scholarly journals Student Teacher Perceptions of Pronunciation Tasks in Andalusia

2010 ◽  
Vol 2 ◽  
pp. 107-125
Author(s):  
Daniel Madrid Fernandez ◽  
Stephen Hughes
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Student Teachers ◽  
Oral Communication ◽  
Classroom Activities ◽  
Retrospective Assessment ◽  
Language Classroom ◽  
Spoken Interaction ◽  
Instructional Settings ◽  
Key Questions

Within the development of the key competence of oral communication and spoken interaction in a foreign language, correct and intelligible pronunciation is a key concern. It is perhaps the case, however, that the time spent on enabling students to enhance this aspect of their communicative capacity has been given less systematic treatment than in other activities in the foreign language classroom. This paper discusses a number of key questions involved in the acquisition of accurate pronunciation in formal instructional settings and reports on the perceived effectiveness of activities aimed directly or indirectly at developing pronunciation. The study involves the retrospective assessment by 189 student teachers of English as a Foreign Language (EFL) in Andalusia, to identify which classroom activities helped most to increase their pronunciation attainment and to examine why students in this context often fail to improve in this area.

scholarly journals English Oral Communication Apprehension in Students of Indonesian Maritime

2017 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Nur Aeni ◽  
Baso Jabu ◽  
Muhammad Asfah Rahman ◽  
John Evar Strid
Keyword(s):  
Foreign Language ◽  
Public Speaking ◽  
Communication Apprehension ◽  
Oral Communication ◽  
First Year ◽  
Workplace Performance ◽  
First Year Students ◽  
Sound Communication ◽  
Language Classroom ◽  
English Speaking

Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories. 

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals On Context Theory and Interactive Language Teaching

2015 ◽  
Vol 3 (11) ◽  
pp. 152-156
Author(s):  
Jixin Liu
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Classroom Activities ◽  
Linguistic Rules ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Context Theory

In this paper, the author explores the importance of context in interactive language teaching and how to make the classroom activities interactive through the application of context theory from the perspective of comprehension (listening, reading) and production (speaking and writing) and how to build context in foreign language classroom in accordance with the linguistic rules of English to promote the students’ communicative competence in the context.

Student teachers’ experience with improvisation activities for spontaneous speech practice in English

2021 ◽  
pp. 136216882110447
Author(s):  
Anke Zondag
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Real Life ◽  
Spontaneous Speech ◽  
Efl Teacher ◽  
Teachers Experiences ◽  
Language Classroom ◽  
Excellent Method ◽  
Speaking Confidence ◽  
Efl Teacher Education

Because most real-life foreign language speech is naturally unpredictable, spontaneous speech should be practiced in the foreign language classroom. Student teachers of English as a foreign language (EFL) may benefit from practising methodology for spontaneous speech practice. This article reports the findings for a study into EFL student teachers’ experiences with using improvisation activities, exploring the relevance of improvisation activities for spontaneous speech practice. The data include semi-guided texts and reluctant speakers’ interviews. The findings showed that improvisation activities facilitated spontaneous speech practice and strengthened speaking confidence through enjoyment. The ‘spontaneous speech mindset’ enabled participants to explore linguistic and creative boundaries. The study showed that application of improvisation activities is an excellent method for spontaneous speech practice in EFL teacher education.

scholarly journals Mitigating negative transference in foreign language articulatory phonetics: Revisiting explicit instruction

2021 ◽  
Vol 33 ◽  
pp. 11-25
Author(s):  
Lisa C. Wagner ◽  
Mónica Rodríguez-Castro ◽  
André Zampaulo
Keyword(s):  
Foreign Language ◽  
Explicit Instruction ◽  
Reading Speed ◽  
Oral Communication ◽  
Assessment Tools ◽  
Control Group ◽  
Pronunciation Instruction ◽  
Language Classroom ◽  
Articulatory Phonetics ◽  
Post Test

The development of oral communication competence is acknowledged as generally overlooked or misunderstood in the literature. The aim of this article is to discuss results from an investigation into the use of explicit instruction as a pedagogical approach to mitigate pronunciation interference among third-year university students learning Spanish as a second-language. Two groups were formed: an experimental group, which received explicit phonetic instruction, and a second group, which served as the control group. Three raters independently evaluated phonetic accuracy in pretest and post-test sessions. Results suggest that pronunciation instruction leads to statistically significant improvement with regard to syllabification, prosodic stress, natural reading speed, intonation patterns, and the pronunciation of rhotic, voiced stop, approximant, and fricative consonants. Results also indicate that the assessment tools developed in this study are appropriate for measuring the overall enhancement of Spanish pronunciation accuracy, and could therefore be used in the foreign language classroom.

scholarly journals An exploratory study of translanguaging practices in an online beginner-level foreign language classroom

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Lina Adinolfi ◽  
Lluïsa Astruc
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Wide Range ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Classrooms ◽  
The One ◽  
Spoken Interaction ◽  
Teaching Learning ◽  
Level Analysis

