scholarly journals An Analysis of the Assessment of English Grammar Courses in Five Tertiary Institutions in Viet Nam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Duyen Pham
Keyword(s):  
English Learners ◽  
English Language ◽  
Real Life ◽  
Target Language ◽  
Language Performance ◽  
Teacher Interview ◽  
Tertiary Institutions ◽  
English Grammar ◽  
Teaching Objectives ◽  
Response Task

English language assessment should be aligned with teaching objectives; therefore, if the teaching goal is that English learners are able to use their target language in their real life, the learners’ language performance should be assessed. By analysing the course syllabi, grammmar tests and teacher interview, this study aims to investigate the assessment of grammar courses of four tertiary institutions in Vietnam in connection to Purpura’ s (2014 & 2005) grammatical assessment theories regarding assessed grammatical ability aspects, test tasks and grammar assessment approaches. The results should that (1) only learners’ grammatical forms and semantic meanings are assessed; (2) Selected-response task types and The Discrete-Point Approach are mainly used to assess learners.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals What Makes an Effective English Language Teacher? The Life Histories of 13 Mexican University Students

2019 ◽  
Vol 13 (1) ◽  
pp. 163
Author(s):  
Nicholas Bremner
Keyword(s):  
Life Histories ◽  
English Language ◽  
Language Teaching ◽  
Methodological Approach ◽  
Real Life ◽  
Target Language ◽  
Future Research ◽  
Student Teacher Relationship ◽  
Inductive Methods ◽  
Being There

This study examined the educational life histories of 13 students at a Mexican university in order to gather their perspectives of effective language teaching. Most previous studies on students’ perspectives of language teaching have used quantitative and deductive methods, whereas this study employed qualitative and inductive methods. The main methodological approach was the ‘life history’ approach, and the specific methods were two extended interviews and an innovative ‘timeline’ activity. In total, 77 examples of effective (and ineffective) teachers emerged from the 13 students’ life histories. The study revealed three major findings. Firstly, teachers’ language knowledge and proficiency were not mentioned as important characteristics of effective language teaching, although several students did make reference to teachers’ command of language when it was perceived to be missing. Secondly, students generally favoured more ‘modern’ approaches (engaging, active, real-life skills, immersion in the target language), as opposed to more ‘conservative’ approaches (unappealing, passive, overly theoretical, lack of immersion in the target language). Thirdly, students emphasised the importance of a positive student-teacher relationship, and greatly appreciated the teacher being there to provide them with personalised attention. Notably, the students tended not to value autonomous learning, preferring teachers to be close to them to help them with their problems in class. Two main implications for practice were suggested. Firstly, a general consensus has been reached regarding several key characteristics of effective language teaching, strengthening the argument that these characteristics should be listened to, and acted upon, by teachers and educational decision-makers. Secondly, the study makes a strong case for future research to utilise more qualitative, inductive methods when investigating students’ perspectives.

scholarly journals Elementary English Language School Teachers Self Evaluation: A Case Study from Real Life Application

2021 ◽  
Vol 2 (1) ◽  
pp. p64
Author(s):  
Salwa H. Al Darwish
Keyword(s):  
English Language ◽  
Real Life ◽  
Target Language ◽  
Female Teacher ◽  
Self Evaluation ◽  
Teacher Trainees ◽  
Public Elementary Schools ◽  
Teacher Trainee ◽  
Central Tool

