scholarly journals Personal experiencing of spoken English by Poles

2017 ◽  
Vol 36 (1) ◽  
pp. 33-41
Author(s):  
Michał Daszkiewicz
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
Language Learning ◽  
Early Education ◽  
Teaching Method ◽  
Language Education ◽  
Positive Outcome ◽  
Early Language ◽  
Spoken English ◽  
Teaching Procedure

The paper addresses applicability of terms and rationale normally associated with early language education to the learning (and articulation) of English by adult Poles. It discusses how grown-ups – supposedly aware of how important speech is for their language success – prove victim to affective obstacles, require the personally – and emotionally-experienced sense of achievement, which implies that the character of their language learning does not depart too far from that of young children. The paper opens with a section concerning the (Polish) national edge of the learning of English and focusing on the learners’ decision not to speak having a personal and crucial character. Then, the issue of affective obstacles is examined theoretically in a discussion on the suitability of specific early education terms for adult language education, and empirically – through a qualitative study of what effect is obtained among Polish grown-ups by using a language teaching method resting on L2 early education terms. It is observed that following a simple teaching procedure in which learners were presented with a set of topic-oriented questions and exemplary answers and then requested to remark (in Polish) on (a four-faceted construct reflecting) how they feel about their productive language learning, an immediate positive outcome is obtained on the affective stratum.

scholarly journals A Cross-Cultural Qualitative Study on Students’ Attitudes towards Computer-Assisted Language Learning

2020 ◽  
Author(s):  
Dara Tafazoli ◽  
María Elena Gómez Parra ◽  
Cristina A. Huertas-Abril
Keyword(s):  
Qualitative Study ◽  
Language Learning ◽  
Swot Analysis ◽  
Language Education ◽  
Cross Cultural ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Perceptions And Attitudes ◽  
Wide Range ◽  
Language Students

This cross-cultural qualitative study investigated the attitudes and perceptions of language students towards computer-assisted language learning (CALL). We examined the strengths, weaknesses, opportunities, and threats of CALL in language education according to Iranian and Spanish students’ perceptions and attitudes. In addition, we found out the differences between Iranian and Spanish language students’ perceptions and attitudes towards CALL. The participants were 237 language students, and the researchers applied an online 10 open-ended question instrument for data collection and a SWOT analysis for data analysis. The findings of the content analysis revealed that many language students in Iran and Spain approved that CALL provides a wide range of tools, resources and materials for language learning. Among many pedagogical implications, this study suggests more CALL programs in order to enhance students’ CALL literacy.

scholarly journals Learning French in the UK setting

2019 ◽  
Vol 13 (1) ◽  
pp. 69-93 ◽  
Author(s):  
Rosamond Mitchell ◽  
Florence Myles
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Formal Education ◽  
Language Education ◽  
Foreign Language Education ◽  
Linguistic Landscape ◽  
Early Language ◽  
Policy And Practice ◽  
Early School ◽  
The Uk

Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.

scholarly journals INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH

2017 ◽  
Vol 7 (1) ◽  
pp. 215
Author(s):  
Puji Astuti ◽  
Jayne C. Lammers
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching Method ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Target Language ◽  
Efl Learners ◽  
Spoken English ◽  
Individual Accountability

The contribution of cooperative learning (CL) in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners’ improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL) learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence—the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.     

scholarly journals Evaluation of the Effectiveness Computer-Assisted Language Teaching by Big Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Honglei Wang ◽  
Yanjiao Du ◽  
Sang-Bing Tsai
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Computer Assisted ◽  
Research Approach ◽  
Spoken English

This paper presents an in-depth study and evaluation analysis of the effects of the computer-assisted language teaching method on foreign language learning through its application. Using an empirical research approach, a practical study of computer-assisted English language teaching was conducted to verify the effects of CALL on oral language learning. In exploring the effects of CALL on students’ oral learning, including the effects on fluency, accuracy, and complexity of oral expressions, as well as the effects on learning attitudes, CALL is conducive to improving the fluency of oral expressions, reducing the number of pauses and repetitions in oral expressions, and enabling students to consciously use articulation words to facilitate smooth expressions. CALL is good for improving the accuracy of students’ speech, but it does not play a significant role in grammatical accuracy, and the grammatical errors are mainly in the third person singular of verbs, singular and plural of nouns, and passive voice. The use of CALL in teaching oral expressions does not improve the variety of sentences. However, the application of CALL in oral teaching stimulates students’ enthusiasm for learning, improves their interest in learning spoken English, and increases their confidence in oral expression.

App-titude: Top Apps for Tots

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks
Keyword(s):  
Language Learning ◽  
Early Language ◽  
At Home

Leave your flashcards at home and try these five apps for early language learning.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

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