scholarly journals Factors to Consider while Teaching English to Arab Students

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 142-145
Author(s):  
Gassim H. Dohal
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
College Level ◽  
Teaching English ◽  
Learning And Teaching ◽  
Different Types ◽  
Arab Students ◽  
Different Levels

When you have a chance to teach English in Saudi Arabia at different levels – beginners, intermediate, and advanced levels, you will discover a lot of challenges that face a teacher of a foreign language. Those barriers vary from one situation into another, from one level into another, and from one place into another. Some barriers are connected with the culture in question, others – with the contents of the syllabus, passing through the method your students are taught with while taking other subjects. These aforementioned barriers are few among many others. They are focused on here because of their importance in obstructing learning and teaching a foreign language like English. Moreover, at a college level, English may be chosen as an optional, elective, pass-guaranteed, and grade-gained subject. In this sense, this issue might become a good topic for researchers who are interested in teaching and learning a foreign language. Some students told me in more than one department and on many occasions that they chose English because they do not like much work and in this subject they are sure of passing the test. What a teacher expects from such students is just nothing; they have no mere idea of learning at all. They need to fill in a number of courses they have to register in their transcripts with no effort on their part. I will address some of the challenges teachers of English at Saudi Arabian schools should be cautious of while practicing their career. The aim of this article is to attract the attention of teachers of foreign languages to these obstacles that definitely exist and hinder all efforts of teaching and learning a foreign language. At the end of this article, some suggestions are provided depending on my experience in teaching English at different levels and to different types of students.

scholarly journals Interference Phenomena in Mastering Foreign Languages and the Methods of Preventing Them

2016 ◽  
Vol 6 (1) ◽  
pp. 165
Author(s):  
Malahat Akbar Veliyeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Teaching English ◽  
Modern Methods ◽  
Age Factor ◽  
Different Levels ◽  
Linguistic Phenomenon

<p>The<strong> </strong>article attempts to reveal the cases of interference in mastering a foreign language and to suggest possible modern methods of preventing this linguistic phenomenon. While learning a foreign language various kinds of challenges which appear in this process should be taken into consideration. The phenomena of interference on different levels of language most frequently occur in conditions of artificial bilingualism. Modern methodology suggests a number of beneficial ways of effective language teaching and learning. The so-called “mobile learning” as an innovative way of teaching English, is suggested in the article for effective language learning to prevent the phenomena of interference.</p><p>Also, the age factor in bilingualism is highlighted in the article and the cases of early bilingualism are regarded as the area of special interest in the study of language interference.</p><p>Overall, the learners’ age peculiarities in bilingualism and the methods of teaching the foreign language are crucial in preventing the phenomena of interference.</p>

scholarly journals THE INFLUENCE OF EVALUATION ON STUDENTS’ MOTIVATION TO LEARN A FOREIGN LANGUAGE

2019 ◽  
Vol 31 (2) ◽  
pp. 575-578
Author(s):  
Biljana Ivanova ◽  
Dragana Kuzmanovska ◽  
Snezana Kirova ◽  
Violeta Dimova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Methods ◽  
Foreign Languages ◽  
Language Knowledge ◽  
Language And Literature ◽  
Different Types ◽  
Initial Hypothesis ◽  
Level Of Motivation

Motivation has inspired а lot of authors to identify its characteristics. It has also inspired students and teachers to learn and teach foreign languages through its different types and provide different results in teaching and learning the language. This is closely connected to how evaluation has the potential to influence students and motivate them to learn a foreign language and how teachers should find easier or more difficult ways of evaluating them depending on what kind of motivation is involved during the class. This paper deals with the issue of how different evaluation methods provide opportunities for students to meet different motives. The students do that by answering a questionnaire, which is the initial hypothesis of it. The target groups are third year students, 15 of each one, from the departments of English language and literature, German language and literature, and Macedonian language and literature at the Faculty of Philology, Goce Delcev University – Stip. The students answer 15 questions concerning the different methods they are evaluated by. They provide their answers by answering the questions and they give their opinion about the different types of evaluation methods. The results are used to give us an insight into the influence of the different evaluation methods on students’ motivation, so we can see whether they are actually the main reason why students learn or do not learn foreign languages and an inspiration to teachers to be familiar with which types of evaluation methods decrease or increase the level of motivation while learning a foreign language. As a result of that they are able to use those methods in future in order to improve the level of foreign language knowledge that the students should possess and gain.

scholarly journals The Challenges and Difficulties in Teaching Listening: An Exploratory Research in a Junior High School in Kudus

2019 ◽  
Vol 14 (1) ◽  
pp. 27-38
Author(s):  
Slamet Utomo ◽  
Sri Endang Kusmaryati ◽  
Titis Sulistyowati
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Time Management ◽  
Teaching And Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Exploratory Research ◽  
Teaching English ◽  
Learning And Teaching

