The ‘Language' Pole

2010 ◽  
pp. 58-77
Author(s):  
Jean-Paul Narcy-Combes
Keyword(s):  
Language Learning ◽  
Conceptual Level ◽  
Basic Language ◽  
Theoretical Construction

In this chapter, as in the previous chapter, the authors face a ‘linguistic’ dilemma: in French there has long been an easy distinction between language (a human faculty), langue (a tongue/a code) and parole (speech/discourse) (see Saussure, 1972 edition). This distinction can be maintained in English on a conceptual level, but the choice of the words to express it does not necessarily reflect ordinary everyday ways of speaking. As a consequence it may seem to reflect a fine theoretical construction that has little relevance to basic language learning. Our assumption is that understanding the implications of this distinction is of paramount importance.

scholarly journals Language instruction for newcomers to Canada (LINC): suggestions for improvements

2021 ◽  
Author(s):  
Lindsay Baril
Keyword(s):  
Language Learning ◽  
Service Provider ◽  
English Language ◽  
Language Instruction ◽  
Critical Examination ◽  
Canadian Society ◽  
Basic Language ◽  
Integration Of Immigrants ◽  
Official Languages ◽  
Assessment Procedures

Language Instruction for Newcomers to Canada (LlNC) provides basic language instruction to adult newcomers in both official languages and facilitates the settlement and integration of immigrants and refugees into Canadian society. This study examined service provider organizations and the delivery of English language learning and assessment, and provides suggestions for improvements. LlNC experiences are helpful as initial orientation to Canada and for learning English, but the program is limited in scope. Not only does the program delivery in terms of class times, schedules and availability, have limitations but assessment procedures, eligibility and teacher training are also in need of improvement This critical examination provides ideas to guide LINC language learning delivery, assessment and efficiency in the future. It also makes use ofintersectionality theory as a major avenue toward improvements. Keywords: LINe; Service Provider Organizations; TESL Canada; lntersectionality Theory; Newcomers; Language acquisition

Lending Ears to EFL Learners: Language Difficulties

2011 ◽  
Vol 28 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Sahail M. Asassfeh ◽  
Yousef M. Al-Shaboul ◽  
Wael Zuraiq ◽  
Sabri Alshboul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Major ◽  
Learning Problems ◽  
Grade Point ◽  
Efl Learners ◽  
Basic Language ◽  
Language Difficulties ◽  
English Major ◽  
English Major Undergraduates

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

scholarly journals Yabancı Dil Olarak Türkçe Öğretimi ile İlgili Hazırlanan Tezlerde Geçen Anahtar Kelimelere Yönelik İçerik Analizi / Content Analysis of the Keywords in the Dissertations on Teaching Turkish as a Foreign Language

2018 ◽  
Vol 7 (5) ◽  
pp. 442
Author(s):  
Serhat Küçük ◽  
Elif Kaya
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Analysis Method ◽  
Language Learning Strategies ◽  
Student Autonomy ◽  
Activity Assessment ◽  
Basic Language ◽  
Teacher Competences

<p><strong>Abstract </strong></p><p>The aim of this study is to determine the frequency of usage of the keywords in Master’s and PhD dissertations prepared between 2010-2017 in the field of teaching Turkish as a foreign language. The sample of the study are 223 dissertations including 178 master’s and 45 PhD in total, which are open access in YÖK national dissertation database center and were written between the years 2010-2017. In this study, document analysis method, which is one of the qualitative research methods, was used. As a result of the research, it was concluded that in a total of 39 dissertations, including 36 master’s and 3 PhD, there were no keywords. In the dissertations left, the 102 different keywords were determined. Depending on these different keywords the 13 different subjects in general were determined. These subjects adress the vocabulary, grammar, culture, idioms and proverbs, basic language skills, Common European Framework References for Languages, motivation-anxiety-adaptation, language learning strategies, textbooks, material-play-activity, assessment-evaluation, teacher competences, student autonomy, methods and techniques, Turkish in Turkey and in the world. All keywords mentioned in dissertations were re-coded according to their subjects. The keywords in the dissertations related to basic language skills were coded and provided additionally. The findings shown in the tables and graphs in the study. However, the references of 223 master’s and PhD dissertations were not given in the end of the study in order not to busy too much place in the bibliography of the study.</p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı, yabancı dil olarak Türkçe öğretimi alanıyla ilgili 2010-2017 yılları arasında hazırlanmış yüksek lisans ve doktora tezlerindeki anahtar kelimeleri kullanım sıklıklarına göre belirlemektir. Araştırmanın örneklemini, YÖK Tez Merkezinde erişime açık ve 2010-2017 yılları arasında yapılmış olan 178 yüksek lisans ile 45 doktora olmak üzere toplam 223 âdet tez oluşturmaktadır. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmanın sonucunda; 36 yüksek lisans ve 3 doktora tezi olmak üzere toplam 39 tezde anahtar kelimenin kullanılmadığı görülmüştür. Tezlerde 102 farklı anahtar kelime tespit edilmiştir.  Anahtar kelimelerden hareket ederek 'Söz varlığı, dil bilgisi, kültür, deyim ve atasözleri, temel dil becerileri, Avrupa Ortak Çerçeve Programı, motivasyon-kaygı-uyum, dil öğrenme stratejileri, ders kitapları, materyal-oyun-etkinlik, ölçme-değerlendirme, öğretmen yeterlikleri, öğrenci özerkliği, yöntem-teknik, Dünya’da ve Türkiye'de Türkçe’ olmak üzere 13 farklı genel konu alanı belirlenmiştir. Tezlerde geçen tüm anahtar kelimeler, konu alanına göre tekrar kodlanarak bütün bir şekilde gösterilmeye çalışılmıştır. Temel dil becerileriyle ilgili yapılan tez çalışmalarında kullanılan anahtar kelimeler ise ayrıca gösterilmiştir. Elde edilen bulgular tablo ve grafiklerle de gösterilmiştir. Ayrıca 223 âdet yüksek lisans ve doktora tezinin açık künyesi, çalışmanın kaynakçasında fazla yer tutmaması için verilmemiştir.</p>

