FUNCTIONAL ENGLISH

2021 ◽  
Author(s):  
Vladimir Ž. Jovanović
Keyword(s):  
Language Learners ◽  
Language Skills ◽  
Functional Language ◽  
Key Factors ◽  
Foreign Language Learners ◽  
Communicative Functions ◽  
Basic Language ◽  
Communication Difficulties ◽  
The Subject ◽  
Context Of Situation

The book Functional English can be viewed as an introductory reading in the domain of functional language, or language used in order to perform certain communicative purposes. Functional language is a concept normally connected with foreign language learners of lower levels and with problems in achieving the designated standards in terms of the four basic language skills. The book is meant to provide a description of the subject matter of Functional English by establishing the basics, as well as the main features and elements of this linguistic domain. The overall objective of the book is to help with the understanding of existing language features sometimes taken for granted, and which may cause communication difficulties. Simultaneously, its ambition is to enable all the interested parties to reaffirm the foundations and build on the existing language repository, in an attempt to achieve a higher level of competence in English used to perform different communicative functions. The term practical language skills within Functional English entails the ability to formulate or articulate one’s communicative message, as well as the ability to interpret correctly or relay clearly to other parties any verbal material relevant to the process of communication. Moreover, being competent in Functional English means being able to select the adequate communication channel or method, where the key factors are the linguistic devices employed, the correlation between the language used and the intended goal, as well as the context of situation and its relation to the audience or the participants in the verbal interaction.

scholarly journals Collocaties leren in een vreemde taal

1970 ◽  
Vol 66 ◽  
pp. 177-192
Author(s):  
Elke Peters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Formulaic Sequences ◽  
Foreign Language Learners ◽  
Communicative Functions ◽  
Research Findings ◽  
Language Output

Foreign-language (FL) learners are faced with the challenge of acquiring a large vocabulary.Research has shown that the acquisition of formulaic sequences (FS) and collocationsis one of the biggest lexical challenges for foreign language learners. Researchersand teachers alike acknowledge the importance of learning FS in the FL classroombecause FS serve a number of communicative functions; they are ubiquitous in language;they allow more fluency in language output and their use makes FL learners come acrossas more proficient (Barfield and Gyllstad 2009; Boers et al. 2006; Schmitt 2008: 340).This paper reports on three studies that explore the effect of different pedagogic interventionson the acquisition of formulaic sequences and collocations. The pedagogic implicationsof the research findings are discussed in detail.

scholarly journals Foreign Language Learners’ Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia

2018 ◽  
Vol 4 (3) ◽  
pp. 170
Author(s):  
Hendrikus Male
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Education ◽  
Language Skills ◽  
Higher Learning ◽  
Foreign Language Learners ◽  
Skills Learning ◽  
Keywords Anxiety

Anxiety has been a matter of substantial concern in foreign language (FL) learning setting for educators since it is a major obstacle learners need to overcome (Ellis, 2008; Wu, 2010).This study was aimed at finding out students’ language anxiety in learning the four language skills at a university level in English as a FL context. The participants were 71 students of the English education Department of Universitas Kristen Indonesia. Data was collected by administering a set of questionnaire. To support the data, interview was conducted to some of the respondents. Findings showed that the majority of the students were more anxious on writing skill, followed by reading, speaking and listening in their language learning process. It is highly recommended that the teachers or faculties be more creative in making the language skills classes atmosphere more fun and relaxing so that the students could achieve higher learning results. Keywords: anxiety, non-native learners, language learning process

scholarly journals Syntactical interference of Katigan language to Indonesian language in SMP Negeri 1 at Katingan Tengah regency at Central Kalimantan

2017 ◽  
Vol 1 (1) ◽  
pp. 82
Author(s):  
Irni Cahyani ◽  
Lili Agustina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
Language Skills ◽  
First Language ◽  
Foreign Language Learners ◽  
Word Change

