scholarly journals A imagem sobre o ensino de língua inglesa na escola pública: um repetível genérico

2008 ◽  
Vol 1 (36) ◽  
pp. 111-125
Author(s):  
Giovani Forgiarini Aiub
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Discourse Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Discourse ◽  
Learning English

A aprendizagem de línguas estrangeiras em escolas da rede pública, em especial a línguainglesa, tem se caracterizado principalmente por sua alta taxa de insucesso. Este trabalho, filiado àAnálise do Discurso francesa, busca saber quais são os discursos que circulam sobre a importância deensinar e de aprender a língua inglesa sob essas condições de produção, e busca saber qual oimaginário que o professor e o aluno da rede pública fazem dessa língua estrangeira. Para tanto, foramquestionados professores e alunos do ensino fundamental e médio, séries regulares e EJA, que já tenhampassado pela experiência de (tentar) ensinar e (tentar) aprender outra língua. Os resultados apontampara discursos de ordem genérica.PALAVRAS-CHAVE: Imaginário – Língua Inglesa – Análise do DiscursoABSTRACT: In public schools foreign language learning, especially English, is characterized mainly bya high failure. Joined to French Discourse Analysis, this work aims to know what discourses arecirculating about the importance of teaching and learning English in this context. This paper alsosearches to know what is the teacher and student’s imaginary about the importance of this foreignlanguage. In order to do that, teachers of high and elementary school and their students (the ones whohave already had the experience of (trying) teaching and (trying) learning this language) werequestioned. The outcomes indicate generic discourses.KEYWORDS: Imaginary – English Language – Discourse Analysis

scholarly journals THE IMPLEMENTATION OF FUN FISHING TO TEACH SPEAKING FOR ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Robekka Risten Fransiska Sinaga ◽  
Lulud Oktaviani
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
School Students ◽  
Short Attention Span ◽  
Learning English

To produce competitive students that ready to face the trend of language learning in English as a foreign language, especially speaking skills, teachers should be ready to develop good planning in the teaching process. It can be in the form of strategies that can motivate students in the learning process. Moreover, in teaching elementary school students, teachers should be more creative to encourage students’ motivation in speaking by using attractive teaching media which involves physical activity because young learners usually only have a short attention span. By using teaching media, students will learn a language in such attractive and fun ways. Thus, the researchers want to see the use of Fun Fishing in teaching speaking at one of the Elementary Schools in Lampung to encourage students in learning English. This research used a qualitative method since it disclosed how to implement Fun Fishing media in an Elementary School in Lampung. As a result, the students were divided into four groups consisted of 2-3 members and learned English which involved physical activity. To sum up, using this media in learning English can motivate students to speak in English and make teaching and learning become more fun because they did physical activity.

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

scholarly journals A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

2017 ◽  
Vol 5 (6) ◽  
pp. 64 ◽  
Author(s):  
Menderes Unal ◽  
Elif Ilhan
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Training System ◽  
Language Teachers

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

Motivation in foreign language classrooms at tertiary level: A case study

2021 ◽  
Vol 5 (2) ◽  
pp. 32-40
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

Relation between Socio-economic Status and Motivation of Learners in Learning English as a Foreign Language

2016 ◽  
Vol 6 (4) ◽  
pp. 742 ◽  
Author(s):  
Ali Akbar Khansir ◽  
Naeimeh Jafarizadegan ◽  
Fatemeh Karampoor
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Economic Status ◽  
Strong Relationship ◽  
Socio Economic Status ◽  
Global Language ◽  
The One ◽  
Learning English

The purpose of this article is to discuss Relation between Socio-Economic Status and Motivation of Learners in Learning English as a Foreign Language, in Iran.  Motivation has played an important role in global language activity, and it has been as one of the real strategies used in foreign language setting in general and in English language as a foreign or second language in particular. We are, English language teacher have never neglected motivation and its relation with socio-economic status in teaching and learning English language in classrooms. In this work, investigators selected two hundred and thirty Iranian learners who studying in third grade high school in Boushehr city. In this article, both female and male students of ten high schools were participated in order to collect data. The one of instruments of this study is designed based on Garnder’s AMTB (1985). The AMTB questionnaire utilized in the study consists of the sections: Integrative component; Motivation component; Orientation component. Another instrument of this paper is designed based on Bourdieu’s (1986) in order to collect data from family socio-economic status of students. The finding of this paper indicated that most of the independent variables especially economical capital has appositive relation with motivation in EFL learning. In addition, the results of the study revealed noticeable evidence of the existence of a strong relationship between socio-economic status and motivation in language learning (English as a FL).