AbstractTranslanguaging, the movement between communicative modes and features of different languages, is becoming an established research tradition in content-focused second language learning contexts. Pedagogic translanguaging practices nevertheless remain under-applied and under-researched in foreign language instructional settings, whether face-to-face or online. Synchronous virtual foreign language classrooms represent particularly rich spaces in which to begin to explore such practices, due to their multimodal affordances on the one hand and their technical constraints on the other. This study examines the pedagogic translanguaging practices that occur in a corpus of beginner-level Spanish online group tutorial data. A macro-level analysis of the interactional patterns that occur within this context reveals that both teacher participants follow closely the pedagogic prescriptions provided by the course designers with regard to the activities they employ. The finding that these activities offer limited opportunities for students to move between communicative modes and languages may be attributed in part to the emphasis on spoken interaction in this particular setting. A complementary micro-level analysis nevertheless reveals a more autonomous and intuitive approach to the teachers’ choice of language when mediating such activities. Instances of student code-switching are relatively few, however. The study concludes with a call to course designers and practitioners to experiment with integrating a wide range of pedagogic translanguaging opportunities into online foreign language classroom activities, with a view to enhancing teaching, learning and communication in such environments.

scholarly journals Quiet Apprehension: Reading and Classroom Anxieties

2001 ◽  
Vol 23 (2) ◽  
pp. 227 ◽  
Author(s):  
Sae Matsuda ◽  
Peter Gobel
Keyword(s):  
Foreign Language ◽  
Reliability And Validity ◽  
Foreign Language Anxiety ◽  
Measurement Scales ◽  
Classroom Activities ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Individual

Although many studies of foreign language anxiety focus on the difficulties caused by anxiety with 民spect to classroom activities such as speaking and listening, this study investigates the possible relationship between general foreign language classroom anxietyσLCA) and foreign language reading anxiety (FLRA) in the ]apanese classroom. Using previously published measurement scales (the FLCAS and the FLRAS), this study seeks first to determine the reliability and validity of the individual scales across three difたrentgroups 泊nine intact ftrSt-semester Eng1ish classes (2ラ2studenお)ata ]apanese university. Based on this data, the possible relationships between the two theoretical construc臼of foreign language classroom an:xiety and foreign language reading anxiety, and the variable of cl錨s group are explored. The m凶白of the study sugg白t that although subcomponents of the two scales are related, overall FLCAS and FLRAS are meas町ing two clearly independent constructs. In addition, anxiety types measured also differed significantly depending on group membership. これまで外国語学習における不安(出立iety) はスピーキングやリスニング などのクラス活動の分野に重点を置いて研究されてきたが、この研究では、外 国語のクラスにおける一般的な不安(F工CA)と外国語のリーディングに対する不 安(FL恥生)に相関関係があるかを探った。既存の測定尺度(FLCAS とFLRAS) を 用い、日本の大学生( 1 年生から3 年生までの252 人)を対象に、まず各尺 度の信用性と有効性を調べた。そのデータを基に、外国語のクラスに対する不 安(FLCA)と外国語のリーディングに対する不安(FLRA)というこつの理論上の 構成体には相関関係があるか、そして不安の型には学年による違いが見られる かを分析した。その結果、FLCAS とFLRAS は細部では関連が見られるものの、 全体としては明確に独立した構成体であること、不安の型には学年によって顕 著な違いが見られることがわかった。

scholarly journals Phonodidactics is not so black as it is painted: traditions and trends in FL pronunciation teaching

2022 ◽  
Vol 18 ◽  
pp. 5-19
Author(s):  
Klaudia Gajewska ◽  
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Oral Communication ◽  
Primary Objective ◽  
Target Language ◽  
Negative Consequences ◽  
Developing Readers ◽  
Language Classroom ◽  
Language Classrooms ◽  
Teaching Pronunciation

By a curious paradox, the indispensability of intelligible, comprehensible and minimally accented foreign language (FL) speech in oral communication does not translate into intensive pronunciation practice in instructed settings. Teaching pronunciation usually poses a major challenge to language instructors both at the level of planning and implementation of pronunciation teaching activities, and is therefore frequently frowned upon to the advantage of the remaining language subsystems. However, underdeveloped FL pronunciation skills carry negative consequences every time learners enter into oral conversations. The problem takes on yet greater significance nowadays when the increased mobility of 21st century societies raises the likelihood of students making contacts with native and non-native speakers of the target language (TL). On having, firstly, enumerated some of the culprits responsible for the inferiority of pronunciation component in everyday language classroom routine and, secondly, demonstrated the importance of the subskill in establishing contacts with native and non-native speakers of the TL, we attempt to provide a general overview of the well-established traditions and main trends in the field of phonodidactics. In view of the above, our primary objective is to first and foremost overcome deep-rooted prejudices against including the pronunciation component in language classrooms by developing readers’ awareness on the fundamentals of pronunciation teaching.

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