Using Arabic As The Mother Tongue In Teaching English As A Foreign Language

2019 ◽  
pp. 417
Author(s):  
نورما نواف الزايد
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Teaching English

Some analogical methods of teaching English as a second foreign language

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Paul Vincent Mirabile
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Morphological Features ◽  
Teaching English ◽  
Pedagogical Approach ◽  
Second Languages ◽  
French And English ◽  
The University

Abstract To teach English as a second foreign language at university levels provides the educator or professor an excellent occasion to compare the first and second languages by a series of analogical activities that not only highlight the similar forms and structures of them, but more important still, oblige students to comprehend these forms and structures without having either to rely on or depend upon their mother tongue or apprehend them through the prism of their own. In this article are compared Turkish, French and Chinese forms and structures with English through sets of analogical activities that I prepared and applied in classrooms with my Russian students studying the aforesaid languages at the University of Academgorodok near Novosibirsk in Siberia. It was my methodical experiment to bring together English/Turkish, English/French and English/Chinese as interrelated objects of study; to put into relief the interpenetrating analogical elements that these languages possess as a pedagogical approach to them in spite of their very different language families and distinctive structural and morphological features.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

scholarly journals Influența limbii materne în predarea pronunției în limba engleză

2021 ◽  
Vol 49 (3) ◽  
pp. 66-74
Author(s):  
Larisa Usatîi
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Mother Tongue ◽  
Target Language ◽  
Teaching English ◽  
English Pronunciation ◽  
Correct Pronunciation ◽  
Phonological System ◽  
Learning English

The present article treats a problem regarding the influence of the mother tongue in teaching English pronunciation. The importance and necessity of using the mother tongue in learning English are relevant. The obtained knowledge, skills and abilities in the mother tongue influence those from the foreign language, as a result thezy are in an interdependence, that observe concrete laws. This interdependence can both contribute to learning English, and hinder it. The formation of correct pronunciation skills depends on the the adjustment of the mother tongue phonological system tot that of the target language.

scholarly journals The The Role of Tongue Twister to Improve the Students’ Speaking Skill

2021 ◽  
Vol 8 (2) ◽  
pp. 335-345
Author(s):  
Yuni Yuniar ◽  
Muhammad Reza Pahlevi ◽  
Nia Hoerniasih
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Learning Processes ◽  
Teaching English ◽  
Speaking Skill ◽  
English Speaking ◽  
Tongue Twister ◽  
Main Language

Recently the ability to English speaking is very necessary since English has become a foreign language in Indonesia. A correct speech is become crucial to avoid misunderstanding conveying the information to the listener. Therefore, teaching English speaking is very necessary to the teacher in improving the students’ speaking skills. The main reason why learning to speak English is very difficult for the students is because students often use the Indonesian language (mother tongue) as the main language and are not accustomed to speaking in English in their daily life. One of the alternatives technique that can be used by the teacher is using tongue twister. The aims of this study is to explore about what are the problems that faced by the students while learning English speaking in Tongue Twister assisted. The classroom action research is a method that conducted in this research. There are two Cycles in this research and both of cycles showed of 77.14% of students has obtained a score of 75 and 77.13%. This result shows that the students have met the success criteria of the research and the students actively participate in the teaching and learning processes during English-speaking class.

A walk in the Garden of Diverse Cultures When Teaching English as a Foreign Language

2017 ◽  
Vol 1 (3) ◽  
pp. 157
Author(s):  
Kusumarasdyati .
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Cross Cultural ◽  
English Department ◽  
State University ◽  
Teaching English ◽  
Cultural Understanding ◽  
Similarities And Differences ◽  
Teaching Learning ◽  
Diverse Cultures

<p>It is virtually impossible to teach a foreign language without teaching the culture where this language is spoken as a mother tongue because the use of a language relies heavily on the culture observed by the speakers. This principle also applies to the teaching of English in Indonesia, where it is spoken as a foreign language. The present paper aims to describe how the native cultures and the target cultures are explored in a course offered by the English Department of Universitas Negeri Surabaya (State University of Surabaya) in an effort to build understanding across cultures through their similarities and differences. While this may be a tedious task to accomplish due to the multicultural backgrounds of the learners and their diverse experiences that shape their personal opinions, it does not necessarily mean that cross-cultural understanding is impossible to achieve. It should be approached with appropriate methods to ensure that the teaching-learning process can yield the desired results. In addition, learners are engaged in a variety of motivating activities that not only have them examine how their native and target cultures are alike or different, but also give them relevant experiences that can lead to understanding.</p><p> </p><p><strong>Keywords: </strong><em>TEFL, foreign language, culture, cross-cultural understanding<strong></strong></em></p>

scholarly journals Techniques to Avoid Shifting to The Mother Tongue When Teaching Using EFL As The Language of Instruction

2020 ◽  
Vol 5 (1) ◽  
pp. 9-14
Author(s):  
Bagas Prayogo Utomo ◽  
Tono Suwartono
Keyword(s):  
Foreign Language ◽  
Crucial Role ◽  
Mother Tongue ◽  
Language Teachers ◽  
The Other ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Language Of Instruction ◽  
New Words ◽  
Other Hand

Learning other language is not just translating ideas into the targeted language, but it is an act of learning the whole set of the language itself. In the context of teaching English as a Foreign Language, teachers take very crucial role. They should be able to set such atmosphere where their students can be exposed into English environment as much as possible. On the other hand, maintaining the use English at all time is a difficult task to do, since the vocabulary of the foreign learners, often, is very limited. It creates a challenge for the teacher, in terms of making the students comprehend a certain word that they do not understand previously. Shifting into the mother tongue is surely the easiest escape from this matter. However, a teacher should be creative enough to find alternatives that allow the students to learn new words while the use of English is maintained. There are techniques that a teacher can use to provide comprehension to the students without shifting into the mother tongue.

scholarly journals The use of multimedia language laboratory in teaching English phonetics at the university

2021 ◽  
Vol 113 ◽  
pp. 00053
Author(s):  
E.N. Kvasyuk ◽  
O.V. Putistina ◽  
O.V. Savateeva
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Information Technologies ◽  
Mother Tongue ◽  
Educational Process ◽  
State University ◽  
Teaching English ◽  
Language Laboratory ◽  
Multimedia Technologies ◽  
The University

The importance of correct English pronunciation is growing due to its central role in communication and the speaker’s identity. Non-native English speakers lack a natural linguistic environment and tend to carry articulation rules and intonation from their mother tongue. Modern conditions of the fast-paced world require a revision of the forms and methods of the educational process. Teachers should engage students in independent and individual work at classes, increase the use of practical and research tasks. Information technologies in the teaching process at different levels of education (both school and university) change the roles of all participants in the educational process. Thus, teachers are given more opportunities to improve their work, and students are taught a foreign language at a higher level. The article aims to state the advantages of using multimedia technologies as an educational tool in teaching English practical phonetics and to find out university students’ attitude to it. The object of the research is the benefits of working in a language laboratory, equipped with Rinel-Lingo (a multimedia language programme to train phonetics of a foreign language of university students). The article analyzes the results of the survey conducted in Murmansk arctic state university.

Teaching English as a Foreign Language and Mother Tongue Teaching: some parallels

1978 ◽  
Vol 30 (3) ◽  
pp. 237-246
Author(s):  
J. E. McDonough ◽  
S. H. McDonough
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Teaching English
Sign in / Sign up

Export Citation Format

Share Document