scholarly journals Representations as Metalinguistic Macro-Awareness: An Experiment on 11–12 Years Old Greek Students within the Framework of Pluralistic Approaches

2020 ◽  
Vol 17 (1) ◽  
pp. 71-101
Author(s):  
Katerina Krimpogianni
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Full Advantage ◽  
Language Learners ◽  
Qualitative Data ◽  
Metalinguistic Awareness ◽  
Educational Context ◽  
Teaching Learning ◽  
Old Greek ◽  
Representational Framework

SummaryIn order to transition from a monolingual foreign language course to a multilingual one, all the elements that are connected to students’ cognition should be taken into consideration in order to facilitate this shift. Working with classes of French as a Foreign Language involving 11–12 years old Greek students, our study revealed that by switching to multilingual teaching, students’ representations of language(s) start to emerge; these representations had in most cases been hidden, incoherent and fossilized in teaching monolingual classes. While considering metalinguistic awareness, a variable that is central to our research, as a prerequisite for resolving problems emerging in a multilingual educational context, this article seeks to show that the representations language learners make of themselves and their learning constitute metalinguistic reflection at a macro level, which may influence how metalinguistic awareness functions when performing multilingual tasks. This paper focuses on the processing of qualitative data: meta-discourse analysis of the learners participating in our study led us to establish a typology of representations that enabled us to highlight what aspects to focus on in the classroom so as to prepare students to reflect on language more intensively. This involved guiding learners towards modifying their representational framework, by addressing deficiencies and correcting their representations characterized as “unproductive”, in order to take full advantage of multilingual teaching/learning situations.

scholarly journals Fossilized Use of Active and Passive Simple Present by Iraqi M.A. Students

2019 ◽  
Author(s):  
Nawal Fadhil Abbas ◽  
Lina Laith Younus ◽  
Huda Hadi Khalil
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
English Language ◽  
Current Problem ◽  
College Of Education ◽  
Language Transfer ◽  
Foreign Language Learners ◽  
Master Of Arts

Interlanguage fossilization is a crucial dilemma that foreign language learners may fall in. The problem of the present study is shown clearly in the answers of Iraqi students of Master of Arts in the College of Education for Women University of Baghdad. In spite of all the previous years of studying English language, some still have the problem of fossilized active and passive simple present tense. The present study aims at shedding light on the reasons behind the Iraqi students’ problem. An error analysis is applied to critically examine the students’ answers in their final course exam of two courses namely; pragmatics and discourse analysis. Depending on Selinker’s model (1972) of error analysis, students errors are all traced back to the language transfer of their native language. Among the results of analysis the researchers have arrived at a suitable solution for the current problem embodied by Sharwood’s Consciousness-Raising Approach (1981). It is recommended as a psycholinguistic model for defossilization. It is very suitable for mentally matured learners and help to solve the dilemma.

scholarly journals The Study of Interaction Features Used by Intermediate Iranian EFL Learners in Their Lexical Language Related Episodes

2018 ◽  
Vol 9 (5) ◽  
pp. 1053
Author(s):  
Ehsan Alijanian ◽  
Saeed Ketabi ◽  
Ahmad Moinzadeh
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Self Regulation ◽  
Metalinguistic Awareness ◽  
Negotiation Of Meaning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Wide Range ◽  
Language School ◽  
Work Done

Negotiation of meaning refers to interactional work done by interlocutors to attain joint understanding when a communication difficulty comes about. This study uses a qualitative perspective to consider the development of participant utterances in interaction in every moment. 10 English as a foreign language learners in a language school in Iran were chosen to participate in a dictogloss activity in which they were required to describe a certain word. The interaction features in their lexical language related episodes were analyzed. The results indicate that students use a wide range of interaction features in their collaborations. These features help learners generate a scaffolding structure in the LLREs in which meaning discovering is made. The use of interactive features fostered metalinguistic awareness and encouraged learners’ self-regulation.

scholarly journals An Analysis of Omission in Students’ English Writings

TEKNOSASTIK ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 55
Author(s):  
Ingatan Gulö ◽  
Teo Vany Rahmawelly
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Verb Agreement ◽  
Foreign Language Learners ◽  
Grammatical Errors ◽  
Omission Errors ◽  
Qualitative Data Collection ◽  
Made In

