scholarly journals CONTRASTIVE ANALYSIS IN TEACHING ENGLISH PRONUNCIATION

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Olga Kissová
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Mother Tongue ◽  
School Level ◽  
Control Group ◽  
Teaching English ◽  
Quasi Experimental ◽  
English Textbooks ◽  
Teaching Pronunciation

The objective of the work is the application of contrastive approach in teaching English to analyse the pros and cons of the contrastive method in teaching foreign language pronunciation to young learners compared to non-contrastive (monolingual) method used at our Slovak primary schools. This article determines the dominant influence of the learner’s mother tongue/native language (L1) in the process of learning/teaching pronunciation foreign/second  language (L2) and by using contrastive approach tries to enhance positive transfer from the L1 and the reduction of possible negative transfer from L1 to L2 using appropriate teaching techniques and effective tools. The study will be carried out on English language non-native teachers working at a public and private Slovak primary school to find out their needs in the field of teaching pronunciation (questionnaires) and will be focused on quasi-experimental pupils’ group trained separately with and without contrastive approach before recording them and analysing the results. The experimental group will be trained in cognitive contrastive approach concerning segmental, suprasegmental and prosodic phonetics systems comparing Slovak and English languages sound systems. The control group will be trained by using imitative-intuitive ways with the same texts in reading and free speaking topics as the first group. Both qualitative and quantitative data collection techniques will be used in the study and the triangulation of research methods will be finished by contend analyses of mainly used English textbooks which are mail regular sources for learning/teaching pronunciation. The most important will be the practical output for teachers and pupils in creating specially designed pronunciation concerned materials for meeting specific needs of our Slovak primary school level determining the influence and interference of Slovak mother tongue in learning/teaching pronunciation.

scholarly journals How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?

2019 ◽  
Vol 2 (2) ◽  
pp. 36-43
Author(s):  
Silvanos Chirume
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Policy Formulation ◽  
School Level ◽  
Mathematics Attitudes ◽  
Language Group ◽  
Attitudes Towards Mathematics

This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.

scholarly journals The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

2019 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani ◽  
Nostalgianti Citra Prystiananta
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching English ◽  
English Language Policy ◽  
The Government ◽  
Compulsory Subject ◽  
Learning English

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

scholarly journals THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Nina Inayati ◽  
Erlyna Abidasari ◽  
Kharisma Naidi W.S.
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Writing Process ◽  
School Level ◽  
Publication Ethics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Supervision Process ◽  
Textbook Writing

Although English Language subject is no longer compulsory for primary school level in Indonesia based on the current Curriculum 2013, some regions still consider it essential for their area development and thus making it a compulsory local content subject—Batu Municipality is one of them. Therefore, more efforts are needed to assist English teachers as resources for teaching English is limited due to the lack of support from the national policy level, thus the reasoning for the current project. This paper aims to describe the process of writing and supervising of Bright English Textbook, which is a specifically targeted English textbook for primary schools in Batu, East Java, Indonesia. Qualitative descriptive method was used in this study, involving four primary school teachers as the subjects in the collaborative textbook writing project. The finding presents the step-by-step process from the description during the training process, the actual writing process, until the illustration and lay-outing process. Besides, it also describes the supervision process as well as the problems and solutions related to it. Some highlights and implications of the study are also discussed, with suggestions offered in the form of combined online and face-to-face supervision process and sufficient writing and publication ethics training provided before the writing process begins. It is expected that this study could benefit other teachers and researchers who want to embark on a collaborative textbook writing process to improve their project effectiveness.

scholarly journals Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Gamuchirai Tsitsi Ndamba ◽  
Micheal M Van Wyk ◽  
Josiah C Sithole
Keyword(s):  
Primary School ◽  
English Language ◽  
Postcolonial Theory ◽  
Mother Tongue ◽  
Comparative Method ◽  
School Level ◽  
Economic Interests ◽  
Individual Interviews ◽  
Education Benefits ◽  
School Heads

