EFL Students

2011 ◽  
pp. 77-91 ◽  
Author(s):  
Teresa Chen ◽  
Teresa Nai-Kuang Ku
Keyword(s):  
Foreign Language ◽  
Electronic Media ◽  
Survey Study ◽  
Factors Associated ◽  
Efl Students ◽  
Points Of View ◽  
Definition Of

This chapter reports on a survey study that investigates English-as-a-Foreign-Language (EFL) students’ experiences with online plagiarism and the factors associated with these practices among the students. With reference to the important factors concerning plagiarism identified in previous studies, the survey focused on students’ awareness of the definition of plagiarism, their perceptions of text borrowing, possible causes of their plagiarism, the role of print versus electronic media in plagiarism, and teachers’ policies and enforcement of the policies. Based on the findings from the survey, the chapter presents the students’ perspectives and provides suggestions on ways to prevent students from online plagiarism. It is hoped that the chapter will contribute to a series of dialogues regarding text borrowing by presenting students’ experiences and points of view.

scholarly journals The Effect of Teaching Idioms from Numbers in English on Iraqi Non Specialists Students’ Comprehension

2018 ◽  
Vol 227 (2) ◽  
pp. 43-62
Author(s):  
Assist. Lect. Yasien M. Taher
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
General Description ◽  
Validity And Reliability ◽  
Post Test ◽  
Effective Role ◽  
The Subject ◽  
Points Of View ◽  
Definition Of

      This research consists of two parts: the theoretical part and the practical part. The first part provides a general description of idioms and idiomatic expressions. The definition of the idiom depending on different points of view and theories, its composition and types according to different standards and criteria, and the relation between the idiom and other linguistic phenomena were given in detail. To give a simplified and complete image about idioms and to pave the way to the second part of the research, which focuses specifically on one type of idioms "idioms from numbers", all aspects regarding the idiom should be clarified in detail. The reason for choosing this kind of idioms is the absence of studies that tackle it well, particularly in Iraq ,and this type represents the core of the second part of present research .This part refers to the importance and role of idioms from numbers in comprehension English at various levels such as syntactic, semantic  , vocabulary and context. To achieve the purpose of this research, two tests (pre -test and post- test) have been constructed and presented to a group of specialists to verify their validity and reliability. Then, the two tests were applied to a sample consisting of 40 undergraduate students and a lecture dealing with the subject of research has been delivered to the sample. The results of the two tests have been analyzed  statistically and compared with each other in order to show the progress of achievement  of the sample at various levels of the language which were mentioned above . In the light of the results of the study, several conclusions were inferred, one of them, the important and effective role played by idioms from the numbers in teaching English as a foreign language for Iraqi students.

The Effect of Teaching Idioms from Numbers in English on Iraqi Non Specialists Students’ Comprehension

2019 ◽  
Vol 58 (1) ◽  
pp. 27-42
Author(s):  
Asst. Lect Yasien M. Taher
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
General Description ◽  
Validity And Reliability ◽  
Post Test ◽  
Effective Role ◽  
The Subject ◽  
Points Of View ◽  
Definition Of

This research consists of two parts: the theoretical part and the practical part. The first part provides a general description of idioms and idiomatic expressions. The definition of the idiom depending on different points of view and theories, its composition and types according to different standards and criteria, and the relation between the idiom and other linguistic phenomena were given in detail. To give a simplified and complete image about idioms and to pave the way to the second part of the research, which focuses specifically on one type of idioms "idioms from numbers", all aspects regarding the idiom should be clarified in detail. The reason for choosing this kind of idioms is the absence of studies that tackle it well, particularly in Iraq ,and this type represents the core of the second part of present research .This part refers to the importance and role of idioms from numbers in comprehension English at various levels such as syntactic, semantic  , vocabulary and context. To achieve the purpose of this research, two tests (pre -test and post- test) have been constructed and presented to a group of specialists to verify their validity and reliability. Then, the two tests were applied to a sample consisting of 40 undergraduate students and a lecture dealing with the subject of research has been delivered to the sample. The results of the two tests have been analyzed  statistically and compared with each other in order to show the progress of achievement  of the sample at various levels of the language which were mentioned above . In the light of the results of the study, several conclusions were inferred, one of them, the important and effective role played by idioms from the numbers in teaching English as a foreign language for Iraqi students

