scholarly journals "Excuse my Misunderstanding": Using Intercultural Approach to teach English as a Foreign Language in France

2021 ◽  
Vol 3 (4) ◽  
pp. 696-709
Author(s):  
Stella Anne Achieng
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Social Representations ◽  
Verbal Communication ◽  
Classroom Participation ◽  
Teaching English ◽  
Theoretical Understanding ◽  
Intercultural Experience ◽  
Research Findings ◽  
English Program

In France, the intercultural approach has been largely associated with teaching French as a Foreign language due to the multicultural and multilingual nature of the classes. There is very little research on the use of such an approach in teaching English as a Foreign language. This is due to the fact that the majority, if not all the students,  share a similar culture and common linguistic codes.  The intercultural experience, in that case, is encountered through the English program as presented by the teacher, who in most cases is also French. This paper examines the use of the intercultural approach in teaching English as a foreign language (EFL) to French learners (middle school /university students) by a foreign teacher and the consideration of social representations (stereotypes) as a strategy to develop classroom participation in verbal communication. It discusses theoretical understanding of the intercultural approach and how this approach could be used in practice by drawing examples from the teacher and the learners' experiences. Data was collected through participatory observations and questioning. The research findings will show that using social representations as a strategy in intercultural approach can be instrumental to the development of verbal communication.

scholarly journals Investigating English Academic Writing Problems Encountered by Arab International University Students

2019 ◽  
Vol 9 (3) ◽  
pp. 300
Author(s):  
Sarah Al-Mukdad
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Academic Writing ◽  
Teaching English ◽  
English Writing ◽  
Proficiency Level ◽  
Writing Problems ◽  
International University ◽  
The Difference ◽  
English Academic Writing

This study is in the area of Teaching English as a Foreign Language (TEFL). It aimed to investigate the academic writing problems encountered by students at Arab International University (AIU) who are taking the Academic Writing module (AWR). The purpose of the study is to investigate this problem from the perspective of students in order to suggest possible treatments to deal with it. The data was collected through distributing a questionnaire to 50 students from different majors at AIU. Upon analyzing and discussing the obtained data, results suggest that students tend to perceive all aspects of academic writing to be difficult. One reason is that they poorly recognize the difference between academic and general English writing due to the lack of background knowledge about writing academically. Another prime reason is attributed to having problems in different linguistic elements even at this supposedly high proficiency level. The study concludes with suggesting a number of ways to address this issue.

scholarly journals The Central Characteristics of Successful ESL/EFL Teachers

2017 ◽  
Vol 8 (5) ◽  
pp. 881
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching English ◽  
Theoretical Understanding ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Key Variables ◽  
The Many

Achieving optimal success in teaching English as a second language (ESL) or English as a foreign language (EFL) requires teachers to demonstrate varying essential characteristics that consist of several underlying and interacting constructs. The purpose of this article is to orient the reader and succinctly identify the key variables that lead ESL/EFL teachers to distinctive success. It clearly delineates the characteristics of successful ESL/EFL teachers embedded within five central dimensions, along with their underlying structures. It also provides common taxonomies of successful EFL teachers’ attributes without burdening the reader with unnecessary detail concerning the many other validated attributes associated with ESL/EFL teachers’ salient attributions of success. To this end, this discussion contributes to a theoretical understanding of the development of successful ESL/EFL teachers and to improved knowledge of the key characteristics of successful ESL/EFL teachers.

scholarly journals THE EFFECT OF WEBQUESTS ON THE WRITING AND READING PERFORMANCE OF UNIVERSITY STUDENTS

2018 ◽  
Vol 64 (2) ◽  
pp. 110 ◽  
Author(s):  
Liudmyla V. Berezova ◽  
Svitlana V. Mudra ◽  
Kateryna H. Yakushko
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Traditional Instruction ◽  
Reading Performance ◽  
Teaching English ◽  
Control Groups ◽  
Writing Performance ◽  
Reading And Writing ◽  
University Level ◽  
Additional Reading

