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 PREPARATION TECHNIQUE FOR WRITING ESSAYS AT INTERNATIONAL EXAMS IN ENGLISH

2020 ◽  
Vol 224 ◽  
pp. 72-79
Author(s):  
E.V. Bessonova ◽  
◽  
I.K. Kirillova ◽  
YU.A. Tarabarina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Main Idea ◽  
Point Of View ◽  
Task Orientation ◽  
Preparation Technique ◽  
Essay Writing ◽  
High Level ◽  
International English

Today experts with a high level of proficiency in a foreign language are considered in demand in the labour market. The level of foreign language proficiency is confirmed by a high test result of international exams in a foreign language. The essay is a mandatory part of international English language exams such as TOEFL, IELTS, and Cambridge Advanced English. We examined the requirements and assessment criteria for the essay writing exam task. The task assesses the level of speech skills formation necessary to create your own pieces of writing in a foreign language. As part of the research, we developed a technology for teaching writing based on a product-oriented approach. According to the technology we have identified the following stages of text production: task orientation, text planning, text writing, and text self-editing. We have also proposed a set of exercises aimed at developing following skills: task understanding, formulating the author’s point of view and its proving with relevant examples, planning a cohesive and coherent text, text division into paragraphs, highlighting of the paragraph’s main idea, development of the idea in the text, expressing ideas in the text logically in accordance with the rhetorical structure of English essay, usage of lexical cohesive means, text self-editing. This technology was tested during experimental training; its results prove the effectiveness of the proposed technology for teaching essay writing according to international English language exams requirements.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

scholarly journals Questioning in English as a Foreign Language University Classes

2021 ◽  
Author(s):  
◽  
Van Anh Phan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Communicative Interaction ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Efl Classrooms

<p>Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns about how to best develop English proficiency in EFL classes, especially how to promote students’ English communicative competency in this context. Questioning is an essential tool to help EFL teachers fulfil instructional goals (Boyd, 2015). Questioning particularly plays an important role in creating interactions to promote student’s English language proficiency in EFL classroom (Tuan & Nhu, 2010). Therefore, my study investigated how teachers and students perceived and used questioning to promote English teaching and learning in tertiary EFL classrooms in Vietnam. This also shed light on the implementation of communicative language teaching (CLT) in Vietnam. My study uses a sociocultural lens, with a qualitative multiple case design (Creswell, 2015; Johnson & Christensen, 2014). The two cases investigate questioning in classes where English was taught as a non-major subject, and questioning in classes where English was taught as a major. Data were triangulated through semi-structured and stimulated recall interviews with eight teachers, focus groups with eight groups of students, and observations of eight EFL classes. Thematic analysis was conducted to analyse data to find out the themes, the “important idea that occurs multiple times” in the data (Johnson & Christensen, 2014, p. 600) Three themes about questioning arose from studying these Vietnamese EFL classes. Firstly, questioning involved communicative interaction, which created opportunities for participants to communicate in the target language. This interaction also empowered students to engage in the lesson. Secondly, using questioning teachers orchestrated learning, diagnosed learning needs, and facilitated classroom relationships. The third theme, “My home, my rules” indicates that questioning was contextually situated. Questioning within these EFL classrooms in Vietnam reflected cultural features, such as the traditional roles of teacher and student, the concern for face or status, and the use of Vietnamese in English classes.  My data show that both teachers and students can use questioning to promote language learning through critical thinking and collaborative learning. These are central interactive and communicative skills in tertiary EFL teaching and learning in Vietnam. The effectiveness of questioning in my study depended on teachers’ skills. It was a commonly used technique to develop English language learning.  This study proposes an adapted model of learning and teaching to capture EFL learning. The model captures how teachers apply CLT and teach English for different purposes. It also emphasises the contextual features influencing questioning and therefore teaching and learning the target language. In this model, questioning is at the centre, promoting learning relationships among the teacher and students. The study contributes to an understanding of using questioning to promote language learning in EFL classroom in an Asian context, and may be relevant to CLT application for language learning classrooms in a wider international context.</p>

