scholarly journals TALIM AL LUGHAH AL ARABIYYAH HASBA AT TAALLUM AL QAIM ALA AL MUSYKILAH

ALSINATUNA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 153
Author(s):  
Prabowo Edi Widayat
Keyword(s):  
Foreign Language ◽  
Discussion Groups ◽  
The Other ◽  
Human Beings ◽  
Reading And Writing ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Context Of Learning ◽  
Better Than ◽  
Mutual Agreement

The problem is the result of the interaction between man and his environment.  The problem has also become a part of the learning process of human beings to acquire knowledge and experience that is a notch better than ever. In addition, the problem became a matter of learning which occurs naturally through the daily live and that is formed through a mutual agreement for the themes of learning in learning and teaching activities. Problem based learning is a learning model that provides aspect of realistic problems that occur in life. On the other hand, a problem that is presented by form of contextualization learning materials are taught a process of discussion groups with interactive dialogue method. Furthermore, in the context of learning a foreign language,  Arabic lesson also have relation problems realistically that can be seen through the Arabic proficiency such as listening, speaking, reading, and writing or knowledge  of Arabic grammar is often studied and used to analyse and understand the Arabic books

Nauczyciel – badacz. O zastosowaniu badania w działaniu przez nauczycieli i przyszłych nauczycieli języków obcych

2021 ◽  
Vol 1 (23) ◽  
pp. 125-139
Author(s):  
Magdalena Witkowska
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Method ◽  
Practical Knowledge ◽  
Classroom Teaching ◽  
Teaching Skills ◽  
Theoretical Knowledge ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Teacher Trainees

Action research (AR) as a research method has been recommended in the process of educating foreign language (FL) teachers as well as developing their teaching skills for decades. Many teacher education experts, including Elliott (1991) are of the opinion that the method contributes to teachers’ professional develpoment as they can extend their theoretical knowledge of the processes of learning and teaching through gaining the practical knowledge. Moreover, action research evokes the need for reflection upon one’s teaching activities. One may wonder whether FL teacher-practitoners apply AR in their teaching and how, if at all, it influences their classroom teaching. In order to learn about it, the author of the article conducted a questionnaire which provides interesting information about FL teachers’ attitude towards AR. The article aims at promoting AR as well as encouraging FL teachers and teacher-trainees to use the method in their work.

A New Field of Research: SLA-Applied Linguistics

PMLA ◽  
2000 ◽  
Vol 115 (7) ◽  
pp. 1978-1981 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Applied Linguistics ◽  
Learning And Teaching ◽  
Educational Linguistics ◽  
Linguistic System ◽  
Systematic Exploration ◽  
Context Of Learning ◽  
Instructional Settings

Second language acquisition research (sla) is the systematic exploration of the conditions that make the acquisition of a foreign language possible, both in natural and in instructional settings. Its objects of study are the biological, linguistic, psychological, and emotional makeup of language learners and the educational, social, and institutional context of learning and teaching. Whereas language as a linguistic system is studied through the metalanguage of linguistics (phonology, syntax, and semantics), language learning, as psycholinguistic process and sociolinguistic discourse, is researched through the metadiscourse of applied linguistics: psycho- and sociolinguistics, anthropological and educational linguistics, discourse analysis, pragmatics, stylistics, and composition and literacy studies. These fields illuminate what it means to learn to speak, read, write, and interact in a foreign language, what it means to appropriate for oneself the national idiom of communities that share a history and a culture that are different from one's own. SLA provides the applied linguistic metadiscourse for the practice of language learning and teaching.

scholarly journals The Notion of Emotion in EFL Learning and Teaching in Saudi Arabia: A Critical Review of 20 Years of Research

2021 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Learning ◽  
Critical Review ◽  
English Language ◽  
Future Research ◽  
Learning And Teaching ◽  
Emotional Factors ◽  
Context Of Learning ◽  
New Research

This paper provides a broad critical review of the research that examined the emotional factors such as learners’ attitudes, motivation, language anxiety, autonomy, and self-esteem in the context of learning English as a foreign language (EFL) in Saudi Arabia over a period of 20 years (2000-2020). The aim of this critical review is to answer some questions relating to identifying the most common themes of research efforts in this area, the strengths, and weaknesses among it; and to explain how such efforts have contributed to the development of English language learning/teaching within the Saudi context. The study is significant in that the findings identified some issues with thematic orientation in Saudi EFL emotion research—particularly regarding under- and over-explored topics due to an element of randomness in how research topics related to EFL emotions are often selected and explored, with some topic areas receiving excessive attention and others receiving little or no attention. Some issues related to research design and methodology were also acknowledged and assessed. The study suggests that it is useful to develop ways to coordinate and streamline future research on EFL emotions in Saudi Arabia and to work towards developing new research protocols that investigate the practicalities of language learning emotions in real learning situations.

scholarly journals Challenges in English Teaching and Learning in Colombia

2019 ◽  
Vol 12 (4) ◽  
pp. 57
Author(s):  
Zaily Patricia Del Toro ◽  
Ana Carolina Mercado ◽  
Milton Pájaro Manjarres ◽  
Luis Fernando Noriega ◽  
Willington Watts ◽  
...  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Educational Process ◽  
The Other ◽  
Pedagogical Practices ◽  
National Context ◽  
Human Beings ◽  
English Reading ◽  
English Reading Comprehension ◽  
Conducting Research

