English modal constructions ‘must HAVE DONE’ and intermediate modals in authentic context of use ‒ a case study

2021 ◽  
Vol 37 (2) ◽  
pp. 297-318
Author(s):  
Dorota Chłopek
Keyword(s):  
Cognitive Linguistics ◽  
English Language ◽  
First Year ◽  
First Year Students ◽  
Descriptive Grammar ◽  
Context Of Use ◽  
Linguistic Material ◽  
Authentic Context

The aim of the present paper is to examine the degree to which the first year students of English philology at ATH in Bielsko-Biala are able to recognize the particular modal constructions occurring in authentic linguistic materials, after having been introduced to their forms and meanings theoretically. The paper focuses on contextualization by means of linguistic corpora of selected English modal constructions, such as the perfective use of central modals on the example of ‘must HAVE done’, and particular ‘intermediate’ modals (1. must have; 2. dare + bare infinitive; 3. WE/I shall; 4. BE about to; 5. BE to; 6. HAVE got to; 7. BE bound to; 8. BE willing to; 9. HAPPEN to), following a remote lecture on descriptive grammar of the English language via the MS Teams application during the coronavirus lockdown in January, 2021. The case study concerns the results obtained from an assignment administered to 64 first year students, presented in four tables. The assignment, attached in the form of an MS Word file to edit, required the students to select and cite from either of the two corpora of the English language – BNC or COCA – examples of authentic use of each of the modal constructions studied during one of the lectures. The paper consists of six sections, two on the main theses in cognitive linguistics, whose achievements pertain to usage-based acquisition of new linguistic material, three parts related to the research conducted, including the methodological part, an analysis of the results obtained, followed by a discussion and general conclusions. The last section signals how selected theses of cognitive linguistics apply to the results of the said research.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

scholarly journals ARE COMMUNICATION STRATEGIES FREQUENTLY USED IN SPEAKING CLASS?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Agung Wicaksono
Keyword(s):  
Second Language ◽  
Communication Strategies ◽  
Communication Strategy ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
Systematic Technique ◽  
English Class ◽  
The Right

<p>Communication strategy is the way to help the speakers when facing difficulties in communication using English as a second language. This case study, at the first year students of English Department, aims to know the most frequent students’ strategies to communicate in speaking activity in speaking class. It is  found that thirteen communication strategies were used by the students in speaking English class, but not all of the communication strategies were used in every conversation, but only certain communication strategy was used. It depends on  the materials difficulties. Furhermore, the most frequent  communication strategies is stalling or time gaining strategy. As they need some time to think and then continue talking after they find the right words they need to communicate. This findings is in line with the propossed theory stated that communication strategy is defined as a systematic technique employed by a speaker to express his or her meaning when facing certain difficulties in communication.</p>

Developing Self- and Cultural-Awareness Through Introductory Education Courses

2017 ◽  
pp. 67-86
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Erik Jon Byker ◽  
Amy J. Good ◽  
Larry B. Fisher
Keyword(s):  
Teacher Education ◽  
Cultural Awareness ◽  
Teacher Education Program ◽  
First Year ◽  
Clinical Experiences ◽  
Case Study Method ◽  
First Year Students ◽  
Urban Classrooms ◽  
Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

Transcripts of a Medical Education in Humanities Module

2012 ◽  
Vol 2 (3) ◽  
pp. 63-76 ◽  
Author(s):  
P. Ravi Shankar ◽  
Kundan Kr. Singh ◽  
Ajaya Dhakal ◽  
Arati Shakya ◽  
Rano M. Piryani
Keyword(s):  
Medical Education ◽  
Small Groups ◽  
Medical Humanities ◽  
English Language ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Student Groups ◽  
Medical College

A medical humanities (MH) module has been conducted for first year students at KIST Medical College, Lalitpur, Nepal for the last four years. The students are divided into small groups and case scenarios, role-plays, paintings, and activities are used to explore MH. The module for the fourth batch of students was conducted from December 2011 to March 2012. In this article the authors provide a brief overview of the MH module, Sparshanam and the learning objectives of different sessions. They provide transcripts of some of the role plays done during the module. The role plays were conducted in Nepali with the help and guidance of the facilitators and the written transcripts in English language were provided by different student groups.

