scholarly journals The specificity of learning audition in the classes in english in the high education

2021 ◽  
Vol 2 (4/S) ◽  
pp. 398-402
Author(s):  
Nigora Kenjaeva
Keyword(s):  
High Education ◽  
English Language ◽  
Background Knowledge ◽  
Adequate Understanding ◽  
Specificity Of Learning

The article related to teaching the perception of English speech in the listening classes in the high edicational institutions is considered. The following components of the ability to perceive sounding speech are described: awareness of the phonetic phenomena of the English language; prosody as a means of organizing the structure of a sounding text; background knowledge of the listeners, providing an adequate understanding of the content of the message. Working with students in these areas is interpreted as a prerequisite for the successful formation of auditory competence.

scholarly journals Intelligibility in English as a lingua franca – The interpreters’ perspective

2020 ◽  
Vol 9 (2) ◽  
pp. 173-193
Author(s):  
Karin Reithofer
Keyword(s):  
English Language ◽  
Language Skills ◽  
Background Knowledge ◽  
Evidence Based ◽  
Training Methods ◽  
Lingua Franca ◽  
Factors Affecting ◽  
Specialist Knowledge ◽  
Written Questions ◽  
Subordinate Role

AbstractThis article aims at examining the topic of ELF intelligibility from the interpreters’ perspective. Therefore, the focus is put on listener factors affecting intelligibility in settings typical for interpreting i.e. monologic settings. Data from various intelligibility studies are compared with results from a study that tested an ELF user’s intelligibility in a conference-like ELF setting and examined the influence of listener variables such as background knowledge, familiarity with ELF use or proficiency in English. In this study, an Italian speaker gave an impromptu speech in English to participants who subsequently were asked to answer written questions on the topic. The results showed that listeners with more experience in ELF settings reached the highest score in the test, while participants with specialist knowledge were unable to profit from it. The participants’ English language skills played a rather subordinate role. The findings of this study may prove useful for considerations in interpreter training and can contribute to the development of concrete, evidence-based training methods for interpreters in the interpreting sub-skill of comprehension.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

scholarly journals Gender Markers in the English Picture of the World

wisdom ◽  
2021 ◽  
Vol 19 (3) ◽  
pp. 100-113
Author(s):  
Iryna HUMENIUK
Keyword(s):  
Gender Stereotypes ◽  
English Language ◽  
Social Activity ◽  
Background Knowledge ◽  
Current Paper ◽  
Double Standards ◽  
Men And Women ◽  
Cultural Community ◽  
The World ◽  
English Speaking

Gender is determined as an ideological frame that assembles the idea of what it means to be a man or a woman in a certain culture, a non-linguistic category with linguistic ways of actualization. The article substantiates the key theoretical problems concerning gender-marking based on English phraseology and their influence on the formation of the gender picture of the world. The objective of the current paper is to analyze gender-marked phraseological units of the English language, which are the basic matrices of the phraseological picture of the world of a given cultural community, and to identify the frequency and impact of gender stereotypes on the development of the national picture of the English-speaking community, such as word, phraseology, paremia, text, which contain background knowledge and ways to reflect these meanings in the national picture of the world. The paper’s main conclusion is that the semantic basis of gender markers on the material of English phraseological units predominantly consists of stereotypical-associative units, which are perceived as social activity and characteristics of the images of both sexes with certain asymmetry for male denotata. The connotations of words can illustrate this inequality and the double standards between men and women.

scholarly journals How to put into practice the Integration Methods

2019 ◽  
Vol 7 ◽  
Author(s):  
Umarova Shirinoy Sadilloyevna
Keyword(s):  
High Education ◽  
General Education ◽  
New Teachers ◽  
English Language ◽  
Bachelor's Degree ◽  
Present Knowledge ◽  
Experienced Teachers ◽  
Teaching English ◽  
Specific Knowledge ◽  
Integration Methods

Till graduating bachelor's degree at University it is admittable fact that most graduators essentially practice only on receiving specific knowledge, resulted that the lack of Utilisation of educational intelligence that is way it is purposed to lead the fresh bachelors of pedagogical units of High Education getting on how to deliver their learners obtained substances. It is directed that analyzing of Integration that promptable comprehensive Methodology on Teaching English language. Furthermore, the strategies of the integrating skills and the techniques about how to present knowledge during the procedure of lesson at GES (general education schools). It is brilliant brief instruction not only  for the new teachers who just starting working with learners but also for the experienced teachers.

scholarly journals The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

2021 ◽  
pp. 335-362
Author(s):  
Mateusz Bogdanowicz
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Background Knowledge ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Historical Background ◽  
Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

scholarly journals LEARNING FUNCTIONAL GRAMMAR IN ESP CLASS

2018 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Dian Arsitades Wiranegara
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
Background Knowledge ◽  
English Language Teaching ◽  
Teaching English ◽  
Functional Grammar ◽  
Related Field

<span class="fontstyle0">Learning functional grammar for ESP class is aimed to improve students<br />of non-English language department to understand how English works<br />effectively, appropriately, and accurately. Teaching ESP cannot be<br />separated by the use or the implementation of functional grammar as it is<br />clear that teaching English as a foreign language in ESP class is also<br />concerned with the language as an instrument of social interaction rather<br />than as a system which is viewed in isolation. Teaching functional<br />grammar for ESP students, in this matter, students of non-English<br />language department, can result such a hard working effort for teachers in<br />order to help them understand the-so-called functional grammar. As a<br />matter of fact, ESP can combine subject matter of the related field of<br />study and English language teaching. Therefore, learning functional<br />grammar has actually been conducted in ESP class since the students are<br />also involved with the use of their background knowledge of the field of<br />study.</span>

