A Study on the Use of Mixed Language in Teaching English at Hospitality Management Class

Learning English as a foreign language required some strategies to achieve the goal of communication. In teaching and learning process, the teacher and students frequently use their first language to explain the difficult word in English. This study aimed to investigate the language used by the teacher as communication strategies in teaching English as a foreign language and students’ responses toward the use of each type of language instruction in teaching English at Hospitality class. To investigate the study there were 2 teachers and 2 classes of hospitality management class as the subject. The data were collected through observation of teaching and learning process and interview session. The study was designed as descriptive qualitative research and the data were analyzed descriptively. The finding showed that the teacher used the target language frequently, however the used of mixed language to explain some difficult words also found in teaching and learning process.

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To do or not to do: willingness to communicate in the ESL context

English Today ◽

10.1017/s0266078416000481 ◽

2016 ◽

Vol 33 (1) ◽

pp. 36-42

Author(s):

Syeda Farzana Bukhari ◽

Xiaoguang Cheng

Keyword(s):

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Teaching And Learning ◽

Language Instruction ◽

Willingness To Communicate ◽

Target Language ◽

Teaching English ◽

Successful Communication ◽

Do So

English is used by more than one and a half billion people as a first, second or foreign language for communication purposes (Strevens, 1992). In this context, the purpose of teaching English has shifted from mastery of the grammatical rules to the ability to use the target language for successful communication. Consequently, the communication aspect of teaching and learning English has become the key issue in the domain of second language acquisition (Yashima, 2002: 54). Therefore, the issue of whether the learners will communicate in English when they have the chance to do so and to what extent they are willing to communicate gain importance. These questions have led to the emergence of an important construct in the field of L2 instruction, i.e. willingness to communicate (hereafter, WTC), which is defined as a learner's ‘readiness to enter into discourse at a particular time with a specific person or persons, using a L2’ (MacIntyre et al., 1998: 547). MacIntyre and his associates even proposed that WTC in L2 should be conceptualized as ‘the primary goal’ of language instruction (MacIntyre et al., 1998: 545). This paper explores the important concept of WTC by looking into Pakistani students' WTC in Canada.

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GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

Knowledge International Journal ◽

10.35120/kij28072245s ◽

2018 ◽

Vol 28 (7) ◽

pp. 2245-2249

Author(s):

Suzana Ejupi ◽

Lindita Skenderi

Keyword(s):

Foreign Language ◽

Learning Process ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Target Language ◽

Part Of Speech ◽

Grammatical Categories ◽

Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

Colombian Applied Linguistics Journal ◽

10.14483/22487085.11576 ◽

2017 ◽

Vol 19 (2) ◽

pp. 277 ◽

Cited By ~ 1

Author(s):

Taina M Wewer

Keyword(s):

Foreign Language ◽

Classroom Practice ◽

Teaching And Learning ◽

Basic Education ◽

Mother Tongue ◽

Language Teaching ◽

Language Instruction ◽

Foreign Language Teaching ◽

Target Language ◽

Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.

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Difficulties in Teaching English Modal Auxiliaries to Turkish Students: A Cognitive Pragmatic Approach

10.31235/osf.io/kxe9j ◽

2019 ◽

Author(s):

Ismail Erton

Keyword(s):

Foreign Language ◽

Language Learners ◽

Cognitive Skills ◽

Teaching And Learning ◽

Structural Characteristics ◽

Target Language ◽

Teaching English ◽

Wide Range ◽

Modal Auxiliaries ◽

Teaching Learning

Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and socio-pragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, cloze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage.

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Sense of agency among frequently anxious learners of English in Swedish primary school: Mismatching beliefs and experiences

Acta Didactica Norden ◽

10.5617/adno.8310 ◽

2021 ◽

Vol 15 (2) ◽

Author(s):

Maria Nilsson

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Qualitative Content Analysis ◽

Language Instruction ◽

Target Language ◽

Sense Of Agency ◽

Foreign Language Instruction ◽

Emotional Experiences ◽

Young Learners ◽

Oral Interaction

Instilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way in which they perceive their own agency, that is, their situated SoA. After initial classroom observations, learners from seven Swedish classrooms, across years 2–5, were seated in small groups to discuss open questions about target language (TL) use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the TL. However, they also expressed that oral instructions and prompts, which were sometimes incomprehensible, made them feel frustrated and insecure. Considering the risk of embarrassment, they refrained from asking questions or volunteering to speak. Thus, their accounts of their emotional experiences and actions did not align with their beliefs, which hampered their SoA. The findings illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching relate to target language use and offering plenty of time for learners to practice their oral skills under conditions that they perceive as safe.

