English Movies in a Malaysian English as a Second Language (ESL) Classroom Setting

This study focuses on a multicultural ESL classroom with the purpose of exploring the creation of new individual and cultural identities and the formation of interculture. Through on-site observations and interviews with second-language learners and their teacher, the study presents findings about the dynamics, quandaries, complexity, and diversity of classroom interculture. The metaphor of the 'third place' (Kramsch, 1993) aptly captures the nature of this interculture in its fluidity and ambiguity. Perceiving language-learning in this way allows one to look beyond the traditional dichotomous views and approaches to culture and identity in ESL settings and to describe properly the enriching process of creating new identity and new cultural space that is greater than the sum of individual cultures.

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Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

10.32920/ryerson.14652465 ◽

2021 ◽

Author(s):

Momoye Sugiman

Keyword(s):

Second Language ◽

Cultural Identity ◽

Language Learning ◽

Second Language Learning ◽

Publicly Funded ◽

Esl Teachers ◽

Esl Programs ◽

Esl Learners ◽

Depth Interviews ◽

Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

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Practitioners respond to Suzanne Graham's ‘Research into practice: Listening strategies in an instructed classroom setting’

Language Teaching ◽

10.1017/s0261444820000531 ◽

2020 ◽

Vol 54 (1) ◽

pp. 152-155

Author(s):

Kedi Simpson

Keyword(s):

Second Language ◽

Listening Comprehension ◽

Classroom Setting ◽

L2 Listening ◽

Listening Task ◽

Teaching Of Listening ◽

Listening Strategies

In her article, Graham (2017) concludes ‘that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way’ (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a test than a task. She continues that there is an over-application of the widely shared findings that pre-listening tasks aid listening comprehension – particularly tasks which involve predicting the vocabulary which will be heard during the listening task. Given the suggestion that learners find listening tasks difficult has been addressed within schools simply by making such tasks easier, Graham feels a more pedagogically apt approach might be to examine more closely what has made the task difficult and to modify teaching to address this.

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Learning L2 collocations incidentally from reading

Language Teaching Research ◽

10.1177/1362168815618428 ◽

2015 ◽

Vol 21 (3) ◽

pp. 381-402 ◽

Cited By ~ 29

Author(s):

Ana Pellicer-Sánchez

Keyword(s):

Second Language ◽

Explicit Instruction ◽

Similar Rate ◽

Intentional Learning ◽

Classroom Setting ◽

L2 Learners

Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental acquisition of collocational knowledge when learners encounter adjective–pseudoword collocations while reading. Forty-one L2 learners read a story containing six target collocations in a classroom setting. One week after the reading they were interviewed about their knowledge of the form, meaning and collocation of the target items (at recall and recognition levels). Participants were randomly assigned to one of two experimental groups, i.e. the 4-repetition group and the 8-repetition group. Results showed that collocational knowledge can be learnt incidentally from reading; that it is learnt at a similar rate to other lexical components such as form and meaning of individual words; and that the frequency manipulation in this study did not seem to have a significant effect on the acquisition of any of the aspects examined.

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Learning to Communicate in the Classroom

Studies in Second Language Acquisition ◽

10.1017/s0272263100010445 ◽

1992 ◽

Vol 14 (1) ◽

pp. 1-23 ◽

Cited By ~ 110

Author(s):

Rod Ellis

Keyword(s):

Second Language ◽

Full Range ◽

Target Language ◽

Classroom Context ◽

L2 Acquisition ◽

Language Competence ◽

Illocutionary Act ◽

Sociolinguistic Competence ◽

Linguistic Repertoire ◽

Esl Classroom

It is now generally accepted that second language (L2) acquisition can take place as a result of learning how to communicate in the L2. It is less clear, however, whether the kind of communication that occurs in a classroom is sufficient to ensure development of full target language competence. This article examines the extent to which the opportunities for communication in an English as a Second Language (ESL) classroom result in the acquisition of one particular illocutionary act—requests. A total of 410 requests produced by two child learners over 15–21 months were examined. The results suggest that although considerable development took place over this period, both learners failed to develop either the full range of request types or a broad linguistic repertoire for performing those types that they did acquire. The learners also failed to develop the sociolinguistic competence needed to vary their choice of request to take account of different addressees. One explanation for these results is that although the classroom context fostered interpersonal and expressive needs in the two learners, it did not provide the conditions for real sociolinguistic needs.