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.

scholarly journals Feasibility of CLIL Implementation in the Education System of Azerbaijan: Attitude towards CLIL and the English Language in Higher Educational Institutions

2016 ◽  
Vol 6 (5) ◽  
pp. 188
Author(s):  
Jamala I. Mammadova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Education System ◽  
English Language ◽  
Language Skills ◽  
Legal Framework ◽  
Target Language ◽  
Linguistic Groups ◽  
Multilingual Societies ◽  
High Level

<p>This article examines the feasibility of introducing Content and Language Integrated Learning (CLIL) in the education system of Azerbaijan, and determining the most preferred target language for this matter. Azerbaijan is a country with traditions of multilingualism. There are certain challenges within the society in terms of ensuring communication among different linguistic groups, which necessitate examining appropriate language policy and acquisition solutions. CLIL, which enables individuals to learn more than two languages at relatively high level, seems to be a promising approach for overcoming the linguistic communication problems in Azerbaijan, and enabling to take socio-economic and cognitive advantages of multilingualism.</p><p>Whereas the question of feasibility of certain language acquisition approach in a specific country requires studying several dimensions such as public attitude, economic aspects and legal framework, the focus of the empirical research of this article is directed to learning the attitude to CLIL, which is a relatively under researched field. In the research part, it is sought to answer questions whether CLIL is supported among students in Azerbaijan, and which foreign language is preferred most. Moreover, it was sought to examine the relationship among the variables of gender, social class, existing language skills, as well as attitudes to CLIL and target language preference.</p><p>It was found that CLIL is supported by participants, and English is the most preferred foreign language. It indicates that multilingual societies like Azerbaijan are supportive of language acquisition choices that help preserve and develop multilingualism. Moreover, it was found that attitude to language acquisition method and the language itself differ due to income level and existing language skills.</p>

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Vol 12 (2) ◽  
pp. 251-267
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals Questioning in English as a Foreign Language University Classes

2021 ◽  
Author(s):  
◽  
Van Anh Phan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Communicative Interaction ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Efl Classrooms

<p>Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns about how to best develop English proficiency in EFL classes, especially how to promote students’ English communicative competency in this context. Questioning is an essential tool to help EFL teachers fulfil instructional goals (Boyd, 2015). Questioning particularly plays an important role in creating interactions to promote student’s English language proficiency in EFL classroom (Tuan & Nhu, 2010). Therefore, my study investigated how teachers and students perceived and used questioning to promote English teaching and learning in tertiary EFL classrooms in Vietnam. This also shed light on the implementation of communicative language teaching (CLT) in Vietnam. My study uses a sociocultural lens, with a qualitative multiple case design (Creswell, 2015; Johnson & Christensen, 2014). The two cases investigate questioning in classes where English was taught as a non-major subject, and questioning in classes where English was taught as a major. Data were triangulated through semi-structured and stimulated recall interviews with eight teachers, focus groups with eight groups of students, and observations of eight EFL classes. Thematic analysis was conducted to analyse data to find out the themes, the “important idea that occurs multiple times” in the data (Johnson & Christensen, 2014, p. 600) Three themes about questioning arose from studying these Vietnamese EFL classes. Firstly, questioning involved communicative interaction, which created opportunities for participants to communicate in the target language. This interaction also empowered students to engage in the lesson. Secondly, using questioning teachers orchestrated learning, diagnosed learning needs, and facilitated classroom relationships. The third theme, “My home, my rules” indicates that questioning was contextually situated. Questioning within these EFL classrooms in Vietnam reflected cultural features, such as the traditional roles of teacher and student, the concern for face or status, and the use of Vietnamese in English classes.  My data show that both teachers and students can use questioning to promote language learning through critical thinking and collaborative learning. These are central interactive and communicative skills in tertiary EFL teaching and learning in Vietnam. The effectiveness of questioning in my study depended on teachers’ skills. It was a commonly used technique to develop English language learning.  This study proposes an adapted model of learning and teaching to capture EFL learning. The model captures how teachers apply CLT and teach English for different purposes. It also emphasises the contextual features influencing questioning and therefore teaching and learning the target language. In this model, questioning is at the centre, promoting learning relationships among the teacher and students. The study contributes to an understanding of using questioning to promote language learning in EFL classroom in an Asian context, and may be relevant to CLT application for language learning classrooms in a wider international context.</p>

