scholarly journals Idiomaticity as a Language Learning Barrier: The EFL Context of Saudi Arabia

2020 ◽  
Vol 10 (3) ◽  
pp. 59
Author(s):  
Abdalla Elkheir Elgobshawi
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
The Social ◽  
Idiomatic Expressions ◽  
Efl College Students ◽  
The Impact

The aim of this paper is to investigate the impact of Idiomaticity on language learning and the extent to which it can be a language learning barrier. It contrasts the perspective of language teachers and the attitude of language learners regarding how idioms can influence language learning. The theoretical framework provides a description of the general properties of English idiomatic expressions and shows the relevance of idiomaticity to linguistic theory. The paper is based on an analytical analysis and follows a quantitative approach in which two questionnaires are used to collect the data. The two questionnaires are administered to two independent samples: 20 participants representing ELT teachers at the tertiary level and 80 subjects representing Saudi EFL college students. The data are then analyzed using SPSS (Statistical Package for the Social Sciences). The study reveals learners’ reasonable consensus on the issues assessed. They generally acknowledge the significance of idioms for language learning but with a general dissatisfaction with their status in learning and teaching contexts. Both teachers and learners view idioms as odd pieces of language that lack a uniform character and do not receive due attention in language syllabi and curricula. Teachers give different ratings on the pedagogical value of idioms, but they generally show low interest in teaching them.

Exploring Emotions in Language Teaching

RELC Journal ◽  
2020 ◽  
pp. 003368822092753
Author(s):  
Jack C. Richards
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Learner ◽  
Language Teachers ◽  
Learning And Teaching ◽  
The Impact ◽  
Affective Dimensions

Emotions are an important part of the experiences of both language teachers and language learners, however their role has often been marginalized as a result of the focus on cognitive rather than affective dimensions of language learning within the discipline of Second Language Acquisition. The ‘affective turn’ in applied linguistics has refocussed on how teachers’ and learners’ emotions influence how they manage teaching and learning. This survey article explores the kinds of emotions teachers and learners experience, the causes of these emotions, and the impact they can have on teaching and learning. Theory and research is reviewed relating to emotions and the teacher, emotions and the language learner, and emotions in teacher development. Suggestions are given as to how teachers and learners can develop emotional competence, that is, the ability to understand and productively manage emotions in language learning and teaching.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

scholarly journals IMPROVING STUDENT’S SPEAKING ACHIEVEMENT THROUGH GUIDED GRAMMAR IN POLITEKNIK KELAPA SAWIT BEKASI

2019 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Luluk SETYOWATI
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Technology Program ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
The Social ◽  
Long Time ◽  
English Language Teachers ◽  
Active Communication

<p class="IsiAbstrakabstractcontent">Speaking is an important skill in language learning, it is the key of active communication. As teaching speaking is important aspect in language learning process, this is a crucial part of second language learning and teaching. Despite this fact, for many years, teaching speaking in Indonesian context has been undervalued and English language teachers have continued to teach speaking as a repetition of drills or memorization of dialogues. However, today's education world requires that the goal of teaching speaking should improve students' communicative skills. Only in this way, the students can express themselves depend on the social context. In this study, the researcher attempts to conduct a research about the use of guided grammar and its impact in speaking achievement for students of oil palm plantation processing technology program of Politeknik Kelapa Sawit Bekasi. The activities of learning grammar provide an excellent opportunity for the learners to develop this skill. The result shows that at the beginning of guided grammar, students' speaking ability is still very limited. But when the speaking assignments in guided grammar went on for quite a long time, students were getting used to speak in grammatically correct way. Students felt that their speaking skills had improved and had become better than before.</p>

scholarly journals Using Blogs: authentic material and ranking quality for SLA

2013 ◽  
Vol 21 (1) ◽  
pp. 20
Author(s):  
Xulian Coppens ◽  
Mercedes Rico ◽  
J. Enrique Agudo
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Authentic Materials ◽  
Authentic Material ◽  
The Impact ◽  
The Web

