scholarly journals Alumni of University EFL Students’ Opinions about Register of Football

2021 ◽  
Vol 2 (2) ◽  
pp. 29-42
Author(s):  
Arifin Kurniawan
Keyword(s):  
First Finding ◽  
Efl Students ◽  
The Way

The existence of football has paved the way for this study to find the football registers types. This linguistic part explains about language and the usage. The researcher implemented the theories of register from Biber and Conrad (2009) and Biber and Finegan(1994). This investigation uses the interviews via whatsApp to gather the data from 5 participants. These people were the alumni from university located in Yogyakarta. After the information of interview is got, the researcher analyzed it. The results showed 16 types as follows. First finding is actions. Second result shows positions. Third finding reveals places. Fourth result is championships. Fifth finding is supporters types. Sixth result reveals clubs. Seventh finding shows tools. Eighth result has business in football. Nineth finding is referee types. Tenth result indicates impacts of fouls. Eleventh finding is special matches. Twelveth result shows times. Thirteenth finding reveals honorifics. Fourteenth result has name. Fifteenth finding is impacts of less achievements. Sixteenth result has formations.

scholarly journals How Can EFL Students Be Corrected Without Hindering Oral Participation?

LETRAS ◽  
2007 ◽  
pp. 105-130
Author(s):  
Jimmy Ramírez Acosta
Keyword(s):  
Error Correction ◽  
Oral Participation ◽  
Efl Students ◽  
The Way

 Se describen las técnicas que suelen emplearse para corregir la producción oral de estudiantes de segundas lenguas. Según la forma en que los estudiantes son corregidos, así su deseo de participar. Parte de la información proporcionada se fundamenta en una investigación llevada a cabo con un grupo de estudiantes de inglés en cuanto a sus ideas sobre modelos de corrección y sus propuestas.The error correction techniques commonly applied by teachers to improve students' oral output are described here. The way students' output is treated plays an important role in their desire to participate. Part of the information provided is based on research carried out with a group of students of English conceming their ideas about error correction and the techniques that they proposed.

scholarly journals LGBT Students’ Short Range Narratives and Gender Performance in the EFL Classroom

2012 ◽  
Vol 14 (1) ◽  
pp. 77 ◽  
Author(s):  
Francisco Rondón Cardenas
Keyword(s):  
Discourse Analysis ◽  
Sexual Identity ◽  
Short Range ◽  
Gender Performance ◽  
Lgbt Students ◽  
Efl Students ◽  
And Gender ◽  
Oral Skills ◽  
Lgbt Individuals ◽  
The Way

By means of the analysis of six short range narratives, utilizing as a methodology (Feminist Post –Structuralist Discourse Analysis) FPDA,this paper unveils some significant moments which evidence the way LGBT EFL students draw on different discourses to adapt, negotiate,resist, emancipate, and reproduce heteronormativity. EFL students Methodological FrameworkConstantly shift positions and perform their gender assuming simultaneously powerful and powerless stances in the EFL classroom.The study categorizes the emancipatory discourse as a way to resist, the discourse of vulnerability as a way to reproduce and cope withmarginalization, and the homophobic discourse as a way to position LGBT individuals as abnormal. Finally, the article will reflect on themoments LGBT student mitigate their oral skills and constrain their participation in class, due to the fact that they are frequently evaluatingtheir comments to avoid accidental disclosure of their sexual identity.

scholarly journals Reflections on Teaching Speaking for EFL Students in an Online Environment

2021 ◽  
Vol 27 (2) ◽  
pp. 160-164
Author(s):  
Alina Gabriela Negoescu ◽  
Simona Boştină-Bratu ◽  
Lucia Larissa Morar
Keyword(s):  
Online Teaching ◽  
Foreign Languages ◽  
Online Environment ◽  
Health Crisis ◽  
Online Platform ◽  
Face To Face ◽  
The Face ◽  
Efl Students ◽  
Major Shift ◽  
The Way

Abstract The health crisis due to the pandemic has greatly changed many aspects of our lives including the way we teach foreign languages. Online teaching has prevailed over the face-to-face one, and educators and learners alike had to adjust to this major shift. This article is meant to provide some of our findings based on our experience while teaching speaking on Moodle online platform. The first part discusses the benefits and the drawbacks of the online environment, then it presents some of the most important aspects of speaking, and in the end, it focuses on the challenges of online teaching while trying to enhance students’ speaking skills. Speaking is one of the most desirable skills because it enables students to communicate effectively, and teaching this ability online has been challenging but also rewarding.

