scholarly journals Knowing Communication Strategy for Better Communication

2021 ◽  
Vol 2 (2) ◽  
pp. 137-146
Author(s):  
Rona Merita ◽  
Sony Eko Adisaputro
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Communication Strategies ◽  
Oral Communication ◽  
Communication Strategy ◽  
Target Language ◽  
Communication Ability

Nowadays, the importance of communication is undeniable. In oral communication, the learners employ speaking skills which requires the mastery of communication strategies in order to solve the communication problems which they found during oral communication and to get across the communicative goals to the interlocutors. Unfortunately, speaking is still considered one of the most difficult skills to be acquired by English language learners. English learners need more practices and also strategies in communication. In addition, communication ability also influenced by some factors such as target language proficiency, learning and communicating contexts, task types, gender differences and learners’ personality. Driven by this condition, this paper is aimed to discuss theoretical framework about communication strategies and its development since firstly proposed by Tarone (1977). This paper is beneficial for English language practitioner and English language learners, ELT researcher as well.

scholarly journals “MY GRADES ARE ALWAYS EQUAL TO STANDARDIZED CRITERIA”: DISCOVERING EFL LEARNERS’ MOTIVATION OUTSIDE FORMAL CLASSROOM

2020 ◽  
Vol 7 (2) ◽  
pp. 347-369
Author(s):  
Siti Jannatussholihah ◽  
Ashadi Ashadi ◽  
Erna Andriyanti
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Formal Education ◽  
Target Language ◽  
Speech Community ◽  
Integrative Motivation ◽  
Instrumental Motivation ◽  
Depth Interviews

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

scholarly journals Learning Fun English Using Total Physical Response Method

2018 ◽  
Vol 1 (3) ◽  
pp. 23
Author(s):  
Zulia Karini
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Target Language ◽  
Learning Activity ◽  
English Learning ◽  
Communicative Skills ◽  
Physical Response ◽  
Response Method

One of the difficult parts of learning the target language for English language learners is the acquisition of vocabulary. Most learners find that English is a hard subject to be studied. However, they can enjoy learning English when it is taught in a fun way. Using games for teaching vocabulary has been very popular for several decades. Different studies revealed that games are beneficial in vocabulary learning because they enhance students’ ability to memorize words, encourage student’s interaction, improve their communicative skills and enhance students’ motivation. Games also can help the teachers to create contexts in which the language is useful and meaningful. Watching a movie is also a great way to learn English. Learners can improve their vocabulary while watching a film. Total Physical Response method can also be applied when teaching English for children. This method makes language skills more quickly understood and understood by children the use of functional English like "Show and tell". Fun English learning activities (over English learning) was done this time, considering how enthusiastic the children in Taman Baca Kudi Dusun Cunil Pegalongan village Banyumas in every activity given. This English learning activity also aims to provide English introduction materials early so that they will be accustomed to facing all things related to the English language.

Communication Strategies Used by Middle Estern Postgrduate Students at Service Encounters in Univsersty Malaya

2016 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Suo Yanju ◽  
Suo Yanmei
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Second Language Learners ◽  
Communication Strategies ◽  
Middle Eastern ◽  
Oral Communication ◽  
Communication Strategy ◽  
Video Tape ◽  
Communication Breakdown

Communication strategies are important in helping L2 learners to communicate successfully when they are faced with a problem in speech production. This study looked at one of the components in Communication Competence, i.e strategy competence or the use of Communication Strategies (CS) in oral interactions among Middle Eastern students and counter staff in institute of postgraduate studies (IPS) at University of Malay. Data collected from video-tape and interviews were analyzed quantitatively and qualitatively. It was found that the most frequently used communication strategy was the use of “modification devices‟. The other strategies used frequency were“interaction strategies”, “compensatory strategies” “avoidance strategies” and “L2-based strategies”. The results showed that students used different communication strategies to overcome their communication difficulties. The main aim of using the communication strategies is to avoid communication breakdown. Consequently, Second language learners should be encouraged to use communication strategies to develop their oral skills and help them more effective in oral communication with their limited English language proficiency. The implications and suggestions from this study towards development the teaching and learning of ESL were also presented.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

scholarly journals Crossing Borders toward Young Transnational Lives

2014 ◽  
pp. 200-216 ◽  
Author(s):  
G. Sue Kasun ◽  
Cinthya M. Saavedra
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Immigrant Students ◽  
Border Crossing ◽  
Cultural Identification ◽  
Return Visits ◽  
The U.S

Young immigrant youth often live their lives across borders, either by physically crossing them for return visits and/or by metaphorically crossing them through social media and cultural identification. The authors argue these students are better understood as transnational, shifting the focus for educators away from imagining their immigrant students on a straight, one-way path to assimilation in the U.S. to understanding these youths’ abilities to cross borders. Specifically, they call for a redesignation of English Language Learners (ELLs) as Transnational English Learners (TELs). Highlighting examples of educators’ successful border-crossing work, the authors call for educators to cross borders as well in their curriculum and relationships with transnational youth.

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

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