scholarly journals Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study

2019 ◽  
Vol 5 (2) ◽  
pp. 95-113
Author(s):  
María Begoña Ruiz Cordero
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Writing Skills ◽  
Foreign Languages ◽  
Academic Training ◽  
European Regions ◽  
Bilingual Programs ◽  
English Writing ◽  
La Mancha ◽  
Bilingual Schools

The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.

scholarly journals Enjoying Learning Writing through Facebook Group

2019 ◽  
Vol 13 (2) ◽  
pp. 115
Author(s):  
Zulfadli Abdul Aziz ◽  
Husnul Khatimah
Keyword(s):  
Foreign Language ◽  
Thematic Analysis ◽  
Writing Skills ◽  
Situational Interest ◽  
Individual Interest ◽  
English Writing ◽  
Research Findings ◽  
Efl Students ◽  
Interactive Feedback ◽  
Group 1

This research showed many English as a Foreign Language (EFL) students in Aceh struggle in learning English writing as they had a lack of interest in it. This descriptive qualitative study aimed to find out in what ways Facebook Group might facilitate the enjoyment of the students in learning this skill. The data were collected using interviews and was analyzed through thematic analysis. The interview was done one by one at a time. Ten students from UIN Ar-Raniry were purposely chosen for the interviews in this research. The research findings show that there are four themes found that caused the participants enjoyment of the learning writing in the group: (1) it provides unlimited timing; (2) it facilitates the participants’ freedom and creativity; (3) it provides the interactive feedback; and (4) it helps them in brainstorming the ideas. These four themes directly enhance the students’ situational interest in learning writing that related to an environmental factor, but it results in the development of their individual interest. This research suggests that the teacher should combine the learning process in the classroom with the Facebook group media to fasten the enhancement of the learners’ writing skills. For the learners, it is suggested that they should utilize their social media such as Facebook group not only as their communication media but also for developing their learning in writing.

The Role Of Authentic English Texts In The Development Of Writing Skills

2021 ◽  
Vol 03 (02) ◽  
pp. 122-137
Author(s):  
Tursunbayev Bakhtiyor ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Writing Skills ◽  
Great Difficulty ◽  
Foreign Languages ◽  
Global Information ◽  
Teaching Text ◽  
Development Of Students ◽  
Written Speech

Today, there is a rapid increase in education, therefore, knowledge of foreign languages has become one of the main problems in monitoring the development of the global information and digital economy in our country. Therefore, to improve the foreign language, various pedagogical technologies and methods of teaching the language are used. We know that oral and written speech skills are skills that can be achieved with great difficulty. This project analyses the development of oral and written speech using pedagogical technologies and teaching text types. Particular attention is paid to the development of students' communication skills using pedagogical technologies. These technologies help students gain confidence in self-expression. Therefore, the use of these technologies in lessons effectively develops oral and written speech, provides communication and an exciting learning process.

scholarly journals TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY

2021 ◽  
pp. 61-65
Author(s):  
Olha Draginda ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Lesson Plan ◽  
Writing Skills ◽  
Foreign Languages ◽  
First Year ◽  
Evaluative Judgment ◽  
Teaching English ◽  
First Year Students ◽  
Approach To Teaching

This publication is a detailed lesson plan on the topic “Power and Money” within the course of the English language taught as the second foreign language to the first-year students majoring in the oriental languages. The lesson focuses on enhancing topical vocabulary through practicing speaking, listening, reading, and writing skills. It also aims at developing students’ skills of reasoning and evaluative judgment. The tasks are introduced in the plan in accordance with the principles of the contemporary communicative student-oriented approach to teaching foreign languages.

scholarly journals Competing Bilingual Schools in La Mancha City: Teachers’ Responses to Neoliberal Language Policy and CLIL Practices

2018 ◽  
Vol 16 (25) ◽  
pp. 283 ◽  
Author(s):  
Ana María Relaño Pastor ◽  
Alicia Fernández Barrera
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Global Market ◽  
English Language Teaching ◽  
Bilingual Programs ◽  
English Bilingual ◽  
La Mancha ◽  
Neoliberal Ideology ◽  
Bilingual Schools ◽  
Sociolinguistic Ethnography

This article analyzes how neoliberalism as ideology and practice permeates CLIL-type bilingual education teachers’ narratives collected as part of the sociolinguistic ethnography conducted in four Spanish-English bilingual schools in La Mancha City (pseudonym). The rapid implementation of Spanish-English bilingual programs in Castilla-La Mancha schools in the last decade (e.g. «MEC/British» programs; «Linguistic Programs» regulated by the regional «Plan of Plurilingualism», last amended in 2018; «Bilingual Programs» in semi-private schools) invites to reflect on how neoliberalism plays a role in the commodification of English language teaching and learning in these programs. Particularly, the article discusses how teachers participating in these programs position themselves towards their personal experiences teaching CLIL (Content and Language Integrated Learning) subjects in these bilingual programs. The analysis shows how these teachers are appropriating and resisting in some cases bilingualism as a neoliberal ideology and practice that reconfigures their professional identities as self-governing free subjects who must know English at all costs to compete in the highly commodified global market of English.

scholarly journals SUFFIX VERBAL WORD FORMATION IN RUSSIAN AND ARMENIAN LANGUAGES. METHODOLOGICAL ASPECT

2021 ◽  
Vol 3 (2(83)) ◽  
pp. 27-30
Author(s):  
S. Budagyan
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Native Language ◽  
Word Formation ◽  
Foreign Languages ◽  
Methodological Aspect ◽  
Knowledge And Skills

