scholarly journals The Evaluation of the College English Textbook in China: From the Perspective of Second Language Acquisition

2021 ◽  
Vol 3 (6) ◽  
pp. 76-84
Author(s):  
Wenrui Zhang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Language Education ◽  
Difficulty Level ◽  
English Language Education ◽  
College English ◽  
Advantages And Disadvantages ◽  
Pros And Cons

Textbooks play critical roles in promoting learning. Thus, analyzing the content and structure of textbooks can shed light on education. English language education has always been attached with paramount importance in China. This study, therefore, evaluated a widely used college English textbook: Contemporary College English 2 second edition (CCE2) from the perspective of second language acquisition to maximize the learning outcome of students using this textbook. This study started with a description of the textbook. Secondly, the study presented an analysis of the content and structure of the textbook. Thirdly, the author discussed the textbook from the perspective of input and output skills underpinned by theories of second language acquisition. The findings illustrated that CCE2 had pros and cons. It provides authentic input and pedagogical tasks for students, which would benefit students’ English proficiency development. However, the difficulty level of each unit is imbalanced, which might hamper students’ understanding of the reading texts. Based on these advantages and disadvantages, suggestions for both compilers and teachers about how to utilize CCE2 effectively were elaborated.

scholarly journals Teachers’ Conceptions of the CLT Approach in English Language Education

2020 ◽  
Vol 10 (4) ◽  
pp. 121
Author(s):  
Sureepong Phothongsunan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Education ◽  
Communicative Language Teaching ◽  
School Teachers ◽  
English Language Education ◽  
Context Sensitive

The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation.  It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.

scholarly journals Learning Poetry: Attitudes and Challenges Faced by ESL Students

2020 ◽  
Vol 7 (2) ◽  
pp. 55-69
Author(s):  
Hafilah Zainal Abidin ◽  
Taufik Lock Kim Wai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Attitude ◽  
English Language ◽  
Language Skills ◽  
Esl Students ◽  
Selection Of

Learning literature, as part of the English Language Syllabus, has been practiced in many countries. In Malaysia, literature is incorporated as a component and an authentic means of learning the language with the hope that students acquire the desired language skills. However, poetry, one of the genres in the component, is the least favourable among students. This paper investigates students’ attitude towards learning poetry and the challenges they encountered learning poetry. Data from 120 respondents were collected through questionnaire and interviews. The findings revealed that the selection of texts for poetry in the literature component and teacher’s methodology play a role in cultivating students' interest in learning not only the language but also the context, culture, and values as well as inculcating a positive attitude towards learning poetry in second language acquisition.

scholarly journals ENGLISH LANGUAGE IMMERSION BERBASIS KEARIFAN LOKAL BAGI SISWA SEKOLAH DASAR

Sarwahita ◽  
2017 ◽  
Vol 14 (02) ◽  
pp. 140-144 ◽  
Author(s):  
Yusup Supriyono ◽  
Nita Sari Narulita Dewi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Portfolio Assessment ◽  
National Curriculum ◽  
Language Immersion ◽  
School Level ◽  
Cultural Learning ◽  
Young Learners

ABSTRACT: Early English mastery for children is very urgent considering Indonesia has an important position in the world's interests, both economically, socially, culturally and politically. Therefore, the global communication capability is one of the national agenda which is affixed to the national curriculum which must be studied from elementary level to university. Local Language Wisdom Immersion approach based on Local Wisdom comes as an effort to face the challenge. The targets of this program are young learners, ranging in age from 10-12 years old, who sit at the elementary school level. Learners learn English using a mix of local and international content, enabling cross-cultural learning, and learning patterns using second language acquisition. Furthermore, the portfolio assessment is used for assessment, including test, questionnaire, observation, and documents. The advantages of English language immersion based on local wisdom, ie learners in addition to mastering basic English, they are also prepared psychologically, socially and culturally. Their future hopes will be the future of national communications capabilities of global communications capabilities.   ABSTRAK: Penguasan bahasa Inggris sejak dini menjadi sangat urgen mengingat Indonesia memiliki posisi penting dalam pencaturan kepentingan dunia, baik secara ekonomi, social, budaya maupun politik. Oleh karena itu, kemampuan komunikasi global menjadi salah satu agenda nasional yang dibubuhkan menjadi kurikulum nasional yang harus dipelajari mulai tingkat dasar sampai perguruan tinggi. Pendekatan English Language Immersion berbasis Kearifan lokal hadir sebagai upaya menghadapi tantang tersebut. Sasaran program ini adalah pebelajar muda (English young learners), dengan rentang usia 10-12 tahun, yang duduk ditingkat sekolah dasar. Peserta didik belajar bahasa Inggris dengan menggunakan perpaduan konten lokal dan internasional, sehingga memungkinkan akan adanya belajar lintas budaya, dan pola-pola belajar menggunakan teori pemerolehan bahasa kedua (Second language acquisition). Selanjutnya portfolio assessment digunakan untuk melihat kemampuan, kinerja dan prestasi yang terukur dengan menggunakan alat assessmen, diantaranya test, kuesioner, observasi, dan dokumen. Kelebihan dari English language immersion berbasis kearifan lokal, yaitu peserta didik disamping dapat menguasai bahasa Inggris dasar, mereka juga dipersiapkan secara psikologis, sosial dan budaya. Harapan kedepan mereka akan menjadi duta bangsa di masa depan yang akan menyampaikan pesan kepada dunia bahwa bangsa Indonsia adalah bangsa yang besar yang memiki keunggulan-keunggulan lokal yang dapat dinilai secara ekonomi maupun politik yang patut dibanggakan ditingkat dunia melalui kemampuan komunikasi global yang mereka kuasai.