This paper is part of research with a larger scope covering errors students made related to subject-verb agreement. This part aims to elaborate grammatical problems faced by foreign language learners of English in relation to the omission they made in their writings. A qualitative data collection method was applied in gathering the data. The researchers collected pieces of writing from the students, read them, and analysed the omission errors found in the collected writings. As result, the most common omissions found in the data are related to verb markers. Omission of main verbs and auxiliaries also occur, creating sentences without any verbs or grammatically necessary auxiliaries. Absense of these kinds of function in Indonesian is the main reason for this grammatical problem faced by the learners. In addition, omissios of suffix -ing were also found by the researchers in the data. These findings should be able to contribute to existing works on grammatical errors and increase the success of both teaching and learning of a foreign language like English.Key Words: error, grammar, omission, writing

scholarly journals Using Tongue Twister to Improve Students’ Pronunciation

2017 ◽  
Vol 2 (2) ◽  
pp. 110-115
Author(s):  
Dewi Lutfiani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Communication ◽  
Foreign Language Learners ◽  
Correct Pronunciation ◽  
Efl Students ◽  
Tongue Twister ◽  
Basic Ability ◽  
Teaching Learning ◽  
Teaching Pronunciation

peaking skill comprises five components; pronunciation, vocabulary, grammar,fluency and accuracy, which are very essential in delivering messages orinformation clearly. As one of the five components of speaking, pronunciationis an essential component in oral communication and a basic ability of speakingEnglish. Since English is a foreign language, correct pronunciation becomesa crucial matter to avoid misunderstanding between a speaker and a listener.Therefore, teaching pronunciation to EFL students is very essential, and it is notan easy task for English teachers. The main reason is that English pronunciationis difficult for most foreign language learners since what is written is differentfrom what is spoken. Regarding the difficulty of the students, teachers shouldbe creative to select a technique of teaching pronunciation. One techniquethat is suitable for teaching pronunciation is tongue twister. This techniquewas applied to the eleventh grade of SMA Muhammadiyah 3 Jember in the2015/2016 academic year. The results of the classroom action research whichwas done in two cycles showed 77.14% students got score ≥75 and 77.13% ofthe students were active in teaching learning process. The results had met thecriteria of success of the research.

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

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.

scholarly journals On L2 Learners’ Metalinguistic Ability and Related Issues: A Synthesis of Theory and Practice

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Hosni M. El-dali
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Theory And Practice ◽  
The Other ◽  
Sentence Completion ◽  
Metalinguistic Awareness ◽  
Foreign Language Learners ◽  
Completion Task ◽  
Error Recognition ◽  
Formal Properties

The purpose of this study is twofold.  First, it presents an overview of pertinent research dealing with aspects of metalinguistic awareness (MLA) and to posit a link between (MLA) and students’ performance in multi-dimensional linguistic problems. Second, it reports on the outcomes of an experiment on some foreign language learners. The subjects of the present study (N=80) were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. Forty subjects were males and the other forty were females. Two tasks were used: (1) “Sentence Completion” task, and (2) “Error Recognition and Correction” task.  In the first task, a list of 15 incomplete sentences was given to the subjects who were asked to choose the word or phrase that best complete the sentence.  The focus, in this task, was on the meaning of the sentence rather than the form, although accurate understanding of the formal properties of language is a must.  In the second task, students were asked to detect the word or phrase that must be changed in order for the sentence to be correct.  A list of 25 sentences with four words underlined, and marked (A), (B), (C), and (D) was given to the subjects.  Finally, students were individually interviewed to explain and comment on their performance in the previous tasks.  The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.

scholarly journals What counts as ”knowledge” in foreign language teaching and learning practices today?