scholarly journals Foreign Language Teaching in Over-Crowded Classes

2018 ◽  
Vol 12 (1) ◽  
pp. 169 ◽  
Author(s):  
Halil Küçükler ◽  
Abdullah Kodal
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
International Language ◽  
Classroom Order

The importance of English in Foreign Language learning has been widely accepted in recent years and the English language is now well established as an international language. There is a growing significance of foreign language in education. As English has been widely used internationally, many people are interested in English and prefer learning English. When it is considered in public schools, English teaching has become more intense in school curricula. There are many barriers in language teaching in from primary education to higher education. One of the most important barriers in foreign language teaching is crowded especially over crowded classes. In crowded classes, classroom management, getting results from language approaches becomes difficult. In addition to this, a small number of class hours per week is another barrier in language teaching. The purpose of this study is to examine this issue and to examine the question of how language teaching is handled in these crowded classes and what different activities are useful to apply. If the educators are unable to change the classroom order, what are the appropriate language activities and how to apply them.

scholarly journals Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study

2021 ◽  
Vol 5 (2) ◽  
pp. 43-51
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

scholarly journals The Relationship Between Chinese English Major Students' Learning Anxiety and Enjoyment in an English Language Classroom: A Positive Psychology Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Fan Fang ◽  
Xiaofei Tang
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Negative Evaluation ◽  
Language Classroom ◽  
English Major ◽  
Psychology Perspective

Many studies have explored learner psychology in relation to second language acquisition (SLA) in order to understand the effectiveness and difficulties of language learning. In the last two decades, emotional factors in students' language learning have garnered much attention in the field of SLA. However, more recently, studies have begun to focus on enjoyment and its relationship with anxiety. By collecting data at a provincial key university in southeast China, the study discussed in this paper investigated English major university students' emotions related to learning English. By collecting questionnaire responses from 140 English major undergraduates and conducting interviews with six students, the findings revealed that the participants' levels of foreign language enjoyment (FLE) were significantly higher than their levels of foreign language classroom anxiety (FLCA) and that they experienced FLE more frequently than FLCA. It was also found that the participants' FLE was more related to their teachers and peers and their FLCA was more related to their emotions, such as fear of a negative evaluation and speaking without sufficient preparation. In addition, this study also provides a few pedagogical implications for improving foreign language learning outcomes and teaching efficiency in English teaching and learning.

scholarly journals English Language MOOCs in China: Learners’ Perspective

2020 ◽  
Vol 28 (2) ◽  
pp. 13
Author(s):  
Yan Ding ◽  
Hui-zhong Shen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
English Language ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Future Design ◽  
Context Specific

<p>In the wake of rapid development of Language MOOCs (LMOOCs), numerous studies have proposed principles and guidelines to inform curriculum design. Very few of them have, however, reported on learners’ views. This study aims to contribute to this line of research by bringing in a learners’ perspective. It is based on a content analysis of 3,510 learner reviews on 41 English LMOOCs offered by a national MOOC provider in China. It focuses on Chinese EFL learners’ views of LMOOCs.  The results indicate that their views pertain mainly to seven categories: (1) content design of course videos, (2) presentation design of course videos, (3) MOOC program instructors, (4) assessments and assignments, (5) course settings, (6) forum discussions, and (7) technological environment, of which the first three are of the most importance to the learners. It is argued that Chinese EFL learners’ perception of English LMOOCs might be rooted in their engagement pattern with the courses, their perceptions of the role of teachers, the design of existing English LMOOCs, and a preference for the traditional way of foreign language teaching and learning they are acquainted with before engaging with the LMOOCs. The context-specific evidence could be used as an empirical base to guide future design of LMOOCs for foreign language learning in China.</p>

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