The objectives of this study are describing the process of teaching English (listening) and identifying the difficulties in teaching (English) listening in a Junior High School in Kudus. This research uses exploratory research design. I will explore qualitative data to analyze the process of the teaching and learning English in Kudus and to identify the need of the learning materials. The subjects of the research are five English teachers’ from a Junior High school in Kudus, they have been teaching English for more than ten years. They have been teaching from different classes, class 7, class 8, and class 9. This study has discovered the challenges and difficulties in learning and teaching in Junior High School in kudus. Most teachers feels that time management become their major challenge in organizing classroom. They have set lesson plan, but sometimes the lesson does not work exactly the same. They have to work with mixed-level students, with students with learning difficulties, and with learners who are coming from different backgrounds. Teachers should be aware that it is part of teachers’ primary duty to cope with every student. Most students can learn a foreign language to some level, but there are many reasons why their improvements are not achieved significantly.

scholarly journals Introduction

2020 ◽  
pp. 1-6
Author(s):  
Ana Bela Almeida ◽  
Ulrike Bavendiek ◽  
Rosalba Biasini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Research Network ◽  
Research Groups ◽  
Pedagogical Approach ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Online Tools

A renewed interest in literature is gradually emerging in the foreign language curriculum as demonstrated in recent studies (e.g. Hall, 2015; Matos, 2012; Paran, 2010; Sell, 2005). The surge of research groups and new online tools on this topic, such as the Litinclass website (https://litinclass.wordpress.com/, Almeida, Puig, & Duarte, 2016) or the Literature in Language Learning and Teaching Research Network (https://lilltresearch.net/home/, Paran & Kirchhoff, 2019) testifies to the growing relevance of this pedagogical approach to the teaching and learning of foreign languages.

scholarly journals PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN

2019 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Zobi Mazhabi
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Teaching English ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Young Learners ◽  
The Right

The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.

Teaching and Learning Foreign Languages in Germany: a personal overview of developments in research

2003 ◽  
Vol 36 (4) ◽  
pp. 235-251 ◽  
Author(s):  
Frank G. Königs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Subject Area ◽  
Foreign Languages ◽  
Personal View ◽  
Learning And Teaching ◽  
The Subject ◽  
Complex Subject

There is an unavoidable dilemma in any attempt to put together an overview of the research results for one subject within a discipline. A subject area is either so small that the overview is straightforward but perhaps of interest to only a few, or the subject area is much wider – in which case there is the inevitable danger that the overview will be relatively subjective. This means that some activities may be disregarded while others are given more emphasis than another observer of the subject might have considered appropriate. For example, I have not included the teaching of literature, a complex subject with its own rich research tradition. Being fully aware of both the risks and the advantages of subjectivity, I present this very personal view of foreign language learning and teaching in Germany.

scholarly journals Computer-assisted Cooperative Learning in EFL in Saudi Arabia

2010 ◽  
Vol 16 ◽  
pp. 50
Author(s):  
Yousef H. Al-Maini
Keyword(s):  
Saudi Arabia ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Present Article ◽  
Education System ◽  
Teaching And Learning ◽  
Administrative Support ◽  
New Technology ◽  
Computer Assisted ◽  
Teaching English

<p>The Saudi education system is facing a climate of change characterized by an interest in integrating new technology and educational approaches to improve teaching and learning. In this climate, the present article explores the feasibility of introducing computer-assisted co-operative learning in government secondary schools in Unaizah, Saudi Arabia. In particular, it considers teacher experience with/attitudes towards such learning in teaching English as a foreign language; administrative support for such innovation and students' responses to a co-operative learning environment, based on interviews and observations. The author concludes that the introduction of computer-assisted co-operative learning in English, supported by appropriate training, could benefit both students and teachers and offers recommendations for its implementation.</p>

scholarly journals An Overview of Four Proposed Indicators of Active Learning to Improve English Teaching and Learning in Saudi Arabia

2016 ◽  
Vol 4 (2) ◽  
pp. 50
Author(s):  
Oqab Alrashidi ◽  
Huy P. Phan ◽  
Bing H. Ngu
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Foreign Language ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Intervention Programs ◽  
English Learning ◽  
Information Communication ◽  
Learning And Teaching ◽  
Low Levels

<p>English is taught as a foreign language in schools and universities of Saudi Arabia. In recent years, officials and educationists have expressed their concerns pertaining to students’ low levels of English achievement. To improve English learning and achievement in Saudi Arabia, many research studies have shown that four major indicators of active learning, namely: (a) group work, (b) elaborated feedback, (c) situated learning, and (d) Information Communication Technology [ICT], impact on students’ leaning and successful achievement. This article provides an overview of these four indicators of active learning and their importance to English learning and teaching. In addition, the article sheds light on how these four indicators of active learning might be used by teachers and educators in their teaching practices and/or intervention programs.</p>

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

Sign in / Sign up

Export Citation Format

Share Document