scholarly journals Effects of Negotiated Interaction in L2 Acquisition: A study in Tertiary Education in Bangladesh

2021 ◽  
pp. 65-69
Author(s):  
Asif Al Matin
Keyword(s):  
Second Language Acquisition ◽  
Education System ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Processes ◽  
L2 Acquisition ◽  
Input And Output ◽  
Different Types ◽  
Negotiated Interaction ◽  
Effective Role

The process of L2 (Second language) acquisition is a complicated, conscious one that requires an understanding of L2 input to produce L2 output. Among different strategies, Negotiated Interaction is one way to improve L2 acquisition. Though Bangladesh is a monolingual country, in education system of Bangladesh, English plays an important role. Especially in tertiary education in Bangladesh, English is the dominating medium of teaching and learning. Tertiary education is the level after which usually students in Bangladesh go for searching different types of jobs, so Negotiated Interaction can be helpful to keep a balanced atmosphere of input and output for both the teachers and learners. Apart from some limitations, this strategy can be one of the most effective one in case of teaching and learning in the tertiary education in Bangladesh. The purpose of this article is to show how this strategy improves L2 acquisition. Negotiated Interaction can play an effective role in combining teaching and learning processes for L2 acquisition in tertiary education in Bangladesh.

scholarly journals O ensino na era da informação: um olhar a partir da neurociência

2018 ◽  
Vol 11 (4) ◽  
pp. 672
Author(s):  
Gustavo Pereira Pessoa ◽  
Rosane Machado Botinha ◽  
Fernanda De Jesus Costa
Keyword(s):  
Cognitive Functioning ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Learning Processes ◽  
Access To Information ◽  
Different Types ◽  
Information And Communication ◽  
Types Of Information

Neuroscience and its concepts are very important contributions in the teacher's work because they provide a differentiated understanding of the dynamics of human cognitive functioning. Understanding how information is received and understood can be a substantial difference in the teacher's work so that he can plan his activities more effectively. In this context it is worth mentioning that we are in a reality permeated by Digital Technologies of Information and Communication (TDIC), which makes access to information to be expanded, besides having different types of information that have emerged with the evolution of these technologies. In this context, combining neuroscience, the presence of TDIC in the classroom can be very useful for teaching and learning processes, and it is necessary that the teacher be prepared to carry out his activities in the light of these concepts.

Prosody in Second Language Teaching

2020 ◽  
pp. 618-630
Author(s):  
Dorothy M. Chun ◽  
John M. Levis
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Linguistic Theory ◽  
High Tech ◽  
Instructional Approaches ◽  
Prosodic Features ◽  
L2 Acquisition ◽  
Second Language Teaching ◽  
Different Types

Teaching and learning second language (L2) prosody attracted attention from early theorists before becoming disconnected from linguistic theory. Now, theoretical and pedagogical attention are both seen as aspects of L2 teaching, especially in regard to how prosody affects how listeners understand the speech of L2 learners. This chapter discusses how prosody affects the comprehensibility and intelligibility of L2 speech. It suggests ways in which prosody training is effective in improving perception and production. Instruction in prosody has been based on theories relating to the perception and production of segmentals, indicating a need for greater attention to L2 prosody in its own right. Finally, the chapter discusses teaching different types of prosodic features, including attention to both low-tech and high-tech tools. The future of L2 prosody teaching is wide open, and attention to instructional approaches must address the importance of L1–L2 (mis)matches and principles tied to L2 acquisition.

scholarly journals The Development of Critical Thinking for Undergraduate Students: A Case Study in Vietnam

2019 ◽  
pp. 1-9
Author(s):  
Nguyen Thu Ha
Keyword(s):  
Critical Thinking ◽  
Cognitive Ability ◽  
Undergraduate Students ◽  
Education System ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Activities ◽  
Working Ability ◽  
Support Students

