scholarly journals The Transformative Methodology: Expository Study of Teaching English as the Second Language Acquisition

2021 ◽  
Vol 6 (2) ◽  
pp. 219-232
Author(s):  
Jacob Tshepang Moloi ◽  
Emmanuel Tobi Adegoriolu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Teaching Strategy ◽  
Critical Role ◽  
Structured Interviews ◽  
Foreign Speakers

The significance of language as a science in the educational sector has continued to play a critical role in terms of teaching and learning. However, due to inequalities exposed severely by the Covid-19 pandemic, the teaching of English as the second language acquisition to foreign speakers; is adversely affected. Therefore, the use of transformative methodology as the teaching strategy is explored to determine the most suitable methodology of teaching during the Covid-19 pandemic. The study utilizes Participatory Action Research as the approach to explore the efficacy of transformative methodology; this approach is embedded in the paradigmatic principles of constructivism as the lens of qualitative methodology.  Besides, the data is analysed using Critical Discourse Analysis post the generation of it using observations and semi-structured interviews (free attitudinal interviews). The paper demonstrates the prospects of using transformative methodology as the appropriate use of pedagogical strategy for English as the second language acquisition, it also suggests efficient but costly measures required to be implemented by the universities for the use of the transformative methodology.

scholarly journals Task-based approach in Second Language Acquisition and in the Didactics of Translation

2018 ◽  
Vol 7 (2) ◽  
pp. 63-78
Author(s):  
Edelweiss Vitol Gysel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Driving Force ◽  
Teaching And Learning ◽  
Syllabus Design ◽  
Definition Of

Studies on Second Language Acquisition (SLA) have been increasingly conducted in recent years, especially concerning the contributions of the so called task-based approach, which has been gradually undergone some adaptations, becoming a driving force for syllabus design. Within the field of Didactics of Translation (DT) the use of tasks has also, so far, proven to be an appropriate approach in the teaching and learning of translation. Therefore, in this article, I will discuss the differences regarding the rationale behind the definition of task as well as its application both in the SLA and in the DT environments. The method seeks to justify the choice of the discussed concepts, and presents the steps in the development a translation task here proposed. The discussion is grounded on this example of translation task and examines how the notion of task in SLA interfaces with the acquisition of translation competence in DT. The conclusion shows that SLA can inspire and contribute to DT concerning the task-based approach. Some of these contributions here discussed are authenticity, focus on meaning and on form, and planning. Furthermore, such contributions are applied in the development of a translation task, as a means of exemplification, and building a bridge between the areas of SLA and the DT.

scholarly journals A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

2018 ◽  
Vol 8 (4) ◽  
pp. 232 ◽  
Author(s):  
Habibullah Pathan ◽  
Rafique A. Memon ◽  
Shumaila Memon ◽  
Ali Raza Khoso ◽  
Illahi Bux
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Problems ◽  
Proximal Development ◽  
Learning To Learn ◽  
Learning And Teaching ◽  
The Impact

The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

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.

scholarly journals LANGUAGE GAMIFICATION IN ESL CLASSROOM: TEACHING PERSPECTIVE

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Eliyas S. Mohandas ◽  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Language Games ◽  
Long Run ◽  
Esl Classroom

Language games have always been the reinforcement activities in second language acquisition. Such activities will not only help the learners to retain the knowledge but to ensure the sustainability of it for a long run. It was not until the early 2000s when researchers began to carry out studies on online language games. Soon after, the terminology of Language Gamification came into perspective. This paper discusses on the notion of language gamification from a teaching perspective. It starts by discussing the related theories on language gamification and second language acquisition before moving to discussing on creating gamification in classroom. This paper is also set to disclose the ramifications of language gamifications in teaching and learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

scholarly journals An Overview of Language Engagement: The Importance of Student Engagement for Second Language Acquisition

2015 ◽  
Vol 3 (1) ◽  
pp. 108
Author(s):  
Zahra Mahdikhani ◽  
Amir Rezaei
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Language Acquisition ◽  
School Engagement ◽  
Teaching And Learning ◽  
Cultural Background