WebQuests are increasingly becoming popular in teaching English as a foreign language since they provide learners with authentic and collaborative tasks. The aim of this study was to explore whether using WebQuests is effective in enhancing writing and reading performance of students at a university level. The experimental groups were taught through traditional instruction with the elements of WebQuests as additional reading and writing activities. The control groups had the traditional ESL lessons only. Significant differences occurred in the experimental groups in reading and writing performance in the post-tests.Comparing these results with those of the pre-tests, the authors draw a conclusion that using WebQuests can enhance students’ reading and writing performance. The findings of this study indicate that WebQuests have potential in enhancing reading and writing abilities of students.

scholarly journals NEGATIVE TRANSFER OF INDONESIAN COLLOCATIONS INTO ENGLISH AND IMPLICATIONS FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE

2012 ◽  
Vol 6 (2) ◽  
Author(s):  
Mashadi Said
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Empirical Analysis ◽  
Negative Transfer ◽  
Native Language ◽  
Teaching English ◽  
English Writing ◽  
Lexical Collocations ◽  
Efl Students ◽  
Direct Teaching

One of the most challenging problems for EFL students is to be able to express themselves not just grammatically but also acceptably and naturally in English in appropriate contexts.  The ability to produce acceptable and natural expressions in English is closely related to the EFL students’ competence in collocation—which words go together in normal usage. The present study provides an empirical analysis on negative transfer made by Indonesian EFL students in lexical collocation and recommends practical ways to help students improve their competence in collocation.  Data for the study was collected from essays written by 40 EFL university students majoring in English in Indonesia whose native language is Indonesian. The students were asked to write a two- to three-page essay on an assigned topic. Of 445 lexical collocation errors found in the English writing, 321 (72%) were negative transfers of Indonesian lexical collocations into English. The findings suggest the necessity of direct teaching of collocations, the use of The Collins WordbanksOnline, and the need to design bilingual collocation dictionaries.<br />Keywords: Negative Transfer, Lexical Collocation, Indonesian Collocation, Acceptable Collocation<br /><br />

scholarly journals A Popperian Approach: Pre-service Teachers’ Preparation In Teaching English to Young Learners

2021 ◽  
Vol 3 (1) ◽  
pp. 18-35
Author(s):  
Yuli Astutik ◽  
Fabiola Dharmawanti Kurnia ◽  
Ali Mustofa
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Skills ◽  
Teaching Profession ◽  
Language Skill ◽  
Teaching English ◽  
English Teaching ◽  
Young Learners ◽  
Comprehensive Literature Review ◽  
Research Findings

Karl Popper's falsification epistemology theory that all science develops through conjectures and refutations have enormous implications for education, especially in teaching English as a foreign language (TEFL). TEFL to young learners is a challenge for pre-service teachers in non-home English countries. They should prepare to teach English while they also use English as a foreign language. Pre-service teachers focused on mastering language skills, whereas many preparatory processes they have to ensure before they take into the English teaching profession. Therefore, in this article, the authors assert that pre-service teachers should master linguistics proficiency, pedagogy knowledge, and literature as the means used in teaching English. Some theories and research findings have been discussed in teaching English to EFL children. However, the scope of discussion on pre-service teachers' preparation is fragmented among the uses of language skill and teaching discipline. Even they rarely explain how to teach language in a fun way through literary works. With a comprehensive literature review method, this article focuses more on conveying the author's ideas and thoughts discussing EFL pre-service teachers' preparation in teaching English to young learners with the Popperian approach. The popperian approach is considered to be more dynamic and open to ideas and opinions on policies in various fields, one of which is education.

scholarly journals TURKISH UNIVERSITY STUDENTS’ CAUSAL ATTRIBUTIONS TO THEIR PERCEIVED ACHIEVEMENTS AND FAILURES IN LEARNING ENGLISH

2021 ◽  
pp. 157-173
Author(s):  
Sevgi GÖKÇE
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Public University ◽  
Self Awareness ◽  
Self Assessment ◽  
Language Data ◽  
Turkish University Students ◽  
Research Findings ◽  
Controllable Factor ◽  
Learning English

This study aimed to look into Turkish learners’ examples of success and failure, and attributions to their perceived achievements and failures in learning English as a foreign language. Data were collected from 41 students majoring in physics, metallurgy engineering and paramedics at a public university in Turkey. An open-ended questionnaire was translated into Turkish and delivered to the students to obtain data. Research findings firstly showed that one-third of the participants did not recount an example of success or failure, which might point out learners’ lack of self-awareness and self-assessment. Furthermore, their examples of success and failure mainly were grade-oriented. This finding might display the influence of the Turkish educational system focusing on academic achievement which is primarily evaluated by exam results. Secondly, students were found to attribute both their achievements and failures to effort as an internal and controllable factor. Another important factor was found to be motivation; hence the importance of motivating university students who claimed their own responsibility for success and failure arises.

