scholarly journals DE LA LECTURA INTENSIVA A LA EXTENSIVA EN LA CLASE DE ILE. FUNDAMENTOS DIDÁCTICOS

2017 ◽  
Author(s):  
Raúl Ruíz Cecilia
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Reading ◽  
Extensive Reading ◽  
Teaching Of Reading ◽  
Aesthetic Enjoyment ◽  
Intensive Reading

Resumen:El presente artículo aborda la enseñanza de la lectura en el aula de Inglés como Lengua Extranjera (ILE). Numerosos investigadores han resaltado los beneficios que la lectura proyecta en el lector y cómo texto y sujeto interactúan para ampliar los límites impuestos por el formato físico. Ahora bien, pocos son los que han abogado por un desarrollo del goce estético en la lectura que se lleva cabo en el aula de ILE. Se han priorizado enfoques reduccionistas centrados en los aspectos formales del lenguaje dejando de lado aproximaciones más globales y relacionadas directamente con el sujeto que lee. En este trabajo se hace una revisión de los principios que rigen la lectura intensiva y extensiva y cómo se podrían utilizar para enseñar inglés a no nativos.Palabras clave: Lectura intensiva, lectura extensiva, inglés como lengua extranjera, enseñanzaTitle in English: From Intensive to Extensive Reading within the EFL Class. Teaching implicationsAbstract. This article tackles the teaching of reading within the area of English as a Foreign Language (EFL). Several researchers have pointed out the benefits that reading projects on the reader and how texts and readers interact in order to go beyond format constraints. However, not many have advocated for a second language reading approach where aesthetic enjoyment occupies a central role. Reductionist ideas focused on formal aspects of language have been prioritized over other global approaches centered on the reader. This paper reviews the bases of intensive and extensive reading and how they could be used to teach English to non-native speakers.Keywords: Intensive reading, extensive reading, English as a Foreign Language, teaching

From the editor

2016 ◽  
Vol 6 (4) ◽  
pp. 176
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Curriculum Development ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Teaching

 Message from Editor Dear Readers,It is a great honor for us to publish August 2016 Vol 6 No 4 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Teachers’ Beliefs and Students’ Experiences, Indonesian University Students’ Vocabulary Mastery, Multiple Language Learning, Idiom Transformation and Modification, Computer-Assisted Language Learning, Writing Achievement, Complex Sentence Structures in Patients with Schizophrenia, and The Effect of Second Life on Speaking Achievement have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University

Repair in Second-Language Instruction

1989 ◽  
Vol 12 (2) ◽  
pp. 183-204 ◽  
Author(s):  
Päivi Juvonen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Institutional Setting ◽  
Second Language Instruction ◽  
Activity Type ◽  
Language Class ◽  
Class Room

The present paper deals with the study of repair patterns. Repair, seen as some type of intrinsic trouble manifested by some party during interaction, has here been studied in an institutional setting, the second-language class-room. The repair sequences have been studied relative to the activity type in which the participants are involved. The results show the following: first, that the activity type has an impact on the repair pattern; and secondly, both quantitative and qualitative differences in repair patterns are found when compared with non-educational and foreign-language-teaching settings.

scholarly journals Cognitive grammar: marking new paths in foreign language teaching

2011 ◽  
Vol 19 (1) ◽  
pp. 111-127
Author(s):  
Reyes Llopis García
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Language Model ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Grammar

This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

scholarly journals ROLE PLAY AS A TECHNIQUE OF DEVELOPING LEARNERS' PROFESSIONALLY SIGNIFICANT COMPETENCES

2020 ◽  
Vol 5 ◽  
pp. 428
Author(s):  
Natalia Ivanova
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Vocational Training ◽  
Second Language Learning ◽  
Language Teaching ◽  
Role Play ◽  
Foreign Language Teaching ◽  
Military Students ◽  
Acquisition Processes

The article addresses essential aspects of role play as a technique aimed at facilitating military students' professionally significant competences. The study undertaken here advocates the task-based language teaching as an integral part of the military students’ vocational training at the law faculty. Hence the goal of our study is to provide theoretical justification and methodological development of the concept of role play in foreign language teaching as a means of promoting second language learning and facilitating vocational training. We have analysed the impact of role play on the learner acquisition processes and forming of their professionally significant competences. We have identified stages and algorithms of role play, examined its components and characteristics in foreign language teaching. The conceptual framework of the study follows the model of professional competence approach. Research and experience data obtained in our experimental work make it possible to identify the significance of role play in second language learning designed for military students’ professional development in educational programs at law faculties.  

scholarly journals THE USE OF WORD ASSOCIATION, DEFINITION, PROVERB, AND RIDDLE IN TEACHING VOCABULARY

2019 ◽  
Author(s):  
Debora Tahija ◽  
Hanum Fauziah ◽  
Adam Maulana
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Word Association ◽  
Language Teaching ◽  
First Language ◽  
Foreign Language Teaching ◽  
Language Program ◽  
Teaching Language

In language learning, either first language, second language or foreign language, teaching language components is part of a language program. In general, the language component consists of three, namely grammar, vocabulary, and pronunciation. Vocabulary is a collection of words that are owned by a language and give meaning when we use the language. There are many vocabulary that teachers don't teach this vocabulary, especially word association, proverb and riddle, and definition. in this study, we try to explain about those vocabulary with the examples.

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