scholarly journals TAMIḺMOḺIK KAṞṞAL KAṞPITTAL [TEACHING TAMIL LANGUAGE LEARNING]

2021 ◽  
pp. 75-81
Author(s):  
P. BHAKKIALAKSHMI
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Teacher Characteristics ◽  
Language Teachers ◽  
Language Training ◽  
Approaches To Teaching ◽  
Teaching Techniques ◽  
New Approaches ◽  
Contemporary Context

This study shows that in this prevailing lifestyle and system of education, our younger generations of elementary students are far behind in reading and loving their mother tongue. Therefore, the need for new approaches in the teaching of Tamil language learning to change this situation, the qualifications of language teachers, and the role of language teachers in developing the ability of students is highlighted in this research. This topic initially deals with the characteristics of a good teacher, which should be based on languages, new ways to recall the learned content to the students, methods that a teacher should improve themselves, and some new approaches to teaching lessons. This study is based on the texts. The primary texts of this study are Language Teacher Characteristics and Language Training, New Approaches in Teaching Tamil Way Part-1, Tamil Teaching. The role of language teachers in improving the skills of students and in simplifying the understanding of the difficult nature of education is also evident. It is expected to be very helpful to language teachers in teaching Tamil language learning. The teaching techniques used by the ancestors and the teaching techniques relevant to the contemporary context are mentioned. We must properly teach our students the pride and usage of the language.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

scholarly journals THE ROLE OF ANTONYMS IN BULGARIAN LANGUAGE TRAINING FOR DENTAL MEDICINE STUDENTS

2019 ◽  
Vol 31 (6) ◽  
pp. 1783-1786
Author(s):  
Zlatka Taneva ◽  
Blagoy Ayvazov
Keyword(s):  
Language Learning ◽  
Foreign Students ◽  
Semantic Analysis ◽  
Spatial Relations ◽  
Dental Students ◽  
Dental Status ◽  
Language Teachers ◽  
Future Research ◽  
Language Training

The current topic on the role of the antonyms in the Bulgarian language training of dental medicine students is based on observations conducted in three groups in the specialty, first and second years respectively. When communicating with Bulgarian patients students have to use words of the opposite meaning, to specify a particular problem in determining the dental status of the patient. The choice of antonyms is mandatory for determining the degree of sensations, sensitivity of the tooth to hot or cold, sensations during the mastication of solid or soft food, treated and untreated caries, in necrotic or vital teeth, sharp or dull pain, in an intact or broken filling, in slow or fast chewing of food, and many others. We present the results of the survey, analyzing them and offering guidelines for future research in the field of antonymy and synonymy in the Bulgarian language. In the course of the study, we are reviewing the idea of opposition with the ancient philosophers, referring to Heraclitus, Pythagoras and Hegel, and more precisely the concept of the opposite, as an expression of duality. We also refer to the views of modern linguists who explore and classify antonyms. In the Bulgarian language learning process, we consider the partial opposition of the lexemes by showing examples from the practice of dental students. In part, we also consider incomplete (near) antonyms, the use of which is also found in students' work. We draw attention to distinguishing the role of antonyms in artistic literature and in scientific styles. We investigate the use of antonyms in the determination of temporal and spatial relations, indicating a common seme. Of course, not every concept or phenomenon has a precise antonym. We point out examples in which the use of one lexeme in an anonymous pair calls for the opposite. We note that the same opposing couple breaks their semantics into different linguistic situations. The present work is abundant with examples from the "Bulgarian language textbook for foreign students" 2018, which is used in the direct work of Bulgarian language teachers for training in the second year when introducing specialized texts on dental medicine A semantic analysis of the examples is made, indicating the degree of opposition in the respective antonymous pair. The aim of the study is to assist students in their practice with Bulgarian patients, especially when working with children, as the antonyms play a significant role in determining the dental status and the history of patients.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

The role of second language in higher education: A case study of German students at a Dutch university

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Lidy Zijlmans ◽  
Anneke Neijt ◽  
Roeland van Hout
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Language Learning ◽  
Mother Tongue ◽  
Research Question ◽  
Educational Background ◽  
Primary Concern ◽  
Study Results ◽  
Main Language

AbstractThis article reports on an investigation of the challenges and benefits of university students taking a degree course in a language other than their mother tongue. Our study was conducted from the point of view of the non-native students themselves, and our primary concern was the role of language. We investigated the academic achievement of German students studying in a Dutch-English academic environment. Dutch is the main language of instruction, and English the main language of the literature used. In search of predictors for successful learning of Dutch (our first research question), LexTALE tests were administered to determine linguistic competence in the students’ first language, German, and their second language, English. In addition, we collected data on their educational background and language learning history. None of the LexTALE scores stood out as ‘the’ predictor for success in learning Dutch; German was a slightly better predictor than English. The best predictor appeared to be the students’ general educational level, expressed in mean grades for final exams in secondary education. We then studied the role of proficiency in the foreign languages needed for academic success. Language data on L3 Dutch were gathered at the start and were compared to study results after the first six months and at the end of the first year. The level of Dutch as a second language correlated with study results, expressed in ECTS; the correlation was even higher with mean grades on exams. This indicates that language proficiency does play a role in study success.

First and Second Language Learning: Same or Different?