In several decades recently, critical thinking is a high-ranked cognitive ability which plays a very important role in improving the effectiveness of teaching and learning activities. With the peculiarity of tertiary education which provides training and preparation for students before entering the career world of their choice, the development of critical thinking becomes more necessary and inevitable in order to perfect the students' learning and working ability. The development of critical thinking for students has been paid attention in Vietnamese education system to support students to better their thinking capability.

scholarly journals La responsabilidad del docente frente a la evaluación

2009 ◽  
pp. 63 ◽  
Author(s):  
Walter Carrizo
Keyword(s):  
Learning Process ◽  
Education System ◽  
Professional Education ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Teaching Process ◽  
Learning And Teaching ◽  
The Moment ◽  
Capacity Performance

Siempre se ha tenido una idea restringida de la evaluación: ha sido asociada con el momento de la toma de exámenes. En otras palabras, equivalente a la certificación de los conocimientos que los estudiantes han aprendido y los profesores enseñado, concluyendo los procesos de enseñanza y aprendizaje.<br />Pero pensarla solamente como un procedimiento que constata ciertos resultados y cierra un ciclo es minimizar sus posibilidades. La evaluación puede verificar además, capacidades, competencias, habilidades y hasta actitudes, pudiendo revelar problemas tanto en el proceso de aprendizaje como en la enseñanza misma. La información resultante debería generar los mecanismos necesarios para solucionarlos y mejorar el proceso educativo en general.<br />Es necesario entonces, considerarla como un proceso en sí misma, no exenta de complejidad, que no debe ser concebida en forma aislada de la enseñanza: se evalúa aquello que se ha enseñado, tanto en conceptos como en la metodología aplicada.<br />Así, la evaluación no es solamente un instrumento de certificación sino, más aún, un elemento crucial en la formación profesional de nuestros estudiantes que puede, además, retroalimentar ambos procesos de enseñanza y aprendizaje. Como formadores, nos cabe una enorme responsabilidad en la generación y comprobación de los conocimientos, que no debemos ignorar.<br /><br />There has always been a misconception about evaluation: it has been associated with the moment an exam is taken. In other words, the act of evaluating is equivalent to the certification of the knowledge students have learnt and professors have taught, summarizing both teaching and learning processes.<br />But considering it only as a procedure which verifies certain results, as well as the simple conclusion of a cycle, minimizes the immense possibilities evaluation can offer. Capacity, performance, skill and even attitudes can also be verified in order to reveal problems in the students' learning process in addition to the teaching process. The resulting information should generate decisions which would correct those problems and enhance the education system accordingly.<br />Therefore, evaluation ought to be thought of as a process itself, quite complex indeed, which must not be considered as isolated from the teaching process: we evaluate what we teach, conceptually and methodologically speaking.<br />Consequently, evaluation is not only an instrument of certification but moreover, a key element in the professional education of our students, operating as feedback of the learning and teaching processes. As educators, we shoulder the responsibility of generating and verifying knowledge. Such responsibility is not to be ignored.<br />

scholarly journals The Impact of Language Testing Washback in Promoting Teaching and Learning Processes: A Theoretical Review

2021 ◽  
Vol 14 (7) ◽  
pp. 21
Author(s):  
Faten Alqahtani
Keyword(s):  
Policy Development ◽  
Teaching And Learning ◽  
Learning Processes ◽  
High Stakes ◽  
Different Types ◽  
History Of ◽  
Language Context ◽  
High Stakes Exams ◽  
The Impact ◽  
Learning Language

Existing literature indicates that assessment is a critical aspect of teaching and learning language; the outcomes of testing are vital. The history of assessment can be traced back to when exams primarily served two significant purposes in China: choosing candidates for admission into government offices and preventing corruption. Washback as a concept can be traced back to the 1990s. It was advanced by Alderson and Wall in 1993 as a force that obliges test-takers and tutors to engage in particular tasks or activities due to exams. In this regard, washback is an impact that a test has on the teaching and learning process. High-stakes exams like the LOBELA demonstrate the significance of washback in the Saudi English-as-a-foreign-language context. This paper explores the mechanisms through which washback occurs in teaching and learning processes, ways to determine its validity, and different types of washback. It further highlights the impact of washback in promoting teaching and learning processes, as well as the role it plays in policy development in the educational system.&nbsp; &nbsp;