<p>Student engagement has become a frequently used term in the vocabulary of Higher Education, and particularly among those involved in research associated with teaching and learning. It has been shown that despite the passage of time, the importance of engaging all students in their education continues to resonate strongly with families, students, educators, and researchers (Appleton, 2008). Student engagement in education has been gathering more and more attention; however, most of the studies in this field focus on the school engagement in general. It is currently argued among educators that student engagement is very significant concept, where individual differences between students in terms of their ability, cultural background and motivation are more considerable (Brown, 2005; Biggs, 2003; Prosser and Trigwell, 1999). </p><p>This study investigates the importance of language engagement<strong> </strong>in<strong> </strong>second language acquisition.<em> </em>One of the significant roles of engagement in language acquisition is its perspective on reading. Much research has focused on engagement and it is clear from these studies that as students are more engaged academic performance is hence improved.</p>

scholarly journals A socially inclusive teaching strategy for fourth grade English (second) language learners in a South African school

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Mots'elisi L. Malebese ◽  
Moeketsi F. Tlali ◽  
Sechaba Mahlomaholo
Keyword(s):  
Second Language ◽  
Critical Discourse Analysis ◽  
South African ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Private Property ◽  
Teaching Strategy ◽  
Learning And Teaching ◽  
Support Materials ◽  
Inclusive Teaching

Background: Learners from predominantly less priviledged South African schools encounter English as a language of teaching and learning for the first time in Grade 4. The transition from the use of home language to second language, namely English first additional language, is complexly related to the learners’ inability to read text meaningfully. This complexity is traceable to the reading materials, actual teaching practices and learners’ cultural underpinnings. Learners’ inability to read text meaningfully impacts negatively their academic performance in general.Aim: This article demonstrates how a socially inclusive teaching strategy is used to enhance the teaching of reading in a second additional language to Grade 4 learners.Setting: A one-teacher public school situated on a remote private property with bad access roads. Learners from neighbouring farms walked long distances to school. The teacher’s administrative work and workshops often clashed with teaching and learning that received very limited support.Methods: The principles of the free attitude interview technique and critical discourse analysis were used to generate and analyse the data. Socially inclusive teaching strategy that is participatory action research-oriented and underpinned by critical emancipatory research principles guided the study.Results: The use of socially inclusive teaching strategy helped improve reading of English text significantly.Conclusion: Socially inclusive teaching strategy can help improve learning and teaching support materials, teacher support and learning.

EXPLORING MOTIVATIONAL FACTORS IN TESLTHROUGH THE LENS OF THE SELF-DETERMINATION THEORY

2016 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Abdul Karim Bin Madasa ◽  
Ramiaida Bt Darmi ◽  
Hazleena Bt Baharun
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Relevant Literature ◽  
Self Determination Theory ◽  
Vital Role ◽  
Motivational Factors ◽  
Self Determination

The prominent role of the English language has led to the teachingof the language as a second languageworldwide at tertiary level as a requirement to be assured of better prospects in a student’s life. English language teaching (ELT)has been anever-ending topic as it is seen as an uphill task for teachers due to the motivation factor in the acquisition of the language among the learners.Hence, one of the most valuable concepts used in relation to the success and failure in second language acquisition is motivation. It is apparently one of the most important constructs of individual differences (IDs).As the theories on motivation are countless, this paper is limited to its focuson review of relevant literature andinvestigation on the broad self-determination theory (SDT) that embodies three different types of motivation: (i) autonomous regulation, (ii) controlled regulation, and (iii) amotivation, and its relationship with the acquisition of English as a second language (ESL). It is concluded that the SDT plays a vital role in second language acquisition (SLA) with particular reference to ESL; and its implications could have a positive effect on the implementation ofELT in the higher education institutions (HEIs).This paper is mainly aimed at establishing the motivational factors related to the SDT and its important role in the teaching and learning of ESL in the HEIs.

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