The Application of Affective Filter Hypothesis Theory in English Grammar Teaching

Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching. In this paper, the author elaborates the concept of language ego and demonstrates that the primary focus of developing a positive second language ego in senior high school is to overcome inhibition, which is beneficial to oral English learning. Furthermore, the author also gives some suggestions to English teachers concerning solving problems when they teach oral English. As a result, students can get into an optimal learning state, then the efficiency of oral English teaching can also be improved.

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Student expectations of TESOL Programs

Australian Review of Applied Linguistics ◽

10.1075/aral.29.1.02bor ◽

2006 ◽

Vol 29 (1) ◽

pp. 4.1-4.21

Author(s):

Sarbari Bordia ◽

Lynn Wales ◽

Jeffery Pittam ◽

Cindy Gallois

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Vital Role ◽

Teaching Methodology ◽

Student Expectations ◽

Course Content ◽

Affective Factors ◽

Speakers Of Other Languages ◽

And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

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A CASE STUDY OF THE EFL LEARNER’S NEEDS ANALYSIS BASED ON KRASHEN’S MONITOR THEORY

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v7.i8.2019.669 ◽

2019 ◽

Vol 7 (8) ◽

pp. 265-272

Author(s):

Yunjie Huang ◽

Yi Zhang

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Vital Role ◽

Needs Analysis ◽

Affective Filter ◽

Main Instrument

Learners play a vital role in the process of second language acquisition (SLA). Needs analysis can realistically reflect learners’ circumstances when learning the second language. In the presented paper, one EFL learner was selected as a case to do the needs analysis, in which the interview was the main instrument for the analysis. Based on Krashen’s monitor theory, results found that, firstly, the learner’s English needs had not been met. Then, insufficient input as well as complex and an extremely high affective filter were two significant reasons for the failure of needs accomplishment. Additionally, this case study provided the suggestions responding to the specific circumstances of a high affective filter and offered the experience for the further larger-scaled studies of related needs analysis.

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A Comparative Study of the Negative Transfer of Mother Language in English Grammar Teaching

IRA International Journal of Education and Multidisciplinary Studies ◽

10.21013/jems.v13.n3.p2 ◽

2018 ◽

Vol 13 (3) ◽

pp. 41

Author(s):

CHENG Dai-hong ◽

PAN Cui-qiong

Keyword(s):

Negative Transfer ◽

Chinese Students ◽

Language Transfer ◽

English Learning ◽

Sentence Structure ◽

Transfer Effects ◽

Grammar Teaching ◽

English Grammar ◽

Part Of Speech ◽

Grammar Learning

It is the normal phenomenon that Chinese students’ English grammar learning may badly be influenced by mother language transfer. Especially the negative transfer must hinder the students’ progress in English learning. How to overcome the negative transfer becomes very crucial. This paper analyzes the negative transfer effects on English grammar teaching from the comparative perspectives of part of speech and sentence structure between English and Chinese, which provides enlightenment for students' English grammar learning, and also provides feasible countermeasures for teachers’ English grammar teaching in such way as to promote students' comprehensive English ability.

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Student expectations of TESOL programs

Australian Review of Applied Linguistics ◽

10.2104/aral0604 ◽

2006 ◽

Vol 29 (1) ◽

pp. 4.1-4.21 ◽

Cited By ~ 9

Author(s):

Sarbari Bordia ◽

Lynn Wales ◽

Jeffery Pittam ◽

Cindy Gallois

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Vital Role ◽

Teaching Methodology ◽

Student Expectations ◽

Course Content ◽

Affective Factors ◽

Speakers Of Other Languages ◽

And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

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Research on the Application of the Mind Map in English Grammar Teaching

Theory and Practice in Language Studies ◽

10.17507/tpls.0908.15 ◽

2019 ◽

Vol 9 (8) ◽

pp. 990

Author(s):

Ling Wang

Keyword(s):

