scholarly journals The Relationship between Iraqi EFL Preparatory School Teacher` Teaching Anxiety and the Mastery of Daily Lesson Plan

2021 ◽  
Vol 4 (2) ◽  
pp. 48
Author(s):  
Khansa H. AL- Bahadli ◽  
Rasim T.Jehjooh
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Lesson Plan ◽  
School Teacher ◽  
Target Language ◽  
Validity And Reliability ◽  
School Teachers ◽  
Preparatory School ◽  
Teaching Anxiety ◽  
The Relationship

Good teaching is the most basic important thing has teachers try to do in their classes and it is also in it the most frequently used language skills in communication activities. It plays an important role in the language learning process and facilitates the use of language skills. In this study the researchers tackled teaching anxiety that refers to the psychological response of a person to teaching task, which is determined by effect of feelings, believes and behaviors. And the relationship between teaching anxiety and the mastery of the daily lesson plan, which teaching means a system that enables a teacher to express himself/herself effectively with his/her interlocutors of a target language. The study questions are: Do Iraqi EFL preparatory school teachers have teaching anxiety? Do Iraqi EFL preparatory school teachers have mastery daily lesson plan? And is there any relationship between teaching anxiety and mastery daily lesson plan? Accordingly, the current study aims at finding out: Iraqi EFL preparatory school teachers’ teaching Anxiety level, Iraqi EFL preparatory school teachers’ mastery daily lesson plan level, and the relationship between Iraqi EFL preparatory School teachers` teaching anxiety and the mastery of the daily lesson plan. The sample of the present study consists of (30) male and female teachers from Iraqi EFL preparatory school teachers chosen randomly from Baghdad city.To achieve the aims of the present study, two instruments have been applied by the researchers, English Foreign language teaching anxiety scale and a English Foreign language lesson plan scale is constructed by the researchers themselves. After ensuring the validity and reliability of the instruments, the instruments have been applied and the data have been collected. Then a number of statistical tools have been used to analyze the obtained data.

scholarly journals The Correlation between Iraqi EFL Preparatory School Students’ Cognitive Styles and English Productive Skills

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Hossam Ali Na’ama Abdul Ridha ◽  
Prof. Dr. Bushra Saadoon Mohammed Al-Noori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Styles ◽  
Foreign Language Learning ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
And Performance ◽  
The Relationship

Cognitive styles are important in field of foreign language learning. Knowing of cognitive styles can be as guide to help teachers in order to determine students’ preferences that may used in learning process. This study aims to find the Iraqi EFL preparatory school students’ cognitive styles. In addition, it aims to find the Iraqi EFL preparatory school students’ performance of productive skills. Moreover, the study aims to find the relationship between Iraqi EFL preparatory school students’ cognitive styles and performance of language productive skills. Where are your hypotheses? The sample of the present study consists of 200 students from Iraqi different preparatory schools. To achieve the aims of the current study, two instruments have been used, namely; cognitive styles questionnaire and productive skills test. After ensuring the validity and reliability of the instruments, the two instruments are applied to the sample of the study.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

Qualifications for Secondary School Teachers of Modern Foreign Languages

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 46-49 ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Language Teachers ◽  
Foreign Languages ◽  
Secondary School Teacher ◽  
School Teachers ◽  
National Welfare

It is Vitally important that teachers of modern foreign languages be adequately prepared for a task which more and more Americans are declaring essential to the national welfare. Though a majority of the language teachers in our schools are well trained, many have been poorly or inadequately prepared, often through no fault of their own. The undersigned therefore present this statement of what they consider the minimal, good, and superior qualifications of a secondary school teacher of a modern foreign language.

The Effect of Homework Assignment on Preparatory School Students’ Achievement in Learning English as a Foreign Language

2017 ◽  
Vol 1 (2) ◽  
pp. 82-67
Author(s):  
Dr. Ramadan Ahmad
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Study Habits ◽  
Homework Assignment ◽  
School Teachers ◽  
School Students ◽  
Preparatory School ◽  
Positive Study ◽  
Home And School ◽  
Learning English

The practice of assigning homework assignment is a polarizing issue that has been extensively studied in different countries and at various levels of education. Despite the massive amount of research on this particular topic, there is still debate about its effectiveness on students’ achievement. This study therefore, was aimed to investigate this issue and determine its impact on academic achievement of preparatory school students. To collect the data required, six preparatory school teachers were interviewed in a semi-structured way. Analysing the data obtained came up with a number of interesting and fascinating findings. Homework assignment has a direct and influential influence on students’ progression in learning a second/foreign language. It helps students to strengthen the skills they learn at school, build on that their understanding and knowledge and use it in preparation for future lessons. Moreover, doing homework assignment regularly helps in establishing positive study-habits which in turn help in creating self-dependent learners. Another interesting finding is that homework assignment can be exploited to establish an efficient and beneficial link between home and school.

