scholarly journals The Poly Code Character of the English Learners’ Dictionaries

2020 ◽  
Author(s):  
Irina Kolegaeva ◽  
Lesia Strochenko ◽  
Yuliia Tomchakovska ◽  
Oleksandr Tomchakovskyi
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Anglo Saxon ◽  
Dictionary Entry ◽  
New Interpretation ◽  
Processing And Storage ◽  
The Given ◽  
And Storage

The paper deals with one of the most relevant questions of semiosis in English lexicography. The article studies the mechanism of double encoding a message (verbally and pictographically) to optimize the perception, processing, and storage of information by the user of the dictionary. The aim of the given research is to determine the features of an English poly code dictionary entry as a communicative phenomenon of educational lexicography. The study is based on five lexicographic sources, traditionally called the big five. The research material includes 1640 poly code entries. The article suggests a new interpretation of a poly code entry as a threefold unity of a lemma (the headword), a verbal definition, and a picture. These three constituents jointly name, interpret, and visualize the meaning of a dictionary entry. The article also analyzes the configuration of a poly code entry informational potential in terms of increasing/decreasing of the information presented by the iconic constituent in comparison with the verbal one. The research proves that the whole set of poly code dictionary entries reflects a particular view of the world characterized by absolute anthropocentricity and specific Anglo-Saxon bias. The results of the performed research are significant for English language teaching and learning as they prove that pictographic illustrations that accompany verbal explanations are not purely ornamental. They optimize the readers’ activity of searching, understanding, and memorizing the necessary information.

scholarly journals The Poly Code Character of the English Learners’ Dictionaries

2020 ◽  
pp. 244-254
Author(s):  
Irina Kolegaeva ◽  
Lesia Strochenko ◽  
Yuliia Tomchakovska ◽  
Oleksandr Tomchakovskyi
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Anglo Saxon ◽  
Dictionary Entry ◽  
New Interpretation ◽  
Processing And Storage ◽  
The Given ◽  
And Storage

The paper deals with one of the most relevant questions of semiosis in English lexicography. The article studies the mechanism of double encoding a message (verbally and pictographically) to optimize the perception, processing, and storage of information by the user of the dictionary. The aim of the given research is to determine the features of an English poly code dictionary entry as a communicative phenomenon of educational lexicography. The study is based on five lexicographic sources, traditionally called the big five. The research material includes 1640 poly code entries. The article suggests a new interpretation of a poly code entry as a threefold unity of a lemma (the headword), a verbal definition, and a picture. These three constituents jointly name, interpret, and visualize the meaning of a dictionary entry. The article also analyzes the configuration of a poly code entry informational potential in terms of increasing/decreasing of the information presented by the iconic constituent in comparison with the verbal one. The research proves that the whole set of poly code dictionary entries reflects a particular view of the world characterized by absolute anthropocentricity and specific Anglo-Saxon bias. The results of the performed research are significant for English language teaching and learning as they prove that pictographic illustrations that accompany verbal explanations are not purely ornamental. They optimize the readers’ activity of searching, understanding, and memorizing the necessary information

scholarly journals Design and validation of a system of categories to assess the written discourse of L2 English learners

2021 ◽  
pp. 159-174
Author(s):  
Silvia Corral-Robles ◽  
Micaela Sánchez-Martín ◽  
Gracia González-Gijón
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
English Language ◽  
English Language Teaching ◽  
School Students ◽  
Written Discourse ◽  
Upper Secondary Education ◽  
Kappa Test ◽  
Upper Secondary

This study is part of a broader research focused on written discourse analysis and its application in English language teaching. This paper aims to design and evaluate the validity of the content of an instrument (a system of categories) built to analyse the written discourse in L2 (English) of 112 Spanish students in Upper Secondary Education. This study was carried out from a qualitative approach using the technique of content analysis and the Delphi technique with five experts in the field. The results show that the category system has content validity as it meets the criteria to ensure the scientific rigour of qualitative methodology: credibility, transferability, dependence and confirmability. Moreover, there is a high score in terms of interrater reliability on the criteria contrasted with Kendall's W test (>.07), as well as on its application in the coding process which was confirmed with Cohen's Kappa test (.658). It can be concluded that this instrument is a valid tool to help ELF teachers and secondary school students in the teaching and learning process of the written discourse in English as a foreign language.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

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