scholarly journals A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language

2016 ◽  
Vol 9 (9) ◽  
pp. 139 ◽  
Author(s):  
Katsunori Kotani ◽  
Takehiko Yoshimi ◽  
Hiroaki Nanjo ◽  
Hitoshi Isahara
Keyword(s):  
Foreign Language ◽  
Case Studies ◽  
Teaching Methods ◽  
Language Teaching ◽  
Reliability And Validity ◽  
Computer Assisted ◽  
Practical Application ◽  
Linguistic Data ◽  
Learner Corpus ◽  
Learner Corpora

<p>In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled all the types of linguistic data that we need. Therefore, this study aimed to solve this problem by designing and developing a new learner corpus that compiles linguistic data regarding the accuracy and fluency of the four basic linguistic competences of writing, pronunciation, reading, and listening. The reliability and validity of the learner corpus were partially confirmed, and practical application of the learner corpus is reported here as case studies.</p>

scholarly journals Machine-learning classification of pronunciation difficulty for learners of English as a Foreign Language

2018 ◽  
pp. 1-8 ◽  
Author(s):  
Katsunori Kotani ◽  
Takehiko Yoshimi
Keyword(s):  
Machine Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Algorithm ◽  
Reliability And Validity ◽  
Measuring Method ◽  
Computer Assisted ◽  
Linguistic Features ◽  
Machine Learning Classification ◽  
Learner Corpus

This study compiled and assessed a learner corpus to measure the difficulty of pronouncing a sentence (henceforth, pronounceability). The method of measuring pronounceability is useful for computer-assisted language learning of English as a Foreign Language that employs online materials as a resource for pronunciation training. An advantage of this resource is that learners can select materials depending on their interest, a disadvantage being that pronounceability is unknown to learners. If pronounceability is automatically measured, learners can independently access materials appropriate for their proficiency levels without teachers’ assistance. The pronounceability assessment demonstrated moderate reliability and partial validity when it was measured by learners’ subjective judgment on a five-point Likert scale. Given the reliability and validity, this study developed a pronounceability measuring method utilizing a machine learning algorithm that automatically predicts the pronounceability of a sentence based on the linguistic features of the sentences and learners’ features (i.e. learners’ scores for an English proficiency test). The proposed measuring method demonstrated a higher classification accuracy (53.7 percent) than the majority class baseline (46.0 percent).

scholarly journals Application of Learner Corpora to Second Language Learning and Teaching: An Overview

2016 ◽  
Vol 9 (8) ◽  
pp. 46 ◽  
Author(s):  
Qi Xu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Learner Corpus ◽  
Learner Corpora

<p>The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching issues (Granger, 2009). Based on the above components, the present paper first introduces learner corpora, then reviews literature concerning the application of corpus linguistics to SLA by means of contrastive interlanguage analysis, and at last discusses the relationship between learner corpora and foreign language teaching.</p>

One norm to rule them all? Corpus-derived norms in learner corpus research and foreign language teaching

2021 ◽  
pp. 1-13
Author(s):  
Gaëtanelle Gilquin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Crucial Importance ◽  
Learner Corpus ◽  
The Third ◽  
Learner Corpora ◽  
Wide Range ◽  
Language Classroom ◽  
Large Repertoire

Abstract This paper considers the issue of the norm in the context of learner corpus research and its implications for foreign language teaching. It seeks to answer three main questions: Does learner corpus research require a native norm? What corpus-derived norms are available and how do we choose? What do we do with these norms in the classroom? The first two questions are more research-oriented, reviewing the types of reference corpora that can be used in the analysis of learner corpora, whereas the third one looks into the pedagogical use of corpus-derived norms. It is shown that, while studies in learner corpus research can dispense with a native norm, they usually rely on one, and that a wide range of native and non-native norms are available, from which choosing the most appropriate one(s) is of crucial importance. This large repertoire of corpus-derived norms is then reconsidered in view of the reality of the foreign language classroom.

