Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

scholarly journals Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities

2017 ◽  
Vol 13 (29) ◽  
pp. 126
Author(s):  
Marsela Harizaj ◽  
Veneranda Hajrulla
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning And Teaching

Developing student’s critical skills is one of the major concerns of foreign language teachers. Professional teachers and novice ones try to find ways to motivate their students. Developing communicative competence requires students to develop learning strategies and focus on language function and context. In every course assignments, learners understand and realize better that communication is not an easy thing. Developing accuracy and fluency in foreign language classes enhance students critical thinking too. However, What is critical thinking? What is the perception of learners about it? What communicative activities can foreign language teachers use in the classroom to enhance student’s critical thinking? These are some research questions that this paper brings in focus, from theory to practice. The study is based on observations in EFL classes. From observations, it was found that developing critical thinking skills help learners to enhance their communication, enlarge their vocabulary, and help them to learn how to use language for different purposes in a variety of contexts. Foreign language teachers can help learners develop critical thinking skills. In this paper, some suggestions for foreign language teachers to use practical activities to foster critical thinking will be presented. Thus, in English language learning and teaching contexts, critical thinking becomes more dynamic.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Kemampuan Berpikir Logis dan Penguasaan Kosa kata Bahasa Jerman

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hesti Lestari ◽  
Misnawaty Usman ◽  
Hasmawati Hasmawati
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Logical Thinking ◽  
School Students ◽  
Writing Test ◽  
The Relationship

There are many factors that can influence students' vocabulary mastery in foreign language learning. This study aims to determine the relationship between logical thinking skills and students' mastery of German vocabulary. Research is an experimental study involving only the experimental class without the control class. Data collection techniques are done through writing test and logical thinking test in the form of Intelligent Structure Test (IST). The sample in this study were 21 high school students selected through random sampling techniques. The results of the analysis of this study indicate that there is a significant relationship between the ability to think logically with students' mastery of German vocabulary. Students who have good critical thinking skills, tend to more easily remember and understand new vocabulary in learning foreign languages.

Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms

2016 ◽  
Vol 7 (4) ◽  
pp. 716 ◽  
Author(s):  
Soheila Kabiri Samani ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Code Switching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English Classrooms ◽  
Speaking Skill

Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.

Young Students' Success and Failure Attributions in Language Learning

2011 ◽  
Vol 39 (7) ◽  
pp. 879-885 ◽  
Author(s):  
Sehnaz Sahinkarakas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Causal Attributions ◽  
Language Teachers ◽  
Self Assessment ◽  
Young Learners ◽  
Specific Focus ◽  
Young Students ◽  
Students Success

The factors that affect young students' successes and failures in learning a foreign language with specific focus on the role of perceived causal attributions were examined. The content of self-assessment papers of 52 young learners studying English was analyzed to investigate the students' success and failure attributions. It was found that both attributions were linked mostly to internal and unstable factors, with listening to the teacher and doing homework being the most significant. The results highlight the importance of language teachers' awareness of their students' attributions.

scholarly journals The Integration of Games in Teaching English as a Foreign Language in the Classroom: Moulay Ismail University as a Case Study

2021 ◽  
Vol 3 (1) ◽  
pp. 208-229
Author(s):  
Mossaab BEN EL MOUDDEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Team Work ◽  
Research Approach ◽  
Teaching English ◽  
Problem Solving Skills ◽  
Language Students ◽  
Foreign Language Students

This paper puts emphasis on the integration of games in the teaching of English as a foreign language, with the aim of investigating the impacts of using games in the classroom on the process of learning English as a foreign language, the students'perception towards the use of games, the students’ skills, their participation in games, and their attitudes. The research approach adopted is the quantitative approach. The tool used to collect quantitative data is a questionnaire. The questionnaire was administered to one group of foreign language students, who study at the university of Letters and Human Sciences in Moulay Ismail University in Meknes, Morocco. The sample includes fifty male and female participants. The findings show that the integration of games in the classroom helps the foreign language students to improve their four language learning skills, vocabulary repertoire, critical thinking skills, problem solving skills, team work skills and encourages them to participate in the classroom. Furthermore, the findings indicate that the use of games in the classroom has many positive impacts on the perceptions of students towards the technique of game-based teaching, their attitudes towards the language, the teacher, and themselves. The significance of the study lies in raising the teachers’ awareness of the importance of the integration of games in teaching English as a foreign language.

scholarly journals The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Qian Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Achievement ◽  
Foreign Language Teachers

It is preserved that one of the noteworthy influential subjects of success and achievement is emotions, and enhancing emotions is dominant in promoting the language learning of students in the classroom. Although emotions are an integral part of the practices of both educators and students, their function has been sidelined due to the emphasis on intellectual instead of emotional scopes of foreign language learning. Therefore, the present theoretical review tries to refocus on the role of emotions of teachers and learners and their effects on language success and achievement. Successively, the effectiveness of verdicts for educators, students, syllabus designers, and future researchers are deliberated.

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