scholarly journals Teaching English as a Foreign Language in Pandemic Times

2021 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Joana Taci
Keyword(s):  
Foreign Language ◽  
Learning Activities ◽  
Teaching Methodology ◽  
Teaching English ◽  
Computer Screen ◽  
Crucial Element ◽  
Virtual Teaching ◽  
Teaching Learning ◽  
The Town ◽  
Multidimensional Process

In general, teaching, as a multidimensional process, has always been considered as a crucial element for the society to progress. Recently, it has become the talk of the town as it is facing a challenging reality, that of virtual teaching introduced due to the pandemic precautions taken by the education bodies worldwide. It is quite obvious that extreme situations bring flashes that may blind or inspire us and this is the case in present days. We teachers, professors, and educators have spent many hours within the classroom or teaching environments and outside ruminating, pondering, discussing the best teaching methodology that inspires, draws students’ attention and enhances their involvement during teaching/learning activities; we have invested our knowledge and experience on quite a considerable number of elaborated articles, but all these years it has never crossed our mind that we as teachers will be ever faced with such crashing reality. We have always considered the introduction of technology (computers, interactive boards, etc) as an assisting tool and not as the only and most important mean of disseminating and acquiring knowledge. So, the aim of this article is to reconsider the methodology of teaching English as a foreign language and the moribund and distressed situation it has fallen into lately. How we ought to motivate students if we have to overcome the mask and computer screen obstacle?

scholarly journals Re-conceptualizing Communicative Language Teaching through Socio-Cultural Perspective

2017 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Lina Farsia
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning Activities ◽  
Target Language ◽  
Learning Activity ◽  
Cultural Perspective ◽  
Teaching English ◽  
Cultural Concepts ◽  
Teaching Learning

Communicative Language Teaching (CLT) has been know as one of the most successful approaches in teaching English to speaker of other languages. With this approach students are required to engage in communication trough interaction using the target language as much as possible. In the countries where English is taught as a foreign language or as a second language, this approach has become an ideal example on how activities are reconstructed in teaching learning activity to improve students’ ability in communicating in English both in spoken and written ways. Despites all of the advantages of CLT, there are still some the flaws found in he implementation of CLT in teaching learning activities. Therefore, in this paper, the writer will not only provide some critiques that are normally found in CLT but also suggesting some alternatives based on the socio cultural concepts to mitigate the shortcoming. The provided alternatives are aimed to re -conceptualize the CLT in based on the socio cultural perspective.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

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 Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Yu-Ju Lan ◽  
Yu-Hsuan Kan ◽  
Indy Y.T. Hsiao ◽  
Stephen J.H. Yang ◽  
Kuo-En Chang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Interactions ◽  
Second Life ◽  
Oral Communication ◽  
Video Data ◽  
Learning Activities ◽  
Future Research ◽  
Foreign Language Learners ◽  
Teaching Learning

<p>The aims of this research were to develop guidelines for designing interaction tasks for learners of Chinese as a foreign language (CFL) and to investigate the attitudes of CFL learners toward a full CFL class in Second Life (SL). Three research questions were addressed in this research: (1) what are the attitudes of CFL learners toward the language learning tasks in SL? (2) what kinds of social interactions emerge from learning activities in a CFL class in SL? (3) how do those activities benefit CFL learners in the learning of Chinese in SL? Two studies were conducted to tackle these questions. The cognition, usage, and expansion (CUE) model was proposed based on the findings obtained from study 1 and then implemented and evaluated in study 2. The findings of study 2 indicated that the activities run in the CUE model were effective at motivating CFL beginners and improving their oral communication and social interactions. Based on the video data analysis, three criteria were proposed for designing learning activities. Suggestions are also made for future research on CFL teaching/learning in SL.</p>

scholarly journals Behaviorism and Foreign Language Teaching Methodology

2017 ◽  
Vol 1 (2) ◽  
pp. 101
Author(s):  
Asep Budiman
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Activities ◽  
Teaching Methodology ◽  
View Point ◽  
Left Behind

ABSTRACT This paper aims at exploring in details about one of the left language learning theoriesnamely Behaviorism. Behaviorism, as how it is today, is gradually left behind since there are many new theories of language learning. Regarding this issue, it is very important to ensure that actually Behaviorism is still useful in certain teaching and learning activities in the classroom. This review investigates behaviorism methodology having advantages in learning a language in the classroom. This review also observes the critics of behaviorism and its weaknesses in a learning environment. This inquiry concentrates on the view point of B.F. Skinner, one of the most outspoken behaviorism psychologist and his experimentations about animals. The notion of antimentalism of behaviorism also discussed in the process. Keywords: Behaviorism Theory, Foreign Language, Teaching Methodology

scholarly journals Enseigner le Français langue étrangère niveau B1 : difficultés et stratégies

