scholarly journals A Study of Iranian EFL University Lecturers’ Practice of Code Switching in English as Foreign Language Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 95
Author(s):  
Gholamhossein Shabani ◽  
Ramin Asadi Jamnani ◽  
Davood Mashhadi Heidar
Keyword(s):  
Native Speakers ◽  
Teaching Strategy ◽  
First Grade ◽  
Language Instruction ◽  
Academic Program ◽  
Code Switching ◽  
Foreign Language Instruction ◽  
English As Foreign Language ◽  
Research Questions ◽  
University Lecturers

<p>This study aimed at investigating where and the purposes for which code-switching is used by Iranian EFL lecturers in universities as foreign languageinstruction.The data of this study were gathered from two sources: six EFL university lecturers from three local universities where they taught English as EFL instruction.Theywere interviewed individually regarding the use of code-switching in their classrooms in order to reveal their purposes of using this strategy as well as their participants’ understandings of code-switching as a language teaching strategy. The interviews took 30-40 minutes each. The interviews were finally transcribed and the main themes were coded to answer the research questions; the second group of participants was students as native speakers of Persian. Ninety undergraduates from the three universities were randomly chosen from among those students majoring in TEFL. They were majoring in the first grade of the academic program. To this end, an eleven-item questionnaire was given to them to elicit their responses for the contexts and the reasons for which code-switching was preferred.The data from interview with EFL lecturers as well those of the students’ responses were analyzed qualitatively and quantitatively using SPSS, respectively, to determine where and for what purposes codes-switching were applied or practiced in EFL classrooms. The findings of the study indicated that their code-switching habits were connected to what was being taught. Their code-switching had to do with efficiency in their teaching and how to make it easier for the students to understand what they were teaching. <strong></strong></p>

scholarly journals THE MANDARIN ORAL MASTERY PROGRAMME AS PERCEIVED BY NON-NATIVE LEARNERS

2022 ◽  
Vol 7 (1) ◽  
pp. 1-23
Author(s):  
Nurul Ain Chua ◽  
Goh Ying Soon ◽  
Mohd Yusri Ibrahim ◽  
Che Hasniza Che Noh ◽  
Noor Rohana Mansor ◽  
...  
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Training Session ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Oral Fluency ◽  
Part C ◽  
Strong Indicator ◽  
Level 1 ◽  
Mandarin Conversation

Background and Purpose: Pinyin is required in learning Mandarin. The challenge of Romanised Pinyin is that learners must decipher the meaning of words based on the change of tone. Communication research is often conducted without accounting for the effects of the change of tone in learning a language. With the aim of avoiding miscommunication while strengthening awareness, Campus Buddies Programme was employed to provide tone practice for learners and consequently explores the effectiveness of the intervention.   Methodology: This quantitative classroom-based research gathered information through the administration of a questionnaire. The questionnaire was distributed to 32 Mandarin Level 1 learners identified through purposive sampling. The students studied five topics from the syllabus. A total of 10 native speakers who scored A in Sijil Pelajaran Malaysia (SPM) mentored the learners during the programme. The participants were instructed to answer both pre- and post-tests. Part A consists of demographic details, whereas Part B focuses on the effectiveness of questions and Part C consists of 30 questions of content learned by the respondents. The data were then analysed using SPSS 26 software.   Findings: The respondents demonstrated a positive response towards the programme and suggested further improvement ideas such as prolonging the training session and adding more topics and oral activities. The results implicated the programme as a motivator for oral fluency. Many non-native speakers can benefit from conversation with Mandarin native speakers because it is a strong indicator and sound oral mastery strategy.   Contributions: This research provides insights into the effectiveness of the current programme in motivating students’ oral learning. The outcome is essential in determining the Mandarin conversation strategy. More studies adopting different variables are proposed to explore correlations from different perspectives in order to improve students’ oral learning.   Keywords: Tonal pronunciation, native speakers, non-native speakers, foreign language instruction, Mandarin conversation.   Cite as: Chua, N. A., Soon, G. Y., Ibrahim, M. Y., Che Noh, C. H., Mansor, N. R., Embong Eusoff, A. M., Abdul Rashid, R., & Shen, M. (2022). The Mandarin oral mastery programme as perceived by non-native learners.  Journal of Nusantara Studies, 7(1), 1-23. http://dx.doi.org/10.24200/jonus.vol7iss1pp1-23