Functions of Indirect Utterances and Interpretation in the Course of the English Language Studies

10.12737/5711 ◽  
2014 ◽  
Vol 3 (6) ◽  
pp. 45-51
Author(s):  
Anna Shirokikh
Keyword(s):  
English Language ◽  
Background Knowledge ◽  
Point Of View ◽  
Communicative Intention ◽  
Communicative Functions ◽  
Language Studies

The article looks upon communicative functions of utterances. In the author’s point of view, rules of speech are dependent on the aim of communication, situation of speech, communicants’ statuses, properties of speech channel and supposition. These aspects of communication are reflected in the context of English language studies. Using the theory of dictema and factors of speech regulation as the basis for research the author analyses indirect utterances in publicistic texts read at English language lessons. Interpretation activities of students help to discover implicit properties of the indirect utterances and notional components of texts. The aims of utterances and communicative intention are seen as the basis of post suppositional research in reading and listening of English language texts. The author singles out the following functions of indirect utterances: linking and compression of information, escalation of information, communicative emphasis, expressing emotions and assessments, confirmation, imperative function, starter in a conversation, informational and emphatic assertion function, duality of opinion function and providing background knowledge.

Contemporary Methods of Watch Production

1953 ◽  
Vol 167 (1) ◽  
pp. 190-208
Author(s):  
R. A. Fell ◽  
P. Indermuhle
Keyword(s):  
Historical Development ◽  
English Language ◽  
Background Knowledge ◽  
Final Assembly ◽  
The Subject ◽  
General Note ◽  
Principles Of Design ◽  
Turned Parts

There is at present no written matter in the English language on watch production, the industry having died out in Britain some thirty years ago. The aim of this paper is to provide the engineer who is not a specialist in the subject with a background knowledge of the methods used in the production of watch components and the special difficulties encountered in watch manufacture. In the first part of the paper the historical development of the watch and the general principles of design are briefly reviewed. A fifteen-jewelled man's wrist-watch with lever escapement is taken as a typical example, in which the features commonly encountered are examined in more detail and the small size of the pinions and pivots is emphasized. The latter part of the paper is devoted to the techniques used in the production of the components (the plates and bridges, turned parts, wheels and pinions, escapement, and balance); their final assembly; and the oiling, springing, and timing, of the finished watch. A general note on the three main categories of watches is amplified by figures illustrating the performance actually attained by a wrist-watch of the highest grade.

scholarly journals Deployment of Background Knowledge and Performance in Comprehension Passage Reading among Primary School Learners in Vihiga County, Kenya

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Mary Susan Anyiendah ◽  
Paul A. Odundo ◽  
Agnes W. Kibui
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
English Language ◽  
Background Knowledge ◽  
Study Data ◽  
Language Teachers ◽  
Control Group ◽  
English Language Teachers ◽  
And Performance ◽  
Experimental Group

Background. Primary school learners in Vihiga County have been recording a lower mean score in English language examinations than their counterparts in neighbouring counties, with the score being lower in comprehension passage than in grammar sections. Few previous studies conducted in Kenya have investigated the issue from the instructional dimension, thereby limiting stakeholders’ understanding of the issue and delaying appropriate interventions. Aim. To determine how the deployment of learners’ background knowledge influences performance in reading comprehension passages. Method. Solomon Four-Group Design guided the study. Data were sourced in mid-2017 from standard six learners and English language teachers. Regression analysis generated two models, one for the experimental and control groups, each. Results. In both models, deployment of background knowledge had a significant positive effect on the performance in reading comprehension passages, which prompted rejection of the null hypothesis. However, the effect was stronger in the experimental group than in the control group. The variation was attributed to training provided to the experimental group teachers, which improved their skills in activating learners’ background knowledge. Conclusions. Activating learners’ background knowledge is a vital antecedent to better performance in reading comprehension passages and the English language. Although prereading vocabulary is vital for the activation of learners’ background knowledge, overreliance on a single strategy to activate learners’ background knowledge undermines optimal deployment of background knowledge skills in reading, albeit with implications on performance.

Prerequisites Included in Selection Criteria: A Contribution to Student Success in Nursing

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Onica Mankebe Ndwambi ◽  
Lizeth Roets
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Nursing Students ◽  
Language Proficiency ◽  
English Language ◽  
Life Sciences ◽  
Background Knowledge ◽  
Natural Sciences ◽  
English Language Proficiency ◽  
First Year

The low throughput rates of basic nursing students could be indirectly associated with the shortage of nurses in the nursing profession. Various factors could be related to the poor academic performance in tertiary education, with specific reference to nursing students. One of these factors is the selection and recruitment requirements for entry into nursing programmes. The objective of this article is to share the results of a study that was conducted in South Africa to describe whether background knowledge of grade 12 Life Sciences and English Language Proficiency influenced the academic performance in the Biological and Natural Science module of first-year student nurses. A quantitative research study was conducted. Baseline data were gathered by means of a checklist to collect data from first-year student admission records (193), and questionnaires to collect data from second-year students (147). The data demonstrated a positive association between the academic achievement of the Biological and Natural Sciences module and background knowledge of grade 12 Life Sciences and between the academic achievement of the Biological and Natural Sciences module and grade 12 English Language Proficiency. Students, but especially students who comply with specific prerequisites, thus a pass mark of grade 12 Life Sciences and evidence of adequate grade 12 English Language Proficiency, must be recruited to enhance the throughput rates of nursing students to help reduce the nursing shortage.

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