The role of collocations in the formation of the lexical speech skills

2019 ◽  
pp. 17-25
Author(s):  
Inga Aksenova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Vocabulary Learning ◽  
Approaches To Teaching ◽  
Essential Component ◽  
Points Of View ◽  
Lexical Skills ◽  
Lexical Approach ◽  
Definition Of

The main goal of teaching foreign language is the formation of foreign language communicative competence which implies the development of speech skills. In the methods there are different approaches to teaching foreign language, one of which is the lexical approach. Undoubtedly, the lexical approach involves focus on learning the vocabulary of the language. However, there are different points of view on which methods and forms of work are the most effective ones. Mastering vocabulary occurs by studying the compatibility of words, phrases and combinations of words. Collocations are an isolated concept, meaning certain words in a language that tend to be used together. Working with collocations is an essential component of the lexical skills formation, accordingly, we should speak about the inclusion of collocational competence in communicative competence. Analysis of the methodic literature showed that the issue of the collocations’ role in the lexical speech skills formation is not very disclosed in the domestic and foreign methodic literature. In the presented article: 1) we conduct an analysis of the works of domestic and foreign scientists on the lexical approach in teaching foreign language; 2) we prove that the process of learning vocabulary goes by learning certain combinations of words and the ability to use them; 3) we derive the definition of collocations based on the definitions and classifications of scientists; 4) we determine the key place of collocations in the vocabulary learning.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

Legal change for child health: Report on a conference

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 251-253
Author(s):  
Henry M. Seidel
Keyword(s):  
Middle Ages ◽  
Children And Youth ◽  
Frank Lloyd Wright ◽  
Conference Participant ◽  
Health Report ◽  
Points Of View ◽  
Definition Of ◽  
Relationship Of ◽  
The Relationship

"Physically and politically powerless, children have always gotten the short end of the stick. In earlier times, the surplus, especially females, were legally and deliberately killed; in the Middle Ages and until recently children were chattels; in Dickensian England they starved in workhouses or were exploited as beggars a la Oliver Twist...." Louise Raggio, Conference Participant The building Frank Lloyd Wright called Wingspread served as the setting for a discussion concerning the relationship of the health of the young to their legal needs and the role of the pediatrician in these regards. Men and women from medicine, the law, and social work shared their points of view, seeking a firm definition of advocacy for children, attempting to highlight some manageable priorities among the legal needs so that pediatricians might move to a partnership with others in the community which might facilitate access to a better life for all children and youth.

The role of stylistics in Japan: A pedagogical perspective

2012 ◽  
Vol 21 (2) ◽  
pp. 226-244 ◽  
Author(s):  
Masayuki Teranishi ◽  
Aiko Saito ◽  
Kiyo Sakamoto ◽  
Masako Nasu
Keyword(s):  
Foreign Language ◽  
Literary Criticism ◽  
Teaching Method ◽  
Native Language ◽  
Point Of View ◽  
Literary Texts ◽  
English Studies ◽  
History Of ◽  
Efl Students

This article surveys the history of English studies and education in Japan, paying special attention to the role of literary texts and stylistics. Firstly, the role of literature and stylistics in Japan is discussed from a pedagogical point of view, including both English as a foreign language and Japanese as a native language. Secondly, the way in which stylistics has contributed to literary criticism in the country is examined, with reference to the history of literary stylistics since 1980. Finally, this article considers further applications of stylistics to language study in Japan, offering two examples: analysis of thought presentation in Yukio Mishima’s Megami (2006[1955]), and the teaching of an English poem and a Japanese haiku to Japanese EFL students. The overall aim of this article is to demonstrate that literature as language teaching material and stylistics as a critical and teaching method are significant not only in understanding English, but also in appreciating our own native language if it is not English.

scholarly journals General education role of foreign language teaching in General education schools and higher educational institutions