The purpose of this qualitative study was to explore the perceptions of educators on the barriers to the implementation of the Zimbabwean language-in-education policy, which recommends use of Indigenous languages up to the end of the primary school level. Postcolonial theory informed this case study. Individual interviews and focus group discussions were conducted with 15 rural primary school teachers, 3 school heads, and 2 school's inspectors who were purposefully selected from Masvingo district. Data were analysed using the constant comparative method for thematic coding. The findings revealed that participants strongly believed that the English language offers socio-economic opportunities, a factor which may negatively influence teachers in the implementation of the mother tongue-based policy. Recommendations that inform policy-makers are made.

scholarly journals Enhancing primary school pupils' mathematics creative ability through activity based learning approach

2021 ◽  
Vol 4 (2) ◽  
pp. 70
Author(s):  
Bright Lhechukwu NWOKE
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Traditional Approach ◽  
Poor Performance ◽  
School Level ◽  
Control Group ◽  
Learning Approach ◽  
Statistical Tool ◽  
Creative Ability ◽  
Primary School Pupils

Mathematics creativity is very important in studying mathematics at every level of education but less attention is paid to it in the teaching-learning process and this has resulted to poor performance in the subject. The study investigated how activity based learning approach can enhance the creative skills of primary school pupils. A sample of 185 pupils from six purposively selected government owned primary schools in Owerri west local Government area of Imo state was used for the study. The study was a quasi-experimental research type adopting the pre-test, posttest non equivalent control design. The instrument for data collection was a researcher made objective test titled “Mathematics Creativity Test (GAT)”Instrument which had reliability coefficient of 0.79 determined using Kuder-Richardson formula (KR21). The experiment group was taught geometric concepts using Activity-Based Learning Approach while the control group was taught using the traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested using ANCOVA statistical tool at 0.05 level of significance. The result of the study revealed that Activity-Based Learning Approach enhanced pupils’ mathematics creative ability irrespective of gender and ability levels. Based on the result, it was recommended that Mathematics teachers at the primary school level should apply pupils centered approaches such as activity-based learning approach in teaching to enhance pupils’ creativity in mathematics.

scholarly journals EFFECT OF USING WEB-BLOG ON WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

2020 ◽  
Vol 8 (4) ◽  
pp. 336
Author(s):  
Taufik Arochman ◽  
Rolisda Yosintha
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
School Level ◽  
Control Group ◽  
Writing Ability ◽  
Central Java ◽  
Secondary School Level ◽  
Quasi Experimental

This study was aimed to find out the effectiveness of an intervention using a Web blog to enhance the academic writing of English Language Learners. It tries to reveal whether there is any effect in the writing ability of the students taught using Web blog (online) and that of those taught without using it (offline). This study was classified as quasi-experimental research. The sample of this research was 64 students of X Unggulan Classes (XU1 and XU2) at the secondary school level in central java. Class XU2 was chosen as the Experimental Group taught using Web blog media as the treatment employed, whereas Class XU1 as the Control Group, which was not given the treatment (employed other media). Between the beginning and the end of the study, they were given three months of treatment. The results showed that there was an important effect in the writing ability of the students taught using Web blog and that of those taught without using it. It can be seen in the result of the hypothesis testing that the t-observed (2.028) is higher than the t-table (1.671).

scholarly journals The Impact of Teaching EFL Medical Vocabulary Through Collocations on Vocabulary Retention of EFL Medical Students

2018 ◽  
Vol 9 (5) ◽  
pp. 24
Author(s):  
Maryam Najafi ◽  
Mohammad Reza Talebinezhad
Keyword(s):  
Medical Students ◽  
English Language ◽  
Mother Tongue ◽  
English Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Medical Vocabulary ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

Teaching technical vocabulary in ESP context is a vital part of English language teaching at a university level. EFL teachers almost use traditional techniques for teaching new medical vocabulary. This study aimed at examining the impact of teaching medical vocabulary through collocations on vocabulary learning of medical students. This quasi-experimental study with a pretest/posttest control group design was conducted on 80 students majoring Nursing at Kashan University of Medical Sciences, Iran. The proficiency test was used to determine the proficiency level of the students and 62 students were selected as intermediate students. The students were assigned into two groups. In the experimental group new medical vocabulary was taught through collocations, while in the control group new vocabularies were instructed through traditional techniques including synonym, antonym, definition and mother tongue translation. Data were collected using a researcher-made test of collocation. Results showed that the mean score of teaching medical vocabulary was increased in the experimental group after the treatment. It can be seen that the experimental group outperformed the control group on the medical collocation tests.

