scholarly journals The model of English language learning of the sport students

TIMS Acta ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 103-108
Author(s):  
Valentina Đorić
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Real Life ◽  
Linguistic Knowledge ◽  
Physical Culture ◽  
English Language Learning ◽  
Institutions Of Higher Education ◽  
Intercultural Communicative Competence ◽  
Multicultural Diversity

The knowledge of an English language is one of the crucial skills for any person in the field of sport. The multicultural diversity at international competitions and a large number of sports professionals working and competing worldwide created a bigger demand for a more adequate level of linguistic knowledge. Therefore, as a result of it, it is crucial to develop a model of learning English at the institutions of higher education where the focus will be on practicing the communication competence in the field of physical culture that would primarily be context based. This means that the learning environment and the curriculum should be organized in such a way that the students are placed in different situations where they will have real life simulations of the different situations in sport or training. The important part of this model would also be the cultural aspect of language learning which would contribute to the development of intercultural communicative competence.

scholarly journals Cultural awareness for intercultural communication in English language learning

2021 ◽  
Vol 2 (3/S) ◽  
pp. 212-215
Author(s):  
Saodatkhan Khodjaeva
Keyword(s):  
Language Learning ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Cultural Awareness ◽  
English Language ◽  
Communicative Competence ◽  
English Language Learning ◽  
Intercultural Communicative Competence ◽  
Cultural Skills ◽  
Development Of Students

Intercultural communicative competence plays an important role in the development of students' language and communication skills. This article examines the cultural characteristics of intercultural communication in the study of the English language. Intercultural communication is a new "borderline" subject closely related to the teaching of English in higher education institutions. Thus, the proper use of linguistic and cultural skills is an essential part of intercultural communication skills.

scholarly journals Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings

2020 ◽  
Vol 2 (1) ◽  
pp. 8-13
Author(s):  
Ella Yuzar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Test Validity ◽  
Real Life ◽  
Historical Review ◽  
Language Testing ◽  
Language Assessment ◽  
English Language Teaching

There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

scholarly journals Intercultural Communicative Competence Awareness of Turkish Students and Instructors at University Level

2019 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Cultural Learning ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
Language And Literature ◽  
L1 And L2 ◽  
The Relationship

Competence in intercultural communication requires an understanding of both the L1 and L2 cultures, and many now believe that language learning is, in many respects, cultural learning. The relationship between language and culture, as well as the role of cultural competence in communicative competence has come increasingly under the microscope and as a result, educators have gained a greater appreciation for the role culture plays in language acquisition. Intercultural communicative competence refers to the ability of an individual to navigate within a given society appropriately. In other words, individuals are able to use appropriate gestures, understand the unspoken meaning within the words, appreciate the cultural underpinnings in any communication, and make appropriate cultural references to aid understanding. From this viewpoint, in order to understand the perception of Intercultural communicative awareness (ICC), a survey was performed among instructors and students of English. This survey was distributed to 42 Turkish instructors of English and 183 Turkish students from the English Language and Literature Department of Karabuk University, a total number of 225 respondents. The participants were aged between 18 and 55. By means of set scientific instruments such as (Anova, Spss, etc.) the data collected from the participants was analysed and evaluated.

scholarly journals Problem-based Learning: Developing Students' Critical Thinking

2019 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Raynesa Noor Emiliasari ◽  
Eka Prasetyo ◽  
Eva Fitriani Syarifah
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Activity ◽  
English Language Learning ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
The Impact

The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.

scholarly journals A PRAGMATICS ANALYSIS OF SPEECH ACT IN THOR MOVIE

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Tri Lestari ◽  
Elysa Hartati
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Qualitative Method ◽  
English Language ◽  
Speech Act ◽  
Real Life ◽  
English Language Learning ◽  
Main Character ◽  
Direct Speech ◽  
Indirect Speech Act

