The Behaviorism Perspectives on English Learning: Its Theorical and Implications for Foreign English Learner in Online Learning Era

2021 ◽  
pp. 29-41
Author(s):  
Bunga Nuur Primayu Utami
Keyword(s):  
Foreign Language ◽  
Health Department ◽  
Language Learner ◽  
English Learning ◽  
English Learner ◽  
Close Relationship ◽  
Long Time ◽  
Teaching Learning ◽  
Behaviorist Theory ◽  
English Subject

The successful of teaching learning process not only focus on the technique and the materials. Especially to learn English Subject the lecturer should attend in linguistic perspective especially in this case discuss about behaviorism perspective. Behaviorism is one of the learning perspectives centered on instructors for a long time, as an education regulator, shaping every aspect of the curriculum and commands. This paper presents an explanation of the characteristics of behavior, its philosophical and basic theory and the application of behaviorist theory to teach  foreign language learner in Campus 7 Poltekkes Kemenkes Semarang in Environmental Health Department in online era. which has connection with theory which under pines the widely used Audio lingual Method by lecturers. In line, behaviorism perspective also has a close relationship with the audio lingual method to give reinforcement and encouragement to the students. So the important application in this case is the psychological aspects of students in the online era learning and is supported by the appropriate learning method.

scholarly journals English Language Teaching in Elementary School: Effective or Not?

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 122-130
Author(s):  
Milawati Milawati
Keyword(s):  
Elementary School ◽  
English Language ◽  
English Language Teaching ◽  
Learning Activities ◽  
English Learning ◽  
English Teacher ◽  
Effective Learning ◽  
The Media ◽  
Teaching Learning ◽  
English Subject

Recently curriculum in elementary school has posed the English subject as an extracurricular subject. However, the meeting is done once in a week during effective learning hours. It challenges the English teacher to formulate English learning activities. This study is aimed to describe the teaching-learning activities, including the English teacher’s strategy, material, and media. An English teacher and 29 students of 4A were chosen as the subjects. Mix methods; observation, interviews, and questionnaires were chosen to collect data. The results of observation indicate that the English teacher has the ability in explaining, managing, communicating and evaluating the students. On the contrary, negative responses towards the media used, the attitude, and the benefit of the media were also shown by students’ responses. Mainly, they thought that some of what they get did not match with their expectations. Some changes to create effective English teacher strategy and students’ participation are discussed.

scholarly journals Total Physical Response (TPR) Untuk Meningkatkan Teknik Maharah Al-Kalam Pada Siswa Madrasah Ibtidaiyah

MADRASAH ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 26
Author(s):  
Rodifatul Chasanah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Learner ◽  
Learning Approach ◽  
Long Time ◽  
Physical Response ◽  
Beginning Students

<span><em>Teach Arabic to motivated Arabic learning students in tpr. While usually </em><span><em>thought of as a powerful language learning approach for beginning students, </em><span><em>TPR actually has great potential for learners at any level of ability. The </em><span><em>basic idea behind Total Physical Response is that a language learner learns </em><span><em>to hear something in the language and then physically respond to it. This </em><span><em>method was designed to accelerate listening comprehension of a foreign </em><span><em>language by having subjects give a physical response when they heard a</em><br /><span><em>foreign utterance. This suggested that perhaps listening training should be </em><span><em>continued for a long time without an attempt to speak before the student is </em><span><em>asked to make any utterance in the foreign language.</em><br /><span><strong>Key note : </strong><span><strong><em>Total Physical Response, Maharah Al-Kalam di Madrasah Ibtidaiyah</em></strong></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

scholarly journals Japanese Adjective Conjugation Patterns and Sources of Difficulty in Foreign Language Learning

2020 ◽  
Vol 4 (3) ◽  
pp. p83
Author(s):  
Xuexin Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Speech Production ◽  
American English ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Learning Difficulty ◽  
English Learning ◽  
Lexical Structure ◽  
Speech Performance

This paper is a study of the complexity of Japanese adjective conjugations in relation to sources of foreign language learning difficulty. It focuses on two types of adjectives: i-adjectives and na-adjectives and their conjugation patterns, including their respective morphological requirements for particular grammatical functions. This study regards knowledge of Japanese adjective conjugations as one of the levels of abstract lexical structure: morphological realization patterns. To explore sources of learner errors in producing Japanese adjective conjugations, the speech performance data are from two groups of adult speakers of American English learning Japanese as a foreign language. This study makes two claims: Any successful acquisition of a foreign language must involve the complete acquisition of not only foreign language lexical items but also its morphological realization patterns, and any successful foreign language learner must be able to use language-specific morphological realization patterns as surface devices in speech production. This study offers some pedagogical suggestions for successful acquisition of Japanese adjective conjugation patterns.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

scholarly journals Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

2016 ◽  
Vol 22 (2) ◽  
pp. 407-412
Author(s):  
Simona Boştină-Bratu ◽  
Alina Negoescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Educational Background ◽  
Team Work ◽  
Learning Needs ◽  
Skill Levels ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Teaching Learning ◽  
Instruction Strategies

Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

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