scholarly journals Does Dictogloss Improve Non-English Major Students’ Motivation and Grammatical Competence?

2017 ◽  
Vol 8 (1) ◽  
pp. 78-100
Author(s):  
Hang Nguyen
Keyword(s):  
Grammatical Competence ◽  
English Major

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

The impact of reflective writing paper on non-English major learners’ autonomy in the context of Vietnam

2013 ◽  
Vol 17 (1-2) ◽  
pp. 104-128
Author(s):  
Phan Thi Tuyet Van
Keyword(s):  
Teaching Methods ◽  
Reflective Writing ◽  
Research Results ◽  
English Major ◽  
Study Process ◽  
The Impact ◽  
Process Journal

The article aims to investigate the impact of the reflective writing paper on non- English major learners’ learning autonomy in a Vietnamese context. The data was collected by means of questionnaire, competence tests and interviews. The participants did two reflective writing papers as an intervention during the research. The research results show the possibilities for teachers to modify their teaching methods through analysis of feedback from the subjects. The findings showed that most participants appreciated the role of the reflective writing paper and they were aware of the significance of learning autonomy in their study process. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 104-128 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8102

scholarly journals Using Production-Oriented Approach in Business English Courses: Perceptions of China’s English-Major and Non-English-Major Undergraduates

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110165
Author(s):  
Qing Xie
Keyword(s):  
Teaching And Learning ◽  
Implementation Strategies ◽  
Business English ◽  
Student Groups ◽  
Teaching Activities ◽  
Curriculum Adaptation ◽  
Chinese University ◽  
English Majors ◽  
English Major ◽  
Oriented Approach

In light of pedagogical innovation, this study reports a two-stage survey with 172 participants from English-major and non-English-major programs on their needs of production-oriented approach and perceptions of effective implementation strategies in business English courses at a Chinese university. The results of the study suggest that while the two student groups used different learning methods, both valued communication with native speakers. While the two groups had different needs in business English reading, writing, and speaking activities, they also preferred listening to business news broadcasts. The two groups liked learning in case studies and case-based methodology. Based on the needs, a production-oriented teaching procedure is designed. For teaching activities, the students preferred simulation and role-play. As to their favorite teaching and learning materials, English-majors mentioned English news reading and videos, whereas non-English-majors liked theme-based reading materials. For curriculum adaptation and post-course practice, they suggested using communicative activities and more recent cases. The majority of the groups considered the teaching activities, materials, and activities as effective. Based on the different needs and perceptions, effective and tailored implementation strategies for a production-oriented approach in business English courses for the two student groups at this Chinese university context are suggested. Informed by production-oriented pedagogical theories, the results of the study may have significant implications for business English teaching reform and theoretical development in Chinese universities as well as other cultural and education settings in further innovating and refining the teaching and learning process.

Neuroscience: The New English Major?

2021 ◽  
pp. 107385842110039
Author(s):  
Kristin F. Phillips ◽  
Harald Sontheimer
Keyword(s):  
Decision Making ◽  
Graduate Education ◽  
Human Behavior ◽  
Undergraduate Curriculum ◽  
Virginia Tech ◽  
Bachelor's Degree ◽  
State University ◽  
Human Interactions ◽  
English Major ◽  
The Brain

Once strictly the domain of medical and graduate education, neuroscience has made its way into the undergraduate curriculum with over 230 colleges and universities now offering a bachelor’s degree in neuroscience. The disciplinary focus on the brain teaches students to apply science to the understanding of human behavior, human interactions, sensation, emotions, and decision making. In this article, we encourage new and existing undergraduate neuroscience programs to envision neuroscience as a broad discipline with the potential to develop competencies suitable for a variety of careers that reach well beyond research and medicine. This article describes our philosophy and illustrates a broad-based undergraduate degree in neuroscience implemented at a major state university, Virginia Tech. We highlight the fact that the research-centered Experimental Neuroscience major is least popular of our four distinct majors, which underscores our philosophy that undergraduate neuroscience can cater to a different audience than traditionally thought.

scholarly journals Exploring the Success of GMT Technique: Games, Mind-Mapping, and Twitter Hashtags in Teaching Vocabulary in EFL Higher Education Environment

2020 ◽  
Vol 9 (3) ◽  
pp. 290
Author(s):  
Banan Hassan Alhajaji ◽  
Jalila Saleh Algmadi ◽  
Amal Abdelsattar Metwally
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Essential Element ◽  
Unified Framework ◽  
Mind Mapping ◽  
Grammatical Competence ◽  
Interactive Games ◽  
Assessment Tests ◽  
Vocabulary Building

Vocabulary is an essential element of language learning. Wide ranges of vocabulary along with grammatical competence guarantee learners to communicate in the language effectively. This study proposes an edutainment method for learning vocabulary by simply combining education and entertainment. This study aims to gain insights about learners’ opinions and perspectives about the use of a technique developed by the researchers as well as how participants feel about their learning. The study investigates the effect of employing Games, Mind-mapping and Twitter Hashtags as the GMT technique, on female Saudi university students’ achievement in English vocabulary. The study suggests that this technique which consists of interactive games, cognitive mind-mapping and the exploitation of technology in the form of twitter hashtags, all employed together, constitute a unified framework for activating students’ vocabulary learning. The sample in the study consisted of 150 students enrolled in the vocabulary building course during the second semester of the academic year 2018/2019. The participants were asked to respond to the questionnaire and they also took variant assessment tests, then their scores were compared to the results of other students who were not taught vocabulary using the technique in question. The findings ascertain the improvement and significant in the experimental group. In addition, the results reveal that the learners had mostly positive opinions on implementing the GMT technique which facilitated their language learning experience. The researchers conclude that the GMT technique can be an effective tool to promote students’ active engagement, motivation, and interaction in vocabulary learning.

scholarly journals Intra-language: the study of L2 morpheme productivity as within-item variance

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Stefano Rastelli
Keyword(s):  
Rule Learning ◽  
Rote Learning ◽  
Association Measure ◽  
Grammatical Competence ◽  
Type Frequency

Abstract This article suggests a method to appraise L2 morphemes productivity in longitudinal learner data. Traditionally, morpheme productivity is believed to depend on type frequency and on proportion between inflected and uninflected lexemes. However, such measures cannot distinguish between rote-learning and rule-learning of target-like forms. In contrast, the association measure ΔP (delta pi) can quantify the extent to which a morpheme is contingent upon a limited number of lexemes. Decreasing contingency might parallel learners’ increasing awareness of asymmetrical morpheme-lexeme distribution in the input and this might be a cue of developing L2 grammatical competence beyond appearances. The paper presents the rationale and procedure for analyzing within-item variance – or the ‘intra-language’ – and illustrates a case-study concerning the perfective morpheme in L2 Italian.

The Study of the History of the Language in the English Major

1941 ◽  
Vol 3 (3) ◽  
pp. 264
Author(s):  
Dorothy Bethurum
Keyword(s):  
English Major ◽  
History Of
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