Culture Through Poetry

2020 ◽  
pp. 29-43
Author(s):  
Hannah Grace Morrison
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Environment ◽  
Language Poetry ◽  
Cultural Artifact ◽  
Language Structure ◽  
Basic Language ◽  
Language Classroom ◽  
The Many ◽  
Culture And Language

Culture is an essential and challenging part of teaching a second language. For the basic language classroom, instructors play a fundamental role in presenting and creating a space for learning about language forms themselves and learning about how that language is used in context. Poetry is a unique way to analyze both language and cultural artifact. There are a plethora of forms that are represented within poetry, and there are many ways to connect language learning to culture itself. Instructors must take initiative and be intentional with each activity that is incorporated into learning a new language. Poetry is but one of the many ways that culture and language can be analyzed thoroughly, and in this chapter, poetry forms are analyzed as both language structure examples and as a cultural and contextual resource that enriches the classroom environment.

scholarly journals On Culture Infiltration and the Strategy Integrated with Specialty Characteristics in College English Teaching

2017 ◽  
Vol 10 (5) ◽  
pp. 91
Author(s):  
Juan Liu
Keyword(s):  
Language Learning ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
College English ◽  
English Teaching ◽  
Native Culture ◽  
Cross Cultural Communication ◽  
Basic Language ◽  
Culture Teaching ◽  
Major Carrier

Language is an indispensable part of culture, and it is also a major carrier and medium of culture communication and transmission. Learning a foreign language means not only learning basic language knowledge, training and improving the ability of listening, speaking, reading, writing and translating, but enriching the cross-cultural awareness, cultivating cross-cultural communication competence and making the voice of native culture to communicate with the outside world. Thus, more and more educators and teachers at home and aboard have come to realize the importance of culture teaching in language learning. This paper focuses on inputting culture teaching in College English teaching integrated with specialty characteristics. The importance of culture teaching in college English teaching is analyzed and emphasized and several inspirational and referential strategies of culture teaching integrated with specialty characteristics are also provided.

scholarly journals A Comparative Study for Understanding the Problems Faced by Male and Female Undergraduate Students in Acquisition of Speaking Skill Competence, While Learning English as a Foreign Language in Karachi, Pakistan

2020 ◽  
Vol 10 (2) ◽  
pp. 266
Author(s):  
Muhammad Ali Shaikh ◽  
Nadia Saeed ◽  
Subhash Guriro ◽  
Stephen John ◽  
Zahid Hussain Sathito
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Male And Female ◽  
Classroom Activities ◽  
Basic Language ◽  
Learning Skill ◽  
Speaking Skill ◽  
Compulsory Subject ◽  
Speaking Skills

Pakistan is one of the developing countries where English is taught from primary to graduation level as a compulsory subject, but it is observed and quoted by a number of researchers in their research that the EFL learners are found weak in one of the basic language learning skill i.e., speaking. Keeping in view this issue of learners this research study was conducted to investigate the types of difficulties the male and female learners of EFL face in acquisition of speaking skills competence and to get their suggestions, which they expect from teachers or authorities to do in their endeavors of improving speaking skill competence in overcoming the difficulties faced by them. The sample consisting of 120 undergraduate students from 10 universities was selected. A questionnaire having 10 close-ended and 05 open-ended items was distributed among the participants. The analysis of quantitative data suggests that comparatively males give more importance to skill for success in career than female, moreover they are more hesitant than females because of lack of confidence, afraid of mistakes and of being criticized, etc. while analysis of qualitative data reveals that only 27% participants are satisfied by their speaking skills competence, 51% were unable to reason what is important for mastering speaking skills, 20% said, they are unable to speak because of lack of confidence, 38% feel speaking skill is the most difficult skill, while 35% favored classroom activities for improving speaking skill competence. On the basis of findings from the suggestions of the participants, it is concluded that if teachers arrange classroom activities, then there will be a positive impact on students&rsquo; confidence as activities will improve the speaking skill competence of the learners.