scholarly journals EFL students’ perception on flipped learning in writing class

2018 ◽  
Vol 8 (2) ◽  
pp. 115 ◽  
Author(s):  
Akhmad Fauzan ◽  
Maria Novary Ngabut
Keyword(s):  
Foreign Language ◽  
Survey Research ◽  
Flipped Learning ◽  
Central Kalimantan ◽  
Writing Class ◽  
Writing Skill ◽  
Efl Students ◽  
The Way ◽  
Teacher Centered

<p>This research aims at finding out EFL students’ perceptions on the implementation of Flipped Learning in writing class. Survey research was applied with one-shot design and questionnaire was used to collect data. The setting of this research is at one university in Central Kalimantan Province in Indonesia where English is a foreign language. The students were in their fourth semester learning writing skill. In order to avoid teacher-centered learning which may cause a boring and monotonous classroom, this research implemented Flipped Learning that could change the way students learn. The approach was done during one semester and the questionnaires were then handed out at the end of the semester. After the questionnaires were collected and analyzed quantitatively and qualitatively, the result of this research shows that students had positive perceptions on the implementation of Flipped Learning in Writing 3 class.</p>

scholarly journals Usefulness and Learnability in Teaching Vocabulary to ESL/EFL Students

2019 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Shanjida Halim ◽  
Tanzina Halim
Keyword(s):  
English Language ◽  
Teaching English ◽  
Detailed Explanation ◽  
Efl Teachers ◽  
Efl Students ◽  
Selection Of ◽  
The Way

<p><em>It is known that vocabulary is a must in teaching English Language because without a sound knowledge of vocabulary students are not able to understand others or express their own ideas. Although vocabulary deals with words, yet vocabulary is much more than just single words. Therefore, vocabulary can be defined as</em><em> “</em><em>the words of a language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do</em><em>”.</em><em> Vocabulary is so important that Wilkins (1972</em><em>, p.</em><em> 111) said:</em><em> </em><em>“Without grammar very little can be conveyed; without vocabulary nothing can be conveyed</em><em>”.</em></p><em>Innumerable ways of presenting and teaching vocabulary are there, but this paper is going to focus on the ways briefly without any detailed explanation of those ways because most of the ESL/EFL teachers are already aware of those strategies. What our paper aims to focus is that selection of vocabulary is very important for the learners if a useful vocabulary is to be built up quickly. As teachers of vocabulary, we know, or we must know why we should teach certain items to our learners and not others. In teaching vocabulary to learners there are two general criteria: usefulness and learnability which this paper is going to discuss in detail, and it will also show why selecting what to teach, based on usefulness and learnability, according to the needs of the students, is essential.</em>

scholarly journals Documentary testimonies about the national music in European culture Historiographical journey (XVI—XVII centuries

Arta ◽  
2021 ◽  
Vol 30 (2) ◽  
pp. 11-21
Author(s):  
Victor Ghilas ◽  
Keyword(s):  
Musical Culture ◽  
The West ◽  
European Continent ◽  
Ethnic Music ◽  
Reference Information ◽  
First Finding ◽  
European Culture ◽  
National Music ◽  
Limited Period ◽  
The Way

The study brings to the forefront some reference information on the connections of national oral music with the European space. The sources of documentation, to which we turn, allow a first finding, according to which our music enters the attention of the West in the XVI century. Firstly, we refer to the first records of folklore, which appeared in publications in Poland, Germany and France, and which are found in tabulations, anthologies and (or) collections of music. Once they have come out of print and have been put into circulation, they reach the creative laboratory of European artistic personalities, who have gone on to capitalize on our ethnic music in various forms and genres. We catalog some creations through concrete examples, having as a source of suggestion the local melody. Along the way, the actual musical documents from the period under investigation are supplemented with data and information from adjacent fields. The paper takes into account the contribution of foreign authors in a limited period of time (XVI–XVII centuries), who through their contribution have facilitated the promotion of the originality of our musical culture, increasing its visibility and value on the European continent.

scholarly journals A Pedagogical Stylistic Study of “Eleven” by Sandra Cisneros

2021 ◽  
Vol 5 (1) ◽  
pp. 63-66
Author(s):  
Kameran N. Abdullah
Keyword(s):  
Key Words ◽  
Short Story ◽  
Sandra Cisneros ◽  
Literary Texts ◽  
Stylistic Analysis ◽  
Linguistic Features ◽  
Specific Level ◽  
Efl Students ◽  
One Year ◽  
The Way