This article presents a reflection on the educational scenario that permeates the teaching of English as a foreign language (EFL) in its political, methodological, didactic, curricular and investigative dimensions. A description of the current English reading comprehension level in the national context is presented. On the other hand, from a transformative conception in which educational practices must be developed, different elements aiming to the development of formative practices are explored. This is achieved, with the active participation of all the subjects that participate in the educational process by conducting research, which plays a fundamental role that contributes to achieve the emancipation of human beings and the transformation of the environment where they live. Furthermore, this article invites readers to think about and transform the pedagogical practices that are around the teaching of English as a foreign language in Colombia, Latin America and the whole world. This is possible to be achieved, from a resignification of the curriculum and emerging didactics, focused on research and the multidimensionality of human beings.

scholarly journals Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

2021 ◽  
Vol 47 (2) ◽  
pp. 137-152
Author(s):  
Hadrian Aleksander Lankiewicz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
The Other ◽  
Social Changes ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Enhanced Mobility ◽  
The Moment ◽  
The Eu

One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).

scholarly journals Teaching a Second or Foreign Language Based on Literacy Notions

2017 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Rama Dwika Herdiawan
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Writing Skills ◽  
Foreign Language Teaching ◽  
The Other ◽  
Literary Interpretation ◽  
Innovative Teaching ◽  
Innovative Strategy ◽  
Reading And Writing

Nowadays, litearcy has become the most prominent issue which must be paid attention in terms of second or foreign language teaching. In addition, this can be a prospective paradigm for the purpose of building the innovative teaching and learning process as well as enhancing the studetns’ schemata in relation to reading and writing particularly. Therefore, this study is aimed to describe as well as prove whether the notions of literacy is appropriate or not for teaching second or foreign language, on the other hand, it also presents a number of relevant theories and also previous studies which reflect notions of literacy its self. However, there are still handicaps as well as constraints towards the implementation of literacy in terms of non native language teaching, the finding in various studies show the evidences which are related to the function of literacy as supplementary sucject or course in certain schools or colleges. Regarding the study, literacy is considered to be the affective as well as innovative strategy that can function to assist the students in acquiring the second or foreign language. Thus, notions of literacy not only conveys the traditional limits of reading and writing skills but also beyond the skills of text-centric literary interpretation.

scholarly journals THE CONTRIBUTION OF AUTHENTIC MATERIAL IN EFL CLASSROOM

2020 ◽  
Author(s):  
Janeth Robinson ◽  
Freddy Nicholas ◽  
Tony Seimon
Keyword(s):  
Foreign Language ◽  
Theoretical Explanation ◽  
The Other ◽  
Control Group ◽  
Authentic Material ◽  
Instruction Time ◽  
Speaking Skill ◽  
Experimental Group ◽  
Better Than ◽  
Speaking Skills

AbstractThe study investigates the contribution of authentic material on developing speaking skills in EFL classrooms. Three groups of students were formed. All studied English at the High School. Participants were assigned to groups at random. No significant differences in speaking skills could be established between the groups prior to the experiment. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies and did exercises based on these tasks for developing speaking skills. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor. The second experimental group instead spent part of the time on English prosody instruction. The total instruction time was the same for all three groups, i.e. 20 hours. Students then took a posttest in speaking skills. The results showed that the second experimental group performed better than the other groups in developing speaking skills. These results have pedagogical implications for curriculum designers and all who are involved in EFL classrooms.Key words: English as a Foreign Language (EFL), Authentic Material, Speaking Skill

scholarly journals OPTIMALISASI PENGGUNAAN ABSHAR DALAM BELAJAR DAN PEMBELAJARAN

2017 ◽  
Vol 3 (2) ◽  
pp. 140
Author(s):  
Hilmi Hilmi
Keyword(s):  
Learning Process ◽  
Science And Technology ◽  
Learning Activities ◽  
Human Beings ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Long Time ◽  
Teaching Learning

Using Abshar (visual) as one of the resources in learning has increased from one period to the next period. The more optimal in using abshar, the more successful in learning activities will be. The discovery of various theories in various branches of science shows the result of reading kauniyah from scholars. Furthermore, nowadays is the time of the sophisticated and modern where abshar has greater role in learning. People who do not use abshar optimally will fall behind and backwardness, because various means of science and technology can only be used by optimizing the use of abshar. Basically, long time ago the Al- Qur'an as a guide for all human beings has talked about optimizing the use of this abshar both in learning and teaching activities. This paper by using the approach of the Thematic Study (Maudhu'i) will try to review the use of optimization abshar in learning activities and teaching learning process from the perspective of the Al-Qur’an.

scholarly journals TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT

2017 ◽  
Vol 1 (1) ◽  
pp. 41
Author(s):  
Fetty Poerwita Sary
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
The Other ◽  
Listening Skills ◽  
Reading And Writing ◽  
Childhood Education ◽  
Efl Context ◽  
Young Learners ◽  
Listening Skill ◽  
Level 3

The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills�speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.

Implementasi Program Literasi Sebagai Aktualisasi Pendidikan Agama Islam Di Sekolah

KUTTAB ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 180-192
Author(s):  
Rokim Rokim
Keyword(s):  
Literacy Skills ◽  
The Other ◽  
Literacy Programs ◽  
Teaching Process ◽  
Visual Texts ◽  
Reading And Writing ◽  
Learning And Teaching ◽  
Learning Success ◽  
Close Relationship ◽  
Development Of Students

Learning and teaching process could be achieved through easy-to-do practical exercises and regular coaching to students. This is one of the efforts in improving the students' skills. Literacy programs are very important for students for being able to affect their learning success and life. Good literacy skills will help students in understanding oral, written, or visual texts. Therefore the development of students' literacy in learning is always conducted through such integrated activities as listening, speaking, reading and writing. On this stand, these four skills have a very close relationship, although each has its own certain characteristics. That is why, learning in a certain skill could improve the other skills. For example reading learning could also improve such skills as speaking, listening and writing. After the students read, of course the teacher will raise questions about the content of the reading and the students are asked to retell what is read with their own words.

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