scholarly journals The use of multimedia language laboratory in teaching English phonetics at the university

2021 ◽  
Vol 113 ◽  
pp. 00053
Author(s):  
E.N. Kvasyuk ◽  
O.V. Putistina ◽  
O.V. Savateeva
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Information Technologies ◽  
Mother Tongue ◽  
Educational Process ◽  
State University ◽  
Teaching English ◽  
Language Laboratory ◽  
Multimedia Technologies ◽  
The University

The importance of correct English pronunciation is growing due to its central role in communication and the speaker’s identity. Non-native English speakers lack a natural linguistic environment and tend to carry articulation rules and intonation from their mother tongue. Modern conditions of the fast-paced world require a revision of the forms and methods of the educational process. Teachers should engage students in independent and individual work at classes, increase the use of practical and research tasks. Information technologies in the teaching process at different levels of education (both school and university) change the roles of all participants in the educational process. Thus, teachers are given more opportunities to improve their work, and students are taught a foreign language at a higher level. The article aims to state the advantages of using multimedia technologies as an educational tool in teaching English practical phonetics and to find out university students’ attitude to it. The object of the research is the benefits of working in a language laboratory, equipped with Rinel-Lingo (a multimedia language programme to train phonetics of a foreign language of university students). The article analyzes the results of the survey conducted in Murmansk arctic state university.

scholarly journals Competence of Teaching Grammar Communicatively As a Part of Linguadidactic Competence of Future English Teachers

2021 ◽  
Vol 58 (1) ◽  
pp. 2003-2010
Author(s):  
Makhkamova Komila
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Real Life ◽  
English Teachers ◽  
Teaching English ◽  
Authentic Materials ◽  
Teaching Learning ◽  
Teaching Grammar

Objective: To analyze the effectiveness of competence of teaching grammar communicatively as a part of linguadidactic competence of  English teachers the teaching-learning process. Methods: A pre-experimental study was conducted. It involved 36 university students from five faculties (6 males and 30 famales) between 18 and 22 years old. A questionnaire validated by experts was created to evaluate competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers. Results: The results report the significant effectiveness of competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers  and advantages teaching grammar communicatively. Conclusions: was useful to use competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers during teaching English as a foreign language as they are related to real life, as teacher tries to encourage students using authentic materials.

scholarly journals The Use of Cooperative Round Robin Discussion Model to Improve Students’ Holistic Ability in TEFL Class

2017 ◽  
Vol 10 (2) ◽  
pp. 139
Author(s):  
Slamet Asari ◽  
Ulfatul Ma’rifah ◽  
Yudhi Arifani
Keyword(s):  
Foreign Language ◽  
Comparative Method ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Round Robin ◽  
Independent Learning ◽  
Classroom Participation ◽  
Teaching English ◽  
Higher Order Thinking Skills ◽  
Constant Comparative Method

This classroom action research is carried out within two cycles to breed a strategy on how a Round Robin Discussion Learning Model enhance students’ critical thinking, presentation skills, confidence, and independent learning in Teaching English as a Foreign Language (TEFL) class. Pop-up quiz, teacher made-tests, classroom participation sheet, observation sheet, and rubric are utilized in the study. In addition, the collected data are then scrutinized via quantitative and qualitative doctrine. Quantitative analysis is pertained to gauge students’ critical comprehension on TEFL issues through test, quiz, and worksheet. Meanwhile, for the qualitative analysis, constant comparative method is executed to enlighten parallel variable to depict students’ presentation skills, confidence, and independent learning. The result of the study uncovers that guided question and answer session within and without the group foster students’ higher order thinking skills and the results of the tests, pop-up quizzes indicates significant upgrading from 66% into 82%. Next, round presentation in and out group activity also cultivates students’ presentation skills as well as confidence and independent learning from 65% to 85%, 67% into 77%, and from 65% to 93%. Round Robin discussion model operates well if it is supported with fixed and detailed roles of both students and teacher so that equal interactive practice is well established.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

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