scholarly journals Estado de desarrollo de la habilidad de escritura en Inglés de estudiantes de primer año de Estomatología en Bayamo, Cuba

2015 ◽  
Vol 2 (7) ◽  
Author(s):  
Margarita Alejandrina Vázquez Rondón ◽  
Joaquín De Jesús Cisneros Somano ◽  
Oreste Peillón Verdecia
Keyword(s):  
Foreign Language ◽  
Oral Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Written Expression ◽  
Medical Sciences ◽  
Technology And Communication ◽  
Teaching Learning ◽  
Transversal Study

El presente trabajo ofrece resultados parciales de un estudio descriptivo transversal que se realiza en la Facultad de Ciencias Médicas de Bayamo Granma Cuba, a partir de la necesidad de conocer el estado actual del desarrollo de la habilidad de escritura en los estudiantes que matricularon la carrera de Estomatología en el curso escolar 2014-2015. Como parte del diagnóstico se identifican las principales fortalezas y debilidades en el desarrollo de la habilidad en relación con estudios previos realizados y las tendencias contemporáneas para perfeccionar el proceso de enseñanza y aprendizaje de una habilidad que toma cada vez más auge dentro del desarrollo de las tecnologías y las comunicaciones y como consecuencia sufre transformaciones que se reflejan en la esfera científico – pedagógica. Se brinda información acerca de los aspectos fundamentales relacionados con la escritura como proceso y la expresión escrita, sobre la base de dimensiones y sus respectivos indicadores para mayor precisión en el cumplimento de los objetivos propuestos. Igualmente se aborda la influencia que sobre la escritura ha tenido la expresión oral y su primacía a lo largo de la historia de la enseñanza de las lenguas extranjeras, así como la incidencia de la lengua materna sobre la extranjera y el papel de los errores y su corrección dentro de este proceso.  Palabras claves: Habilidad de escritura, errores de escritura, proceso de escritura, causa de los errores de escritura   State of development of writing skills in English of the students of Stomatology in Bayamo, Cuba  Abstract  This paper offers partial results about a descriptive transversal study that is being carried out in the Faculty of Medical Sciences in Bayamo Granma Cuba, up on the necessity to know about the real situation concerning the development of the skill of writing of the students registered on the Dentistry Career during the academic course 2014-2015. As part of the diagnosis, the main strengthening and weakness in the development of the ability were identified. This was done up on the bases of studies carried out previously and some contemporary tendencies for the improvement of the teaching learning process of an ability that is rapidly gaining in importance worldwide, due to the development in the fields of technology and communication. Because of this, some transformations are reflected on the scientific and pedagogical spheres. A great deal of information is provided concerning writing as a process and written expression, based on dimensions and their indicators for better precision in respect with the objectives. In the same way, the influence that the oral language has had all throughout history upon writing was also valued, as well as the incidence of the mother tongue upon the foreign language and the role of errors and their correction within this process.  Keywords: Written abilities, errors in writing, process of writing, cause of errors in writing.

English Language Teaching Approaches: A Comparison of the Grammar-translation, Audiolingual, Communicative, and Natural Approaches

2017 ◽  
Vol 7 (11) ◽  
pp. 965
Author(s):  
Jessenia A. Matamoros-González ◽  
María Asunción Rojas ◽  
Johanna Pizarro Romero ◽  
Sara Vera-Quiñonez ◽  
Sandy T. Soto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Language ◽  
Mother Tongue ◽  
Visual Representation ◽  
English Language Teaching ◽  
Teaching Approaches ◽  
Teaching Learning

This work compares four of the most widely used teaching approaches in foreign language contexts; Grammar-Translation, Audiolingual, Communicative, and Natural Approaches. For the comparison, seven features were considered; supporting theories, creation purpose, materials and techniques used, and the roles of teachers, students, and students´ mother tongue in the teaching-learning process. A checklist was created to provide a visual representation of the characterization of the features compared in each approach. Several texts and articles were reviewed to be accurate in the characterization of the information. The results show that the characteristics of each approach were determined for the epoch in which they were proposed and promoted. Some characteristics such as the use of books overlapped all approaches compared in this work; others were unique to certain approaches, supporting theories, for instance; and, others were common in two or three approaches, as in the case of the use of conversations and the role of learners as active learners, to cite some examples.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

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 TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL

2019 ◽  
Vol 77 (5) ◽  
pp. 636-649
Author(s):  
Valentina Piacentini ◽  
Ana Raquel Simões ◽  
Rui Marques Vieira
Keyword(s):  
Science Education ◽  
Foreign Language ◽  
Science Teachers ◽  
Science Studies ◽  
Mother Tongue ◽  
Integrated Learning ◽  
Teacher Interviews ◽  
Verbal Language

The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.

