scholarly journals Translation as a Tool for Teaching English in Saudi EFL Classrooms: Teachers Attitude

2020 ◽  
Author(s):  
Ruba Alhajeri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Arab World ◽  
Learning Experience ◽  
Teaching English ◽  
Teaching Process ◽  
Teaching Aid ◽  
The World ◽  
Back Translation ◽  
Efl Classrooms

This paper goes in line with modern movement towards bringing back translation as a teaching aid and investigates the use of translation in learning English as a foreign language (EFL) classrooms. The main focus of this paper is on Saudi EFL instructors' attitudes towards the use of translation as a teaching aid and explores to what extent do Saudi teachers tend to use translation in the teaching process. This research paper concludes that teachers use translation as a technique to help the student to understand better and assess the students' overall language learning experience. The findings open the venue for further investigation of this matter in other parts of the Arab world to have a broader picture of the issue in this part of the world.

scholarly journals INTELLIGIBLE PRONUNCIATION: TEACHING ENGLISH TO VIETNAMESE LEARNERS

2021 ◽  
Vol 37 (1) ◽  
pp. 176
Author(s):  
Do Anh Tuan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Transfer ◽  
First Language ◽  
Foreign Language Learning ◽  
Teaching English ◽  
Teaching Process ◽  
International Language ◽  
Accented English ◽  
Point Of Reference

L1 (first language) phonological transfer in L2 (second/foreign language) learning appears unavoidable; concerns are whether it is positive or negative and which strategies could help to deal with negative transfer. This paper discusses the exploitation of an innovative approach to English pronunciation teaching named the L1 point of reference (L1POR) approach, in which L1 phonological impacts on L2 pronunciation are taken into account in the teaching process. Teaching points and strategies to improve the intelligibility of Vietnamese-accented English are recommended with reference to the L1POR and literature in teaching English as an international language.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals “If English Was Good Enough for Jesus, It’s Good Enough for Me”

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 25-34
Author(s):  
Peter Kovacs
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
English Language ◽  
Endangered Languages ◽  
Teaching English ◽  
World War ◽  
Philosophical Discussion ◽  
Lingua Franca ◽  
The World ◽  
Harmful Effects

Since the end of World War II, English has become the virtual lingua franca of the planet. However, this development carries significant ethical and educational questions: What are the consequences of the worldwide dominance of the English language? How has it affected and how will it affect the fortunes of other languages? What can and should we as educators to do to minimize or eliminate the harmful effects on some of the endangered languages of the world? This paper will invite educators into a philosophical discussion of the ethical complexities of teaching English as a Second or Foreign Language.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Students’ Attitudes towards the Use of Technologies in Language Learning

2021 ◽  
Vol 48 (5) ◽  
pp. 477-485
Author(s):  
Georgi Dzhumayov ◽  
Keyword(s):  
World Wide Web ◽  
Foreign Language ◽  
Language Learning ◽  
World Wide ◽  
Mobile Technologies ◽  
The World ◽  
Students Attitudes

The current study aims to examine attitudes towards the use of technologies in learning a (foreign) language. The study also aims to find out how much time students spend online, what the purposes are for their using The World Wide Web and whether they believe that computer and mobile technologies can help them learn a foreign language.

Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms

2019 ◽  
pp. 71-97
Author(s):  
Trudy O'Brien
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Experience ◽  
Cross Cultural ◽  
Target Language ◽  
Complex Nature ◽  
Linguistic Features ◽  
Cross Cultural Communication ◽  
Language Classrooms

The teaching of a second or foreign language has always incorporated some aspect of cultural information, but the full and rather complex nature of cross-cultural and intercultural communication has not always been an explicit pedagogical focus. The chapter outlines the key components of cross-cultural and intercultural communication (CCC/ICC), and reviews some major theories that have dominated the area. It is suggested that providing explicit instruction in CCC/ICC to language learners will prepare them for interacting appropriately in the target language in whatever global context they may wish to use it. Learners need to be not only linguistically and pragmatically but culturally competent as well as they move into multicultural contexts of interaction in that language. Specific elements of cross-/intercultural communication with regards to linguistic features and potential points of confusion in the EFL (English-as-a-foreign language) classroom are discussed as accessible examples. The chapter then relates some ways that cross-/intercultural mindfulness and understanding can form an active part of the teaching of a second/foreign language in order to enhance the full language learning experience and subsequent entry to successful communication.

scholarly journals Language Practitioners’ Reflections on Method-based and Post-method Pedagogies

2017 ◽  
Vol 10 (5) ◽  
pp. 234 ◽  
Author(s):  
Abdul Fattah Soomro ◽  
Mansoor S. Almalki
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
English Language ◽  
Small Scale ◽  
Teaching English ◽  
Strategic Framework ◽  
Learning And Teaching ◽  
The World

Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study explores English language practitioners’ experience and their views about applying method-based and post-method pedagogies. Semi-structured pre- and post-interviews were conducted from eight participants. The pre-interviews investigated the teacher-participants’ views about the method-based pedagogies in practice and the post-interviews aimed at knowing the prospects and concerns in the application of post-method pedagogies in their context. Although participants were skeptical of the concept of methods, they considered them useful in making contribution towards learning and teaching English. They found post-method pedagogies as more preferable option to method-based pedagogies in ELT on the ground; the post-method pedagogies, according to them, give broad directions while specific methods make teachers to work within narrow guidelines. However, they showed certain concerns in the application of such pedagogies in their context.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

Sign in / Sign up

Export Citation Format

Share Document