Self- evaluation is a central “tool” to express how we know what we do when we teach, and as we make decisions on our own while we teach, self- evaluation has the power to help us link knowledge and theoretical information and to use each area of expertise more professionally. This paper will discuss primary school English Language teacher trainee’s self- evaluation which will be carried out between the instructor (researcher/ mentor) and the student teacher trainees. This study aims to explore the benefits of the process of self-evaluation during the student trainees while teaching English as a foreign language in public elementary schools in the form of the practice classes (Practicum Course). Another purpose of this research will be to find out more about students’ perceptions, problems and difficulties of teaching the target language (English) to young learners in order to find the instrument that will help the teacher trainees to better prepare, monitor and evaluate their own teaching through the self-evaluation and peer evaluation. The chosen instrument for this research will be observation for each individual by the instructor (mentor) and the teacher trainees, followed by a questionnaire distributed among the teacher trainees. The sample will consist of 30 female teacher trainees. Each participant is assigned four classmates to be observed and evaluated; followed by the mentor observation and evaluation for each teacher trainee. The results were not similar between the teacher trainees and the mentor.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

scholarly journals Analysing Morphological Errors in ESL Graduating Students’ Writing based on Surface Structure Taxonomy

2021 ◽  
Vol 5 (3) ◽  
pp. 42
Author(s):  
Kamisah Ariffin ◽  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim ◽  
Nurul Akmal Awang
Keyword(s):  
Surface Structure ◽  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Standard Form ◽  
Language Performance ◽  
English Grammar ◽  
Grammar Rules ◽  
Esl Learners ◽  
Graduating Students

Empirical studies have examined errors committed by ESL learners at different levels of study in terms of its inconsistency with the standard form of English grammar rules in general. This study, on the other hand, looked into the errors in the English morphological system of a language that deals with the minimal units of linguistic form and meaning. By understanding the errors from the morphological perspective, instructors may also be able to figure out the specific causal factors that can help devise their methods and approach to teaching. As the English language performance of the graduates in this country has been publicly lamented by employers, this study focused on the writing products of graduating students to see the common errors made and to understand the interfering factors so that any intervention initiatives to improve their English language proficiency can be objectively proposed. The data were procured from a mock writing exit test of 60 graduating students from a public university. The Theory Taxonomy of Dulay or Surface Structure Taxonomy framework was used for data analysis. The data were treated quantitatively in terms of frequency counts of errors occurred in each category. The findings indicate that the errors were prevalent in the Omission category, followed by Addition, Misformation and Misordering. This has significant pedagogical implications on developing intervention or remedial programmes for graduating students.

scholarly journals “MY GRADES ARE ALWAYS EQUAL TO STANDARDIZED CRITERIA”: DISCOVERING EFL LEARNERS’ MOTIVATION OUTSIDE FORMAL CLASSROOM

2020 ◽  
Vol 7 (2) ◽  
pp. 347-369
Author(s):  
Siti Jannatussholihah ◽  
Ashadi Ashadi ◽  
Erna Andriyanti
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Formal Education ◽  
Target Language ◽  
Speech Community ◽  
Integrative Motivation ◽  
Instrumental Motivation ◽  
Depth Interviews

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

Impact of Language-Oriented Extracurricular Activities on Academic Achievement in Language Preparation Schools

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Yunus YILDIZ
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
English Language ◽  
Language Skills ◽  
Real Life ◽  
Language Teachers ◽  
Target Language ◽  
Proficiency Level ◽  
Preparatory Schools ◽  
Special Approach

English as a Foreign Language (EFL) requires learners’ exposure to what educators call the language skills: reading, speaking, writing and listening. Language teachers’ aim is to make students acquire language skills to ensure achievement both in oral and written communication.  Language teachers at Preparatory Schools try to do their best to teach those students who did not reach the level of target language skills that would enable them to study in that language. According to observations, the researcher came to conclusion that those students have difficulty reaching the proficiency level needed for study in the language at their departments for the following year need a special approach, additional to their curriculum studies. The idea was instead of giving abundant homework to students to be completed, it is better to draw their attention to English language-oriented extracurricular activities (ECAs). Via these activities students will use the language beyond the classroom, have sufficient real-life-like practice, but, on the other hand, be devoid of the stress typical for both classroom and first contacts with people not speaking one’s native language. This, hopefully, will also let students increase students’ level of language skills. The experimental research, in which 34 students of Ishik University (Iraq, Erbil) were involved, the idea was confirmed.