A comparative study of the systemic laws of the native and foreign languages makes it possible to single out both universal and specific phenomena at various linguistic levels. When studying phenomena that have analogues in the native language, it becomes possible to transfer the knowledge and skills of the native language to a foreign language, and, on the contrary, when identifying specific characteristics that have no analogues in the native language, it is necessary to take into account the interfering effect of the native language when teaching this phenomenon in a foreign language. ...

scholarly journals Rozwijanie sprawności pisania obcojęzycznego na przykładzie polsko-niemieckiego internetowego projektu tandemowo-tridemowego „Schreiben(üben) im e-Tandem/e-Tridem” – możliwości i ograniczenia

Neofilolog ◽  
2021 ◽  
pp. 185-200
Author(s):  
Agnieszka Pawłowska-Balcerska
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Instant Messaging ◽  
Writing Skills ◽  
School Experiences ◽  
Foreign Languages ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Language Classes ◽  
Made In

Although in the age of media writing is experiencing a kind of renaissance, and young people cannot imagine everyday life without texts, e-mails, online discussion forums or virtual instant messaging, writing as part of institutionalized teaching evokes rather negative associations among many learners. Therefore, based on the example of the Polish-German online tandem-tridem project, an attempt will be made in this article to answer the following questions: How can one draw on the positive, out-of-school experiences of learners with (foreign) writing in foreign language classes? How can they be used in the institutionalized process of teaching and learning foreign languages while developing writing skills? What advantages and dangers are associated with the mentioned activities?

Nominalization Versus Clause Usage in CALL Technology-Mediated Acquisition of EFL Learners' Writing Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 72-86
Author(s):  
Duc Huu Pham
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Future Research ◽  
Control Group ◽  
Efl Learners ◽  
English Writing ◽  
Level Information ◽  
Writing Tests ◽  
Computerized Writing

To help EFL learners realize the use of nominals and clauses in practicing productive skills of academic writing in English writing tests, experiments have been exploited using the tasks similar to those of internet-based test of English as a foreign language to determine the nominal and clause level information during sentence and paragraph processing. Subjects were placed in two groups (the treatment group and the control group) and comprised English intermediate level students at a university in Vietnam performing compositions that were of lexical and clausal congruence but the congruence with discourse context was manipulated. The results indicated that lexical and clausal processing and discourse congruence have an effect on each other and influence writing skills. The study was undertaken as a basis for improving the technology-linguistics combined intake of learners' knowledge in order to accelerate the acquisition of foreign languages and will benefit future research related to computerized writing and assessment of writing.

scholarly journals Einige Probleme zum Schreiben in der Fremdsprachendidaktik

2018 ◽  
Vol 36 ◽  
pp. 155-164
Author(s):  
Katarzyna Krzemińska
Keyword(s):  
Foreign Language ◽  
Writing Skills ◽  
Foreign Languages ◽  
Text Production ◽  
History Of ◽  
Definition Of

The aim of this article is to stress the role and history of the writing skills in foreign languages teaching. The article attempts to present the definition of a skill in writing and to describe the process of writing in teaching a foreign language. Its main purpose is to show the process of text production as a way of communication between partners when they use the same codes.

scholarly journals DIFFICULTIES IN STUDYING WRITING OF ENGLISH-MAJORED SOPHOMORES AT A UNIVERSITY IN VIETNAM

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Wa Thai Nhu Phuong
Keyword(s):  
Foreign Language ◽  
Prior Knowledge ◽  
Mother Tongue ◽  
Writing Skills ◽  
English Writing ◽  
Vocabulary Problems ◽  
Learning English

<p>Writing plays an important role in studying a foreign language, especially English. However, students have faced a lot of difficulties in learning English writing. This study aimed to find out and analyze the students’ difficulties in learning English writing skills. The participants of this research were fifty students who were English majored sophomores at Tay Do University. The instruments used in the present study were two questionnaires and an interview. The results showed that the students had seven difficulties in learning English writing such as difficulties with vocabulary, problems with grammar, problems with prior knowledge, troubles with organizing ideas, problems with allotted time, difficulties with teacher and difficulties with mother tongue. Among these difficulties, “allotted time” caused the most difficulty to the students. Generally, the results of this thesis stated that all of participants had difficulties in learning English writing, especially problem with allotted time.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0899/a.php" alt="Hit counter" /></p>

Using the Picture Word Inductive Model, Art and ACTFL 5 C’s to learn a second or foreign language

2020 ◽  
Vol 7 (8) ◽  
pp. 35-48
Author(s):  
Ana Cristina Sanchez ◽  
Maria Elena Arias-Zelidon
Keyword(s):  
Foreign Language ◽  
Language Arts ◽  
Writing Skills ◽  
Literacy Skills ◽  
Foreign Languages ◽  
Primary Input ◽  
Language And Culture ◽  
New Information ◽  
Visual Aid ◽  
Unit Plan

This paper will examine how art can be used as a visual aid and a primary input to teach and learn the Spanish language and culture. Art will be limited to the use of photographs and paintings that will be combined with the Picture Word Inductive Model [PWIM] and the 5C goal areas on the teaching of a foreign language as recommended by the American Council on the Teaching of Foreign Languages [ACTFL]. The five C goals stand for Communications, Culture, Connections, Comparisons, and Communities. The Picture Word Inductive Model [PWIM] was developed by the Language Arts Specialist, Emily Calhoun in 1998 to help children expand their vocabulary repertoire and develop reading and writing skills using pictures.   Art is a meaningful input that promotes vocabulary acquisition, listening, speaking, and literacy skills. It can be incorporated into any curriculum regardless of the language methodology to build background knowledge, scaffolding as a bridge from existing knowledge and new information. Art also promotes motivation on the students ‘part, which is a key aspect to successful learning. The researchers will provide a unit plan that can be incorporated in a fourth or fifth-semester Spanish course.

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