scholarly journals Experiment in creating professionally oriented materials for teaching English to international law students

2022 ◽  
Vol 7 (5) ◽  
pp. 76-81
Author(s):  
N. N. Dianina ◽  
M. A. Kolosovskaia ◽  
E. A. Lisova ◽  
N. A. Segeitcheva

The study presents results of many years of research and analysis into the process of creating core textbooks and teaching materials aimed at developing linguistic, communicative and professional competences inherent in the future professional activities of International Law students. When creating language learning materials with a focus on a particular profession (e.g. English for Law Students), it is important to proceed from the nature and specific content of day-to-day activities surrounding the future job of a student. Detailed analysis of legal documents and professional activities that International Law students may be involved in in the future allows to gauge the necessary level of English grammar and vocabulary that needs to be attained. The process also points out what specific language and communication skills (e.g. negotiation, persuasion, etc.) as well as professional competencies may be required. Since core textbook for learning English written by native speakers are very generic and, naturally, do not aim at achieving the level of English language, communication and professional skills required by those specializing in International Law, we find it of vital importance to create a series of very niche textbooks for achieving these goals. The present study allows us to determine the structure and content of core textbooks and to create a system of grammar and lexical exercises as well communication tasks aimed at acquiring specific grammar and conversational skills within a short period of time. Of particular mention here too is mastering debating skills, which is paramount for International Law students. This again can only be achieved by creating very narrowly focused materials that will introduce these skills gradually.

Author(s):  
Atif Obaid M Alsuhaymi

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.


2019 ◽  
Author(s):  
Hailah Alhujaylan

Computer-Assisted Language Learning (CALL) is playing a vital role in teaching English language to English as a Foreign Language (EFL) students. However, to best of my knowledge a little has been done in this regard to keep the students in line with the most recent advancements in this paradigm in Saudi Arabia. This paper evaluates the efficacy of CALL in improving students’ writing skills and provides innovative techniques and robust strategies for long-lasting learning. The research seeks to fill in the knowledge gap regarding prospects of using CALL in the Kingdom with these main research questions; 1) how is the technology presently used for teaching the writing skills?; 2) what is the true impact of using CALL on students’ writing skills?; 3) which area of the language (organization, structure, content, grammar) sees the most improvements by CALL to make them better writers? A quantitative research design was used for this study. The sample was sixty female students of a Saudi University divided equally into control and experimental groups. The elicited data analysis indicates that the performance scores of two groups differ significantly when taught through CALL. The research contends that using CALL can enhance students’ writing skills over a short period of time when compared to the traditional ways of improving the writing skills. The current study also recommends that language classrooms should be equipped with all the latest technological facilities to encourage the use of CALL.


2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .


2019 ◽  
Vol 1 (2) ◽  
pp. 156-165
Author(s):  
Mazulfah Mazulfah

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies. 


2021 ◽  
Vol 13 (1) ◽  
pp. 409-426
Author(s):  
Anna Martinović ◽  
Irena Burić

Globalization has led to the spread of English, which has become the world’s international language. As a result of its importance in social, economic, and political spheres, many countries have introduced English language learning in their school curricula. However, despite its importance many learners still seem to struggle with English second language (L2) motivation, which is an important element of L2 learning success. The aim of this study was to analyse the relationship between several phases of learners’ motivation, including learners’ attributions of past English L2 learning success, current motivational characteristics, and motivation to learn English in the future. Using the L2 Motivational Self System (L2MSS) as a framework, it was found that past learning experiences did not have a significant effect on current learner motivational dispositions. However, elements of the L2MSS had an effect on learners’ intentions to exert effort into future English language learning. In other words, Croatian university students’ L2 motivation was based on their visions for the future rather than on past learning experiences. Moreover, it appears that the ideal L2 self plays a much stronger role in learners’ motivation compared to the ought-to L2 self, and this motivation is tied to utilitarian motives for learning English. In addition, the results showed that other motivational components, such as interest, as well as L2 anxiety, are important elements of learners’ motivation, suggesting cognitive as well as affective aspects in this motivational profile. The complexity of motivation as shown in this study suggests the need for further investigations in various contexts.