Semantic Theory and Second Language Acquisition

2010 ◽  
Vol 30 ◽  
pp. 231-247 ◽  
Author(s):  
Roumyana Slabakova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Semantic Theory ◽  
Learning Situation ◽  
L2 Acquisition ◽  
Complex Sentences ◽  
Complex Syntax ◽  
Semantics And Pragmatics ◽  
Different Types ◽  
Universal Pragmatics

The article identifies four different types of meaning situated in different modules of language. Such a modular view of language architecture suggests that there may be differential difficulties of acquisition for the different modules. It is argued that second language (L2) acquisition of meaning involves acquiring interpretive mismatches at the first and second language (L1-L2) syntax-semantics interfaces. In acquiring meaning, learners face two types of learning situations. One situation where the sentence syntax presents less difficulty but different pieces of functional morphology subsume different primitives of meaning is dubbed simple syntax–complex semantics. Another type of learning situation is exemplified in less frequent, dispreferred, or syntactically complex sentences where the sentential semantics offers no mismatch; these are labeled complex syntax–simple semantics. Studies representative of these learning situations are reviewed. The issues of importance of explicit instruction with respect to interpretive properties and the effect of the native language are addressed. Studies looking at acquisition of language-specific discourse properties and universal pragmatics are also reviewed. These representative studies and numerous other studies on the L2 acquisition of meaning point to no visible barrier to ultimate success in the acquisition of semantics and pragmatics.

scholarly journals Learning Outcomes Acquisition in Second Language Tertiary Education Classroom Practices

2021 ◽  
pp. 7-12
Author(s):  
Jo el Laffita Rivera
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Classroom Practices ◽  
Tertiary Education ◽  
Education Academic

Indeed, Learning Outcomes (LO) are vital components of a curriculum design. These themes are not only a reflex of Education academic, administrative standards but, more importantly, a prelude for lecturing’s guidance and learning comprehension. Although Learning Outcomes refer to those learning achievements that learners will be able to demonstrate once completing the learning process, fulfilling this wanted goal still represents an academic challenge for all kinds of teaching and learning disciplines, and language is not exempted from being a subject that requires especial scrutinizes when addressing Learning Outcomes. Herewith, the study aimed to analyze learning outcome aspects and implications in second language acquisition in Tertiary Education classroom practices. It also brings up a based prospect on language insights and curriculum settings. To accomplish this objective, various manuscripts and Internet accredited websites were searched. The outcome revealed that the idea of boosting second language learners’ knowledge and skills cognition meaning, differentiation, and association to treat the acquisition of learning outcomes at Tertiary Education classroom practices might be assumed as an academic functional approach that helps academicians in handling the second language acquisition process, and therefore in producing university graduate’s skills.

scholarly journals De rutas y pesquisas por la lectura y la escritura críticas

2016 ◽  
Vol 13 (1) ◽  
pp. 115
Author(s):  
Roberto Medina Bejarano
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Processes ◽  
Educación Superior ◽  
Critical Reading ◽  
Reading And Writing ◽  
Educacion Superior ◽  
Whole Process ◽  
Language Communication

