scholarly journals Communicative Competence of the Fourth Year Students: Basis for Proposed English Language Program

2017 ◽  
Vol 10 (7) ◽  
pp. 104
Author(s):  
Vu Van Tuan
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
Native Speaker ◽  
Communicative Competence ◽  
Language Program ◽  
Social Media Networks ◽  
Reading Materials ◽  
And Function ◽  
Frequency Counts ◽  
Descriptive Method

This study on level of communicative competence covering linguistic/grammatical and discourse has aimed at constructing a proposed English language program for 5 key universities in Vietnam. The descriptive method utilized was scientifically employed with comparative techniques and correlational analysis. The researcher treated the surveyed data through frequency counts, means and percentage computations, and analysis of variance/t-test to compare two main area variables. The respondents was 221 students from 5 universities randomly chosen. The major findings of the study generally reveal that the students’ level of communicative competence is a factor of their parents’ academic influence. Their linguistic/grammatical and discourse competence is helped by their chance for formal and intensive learning, conversing with a native speaker of the English language, rich exposure to social media networks, and reading materials written in English. Moreover, the students’ greatest strength along linguistic competence is on the use and function of noun, pronoun and preposition, while their weaknesses are on the use and function of conjunction, adverb, interjection, and verb. It is a general finding that the 4th year students who are linguistically competent on the whole system and structure of a language or of languages in general (consisting of syntax, morphology, inflections, phonology and semantics) have the tendency to speak or write authoritatively about a topic or to engage in conversation. Basing on the findings from this study, an enhancement program was proposed with the certainty that this proposed English language program would bring the best efficiency in the second language acquisition.

scholarly journals ANALYSIS STUDENT’S SPEAKING FLUENCY IN SPEAKING CLASS PERFORMANCE

2021 ◽  
Vol 10 (1) ◽  
pp. 43
Author(s):  
Aditya - Permana ◽  
- - Arjulayana ◽  
M. Abduh Al-Manar
Keyword(s):  
Data Analysis ◽  
English Learners ◽  
English Language ◽  
Language Program ◽  
Video Record ◽  
Or Practice ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
Data Collection Technique ◽  
Descriptive Method

Speaking skill becomes one of the most fundamental skills in this era; however English learners need to develop their capability to show their language skill through speaking practice. This research aims to investigate students speaking fluency level toward speaking practice. The qualitative descriptive method is used to describe data analysis. The sample of this research is single sample, English language program students at semester 5.  The video record towards speaking practice and professional feedback are became the data collection technique. The video records duration is about 10 minutes and during that presentation, researcher tried to analysis based on the vocabulary used, voice, and speech fluency. The result of the research showed that student’s speaking fluency level is still low, and it needed to treat and drill more, could be through watching a YouTube or practice among English learners.

Research and Reflective Practice in the Pre-Literate ESL Classroom

2020 ◽  
pp. 243-271
Author(s):  
Vineetha Hewagodage
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
English Language ◽  
First Language ◽  
Literacy Skills ◽  
Structured Interviews ◽  
Language Program ◽  
English Only ◽  
Low Educated

This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

scholarly journals Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers

2004 ◽  
Vol 26 (2) ◽  
pp. 245 ◽  
Author(s):  
Keiko Komiya Samimy ◽  
Chiho Kobayashi
Keyword(s):  
Second Language Acquisition ◽  
English Education ◽  
Native Speaker ◽  
Communicative Competence ◽  
English Teachers ◽  
Current Status ◽  
Ministry Of Education ◽  
Intercultural Communicative Competence ◽  
Curricular Innovation ◽  
Japanese English

Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of CLT that are based on the native-speaker competence model are not compatible with the contexts of Japanese English education because these assumptions include native-speaker competence as a primary goal of second language acquisition. Recognizing the current status of English as an international language, the authors propose an alternative model based on the notion of intercultural communicative competence (Alptekin, 2002) and discuss how the model of intercultural communicative competence can be applied to Japanese English education. １９８０年代半ばから、文部科学省の指導の下で日本の英語教育にコミュニカティブ・アプローチが導入されているが、コミニュカティブ・アプローチの実践は日本の英語教師にとって依然として困難な試みである。本論はコミュニカティブ・アプローチが日本にもたらしている問題の要因を探るために、カリキュラムの改変に影響を及ぼす日本の社会文化的、政治的、教育的状況を検討する。さらに、母国語話者のコミュニケーション能力を前提とするコミュニカティブ・アプローチは、ネイティブのコミュニケーション能力を第二外国語習得の主な目標とする点で日本の英語教育に適さないと論じる。最後に、現在英語が果たしている国際語としての役割を認識した上で、異文化コニュニケーション能力の概念に基づくモデルを新たに提案し、このモデルがどのように日本の英語教育に応用できるのかを検討する。

scholarly journals Exploring of the Role of Teacher’s Input in Fossilization: An Examination of Some Spoken Errors by Albanian Speakers of English

2016 ◽  
Vol 54 ◽  
pp. 165-179
Author(s):  
Lynn W. Zimmerman ◽  
Laureta Vavla
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Classroom Practice ◽  
Classroom Instruction ◽  
Native Speaker ◽  
Small Body ◽  
Target Language ◽  
Reading Materials ◽  
Teachers And Students

Fossilization in second language acquisition is generally defined as a discrepancy between the foreign language learner’s usage of a structure or form and what is considered “correct” in the target language. Second language theory and research generally support the notion that classroom instruction can reduce and, even prevent, fossilization. However, a small body of research suggests that not all classroom instruction may effectively prevent fossilization and some may even promote it. The authors examine research about the relationship between fossilization and classroom practice, then look at the effects classroom practice may have on fossilization, focusing on the role of input. Next they consider the question: How likely are fossilized forms to be ignored or even promoted in a classroom with a teacher who is a non-native speaker of the target language? Anecdotal evidence collected from observations of classroom teachers and students of English in Albania highlights some errors which are fossilized. The study demonstrates that the Albanian context plays a role in several significant ways. Until the early 1990s most Albanian teachers of English had little or no direct contact with native English speakers nor with authentic listening and reading materials. This trend is changing, but there is still a tendency among Albanian teachers to repeat the incorrect forms which were taught to them by their teachers of English. The authors explore a few common errors and suggest some changes to classroom practice to help teachers and their students overcome fossilization using appropriate input, by first recognizing fossilized forms, then revising their output to correct forms.

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

scholarly journals A Content Analysis of Authentic Reading Activities in the Jordanian English Textbook Action Pack Twelve Matching the General Guidelines and General and Specific Outcomes: تحليل محتوى لاستخدام الأنشطة الواقعية لمهارة القراءة في المنهاج الأردني للصف الثاني عشر لمادة اللغة الإنجليزية وتوافقها مع الخطوط العامة والمخرجات العامة والخاصة بالمنهاج

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Suha Abdulrazzq Islim
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Communicative Competence ◽  
Real Life ◽  
Authentic Materials ◽  
Secondary Stage ◽  
Reading Materials ◽  
Qualitative Research Methodology ◽  
High Degree ◽  
Reading Activities

  This study attempts to analysis the extent of using authentic reading materials in the English syllabus Action Pack Twelve used currently in Jordanian schools. Therefore, a qualitative research methodology was carried out to examine the extent in which the reading materials are authentic and if they are match with the General Guidelines and General and Specific Outcomes (GG and GSO). The findings of the analysis revealed that the reading materials of Action Pack twelve have a high degree of authenticity which was 79.50% as 31 reading texts out of 39 texts were authentic. There is a sturdy match between reading materials with the(GG and GSO).This tendency to include authentic materials stresses on the effectiveness of this approach in enriching the communicative competence of the Jordanian learners at the secondary stage which helps them to use the English language in actual contexts in the outer world. In addition, the reading materials are suitable to the learners' level and the reading activities present real life situations that are related to learners’ interests through the vast variety of interesting updating themes of the reading comprehension as well as making learner’s future use of the English language smoother in their undergraduate studies at universities.    

