scholarly journals Code-Mixing and Code-Switching in Teaching Listening Skills to Intermediate 3 Students at LBPP LIA Bekasi

2020 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Wirhayati Wirhayati ◽  
Hilma Safitri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Code Switching ◽  
Listening Skills ◽  
Form And Function ◽  
Code Mixing ◽  
Multilingual Societies ◽  
And Function ◽  
Analyze Data

This study discusses the form and function of code-switching and code-mixing used by the teacher in teaching listening skills to the Intermediate 3 students at LBPP-LIA Bekasi. The phenomenon of implementing code-switching and codemixing codes does not only occur in multilingual societies but also in the foreign language learning process in the classroom where teacher and students use two different languages. The strategy of using code-switching and code-mixing is expected to facilitate foreign language students particularly in learning how to listen where the teacher and students engage in interaction using the language that students are learning. Qualitative method is used to analyze data. From the results of data analysis, it was revealed that the teacher often switches codes when teaching listening skills for both code- switching from English to Bahasa and vice versa. The teacher also mixes the code in the form of morphemes, words, phrases, and clauses. The aim of the teacher to change and mix codes in teaching can be seen from the functions of using code-switching and code-mixing. The confirmation function, for example, is used by the teacher so that students do not misunderstand the topic learned. Other functions also have different objectives to facilitate students learning how to listen in English interactively in the classroom.

scholarly journals Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

2011 ◽  
Vol 19 ◽  
pp. 56
Author(s):  
Vehbi Turel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Real World ◽  
Digital Computer ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Positive Effects ◽  
Different Types ◽  
Audio Video

<p>The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.</p>

scholarly journals An Analysis of Code Switching and Code Mixing in Fashion Program “I Look” on Net Tv

2020 ◽  
Vol 5 (1) ◽  
pp. 12-25
Author(s):  
Renita Wati
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Code Switching ◽  
Unit Of Analysis ◽  
Form And Function ◽  
Code Mixing ◽  
Total Data ◽  
And Function ◽  
Descriptive Qualitative

This study focuses on the form and function of code-switching and code-mixing used in the Fashion  Program "I LOOK " on NET TV. This study is aimed to answer the following problem: 1.What is the forms of code-switching and code-mixing used in the Fashion  Program "I LOOK" on NET TV, and What are the functions of code-switching and code-mixing in Fashion Program "I LOOK" on NET TV. To answer the problem, the writer used descriptive qualitative research through theoretical triangulation the total data 72 unit of analysis of code-switching found that  22 data used tag switching, 18 data used inter-sentential switching, and  32 used intra-sentential switching. It showed that intra-sentential switching is commonly used by  Kimmy  Jayanti in the fashion program "I LOOK" on NET TV. Furthermore, 127 unit data analysis of code-mixing performed 74 insertions of words, 48 insertions of phrases, 2 insertions of hybrids, and 3 insertions of reduplications. Meanwhile, there is 250 function of code-switching and code-mixing used by Kimmy  Jayanti in the fashin program "I LOOK" in  NET TV. They are quotation  1, addressee specification  24, repetition  1, interjection 31, message qualification 12, personalization and objectivization  15, and facility of expression  121.

scholarly journals TEACHING LISTENING COMPREHENSION AT A NON-LINGUISTIC UNIVERSITY: FACILITATION THROUGH INTERNALIZATION OF CONNECTED ENGLISH SPEECH FEATURES

2018 ◽  
pp. 183-189
Author(s):  
I. N. Kosheleva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Staff ◽  
Listening Skills ◽  
Bottom Up ◽  
Phonological Features

