scholarly journals Reinforcing the teaching of translation in Beninese Secondary Schools: A new challenge for EFL teachers

2020 ◽  
Vol 9 (1) ◽  
pp. 151-164
Author(s):  
Mahugnon Sévérin Mèhouénou ◽  
Ashani Michel Dossoumou ◽  
Djima Crépin Loko
Keyword(s):  
Professional Training ◽  
Field Research ◽  
Target Language ◽  
Advanced Learners ◽  
Efl Learners ◽  
Communicative Performance ◽  
Efl Teachers ◽  
Translation Techniques ◽  
Teaching Learning ◽  
Evaluation Techniques

This paper dealt with, after the scrutiny of advanced learners’ translation skills, the necessity of reinforcing the teaching of translation skills as a potentially effective method of teaching/learning English as a Foreign Language (EFL)in Benin high schools. In fact, the Beninese EFL learners study English for almost about seven years (four years in the first cycle and three years in the second) before joining university. For the last three years, they are exposed to translation skills during evaluation. Unfortunately, the designed curriculum has nowhere mentioned the teaching/learning/evaluation of translation. This paper then examined, through a well-established methodology based on field research investigation and questionnaires, some translation excerpts by EFL learners and hypotheses that no translation techniques are taught by teachers before evaluation. It finally concludes that the poor grades the learners culled are due to the lack of practice with their teachers who, in turn, have received no professional training in the matter. Key Words: translation, evaluation, techniques of translation, communicative performance, source language, target language.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Task Based Learning (TBL) in EFL Classroom: from theory to practice

2020 ◽  
Vol 3 (4) ◽  
pp. 139-144
Author(s):  
Muhammad Badrus Sholeh ◽  
Sahril Nur ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Target Language ◽  
Learning Goals ◽  
Efl Learners ◽  
Learning Framework ◽  
Theory To Practice ◽  
Efl Teachers

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.

scholarly journals Teacher’s Perception of Using ESA Elements in Boosting Speaking Ability of EFL Learners: A Task-based Approach

2017 ◽  
Vol 8 (3) ◽  
pp. 577
Author(s):  
Hooshang Khoshsima ◽  
Hadi Shokri
Keyword(s):  
Student Engagement ◽  
Experienced Teachers ◽  
Classroom Setting ◽  
Positive Perception ◽  
Instructional Approach ◽  
Efl Learners ◽  
Learning Techniques ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Teacher's Perception

There has always been tremendous studies regarding teachers’ perception of using a definite approach in boosting speaking ability of EFL learners; however, fewer studies have stressed the essentiality of student engagement through Harmer’s ESA elements involved in enhancing speaking performance of EFL learners. The aim of the present study is to put an effort into investigating teachers’ perception of teaching-learning techniques through the utilization of three engage, study and activates (ESA) elements involved in teaching of tasks in mastering Iranian intermediate EFL learners’ speaking skills. Based on this notion, a number of 10 EFL experienced teachers were enrolled in conduction of the study. In order to analyze teachers’ apprehension of ESA elements, a questionnaire which contained a five- point 37 Likert-type close-ended items was utilized. The results of the teachers’ questionnaire revealed that most of the teachers hold a positive perception of implementing ESA elements in their classroom settings as an instructional approach in boosting speaking ability of EFL learners. In conclusion, findings of the study approve implementation of ESA in classroom setting. It is expected that the implications of the study may significantly contribute to the work of EFL teachers, EFL learners, syllabus designers, supervisors, material producers, textbook writers and researchers.

scholarly journals Major phonemic problems of Bangladeshi learners of English: Reasons behind and solutions

2021 ◽  
Vol 10 (1) ◽  
pp. 30-39
Author(s):  
A K M Mazharul Islam
Keyword(s):  
Foreign Language ◽  
Sound Production ◽  
First Language ◽  
Target Language ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Status ◽  
History Of ◽  
Basic Ideas ◽  
Teaching Learning