Video materials in English language teaching

1986 ◽  
Vol 3 ◽  
pp. 44-56 ◽  
Author(s):  
Margaret Allan
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Communicative Competence ◽  
Language Teaching ◽  
Verbal Communication ◽  
English Language Teaching ◽  
Video Sequences ◽  
Language Classroom ◽  
Classroom Use ◽  
Archive Material

Most materials available to users of video in English Language Teaching were designed neither for the ELT classroom nor for video: they originated as TV programmes or as films produced for a native speaker audience. An analysis of the characteristics of video and its possible roles at different stages in a language programme underlies the design of a set of video sequences, Video English, intended specifically for classroom use, within the framework of a methodology which puts the emphasis on communicative competence. Similar principles are exemplified in a discussion of another published series, Television English, which is based on BBC archive material. In conclusion some findings of research into non-verbal communication are considered in relation to the use of video materials in the language classroom.

A qualitative case study of how an English language program at a U.S. university prepares Chinese students for U.S. undergraduate programs and communicative competence

2020 ◽  
Author(s):  
◽  
Mingming Wang
Keyword(s):  
International Students ◽  
English Language ◽  
Communicative Competence ◽  
Qualitative Case Study ◽  
Chinese Students ◽  
Full Time ◽  
Language Program ◽  
Undergraduate Programs ◽  
The U.S

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Chinese students account for about one-third of the international students at U.S. universities from 2013 to the present year 2020; however, many of them, after their arrival, feel it is difficult to fit into U.S. college learning environments. This study focused on how to get Chinese students ready for U.S. undergraduate programs. A qualitative case study method was utilized, and the case was the Intensive Language Program (ILP), a full-time program of an English language center at a Midwestern public university that is designed to support international students. Using theoretical frameworks on college readiness (Conley, 2010a, 2014b) and communicative competence (Canale and Swain, 1980, 1983), I explored how ILP prepared Chinese students for U.S. undergraduate programs in general, and I paid particular attention to how ILP improves Chinese students' communicative competence. My specific research questions were: 1. How do ILP teachers and leaders prepare students for U.S. undergraduate programs? 2. How do Chinese students who have finished the ILP program perceive ILP and how well it has prepared them for U.S. undergraduate programs? 3. How does ILP enhance Chinese students' communicative competence? The findings demonstrated that the ILP program provided valuable and comprehensive support to Chinese students in five overarching components: Think, Know, Act, Go, and Talk. Specifically, ILP added five great values to Chinese students: research, MLA and APA, writing, transition, and presentation. However, as they started their undergraduate program learning, Chinese students also shared two greatest needs: reading and the U.S. History course. The results are significant to the practices of the U.S. English language centers and international schools in China.

scholarly journals EXAMINING INSTITUTIONAL ENGLISH LANGUAGE PROGRAM: ENGLISH TEACHER’S PERSPECTIVES AND PRACTICES

2020 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Anthony Porras
Keyword(s):  
Language Learning ◽  
English Language ◽  
Single Case ◽  
The Philippines ◽  
Language Program ◽  
Learning And Teaching ◽  
Form And Function ◽  
Teacher Beliefs And Practices ◽  
And Function ◽  
Teaching Grammar

The issue of what the role of grammar is and how it should be taught is still considered a dilemma among English teachers. Though various schools of thought and methodologies were discovered, the convincing postulations and effective practices in language learning are still in constant exploration. As an attempt to alleviate this dilemma, this research aims to identify teacher beliefs and practices when it comes to grammar. Utilizing a single case study method, perspectives and methodologies were studied from an English teacher in the Philippines. Findings revealed that grammar was still an important aspect in the language learning and teaching. However, fluency was greatly emphasized over accuracy. In practice, Communicative Language Teaching was the most commonly observed method utilized in teaching grammar. It is suggested that there should be a balance between form and function aspects of teaching grammar.

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