scholarly journals Fixing Students’ Pronunciation Using Songs

2019 ◽  
Vol 6 (2) ◽  
pp. 77
Author(s):  
Ahmad Idris Asmaradhani ◽  
Rindawanto Evendi ◽  
Ahmad Mursid ◽  
Ruslan Abdul Gani
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Secondary School Students ◽  
Research Paper ◽  
School Students ◽  
Strong Interest ◽  
Foreign Language Learners ◽  
English Classroom ◽  
Esl Learners

As a Foreign Language, English is difficult for secondary school students in Indonesia not only in terms of grammatical systems but also in terms of phonetic systems. They find it difficult to pronounce most of the English words because in English there is no regular systems of how to pronounce the English words. For EFL/ESL learners in general, to pronounce the English words intelligibly they must refer to a standard dictionary which also means they have to understand how to use and read the dictionary systematically. To understand and improve the production of the various sounds and the supra-segmental features of English as a foreign language, it is suggested to use English songs. This research paper is discussed descriptive-qualitatively based on the authors’ experience as a foreign language learners and teachers. It is discussed how using songs in the English classroom can help students fix their English pronunciation. Supported with a simple questionnaire given to secondary school students, it is also found that most students can fix their pronunciation and they have a strong interest in listening and understanding popular English songs.

scholarly journals A STUDY OF USING POP SONGS TO PROMOTE NEW VOCABULARY LEARNING FOR SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 4 (1) ◽  
pp. 86-92
Author(s):  
Thippawan Borisai ◽  
Nutprapha K. Dennis
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Research Finding ◽  
Secondary School Students ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
School Students ◽  
Foreign Language Learners ◽  
The Mean

The purpose of this study aimed to1)  promote students’ ability in learning new vocabulary through pop songs and  2)  to investigate students’ opinions toward using pop songs in learning new vocabulary of grade 10 students at YangchumnoiPittayakom school, in Yangchumnoi district of Sisaket province. The sample who participated in this study were 40 grade 10 students at YangchumnoiPittayakom school derived by purposive sampling technique. The instruments were pretest and posttest, lesson plans and a questionnaire which was used to find the student’s opinions towards using pop songs method. The data collection were analyzed with the mean, standard deviation and t-test. The research finding of the study showed that teaching through pop songs increased students’ vocabulary ability for foreign language learners with significant value at .01 level. The students had the positive opinions toward using pop songs methods.  It also revealed that the pop song technique was an effective tool to promote students’ vocabulary ability, made students cheerfully participate in class and increased motivation in learning English.

SPEAKING ACCURACY OF RUSSIAN LANGUAGE LEARNERS IN CZECH LOWER SECONDARY SCHOOLS

2020 ◽  
Author(s):  
Janina Krejčí
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Secondary School Students ◽  
Russian Language ◽  
Lower Secondary School ◽  
School Students ◽  
Learner Language

In the process of learning a foreign language, a mastery of means of expression is a prerequisite for a mastery of speaking skills. This article mainly focuses on the problem of learner language accuracy, as well as that of errors in the process of second language acquisition. The article presents the results of a study of Czech lower secondary school students’ language that aims to qualify the accuracy of speech during a dialogue in selected communicative situations.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings

2020 ◽  
Vol 8 (1) ◽  
pp. 107-136 ◽  
Author(s):  
Amélie Bulon
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Frequency Range ◽  
Foreign Language Learners ◽  
Interdisciplinary Project ◽  
French Speaking

Abstract Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.

English spelling performance of Dutch grammar school students

2013 ◽  
Vol 2 (2) ◽  
pp. 152-169 ◽  
Author(s):  
Marieke Hoeijmakers ◽  
Elise de Bree ◽  
Merel C.J. Keijzer
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Grammar School ◽  
School Students ◽  
Reading Task ◽  
Spelling Performance ◽  
Foreign Language Learners ◽  
Pseudoword Reading ◽  
English Spelling

The present study investigates English spelling performance of Dutch grammar school students to establish whether Dutch grammar school students are able to spell words differing in complexity, as well as whether they are sensitive to the information available in the spellings (phonological, orthographical, and lexical frequency). Twenty-one Dutch foreign language learners of English were presented with an English dictation task (from Kemp, Parrila, & Kirby, 2009). They had to spell base (uninflected) and derived (inflected) words and pseudowords which were matched on the basis of their phonological or orthographical patterns. Students also had to complete a Dutch dictation task, and a word and pseudoword reading task. Findings show that the students obtained higher scores on spelling words versus pseudowords, base versus derived targets, and on phonological versus orthographical targets. There was no correlation between Dutch and English spelling proficiency. These data are interpreted within a usage-based model of language acquisition.

scholarly journals The Impact of Covid-19 Pandemic on EFL Classes through the Lenses of Secondary Learners

2021 ◽  
Vol 9 (4) ◽  
pp. 389-406
Author(s):  
Seçil Tümen-Akyıldız ◽  
Vildan Çelik ◽  
Kwestan Hussein Ahmed
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Language Teaching ◽  
Significant Finding ◽  
School Students ◽  
Remote Education ◽  
Face To Face ◽  
Efl Teaching ◽  
The Impact

With Corona Virus Disease 2019 (Covid-19), a major change to the remote education arrangements has arisen. As it is clear, the pandemic has got side effects, especially in the scope of education and English as foreign language (EFL) teaching. Students at all levels were encouraged to continue learning despite the difficulties they had throughout the crisis. This study aims to investigate the impacts of the COVID-19 pandemic on the field of EFL, particularly by revealing the viewpoints of secondary school students on pandemic remote education and its impact on their English language learning process. Thus, it was designed as qualitative research; interviews were held to probe indepth into their perceptions on EFL teaching throughout pandemic remote education. Interviews were conducted with thirty secondary school students chosen voluntarily. The participants were chosen from different schools. The data obtained from the interviews were analysed through qualitative content analysis by NVivo 8 software program. The results revealed that participants declared that most of the teachers used course books and gave pencil-paper assignments. It was also highlighted that teachers emphasised reading and listening skills in their lessons rather than writing and speaking. Another significant finding of the study is that the participants preferred face-to-face foreign language teaching to remote teaching. Nevertheless, they admitted that online language teaching has several advantages comparing to traditional face-to-face education besides its challenges such as technical, economic, contextual, and individual problems. Lastly, several noteworthy suggestions were made regarding teachers, policymakers, families, and students themselves.

scholarly journals Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions

2020 ◽  
Vol 10 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Livia Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Single Point ◽  
Target Language ◽  
School Students ◽  
Foreign Language Learners ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Item Level ◽  
Group Characteristics

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.

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