2019 ◽  
Vol 3 ◽  
pp. 00018
Author(s):  
Dian Savitri
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Activities ◽  
Font Size ◽  
First Semester ◽  
Language Class ◽  
Language Courses ◽  
The Common ◽  
Teaching Learning

<p class="Abstract">The aim of foreign language teaching is to enable learners to use the&nbsp;<span style="font-size: 1rem;">language they have learned to communicate and interact in their lives.&nbsp;</span><span style="font-size: 1rem;">This is why teaching/learning no longer gives priority to structure but&nbsp;</span><span style="font-size: 1rem;">rather to communication and interaction. It is by communicating that&nbsp;</span><span style="font-size: 1rem;">they learn the structure. The foreign language class is a place where&nbsp;</span><span style="font-size: 1rem;">learners use the language learned. Therefore, it is necessary for the&nbsp;</span><span style="font-size: 1rem;">teacher to create interesting activities that can encourage learners to&nbsp;</span><span style="font-size: 1rem;">use the language to communicate. Teaching French as a foreign&nbsp;</span><span style="font-size: 1rem;">language from the first semester to the seventh semester in the French&nbsp;</span><span style="font-size: 1rem;">Department, Universitas Negeri Jakarta, we use the Alterego+ manual.&nbsp;</span><span style="font-size: 1rem;">It replaced Alterego that we had used for over 5 years. After having&nbsp;</span><span style="font-size: 1rem;">studied it for 7 semesters, we hope that students can present&nbsp;</span><span style="font-size: 1rem;">themselves at DELF B2. As it provides language course level B1, it only&nbsp;</span><span style="font-size: 1rem;">want to talk about thepractice class with Alterego+ 3 that has been&nbsp;</span><span style="font-size: 1rem;">done for 2 semesters. Alterego+ 3 is published by Hachette, Français Langue Etrangère and targets&nbsp;</span><span style="font-size: 1rem;">learners who have acquired the level A2. It aims to acquire skills described in level B1 of the Common&nbsp;</span><span style="font-size: 1rem;">European Framework of Reference for Languages (CECRL), within a 150-hour course of&nbsp;</span><span style="font-size: 1rem;">teaching/learning activities. This allows learners to present themselves at DELF level B1. However in our&nbsp;</span><span style="font-size: 1rem;">department the B1 language courses are only lasted about 106 hours. How can one teach the limited&nbsp;</span><span style="font-size: 1rem;">duration B1 level?</span></p>

scholarly journals Moderated vs. Fossilized Modes of Teaching and Learning English in the Preparatory Classes in Iraq

2018 ◽  
Vol 1 (26) ◽  
pp. 531-564
Author(s):  
Abbas Idan Obaid
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Process ◽  
Learning Activities ◽  
Teaching English ◽  
Preparatory School ◽  
The Sixties ◽  
Teaching Learning ◽  
Classical Mode ◽  
Better Than

          The present study exhibits an outsight over the prominent problems that face the educational process and an outlook over the preparatory school syllabuses conducted in teaching English language in Iraq. Three syllabuses are to be concerned in the present study: the New English Course for Iraq (NECI), Iraq Opportunities (IO) and English for Iraq (EFI). The study propounds the main characteristics of each syllabus and their relativity to the variant approaches of teaching. The NECI conducted a classical mode of teaching, started with the sixties of the last century and continued until the year-study 2012-2013, for the sixth preparatory. English for Iraq, now replaced the "Iraq Opportunities",  is taught for 4th, 5th and 6th preparatory.          On the other hand, the study tackles the main problems that are also obstacles to teaching/learning progression in Iraq, such as those of using helping sketches diverting students from the syllabus trends and abolishing many learning activities. Iraq Opportunities proved to be better than the two other syllabuses, mainly in its being based on communicative method of teaching and more appropriate for teaching students in Iraq.         The educational system in Iraq, as the study recommends, needs more reforming, development and planning on the educational needs, at the variant levels of reliability.  

scholarly journals Research in TESOL: An Investigation of Trends and Types of Research over the Last Ten Years

2019 ◽  
Author(s):  
Waheeb Albiladi
Keyword(s):  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Social Needs ◽  
Teaching Methodology ◽  
Teaching English ◽  
Teaching And Learning Research ◽  
Language Research ◽  
Learning Research ◽  
Leading Journals

This paper provides a systematic review of the research around teaching English as a second or foreign language over the last ten years. The review aims to help second and foreign language researchers to recognize the trends that have impacted English teaching and learning research. More than 400 articles from four leading journals (TESOL Journal, TESOL Quarterly, ELT Journal, and Second Language Research) were reviewed to examine the trends and method that were used. The findings suggested that the research interests in the TESOL field have changed as many topics and trends have risen based on students&rsquo; academic and social needs. Topics such as teaching methodology, digital literacy, and using technology to teach English have dominated the research during the last decade.

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