scholarly journals COMMUNICATIVE TECHNIQUES IN FORIGN LANGUAGE LEARNING IN THE FIELD OF SPORT

2020 ◽  
Vol 1 ◽  
pp. 93-97
Author(s):  
Tatiana Hristakieva
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Control Group ◽  
Learning Methods ◽  
Sport Practice ◽  
Basic Language ◽  
Before And After ◽  
Student’S T ◽  
Experimental Group

This article presents ideas and models for English language learning, using elements of two communicative learning methods for the specific purposes of sport practice. It is part of a pedagogical experiment, carried out with students from the National Sport Academy “V.Levski”, Sofia, organized into an experimental group (34) and a control group (34). The aim of the experiment was to study the influence of interactive techniques applied in the specialized English language course for sport terminology. The experimental course work involved using elements of different interactive learning methods to teach sport terminology to the experimental group of students for about 30-40 minutes of every academic class of 90 minutes. Initial and final tests of the basic language skills and knowledge of sports terminology were carried out with the experimental and control group of students, in order to establish their language competences before and after the experimental course. The results from the tests were processed with statistical methods – variation analysis and Student’s t-test (dependent and independent samples). The results from the initial and final tests of the two groups have shown that students from the experimental group have improved their language skills, their confidence in using the language and their knowledge of sports terms to a greater extent than the control group. Applying interactive techniques in language learning for the needs of sport specialists leads to better results in their language acquisition.

Benchmarking a Setswana language learning course against international standards

2021 ◽  
Vol 54 (1) ◽  
pp. 253-283
Author(s):  
Rigardt Pretorius ◽  
Henk Louw
Keyword(s):  
Language Learning ◽  
Best Practice ◽  
Course Design ◽  
Course Evaluation ◽  
International Standards ◽  
Target Language ◽  
African Languages ◽  
Language For Specific Purposes ◽  
Basic Language ◽  
International Theory

This paper argues that it is necessary for the intellectualisation of African languages to establish a way of benchmarking language  learning courses against international theory and best practice. This benchmarking exercise also forms part of the reiterative interaction between course design and course evaluation. We discuss basic language learning within the BICS/CALP distinction and the Common European Framework of Reference for Language (CEFRL). We argue that both BICS/CALP and CEFRL are too broad for a Language for Specific Purposes (LSP) course, but that a basic learning course is necessary as the foundation for an LSP course in the target language. We illustrate that the CEFRL level descriptors and the BICS/CALP distinction can be used to benchmark a well-functioning, basic language learning course in Setswana against international standards, but that certain language specific differences between European and African languages need to be taken into account. For this, an adapted framework is presented, based on theCEFRL level descriptors. The article cannot yet indicate if such benchmarking can be extended to an LSP course in general or to an LSP course for African Languages still in need of LSP development. Keywords: Setswana; language learning; benchmarking; Language for Specific Purposes; beginner language; Common European  Frame of Reference; BICS; CALP; Course design; course evaluation.

scholarly journals Male-Female Differences in EFL Learning and Achievement in Morocco: Evidence from Beni Mellal

2021 ◽  
Vol 2 (3) ◽  
pp. 82-108
Author(s):  
Driss Benattabou
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
School Students ◽  
Chi Square ◽  
Convenience Sample ◽  
Basic Language ◽  
Chi Square Test ◽  
Beni Mellal ◽  
Almost All

The aim of this paper is to unravel some of the controversies which have often shaped the findings drawn from prior studies germane to the area of male-female differences in relation to language learning. Educationalists in Morocco have hardly looked at the sex variable as a potential parameter which may explain some of the differential success of students in schools, and little if not daring to say none is known about it in the Moroccan context where there is still much to be done in terms of research and investigations. This study sets out to fill in this gap in research by analyzing male-female differences in language leaning. Using results of a test battery, regional exam GPA, and a standard EFL achievement test, quantitative data of a large group of senior high school students constituting a non-probability convenience sample (N = 152) drawn from the official records of Zerktouni high school, Beni Mellal directorate, have been explored to gather information about the issue in question. The results from the Chi-Square test and the independent samples t-test prove very convincingly that female learners unequivocally outperform their male peers at almost all basic language skills. The paper ends up with a conclusion and some pedagogical recommendations.

Sign in / Sign up

Export Citation Format

Share Document