Listening is not only one of the most important language skills, which is necessary for everyday communication, but an integral part  of foreign language learning. It is evident that the students need an  effective training in building auditory skills. However, proper  attention is seldom paid to the process of listening to the English  speech, altering phoneme recognition in the stream of speech, which  often causes difficulties in audio-comprehension. The subject  of this research is facilitation of teaching listening comprehension to  the students of non-linguistic universities. The purpose of the article is to identify the core phonological features of coherent  English speech and provide the examples of activities aimed at their  recognition. The methodological framework of the conducted  research is represented by bottom-up approach to teaching listening  and the tenet that speech perception and comprehension by ear is a  process. Therefore, the ability to correctly decode phonemes, words,  phrases and infer meaning plays an utmost role. In thiscontext the students’ wrong answers should be analyzed, it contributes to determining the point of misunderstanding. It is  shown that making students aware of phonological features  of  coherent English speech helps them to overcome difficulties in  audiotext perception and thus enhances teaching listening  comprehension. The results of the research can be of interest to  both foreign language teachers and to the researchers dealing with  English phonetics learning. Finally, the conclusions are drawn that a  successful development of listening skills requires a combination of  the bottom-up and top-down approaches. This enables teaching staff  to create favorable conditions for acquisition of one of the most challenging language skills.

CODE SWITCHING AT EFL CLASSROOM IN THE MULTINATIONAL STUDENT GROUPS

2020 ◽  
Author(s):  
O. N. Greenwald
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
Interpersonal Relations ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Code Switching ◽  
Student Groups ◽  
Positive Strategy

The article deals with code switching as a teachers' strategy at EFL lessons. The analysis of foreign colleagues' experience is given, enabling to classify the instances of code switching at EFL lessons into three groups: curriculum access, classroom management, interpersonal relations. The deliberate and judicious use of the strategy at EFL university classroom is proved to promote foreign language learning. The need for investigating code switching as a possible positive strategy of foreign language teaching in the multinational student groups is concluded.

Utilizing WhatsApp Messenger to Enhance Listening Skills of Civil Engineering Degree Students in Mandarin Courses at UiTM Penang Branch

2021 ◽  
Vol 5 (1) ◽  
pp. 51-60
Author(s):  
Foo Terng Hoe ◽  
◽  
Teck Heng Lim ◽  
Boon Yih Mah ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Scores ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tool ◽  
Significant Difference ◽  
Experimental Group

Listening skills are important skills that need to be mastered by foreign language learners. Listening skills have, however, often been neglected in the teaching and learning process. This study aims to investigate the effectiveness of using WhatsApp messenger as an instructional tool in enhancing listening skills. This experimental research employs the two-group pre-test post-test design. Two groups of 30 students who enrolled in the Introductory Mandarin course in one of the public universities in Malaysia took part in the study. During the study, the experimental group of 30 students underwent listening drills and exercises using WhatsApp messenger as the treatment, while another 30 students in the control group were taught by another lecturer using the conventional method of teaching listening skills. Listening test scores of before and after the treatment were compared and analyzed using Independent Samples t-Test to identify the significant level of the difference between the scores of these two groups. The findings show no significant difference in the listening pre-test scores between both control and experimental groups. However, after the treatment, the listening scores of the experimental group students are significantly better than that of the control group students. These results indicate that WhatsApp messenger is a useful instructional tool to teach listening skills in foreign language. The findings of this study could be used as a reference for further development of WhatsApp messenger as an instructional tool to enhance listening skills, overcome the constraints on teaching time, and improve the pedagogy as well as the instructions of foreign language learning.

Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms

2016 ◽  
Vol 7 (4) ◽  
pp. 716 ◽  
Author(s):  
Soheila Kabiri Samani ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Code Switching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English Classrooms ◽  
Speaking Skill

Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.

scholarly journals A Discussion of Foreign Language Listening Problems and Their Causes among Intermediate EFL learners in Chinese universities

2021 ◽  
Vol 5 (8) ◽  
pp. 47-59
Author(s):  
Zhiyi Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Spoken Word Recognition ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Chinese Universities ◽  
Bottom Up ◽  
Factors Affecting ◽  
Efl Learners ◽  
Chinese Context

Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years. The Foreign Language (FL) listening problems gradually reveal when students attend to the Listening Course in universities or colleges. This paper at first illustrates the importance of listening in foreign language learning and provides a discussion on the top-down and bottom-up processes with the analysis of Anderson’s three-model of language comprehension [9] as well as the factors affecting listening comprehension in Foreign Language in general, aiming at the illustration of the necessity on one of the bottom-up processes - the Spoken Word Recognition (SWR). The analysis of two issued official guiding documents for Chinese university students and the current situation of English listening teaching in Chinese universities are followed, providing a general background on English listening teaching in Chinese context. Three possible foreign language listening problems and their causes are proposed, followed by the pedagogical suggestions to EFL learners who are improving their listening skills and instructors who are advancing their teaching procedures.