scholarly journals Communicative Language Teaching の実現を促す英語科組織の経営特性 －高等学校の英語科経営に関する質問紙調査を通して－ (Organizational Effectiveness of Upper Secondary School English Language Departments and Their Commitment toward Communicative Language Teaching)

2002 ◽  
Vol 24 (1) ◽  
pp. 33
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Communicative Language Teaching ◽  
Organizational Characteristics ◽  
English Language Education ◽  
Second Language Teaching ◽  
Upper Secondary ◽  
Upper Secondary Schools

Since 1970, Communicative Language Teaching (CLT) has developed as a predominant trend in the world of second language teaching. CLT has had an enormous influence on theoretical aspects of second language teaching, but there has not been much evidence of change in its practical application. In the academic area of English language education research, the major focus has been on methods of instruction, teaching content, and political aspects. However, little attention has been paid to how English language education is carried out in an organized manner among the personnel of English language departments (EL departments) in Japanese schools. In order to understand the organizational characteristics appropriate to CLT practices, this study investigates (1) the realities of EL department members' commitment to CLT in public upper secondary schools in Japan, (2) the organizational characteristics of EL departments, and (3) the relation between organizational characteristics and the commitment to CLT. The framework to analyze organizational characteristics of the EL departments was constructed based on the theory of organizational science and research of effective schools. The framework consists of four criteria: adaptability, goal-rationality, collegiality, and orientation. Adaptability is a criterion to assess the flexibility of EL departments in adapting to their external environments and their creativity in the face of a changing world. Goal-rationality is a criterion to assess levels of goal-attainment through the PDS cycle; setting department objectives and plans to attain them (Plan), carrying them out (Do), and evaluating them (See). Collegiality refers to the assessment of the efficiency of the management, and collaboration among the members of EL departments. Orientation refers to the assessment of the maintenance of the value patterns shared among the members, levels of morale, and commitment to develop the quality of their English language education. The framework for CLT is based on Kumaravadivelu's (1994) macrostrategies. To collect data about the realities of organizational characteristics of EL departments and CLT practices, a questionnaire was administered at 128 upper secondary schools in the Chugoku area. The data of 82 schools were selected for analysis. The following conclusions were reached: CLT can be divided into two types: activity-based CLT and form-based CLT. In most schools, both types are considered to ideal ways of teaching the language, but thinking of the relatively small proportion of schools where CLT is put into practice, it seems to be difficult to apply them under the present organizational conditions of EL departments. The organizational characteristics of EL departments can be grasped from the four criteria: adaptability, goal-rationality, collegiality, and orientation, and they are different from school to school. The four organizational characteristics were confirmed as promoting CLT practices. Orientation and goal-rationality are especially crucial to realize CLT. In terms of CLT types, form-based CLT can be rationally put into practice through the PDS management cycle, but to realize activity-based CLT, which has been recently called for in the Japanese Course of Study, it is not enough to introduce such a rational approach. It also requires collaboration in which teachers exchange and share their trials and errors in these practices and conceptualize their own CLT. 高等学校の英語科組織の経営特性と、英語科教員のCommunicative Language Teaching(CLT)へのコミットメントの現状を質問紙調査を通して把握し、CLTの実現を促す英語科組織の経営のあり方を追求することを目的としている。調査票は教育経営学や組織研究などの知見をもとに作成され、英語科組織の4つの経営特性(適応性、目標合理性、連帯性、志向性)とその成員のCLTへのコミットメントに関する質問項目から構成された。分析の結果、1)CLTの実現には英語科教員の意識レベルのコミットメントを促すような職場環境が必要であること、2)4つの経営特性はCLTの実現に有効に働きかけること、3)特に活動重視型CLTの実現は合理的な運営方式のみでは不十分であり、英語科組織成員がお互いの経験や問題意識を共有することを通じて状況に応じたCLTを創っていくことが必要であること、などが明らかにされた。

