scholarly journals A Review Of Second Language Teaching And Learning Through Short Fiction And Communicative Approach

2019 ◽  
pp. 52-65
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Short Fiction ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Relevant Research ◽  
Second Language Teaching ◽  
Communicative Approach

This paper examines the potential role of literature and the Communicative Approach in teaching a second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials[1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

REVIEW OF THE ROLE OF TEACHING AND LEARNING OF SECOND LANGUAGE THROUGH LITERATURE AND COMMUNICATIVE APPROACH

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Translation Method ◽  
Relevant Research ◽  
Grammar Translation Method ◽  
Communicative Approach

This paper examines the potential role of literature and Communicative Approach in teaching second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials([1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

REVIEW OF THE ROLE OF TEACHING AND LEARNING OF SECOND LANGUAGE THROUGH LITERATURE AND COMMUNICATIVE APPROACH

2019 ◽  
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Translation Method ◽  
Relevant Research ◽  
Grammar Translation Method ◽  
Communicative Approach

This paper examines the potential role of literature and Communicative Approach in teaching second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials([1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2020 ◽  
pp. 145-165
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Theoretical Framework ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

2019 ◽  
Vol 11 (3) ◽  
pp. 538-558
Author(s):  
Mehrdad Vasheghani Farahani ◽  
Vahid Pahlevansadegh
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Large Body ◽  
Second Language Teaching ◽  
Writing Performance ◽  
Content Type ◽  
Learner Corpus ◽  
Language Teaching And Learning

Purpose In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses. Design/methodology/approach The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples. Findings The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance. Practical implications The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning. Originality/value This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

scholarly journals A Conceptual Review of the Role of Teaching and Learning of Second Language Through Literature and Communicative Approach

2019 ◽  
Vol 2 (2) ◽  
pp. 6-10
Author(s):  
Tariq Ahmad ◽  
Zaidah Zainal ◽  
Azizah Rajab
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Previous Literature ◽  
Translation Method ◽  
Grammar Translation Method ◽  
Communicative Approach

The paper reviews the role of teaching second language (SL) by using Communicative Approach. The main purpose of this paper is to analyze the importance of using literature and Communicative Approach for teaching and learning SL. The review of previous literature indicates that teachers normally prefer to teach L2 through Grammar Translation Method (GTM), which requires little efforts and few resources to teach [1]. Many studies have found that GTM is not an effective method of teaching SL. In order to critically understand at a deeper level the role of literature and Communicative Approach in teaching SL, this paper explores thoroughly the existing literature and analyzes various works done on the importance of using Literature and Communicative Approach to teach SL. The current study found that teaching of SL through literature and Communicative Approach is more effective than through GTM. It is, therefore, recommended on the basis of this paper that teachers of L2 should adopt Communicative Approach and literature for teaching second language.

scholarly journals Language Acquisition: The Role of Grammar Acquisition and Instruction in Second Language Teaching and Learning

2021 ◽  
Vol 3 (11) ◽  
pp. 12-19
Author(s):  
Mark Anthony Reyes Aguion ◽  
Jeanelle Anne B. Baraña ◽  
CZARLAINE VALDERRAMA ◽  
ADRIANE Y. DE LA CRUZ Sawalmeh ◽  
Ramil G. Ilustre
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Scoping Review ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Grammar Acquisition ◽  
Language Teaching And Learning

This scoping review studies the role of grammar in second language teaching and learning. This scoping review mainly directs to synthesizing relevant studies and literature on acquiring grammar and looking for strategies for achieving it. Grammar acquisition requires the subconscious mind of accepting grammatical knowledge that is then confined and used in communication. Its implicit nature makes it hard to conduct studies about it, and there is a need for more information that can help contribute to the existing knowledge about it. Hence, this scoping review gathered and scrutinized recent and relevant papers from various databases. The collected papers consist of qualitative and quantitative studies. Many language teachers agree that pedagogic grammar is crucial in second language acquisition. Hence, this paper analyzes recent and relevant papers about grammar acquisition. This scoping review found out that the importance of studies about grammar acquisition should not be forsaken; thus, more investigations must be done to contribute to the already existing knowledge. A byproduct of these studies can lead to better strategies for promoting grammar acquisition to language learners. Hence, the amelioration of Second Language Learning and Second Language Teaching is inevitable.

Using serum biomarkers for identifying unstable carotid plaque: update of current evidence

2020 ◽  
Vol 26 ◽  
Author(s):  
Areti Sofogianni ◽  
Konstantinos Tziomalos ◽  
Triantafyllia Koletsa ◽  
Apostolos G. Pitoulias ◽  
Lemonia Skoura ◽  
...  
Keyword(s):  
High Risk ◽  
Great Proportion ◽  
Current Literature ◽  
Early Identification ◽  
Carotid Plaque ◽  
Potential Role ◽  
Carotid Atherosclerosis ◽  
Serum Biomarkers ◽  
Current Evidence

: Carotid atherosclerosis is responsible for a great proportion of ischemic strokes. Early identification of unstable or vulnerable carotid plaques and therefore of patients at high risk for stroke is of significant medical and socioeconomical value. We reviewed the current literature and discuss the potential role of the most important serum biomarkers in identifying patients with carotid atherosclerosis who are at high risk for atheroembolic stroke.

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