scholarly journals TASK-BASED LANGUAGE LEARNING AND TEACHING (ACTIONABLE PERSPECTIVE) OF FRENCH IN SECONDARY SCHOOLS IN KENYA

2021 ◽  
Vol 9 (9) ◽  
pp. 271-285
Author(s):  
Leonorah Lutiali ◽  
Adhelheid Bwire ◽  
Samson Ondigi
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Language Learning ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Study Data ◽  
Learning And Teaching ◽  
National Examination ◽  
Teacher Training Colleges ◽  
Quasi Experimental

The nature and extent to which tasks are used in quality writing using the Task-Based Learning and Teaching(TBLT) is important in acquisition of French language. According to the Kenya National Examination Council (KNEC) reports, performance in quality writing in French is poor maybe because teachers of French may be using TBLT only in teaching.  The purpose of this study was to assess the Task-Based Language Learning and Teaching (Actionable Perspective) of French in secondary schools in Kenya. The objective was to establish the nature and extent of TBLT use. The study was carried out in Nairobi City County where eight (8) secondary school teachers of French in Form three and one hundred and twenty-four (124) Form three students formed the study sample.  A quasi-experimental research design was used. The data collection instruments were; teachers’ and learners’ questionnaires and a lesson observation guide. These instruments for data collection were refined through a pilot study. Data was analyzed qualitatively and quantitatively using descriptive statistics (means, ranks, frequencies, percentages, standard deviation).  It was presented in frequency tables and bar charts. The findings were that TBLT was not only being used in teaching and learning but also in assessment and choice of learning resources.  The study recommended use of TBLT alongside other methods, review of text books in line with TBLT, inclusion of TBLT in the syllabus at the teacher-training colleges/universities and mentorship programs in TBLT.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals TEACHERS’ AWARENESS OF NIGERIA’S EDUCATIONAL POLICY ON ICT AND ITS EFFECT ON THE USE OF ICTS IN OYO STATE SECONDARY SCHOOLS

2012 ◽  
Vol 4 (1) ◽  
pp. 28-39
Author(s):  
Dare Naomi Olufunke
Keyword(s):  
Educational Policy ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Study Data ◽  
Considerable Proportion ◽  
Validated Questionnaire ◽  
Ict Training ◽  
High Level ◽  
Previous Training ◽  
Primary And Secondary School

This study is designed to examine the level of awareness of primary and secondary school teachers invited for a capacity building workshop on ICT of Nigeria’s educational policy on ICT as well as its possible influence on the use of ICT for classroom teaching and learning. Two hundred volunteers (out of the 250 participants invited from all the Local Government Areas of the state) at an ICT training workshop organized for Oyo state (Nigeria) teachers participated in this study. Data was collected using a self-constructed and validated questionnaire titled “Teachers awareness of Nigeria’s educational policy on ICT” and the data were analyzed using simple percentage, t-test and ANOVA. The study found that only a small percentage of the respondents possess a high level of awareness of the country’s educational policy on ICT, in fact, a considerable proportion of the respondents (35.1%) of the respondents were either completely ignorant of the policy or possess poor levels of its awareness. Previous training in which some of these respondents attended had no significant influence on their awareness of the country’s educational policy on ICT. The study also presented some implications of this to ICTs use for teaching and learning purposes in the schools. Key words: awareness, educational policy, ICT, schools, students, teachers.

scholarly journals THE EFFECT OF MIND MAPPING LEARNING MODEL AND CONTEXTUAL TEACHING AND LEARNING (CTL) TO CONCEPT UNDERSTANDING STUDENTS AT SMP NEGERI 1 PULUNG

EDUPEDIA ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 41
Author(s):  
Dhika Jeviana ◽  
Julan Hernadi
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Learning Model ◽  
Mind Mapping ◽  
Significance Level ◽  
Concept Understanding ◽  
Result Show ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
The Mind