The Role Of Authentic English Texts In The Development Of Writing Skills

2021 ◽  
Vol 03 (02) ◽  
pp. 122-137
Author(s):  
Tursunbayev Bakhtiyor ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Writing Skills ◽  
Great Difficulty ◽  
Foreign Languages ◽  
Global Information ◽  
Teaching Text ◽  
Development Of Students ◽  
Written Speech

Today, there is a rapid increase in education, therefore, knowledge of foreign languages has become one of the main problems in monitoring the development of the global information and digital economy in our country. Therefore, to improve the foreign language, various pedagogical technologies and methods of teaching the language are used. We know that oral and written speech skills are skills that can be achieved with great difficulty. This project analyses the development of oral and written speech using pedagogical technologies and teaching text types. Particular attention is paid to the development of students' communication skills using pedagogical technologies. These technologies help students gain confidence in self-expression. Therefore, the use of these technologies in lessons effectively develops oral and written speech, provides communication and an exciting learning process.

scholarly journals Compliant Role of Task Based Instruction Approach and Extensive Reading Method in Children Foreign Language Learning

2016 ◽  
Vol 4 (2) ◽  
pp. 183 ◽  
Author(s):  
Gholam Reza Parvizi ◽  
Yasser Saremi ◽  
Majid Ghazi ◽  
Ali Reza Kargar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Oral Language ◽  
Mother Tongue ◽  
Care Center ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Text Book ◽  
Based Instruction ◽  
Learning English

<p>At the beginning levels of learning English, one of the difficulties students or children encounter in learning to is making correspondences between spoken and written English. In many cases, children have become acquainted with oral language and have some difficulty learning English conventions. They need hints and explanations about certain English orthographic rules and peculiarities. Students of English even those who have not so far learned to read in their mother tongue, will take advantage from learning to read from the start of connection with a foreign or second language. This conception forms the argumentation that the researcher seeks for throughout this article. The researcher begins with reviewing basic methods of teaching reading, before reporting on and expounding the results of a pilot study of learning by day care center children. The study indicated that the early preview to extensive reading (ER) promotes their progress in understanding and speech of the foreign language. The researcher suggests that text – based programs or instruction (TBI) extracted from text book with correspondent recordings should be developed as a choice both for children and some teachers.</p>

scholarly journals Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Harni Kartika-Ningsih ◽  
Wawan Gunawan
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Mother Tongue ◽  
National Curriculum ◽  
Action Research Project ◽  
Equal Distribution ◽  
Language Curriculum ◽  
Efl Classrooms ◽  
English Literacy ◽  
Teaching Learning

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

scholarly journals ERRORES GRAMATICALES EN LA EXPRESIÓN ESCRITA DE LOS GRIEGOS APRENDICES DE ELE: ANÁLISIS EN EL NIVEL B1

2019 ◽  
pp. 239
Author(s):  
Eirini Rammou
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Spanish Language ◽  
Foreign Languages ◽  
Written Expression ◽  
Grammatical Errors ◽  
The Common ◽  
Teaching Learning ◽  
Source Of Information

En este estudio hemos seguido el modelo de Análisis de Errores que constituye una fuente de información importante en el ámbito de la enseñanza-aprendizaje de lenguas extranjeras. El objetivo de este estudio ha sido investigar los errores gramaticales que cometen con más frecuencia los aprendices griegos de español como lengua extranjera en la expresión escrita del nivel B1. Durante el proceso de aprendizaje los alumnos formulan hipótesis mediante la utilización de estrategias y mecanismos psicolingüísticos y por ello nuestro estudio ha profundizado además en la descripción de estas estrategias con el fin de detectar las causas que originan los errores. La clasificación de los errores se ha basado en el criterio lingüístico, descriptivo y etiológico. Los datos obtenidos provienen de producciones escritas reales de los aprendices griegos. Para el análisis hemos aplicado una investigación cuantitativa. En los resultados se proporcionan porcentajes de los errores frecuentes que hemos localizado. Tanto los resultados obtenidos de nuestro análisis e investigación como las conclusiones a las que hemos llegado resultan relevantes para la prevención de errores gramaticales y la optimización de la enseñanza del español a griegos.ABSTRACTIn this study we have followed the model of Error Analysis that constitutes an important source of information in the field of teaching-learning foreign languages. The aim of this study has been to investigate the grammatical errors most frequently made by Greek learners of Spanish as a foreign language (SFL) in the written expression of the B1 level of the Common European Framework of Reference for Languages (CEFR). During the learning process, students formulate hypotheses through the use of strategies and psycholinguistic mechanisms, which is why our study also goes deeper into the description of these strategies in order to detect the causes that originate the errors. The classification of errors is based on linguistic, descriptive and etiological criteria. The data obtained come from real written productions of the Greek students. For the analysis we have applied a quantitative research. Percentages of the frequent errors we have located are given in the results. The results obtained from our analysis and research and also the conclusions we have reached are relevant for the prevention of grammatical errors and the optimization of teaching Spanish language to Greek learners.