Tone and intonation in Mandarin babytalk to presyllabic infants: Comparison with registers of adult conversation and foreign language instruction

1991 ◽  
Vol 12 (4) ◽  
pp. 481-504 ◽  
Author(s):  
Mechthild Papoušek ◽  
Shu-Fen C. Hwang
Keyword(s):  
Foreign Language ◽  
Mandarin Chinese ◽  
Fundamental Frequency ◽  
Native Speakers ◽  
Role Play ◽  
Language Instruction ◽  
Foreign Language Instruction

ABSTRACTSix native speakers of Mandarin Chinese recorded 140 preselected utterances in three role-play contexts that differentially elicited registers of babytalk to presyllabic infants (BTP), foreign language instruction (FLI), and adult conversation (AC). Sound spectrograms were used to obtain 10 measures of fundamental frequency (Fo) patterns for comparisons among the three registers. In FLI, the speakers expanded Fo patterns in time and Fo range in comparison with AC. They clarified lexical tonal information and seemed to reduce suprasegmental information. In BTP, the speakers raised peak and minimum Fo, reduced the rate of Fo fluctuations, and increased the proportion of terminal rising contours. The speakers reduced, neglected, or modified lexical tonal information in favor of simplified and clarified intonation contours. The significance of the results is discussed in relation to tone acquisition in children and to a universal intuitive didactic competence in caretakers.

scholarly journals English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

2021 ◽  
Vol 4 (2) ◽  
pp. 99
Author(s):  
Pamela Barre ◽  
Jhonny Villafuerte-Holguin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Integrated Learning ◽  
Public And Private ◽  
English As Foreign Language ◽  
The Impact

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

Stylistic variation in L1 and L2 Chinese

2017 ◽  
Vol 52 (1) ◽  
pp. 55-76
Author(s):  
Xiaoshi Li
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Stylistic Variation ◽  
Teacher Input ◽  
Variation Patterns ◽  
L2 Chinese ◽  
Subject Pronoun ◽  
L1 And L2

Abstract This study examines stylistic variation patterns in L1 and L2 Chinese, focusing on two linguistic structures: morphosyntactic particle DE and subject pronoun. The data were from thirteen native speakers, four Chinese instructors, twenty-three L2 Chinese learners, and four Chinese textbooks. Results from variation analysis with frequency description show four general patterns. First, instructors used overt forms of stylistic variants in class significantly more frequently than native speakers did in conversations. Second, learners tended to overuse the overt forms compared with their native speaker peers. Third, learner patterns of stylistic variation aligned closely with those of their teachers. Finally, unlike teacher input, textbook input demonstrated mixed results compared with learner patterns. For DE use, learners’ patterns aligned significantly with those in textbooks, but did not for subject pronoun use. The implications for stylistic variation in conversational and written Chinese are discussed and suggestions are offered for Chinese and foreign language instruction.

Tweetalige Ontwikkeling en Tweetalig Onderwijs

2011 ◽  
Vol 86 ◽  
pp. 61-70
Author(s):  
Rick de Graaff ◽  
Sharon Unsworth ◽  
Sophie ter Schure
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Teaching Practice ◽  
Research Policy ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Afternoon Session ◽  
Research Questions ◽  
Future Policy ◽  
New Research

The topic of bilingualism in education continues to generate much debate. Issues under discussion include for example how best to support the Dutch language development of multilingual children and how to successfully implement bilingual secondary education and early foreign language instruction. This paper reports upon the symposium Bilingual Acquisition and Bilingual Education which brought together key players in this debate from the fields of research, policy and teaching practice to exchange ideas and insights with a view to formulating recommendations for future policy on multilingualism as well as generating new research questions. In the morning session, the discussion concerned recent results from research on multilingual acquisition and education in a variety of contexts, and in the afternoon session, the focus lay on issues concerning policy and teaching practice. This report consists of a summary of the main issues discussed there and ends with a list of points for future attention.

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