scholarly journals Fostering Learners’ Language Proficiency in Oral Class: A Lesson Plan for Integrated Instruction of English Listening and Speaking Skills

2020 ◽  
Vol 9 (1) ◽  
pp. p1
Author(s):  
Wenjin Qi ◽  
Yan Liu
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Lesson Plan ◽  
Target Language ◽  
First Year ◽  
Language Fluency ◽  
Integrated Instruction ◽  
English Major ◽  
Listening And Speaking ◽  
Speaking Skills

This paper aims to foster language learners’ English proficiency by means of integrated instruction of listening and speaking skills in English oral class. It develops a comprehensive lesson plan from the selected textbook, which is applied to first-year English-major students in a northern university in China. The findings of the study are that students’ language accuracy and metacognitive awareness would be significantly improved through perception practice in the listening process. In addition, sufficient input previous to listening exercises enables students to produce spoken output more effectively and efficiently. An integrated lesson plan, emphasizing both English listening and speaking skills, helps language learners in improving language fluency and complexities, and eventually in enhancing their pragmatic competence to develop into strategic listeners and competent speakers in the target language.

Flipgrid for Developing and Assessing English Language Learners' Speaking Skills

2022 ◽  
pp. 96-113
Author(s):  
Zeynep Çetin Köroğlu ◽  
Özlem Utku Bilici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Language Education ◽  
Language Classes ◽  
Speaking Skills

Foreign language speaking skills as productive skills are considered one of the concrete shreds of evidence for language proficiency. For this reason, teaching and measuring foreign language speaking skills ability has great importance for all levels of education. Especially with the developing technology, there are various educational tools for teaching and measuring speaking skills in a foreign language. In the present study, the application of Flipgrid will be introduced and examined as one of these tools, and accordingly, a lesson plan will be prepared showing how the tool can be used in foreign language classes. It is thought that the current study will contribute to teachers' professional developments who are working in the field of foreign language education, to teacher educators, and to students who learn English as a foreign language.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

Strategy Use by English-Major Jordanian Undergraduates

2010 ◽  
Vol 27 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Yousef M. Al-Shaboul ◽  
Sahail M. Asassfeh ◽  
Sabri S. Alshboul
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Proficiency Level ◽  
English Major ◽  
Strategy Types ◽  
The Impact

AbstractResearch suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.

scholarly journals MODERN VIEWS ON TEACHING LANGUAGE THROUGH LITERATURE

2019 ◽  
pp. 138-145
Keyword(s):  
Language Learners ◽  
Communication Skills ◽  
Language Skills ◽  
Current Paper ◽  
Teaching Language ◽  
Basic Language ◽  
Language And Communication ◽  
Literature Class ◽  
Listening And Speaking ◽  
Speaking Skills

The current paper aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and supporting the potential values of literature in enhancing language and communication skills for the language learners in our times. The research is in its quest for the issues on how to effectively teach communication skills in a literature class as well as how to develop students’ inspirations in studying literature. Moreover, the work studies specific features of the use of different techniques and activities to develop speaking skills by using literature texts at practical English lessons.

scholarly journals Teaching grammar in context and multilingual environment

2021 ◽  
Vol X (3) ◽  
pp. 119-126
Author(s):  
Babulia (Khatuna) Akhobadze ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Positive Impact ◽  
Lesson Plan ◽  
Target Language ◽  
Complex Method ◽  
Main Subject ◽  
Language Competence ◽  
High Level

The Content and Language Integrated Learning (CLIL) method focuses on teaching the main subject through a foreign language. This method is already successfully used in various around the world no specific formula or textbook exists so far. Based on the study of the existing literature, the possibility of using CLIL at Universities of Georgia and its anticipated results are analyzed in the present thesis. Target language of CLIL is mostly English. In our country English for Specific Purposes (ESP) is successfully taught in many Universities. For example, at the Faculty of Economics and Business our students are taught Business using a special English textbook to learn some issues of economics and business. Teaching any curricular subject using CLIL will be twice as effective and convenient for both the student and the university than teaching English and this particular subject separately. CLIL ensures a comprehensive study of a specific subject and a high level of English language proficiency. CLIL has a significant positive impact on the growth of the students’ language competence. It helps them to achieve significant success in terms of various linguistic aspects, such as: vocabulary, terminology, academic English, etc. However, the assessment is made not in terms of language competence, but in terms of subject matter proficiency. Indeed, CLIL does not only mean language teaching - it is a complex method of using a foreign language to study a major subject. Consequently, knowledge is assessed within the competence of the main subject and thereby the language proficiency as well. With no database of textbooks for CLIL, everything is upon the teacher training, as a result of which the teacher must be able to compile a lesson plan based on different subject materials. We propose to use CLIL to teach different curricular subjects to the students of the Faculty of Economics and Business. To begin with economics, famous economists, e.g., Marshall, Robbins, Sandmo, etc. have different answers to the question "What is economics?" Therefore, the goal of the lecture course we suggest within CLIL will be to find the answer to this question.

scholarly journals Development of Language Proficiency and Pragmatic Competence in an Immersive Language Program

2018 ◽  
Vol 9 (1) ◽  
pp. 10
Author(s):  
Vahid Rafieyan ◽  
William Rozycki
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Significant Relationship ◽  
Language Contact ◽  
Target Language ◽  
Pragmatic Competence ◽  
Language Program ◽  
Grammatical Competence ◽  
Contact Survey ◽  
High Level

Since pragmatic competence and grammatical competence are two distinct aspects of communicative competence (Bachman, 1990), a high level of grammatical competence may not lead to a high level of pragmatic competence, rather it can be best developed through immersion in the target language. In this respect, this paper addresses three research questions within the context of an immersive language program in an EFL setting: 1) Does instruction in an immersive language program have a significant effect on language learners’ general language proficiency? 2) Is there any significant relationship between language learners’ general language proficiency and their pragmatic competence? 3) Is there any significant relationship between language learners’ level of language contact and their pragmatic competence?In the experiment, Japanese first-year college students (n=18) were assessed through TOEFL PBT at the start of a one-year language immersion program. The subjects thereupon participated in an intensive language program. At the end of the academic year, all subjects took another TOEFL PBT along with a pragmatic competence test (Bardovi-Harlig, 2009) and a language contact survey. The statistical findings of this study demonstrated a significant positive effect for immersive language program on general language proficiency. However, the findings found no significant association between general language proficiency and pragmatic competence and only a weak correlation between language contact and pragmatic competency. This suggests that developing general linguistic proficiency and immersive language contact with a target language do not automatically ensure the acquisition of pragmatic competence.

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