scholarly journals Język angielski w procesie uczenia się języka niemieckiego – pomoc czy przeszkoda? Krytyczna analiza ankiet przeprowadzonych wśród studentów anglistyki Uniwersytetu Śląskiego w grupach tłumaczeniowych z językiem niemieckim

Neofilolog ◽  
1970 ◽  
pp. 257-268
Author(s):  
Lesław Tobiasz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Individual Characteristics ◽  
Positive Transfer ◽  
Foreign Languages ◽  
Individual Learner ◽  
Learner Strategies

The article presents results of an inquiry made among the students of English philology who learn German mostly as L3 in addition to English as L2 in a special translation program. The inquiry shows through many examples that English is a source both for complex positive transfer into German as well of interference. The answers of the students indicate the very important role of individual characteristics in the process of language learning. The author concludes that effective leaning of a foreign language requires the use of individual learner strategies and appropriate reference to knowledge both in the mother tongue and in other foreign languages.

Quale lingua prima? Per un esperimento CEE che utilizzi l'esperanto

1995 ◽  
Vol 19 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Renato Corsetti ◽  
Mauro La Torre
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
European Community ◽  
Mother Tongue ◽  
Critical Examination ◽  
Scientific Methods ◽  
Starting Point ◽  
The 1960S ◽  
New Look

SUMMARY Which Language First? For a European Community Experiment Using Esperanto In view of the European Community's attempts to encourage its citizens to learn each others' languages, the authors have taken a new look at Europe-wide experiments on the role of Esperanto in facilitating language learning. They review all experiments carried out this century on the use of Esperanto as a preparatory aid in language learning. A critical examination of the results obtained shows that in only a few cases, for instance in Halloran's experiment, were these achieved by accurate scientific methods. In that example, however, the value of Esperanto in facilitating language learning was not clearly proved. Besides this, the authors discuss the assumptions on which those experiments were based, and argue that it is necessary to set out from a different theoretical starting point. They refer particularly to the ideas of I. Szerdahelyi, which were formulated in the 1960s. They argue that the degree of difficulty in learning a second foreign language after Esperanto depends on linguistic affinities between the mother tongue, Esperanto, and the language concerned. On the basis of this hypothesis they present a plan for a possible experiment to be carried out on a European scale, which would measure when and to what extent Esperanto could genuinely aid language learning. In this way they hope to avoid the oversimplification which has unfortunately been all too frequent in earlier experiments. Finally they emphasize the importance of this experiment as a step towards the desirable goal of a multilingual Europe. RESUMO Kiun lingvon unue? Por tuteŭropa eksperimento kiu utiligu Esperanton La aûtoroj enkadrigas la ideojn pri tuteŭropaj eksperimentoj pri la lernfaciliga rolo de Esperanto en la nuntempajn klopodojn de la Eŭropa Komunumaro instigi la civitanojn de la membraj statoj pli bone lerni pli multajn lingvojn de aliaj eŭropaj landoj. Ili rekonsideras ciujn eksperimentojn faritajn dum ci tiu jarcento pri la lernfaciliga rolo (propedeŭtikeco) de la internacia lingvo Esperanto kaj kritike ekzamenas la rezultojn, kiuj en nur kelkaj kazoj (ekzemple en la eksperimento de Halloran) estas sciencnivele tre akurate atingitaj. En tiu kazo, aliflanke, ili ne estas nete por la lernfaciligaj ecoj de la internacia lingvo. Hi, krome, diskutas la teorian bazon de tiuj eksperimentoj kaj la neceson ekiri de alimaniere formulita teoria bazo, kiu cefe apogigas sur la ideoj de I. Szerdahelyi eldiritaj jam en la 60-aj jaroj. Temas esence pri la lingvo-tipaj rilatoj inter la gepatra lingvo, la internacia lingvo kaj la poste lernota fremda lingvo, kiuj respondecas pri pli granda au pli malgranda lernfaciligo. Surbaze de tiu teorio ili reformulas eblan planon por tuteŭropa eksperimento, kiu povus mezuri kiom kaj kie la internacia lingvo efektive estas lernfaciliga, preter la tro generalaj asertoj, kiujn oni de tempo al tempo renkontas. La graveco de la rezultoj por la estonta laŭdezire multlingva Eûropo estas fine substrekata.

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