Glottodydaktyka a przekład i dydaktyka przekładu: konkurencja czy synergia

2018 ◽  
pp. 184-202
Author(s):  
Konrad Klimkowski
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Direct Method ◽  
Foreign Language Learning ◽  
Human Communication ◽  
Translation Practice ◽  
Historical Outline ◽  
And Function ◽  
L1 And L2

From time immemorial, reflection upon foreign language learning has made regular reference to translation practice; translation would be regarded at times as supportive of language learning. A radical attempt to eradicate translation from the foreign language classroom comes no sooner than the 20th century. The Direct Method eliminates translation completely from its language pedagogic application, while the CLT seems to have always been rather hesitant to make reference to L1, and hence to utilize translation in developing language skills in L1 and L2. The historical outline of the relationship between language learning and translation serves only as a background for the main topic of the article, i.e. an elaboration on what this relation can look like in the future. The idea is to show areas of synergy between the two, areas in which translation activities can help language learners grow and function in globalized human communication.

scholarly journals An Experimental Study of the Effect of Content Schema on English Listening Testing of Non-English Majors

2020 ◽  
Vol 10 (6) ◽  
pp. 183
Author(s):  
Yue Mao ◽  
Yifei Zhou
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Foreign Language Learning ◽  
Control Group ◽  
Listening Proficiency ◽  
Listening Process ◽  
The Impact ◽  
Different Levels ◽  
Analyze Data

Listening occupies one of the most preliminary parts in foreign language learning and becomes more and more important. Pre-listening process of listening comprehension owns two models, bottom-up and top-down. The latter that emphasizes the introduction of background knowledge is tightly related to content schema. The aim of the study is to examine the impact of content schema on listening comprehension and to find whether there is difference of the impact of content schema on students of different levels of listening comprehension by conducting an experiment. About 189 participants from Zhejiang University were divided into control group (CG) and experiment group (EG). Both the two groups did pretests, tests and questionnaires. CG and EG were separately divided into high- and low-level groups based on the pretest scores. Independent sample T-test was used to analyze data. The results showed that content schema negatively affected listening comprehension and it had stronger impact on students with low listening proficiency.

scholarly journals The E-Course Multimodal Content, Its Specific Structure and Teaching Affordances

2019 ◽  
Vol 16 (4) ◽  
pp. 634-650
Author(s):  
Larisa M. Galchuk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Multimodal Learning ◽  
Learning Content ◽  
Language Classroom ◽  
Innovative System ◽  
And Function ◽  
Meaning And Function ◽  
Digital Nature

The article presents the results obtained through the study of the multimodal segment within the Moodle-based training course in terms of its specific features and affordances for creating an innovative system of vocationally oriented foreign language teaching in nonlinguistic Master’s degree programmes. There is a need to research the functionality of the e-course semiotically different constituents when they co-occur and specify their contribution to the efficient presentation and perception of the learning content in digitally supported language classroom, which makes the research relevant. It envisaged identifying a set of multimodal resources and elements within the e-course, examining the image - text relations in terms of logico-semantics, specifying the teaching properties and affordances of such multicode combinations and assessing their learning effect through the students’ grade report as well as their feedback on the satisfaction with the multimedia learning content. The obtained results confirm that the e-course multimodal resources and elements derive their synergistic effect in terms of meaning and function from the complex interaction of the different modes constituting them. The digital nature of the multimodal learning content provides it with a set of specific properties such as multimedia, interactivity, nonlinear information flow, informativeness and gamification that when apply in teaching may contribute to creating effective online vocationally oriented foreign language learning environments. The specification of text - image combination patterns in formal and semantic terms and teaching affordances of their non-verbal constituents in online language classroom adds novelty to this paper.

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