scholarly journals KIAT MAHASISWA BERKOMUNIKASI DIDALAM BAHASA INGGRIS PASKA PENDEKATAN FRESHNESS DAN ENTHUSIASM

Edulib ◽  
2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Doddy Rusmono
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Foreign Language ◽  
English Language ◽  
Native Speaker ◽  
Positive Impact ◽  
Target Language ◽  
Intended Receiver ◽  
The One ◽  
Learning English

AbstractThrough DIMBI (Diskusi Ilmiah Mahasiswa Berbahasa Inggris – Student’s English Discussion) some can be drawn that learners (i.e. Students) want to have their messages accepted in a proper way by the receiver in the target language. By merely integrating vocabulary and grammar to communicate, the meaning of the expression could not reach the intended receiver and might end up with being incomprehensive on his part. Elelments of culture are neede to make other people understand what you are trying to say, especially when the one you are talking to is a native speaker of English language.  Learners are in the situation in which English fall into the category of a foreign, and not English as a second language. When learning English as a second language takes place, the learners are involved in the language in their daily life ectivities while  learning English as a foreign language as the case in Indonesia, acquisition and usage depend on and are restricted to learning structures as designed for classroom mode with its various impacts. However little any attempts made by the learners, appreciation and good points of view must emerge for the sake of skill developments. Ways of exploring with tricks by the learners everytime they try to communicate in English with a number of mistakesn needs to be ameliorated in such a way that hopes for betterments live a good endeavour. Approach in the light of teacher demeanor brings with it a positive impact. The approach generates freshness and enthusiasm as well and thus encouraging the learners to express with confidencde regardless of possible inaccuracies in their various forms.Keywords: vocabulary, grammar points, communication, culture, target language. AbstrakMelalui DIMBI (Diskusi Ilmiah Mahasiswa Berbahasa Inggris) terperoleh simpulan bahwa para pembelajar (baca: Mahasiswa) ingin agar pesan yang mereka komunikasikan dapat berterima. Dengan menggabungkan kosa-kata dan gramatika saja pesan yang mereka sampaikan sebagai penutur belum cukup untuk memenuhi keberterimaan oleh penerima pesan pada bahasa sasaran (Bahasa Inggris). Diperlukan unsur kultur untuk mencapai bahasa sasaran. Unsur kultur akan sangat menentukan makna yang ditangkap oleh penerima pesan, terutama bilamana penerima pesan tadi adalah penutur asli (native speaker).  Pembelajar berada dalam situasi yang dikategorikan Bahasa Inggris sebagai Bahasa Asing (English As A Foreign Language) , bukan sebagai Bahasa Kedua (English As A Second Language). Ketika bergagas melalui ujaran didalam Bahasa Inggris sebagai bahasa kedua, pembelajar dilibatkan dengan bahasa ini didalam kehidupan sehari-hari mereka sedangkan pembelajaran Bahasa Inggris sebagai bahasa asing seperti misalnya di Indonesia, perolehan dan penggunaan Bahasa Inggris tergantung dan terbatas pada rancangan belajar di ruang kelas dengan segala dampak penyertanya. Upaya sekecil apapun oleh pembelajar harus dilihat dari segi positifnya untuk kemudian dicarikan cara pengembangannya. Kiat penuh kekeliruan sekalipun perlu dihidupkan agar komunikasi tetap berlangsung lancar dan berterima. Pendekatan melalui teacher demeanor yang menyegarkan dan penuh semangat membawa dampak positif bagi pembelajar berupa keberanian berekspresi, terlepas dari ketidakpasan disana-sini.Kata kunci: kosa kata, gramatika, komunikasi, kultur, bahasa sasaran.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

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