scholarly journals SIGNIFICANCE OF USING VIDEO FILMS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

2021 ◽  
pp. 215-218
Author(s):  
Djumambetova Gulziba Kongratbayevna
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Learning Process ◽  
Teaching English ◽  
New Words ◽  
Advantages And Disadvantages ◽  
Teaching Learning ◽  
Positive Motivation ◽  
Video Films

The article deals with the importance of using video films in teaching English as a foreign language (EFL). In this article, it is described that videos helps students to memorize new words or a new topic during the classes. Descriptive methods analyses are used in this article. The article gives information about the advantages and disadvantages of using different methods in the process of teaching EFL. Also, in the article, it is described that video materials in the classroom can help to solve several problems and form a stable positive motivation of students in the learning process. KEY WORDS: English as a foreign language, Karakalpak language, approach, videos, films, teaching, learning.

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 Implementing Comic in Learning English Vocabulary in Pharmacy Students of STIKes Buleleng

2020 ◽  
Vol 3 (2) ◽  
pp. 73
Author(s):  
Kadek Devy Marleni ◽  
Putu Windi Ridayanti ◽  
Ni Nyoman Ari Ratnadi
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
Learning Process ◽  
English Language ◽  
Teaching Strategy ◽  
Pharmacy Students ◽  
Teaching English ◽  
The Media ◽  
Teaching Learning ◽  
Learning English

The success of the teaching-learning process is not only supported by the students but also by the teacher as central learning. In this case, students and teachers have an equally important role. The students will be enthusiastic in learning when they have good teachers in transfer information, material, and knowledge. Teaching English as a foreign language to adult students is not essay job to do. It needs kinds of strategies in teaching and method to transform knowledge into them. It is because English is difficult and not an essay to be learned for them. English language as a foreign language has so many challenges to be faced when learned it. Many factors showed that English is difficult to be learned by students at a higher level such as they are lack vocabulary, confusing to express their ideas, lazy to practice English, bored in teaching strategy, or media that lecture used. In this situation, the lecture should choose appropriate media, strategy, or method when teaching. And one of the media can be used is comic. Comics are a series of pictures that contain images and balloons to write a story. This research showed that learning by implementing comics was so significant to improve students’ willingness in learning vocabulary. It prof by the increasing mark of students in English objects, the present list was always full and the atmosphere of the classroom is so lively. The class was always happy, enthusiastic, and comfortable to follow the lesson.

scholarly journals An Experiment on Teaching English as a Foreign Language in Romanian Schools Using Mastery Learning Strategies

2020 ◽  
Vol 6 (1) ◽  
pp. 79-96
Author(s):  
Irina Vlădescu
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Teaching English ◽  
Democratic System ◽  
The Subject ◽  
Teaching Learning ◽  
Keywords Education

The last 29 years of education in the democratic system in Romania have shown that the use of mastery learning strategies is not present in our nowadays teaching-learning process. Even though studies were carried out to show the effectiveness of these strategies teachers still feel reluctant whether to implement a mastery learning model or not. The subject emphasized in this paper is related to the implementation of a mastery learning strategy during the teaching of English as a second language in a public school in Bucharest, Romania. Keywords: education, mastery learning, Romanian schools, knowledge, learning strategies

scholarly journals LANGUAGE ASSESMENT FOR YOUNG LEARNERS

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Sri Sumarni
Keyword(s):  
Key Words ◽  
Learning Process ◽  
Communicative Competence ◽  
Teaching Styles ◽  
Teaching English ◽  
Short Term ◽  
Primary Level ◽  
Young Learners ◽  
Teaching Learning ◽  
Major Consideration

Teaching English in Asia typically dominated by teachers and textbooks based. Even worse, teaching English for young learners is generally a matter of vocabularies memorization. The teaching focuses on short-term purposes, those are testing purposes. In fact, in teaching English, the assessment should focus on the function of the language itself. Those teaching styles might be caused by short-term purpose of teaching English: focuses on knowledge and memorization for testing purposes rather than communicative competence. Therefore all the teaching efforts focused on answering the tests while the primary function of learning English is being ignored. Memorizing vocabularies is general activities in teaching of English in primary level.  Thus to avoid such short-term purpose learning, a well and careful designed assessment should put into consideration in teaching English for young learners. Consequently the teaching-learning process will focus on authentic use of language. For those reason, authenticity in the assessment is a major consideration. Key words: Teaching, young learners, assessment, authenticity

scholarly journals Language Assessment For Young Learners

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Sumarni Sumarni
Keyword(s):  
Key Words ◽  
Learning Process ◽  
Communicative Competence ◽  
Teaching Styles ◽  
Language Assessment ◽  
Teaching English ◽  
Short Term ◽  
Young Learners ◽  
Teaching Learning ◽  
Major Consideration

Teaching English in Asia typically dominated by teachers and textbooks based. Even worse, teaching English for young learners is generally a matter of vocabularies memorization. The teaching focuses on short-term purposes, those are testing purposes. In fact, in teaching English, the assessment should focus on the function of the language itself. Those teaching styles might be caused by short-term purpose of teaching English: focuses on knowledge and memorization for testing purposes rather than communicative competence. Therefore all the teaching efforts focused on answering the tests while the primary function of learning English is being ignored. Memorizing vocabularies is general activities in teaching of English in primary level.  Thus to avoid such short-term purpose learning, a well and careful designed assessment should put into consideration in teaching English for young learners. Consequently the teaching-learning process will focus on authentic use of language. For those reason, authenticity in the assessment is a major consideration. Key words: Teaching, young learners, assessment, authenticity

scholarly journals Language Assesment For Young Leaners

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Sri Sumarni Ngatiran1
Keyword(s):  
Key Words ◽  
Learning Process ◽  
Communicative Competence ◽  
Teaching Styles ◽  
Teaching English ◽  
Short Term ◽  
Primary Level ◽  
Young Learners ◽  
Teaching Learning ◽  
Major Consideration

