scholarly journals THE ROLE OF LITERATURE IN ESL CLASSES

2021 ◽  
Vol 5 (2) ◽  
pp. 287-295
Author(s):  
Mukhayyo Usmonova ◽  
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Native Speaker ◽  
Literary Texts ◽  
Cultural Aspects ◽  
Negative Results ◽  
Long Time ◽  
English Classroom ◽  
Esl Classroom

Introduction. This article deals with the interpretation of the literary texts in an ESL classroom. We will try to analyze and examine the possible overcomes of the usage of literature in the classroom which means it will purely rely on the teacher and student involvement in the classroom situation. Research methods. It is clear that the problem of using literary texts in the English classroom is being observed and analyzed for a long time. There are many researches conducted in this field that have both positive and negative results. Literature is inseparable part of language learning since it deals with authentic text, and the reader can see the language of people who use it as their native. It can be a very helpful tool even if it has some cons which will not overweight the positiveness of this research. Results and discussions. Its is very important to mention that ESL classroom differs from a native speaker classroom for the reason that the students are not directly involved in the process of using the language that they are learning. The learning styles of the students with different cultural background also affects on the process of learning for the fact that culture is a part of language. Because of this reason language learning can be closely connected with the literature of that nation since you can come across with different cultural aspects while you read or examine any sorts of literary books.

scholarly journals Inductive/Deductive Learning by Considering the Role of Gender—A Case Study of Iranian French-Learners

2016 ◽  
Vol 9 (12) ◽  
pp. 254 ◽  
Author(s):  
Rouhollah Rahmatian ◽  
Fatemeh Zarekar
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Inductive Approach ◽  
The Difference ◽  
Gender Based

<p class="apa">This article defines the objective of discovering the first preferred styles of Iranian learners of French as a Foreign Language (FFL) as regards inductive or deductive learning; and secondly, the difference between gender-based learning tendencies. Considering these points as target variables, the questionnaire developed by Felder and Silverman in 1988 was applied to form the learning styles and consequently to associate them with inductive and deductive approaches. The results led the team to set the idea which is based on the choice of induction or deduction in language learning and the gender variable that follows different directions. Consequently, in terms of the inductive approach, we find ourselves facing a rather male solicitation. A proportion of the use of this approach is also associated with women whose motivation is seen rather noticeably. Moreover, the significance is relative rather than significant in all the relationships studied in this research: males and inductive (1)/deductive learning (2); females and inductive (3)/deductive learning (4); inductive (5)/deductive (6) among Iranians.</p>

scholarly journals Scholastic Grammar in College English Teaching

2017 ◽  
Vol 7 (4) ◽  
pp. 191
Author(s):  
Yanghua Peng
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
College English ◽  
English Teaching ◽  
Vital Part ◽  
Long Time

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

scholarly journals LITERATURE IN LANGUAGE TEACHING

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Mundi Rahayu
Keyword(s):  
Learning Styles ◽  
Language Teaching ◽  
Language Skills ◽  
Literary Texts ◽  
Learner Motivation ◽  
Reading And Writing ◽  
Potential Source ◽  
Linguistic Input ◽  
Grammatical Structures

The role of literature in the ELT classroom has been re-assessed by many experts, and now many of them view literary texts as providing rich linguistic input, in addition to effective stimuli for students to express themselves in other languages. In this way, literature can be a potential source of learner motivation. Literary texts offer a rich source of linguistic input and can help learners to practice the four language skills -speaking, listening, reading and writing- in addition to exemplifying grammatical structures and presenting new vocabulary. It is found out as well that literary texts provide opportunities for multi-sensorial classroom experiences and can appeal to learners with different learning styles.

THE FACTORS WHICH INFLUENCE LANGUAGE LEARNING

2021 ◽  
Author(s):  
Risolatkhon Payziyeva
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Time Management ◽  
Native Speaker ◽  
Native Language ◽  
Real Life ◽  
Authentic Materials ◽  
Language Teacher ◽  
Self Confidence ◽  
Main Factors

The article is devoted to the main factors in language learningprocess. Factors like motivation, age, personality, self-confidence, experience ormultilingualism, learning styles, aptitude, native language, teacher and course book,time-management, authentic materials and native speaker are discussed as the mainfactors in language learning. Each factor is described thoroughly with the review ofpreviously conducted researches and real life examples.

