Pedagogy of English Idioms: An Etymological Perspective

In EFL context, there is a considerable shift from single word lexical items to phraseology. Idioms constitute a core part in the phraseology block of the language. Idioms, in spite of their variety and cultural roots, are one of the most neglected areas in EFL perspective. Non-native learners of English as a foreign language do not feel motivated to use idiomatic resources of the language creatively. It is also a fact that pedagogy of idioms to EFL learners has been a challenging task for non-native teachers of the English language. The undertaken research is an effort to establish the utility of the entomological background of idioms in EFL class.

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Iranian EFL Learners’ Writing Problems: A Move towards Solution

Journal of Studies in Education ◽

10.5296/jse.v6i4.10203 ◽

2016 ◽

Vol 6 (4) ◽

pp. 110

Author(s):

Maryam Sharafi Nejad ◽

Shohreh Raftari ◽

Shaik Abdul Malik Mohamed Ismail ◽

Lin Siew Eng

Keyword(s):

Foreign Language ◽

English Language ◽

Real Life ◽

Special Focus ◽

Efl Learners ◽

English As Foreign Language ◽

Efl Context ◽

Long Period ◽

Writing Problems ◽

Learning English

Writing connotes the declaration or expression of thoughts, feelings, plans and wishes in a composed form that demands skills and expertise as opposed to knowledge. Skillful writing calls for diligent work, perusing or reading, composing through reaching inferences from perusing materials and long period of practice. This study seeks to investigate the problems and identify the practical needs of writing skill in English as Foreign Language (EFL) context with special focus on Iranian citizens studying in Universiti Sains Malaysia (USM). In Iran, learning English language appears cumbersome for learners because it is handled as a foreign language. Hence, the leaners are confronted with plethora of problems in writing the language because it is not utilized in real life conversation or situation. In order to achieve its objectives, the study administered questionnaires to the respondents to elicit information on the difficulties confronting them while learning English as Foreign Language and their pragmatic needs.

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Enhancing Cultural Intelligence and Interpersonal Communication: Multi-Authenticity Exposure in English as a Foreign Language (EFL) Context

Journal of Education and Culture Studies ◽

10.22158/jecs.v2n2p87 ◽

2018 ◽

Vol 2 (2) ◽

pp. 87

Author(s):

Anahid Bahrami ◽

Mehry Haddad Narafshan

Keyword(s):

Foreign Language ◽

Interpersonal Communication ◽

Cultural Intelligence ◽

English Language ◽

Authentic Materials ◽

Efl Learners ◽

Efl Context ◽

Post Test ◽

Moderate Change ◽

English Language Institute

The current study focuses on authentic exposure, specifically whether multi-authentic tasks affect the nature of L2 learners’ cultural intelligence and interpersonal communication in the English as a foreign language (EFL) context of Iran. To this end, sixty learners at an English language institute were assigned to control and experimental groups to carry out the M-A tasks. M-A was manipulated by assigning visual, aural, and printed tasks. Descriptive and inferential analyses of data, a comparison of the control and experimental groups over a four-month period, revealed that the implementation of authentic materials was successful in raising the cultural intelligence and interpersonal communication of EFL learners in the post-test. A subsequent ANOVA analysis showed that among M-A materials, visual was the most and aural was the least effective one increasing EFL learners’ cultural intelligence. Moreover, the printed material was the most effective one to make a moderate change in interpersonal communication of the participants.

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Familiarity with Collocations in EFL Context and Strategies Utilized in Translating Them into Arabic

Journal of Language Teaching and Research ◽

10.17507/jltr.1004.07 ◽

2019 ◽

Vol 10 (4) ◽

pp. 724

Author(s):

Hussein Ali Habtoor ◽

Raisah Hamad Al-Swaidan

Keyword(s):

Foreign Language ◽

English Language ◽

Positive Relationship ◽

Pearson Correlation ◽

English Department ◽

Translation Strategies ◽

Efl Learners ◽

Correlation Test ◽

Efl Context ◽

Pearson Correlation Test

This paper aims at examining the familiarity of English as a Foreign Language (EFL) learners at Najran University with English collocations and the strategies being used when translating them into Arabic. The data of this study are collected from 40 female EFL learners of the English Department at Najran University. The participants’ familiarity with English collocations is measured by means of a two-part test adopted from Gyllstad (2007). A translation test consisting of 48 collocations in both short texts and short sentences has been used to determine the participants’ familiarity with translation strategies when translating English collocations into Arabic. Results show that Najran University EFL learners’ knowledge of collocations is unsatisfactory and below what is expected from them as English language major students. The results of the Pearson correlation test indicate a positive relationship between the learners’ familiarity with English collocations and their ability to translate them into Arabic using different translation strategies.

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Teaching Collocations in EFL Classroom

10.31219/osf.io/mk2e9 ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Nasrin S. Altuwairesh

Keyword(s):

Foreign Language ◽

English Language ◽

Native Speakers ◽

Language Teaching ◽

English Language Teaching ◽

The Other ◽

Single Word ◽

Efl Learners ◽

Other Hand ◽

The One

The last two decades have witnessed a growing interest in vocabulary items consisting of more than a single word in the field of English language teaching (ELT) (Nation & Meara, 2002, p. 36; Schmitt, 2000, p. 96). Researchers in the area came to notice that language is produced by native speakers as 'chunks' rather than single words (Schmitt, 2000, p. 42; Read, 2000, p.20). This entails that if language instructors wish English as a foreign language (EFL) learners to attain native-like proficiency, they should be trained on the use of chunks of language and equipped with a large number of them. Such multiple-word items, Schmitt (2000) explains, constitute a rather high percentage of the English language and are drawing more attention. Thus, these chunks of language are worth spending time on in any language course. The purpose of the following paper is two-fold: on the one hand, the researcher intends to get ELT instructors aware of the concept of collocations and its significance, for those who are not already aware of this aspect of language. On the other hand, the researcher aims at suggesting ways to help learners develop collocational knowledge.

