scholarly journals Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä

2020 ◽  
Vol 4 (1) ◽  
pp. 34-57
Author(s):  
Päivi Virkkunen ◽  
Minnaleena Toivola
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Oral Language ◽  
Language Skills ◽  
Language Teachers ◽  
Primary And Secondary Education ◽  
Explicit Teaching ◽  
Oral Language Skills ◽  
Teaching Pronunciation ◽  
Insufficient Knowledge

Tässä tutkimuksessa selvitettin suomalaisten kieltenopettajien käyttämiä ääntämisen opetuksen ja arvioinnin käytänteitä sekä niihin vaikuttavia tekijöitä. Kyselytutkimuksen vastaajat (n = 175) arvioivat oman ääntämistaitonsa pääosin hyväksi, mutta he ovat silti epävarmoja ääntämisen opettamisesta. Opettajankoulutus ei sisällä riittävästi, jos ollenkaan, tietoa ääntämisen opettamisesta. Tulokset tuovat esille opettajien oman koulutuksen tärkeyden: mitä enemmän koulutuksessa on ollut fonetiikan opetusta, sitä helpompana vastaajat pitävät ääntämisen opettamista. Nämä opettajat myös opettavat enemmän prosodiaa, joka on puheen ymmärrettävyydelle tärkeä suullisen kielitaidon osa-alue. Tuloksia voidaan hyödyntää opettajankoulutuksen ja opettajien täydennyskoulutuksen kehittämiseen. Opettajien kautta voidaan vaikuttaa opetuksen sisältöihin ja sitä kautta oppijoiden saavuttamaan parempaan ääntämistaitoon.   Phonetic knowledge facilitates the teaching of foreign language pronunciation – a survey of teaching pronunciation in Finnish schools Abstract We report results from a survey aimed at Finnish language teachers focusing on the currently used practices in teaching pronunciation skills in Finnish primary and secondary education. While respondents (n = 175) rated their own pronunciation skills mostly as good, they were nevertheless uncertain about how to teach pronunciation skills. The results of the survey reveal the importance of teachers' own education: the more phonetic training teachers have received, the easier it is for them to teach pronunciation. These teachers also teach more prosody, which is an important part of oral language skills for improving comprehension. Currently the teacher education provides insufficient knowledge on how to teach pronunciation. These results highlight the importance of teacher education and in-service teacher education. By developing teacher education we can influence language teaching and thereby improve the pronunciation skills of learners. Keywords: Explicit teaching, L2 teaching, Phonetics, Pronunciation, Teacher education

scholarly journals Formation of written speech in foreign language lessons

2020 ◽  
Vol 3 (1) ◽  
pp. 123-125
Author(s):  
Nosirova Mustafoyevna Dilfuza
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Oral Language ◽  
Language Skills ◽  
Main Function ◽  
School Age ◽  
Human Speech ◽  
Elementary School Age ◽  
Students First ◽  
Oral Language Skills

When it comes to the formation and development of oral language skills in elementary school age students, first of all, it is necessary to focus on the activities of speech, the formation of human speech and the formation of speech in students. The main function of language is to communicate with people. Throughout his or her life, a person has been developing speech. The psychological and methodological literature contains a number of concepts and numerous scientific articles on the formation and development of human speech.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

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