scholarly journals Towards a Zero Tolerance on Gender Bias in the Moroccan EFL Textbooks: Innovation or Deterioration?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mechouat Karima
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
English Language ◽  
Gender Ideology ◽  
New Teacher ◽  
Ministry Of Education ◽  
School Students ◽  
Pedagogical Innovation ◽  
Positive Representation ◽  
Gender Based

Gender discriminatory discourses and practices have been a worldwide concern. The present paper addresses a major feature of gender depiction in the Moroccan English as a Foreign Language (EFL) textbooks officially approved by the Ministry of Education and compulsory for high school students. Adopting a feminist theoretical approach, the study has quantitatively and qualitatively processed the gendered dialogues along with the related illustrations embedded in four EFL Moroccan textbooks, in addition to the gender roles assumed throughout different contexts (occupational/family roles, interests, activities). The textbooks were selected on the basis of their common themes and the different publication dates, starting from 1990 to 2005. The main aim is to see whether the English textbook designers adopt a gender-based approach as a preliminary initiative for pedagogical innovation, or they implicitly and explicitly use them to disseminate discriminatory discourses. The study reveals that women’s positive representation is persistently deteriorated in the Moroccan EFL textbooks. This stands against all steps towards pedagogical innovation and reinforces the traditional gender ideology. It suggests the urgent need for more pedagogical improvement at the level of gender representation in the Moroccan EFL textbooks. More importantly, is the need for all teacher training centres to prepare new teacher generations ready to use sexist texts constructively. The results’ implication is instrumental to the learning materials’ revision. It is also useful for all English language practitioners, textbook designers, and pedagogical experts addressing the challenge of adopting a gender-based approach as a way to open all avenues for pedagogical innovation.

scholarly journals Difficulties in the Development of English-Language Competence in Reading in High School Students of General Secondary Education

2021 ◽  
Vol 7 (1) ◽  
pp. 71-78
Author(s):  
Iryna V. Vlasiuk
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Foreign Language ◽  
English Language ◽  
Industrial Society ◽  
School Students ◽  
Language Competence ◽  
Personal Skills ◽  
English Competence

The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students

scholarly journals AUDIOVISUAL MEDIA AND THE ACQUISITION OF EFL VOCABULARY

2021 ◽  
Vol 18 (48) ◽  
pp. 269-281
Author(s):  
Biljana adić-Bojanić ◽  
Keyword(s):  
High School Students ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Grammar School ◽  
School Students ◽  
Audiovisual Media ◽  
Fourth Grade Students ◽  
The World

English language vocabulary is not static and unchangeable, especially because it is constantly enriched as the world changes. All this is reflected in audiovisual media, which people around the world can access easily via the cinema, TV or the internet. Since authors like Hopkins (2013), Israel (2013), Kabooha (2016), Kuśnierek (2016), Li and Brand (2009), Peters et al. (2016), Rodgers (2013) and Shing and Yin (2014) have found that audiovisual media can contribute to second language acquisition, the aim of this research is to establish if and to what extent they influence the acquisition of vocabulary of English as a foreign language among high school students in Serbia. In order to obtain the data, we examined the frequency and manner of use of audiovisual media in a questionnaire and collected the data on vocabulary knowledge in a test. The research was conducted in a grammar school and the informants were 99 second and fourth-grade students. The data were coded and statistically processed in SPSS 20.0. It was established that those students who spent more time using audiovisual media had a positive attitude towards them and achieved better results on the vocabulary test.

scholarly journals Receptive vocabulary measures for EFL Costa Rican high school students

2017 ◽  
Vol 17 (2) ◽  
pp. 81
Author(s):  
Damaris Castro-García
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Costa Rican ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
English Language Teaching ◽  
School Students

<p>The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.</p>

scholarly journals Using Interactive Games for the Teaching of Question Tags: Insights from an English Language Course In Indonesia

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 36-67
Author(s):  
Meiva Eka Sri Sulistyawati ◽  
Lady Diana Warpindyastuti
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Junior High School ◽  
English Language ◽  
Early Stage ◽  
Educational Systems ◽  
School Students ◽  
Interactive Games ◽  
Oral Test ◽  
Games Teaching

Learning foreign language has been the part of our educational systems. It has been taught from the early stage of education. However, there are still many difficulties in learning. And there are many challenges for the teachers to make it as a fun learning. This research aims is examine how can the interactive games can help the students to understand about questions tags better and can be used in the daily conversation. Meanwhile, the observed population that was used for the research was the students of English For All (EFA) English Course in Cirendeu, Tangerang Banten. The students were Junior High School students. The writers used the descriptive qualitative methods as using interactive games which was using oral test and conversation activities to learn how much their improvement in understanding about question tags.   Keywords: Question Tags, Interactives Games, Teaching