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The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

Vision Journal for Language and Foreign Language Learning ◽

10.21580/vjv6i11583 ◽

2017 ◽

Vol 6 (1) ◽

pp. 41

Author(s):

R Bunga Febriani

Keyword(s):

Foreign Language ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Language Shift ◽

English Language Teaching ◽

English Department ◽

Teaching English ◽

Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

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GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

Knowledge International Journal ◽

10.35120/kij29082245s ◽

2018 ◽

Vol 28 (7) ◽

pp. 2245-2249

Author(s):

Suzana Ejupi ◽

Lindita Skenderi

Keyword(s):

Foreign Language ◽

Learning Process ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Target Language ◽

Part Of Speech ◽

Grammatical Categories ◽

Learning English

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Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan

English Review Journal of English Education ◽

10.25134/erjee.v4i1.311 ◽

2015 ◽

Vol 4 (1) ◽

pp. 82

Author(s):

Muhammad Aprianto Budie Nugroho ◽

Nining Mayda

Keyword(s):

High School ◽

Foreign Language ◽

Junior High School ◽

Learning Process ◽

Teaching And Learning ◽

Classroom Observation ◽

Motivational Strategies ◽

Teaching English ◽

English As Foreign Language ◽

Students Attitudes

This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%), teacher 2 (79.02%), and teacher 3 (85.71%). Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.Keywords: motivational strategies, phases of motivational strategies, students attitudes, teaching EFL

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A General Review of the Role of Technology in the English Language Learning Processes

Enletawa Journal ◽

10.19053/2011835x.10954 ◽

2020 ◽

Vol 12 (2) ◽

pp. 78-96

Author(s):

Arnold Yesid Rojas ◽

Luis Alejandro Novoa ◽

Santiago Andrés Sandoval

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Learning Processes ◽

English Language Learning ◽

Teaching English ◽

Use Of Technology

This article aimed at presenting general trends regarding the role of technology in the English language learning process. The benefits of using technology in the process of learning English, as well as the importance of using technology as a method to teach a foreign language, will be discussed. This study discusses the use of technology as a way to promote teaching English as a foreign language, as well as how it can transform the teaching and learning process.

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LANGUAGE CHOICE IN MULTILINGUAL CONTEXT: THE USE OF L1 IN THE HOSPITALITY ENGLISH COURSES

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.2.1.263-272 ◽

2017 ◽

Vol 2 (1) ◽

pp. 263

Author(s):

Ni Putu Era Marsakawati

Keyword(s):

Foreign Language ◽

Social Space ◽

First Language ◽

Language Teachers ◽

Target Language ◽

Classroom Context ◽

Teaching English ◽

Food And Beverage ◽

Teachers And Students ◽

L1 Use

The present study presents the perception of lecturers on the use of the first language in the foreign language classroom, particularly in a tourism vocational institution in a multilingual context. The participants were 2 lecturers teaching Hospitality English: one lecturer was teaching English for Front Office and one lecturer was teaching English for Food and Beverage. The data were collected through administering questionnaire and interview. The obtained data were analyzed qualitatively. The results show that lecturers perceived the use of the first language as positive and part of learning process. They used the first language mainly as a pedagogical device for clarification, for establishing rapport, saving time, and discipline. The findings might have significant implications for EFL language teachers regarding the facilitative effects of L1 use in the foreign language classrooms. The EFL teachers need to consider the EFL classroom context as a multilingual social space in which teachers and students take advantage of dynamic, creative and pedagogically effective use of both the target language and the learners. �Keywords: first language use, lecturers �perspective, multilingual context

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