Teaching English in Asia typically dominated by teachers and textbooks based. Even worse, teaching English for young learners is generally a matter of vocabularies memorization. The teaching focuses on short-term purposes, those are testing purposes. In fact, in teaching English, the assessment should focus on the function of the language itself. Those teaching styles might be caused by short-term purpose of teaching English: focuses on knowledge and memorization for testing purposes rather than communicative competence. Therefore all the teaching efforts focused on answering the tests while the primary function of learning English is being ignored. Memorizing vocabularies is general activities in teaching of English in primary level.  Thus to avoid such short-term purpose learning, a well and careful designed assessment should put into consideration in teaching English for young learners. Consequently the teaching-learning process will focus on authentic use of language. For those reason, authenticity in the assessment is a major consideration. Key words: Teaching, young learners, assessment, authenticity

scholarly journals Competence of Teaching Grammar Communicatively As a Part of Linguadidactic Competence of Future English Teachers

2021 ◽  
Vol 58 (1) ◽  
pp. 2003-2010
Author(s):  
Makhkamova Komila
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Real Life ◽  
English Teachers ◽  
Teaching English ◽  
Authentic Materials ◽  
Teaching Learning ◽  
Teaching Grammar

Objective: To analyze the effectiveness of competence of teaching grammar communicatively as a part of linguadidactic competence of  English teachers the teaching-learning process. Methods: A pre-experimental study was conducted. It involved 36 university students from five faculties (6 males and 30 famales) between 18 and 22 years old. A questionnaire validated by experts was created to evaluate competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers. Results: The results report the significant effectiveness of competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers  and advantages teaching grammar communicatively. Conclusions: was useful to use competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers during teaching English as a foreign language as they are related to real life, as teacher tries to encourage students using authentic materials.

scholarly journals The Use of Code-Switching and Code-Mixing in English Teaching-Learning Process

DEIKSIS ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 82
Author(s):  
Rika Novianti ◽  
Mashadi Said
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Code Switching ◽  
Teaching English ◽  
English Teaching ◽  
Code Mixing ◽  
Qualitative Descriptive ◽  
Data Source ◽  
Teaching Learning ◽  
Descriptive Method

<p>The research aims to find out types of code-switching and code-mixing, the functions of code-switching and code-mixing in the English teaching-learning process. The method of this research is a qualitative descriptive method. The data source is English teachers’ utterances in teaching English as a foreign language, the teacher’s language of instructions. The results of the research are: 1) the students and teachers used code-switching and code-mixing in the process of communication in the classroom; 2) in code-switching, they used inter- sentential, intra- sentential, and tag switching; 3) in code-mixing, they used alternation and insertion; 4) the functions of code-switching include reiteration, message qualification, personalization, referential, and poetic; 5) the function of code-mixing is to draw students’ attention in learning. The findings imply that code-switching and code-mixing are necessary to facilitate learning.</p>

scholarly journals MENGHADIRKAN FILM DALAM PEMBELAJARAN BAHASA `JERMAN SEBAGAI BAHASA ASING (DEUTSCH ALS FREMDSPRACHE)

Paramasastra ◽  
2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Dwi Imroatu Julaikah
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
German Language ◽  
Formal Institutions ◽  
Definition Of ◽  
Teaching Learning

German language is taught in Indonesia as a foreign language, or we usually call as DAF (Deutsch als Fremdsprache). This language is taught in formal and non-formal institutions. In this context, it is very important, especially for the teacher to bring interactive and joyfull learning in the classroom, and it is challenging for the teacher. Thus, presenting interesting language in the class, full of innovativation in learning prosess of German language, must be done. One of the choices to get those situations in the classroom is to bring a good media. Film is one alternative that can be presented. This paper discusses how to bring movies in learning a foreign language (German). Further discussion is more about (a) Definition of film, (b) Film, as a medium in teaching learning process, and (c) How to teach German with didactic and methodic in learning German language.

scholarly journals Flipping The Classroom: How Reversing Teaching-Learning Process Can Improve Learner’s Comprehension in Learning Foreign Language

Humaniora ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 1114
Author(s):  
Wishnoebroto Wishnoebroto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Method ◽  
New Method ◽  
Flipped Learning ◽  
Western Countries ◽  
The Us ◽  
Classroom Lesson ◽  
Teaching Learning

Flipping a classroom is not only recording classroom lesson into a video and bringing homework into the classroom. It is a whole new method with a lot better result compared to the traditional method. In western countries such as the US, flipping a classroom is already becoming a new method adopted by many different schools and universities. This paper tries to explore the possibility of flipping a classroom for learning foreign language at BINUS University by comparing it with the recent practices and findings in the western countries. After the analysis it can be concluded that this method can be applied at BINUS University but on several conditions such as the improvement of infrastructures, and the teacher’s awareness and understanding to optimize their understanding about flipped learning. 

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