Measurement of Attitudes Regarding Foreign Language Skills and Its Relation with Success

2016 ◽  
Vol 5 (4) ◽  
pp. 310
Author(s):  
Tülin Acar
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Foreign Language ◽  
English Language ◽  
Reading Skills ◽  
Language Skills ◽  
Listening Skills ◽  
School Students ◽  
Students Attitudes

<p>The aim of this research is to determine the attitudes of secondary level students regarding the skills in English as a Foreign Language and to compare the level of relationship between the academic success at English and the attitudes measured. Attitudes and success levels of the students of secondary education regarding their language skills were found to be high. A significant relationship at a linear low level was observed between the academic success of the students and their attitudes towards English language skills. In this study, the attitudes of high school students measured according to their gender concerning their reading, writing, speaking and listening skills, showed difference in favor of female students. Again, high school students’ attitudes towards writing, speaking and listening skills except for the attitudes towards reading skills do differentiate according to the type of school in which they receive education.</p>

Development of collocational competence of students on the basis of electronic linguistic corpus

2019 ◽  
pp. 69-80
Author(s):  
Vitaliy Klochikhin
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Rapid Development ◽  
Effective Means ◽  
Specific Information ◽  
School Students ◽  
Lexical Unit ◽  
Search Results

We discuss the use of the linguistic corpus as a means for the development of collocational competence of students. We reveal the contents of the concepts of “lexis” and “lexical skill”. Lexical skills are divided into receptive (word perception) and productive (word use). We distin-guish the operations that underlie the lexical skill and the stages of the formation of the lexical skill. We define the skills for attaining mastery of language competence in high school students, according to the main general education program in the “English language” profile. In accordance with the modern trends of education computarization, the skill of working with corpus technology is worth to notice. In connection with the rapid development of a foreign language, there are doubts about the relevance of lexical data of educational literature, since its creation takes more than a year. Therefore, the electronic linguistic corpus is seen as the most effective means in solv-ing the problems of learning foreign language vocabulary. We review and analyze the definitions of the linguistic corpus and concordance given by previous researchers. Based on the analysis of previous works on this topic, the following didactic features of the electronic linguistic corpus are highlighted and described: a) multilingualism; b) the ability to search for specific information; c) contextual search results; d) the diversity of functional text types; e) sorting the search results; f) the relevance of the text data; g) accessibility on the Internet. In addition to the didactic features above, we add multi-level resources feature. The methodological functions of the linguistic corpus that determine its use in foreign language vocabulary teaching are identified. Collocation is singled out as a lexical unit, which plays the most significant role in the construction of the speaker's speech. Paper reveals the meaning of the terms “collocation” and “collocational competence”. After analyzing the scientific literature, we establish that knowledge of collocations increases the fluency and diversity of speech, which are necessary requirements in the modern communicative approach in teaching foreign language. The need to study collocations determines the development of collocational competence.

scholarly journals Learning English as a foreign language: learners’ beliefs in different contexts

2021 ◽  
Vol 10 (1) ◽  
pp. 67-79
Author(s):  
Isabela Giacomini ◽  
Laila Wilk Santos ◽  
Lucas Arruda Tacla ◽  
Theodora Rosskamp Kalbusch ◽  
Flavia Roberta Felippi Ruckl
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
School Students ◽  
Public And Private ◽  
Foreign Language Learners ◽  
The City

This paper is the result of a research conducted by Languages students from the Universidade da Região de Joinville (Univille), whose main objectives were to understand, identify and re-signify the beliefs held by high school students concerning the process of learning the English language. For this purpose, questionnaires about the issue were applied as a way to understand what the convictions were and how the context of education influences over the said convictions. The participants of this research were students of public and private schools from the city of Joinville. The results were analyzed according to some basic authors, such as Brown (2015), McKay (2002) and Tanaka (2003), in addition to authors that investigate the field of applied linguistics. This research has reached very meaningful results and reflections, bringing to light the fact that, though not so different on both scenarios, the context had a strong influence in the way that students perceive the foreign language learning, and how they see themselves in this process.

scholarly journals DESIGNING YOUTUBE VIDEOS FOR TEACHING ENGLISH PHONETICS TO HIGH SCHOOL STUDENTS

2020 ◽  
pp. 153-161
Author(s):  
Александра Николаевна Колесникова ◽  
Александр Валерьевич Войнов
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Federal State ◽  
Ministry Of Education ◽  
Teaching English ◽  
School Students ◽  
Language Curriculum ◽  
Normative Documents ◽  
Youtube Videos