CONTEMPORARY FOREIGN LANGUAGE TEACHING METHODS AS A MEANS OF FORMATION OF COMMUNICATIVE COMPETENCES AT AN ENTREPRENEURIAL UNIVERSITY

2019 ◽  
pp. 48-55
Author(s):  
Alexandra Georgievna Kovaleva ◽  
Olga Vyacheslavovna Anchugova ◽  
Darya Pavlovna Zarifullina ◽  
Dilyara Ilshatovna Kurmanova ◽  
Marina Viktorovna Tkacheva
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Entrepreneurial University ◽  
Language Teaching Methods

scholarly journals Comments and Analysis of the Main Schools of Modern Foreign Language Teaching Methods

2020 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Level System ◽  
Teaching System ◽  
Chinese Characteristics ◽  
Multi Level ◽  
Language Teaching Methods

<p>Modern foreign language teaching method is a diversified, multi-dimensional and multi-level system. It is helpful in improving the level of foreign language teaching in China and establishing a foreign language teaching system with Chinese characteristics to comment on and analyze some of the most influential foreign language teaching schools.</p>

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

scholarly journals Einige Überlegungen zur Wortbildungslehre im fremdsprachlichen Deutschunterricht

2018 ◽  
Vol 35 ◽  
pp. 103-115
Author(s):  
Agnieszka Mac
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
The Third

The goal of this article is to expatiate on the important function of the morphological structures in foreign language teaching. Firstly, I will try to answer the question about morphology’s position in foreign language teaching. Furthermore, I will focus on the difficulties arising with implementing teaching methods of word formation rules. The third part deals with the effects of morphology in the didactical field with regard to teaching German as a foreign language.

scholarly journals FOREIGN LANGUAGE TEACHING METHOD

2021 ◽  
Vol 58 (1) ◽  
pp. 2041-2046
Author(s):  
Akmaral A. Batayeva Et al.
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
New Methods

     There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students.  However, numerous classical schools still try to teach by the old methods and from the old books.  There will always be problems, and you will never speak the foreign language well.  By using new methods, it is easy to learn to speak English and improve at it.  You will be able to speak like a native speaker.

Modernization of the elective course content of the Master’s Degree programme for linguists “Teaching Methods in the Format of International Exams”

2020 ◽  
pp. 53-70
Author(s):  
Anna V. Gavrilova ◽  
Nina V. Popova
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Master's Degree ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Master's Degree Students ◽  
Elective Course ◽  
Master’S Degree ◽  
Integrated Tasks

We discuss the existing programme of the elective discipline “Teaching Methods in the Format of International Exams” for Master’s Degree linguist student of pedagogical profile, which presents familiarization of students to the formats of ten international exams. In the process of modernizing the program, it was decided to focus only on the formats of tasks for the TOEFL, IELTS and CAE exams, which complement the content of the main course for Master’s Degree students of pedagogical profile “Theory and Methods of Foreign Languages Teaching” in the lin-guodidactic aspect. The selected tasks are appropriate for introducing to the students of non-linguistic, in particular, technical, universities in the foreign language training program. Integrated tasks in the TOEFL format that implement the principle of interconnected teaching of reading, lis-tening, and speaking/writing are developed similarly by the Master’s Degree linguist students for English language textbooks for students of non-linguistic universities. A detailed analysis of the methods for working with integrated tasks created by the Master’s Degree students is presented. Visual and informational materials from the “writing” section of the academic version of the IELTS exam are the implementation of the methodic principle of professional orientation of teaching. The introduction of graph, bar chart, diagram or table descriptions in foreign language teaching has a high degree of relevance for students of non-linguistic university, especially those of a technical specialization. We show the distribution of lexical and grammatical aspects and developed skills of foreign language learners in accordance with the types of visual and informational materials. The development of universal learning activities (ULA) of students in the process of teaching the description of visual and informational materials is justified. Listening comprehension in the format of the CAE international exam can be used as an element of students preparation for conference activities. Modernization of the elective course programme provides better quality of training for Master’s Degree linguist students aimed at foreign language teaching in a non-linguistic university.

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