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Study of Consonant Pronunciations Errors Committed by EFL Learners

English Literature and Language Review ◽

10.32861/ellr.55.48.56 ◽

2019 ◽

pp. 48-56

Author(s):

Ali Akbar Khansir ◽

Afsaneh Salehabadi

Keyword(s):

English Language Learners ◽

Foreign Language ◽

Language Learners ◽

English Language ◽

Age Group ◽

Efl Learners ◽

Listening Skill ◽

English Pronunciation ◽

Efl Students ◽

Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

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Machine Translation for EFL

Relay Journal ◽

10.37237/relay/020127 ◽

2019 ◽

pp. 228-235

Author(s):

Paul J. Moore ◽

Phil Murphy ◽

Luann Pascucci ◽

Scott Sustenance

Keyword(s):

Foreign Language ◽

Language Learning ◽

Machine Translation ◽

English Language ◽

Foreign Language Learning ◽

Efl Learners ◽

Technical Developments ◽

English Language Institute ◽

Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

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Peer Assessment in Writing: A Critical Review of Previous Studies

JOURNAL OF ADVANCES IN LINGUISTICS ◽

10.24297/jal.v10i0.7992 ◽

2019 ◽

Vol 10 ◽

pp. 1478-1487

Author(s):

Sonia Dutta Gupta ◽

Fatimah Abdullah ◽

Gu Li ◽

Yang Xueshuang

Keyword(s):

Foreign Language ◽

Critical Review ◽

English Language ◽

Assessment Tool ◽

Peer Assessment ◽

Student Centered ◽

Efl Context ◽

Effective Assessment ◽

Near Future

Peer assessment has attracted more attention an effective assessment tool in recent years. Peer assessment refers to the arrangement for peers to consider the quality of learning outcomes of others of similar status, it received attention of various studies due to the growing interest in the student centered approach as learners need to be involved in the learning process even in the assessment. This paper is a critical review of previous studies on peer assessment in English as Second/Foreign Language (ESL/EFL) context. Fifteen peer assessment studies from 2004 to 2017 were extensively reviewed and systematically analyzed. Peer assessment of the reviewed studies were on the quality of the writing outcomes of students in the EFL/ESL contexts, as writing skill occupies an important role in teaching English language. As a critical review paper of these studies, this paper highlights practical use of peer assessment and the important challenges or issues that need to be considered when utilizing peer assessment in the classroom. This paper hopes that practical measures of peer assessment will be utilized effectively by educators in the ESL and EFL classrooms in the near future.

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Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

Education Research International ◽

10.1155/2021/9200025 ◽

2021 ◽

Vol 2021 ◽

pp. 1-9

Author(s):

Zahra Banitalebi ◽

Ali Akbar Jabbari ◽

Shouket Ahmad Tilwani ◽

Mohammad Hasan Razmi

Keyword(s):

Foreign Language ◽

Reading Fluency ◽

English Language ◽

Oral Proficiency ◽

Bilingual Learners ◽

Male And Female ◽

Efl Learners ◽

Third Language ◽

English Reading ◽

Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

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A Text-Driven, Task-Based Approach to the Design of Materials for Teaching Intercultural Communicative Competence

Journal of English Language Teaching and Linguistics ◽

10.21462/jeltl.v4i1.187 ◽

2019 ◽

Vol 4 (1) ◽

pp. 47

Author(s):

John Harper

Keyword(s):

Foreign Language ◽

English Language ◽

Communicative Competence ◽

Large Body ◽

Guangdong Province ◽

Materials Design ◽

Teacher Preparedness ◽

Intercultural Communicative Competence ◽

Efl Learners ◽

Materials Used

Although a large body of research points to the need of providing English as a Foreign Language (EFL) learners with intercultural communicative competence (ICC), questions remain as to exactly how ICC should be incorporated into the EFL curriculum. These questions arise in part due to issues of already-packed curricula which seem not to leave time for the teaching of ICC and in part due to issues of teacher preparedness. Additionally, questions arise concerning which culture should be taught. Taking into account materials used in the English Language Center (ELC) of Shantou University (Guangdong Province, China), this paper argues that a text-driven, task-based method of materials design allows for the inclusion of ICC across the EFL curriculum. It also argues that such a method lends itself to the teaching of ICC through a consideration of a variety of cultures.

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Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context

Language Teaching Research ◽

10.1177/1362168819873937 ◽

2019 ◽

pp. 136216881987393 ◽

Cited By ~ 1

Author(s):

Zhenhui Rao ◽

Huijun Yu

Keyword(s):

Foreign Language ◽

Team Teaching ◽

English Proficiency ◽

Teaching Model ◽

Traditional Teaching ◽

English Teacher ◽

Teaching Behaviors ◽

Efl Context ◽

Efl Students ◽

Native Teachers

This study examines the effects of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students’ English proficiency in China, and then explores the students’ perceptions of the collaborative form of teaching. Based on the co-teaching schemes created by the previous researchers, this experiment adopted three co-teaching models: (1) one teaching/one assisting model, (2) team teaching model, and (3) station teaching model. By comparing the effects of co-teaching with those of traditional teaching, the study found that the students who were co-taught by a native and a non-native English teacher made more gains in English proficiency than those who were taught by one teacher alone. The findings from the attitudinal survey indicate that the students generally held a positive attitude towards co-teaching and that they attributed the success of this experiment to three benefits in co-teaching: ideal linguistic environment, complementary teaching behaviors, and favorable cultural atmosphere.

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