High School Students ◽

Curriculum Reform ◽

Divergent Thinking ◽

Teaching Method ◽

English Learning ◽

School Students ◽

Grammar Teaching ◽

English Grammar ◽

Grammar Learning ◽

New Nation

English grammar is an essential part of English learning, and it is the basis for students to grasp English. English grammar learning has become a major problem for high school students in the process of English learning. Therefore, it is particularly important to find an effective way to help students master English grammar. Mind map, which is a tool to express divergent thinking, can help people rationally utilize man’s left and right brain to improve people’s creativity and memory. Mind map has drawn Chinese educator’s more and more attention. Based on the basic goals and requirements of the new nation curriculum reform, this paper will focus on the application of Mind map in English grammar teaching, and whether applying Mind map in English grammar teaching can improve students’ interest and efficiency in grammar learning, thus becoming a feasible teaching method in the process of grammar teaching. Through this study, this paper draws a conclusion that the application of Mind map in English grammar can enhance the students’ initiative, promote the students’ interest in learning, the efficiency of learning and the ability of grasping grammar knowledge.

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An Overview of Motivation: The Challenges and the Importance of Motivation for Second Language Acquisition

Journal for the Study of English Linguistics ◽

10.5296/jsel.v4i1.9407 ◽

2016 ◽

Vol 4 (1) ◽

pp. 53 ◽

Cited By ~ 1

Author(s):

Zahra Mahdikhani

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Second Language Learning ◽

Affective Filter ◽

Strategy Model ◽

Language Exposure ◽

Reinforcement Model ◽

Knowledge Communication

The importance of the learner's attitudes and motivation plays a major role for most psycholinguists, either in a language learning situation or in a second language acquisition context. A quick look at the major theories of language acquisition can be helpful to establish this. Krashen's monitor model argues attitudes and motivation most influential in unconscious language acquisition. The learner's motivational level acts as an affective filter on language intake (Krashen 1981, p. 102). In another model language learning begins when the learner feels motivated to communicate something to someone (see Carroll's conscious reinforcement model, 1981). Reinforcement takes place when the desired end is obtained. Bialystok's strategy model (1978) demonstrates that it can be assumed that learners will seek language exposure only if they feel motivated. Therefore, using their explicit and/or implicit knowledge, communication will take place. This study investigates the challenges and the importance of motivation for second language learning or SL acquisition.

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Second Language Acquisition Research and Language Pedagogy: A Critical View

International Journal of Linguistics ◽

10.5296/ijl.v7i4.7826 ◽

2015 ◽

Vol 7 (4) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Mohammad Reza Talebinejad ◽

Aasa Moattarian

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Teaching Practice ◽

Structured Interview ◽

Language Teachers ◽

Language Pedagogy ◽

Language Research ◽

Class 1 ◽

Research Findings

Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.

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Beyond paradigm: The ‘what’ and the ‘how’ of classroom research

Second language Research ◽

10.1177/0267658314526749 ◽

2014 ◽

Vol 30 (4) ◽

pp. 551-568 ◽

Cited By ~ 15

Author(s):

Melinda Whong ◽

Kook-Hee Gil ◽

Heather Marsden

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Development ◽

Explicit Knowledge ◽

Teaching Practice ◽

Implicit Knowledge ◽

Developmental Differences ◽

Classroom Research ◽

Language Classroom ◽

Implicit And Explicit

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development.

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Application of Massive Open Online Course to Grammar Teaching for English Majors Based on Deep Learning

Frontiers in Psychology ◽

10.3389/fpsyg.2021.755043 ◽

2022 ◽

Vol 12 ◽

Author(s):

Minghui Du ◽

Yiqun Qian

Keyword(s):

Deep Learning ◽

Foreign Language ◽

Learning Ability ◽

Classroom Teaching ◽

English Learning ◽

Massive Open Online ◽

Teaching Resources ◽

Grammar Teaching ◽

English Grammar ◽

New Knowledge

The study aims to explore the roles of Massive Open Online Courses (MOOCs) based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students.

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