Use of Project Method for Initial Training in Case-Study

2015 ◽  
Vol 3 (3) ◽  
pp. 23-27 ◽  
Author(s):  
c ����� ◽  
Alexander Rylov ◽  
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Larisa Konnova
Keyword(s):  
First Year ◽  
Initial Training ◽  
First Year Students ◽  
Economic Problems ◽  
Project Method ◽  
Important Quality ◽  
The Russian Federation ◽  
Growing Economy ◽  
The Government

Experts in the field of economics should satisfy special requirements in a growing economy, such as fluency in mathematical tools and mathematical modeling. It can be attained through the professionally-oriented planned purposeful education program. The ability to deal with economic problems of specific situations (cases) becomes graduates&#180; important quality. The authors have attempted to start teaching the solving of economic cases in the first year University of Economics as part of the basic mathematical disciplines&#180; course. A comparative analysis of two modern educational technologies (the project method and the method of case-study) presented in this article allowed the authors to conclude that project technology can be used for initial training for case solving. The article describes �Mathematical models in solving economic problems�, the case-project competition between first-year students of the Financial University under the Government of the Russian Federation. Themes related to mathematical analysis&#180; economic applications were used during the competition.

scholarly journals MALAYSIAN STUDENTS’ PERCEPTIONS OF THEIR INTERACTIONS IN UK SEMINARS

2020 ◽  
Vol 5 (2) ◽  
pp. 384-405
Author(s):  
Zurina Khairuddin ◽  
Zulaikha Khairuddin ◽  
Nadia Ibrahim
Keyword(s):  
Language Proficiency ◽  
International Student ◽  
English Language ◽  
Group Discussion ◽  
Educational Background ◽  
First Year ◽  
Verbal Interactions ◽  
First Year Students ◽  
Academic Cultures ◽  
Malaysian Students

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars.   Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis.   Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute.   Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members.   Keywords: Malaysian students, students’ perceptions, students’ interactions, UK seminars, verbal interactions.   Cite as: Khairuddin, Z., Khairuddin, Z., & Ibrahim, N. (2020). Malaysian students’ perceptions of their interactions in UK seminars.  Journal of Nusantara Studies, 5(2), 384-405. http://dx.doi.org/10.24200/jonus.vol5iss2pp384-405

scholarly journals The Effectiveness of Collaborative Learning to Enhance English Communicative Competence: A Case Study of the First-Year Students at Thepsatri Rajabhat University

2018 ◽  
Vol 2 ◽  
pp. 15
Author(s):  
Sasilak Rodphotong
Keyword(s):  
Collaborative Learning ◽  
Communicative Competence ◽  
First Year ◽  
First Year Students ◽  
Satisfaction Questionnaire ◽  
First Semester ◽  
Post Test ◽  
School Schedule ◽  
Academic Year

The attempts of the present study aimed at investigating the effectiveness of collaborative learning to enhance English communicative competence and evaluating students’ satisfaction towards the instruction. The participants in this study were 1,471 the first-year students enrolled in the first semester, 2017 academic year. The students’ English proficiency according to the CEFR was A1. The instruments used were lesson plans, pre-test and post-test and satisfaction questionnaire. The lessons were comprised of various collaborative learning activities emphasizing at the following topics: self-introduction, school schedule, telling time, asking and giving information, food, leisure, describing people, describing things and giving direction. The period of experiment was 20 hours. The independent sample t-test was calculated to find the differences. The findings revealed that there were statistically significant differences at the level of .01 after teaching with collaborative learning. This indicated that the students’ communicative competence significantly improved. Besides, the satisfaction questionnaire was distributed at the end of the instruction and the results indicated that the students had a positive satisfaction towards the instruction.

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