scholarly journals On the Relationship of Peer-Review Training and Writing Proficiency among Iranian EFL Learners

2012 ◽  
Vol 3 (12) ◽  
pp. 399-403
Author(s):  
Reza Raissi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Peer Review ◽  
Teaching Methods ◽  
Language Teaching ◽  
Control Group ◽  
Educational Systems ◽  
Writing Proficiency ◽  
Quasi Experimental

Nowadays most of the scholars in the field of foreign/second language learning emphasized on the role of peer-reviewing and students’ feedback to each other’s work in writing composition. In many educational systems different educational reformations have been happened and many educational systems in the field of foreign/second language teaching changed the English teaching methods from old language teachings like Audio-lingual Method (ALM) and Grammar Translation Method (GTM) to modern language teaching methods like Task Based Language Teaching (TBLT) and Communicative Language Teaching (CLT). In CLT approach it has been emphasized that students should work with each other in group or pair work and the role of the teacher is as a facilitator or coachin order to push the students to discuss and challenge in the classroom; that walks around the class and gives feedback to the students’ works. In this study researcher used a quasi-experimental research design in which he had two different groups namely experimental and control groups. Students at the experimental group received peer-review writing instruction and feedback while students in the control group did not. Results of the study showed that peer-review of students can increase students’ writing proficiency to a high extent. At the end of the study some pedagogical implications have been suggested by the researcher which can help researchers in this field.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals On Some Issues Promoting Successful Second Language Learning and Teaching

2006 ◽  
Vol 2 (1-2 (2)) ◽  
pp. 96-100
Author(s):  
Anahit Zatikian
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Learning And Teaching ◽  
Modern Methods ◽  
Independent Thinking

The article attempts to address some of the issues related to successful second language teaching and suggest possible solutions. The success of teaching depends on the relevance of the favorable teaching atmosphere accompanied with the awareness of students’ objectives. It is necessary to use original texts and pay attention to the independent thinking and individuality of the students. The article pays special attention to the role of the teacher, his/her ability to present the material and other issues related to modern methods. These factors contribute to the promotion of the efficiency of second language teaching.

The role of teacher and student in the task-based approach in teaching English

2020 ◽  
Vol 60 (11) ◽  
pp. 99-102
Author(s):  
Gunay Shakir Suleymanova ◽  
Keyword(s):  
Language Learning ◽  
Key Words ◽  
Teaching Methods ◽  
Language Teaching ◽  
Target Language ◽  
Teaching English ◽  
Language Teaching Methods

This article investigates the different opportunities of the task-based approach in teaching target language. In this article the recent works on the task-based approach are shown with its advantages and appearances in detail.The role of teacher and student in the task-based approach is especially researched by giving some examples. Key words: language teaching, methods, communicative methodology, task, task-based approach, language learning

scholarly journals The Facilitative Role of the Interaction Hypothesis: Using Interactional Modification Techniques in the English Communicative Classroom

2019 ◽  
Vol 4 (3) ◽  
pp. 3
Author(s):  
Diego Patricio Ortega-Auquilla ◽  
Cynthia Soledad Hidalgo-Camacho ◽  
Gerardo Estevan Heras-Urgiles
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Second Language Development ◽  
Interaction Hypothesis ◽  
Facilitative Role

<p style="text-align: justify;">English language teachers are expected to implement lessons directed by the Communicative Language Teaching (CLT) into today’s classrooms. In this regard, it is pivotal to know about the theoretical framework of this key language teaching approach. The framework is partly made up of one of the most crucial Second Language Acquisition (SLA) hypotheses called the Interaction Hypothesis (IH). The IH claims that second language development is better facilitated when learners participate in negotiated interaction. From a CLT perspective, a second language is acquired more effectively through interaction and communication. When language teachers attempt to design and deliver classroom instruction grounded in CLT, it is imperative to be familiar with the essential notions behind the IH and its facilitative role in SLA. Therefore, this paper provides key information on the hypothesis at hand by analyzing its early version and updated version. In addition, Krashen’s comprehensible input and Hatch’s role of interaction and conversation on L2 learning are highlighted, because the IH evolved from these two scholars’ seminal works.  This paper also deals with three key interactional modification techniques - comprehension checks, confirmation checks, and clarification requests – promoted by the IH. With the intent of facilitating language learning, the design and deliver of communicative-oriented lessons should have a central role in the classroom. However, lessons are more likely to be effective when teachers take the theory of the IH into practice by allowing learners to engage in negotiation of meaning through the use of the aforementioned interactional modifications.</p>

scholarly journals Standardisasi Pengajaran Bipa: Revaluasi Metode Menuju Kompetensi Komunikatif

2020 ◽  
Vol 20 (2) ◽  
pp. 99
Author(s):  
I Ketut Darma Laksana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Communicative Competence ◽  
Language Teaching ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Teaching Material

The method of language teaching to achieve communicative competencies to be a choice in second language learning has not developed widely at this time. This paper aims to present the workings of the Linguistic Method as a form of revaluation of traditional methods of language teaching which are considered to have not met the requirements of BIPA Teaching Standardization. The traditional teaching methods applied so far still revolve around the Direct Method and Translation Method. Both of these methods are suspected of not being able to bring learners to communicative competence. The application of the Direct Method has not shown maximum results because it only relies on teaching methods by prioritizing the use of the target language (second language), but the issue of teaching material does not receive an adequate portion to achieve the expected communicative competence. Similarly the Translation Method which basically attempts to convey material by translating it into learner language (generally in English to deal with heterogeneous classes), nor touching teaching material. In connection with that, Cognitive Linguistics which gave birth to Cognitivism Theory and is known as the Linguistic Method in second language teaching is important to be applied to achieve communicative competence. By the standardization it means that method of language teaching must be measured by the linguistic methods itself as a guidance: teaching each aspect of language, such as grammatical patterns, vocabulary groups, and sound devices is carried out in five stages, namely recognition, imitation, repetition, variation, and selection.

Effects of a format-based second language teaching method in kindergarten

2001 ◽  
Vol 22 (1) ◽  
pp. 1-33 ◽  
Author(s):  
NOËLLE UILENBURG ◽  
FRANS X. PLOOIJ ◽  
KEES DE GLOPPER ◽  
RESI DAMHUIS
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Repeated Measures ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Second Language Teaching ◽  
Quasi Experimental

This article concerns second language teaching with a format-based method. The following article in this issue concerns foreign language teaching using the same approach. In the present study, the differences between a format-based teaching approach and a standard approach used as treatments in a quasi-experimental, nonequivalent control group design are described in detail. The hypothesis tested is whether the effects of a format-based teaching method and a standard second language teaching method differ after two years for children at the age of 6. Results of MANOVA analysis for repeated measures show that the groups are quite comparable on the dependent variables, with some small differences in development between the two groups. Univariate results reveal that these differences favor children in the experimental group for sound articulation and favor children in the control group for sound discrimination. The results of the present article and those of the following article are discussed in light of broader issues concerning the differences between second language and foreign language teaching.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

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