scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Vol 12 (2) ◽  
pp. 251-267
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

scholarly journals Strengths and Weaknesses of Applying Cooperative Learning in Foreign Language Classrooms: A Case Study of Arab Learners’ Perspectives

2019 ◽  
Vol 7 (4) ◽  
pp. p368
Author(s):  
Reem Alsanie ◽  
Mona Sabir
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Proficiency ◽  
Future Research ◽  
Structured Interviews ◽  
Language Background ◽  
Language Classrooms ◽  
L2 Production ◽  
Foreign Language Classrooms ◽  
Language Proficiency Test

This study aims to explore the strengths and weaknesses of implementing Cooperative Learning (CL) in language classrooms from learners’ perspectives. Many studies have investigated the effect of CL on learners’ L2 production, but fewer studies have been conducted to discover the strengths and possible weaknesses of applying CL. Therefore, this study is undertaken to investigate Saudi learners’ views towards the strengths and weaknesses of implementing CL in foreign language classrooms. The participants are six low-level Saudi EFL learners enrolled in a general English course as part of their foundation year requirements. The participants were first given a language background questionnaire and a language proficiency test to determine their current proficiency levels. They were then exposed to CL in their language classes for a total of six hours, after which they were asked to take part in semi-structured interviews. The interviews were designed to gather the learners’ opinions of using CL activities in classrooms after they had experienced the use of it. The study outlines the strengths and weaknesses of CL as reported by the participants. Based on the findings, the study highlights some teaching implications for language practitioners and provides suggestions for future research.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS

2021 ◽  
pp. 231-234
Author(s):  
Iryna Lobachova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Prospective Teachers ◽  
English Language ◽  
Practical Importance ◽  
Scientific Article ◽  
Teaching Aids ◽  
Language Classes ◽  
Language Communication ◽  
Language Environment

The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.

scholarly journals Students’ Perceptions Towards Extensive Reading In Efl Contexts

2021 ◽  
Vol 1 (2) ◽  
pp. 99-104
Author(s):  
Rini Lindawati
Keyword(s):  
Language Proficiency ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Language Education ◽  
Target Language ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Learning English

Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.

scholarly journals Implications of Selected Use of Learner’s First Language in English Language Teaching

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Nan Kang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Social Functions ◽  
Limited Effect ◽  
Negative Impacts

This academic essay is an assessed coursework in Approaches and Methods in Language Teaching for taught postgraduate in School of Languages, Linguistics, Queen Mary University of London. This essay seeks to identify the necessity of inclusion of First Language  in foreign language teaching and its following positive and negative impacts. Involving Target Language in language lessons is a bright idea due to its cognitive, communicative and social functions, though it might cause a few problems, such as the limited effect on elite students, the inefficient and time- consuming learning process, student’s over-reliance of L1. In the end, the essay provides a few teaching suggestions for language teachers.

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