ResumenEste artículo surge del proyecto de investigación titulado “De rutas y pesquisas por la lectura y la escritura criticas en los procesos de enseñanza y aprendizaje de educación superior”. Como hipótesis de trabajo se consideró que, en la educación superior, enfrentar la responsabilidad de desarrollar la mayor comprensión lectora como fundamento del pensamiento crítico presume desarrollar competencias de lectura crítica y propiciar experiencias y estrategias de aprendizajes contextualizados donde los docentes son acompañantes discursivos que leen y escriben durante todo el proceso de aprendizaje de las disciplinas con las que trabaja.Palabras Clave: Lectura, escritura, pensamiento, lenguaje, comunicación.************************************************************************About routes and inquiry on critical reading and writingAbstract:This article is a product of a research project entitled “About routes and inquiry on critical reading and writing in the teaching and learning processes in tertiary education.” The working hypothesis is that, in tertiary education, facing the responsibility of developing the highest reading comprehension as a basis for critical thinking involves the development of competences in critical reading and facilitating experiences and strategies of context-bound learning, in which teachers become discourse ushers who read and write together with their students along the whole process of teaching and learning the disciplines they work with.Key words: Reading, writing, thinking, language, communication.************************************************************************De rotas e pesquisas pela leitura e pela  escrita críticasResumoEste artigo surge do projeto de investigação titulado “De rotas e pesquisas pela leitura e a escrita críticas nos processos de ensino e aprendizagem de educação superior”. Como hipótese de trabalho foi considerada que, na educação superior, enfrentar a responsabilidade de desenvolver a maior compreensão leitora como fundamento do pensamento crítico presume desenvolver competências de leitura crítica e propiciar experiências e estratégias de aprendizagens contextualizadas onde os docentes são acompanhantes discursivos que leem e escrevem durante o processo de aprendizagem das disciplinas com as quais trabalham.Palavras chave: Leitura, escrita, pensamento, linguagem, comunicação.

scholarly journals Puzzling Hybrid, Hybrid Puzzling

2018 ◽  
Vol 3 (2) ◽  
pp. 107
Author(s):  
Robert C Kleinsasser
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Computer Assisted ◽  
L2 Acquisition ◽  
Face To Face ◽  
Teaching Learning

This paper further develops information from a plenary address given during the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer assisted language learning (CALL) (UICELL 2017) in Jakarta, Indonesia, November 23, 2017. This article encourages inquiry into hybrid (blended, connected, etc.) and second language acquisition (SLA) research, teaching, and learning. Panoramic sketches survey current hybrid research and practice. Heeding Fishman and Dede’s (2016) advice, readers will be challenged to consider shifting from “educational evolution to transformation and disruption” and “investing in a robust, flexible infrastructure of people and tools” (pp. 1320-1321). Second language (L2) acquisition elements will offer potential to broaden the edges of various landscapes of L2 teaching and learning (e.g., face-to-face, online, and hybrid), while offering avenues of innovative research potential for hybrid types of investigations, in general. Readers will be enjoined to consider macro- and micro- issues where they can puzzle about the creation and development of vibrant (L2) hybrid (blended, connected, etc.) teaching, learning, and research agendas.

scholarly journals EML: An Android Application for Electrical Education

2019 ◽  
Vol 8 (12) ◽  
pp. 5527-5530
Keyword(s):  
Mobile Learning ◽  
Education System ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Learning Processes ◽  
Traditional Learning ◽  
Learning Method ◽  
Android Application ◽  
Classroom Learning

This paper is to explain the development of android that will be used later in the mobile-based education system. Nowadays, it is important for schools, colleges, and universities to search for an innovative way of delivering information to students. Since the advancement of mobile-based technology, android has now become an important tool in teaching and learning processes. Several institutions have also proved that with this application, students are now able to gain more experience and be more engaging in classroom learning rather than the traditional learning method. In relation to that, the author has created a new application in mobile learning called Electrical Mobile Learning (EML), especially for Electrical Education. The purpose of this application is to positively contribute to users by providing them with a simple, convenient, reliable and a faster way of accessing information in Electrical Education either online or offline. EML application is developed by using the MIT Apps Inventor 2 platform and is mainly made with five function buttons containing electrical information as the user’s options. The EML has been successfully developed with more options and information with just one application.

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