2021 ◽  
Vol 13 (2) ◽  
pp. 1046-1056
Author(s):  
Agis Andriani ◽  
Vani Dwi Yuniar ◽  
Fuad Abdullah

English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.


2020 ◽  
Author(s):  
Sai Raj Reddy ◽  
Vivek Seshadri

In the Global South, English-language fluency is strongly associated with earnings. This in particular impacts young adults in low-income settings looking to start work in urban areas without past access to high-quality English language education. In this work, we explore prompted self-explanation as a potential tool for assessing student efficacy in English grammar concepts with students undergoing a vocational training program. Using in-depth analysis of video recordings of students explaining concepts in English as a Second Language (ESL), we find that self-explanation (1) correlates with overall ESL assessment scores, and (2) assists learners identify and correct errors.


2020 ◽  
Vol 9 (4) ◽  
pp. 232-249
Author(s):  
Sebastián Bernal Rodríguez ◽  
Astrid Ramírez Valencia

In the English language learning, the technology is considered as a very important factor, even so, in the public-school context, teacher’s expertise, and knowledge to integrate are vitally important in the classroom. The aim of this study was to demonstrate the inclusion’s incidence of Duolingo platform in a third-grader's class led by a trainee teacher, who was concerned about why children presented several difficulties to assimilate a foreign language, this event motivated him to propose on his lesson plans permanently the inclusion of this platform during the development of his teaching practicum, which was convened with the home teacher, so he decided to investigate the effect of Duolingo’s use with his researcher sight, during its sessions. For the analysis of this study was considered theories from Čok (2016), Loeb, (2018), Ahmed(2016), Vesselinov & Grego (2012), among others, which were perceived Duolingo’s digital support as a facilitator element for the English language learning, it was also vital the teacher’s sight and expertise at the moment of including technology in the class space. For this research, three instruments were applied: Trainee teacher’s field notes, a survey, and a questionnaire, to measure children’s language knowledge knowing different perspectives of this experience, thus, to have arguments to invite the teachers to assume these challenges. Finally, the results let us to know the increase of the English grammar knowledge and vocabulary, after Duolingo’s implementation in the classroom, demonstrating a meaningful academic improvement also behavior changes were noticed and with that, value changes, tending to the education of an integral being, in the scholars.


10.23856/4210 ◽  
2021 ◽  
Vol 42 (5) ◽  
pp. 71-77
Author(s):  
Kateryna Halatsyn ◽  
Alla Feshchuk ◽  
Andrii Galaidin

The present paper addresses the issue of teaching foreign language as an indispensable course at university. One of the demands to the training of future engineers is to prepare them for solving professional tasks and situations. A continuous case study method is one of the forms of problem-based learning which allows teachers to model fragments of future professional activity, its multicultural context. We suggest a continuous case study method as a powerful tool for modelling real professional activities, which contributes to the formation of professionally oriented English-language competence of future engineers. In our article, we aim to reveal the essence and stages of using the method of continuous case studies at English classes. We outlined the following methods: analysis, synthesis, generalization, systematization, inference, observation. In order to verify our statement, we conducted a continuous case study on the topic “Refutation of inaccurate information on technical operation and repair of lifting mechanisms at the enterprise”. As shown by the results of our research, a continuous case study method is a way of development of a professionally oriented English-language competence of the future engineers by involving them in solving imaginary professionally oriented problems through simulated engineering environment. It has been found that the use of a continuous case study method in the course “Practical Course of Foreign Language for Professional (Scientific) Purposes” contributes to the improvement of the future engineers’ professionally oriented foreign-language competencies in listening, speaking, reading; professionally oriented sociocultural, linguistic, educational, strategic and pragmatic competencies.


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