Reflections of Own Vs. Other Culture

2016 ◽  
Vol 1 (2) ◽  
pp. 15-28 ◽  
Author(s):  
Eiko Gyogi ◽  
Vivian Lee
Keyword(s):  
Language Learning ◽  
Native Speaker ◽  
Current Model ◽  
Language Education ◽  
Pedagogical Practices ◽  
Intercultural Communicative Competence ◽  
Language Classrooms ◽  
National Boundaries ◽  
English Classroom ◽  
Continuous Use

The purpose of this paper is to critically examine Byram's Intercultural Communicative Competence (ICC) model (Byram, 1997), one of the most influential models particularly in language education in Europe, from a pedagogical perspective. Although the model has opened up various innovative and creative teaching practices beyond a model that uses the native speaker as a goal in language learning (e.g. Byram, Nichols & Stevens, 2001; Coperías Aguilar, 2007, 2009), his conceptualization of “culture” has been criticized by various scholars as being a rather static and discrete entity, particularly as it is based on national boundaries (Block, 2007; Dervin, 2010). This study examines the conceptualization of “own” and “other” cultures in Byram's model from local pedagogical practices based on the data obtained from two different foreign language classrooms, an English classroom in a Korean university and a Japanese classroom in a UK university. The data from both classrooms show some degree of both fixity and fluidity in the illustration of “own” and “other” cultures. This study argues that, despite the pedagogical contributions of Byram's model, the categorization of “own” and “other” cultures can pose problems in interpreting fluidity and ambiguities identified in both classrooms. This study also points to the risk that the continuous use of his current model could result in reproducing fixed categories of “own” and “other” cultures by the teachers themselves. While acknowledging the ICC model's pedagogical contributions, this study argues the need for a pedagogically viable model that does not rely on binary distinction between “own” and “other” cultures.

scholarly journals The Analysis of Relationship between Students' Attitudes and Perceptions of Indonesian Language Learning based on the Rules by the Skills of the Millennial Generation

2021 ◽  
Author(s):  
Sheila Sabika Amani Naura ◽  
Zhafira Herinda Puteri
Keyword(s):  
Young People ◽  
Learning Styles ◽  
Language Learning ◽  
Everyday Life ◽  
Learning Style ◽  
Qualitative Method ◽  
Course Content ◽  
Cultural Aspects ◽  
Attitudes And Perceptions ◽  
Students Attitudes

This article reports on research on the learning styles of millennials. The purpose is to determine if there are still many young people, especially millennials, who use standard Indonesian, which affects their learning style, and to determine the correlation between their learning style and the Indonesian language they use. There are rules for whether they use Indonesian or not so as to be between their learning style and several the oral reports of their achievements in the course content. A group of students described how they manage learning, which is very different from the general characteristics of millennials in the literature. There is no significant correlation between their learning style and the Indonesian language they use. The learning environment and cultural aspects are believed to shape the learning style of the interviewees. This study uses a qualitative method, which will be followed by 49 participants who will later fill out a survey about their opinions about the Indonesian language that is based on their knowledge and how often they use Indonesian according to the rules in everyday life.

scholarly journals Adaptación a la Nueva Realidad Sociocultural en España: Propuestas para la Mejora de la Asistencia en Traducción e Interpretación Jurídica en los Servicios Públicos

2017 ◽  
Vol 4 ◽  
pp. 162-173
Author(s):  
Leticia Arcos Álvarez
Keyword(s):  
Language Learning ◽  
Cultural Barriers ◽  
Social Changes ◽  
Immigrant Communities ◽  
Multicultural Society ◽  
Daily Lives ◽  
Labor Politics ◽  
Foreign Population ◽  
Long Time