The issue of Bangladeshi EFL learners’ phonemic challenges, though not very battered, has been addressed by some researchers at different times. Even after having a prolonged history of learning and teaching and some research in the field, awkward pronunciations and misunderstandings are still prevailing everywhere, from the primary level to tertiary level and beyond. This study is undertaken to heighten the importance of delving deeper into the root causes of phonemic difficulties of the learners and to pinpoint the major problems. To add flesh to the theoretical skeleton of the topic a group of university students was interviewed along with a questionnaire to check their understanding of English phonology along with some other basic questions related to pronunciation. It can firmly be stated that teaching/learning pronunciation and hence starting from the segmental level has never been followed. Like any other country where English is in the status of a second language or foreign language, it is very natural to face difficulties to master the intricate phonemic features of the target language for the learners. Supposedly, it mostly results from the lack of knowledge of phonology and phonetics of the target language and due to the phonemic differences between the first language and the target language. In this study, the focus is kept mainly on the salient phonemic challenges faced by Bangladeshi learners of English. Bringing in the basic ideas of consonant and vowel sounds, the sound production mechanism is shown, and then the differences between the vowels and consonants of two languages are held out. Tracing out the key difficulties, some suggestions are provided. This writing is expected to be of considerable and comprehensive help for the instructors as well as for the interested learners and crucial addition to the literature of the topic.

scholarly journals The effect of explicit and implicit teaching vocabulary on Iranian EFL learners vocabulary

2017 ◽  
Vol 4 (1) ◽  
pp. 15
Author(s):  
Seyyed Taghi Yaghoubi ◽  
Fatemeh Seyyedi
Keyword(s):  
Test Scores ◽  
Efl Learners ◽  
New Words ◽  
English Classes ◽  
Significant Difference ◽  
Efl Teachers ◽  
Explicit Teaching ◽  
Post Test ◽  
Efl Students ◽  
Teaching Learning

This research aimed to find out and compare the effects of two types of teaching- learning vocabularies: explicit vs. implicit teaching-learning on building the EFL vocabulary of Iranian EFL students. The participants of the study were 100 intermediate females EFL students from four English classes. The instruments of this study included a PET test, a pre-test and a post-test. The researchers divided the sample into two groups which were given 15 sessions of treatment; the vocabulary items were taught explicitly to the Explicit Group (EG) by giving them the definitions of the words. However, to the second group, the Implicit Group (IG) the vocabulary items were taught implicitly by giving them example sentences in which the new words were used. After the treatments, a post-test was taken by the participants to examine the effects. The results showed that although both methods of teaching vocabulary were found to be effective, there was a significant difference between the post-test scores of the two groups; the EG which received explicit teaching-learning learnt much more vocabulary than the IG that received implicit teaching-learning of vocabulary. The findings of this study have several pedagogical implications in that they can make EFL teachers in Iran clearer about the more effective way for EFL classes to teach and learn vocabulary.

scholarly journals On the Teaching and Learning of Culture-Loaded Words: The Case of Moroccan EFL Learners

2020 ◽  
Vol 1 (3) ◽  
pp. 1-19
Author(s):  
Driss Benattabou
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Research Area ◽  
Target Language ◽  
Cultural Meanings ◽  
Efl Learners ◽  
Inappropriate Use ◽  
Efl Teachers ◽  
University Level ◽  
The University

This paper sets out to investigate an uncharted research area in the field of applied linguistics concerned with the teaching and learning of culture-loaded words among Moroccan learners of EFL at the university level. Relying on a comparative analysis, this study delineates some problematic areas foreign language students may face as a result of their being unaware of the cultural connotative meanings some words may carry in the target language. The inappropriate use of these words may often lead to gross misunderstandings contributing most of the time to the perpetuation of intercultural confusions and conflicts. EFL teachers may do a great disservice to their students if they leave them fully unaware of the extra cultural meanings some words may convey besides their basic denotation. The last part of the paper suggests some implications on how to develop the teaching and learning of these culturally-loaded words.

scholarly journals EFL Learners’ Perceptions about the Use of Mobile Learning during COVID-19

2020 ◽  
Vol 55 (5) ◽  
Author(s):  
Mohammed Mahib Ur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Learning Activities ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Teachers ◽  
Teaching Learning

Mobile learning has recently emerged as a powerful and frequently used tool in the teaching-learning curriculum. Besides, it also attracted the attention of EFL teachers and learners across the globe. Its acceptance in EFL learning is mainly because of the two fundamental functions, i.e., anytime and anywhere. As a result, the pioneers and scholars who work in second or foreign language learning have largely recognized its impact and importance. Furthermore, since the outbreak of the COVID-19 pandemic, the regular traditional classes have been severely affected, and teaching has been carried out by online method. As a result, mobiles and tablets have primarily been used along with other electronic gadgets. Therefore, this paper aims to examine EFL learners' perceptions about m-learning for their learning activities during COVID-19 at Qassim University, Saudi Arabia. A questionnaire has been prepared by keeping the use of the mobile device in view that can benefit Saudi EFL learners, and distributed among 50 EFL male and female students. Later, a quantitative analysis of the responses has been done by using SPSS 26. The study identified healthy and positive perceptions of m-learning. The significant findings will be valuable for the teachers and administrators concerning m-learning in language teaching.