This research analyzed speech act which were expressed by Thor as the main character in Thor movie. That movie showed a candidate of king who was banished by his father because of his arrogant characteristic, so, there were many speech act which represented real life. Considering there are problems in English language learning focusing on speech act, so this study was conducted used pragmatics analysis. The purposes of this study were to classify speech act based on Searle’s theory and analyze speech act which has relation between the form and the function of the sentence.This research used descriptive qualitative method. The data which were used in this research were the utterances that were performed by the main character in the movie. The data analysis used pragmatics approach with theory by Searle. From the theory, there are 5 classifications of speech act, representative, directive, commissive, expressive, and declarative. There are 2 types of speech act which is discussed by Searle, direct and indirect.Based on the analysis, the researcher found that from the 5 classifications only 4 of them which were expressed by the main character, representative, directive, commissive, and expressive. Representative and directive were expressed 56 times each of them. Commissive appeared 20 times and expressive appeared 29 times. All types of speech act were expressed by the main character in the movie. Direct speech act were expressed 140 times, and indirect speech act were expressed 11 times.

scholarly journals The Acceptance of the English Language Learning Mobile Application Hello English Across Gender and Experience Differences

2020 ◽  
Vol 15 (15) ◽  
pp. 219
Author(s):  
I Dewa Gede Rat Dwiyana Putra ◽  
Ali Saukah ◽  
Yazid Basthomi ◽  
Enny Irawati
Keyword(s):  
Language Learning ◽  
Mobile Application ◽  
Online Survey ◽  
English Language ◽  
Communicative Competence ◽  
English Language Learning ◽  
Intention To Use ◽  
Bivariate Correlation ◽  
The Relationship ◽  
Better Than

Abstract— This study is aimed at investigating the relationship between stu-dents’ perceived effect (PE) and their intention to use (IU) one of the English language learning mobile applications which is called Hello English, and also the differences of students’ PE and IU based on gender and experience. There are 24 male and 73 female students who completed the online survey which was admin-istered to several universities in Indonesia. The result of a bivariate correlation analysis shows a statistically significant positive relationship between students’ PE and IU, where gender differences do not have any significant influence on their PE and IU. On the other hand, students who have experienced using Hello English for more than three months perceived the effect of Hello English on their communicative competence better than those who only use it less than three months. Besides, the experienced users also show a higher intention to use Hello English to learn English in the future.

scholarly journals The Secondary School Students’ Usage of English Learning Websites to Self-Correct Writing Errors

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Alia Nur Dodgson Bt Tariq ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Strategy ◽  
Corrective Feedback ◽  
Linguistic Knowledge ◽  
English Language Learning ◽  
Research Approach ◽  
School Students ◽  
Language Classroom ◽  
Writing Errors

<em>Corrective feedback (CF) is an inevitable teaching strategy carried out by educators, especially in an English Language classroom. Past studies have shown that corrective feedback is effective; however, indirect corrective feedback seems to have a variety of issues that has caused it to be unsuccessful. Some studies found that one of the setbacks of indirect corrective feedback is students are still having difficulties in dealing with and learning from the indirect corrective feedback itself. Students could not rectify their errors as they do not have sufficient linguistic knowledge to facilitate them, especially when they have to deal with complex linguistic errors all by themselves. Hence, this research was carried out to address this problem via the utilization of the English Language learning websites as the reference materials for the students to deal with complex linguistic errors. It was hoped that the students would be able to deal with indirect corrective feedback and successfully self-correct their errors. The qualitative research approach was employed in this research, where participants recorded their usage of the English Language learning websites in a logbook. Five randomly selected participants were interviewed to obtain a more comprehensive understanding of their experience, feedback and comments. The results showed that there were positive reactions and comments which indicated that the use of the English Language learning websites has been successful in assisting the participants in dealing with indirect corrective feedback and in doing self-correction. However, there were also negative reactions to be taken into account. Thus, this presentation will highlight some insights from the research.</em>

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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