scholarly journals THE NECESSITY OF IMPROVING CULTURAL AWARENESS OF EFL LEARNERS IN STMIK HANDAYANI MAKASSAR

2019 ◽  
Vol 5 (1) ◽  
pp. 119
Author(s):  
Yuliah Abdul Haris
Keyword(s):  
Foreign Language ◽  
Cultural Difference ◽  
Cultural Awareness ◽  
First Language ◽  
Language Education ◽  
Target Language ◽  
Cultural Backgrounds ◽  
Language And Culture ◽  
Foreign Language Learners ◽  
The Relationship

This paper mainly discusses the relationship between language and culture. Language and culture are closely related. If one does not understand the cultural backgrounds, he or she cannot learn the target language really well because any language is an integral part of its culture. Moreover, misunderstanding between the speaker whose first language is English and the speaker whose first language is not English occur between them.  The writer believes that there is still an important cultural element missing from foreign language education in Indonesian EFL classes in such as in STMIK Handayani Makassar. Therefore, English learning in STMIK Handayani Makassar should not only to learn the language, but also to learn its culture. To improve students’ sensitivity for cultural difference between the West and the East and to raise their cultural awareness, English teachers at schools are required not only to teach language but also to impart cultural background knowledge and further to deal with the relationship between language and culture well. This article starts with the necessity of teaching cultural awareness in English teaching at schools, and then this paper discusses some common cultural language mistakes by English Foreign Language learners in STMIK Handayani Makassar.

scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

scholarly journals SMART STRATEGY TO BOOST STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Muhammad Lukman Sfafi'i
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Skills ◽  
Lesson Plan ◽  
Teaching English ◽  
Self Monitoring ◽  
Instructional Process ◽  
Teacher Work ◽  
Ninth Grade Students ◽  
New Strategies

Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking) strategy. This study is developing SMART strategy to boost the reading comprehension achievement of the ninth grade students. The research applies a collaborative classroom action research design in which the researcher and the collaborative teacher work together in preparing a suitable procedure of SMART strategy, designing the lesson plan, determining the criteria of success, implementing the action, observing, and doing reflection. The finding indicated that SMART strategy was successful to enhance students‘ motivation to be actively involved in the instructional process. The improvement on the students‘ participation was 75% in Cycle 1 and 87% in Cycle 2.Keywords: Reading Comprehension, SMART strategy

Impact of Language-Oriented Extracurricular Activities on Academic Achievement in Language Preparation Schools

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Yunus YILDIZ
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
English Language ◽  
Language Skills ◽  
Real Life ◽  
Language Teachers ◽  
Target Language ◽  
Proficiency Level ◽  
Preparatory Schools ◽  
Special Approach

English as a Foreign Language (EFL) requires learners’ exposure to what educators call the language skills: reading, speaking, writing and listening. Language teachers’ aim is to make students acquire language skills to ensure achievement both in oral and written communication.  Language teachers at Preparatory Schools try to do their best to teach those students who did not reach the level of target language skills that would enable them to study in that language. According to observations, the researcher came to conclusion that those students have difficulty reaching the proficiency level needed for study in the language at their departments for the following year need a special approach, additional to their curriculum studies. The idea was instead of giving abundant homework to students to be completed, it is better to draw their attention to English language-oriented extracurricular activities (ECAs). Via these activities students will use the language beyond the classroom, have sufficient real-life-like practice, but, on the other hand, be devoid of the stress typical for both classroom and first contacts with people not speaking one’s native language. This, hopefully, will also let students increase students’ level of language skills. The experimental research, in which 34 students of Ishik University (Iraq, Erbil) were involved, the idea was confirmed.

scholarly journals importance of speaking in English as a foreign language between skillful and thoughtful competencies: studying sociolinguistics perspectives

2021 ◽  
Vol 5 (S1) ◽  
pp. 113-124
Author(s):  
Sudarmo Sudarmo
Keyword(s):  
Data Collection ◽  
Qualitative Study ◽  
Foreign Language ◽  
Language Skills ◽  
Google Scholar ◽  
Coding System ◽  
Journal Publications ◽  
The Relationship ◽  
Learning English ◽  
Descriptive Qualitative

Speaking in a foreign language requires competence in the language skills itself and mindfulness so that the content of the speech is easier to reach and by the interlocutor. To understand the relationship between skillful and thoughtful in speaking English, we conducted a series of data collection with the help of an electronic engine based on Google Scholar data. We target these data in several international journal publications that discuss these two variables. After the data has been collected, it is then analyzed by involving a coding system and in-depth evaluation under a descriptive qualitative study. Before drawing data conclusions, we ensure that the data results meet reasonable and reliable standards. Based on the discussion of the findings, we can conclude that speaking in English as a foreign language requires skillful and thoughtful competence so that the interlocutor can easily understand the contents of the conversation. Thus, this finding should be a meaningful input for many parties in learning English.

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