’s why at ESP lessons teachers should focus not only on the subject-matter of the course but also increase students’ motivation, create a positive atmosphere, develop critical thinking and professional competence, encourage group work for reaching mutual goals. All above mentioned poses a challenge to the teacher, and the solution can be in applying a contextual approach to teaching English for special purposes that implies contextualization of materials to create true-to-life situations and submerge the students into job-related surrounding making them think about their previous experience and ways of its application under different circumstances. The article generalizes the practical experience of using contextualized materials at the English lessons for special purposes and proves that they help to create a meaningful environment for learners. As the result the students demonstrate an eagerness to express themselves using a foreign language, they are involved in the lesson and ready to work in a team. So, using contextualized materials at the English lessons for special purposes in higher military educational establishments is an up-to-date issue, as it helps to form necessary language competence of future officers, create additional motivation, and involve students in job-related activities.

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