scholarly journals Teaching speaking in large classes: Crossing the barriers

2013 ◽  
Vol 6 ◽  
pp. 72-89
Author(s):  
Nargis Chowdhury ◽  
Sabrina M Shaila
Keyword(s):  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Target Language ◽  
Large Classes ◽  
New Methods ◽  
Classroom Language ◽  
English Language Teachers ◽  
Innovative Techniques

The modern theories, approaches and methodologies regarding classroom language learning perceive learning as an interactive process. In countries like Bangladesh, where English is a foreign language, one common phenomenon is that the teachers have to deal with large classes. This paper tries to focus on how the English language teachers deal with large classes at the tertiary level, especially when they are conducting classes to practice and evaluate speaking skills of students. A survey was conducted on 52 English language teachers working at different private universities to find out the problems teachers face when the carry on and observe speaking classes. The study finds that students’ less exposure to the real life interaction in the target language, their nervousness, influence of the L1, adverse social environment along with other problems tend to hamper the smooth ongoing of the class. But as most of the teachers consider large class as a challenge rather than a problem, so they attempt to utilize different new methods of teaching speaking in classrooms. The authors of this paper suggest some innovative techniques and methods found to be effective and fruitful in large classes. Stamford Journal of English; Volume 6; Page 72-89 DOI: http://dx.doi.org/10.3329/sje.v6i0.13904

scholarly journals Changemaking and English Language Learners (Els): Language, Content and Skill Development through Experiential Education

2020 ◽  
Vol 14 (1) ◽  
pp. 107
Author(s):  
Viviana Alexandrowicz
Keyword(s):  
English Language Learners ◽  
Second Language Acquisition ◽  
Youth Development ◽  
Language Learners ◽  
21St Century ◽  
English Learners ◽  
English Language ◽  
Real Life ◽  
Children And Youth ◽  
Life Problems

The idea of offering all children and youth an education that is experiential, student centered, engaging, and relevant to life is not a new concept (Dewey, 1938; Kolb, 1981). Preparing students with the competencies, skills, and character for full participation in the 21st century has become the vision of schools, educators, and organizations around the world (NEA, 2020; Geisinger, 2016; Trilling, B. & Fadel, C. 2009). Changemaker teachers, staff, and administrators believe in facilitating children and youth development as citizens for the 21st century. These educators also guide them as agents of change who empathize with others and solve real life problems for the greater good. These children and youth are what Ashoka calls “Changemakers”. (Ashoka, 2020). This article explores the potential for facilitating the development of English Learners (Els) as Changemakers by using effective Second Language Acquisition (SLA) approaches in combination with experiential approaches. The intent is to contribute a theoretical framework and curriculum ideas for effective practice to help English language learners develop language, access content, and develop 21st century skills as Changemaker attributes.

scholarly journals Barriers to Speaking in English Among Maritime Students

2019 ◽  
Vol 8 (12) ◽  
pp. 5577-5584
Keyword(s):  
English Learners ◽  
English Language ◽  
Female Students ◽  
Contributing Factors ◽  
Tertiary Institutions ◽  
Speaking Proficiency ◽  
Language Courses ◽  
Oral Skills ◽  
Survey Questionnaires

This study analyses the contributing factors to problems with regard to speaking in English among maritime students at two tertiary institutions in Malaysia. This study looks at five paradigms: learners’ personality, amount and quality of exposure to English, learners’ attitude, learners’ motivation, and pedagogical management of the English Language courses at the campus. The study also compares the causes of the speaking problems in English between male and female students. Survey questionnaires are distributed to 150 final-year maritime students. Data were analysed descriptively via SPSS. It is found that the main causes of the students’ speaking problems stem from the teachers’ pedagogical management of the English subjects, exposure to English, and personality which contribute moderately to the learners’ predicaments. However, motivation and attitude are identified to have contributed the least to the students’ oral skills inadequacies. Several ensuing implications for initiatives to help enhance students’ speaking proficiency in the English Language are also discussed.

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