scholarly journals Learning from Mistakes: Students’ Perception towards Teacher's Attitude in Writing Correction

2020 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Pipit Muliyah ◽  
Agnira Rekha ◽  
Dyah Aminatun
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Writing Teachers ◽  
Teaching Activities ◽  
Foreign Language Learners ◽  
Teachers And Students ◽  
Giving Feedback ◽  
Time And Energy ◽  
Idea Organization ◽  
Difficult Subject

Most of writing teachers agree that writing skill is the most difficult subject for foreign language learners. The difficulties come from complexity of planning, idea organization, revision, and the use of lexical and grammatical. Correcting or giving feedback to students’ writing is also difficult for teachers, since it takes time and energy. Thus, this study tried to explore students’ perception towards teachers’ attitude in writing correction by distributing questionnaire to 20 students and 4 writing teachers, observing the teaching activities, and documenting students’ work. The study showed the result that teachers and students responses revealed various discrepancies between teachers and students’ perception for error and mistake correction. Then, most of students indicated that they do not understand the teachers’ feedback towards their writing composition. Therefore, it is recommended that teachers incorporate classroom discussions on error correction, feedback, and writing in order to help their students understand how feedback is intended to affect their writing and why it is given in particular way.

scholarly journals The Rules Of Feedback In Writing Class

2020 ◽  
Vol 2 (3) ◽  
pp. 244-252
Author(s):  
Vitri Angraini Hardi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Usage ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Good Writing ◽  
The Difference ◽  
Giving Feedback ◽  
The Way

Producing a writing in Foreign Language is struggle for foreign language learners in Indonesia mostly. The difference on various linguistic aspects, mechanics and language usage are the source of the difficulties in composing a writing. However, language learners are required to master the four skills in English, included writing. The way to facilitate the students in order to compose a writing is through Teaching and Learning process. The teacher as the person who has responsibility to enhance the learning have to create the way to motivate the students to produce a writing. One of the way to facilitate the students is by giving feedback on students’ writing. The teacher are asked to use various kinds of feedback to guide the students to produce a good writing

scholarly journals Investigating Changes in Demotivation among Chinese EFL Learners from an Activity Theory Perspective

2017 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Chili Li ◽  
Jinghua Qian
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Activity Theory ◽  
Language Learners ◽  
Structured Interviews ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Class ◽  
Teachers And Students ◽  
Technological Universities

This paper reports on a study that investigated the changes of demotivation to learn English over the four college years among Chinese English as a Foreign Language Learners (EFL) from the perspective of Activity Theory. Semi-structured interviews were conducted on fifteen college EFL learners in China. The interview data were analyzed by means of content analysis to explore the changes in the demotivation among the participants and the reasons why their demotivation changed. The results revealed that: 1) the interviewees experienced changes in their demotivation during the four college years, with a stronger demotivation in the first and fourth year; 2) the dynamic disposition of the respondents’ demotivation is related to such factors as subject (Interest and future career), object (English examinations), tools (textbooks) and community (peers and teachers). The findings are implicative for teachers and students to tackle demotivation in English class for students at technological universities in China and other similar EFL contexts beyond.

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Conceptual metaphors as a tool for the efficient teaching of Dutch and German posture verbs

2014 ◽  
Vol 12 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Sabine De Knop ◽  
Julien Perrez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Semantic Networks ◽  
Romance Languages ◽  
Conceptual Metaphors ◽  
Foreign Language Learners ◽  
French Speaking ◽  
Awareness Raising ◽  
Set Up ◽  
Germanic Languages

The article deals with the typological differences between the Romance language French and the Germanic languages German and Dutch for the linguistic expressions of posture and location. It describes how these typological differences can be problematic for French-speaking learners of German and Dutch. The main difference between both types of languages is that posture and location tend to be encoded by posture verbs in Germanic languages and by very general verbs in Romance languages (Talmy 2000). After a detailed description of the semantic networks of the German and Dutch posture verbs, the paper takes a critical look at how these expressions are dealt with in teaching manuals. It further presents strategies for the efficient teaching of posture verbs to foreign language learners. These strategies are among others awareness-raising exercises about the compulsory use of posture verbs in Germanic languages and the description of conceptual metaphors in different languages. These pedagogical avenues for the efficient teaching of the Dutch and German posture verbs constitute a first step towards the elaboration of an experimental set-up aiming at verifying them.

scholarly journals Willingness to speak English among foreign language learners: A causal model

2018 ◽  
Vol 5 (1) ◽  
pp. 1455332
Author(s):  
Mohammad Javad Riasati ◽  
Yvonne Xian-han Huang
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Causal Model ◽  
Foreign Language Learners

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

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