1976 ◽  
Vol 158 (2) ◽  
pp. 39-54 ◽  
Author(s):  
John Macnamara
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Mother Tongue ◽  
First Language ◽  
Research Data ◽  
Language Teachers ◽  
Practical Guidelines ◽  
Considerable Body

The thesis of the following paper is that the process of learning a second language, if it produces successful results, is the same as that of learning a first language. The paper reviews various objections that have been raised against this thesis, and it discusses the considerable body of research which explores it. It examines the appropriateness of the research data for throwing light on the validity of the thesis. It concludes with some practical guidelines for language teachers drawn from observations of babies learning their mother tongue.

scholarly journals Errors in Second/Foreign Language Learning and Their Interpretations

2017 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Julia Falla Wood
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Mother Tongue ◽  
Meta Analysis ◽  
Cognitive Strategies ◽  
Reliability And Validity ◽  
Foreign Language Learning ◽  
Theoretical Foundations ◽  
Possible Cause

The aim of this article is to try to understand why the results of studies on errors in second language learning undertaken for several decades are diverse or even divergent. Some of these studies state that the mother tongue (L1) plays an important role in the learning process not only at the beginning, but also at higher levels of competency while others deny the influence of the mother tongue. The results of 60 studies on errors over a period of 40 years were contrasted to find out if a link existed between the theoretical foundations, and the interpretation of data, and conclusions of those studies. The results of the meta-analysis of studies whose theoretical foundations were related to operational cognitive strategies showed a continuum from partial to an important role of L1, and those related to order of acquisition, universal sequences showed a non-influence of L1. Another possible cause for this discrepancy was found in the method used to classify the errors. Finally, a possible cause could have been the methodological difficulties concerning the reliability and validity of the data. Only one third of the studies applied the control of bias and the triangulation of data.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

scholarly journals Reflective Teaching Practice in an EFL Context: A Qualitative Study

2016 ◽  
Vol 6 (7) ◽  
pp. 48
Author(s):  
Hamid Ashraf ◽  
Aynaz Samir ◽  
Mona T. Yazdi
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Language Teachers ◽  
Reflective Teaching ◽  
Affective Factors ◽  
Efl Context ◽  
Depth Interview ◽  
Efl Teachers ◽  
Cognitive And Affective Factors

<p>The aim of the present study was to find the reflection factors at which Iranian EFL teachers reflect on their teaching practice. To this end, 18 Iranian EFL teachers at several language institutes participated in this research. Teachers were surveyed using in-depth interview. The results of study indicated that Iranian EFL teachers were practicing four underlying factors of reflection in their teaching including: practical, cognitive, meta-cognitive, and affective factors. Obviously, the practice of reflective teaching improves the quality of teaching practice and increases students’ motivation towards language learning in classroom. The results call for paying further notice to important role of theses reflective teachers in Iranian EFL context and there is a need to raise knowledge and awareness of all language teachers of the importance of reflecting on their teaching practice.</p>

An analysis of translation errors made by Brazilian students

1987 ◽  
Vol 8 (2) ◽  
pp. 25
Author(s):  
Maria da Conceição Magalhães Vaz de Mello
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Communication Strategies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Topic Avoidance ◽  
Foreign Language Learners ◽  
Brazilian Students ◽  
Translation Errors

This paper presents an analysis of the errors which occurred in translations from Portuguese into English written by Brazilian students. This topic has been chosen because there are few studies of errors made by Brazilian students In the process of learning English and also because many language teachers still consider interference from the mother tongue the only source of errors in foreign language learning. Errors due to interference from the foreign language itself have often been disregarded. In order to explain the causes of the errors five categories were established: errors due to LI interference, errors due to L2 interference, errors due to LI and/or L2 interference, errors due to communication strategies and errors of Indeterminate origin. Errors due to communication strategies were classified according to three different types, proposed by Tarone (1977). The first is topic avoidance, the second is paraphrase and the third is conscious transfer. Errors of indeterminate origin are unsystematic and cannot be assigned to any of the other four categories. My claim In this paper is that since the speech of children learning their first language contains many errors, foreign language learners should be allowed to make errors. By making errors learners provide the teacher with information about what they haven't learned. Este artigo apresenta uma analise dos erros que ocorreram em versões do português para o inglês feitas por alunos brasileiros. Este tópico foi escolhido porque ha poucos estudos sobre erros feitos por alunos brasileiros durante o processo de aprendizagem do inglês e também porque muitos professores de línguas ainda consideram a interferência da língua materna como a única fonte de erros na aprendizagem de uma língua estrangeira. Erros de interferência da própria língua estrangeira freqüentemente não são considerados. Para explicar as causas dos erros cinco categorias foram estabelecidas: erros de interferência da LI, erros de interferência da L2, erros de interferência da LI e/ou da L2, erros de estratégias de comunicação e erros de origem indeterminada. Os erros de estratégia de comunicação foram classificados de acordo com três tipos diferentes sugeridos por Tarone (1977). O primeiro é abstenção de tópico, o segundo, paráfrase e o terceiro, transferência consciente. Erros de origem indeterminada não são sistemáticos e não podem ser classificados de acordo com nenhuma das outras quatro categorias. Um dos objetivos deste trabalho é provar que, do mesmo modo que a fala de crianças aprendendo sua língua materna apresenta muitos erros, alunos aprendendo uma língua estrangeira também deveriam poder fazer erros. Ê através dos erros de seus alunos que o professor consegue informação sobre aquilo que eles ainda não aprenderam.

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