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ulrika Tornberg
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Critical Discourse ◽  
Learning Practices ◽  
Teaching Learning ◽  
Language Teaching And Learning

Abstract The purpose of this text is to describe and problematize possible didactic consequences for the communicative aspects of foreign language teaching and learning that the contemporary discussion at both national and transnational levels about ”knowledge” and ”accountability” in education may lead to. This discussion concerns, among other issues,  various standardized measurements of pupils achievements and increasing demands on schools and teachers to deliver measurable and comparable results.   What, then, counts as ”knowledge” in foreign language teaching and learning practices today? By undertaking a critical discourse analysis (Fairclough 1989) of the maybe most important transnational steering instrument for language teaching and learning practices in contemporary Europe, i.e.,The Common European Framework of Reference for Languages: Teaching,Learning and Assessment (CEFR) (2001) at least some answers to this questions may be clarified:  The discourse of ”knowledge” in foreign language teaching and learning as expressed in CEFR is described by means of a typology of decontextualized  ”competences” and ”skills”, cathegorized  in specific domains  and reference levels. One of the consequences for the communicative aspects of foreign language teaching and learning practices may be that a former democracy-oriented discussion about the aims and meaning of language communication in an increasingly heterogeneous and plurilingual world is lost.   Key words: Communicative aspects of foreign language teaching and learning practices, ”Knowledge”, ”Accountability”, ”Competences and Skills”, CEFR, critical discourse analysis.

scholarly journals Based Conceptual Blended Learning Didactic Prospect

2020 ◽  
Vol 03 (11) ◽  
Author(s):  
Joel Laffita Rivera ◽  
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learners ◽  
Qualitative Data ◽  
Learning Approaches ◽  
Foreign Language Learners ◽  
Quantitative And Qualitative Research ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Subject

The study aimed to deliver a valuable conceptual academic prospect based on a materialized use of Blended Learning (BL) in Spanish foreign language classroom with emphasis on lecturing treatments and learning approaches. This research was conducted by using mixed quantitative and qualitative research techniques. The study focused on collecting, analyzing, and mixing both quantitative and qualitative data because both research methods work together offer the best way to address the subject presented. This criterion involved the collection and analyze of associated researchers’ input, blended learning lecturing treatments and learning approaches used to conduct Spanish foreign language classroom, and the outputs from a survey given to 100 Spanish foreign language learners. The outcome revealed that using blended learning assignments based on the BL lecturing and learning insights outlined in this study help in determining good foreign language academic results, which could be used as a recycled-model for enhancing lecturing skills and developing competence materials based on the use of the Blended Learning method.

scholarly journals An investigation of Iranian EFL teachers and learners’ attitudes towards using language learning strategies

2020 ◽  
Vol 10 (1) ◽  
pp. 65-71
Author(s):  
Ehsan Namaziandost ◽  
Ava Imani ◽  
Meisam Ziafar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Flipped Classroom ◽  
Strong Support ◽  
Classroom Technology ◽  
Educational Context ◽  
Language Learning Strategies ◽  
Efl Teachers

Language learning strategies (LLS) refer to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. Considering the importance of LLS, insufficient studies have been carried out on understanding both teachers and learners’ opinions towards using LLS in Iranian educational context. Therefore, in this project, Iranian English as a foreign language (EFL) teachers and learners’ opinions towards using LLS have been investigated. To fulfill this objective, 20 teachers and 20 learners filled out a questionnaire. After gathering the data and analyzing them, the findings revealed that the Iranian EFL Teachers and learners’ opinions towards using LLS was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences. The results of this paper provide strong support learning strategies are very useful and helpful in learning English as a foreign language. Keywords: Iranian EFL teachers and learners, teachers and learners’ opinions, language learning strategies (LLS).

French-Chinese Dialogical Interaction via Web Collaborative Blog-Writing

2016 ◽  
pp. 208-234 ◽  
Author(s):  
Ya Rao ◽  
Congcong Wang ◽  
Jacob Bender
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Metalinguistic Awareness ◽  
Web Based ◽  
Writing Project ◽  
Online Interactions ◽  
Foreign Language Learners ◽  
Web Collaboration

This qualitative study explores how a French-Chinese web collaborative blog-writing project provides a space for understanding the various metalinguistic approaches that foreign language learners' use to facilitate foreign language learning and intercultural communication. It adopts a multilingual-plurilingual approach, an interlingual approach and a web collaboration approach as a framework. Qualitative data was collected from the blogs and online interactions of 22 French Foreign Language (FFL) learners in China, and 24 Chinese Foreign Language (CFL) learners in France. The findings reveal the increased development of FFL and CFL learners' metalinguistic awareness, plurilingual competence, and bilingual skills that is accomplished through web collaboration. Implications regarding web-based tandem language learning and peer-assisted web collaboration are discussed.

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