2020 ◽  
Vol 6 (1) ◽  
pp. 20-30
Author(s):  
Natalya Bashlueva ◽  
Mariya Bashlueva
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Teaching ◽  
General Purpose ◽  
Point Of View ◽  
Foreign Languages ◽  
Educational Role ◽  
Language Communication ◽  
Definition Of

the article deals with the directions in the methodology of teaching foreign language to students of secondary schools and cadets and students of educational organizations of the Ministry of internal Affairs. The issue of the General educational role of teaching foreign languages is discussed. Attention is paid to the discussion of the point of view of some Methodists about the place and role of the theoretical and descriptive aspect of teaching. Proponents of this theory believe that this aspect is the essence of the General educational function of language teaching, and sometimes argue that it should be considered as the main content of learning and its main purpose. In the existing methodological concepts, two points deserve the sharpest criticism: the wrong understanding of the General educational meaning of foreign languages and the resulting erroneous definition of the content and essence of teaching. Ready-made signs of a language, its systems of elements and structures can and should be studied separately as the sum of phenomena and facts of language in the corresponding theoretical courses; but specific types of communicative activity are always mastered, where the "lexical", "grammatical" and "phonetic" aspects appear in an indissoluble organic unity, because not only in any act of language communication, but also in any sign of a sound language, there are both "vocabulary", "grammar", and "phonetics". From the General purpose of teaching a foreign language at school, it follows that it cannot be reduced to the development of any one type of communication activity (for example, reading or speaking), since this would unacceptably narrow the practical value of learning; the school should lay the Foundation for using all four main types: speaking, listening, reading to oneself and writing.

scholarly journals Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

2018 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Nur Arifah Drajati
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Target Language ◽  
Language Fluency ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Efl Students ◽  
Speaking Skill

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

scholarly journals The intercultural encounter as a communicative event subject to mediation

2021 ◽  
Vol 28 ◽  
pp. 59-74
Author(s):  
Grażyna Zarzycka
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Foreign Language Teaching ◽  
Speech Communication ◽  
Theoretical Concepts ◽  
Original Definition ◽  
The Common ◽  
Definition Of ◽  
The University

The aim of this article is to discuss the place and role of the intercultural encounter (IE) in communication and education, including in foreign language teaching. Firstly, I present the IE as a communicative event and define it using terms developed by ethnographers of speech (communication). Secondly, I discuss the concepts contained in the Common European Framework of Reference for Languages. Companion Volume with New Descriptors (CEFR 2018) relating to the mediation of text, concepts, and communication, and present the original definition of mediation in intercultural contacts. That section emphasises that mediation does not only act as an intermediary facilitating the course of a communication event but also as an “understanding interview with oneself.” Next, I discuss theoretical concepts related to the IE, I describe it as a tool used in teaching and intercultural education, and I present a description of the IE by a student of the Teaching Polish as a Foreign/Second Language course at the University of Lodz. Finally, I analyse an example description of an IE and present preliminary conclusions on how to use IE descriptions in various educational contexts.

scholarly journals EFL STUDENTS’ MOTIVATION IN WRITING, WRITING PROFICIENCY, AND GENDER

2020 ◽  
Vol 31 (2) ◽  
pp. 162
Author(s):  
Bambang Yudi Cahyono ◽  
Titik Rahayu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Male Students ◽  
Writing Proficiency ◽  
Language Writing ◽  
Efl Students ◽  
And Gender ◽  
Level Of Motivation ◽  
Motivation In Education

There have been a lot of research studies on the role of motivation in education and language learning. However, research on the role of motivation in the area of EFL (English as a foreign language) writing is a rare undertaking. This study aimed to examine the correlation between EFL students’ motivation in writing and their writing proficiency. It also compared female and male students in terms of their motivation in writing and their writing proficiency. This study involved 55 university students of English department (17 female and 38 male students) who were required to write essays and respond to a motivation in writing questionnaire. The results showed that there was a high correlation between the EFL students’ motivation in writing and their writing proficiency. It was also revealed that there were significant differences in the motivation in writing as well as writing proficiency of the female and male students. The findings of this study suggested that the EFL students who had a higher level of motivation in writing had better writing proficiency. The study also showed that female students outperformed male students in terms of both motivation in writing and writing proficiency.

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