scholarly journals Integration of YouTube Video Clips in the Class Room for Teaching English to the L2 Learners

2019 ◽  
Vol 8 (12) ◽  
pp. 1327-1328
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
Peer Group ◽  
English Language Teaching ◽  
Video Clips ◽  
Online Social Media ◽  
Class Room ◽  
The Impact

English language teaching has become the focal point all over the world after globalization. Literature has been taught as backup for learning the language in many countries where English is spoken as the second language. Various methods are adopted to make English language teaching more effective. Among all methods of teaching, blended learning is found to be more rewarding and provides better learning environment. In this way, online support in imparting English language especially comprehensive vocabulary and pronunciation has become the need of the hour. YouTube is one of the most influential online social media. It has become very handy for the students with its multiple effects by its colourful videos, pictures, graphics, subtitles with virtual streaming and live programmes with instant comments and views. Videos of lectures by eminent professors, trainers, and linguists can be easily watched and downloaded. Students themselves can create their own videos and upload and get feedback from the professors and peer group. It can be done as individual as well as group learning. This paper foregrounds that the English language teaching can be done effectively with the help of YouTube video clips in the class room. The analytical perspectives explore the impact of blended teaching method for second language acquisition.

Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dung Cao ◽  
Richard Badger
Keyword(s):  
New York ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
English Language Teaching ◽  
Language Writing ◽  
Argumentative Essays

Abstract Using collocation is a key part of second language ability (Granger, Sylviane. 2018. Formulaic sequences in learner corpora: Collocations and lexical bundles. In Anna Siyanova-Chanturia & Ana Pellicer-Sanchez (eds.),Understanding formulaic language: A second language acquisition perspective, 228–247. New York: Routledge; Nattinger, James R. & Jeamette S. DeCarrico. 1992. Lexical phrases and language teaching. Oxford: Oxford University Press; Nesselhauf, Nadja. 2004. Collocations in a learner corpus. Amsterdam; Philadelphia: J. Benjamins Pub. Co.; Pawley, Andrew & Frances H. Syder. 1983. Two puzzles for linguistics: Nativelike selection and nativelike fluency. In Jack Richards & Richard W. Schmidt (eds.), Language and communication, 191–228. London: Longman). Researchers often hypothesize that the influence of the first language is an important factor in the production and understanding of unconventional collocations (Huang, Li-Shi. 2001. Knowledge of English collocations: An analysis of Taiwanese EFL learners.Paper presented at the Texas Foreign Languguage Education Conference, Texas; Laufer, Bhatia & Tina Waldman. 2011. Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning 61(2). 647–672. https://doi.org/10.1111/j.1467-9922.2010.00621.x; Phoocharoensil, Supakorn. 2013. Cross-linguistic influence: Its impact on L2 English collocation production. English Language Teaching 6(1). 1–10) but we are only now starting to understand this. The present study provides a robust investigation of cross-linguistic influences by exploring how Vietnamese influenced Vietnamese learners’ use of English language verb-noun and adjective noun collocations in 104 350-word argumentative essays, using a framework derived from Jarvis, Scott. 2012. The detection-based approach: An overview. In S. Jarvis & S. A. Crossley (eds.), Approaching language transfer through text classification: Explorations in the detection-based approach, 1st ed., Vol. 64, 1–33. Bristol: Multilingual Matters, drawing on homogeneity among speakers of Vietnamese; heterogeneity between users of Vietnamese and other language; and formal and conceptual congruity between collocations learners produce in English and equivalent terms in Vietnamese. The study found that less than 10% of the collocations learners produced were unconventional and of these, 40% of collocations were influenced by the first language (L1); errors associated with incorrect use of prepositions in verb-noun collocations (e.g. the addition, omission or misuse of prepositions) are strongly L1-motivated. Learners make errors with not only incongruent collocations (collocations with no direct L1 equivalents) but also with congruent collocations (collocations with direct L1 translation).

Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era

2020 ◽  
Vol 6 (3) ◽  
pp. 173-184
Author(s):  
Quang Nguyen Nhat ◽  
Hung Bui Phi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Critical Discussion ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
English Language Teachers

This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

scholarly journals Second language acquisition research and materials development: Need to bridge the gap between theory and practice

2021 ◽  
Vol 9 (3) ◽  
pp. 281-291
Author(s):  
Shahzad Karim ◽  
Abdul Saeed ◽  
Naushaba Haq
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Substantial Contribution ◽  
Materials Development ◽  
Language Pedagogy

This research paper highlights the issue of the lack of connection between second language acquisition (SLA) theory and research, particularly with regard to language pedagogy and its practical implementation in language teaching materials/textbooks. Based on a theoretical review of the major theoretical perspectives in SLA, the paper underscores that a gap exists between the theory developers (who develop theories through research) and the practitioners (who bear the responsibility for the implementation of theoretical knowledge) in the fields of SLA and materials development. This lack of cohesion between the theory developers and the practitioners causes the development of ineffective English language teaching (ELT) materials which, consequently, fail to make a substantial contribution to effective English language teaching and learning. The paper highlights that it is important to explore SLA theory and research and ensure its implementation in ELT materials. Similarly, there is a need to carry out research about the implementation of SLA theory in materials development and instructed language learning. Such research will be a significant contribution to the field of materials development and will open new horizons in language pedagogy from both theoretical and practical perspectives.

DEALING WITH PHONETIC UNITS IN TEACHING PRONUNCIATION

2021 ◽  
Author(s):  
Dilafruz Ubaydullayeva ◽  
Zubaydullo Rasulov
Keyword(s):  
Twentieth Century ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Tools And Techniques ◽  
Teaching Pronunciation

Pronunciation has only recently gained recognition as one of the most overlooked facets of English language teaching in the second half of the twentieth century. Educators and applied linguists have been concerned about the challenge of teaching this ability over history. They have intended to create different tools and techniques in this regard, relying on other sub-disciplines such as phonetics, phonology, and second language acquisition, amongst many others, as discussed in this paper.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

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