scholarly journals TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)

2020 ◽  
Vol 7 (2) ◽  
pp. 94
Author(s):  
Sri Endang Kusmaryati
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Teaching English ◽  
School Students ◽  
Primary School Teachers ◽  
Young Learners ◽  
Teachers Perspectives

ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately  taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.

scholarly journals An Analysis of the English Textbooks in Turkish Primary Schools with Regard to the Processability Theory

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 117-125
Author(s):  
Cihat Atar
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Developmental Stages ◽  
School Level ◽  
Morphological Development ◽  
Learning And Teaching ◽  
Processability Theory ◽  
English Textbooks

The Processability Theory suggests that teacha bility and learn ability of a language is constrained by what learners are ready to acquire. This means that what is presented to the learners should be in line with their level and readiness. Textbooks are one of the fundamental resources of language learning and teaching, and in this sense, analyzing them is very significant for ensuring that they are appropriate for the target learner group. Accordingly, this study aims to find out whether the stages of different morphosyntactic structuresin 5 English textbooks are sequenced according to the developmental stages offered bythe Processability Theory and whether these 5 textbooks complement each other from the 2nd grade to 4th grade. The 5 English textbooks that are currently being used in public schools in Turkey at primary school level were selected. Textbook Analysis as a part of Document Analysis was undertaken, and the morphosyntactic structures provided in the units of these textbooks were analyzed. The findings suggest that the textbooks follow the stages suggested by the Processability Theory in general; however, there are some incompatibilities as well. The sequential development from the 2nd grade to the 4th grade is in a complementary fashion in that they tend to focus on later stages of morphological development as grade increases except for Primary School Just Fun English 3 (Tıraş, 2018) which was found to present a few morphosyntactic structures that are slightly from higher stages for the expected developmental stage while most of the structures of this textbook conforms to the developmental stages of the Processability Theory as well.

scholarly journals The Opinion of Slovene (Mother Tongue) Teachers on Distance Learning in Primary Schools

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Tomaž Petek
Keyword(s):  
General Education ◽  
Primary School ◽  
Primary Schools ◽  
Mother Tongue ◽  
Educational Process ◽  
School Level ◽  
Distance Teaching ◽  
School Year ◽  
Slovene Language ◽  
The Republic

The Slovene language has several roles in the educational process in the Republic of Slovenia, including its role as a subject in the curriculum in its own right. It is a basic general education subject in public primary schools and has the most hours of all of the subjects. All teachers were forced to teach remotely for the first time in the history of education (first during the 2019/20 school year and then in the 2020/21 school year) during the Covid-19 coronavirus pandemic. The results of a survey comprising 348 teachers with the ability to teach the mother tongue at primary school level (grades 1–9 of primary school; 59% were class curriculum teachers and 41% were Slovene language teachers) show, among other things, that teachers mostly have a good attitude towards distance teaching and feel empowered for this type of teaching, although they feel that this method makes them mentally and physically more tired than teaching in the classroom. Among the advantages of distance teaching, teachers mention the greater use of modern information and communication technology, more use of e-material and the opportunity for formal monitoring of students. In their opinion, the biggest problems of distance teaching (of the Slovene language) include: lack of student participation; lack of non-verbal communication, thus creating difficulties in understanding; and technical issues. Most teachers believe that students acquire less knowledge or far less knowledge by distance education than they would from education in the classroom. Teachers who feel more empowered to teach remotely also have a better attitude towards teaching their mother tongue and are more satisfied with the communication aspect with students in distant teaching. Teachers who have received the necessary training for distance teaching as part of their work feel more empowered to teach this way than teachers who have not had such training.

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