English learning websites and digital resources from the perspective of Chinese university EFL practitioners

ReCALL ◽  
2014 ◽  
Vol 27 (2) ◽  
pp. 156-176 ◽  
Author(s):  
Huizhong Shen ◽  
Yifeng Yuan ◽  
Robyn Ewing
Keyword(s):  
Online Survey ◽  
English Language ◽  
Target Language ◽  
Website Design ◽  
English Learning ◽  
Digital Resources ◽  
Efl Learners ◽  
Website Usability ◽  
Chinese University ◽  
Efl Teachers

AbstractEnglish language learning (ELL) websites and digital resources have been recognized as an important source of linguistic and cultural knowledge for English as a foreign language (EFL) learners to explore. The up-to-date information carried by authentic materials is invaluable for learners to develop an understanding of the target language/culture. However, there appears to be a gap between what the designer intends and what the user wants. This paper investigates Chinese university EFL teachers’ perceptions of online English language websites and resources. The study focuses on a number of components of major language areas and skills in ELL websites, website materials, language users’ preferences, and website usability. A total of 1519 English academics from 139 universities across China completed the online survey, and 164 of them voluntarily participated in focus group interviews anonymously.The empirical evidence of this study has highlighted that a pedagogically-oriented ELL website, targeting audiences with a variety of language proficiencies, was much liked by the Chinese EFL teachers. A preference was observed to see more current authentic language, examination-oriented English learning materials and tasks, and Eastern/non-Anglophone topics in the websites. In addition, it is found that website usability is another key factor that would impact ELL website popularity. A well-designed ELL website can effectively assist Chinese EFL learners to enhance their language competence and achieve optimal learning outcomes. This study provides a context-specific empirical base for innovative web-based EFL learning and teaching as well as website design and materials development in China. The proposed key features of a preferred ELL website may help better inform website designers, content writers and evaluators in their ELL website design/evaluation.

An Analytical Study of Errors made during Learning Second Language

2016 ◽  
Vol 216 (1) ◽  
pp. 49-64
Author(s):  
Lecturer Mayada R. Eesa ◽  
Lecturer:Luma S.Danial
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Teaching Strategies ◽  
Analytical Study ◽  
Linguistic Analysis ◽  
Target Language ◽  
Student Learn ◽  
Efl Learners ◽  
Efl Teachers ◽  
Made In

        Error Analysis can be considered as a type of linguistic analysis that focuses on the errors learners make. It consists of a comparison between the errors made in the target language and that target language itself. Many scholars in the field of Error Analysis have emphasized the significance of second language.Corder (1967:161) ,for example, in one of his articles , says that ''they are significant in three different ways .He starts with the teacher  in that they show how far towards the goal the learner has progressed. Second , they provide to the researcher evidence of  how a language is acquired , what strategies the learners is employing in his learning of a language .Thirdly , they are indisputable to the learner himself because we can regard the making of errors as a device the learner uses in order to learn''. The present paper mostly illustrates fundamental background studies done in the field of Error Analysis. There is a hope that  the present work helps EFL teachers and educators to become familiar with the most frequent errors made by EFL learners leading them to make more objective decisions about how to go about adapting a appropriate teaching strategies to help EFL student learn better

scholarly journals Fun Meets Knowledge: English Enrichment through Camp America

2019 ◽  
Vol 1 (2) ◽  
pp. 25
Author(s):  
Stella Prancisca
Keyword(s):  
Native Speakers ◽  
Language Skills ◽  
Real Life ◽  
Target Language ◽  
English Learning ◽  
Language Community ◽  
Efl Learners ◽  
Efl Teachers ◽  
English Speaking ◽  
Singing Games

American Corner (Amcor) of Tanjungpura University is aware of the need to provide its EFL learners with an English community which facilitate the learners with English speaking atmosphere namely Camp America. Through Camp America program, the participants obtain some crucial learning benefits such as the opportunity of English interactive fun activities in a variety of settings like singing, games, and seminars. Also friendly engaging conversations with native speakers and local fluent English speaking instructors or mentors. Camp America becomes a helpful alternative to tackle limited opportunities of EFL teachers in providing their students with English community and native speakers. Through which the participants can benefit from both recreational English learning and direct engagement with authentic English speaking space that provides participants both target language community and American culture as well as media of enhancing their integrated language skills that they can apply them into a real life practice.

Sign in / Sign up

Export Citation Format

Share Document