Syntactical interference of Language of Katingan to Indonesian in Katingan Tengah School at Katingan Tengah regency has been a focus of some language research recently. The research was aimed at recognizing and identifying interference in second language acquisition. The term interference refers to two different linguistic phenomena, namely psychological interference and sociolinguistic interference. Psychological interference refers to the influence of old habits as a result of learning something against something being studied[1]. While sociolinguistic interference refers to the interaction of the language, such as loan or word change. Factors that cause interference is the factor of contact language and language skills. Interference is caused by language contact factors in bilingual societies and an unsteady language mastery factor in second language learners or foreign language learners [2]. This is in accordance with the teacher's opinion that there are still errors in the language, whether it's talking and writing activities. That's what makes researchers interested in doing this. Based on the above problems, it  can be identified some points, namely the influence of the first language habit of Katingan in using a second language, Indonesian language, language skills that have not been steady in the second language learning and errors in the language, because of the influence of the first language. The result of research on the syntactic interference aspects of Katingan language to Indonesian language was found in two types of syntactic interference which was contained in oral and written language of students of SMPN 1 Katingan Tengah, such as: (1) Interference phrase to Indonesian language and (2) Interference sentence to Indonesian language.

scholarly journals The Influence of Classroom Illumination Environment on the Efficiency of Foreign Language Learning

2020 ◽  
Vol 10 (6) ◽  
pp. 1901
Author(s):  
Ting Liu ◽  
Takaya Yuizono ◽  
Zhisheng Wang ◽  
Haiwen Gao
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Subjective Evaluation ◽  
Foreign Language Learning ◽  
Objective Evaluation ◽  
Color Temperature ◽  
Learning Space ◽  
Foreign Language Learners

This paper investigated foreign language learning efficiency in four different illumination environments (in different illuminance and color temperatures), focusing on the influence of the illumination environment on foreign language learners’ sentimental status, by means of foreign language skills testing in mind-map, objective evaluation of physiological reaction, and subjective evaluation of psychological reaction. It was shown that in different illumination environments, the language skills of foreign language learners were different, and their psychological and physiological reactions varied, which influenced the efficiency of foreign language learning. The results indicated that the ideal learning space was in high illuminance and low color temperature, which increased the stimulation in foreign language learners; promoted the formation of optimistic sentiment; and enhanced their interest in, and the quality and efficiency of, foreign language learning.

Differences In Native Language Skills Between Moreand Less-Proficient Foreign Language Learners

2006 ◽  
Vol 75 ◽  
pp. 67-77
Author(s):  
Tal Caspi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Language ◽  
Word Identification ◽  
Language Skills ◽  
Ongoing Debate ◽  
Foreign Language Learners ◽  
Learner Differences ◽  
Linguistic Coding ◽  
Foreign Language Achievement

This paper describes a study of native language (Dutch) word identification skills conducted in two groups of high school foreign language learners. The study focused on the differences between the groups with two main aims. The first was to examine the Linguistic Coding Difficulties Hypothesis (LCDH), a prevailing theory of individual learner differences allocating weaker foreign language achievement to weaker native language skills. The second aim was to determine the nature of these differences and inspect the claims that native language word identification skills differentiate weak and normal foreign language learners. This was done by investigating the effect of context on weak FL learners, who over-rely on context in compensation for weaker phonological and orthographical skills, according to the LCDH. In pursuing its aims, the study became involved in an ongoing debate surrounding the issue of native language reading.

scholarly journals An Analysis of Errors in English Essays Written by Thai Non-English Major Students

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Prathomwat Suraprajit
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Writing ◽  
Verb Agreement ◽  
Foreign Language Learners ◽  
Language Writing ◽  
English Major ◽  
Main Verb ◽  
Subject Pronoun ◽  
The Subject

Writing is one of the vital skills for EFL learners. However, they still face some difficulties while processing a task. The present study aimed to analyze the errors that occurred on sixty English essays made by Thai University non-English major students who enrolled in the fundamental English course. The Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982) was adopted to explore the errors of omission, addition, misformation, and misordering together with those that were excluded in the taxonomy. According to the framework of Surface Strategy Taxonomy, the findings revealed the most common errors involving omission of articles, followed by the addition of the preposition, the omission of the preposition, the omission of the subject, and misformation of subject pronoun, respectively. Then, according to the errors which were out of the stated taxonomy, the errors in subject-verb agreement were the highest detected error, followed by tense errors, ambiguous sentences, a direct translation from L1 to L2, misformation of object pronoun, misformation of using an adjective as the main verb, the addition of verb to be, and addition of conjunction, respectively. By investigating the errors in foreign language writing, the results would trigger foreign language learners to aware of the error of English writing that might occur. And the benefit also goes to the pedagogy in developing the teaching materials together with teaching strategies.