Настоящая статья посвящена вопросу совершенствования фонетических навыков на английском языке в старшей школе в условиях существования определенных требований к степени сформированности произносительных навыков, которые представлены в таких нормативных образовательных документах, как Федеральный государственный образовательный стандарт среднего общего образования, общеевропейские рамочные компетенции на уровне В1, кодификатор и спецификатор единого государственного экзамена, которые регулируют обучение иностранному языку в старшей школе и сдачу, оценку и проведение устной части ЕГЭ по данному иностранному языку. Выявлено несоответствие между требованиями нормативных документов и методическим обеспечением, необходимым для формирования устойчивых произносительных навыков в старшей школе. Анализ учебников, рекомендованных Министерством просвещения, определил острую необходимость в дополнении программы блоком по практической фонетике. В статье предложено методическое решение для дополнения школьной программы 10-11-х классов курсом по фонетике английского языка на базе интернет-платформы YouTube, выбор которой обусловлен ее популярностью (приведены результаты последних статистических исследований) и тем, что интеграция видеоуроков по фонетике английского языка на базе платформы YouTube с задействованием принципов игрового обучения имеет целый ряд дидактических функций. В статье сформулированы принципы создания обучающих видео, которые могут лечь в основу разработки курса по фонетике английского языка. This article focuses on the improvement of English phonetic skills at high school students in terms of the requirements of the Federal State of the General Secondary Education, Common European Framework References for Languages (Level B1), codifier and specifier of the Unified State Exam, which regulate both the Foreign Language curriculum at high school and the Speaking Part of the Unified State Exam in English. The authors revealed a gap between the requirements of the normative documents and insufficient methodological support of teaching phonetics at high school. The analysis of the textbooks recommended by the Ministry of Education revealed the acute need to provide the curriculum with exercises in practical phonetics. The authors suggest the methodical solution on providing the tenth- and eleventh-grade curriculum with the course on the English phonetics based on the Internet YouTube platform. The choice of the platform is conditioned by its popularity and by the fact that the integration of YouTube video lessons on the English phonetics has a number of didactic functions. The article also provides some didactic principles to follow when designing YouTube videos for teaching phonetics to high school students.

scholarly journals Social Media Usage for Enhancing English Language Skill

2020 ◽  
Vol 14 (07) ◽  
pp. 41
Author(s):  
E. Oos Mukhamad Anwas ◽  
Yuni Sugiarti ◽  
Anggraeni Dian Permatasari ◽  
Jaka Warsihna ◽  
Zulfikri Anas ◽  
...  
Keyword(s):  
Social Media ◽  
High School Students ◽  
Foreign Language ◽  
English Language ◽  
Survey Method ◽  
Media Content ◽  
School Students ◽  
Media Usage ◽  
Listening And Speaking ◽  
Learning English

One of the obstacles of learning English Language as a Foreign Language is the limitation of practicing media. Social media has many contents and facilities which can be used for practicing English. The aim of this study is  to find out students’ intensity of using English-language social media content. The study was conducted by quantitative approach and survey method among the  Senior High School students in Jakarta, Indonesia. Data analysis shows that as students’ intensity who used English-language social media content is low. Students’ perception of English skill in reading and writing is good, while students’ perception of listening and speaking is still low. The intensity of using English-language social media content is positively and significantly related to students' perceptions of their ability to speak English including reading, writing, listening and speaking aspects. Hence, social media is needed to be learning media for learning English language as a Foreign Language in Indonesia.

scholarly journals RESEARCH INTO THE EFFECTIVENESS OF ENGLISH LANGUAGE COMPUTER AIDED INSTRUCTION IN THE IMPROVEMENT OF HIGH SCHOOL STUDENTS’ LANGUAGE COMPETENCES

2018 ◽  
pp. 371-389
Author(s):  
Aida Tarabar ◽  
Senaid Fejzić
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Instruction ◽  
Strong Impact ◽  
School Students ◽  
Computer Aided Instruction ◽  
Computer Aided

At a time when information technology has a strong impact on society, it is important to identify the level of its influence on foreign language teaching and learning. The paper presents research into the effectiveness of English language computer aided instruction in high schools. The research is based on a twelve-week long project carried out in a high school in Bosnia and Herzegovina. The aim of the project was to observe the language competencies of one hundred high school students who followed two types of foreign language instruction: traditional and computer aided. The results showed significant effectiveness of computer aided instruction in developing students’ competencies, particularly vocabulary acquisition. The paper presents recommendations based on the findings.

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