<p>Exposure real life language experiences forms an integral part of the acquisition process. Authentic materials – those derived from the culture of the target language rather than specially produced for language learners – increase the relevance of the learning experience by reusing texts taken directly from the target culture. Web 2.0 technologies increase opportunities for bringing authentic materials into formal language learning environments by allowing material to be collected, reused and shared amongst language teachers and learners. This paper aims to look at the role of blogs in facilitating the use of authentic material by English language teachers and learners and the impact of the most authoritative blogs in the wider Web and in Social Media.</p><p>To reach this objective, the blog ranking site Technorati was used to select the most popular blogs for English language learners and teachers and each blog was analysed according to the authenticity of the cultural material used for language learning. The analysis reveals that 100% of the material on 56.25% of the blogs selected was authentic material and over 70% of the material on a further 35.3% of blogs was authentic.</p><p>Secondly, the impact of these blogs in the wider Web and Social Media was measured in order to draw some conclusions regarding the role of language learning blogs outside the world of blogging and the communities they serve and provide an image of the relationship between blogs and bloggers, the Web and Social Media.</p><p>The results show an inherent bias within Web 2.0 technologies towards providing contemporary authentic material for language learning – the technology itself encourages its use – and that sometimes blogs can have an impact beyond their communities through the Web and Social Media.</p>

scholarly journals Contando estórias para pesquisar: autoetnografia e implicações para o estudo de ensino-aprendizagem de línguas

2019 ◽  
Vol 7 (15) ◽  
pp. 326
Author(s):  
Rodrigo Calatrone Paiva
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Research Area ◽  
Research Approach ◽  
Learning And Teaching ◽  
The Social ◽  
Crisis Of Representation ◽  
Qualitative Nature

Resumo: O presente artigo apresenta uma reflexão a respeito da abordagem metodológica de pesquisa denominada autoetnografia, descrevendo o local em que se insere no que diz respeito à sua natureza qualitativa e paradigma interpretativista, sua origem na crise de representação nas ciências sociais, suas denominações e definições, sua aplicabilidade para a investigação na área de ensino-aprendizagem de línguas, além de suas críticas e divergências. Além de expor tal trajetória e particularidades, o artigo apresenta em certos pontos de sua construção, a fim de familiarizar os leitores, características da abordagem em questão, como aspectos de escrita literária, redação em primeira pessoa e divisão de seções distintas daquelas esperadas em trabalhos acadêmicos tradicionais.Palavras-chave: Autoetnografia; Crise de Representação; Pós-Estruturalismo; Ensino-Aprendizagem de Línguas. Telling stories in order to research: autoethnography and its implications to the study of language learning and teachingAbstract: A reflection about the methodological research approach named autoethnography is presented in this paper, which describes its place in what refers to its qualitative nature and interpretivist paradigm, its origin in the crisis of representation in the social sciences, its different names and definitions, its applicability in the research area of language teaching and learning, and its criticisms and disagreements. Besides dealing with such trajectory and particularities, the paper features in its own construction some characteristics of the research approach such as literary writing aspects, first person writing, and sections separation uncommon to traditional academic writing aiming at familiarizing the reader with the approach.Keywords: Autoethnography; Crisis of Representation; Post-Structuralism; Language Learning and Teaching. 

scholarly journals Editorial

2020 ◽  
Vol 10 (4) ◽  
pp. 669-672
Author(s):  
Mirosław Pawlak
Keyword(s):  
Social Sciences ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Fine Arts ◽  
First Year ◽  
Learning And Teaching ◽  
Journal Citation Reports ◽  
The One ◽  
The Impact