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

scholarly journals I English Language

2019 ◽  
Vol 98 (1) ◽  
pp. 1-166
Author(s):  
Viktorija Kostadinova ◽  
Nuria Yáñez-Bouza ◽  
Gea Dreschler ◽  
Sune Gregersen ◽  
Beáta Gyuris ◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Lexical Semantics ◽  
Lingua Franca ◽  
Section 8 ◽  
History Of

Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.

scholarly journals Students' Writing Errors and What Lies Beyond Them

2018 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Fahmy Imaniar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
English Language ◽  
Second Language Learners ◽  
English Language Teaching ◽  
Common Error ◽  
Teachers And Students ◽  
Writing Errors

Writing in second language is demanding that leads learners to make errors in their performance. Fortunately, the view of error has changed into a way of understanding second language acquisition and its practice. Error analysis is an approach of SLA to learn the errors made by the second language learners. However, knowing the errors made is not enough, therefore, it is important to see the factors beyond the errors. This present study aims at knowing what writing errors the learners make and what the most common error occurs are. Furthermore, this study explored what factor lies beyond those errors. Through mixed method design as well as Error Analysis (EA) approach, this study was conducted in one learning course in Sidoarjo, East Java, Indonesia. Through this study, it was revealed that omission was the type of error mostly made. Furthermore, intralingual and interlingual factors were the ones beyond the errors. It is expected that this study will contribute to the knowledge and practice on the fields of not only Second Language Acquisition (SLA) but also English Language Teaching (ELT) involving teachers and students.   

scholarly journals The Acquisition of English as a Second Language by Young Tokelau Children Living in New Zealand

2021 ◽  
Author(s):  
◽  
Penelope Jamieson
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Language Acquisition ◽  
English Language ◽  
Native Speakers ◽  
Language Skills ◽  
Language Education ◽  
Native Speakers Of English ◽  
Continued Use ◽  
English Language Skills

<p>Young Tokelau children living in New Zealand are members of one of the smallest linguistic minorities in the country. Many speak the Tokelau language at home, and so their first sustained contact with the English language comes when they enter the school system at the age of five. The research reported in this study was designed to investigate two questions associated with the language education of these children during their first two years at school: (a) is it desirable to discourage continued use of the Tokelau language, and (b) how should the schools approach the task of teaching the children English? The English language skills, both formal and functional, of Tokelau children aged five and seven were investigated. Tests were constructed to assess control of English vocabulary and structure and ability to communicate in English with peers and with teachers. Two groups of native speakers of English, each the same age as the Tokelau groups, were also tested. The results indicate that the English language skills of the Tokelau children are not as well developed as those of native speakers of the same age, both when they enter school and after two years of consistent contact with English. The relevance of questions concerning their language education is thus established. Correlations between ratings of Tokelau language skills and scores obtained on the measures of English language skills indicate that, in general, the continued use of the Tokelau language has little effect on the acquisition of English as a second language. The data, however, suggests that there is some relation between the ability to speak Tokelau and both the acquisition of English vocabulary and the efficiency of communication between five year old inter-ethnic pairs in which Tokelauans are the speakers and native-speakers of English are the listeners. These results are considered within the framework of the diglossic relations that exist between English and Tokelau in New Zealand. A detailed examination of the scores obtained on the English language measures by both Tokelau speakers and native speakers of English indicates that the sequence and process of second language acquisition is substantially the same as that of first language acquisition. There is little evidence of transference by the Tokelau speakers from their knowledge of their native languages to the task of understanding English. This is seen as tentative support for the experiential approach currently followed in New Zealand infant rooms. There is however some indication that early help with English vocabulary may be useful. The significance of these results is considered in the light of information derived from three studies that were complementary to the main research. These studies covered such areas as the relation between home language use and the development of second language skills, factors contributing to communicative success, and the implications of the research for language testing. Some recommendations for the language education of young Tokelau children are offered.</p>

scholarly journals Interactive Learning: An Innovation for English Language Acquisition

2019 ◽  
Vol 9 (2) ◽  
pp. 1187-1190
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Language Teachers ◽  
English Language Acquisition ◽  
Interactive Tool ◽  
Second Language Teachers

The education field is constantly venturing into many creative forms. Interactive learning is a hands-on approach to boost students' engagement and confidence. With new innovation, interactive learning enables students to reinforce critical thinking and problem-solving abilities in second language acquisition. Thus, the aim of this research is to design and create new interactive tool for second language teaching which can benefit both teachers and ESL students. This teaching and learning tool can be used for the 4 basic skills in ESL classrooms namely reading, listening, speaking and writing. A total of 30 students from a rural public secondary school were involved in this study. This interactive tool can help in building students’ motivation in learning especially among the low proficiency students and create autonomous learners who enjoyed and have fun while learning English. In conclusion, it is hoped that this research could add knowledge to the field of interactive tools and promotes creativity among second language teachers.

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