scholarly journals MODERN VIEWS ON TEACHING LANGUAGE THROUGH LITERATURE

2019 ◽  
pp. 138-145
Keyword(s):  
Language Learners ◽  
Communication Skills ◽  
Language Skills ◽  
Current Paper ◽  
Teaching Language ◽  
Basic Language ◽  
Language And Communication ◽  
Literature Class ◽  
Listening And Speaking ◽  
Speaking Skills

The current paper aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and supporting the potential values of literature in enhancing language and communication skills for the language learners in our times. The research is in its quest for the issues on how to effectively teach communication skills in a literature class as well as how to develop students’ inspirations in studying literature. Moreover, the work studies specific features of the use of different techniques and activities to develop speaking skills by using literature texts at practical English lessons.

scholarly journals The Opinions and Attitudes of the Foreign Language Learners and Teachers Related to the Traditional and Digital Games

2014 ◽  
pp. 689-708
Author(s):  
Levent Uzun ◽  
M. Tugba Yildiz Ekin ◽  
Erdogan Kartal
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Educational Games ◽  
Language Skills ◽  
Age Groups ◽  
Digital Games ◽  
Male And Female ◽  
Qualitative And Quantitative ◽  
Foreign Language Learners ◽  
New Generation

The present study aimed at investigating the differences between the teachers and the ‘new generation' of learners, their opinions about which language skills would benefit more from games, and the nuances of the two genders (male and female), while also revealing the profiles and tendencies of different age groups in relation to their fascination with playing traditional or digital games. The subjects were 131 foreign language learners or teachers from five different age groups, ranging between 7 and 50. The data were collected and analysed through both qualitative and quantitative constructions. Results suggested that female subjects were mostly in favour of traditional games, and liked to play educational games more than their male counterparts, while also it was revealed that from among the six language skills, vocabulary seemed to have the potential to benefit most considerably from games.

Bringing Back the L1 From Exile

2019 ◽  
pp. 68-83
Author(s):  
Fajer M. Bin Rashed
Keyword(s):  
Teacher Training ◽  
Language Learners ◽  
Theoretical Approach ◽  
Language Skills ◽  
Real Life ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
L2 Acquisition ◽  
Accurate Analysis ◽  
Foreign Language Learners

This chapter examines the effectiveness of second and foreign language learners using their L1 within their zone of proximal development to improve their L2 acquisition, and explores the usefulness of assessing specific L1 language skills to provide a more accurate analysis of learner acquirement. This theoretical approach will be examined in light of Lev S. Vygotsky and Vivian Cook's concepts of using the L1 in teaching and assessing the L2. One of these methods is the “new concurrent method” which identifies “code-switching” as a one of its important elements in creating real life situations in the classroom. In addition to theory, this chapter provides practical ESL/EFL assessments and trends of their application. By briefly exploring some of the justifications behind banning the L1 in ESL/EFL classrooms, the chapter criticizes and refutes the pedagogical claims and assumptions made throughout the reform movement which have affected many generations of students and influenced teacher training and instruction for a number of years.

scholarly journals Based Conceptual Blended Learning Didactic Prospect

2020 ◽  
Vol 03 (11) ◽  
Author(s):  
Joel Laffita Rivera ◽  
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learners ◽  
Qualitative Data ◽  
Learning Approaches ◽  
Foreign Language Learners ◽  
Quantitative And Qualitative Research ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Subject

The study aimed to deliver a valuable conceptual academic prospect based on a materialized use of Blended Learning (BL) in Spanish foreign language classroom with emphasis on lecturing treatments and learning approaches. This research was conducted by using mixed quantitative and qualitative research techniques. The study focused on collecting, analyzing, and mixing both quantitative and qualitative data because both research methods work together offer the best way to address the subject presented. This criterion involved the collection and analyze of associated researchers’ input, blended learning lecturing treatments and learning approaches used to conduct Spanish foreign language classroom, and the outputs from a survey given to 100 Spanish foreign language learners. The outcome revealed that using blended learning assignments based on the BL lecturing and learning insights outlined in this study help in determining good foreign language academic results, which could be used as a recycled-model for enhancing lecturing skills and developing competence materials based on the use of the Blended Learning method.

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