Knowing about the linguistic and stylistic features of any literary texts in general and the aspect of lexical pattern in particular, concerning the way through which the author uses adjectives, verbs, nouns and adverbs provide us with precious information that can be helpful in judging about the appropriateness of the text to be used for a specific purpose such as teaching to EFL students in a specific level. Therefore, according to the importance of this issue, and based on the checklist of linguistic and stylistic categories proposed by Leech and Short (2000), the stylistic analysis of the short story entitled “Eleven” written by Sandra Cisneros was performed in this study from the lexical category dimension. In the end, the results and findings of the study are elaborated and discussed, with the conclusion that the author was successful in using the appropriate diction and linguistic features to express her main points from the tongue of an Eleven-year-old kid who is also ten, nine, eight, seven, six, five, four, two and one year old. Key words: Lexical category, Eleven, Stylistic analysis, EFL, Short story

scholarly journals BOOSTING STUDENTS’ PRONUNCIATION THROUGH SONG DICTATION

Curricula ◽  
2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Muhammad Khairi Ikhsan
Keyword(s):  
Teacher Training ◽  
Training And Education ◽  
Efl Students ◽  
The Way

<p>Most of EFL students argue that pronunciation is one of English components that is quite difficult to be mastered. It is proven by most students of English that the writer taught at College of Teacher Training and education (STKIP) PGRI West Sumatera. They get some difficulties in pronouncing particular words like the sounds of vowels, consonants, and diphthongs. It happened because most of sounds in English are not found in Indonesian contexts. To overcome this problem, the writer promotes an alternative way so that the students’ pronunciation can be better and improved. The way that the writer means  is using song dictation.</p>

scholarly journals Understanding Cultural Context in Responding to Literature: Researching the Teaching of Literature in EFL Classroom Context

2018 ◽  
Vol 11 (6) ◽  
pp. 108
Author(s):  
Ali Mustofa ◽  
Jonnie Lynn Hill
Keyword(s):  
Cultural Context ◽  
Life Experiences ◽  
Interactive Methods ◽  
Literary Texts ◽  
Classroom Context ◽  
Efl Students ◽  
Text Interaction ◽  
The Way

This paper shares some insights into the notion of having EFL students collectively respond to literature. Understanding and appreciating a piece of literature is determined by how one can convey the concepts and words to new situations. During this process, several types of interaction happen: interaction between experience and the text, interaction between author’s culture and reader, and interaction of the reader with other readers. In order to interpret a text in the way the author has intended, readers need to develop knowledge of the author’s cultural and historical contexts. This paper describes several innovative, interactive methods that will help students make connections between life experiences and literary texts, between the author’s culture and their own, and between their ideas and those of other readers.

scholarly journals The Speech Act of Apology for Saudi EFL Students

2018 ◽  
Vol 7 (4) ◽  
pp. 144
Author(s):  
Rehan Almegren
Keyword(s):  
Speech Acts ◽  
Mother Tongue ◽  
Language Skills ◽  
Teaching Techniques ◽  
Cultural Aspects ◽  
Completion Test ◽  
Efl Students ◽  
Arabic And English ◽  
Relationship Of ◽  
The Way

This research will find out the nonverbal communication tools used by the students with Arabic background which they use while talking in English to their counter parts. The research will use the techniques designed by Cohen, Olshtain & Rosenstein (1986) commonly known as Discourse Completion Test (DCT) and the Apology Introspection Questionnaire (AIQ), which was first introduced by Ismail (1998). The research was conducted on various techniques used by the students to apologize when they were alone or when they were in groups. The aim of this research was to investigate the effectiveness of English teaching techniques used by the student whose mother tongue was Arabic. This research was particularly focused to find out the apology technique learned by such students. There are issues in speech acts (Blum-Kulka & Olshtain, 1984; Cohen, et al., 1986) which are an integral part of the culture and these cultural aspects ultimately result in misleading differences in the way student convey their thoughts and apologies in English. The language skills were tested along with discourse completion test (DCT) and the apology introspection questionnaire (AIQ), this was accompanied by the type of misconduct, relationship of two parties and the way apology was offered. The findings in this respect revealed that the direct apology was effectively used in Arabic and English languages. However, there were some situations where indirect apologies were found effective in both languages as well as a mix of direct and indirect apologies was also used. The study proved that grammar, syntax, and spelling were not the only tools to articulate an apology.

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