This research aims to know: (1) the effect of Mind Mapping learning model to the concept understanding students (2) the effect of Contextual Teaching and Learning model to concept understanding students (3) which is better between of Mind Mapping Learning Model and Contextual Teaching and LearningModel to concept understanding students.This research a quasi-experimental research with population covering all seventh grade students of SMP Negeri 1 Pulung that is consisted of five classes. From five classes, classes VIIC and VIIE were randomly choosen as the sample. Then two classes were taken randomly to determine the type of treatment to be given. Class VIIC was taught by using the Mind Mapping Learning Model and class VIIE was taught by Contextual Teaching and Learning Model. The data collection techniques were a test while the instrument used to collect understanding concept test.The data collection techniques to know is there any understanding concept students is given of treatment Mind Mapping Learning Model betterthan understanding concept students is given of treatment Contextual Teaching and Learning Model  by t-test.The result show that at the significance level of 0.05, concept understanding students more taught by using the Mind Mapping Learning Model was better  than Contextual Teaching and Learning Model.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

KEEFEKTIFAN METODE CONTEXTUAL TEACHING AND LEARNING DALAM MENULIS NARASI DI SEKOLAH DASAR

2020 ◽  
Vol 13 (2) ◽  
pp. 347-356
Author(s):  
Tri Riya Anggraini ◽  
Dian Permanasari
Keyword(s):  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Average Score ◽  
School Students ◽  
Essay Writing ◽  
Quasi Experimental ◽  
Normalized Gain ◽  
And Control

The purpose of this study was to find out whether the CTL model was effective in improving the narrative essay writing skills of grade 6 elementary school students. The research design used was a Quasi experimental study. Based on the results of research conducted, it is known that the pretest data of the experimental and control classes are normally distributed and homogeneous. The pretest t-value is smaller than the t-table price (-0.081 <1.647) and the significance (0.935> 0.05), meaning that HO is accepted. This shows that there is no difference in the average score of narrative essay writing skills between the control class and the experimental class at the time of the pretest. Posttest t-count value is greater than t-table price (2.153> 2,000) and significance (0.036 <0.05). Ha was accepted and HO was rejected. Ha accepted means that there is a difference in the average score of narrative essay writing skills between the control class and the experimental class, ie the average experimental class is higher with a mean difference of 0.1552. Large increase in the experimental class can be seen in the average normalized gain of 0.357 or included in the medium category, while the control class 0.209 included in the low category. The effectiveness of the CTL model is expected to be a consideration for grade 6 teachers to apply the CTL model to Indonesian language learning with other aspects or material. The application of the CTL model is expected to be one of the innovative models for effective Indonesian language learning

scholarly journals A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact

2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cognitive Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Audio Video ◽  
Language Teaching And Learning

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.

Pronunciation among adult Indigenous language learners

2020 ◽  
Author(s):  
Sonya Bird
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Acoustic Analysis ◽  
Indigenous Language ◽  
Coast Salish ◽  
Learning And Teaching

Abstract This paper describes the features that set adult Indigenous language learning apart from other types second language learning, examining in particular the role that unique teaching and learning contexts might play in the acquisition of pronunciation. As a case study, the pronunciation of SENĆOŦEN (Coast Salish) /t’/ is compared across four groups of speakers, including two groups of adult learners. Acoustic analysis shows that /t’/, described as a weak ejective in previous work, is now consistently realized as a strong ejective, especially among learners and teachers. These findings are discussed with reference to factors relevant to language learning and teaching in general, as well as to ones relevant to Indigenous language learning and teaching in particular.

Planning for Future Inquiry

2018 ◽  
Vol 8 (2) ◽  
pp. 39-59 ◽  
Author(s):  
Joy L Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
Intissar Ahmed Yahia ◽  
Nataliia Borysenko ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Research Practices ◽  
Learning And Teaching ◽  
Focal Area ◽  
Perceived Importance ◽  
Language Teaching And Learning

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.

A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish

2010 ◽  
Vol 44 (1) ◽  
pp. 78-112 ◽  
Author(s):  
Marta Antón
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Social Contexts ◽  
Specific Reference ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
L2 Spanish

Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extranjera, lingüística aplicada y sociolingüística. Siguiendo tendencias iniciadas en años anteriores en adquisición de segunda lengua, y en relación con investigaciones sobre otros idiomas, los temas principales en este periodo reciente han sido la adquisición y enseñanza del sistema lingüístico, procesos de aprendizaje y su contexto social. La reseña se organiza temáticamente según estas categorías principales.This review presents a broad picture of recent work on L2 Spanish1in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories.

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