Resumen: En los últimos tiempos, el panorama legal de España ha cambiado a base de enmiendas, nuevos proyectos de leyes, reglamentos, etc., lo que, sumado a un período de grandes modificaciones sociales en materia de trabajo, política, economía y migraciones, ha dado lugar a una nueva realidad que afecta a todo el conjunto de ciudadanos, y en especial, a la población extranjera no hispanohablante que reside en nuestro país. Hoy en día, vivimos en una sociedad multilingüe y multicultural en la que las comunidades de inmigrantes tienen que hacer frente a grandes diferencias durante su vida cotidiana, principalmente relacionadas con las barreras lingüísticas y culturales. El proceso de integración y de aprendizaje del idioma es lento y se puede prolongar durante bastante tiempo, período durante el cual estas personas tienen que realizar trámites burocráticos sin poseer los conocimientos lingüísticos y del sistema administrativo adecuados. Cuando estos obstáculos impiden la comunicación es necesario desarrollar soluciones que permitan el entendimiento entre las partes. En este punto aparece la figura del intérprete o mediador intercultural, que interviene para garantizar una comunicación efectiva.Abstract: In recent times, Spain's legal scenario has changed with amendments, new bills, regulations, etc. This new picture, along with a period of major social changes in labor, politics, economy and migrations has given rise to a new reality that affects the whole group of citizens, and especially the non-Spanish-speaking foreign population living in our country. Nowadays, we live in a multilingual and multicultural society in which immigrant communities have to cope with major differences during their daily lives, mainly related to linguistic and cultural barriers. The process of integration and language learning is slow and can be prolonged for a long time, during which these people have to perform bureaucratic procedures without adequate linguistic and administrative knowledge. When these obstacles hinder communication it is necessary to develop solutions allowing the understanding between the parties. The role of the intercultural interpreter or mediator then appears, who intervenes to guarantee an effective communication. 

scholarly journals THE ROLE OF GENDER ON ESL LEARNERS’ PERCEPTION IN ENGLISH LANGUAGE LEARNING: A SYSTEMATIC REVIEW

2021 ◽  
Vol 6 (43) ◽  
pp. 235-248
Author(s):  
Partibaraaj Nagasundram ◽  
Suyansah Swanto ◽  
Megawati Soekarno ◽  
Wardatul Akmam Din
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
English Language Learning ◽  
Online Journal ◽  
Perceptions And Attitudes ◽  
Psychological Differences ◽  
Esl Learners

ESL learners have varying perceptions towards their English language learning experience because no one student is alike with the other. Gender differences is an important aspect of ESL learners’ identity which is frequently overlooked because English curriculums and teaching methods are usually carried out in classrooms with a one-size-fits-all concept, and does not cater to the different needs and learning styles of their students. This study aims to determine whether gender plays a significant role in shaping ESL learners’ perceptions towards English language learning. This study was conducted via the systematic literature review method. A total of ten literatures were chosen for inclusion in this study based on specified criteria and gathered from various online journal databases. Based on the results, it was found that gender does play an important role on ESL learners’ perception due to societal and environment factors that feed into stereotypical gender roles. Also, the inherent biological and psychological differences between males and females can affect ESL learners’ perceptions and attitudes when learning English.

scholarly journals An Experimental Analysis of Errors in Light of Language Learning and Language Use and the Role of Executing Involvement to Increase Motivation in the English Language Classroom

2015 ◽  
Vol 51 ◽  
pp. 82-88
Author(s):  
Mohsen Fatehi ◽  
Omid Akbari
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Use ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
English Classroom ◽  
Motivation And Learning ◽  
Experimental Effort ◽  
Teaching Situations

People are very likely to make mistakes during language learning, FL learners above all. We want in this paper to make an experimental effort to describe and pinpoint learners’ errors in language learning and language use hoping it will pave the ground for FL learners’ to have a better understanding of the errors they make. And yet all researches done empirically until present day show a correlation between students’ motivation and learning aftermaths in the teaching of English in ESL and EFL contexts. Notwithstanding of a sound theoretical framework, there are few studies which bring about strategies intended to increase motivation and report findings. This paper also endeavors to enlighten the factors which put students’ motivation in jeopardy and act as hindrance in efficient foreign language learning. It equips teachers with a tool for assessing students’ motivation so that they put into practice effective motivation strategies in the English classroom. The strategies and involvements suggested can be used by teachers in copious teaching situations after of course considering and taking their own teaching contexts under advisement.

Sign in / Sign up

Export Citation Format

Share Document