Role-Play: Taking the Line of Least Resistance

Today, one of the main concerns in second language acquisition is to learn how to communicate orally with others. So speaking has played an increasingly essential role in second language settings. However, in many universities, ESL students rarely communicate effectively in English with other people. They would rather remain passive when a communicative task is assigned. Such a phenomenon has long left many ESL practitioners defeated. This had prompted the research to ascertain the effectiveness of role-play in eradicating the problem. Using Kolb (1984) model in the ESL classroom experimentally, after fourteen weeks, the outcomes showed that role-play is an effective technique to enhance the learners' confidence and their oral competency.

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Learning Poetry: Attitudes and Challenges Faced by ESL Students

LSP International Journal ◽

10.11113/lspi.v7.16343 ◽

2020 ◽

Vol 7 (2) ◽

pp. 55-69

Author(s):

Hafilah Zainal Abidin ◽

Taufik Lock Kim Wai

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Positive Attitude ◽

English Language ◽

Language Skills ◽

Esl Students ◽

Selection Of

Learning literature, as part of the English Language Syllabus, has been practiced in many countries. In Malaysia, literature is incorporated as a component and an authentic means of learning the language with the hope that students acquire the desired language skills. However, poetry, one of the genres in the component, is the least favourable among students. This paper investigates students’ attitude towards learning poetry and the challenges they encountered learning poetry. Data from 120 respondents were collected through questionnaire and interviews. The findings revealed that the selection of texts for poetry in the literature component and teacher’s methodology play a role in cultivating students' interest in learning not only the language but also the context, culture, and values as well as inculcating a positive attitude towards learning poetry in second language acquisition.

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LANGUAGE GAMIFICATION IN ESL CLASSROOM: TEACHING PERSPECTIVE

European Journal of Open Education and E-learning Studies ◽

10.46827/ejoe.v5i2.3445 ◽

2020 ◽

Vol 5 (2) ◽

Author(s):

Eliyas S. Mohandas ◽

Anealka Aziz Hussin ◽

Tuan Sarifah Aini Syed Ahmad

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Teaching And Learning ◽

Classroom Teaching ◽

Language Games ◽

Long Run ◽

Esl Classroom

Language games have always been the reinforcement activities in second language acquisition. Such activities will not only help the learners to retain the knowledge but to ensure the sustainability of it for a long run. It was not until the early 2000s when researchers began to carry out studies on online language games. Soon after, the terminology of Language Gamification came into perspective. This paper discusses on the notion of language gamification from a teaching perspective. It starts by discussing the related theories on language gamification and second language acquisition before moving to discussing on creating gamification in classroom. This paper is also set to disclose the ramifications of language gamifications in teaching and learning. Article visualizations:<img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" />

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The Effect of Graphic Representation of Knowledge Structures on ESL Reading Comprehension

Studies in Second Language Acquisition ◽

10.1017/s0272263100010810 ◽

1992 ◽

Vol 14 (2) ◽

pp. 177-195 ◽

Cited By ~ 34

Author(s):

Gloria Tang

Keyword(s):

Second Language ◽

Reading Comprehension ◽

Second Language Acquisition ◽

Language Acquisition ◽

Content Knowledge ◽

Academic Language ◽

Esl Students ◽

Esl Reading ◽

English Speaking ◽

Representation Of Knowledge

Research suggests that English as a second language (ESL) students take upwards of 5 years to acquire a level of proficiency in academic language that is comparable to their English-speaking peers. They are likely to be denied full access to school knowledge unless teachers help to bring about student content knowledge learning and second language acquisition simultaneously.

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Folklore, Literature, Ethnography, and Second-Language Acquisition: Teaching Culture in the ESL Classroom

TESL Canada Journal ◽

10.18806/tesl.v22i2.88 ◽

2005 ◽

Vol 22 (2) ◽

pp. 75 ◽

Cited By ~ 4

Author(s):

Rachel Gholson ◽

Chris-Anne Stumpf

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Everyday Life ◽

North American ◽

Cultural Awareness ◽

Cross Cultural ◽

Teaching Culture ◽

Critical Methodology ◽

Esl Classroom

Recognizing that to learn about culture will aid the new Canadian in attaining cultural awareness, this article argues that it is imperative to develop strategies for teaching about culture. Using folklore as a critical methodology in the ESL classroom is such a strategy. Because folklore is an intrinsic part of everyday life, its use promotes and enables cross-cultural understandings and the understandings of North American cultures. Moreover, through the use of folklore, students and instructors come to recognize that their expectations are mutable or living elements of culture.

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Developing pragmatic fluency in an EFL context

EUROSLA Yearbook ◽

10.1075/eurosla.10.05bar ◽

2010 ◽

Vol 10 ◽

pp. 38-61 ◽

Cited By ~ 3

Author(s):

Julia Barón ◽

M. Luz Celaya

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Role Play ◽

Cognitive Models ◽

Interlanguage Pragmatics ◽

Pragmatic Development ◽

Efl Learners ◽

Efl Context ◽

Grade 11

Studies on pragmatic development, especially on the development of pragmatic fluency, are still scarce in the area of Interlanguage Pragmatics. The present study analyses whether EFL learners (N = 144), from Primary to University levels, who have not been instructed in pragmatics nevertheless show development in pragmatic fluency. A wide variety of measures were used to analyse the learners’ production in open role-play. The results in the present study show that pragmatic fluency indeed develops as proficiency increases (the learners develop their use of gambits and routines, they are capable of changing topics by themselves and they produce appropriate time responses) but also that, in contrast, the development in the use of patterns stops at Grade 11 and there is no development in the opening and the closing phases. These results are discussed in the light of cognitive models of second language acquisition.

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