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Promoting Process-Oriented Listening Instruction in the ESL Classroom

TESL Canada Journal ◽

10.18806/tesl.v34i1.1256 ◽

2017 ◽

Vol 34 (1) ◽

pp. 72-86 ◽

Cited By ~ 3

Author(s):

Huong Nguyen ◽

Marilyn Abbott

Keyword(s):

Second Language ◽

Word Recognition ◽

Instructional Materials ◽

Listening Skills ◽

Second Language Listening ◽

Process Oriented ◽

Langue Seconde ◽

Listening Process ◽

Oriented Approach ◽

Esl Classroom

When teaching listening, second language instructors tend to rely on product-oriented approaches that test learners’ abilities to identify words and answer comprehension questions, but this does li le to help learners improve upon their listening skills (e.g., Vandergri & Goh, 2012). To address this issue, alternative approaches that guide learners through the listening process toward improved comprehension and uency have been recommended in the literature. Based on a review of 6 popular intermediate adult English as a second/foreign language (ESL/EFL) textbooks, we found that most of the listening activities in the texts exemplified a product-oriented approach (testing word recognition or listening comprehension) rather than a process-oriented approach (providing instruction to aid in word recognition and comprehension). To enhance the integration of process-oriented approaches for teaching listening, we provide suggestions for activities to supplement product-oriented teacher-made and textbook activities. We begin with an overview of second language listening theory and research that justi es the incorporation of process-oriented instructional approaches in the ESL classroom. Then we report the results of our textbook review and present examples of recommended activity types that teachers and textbook writers could incorporate into their instructional materials to encourage a balanced approach to teaching listening.Quand les enseignants de langue seconde enseignent l’écoute, ils ont tendance à sefier aux approches orientées sur le produit qui évaluent la capacité de leurs élèves à identifier des mots et à répondre à des questions de compréhension. Pourtant, ce e méthode ne contribue que très peu à l’amélioration des habiletés d’écoute des élèves (par ex., Vandergri & Goh, 2012). Pour aborder ce e question, les chercheurs recommandent des approches alternatives qui guident les apprenants au l du processus d’écoute de sorte à améliorer la compréhension et les compétences. Un examen de 6 manuels populaires d’anglais langue seconde ou étrangère pour adulte a révélé que la plupart des activités d’écoute sont orientées sur un produit (évaluation de la reconnaissance des mots ou la compréhension à l’écoute) plutôt que sur un processus (directives pour aider la reconnaissance des mots et la compréhension). Pour me re en valeur l’intégration des approches axées sur le processus dans l’enseignement de l’écoute, nous o rons des suggestions d’activités pour enrichir les activités créés par les enseignants ou provenant des manuels et qui sont axées sur le produit. Nous commençons par un survol de la recherche et de la théorie qui portent sur l’écoute en langue seconde et qui jus- ti ent l’intégration dans les cours d’ALS d’approches pédagogiques axées sur le processus. Ensuite, nous présentons les résultats de notre examen de manuels et recommandons des exemples de types d’activités que les enseignants et les auteurs de manuels pourraient incorporer dans leur matériel pédagogique pour o rir une approche équilibrée à l’enseignement de l’écoute.

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Teaching and Learning English as a Second Language in Nigeria: Examining Evolving Approaches and Methods

Theory and Practice in Language Studies ◽

10.17507/tpls.1009.02 ◽

2020 ◽

Vol 10 (9) ◽

pp. 1015

Author(s):

Adebola Adebileje ◽

Aderonke Akinola

Keyword(s):

Second Language ◽

Teaching And Learning ◽

Language Teaching ◽

Learning Theories ◽

Eclectic Approach ◽

Solid Foundation ◽

Traditional Approaches ◽

Motivate Learning ◽

Learning English ◽

Esl Classroom

This paper examines language teaching and learning theories in a bid to consider evolving and appropriate approaches and methods for efficient teaching and learning English as a second language in Nigeria. While traditional approaches do provide a solid foundation for effective language teaching, they do not always address students' situational and current needs. Hence, the study reveals that strategies and methods are evolving especially, in this hi-tech age, to meet such additional needs. Since no one theory or method is the best, the study recommends a principled eclectic approach for the effective and functional teaching and learning of English in Nigeria. It also suggests processes that could enhance teaching and motivate learning in the ESL classroom.

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LANGUAGE GAMIFICATION IN ESL CLASSROOM: TEACHING PERSPECTIVE

European Journal of Open Education and E-learning Studies ◽

10.46827/ejoe.v5i2.3445 ◽

2020 ◽

Vol 5 (2) ◽

Author(s):

Eliyas S. Mohandas ◽

Anealka Aziz Hussin ◽

Tuan Sarifah Aini Syed Ahmad

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Teaching And Learning ◽

Classroom Teaching ◽

Language Games ◽

Long Run ◽

Esl Classroom

Language games have always been the reinforcement activities in second language acquisition. Such activities will not only help the learners to retain the knowledge but to ensure the sustainability of it for a long run. It was not until the early 2000s when researchers began to carry out studies on online language games. Soon after, the terminology of Language Gamification came into perspective. This paper discusses on the notion of language gamification from a teaching perspective. It starts by discussing the related theories on language gamification and second language acquisition before moving to discussing on creating gamification in classroom. This paper is also set to disclose the ramifications of language gamifications in teaching and learning. Article visualizations:<img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" />

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An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

The EuroCALL Review ◽

10.4995/eurocall.2008.16353 ◽

2008 ◽

Vol 13 ◽

pp. 2

Author(s):

David Coniam

Keyword(s):

Second Language ◽

Speech Recognition ◽

Language Learning ◽

Second Language Learning ◽

Command Line ◽

Esl Learners ◽

The Way ◽

Learning English ◽

Esl Classroom

'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.

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