I have to honestly admit that writing this editorial feels very different from writing the one for the December of 2011 when Studies in Second Language Learning and Teaching had just completed its first year of existence. At that time, I was feeling a lot of uncertainty and trepidation about the future of the journal, wondering whether it would survive beyond the first year or two as well as whether it would stand a chance of becoming internationally recognizable. Today the situation is very different. Even though this has been an unprecedented year because of the COVID pandemic with all the havoc it has been wreaking all over the world, 2020 has proved to be exceptionally gracious to SSLLT. For one thing, not only has the journal survived and it is now turning 10 years of age, but it has also managed to secure its place among the most influential journals in the field, as can be seen, for example, from its ever-increasing indices in Scopus. Even more importantly, SSLLT has at last been included in some of the databases in Web of Science, most notably Social Sciences Citation Index (SSCI) and Journal Citation Reports Social Sciences (JCRSS). Needless to say, we have been waiting for this momentous turn of events for quite a few years and now we cannot wait again to find out the impact factor for the journal, which should be announced some time in 2021. Once again, I cannot stress enough that the huge success of the journal is the outcome of the contribution of numerous individuals, in particular the consecutive associate editors, authors, reviewers, as well as editors of special issues. All of this certainly calls for a celebration and it is our intention to do so by organizing a conference that would bring together all those who have been involved in SSLLT and supported it from its inception, in whatever capacity this might have happened. We are sincerely hoping to be able to hold this event in October 2021 and will be sending out a call for papers some time in December. We do realize that the pandemic can foil any plan now, but we are determined to celebrate the success of the journal. Should autumn 2021 turn out to be unfeasible, we will be aiming for spring 2022 and we are very confident that sooner rather than later we will be able to finally meet face-to-face to discuss key issues involved in the process of second language learning and teaching. While there is surely nothing wrong with online conferences, I am convinced that we would all rather have a chance to talk in person at along last and we will do our best to make this happen. One thing is for sure, whatever the timing, the Faculty of Pedagogy and Fine Arts in Kalisz, Adam Mickiewicz University, Poland, will be the venue for this event. After all, this is where the idea for SSLLT was conceived well over 10 years ago and where the journal has been published from the get-go.

scholarly journals Editorial

2020 ◽  
Vol 13 (1) ◽  
pp. v-vi
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Educational Expectations ◽  
The United States ◽  
Managerial Practices ◽  
Learning And Teaching ◽  
Positive Effects ◽  
The United Kingdom ◽  
The Social ◽  
Inclusive Pedagogy ◽  
The Impact

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, authors from Denmark, Jamaica, the United States, the Netherlands and the United Kingdom analyse measures to encourage students to change their educational expectations and complete their degrees earlier; the experience of inclusive pedagogy on a doctoral programme; the impact of new managerial practices on the teaching of qualitative research; the positive effects of using the online platform Socrative to involve less confident students and stimulate discussion; and a game that reinforces students’ understanding of important issues in research ethics.

scholarly journals Assessing the Communicative Use of Literary Texts in EFL Coursebooks

2021 ◽  
Vol 11 (2) ◽  
pp. 68
Author(s):  
Shaima J. Al-Saeed ◽  
Abdullah A. Alenezi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Literary Texts ◽  
Unique Contribution ◽  
Authentic Texts ◽  
Language Programs ◽  
Learning And Teaching ◽  
Language Classes

Integrating and utilizing literary texts from coursebooks in foreign language teaching could impact the communicative competence of language learners. The study aims to scrutinize the usage of authentic and inauthentic literary texts found in 44 mainstream English as a foreign language (EFL) coursebooks. The article particularly examines how texts can facilitate communicative language learning and teaching in language classes. To do this, the study proposes a set of principles that can enable using literary texts more appropriately. The analysis of the study indicates that authentic and inauthentic literary texts are used differently, with authentic texts providing great opportunities for communication and offering a unique contribution to the EFL classroom. The study has implications for language teachers and coursebook designers in language programs. Further recommendations are made on how literature can be used communicatively.

Effectively Incorporating Blogs for the L2 Literacy Development of Teenage Language Learners

2020 ◽  
pp. 108-124
Author(s):  
Christina Nicole Giannikas
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Literacy Development ◽  
New Technologies ◽  
Language Education ◽  
Language Learner ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
The Impact ◽  
L2 Literacy

Digital technologies have become an important part of language learning and teaching across the globe at various levels of education. The advances in question have altered texts and tools available to teachers and students and have given practitioners and researchers a new understanding of L2 literacy development. More specifically, the successful attempts of integrating the blogosphere in language education suggest the improvement of L2 writing. Through blogging, students are given the opportunity to use the new language they are learning and new technologies to strengthen social bonds and express their thoughts and reflections on the online platform. This chapter elaborates on the use of the blog in teenage learners' L2 literacy in the digital age, and examines the impact that blogs have on the authorship, personal expression, writing fluency, and confidence of the L2 teenage language learner. The chapter also offers a theoretical, practical scope to establish the full perspective of integrating blogs into the language classroom.

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