scholarly journals Can Indirect, Delayed Error Correction Improve Students’ Willingness to Speak in the Target Language?

2018 ◽  
pp. 173-189
Author(s):  
Quang Nam Pham
Keyword(s):  
High School ◽  
Data Analysis ◽  
Foreign Language ◽  
Error Correction ◽  
Mother Tongue ◽  
Target Language ◽  
Substantial Impact ◽  
Language Curriculum ◽  
Seating Arrangement ◽  
Communicative Activities

At a high school where I have worked as a visiting lecturer, students of English as a Foreign Language (EFL) tend to use their mother tongue (L1) instead of the target language (L2) in communicative activities. Many factors are to blame for this issue, such as the seating arrangement, the language curriculum, the influences from the interlocutors, and the teacher correction methods (Pham 2005). This study aims to propose a strategy to correct student errors during communicative activities. Data analysis shows that the strategy of error correction that a teacher uses will have a substantial impact on student use of L2 in oral activities. Drawing from such fi ndings, I suggest some practical teaching strategies to maximize L2 and minimize L1 in speaking activities.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

scholarly journals La ponctuation des lyceens marocains du FLE : Défauts textuels et dispositifs de remediation

FRANCISOLA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
Moulay Mohamed TARNAOUI ◽  
Boujghagh HASSAN
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Foreign Language ◽  
Future Teachers ◽  
Mots Clés ◽  
School Students ◽  
Written Production ◽  
Textual Cohesion ◽  
Futurs Enseignants

RÉSUMÉ. Dans le cadre de cette contribution, notre objectif est d’analyser les défauts de ponctuation des lycéens marocains pour répondre à la question suivante : les signes de ponctuation erronés ne contribueraient-ils pas à l’incompréhension et à l’opacité textuelle ? Le support qui servira de base au dépouillement des données est la production écrite. Il est donc crucial de repérer et de classer ces déviations localisées dans les copies des lycéens du FLE. Ces erreurs sont des indices des problèmes d'apprentissage du français chez nos sujets. Notons que cet aspect de la langue est souvent marginalisé par les enseignants bien qu’il contribue à la cohésion textuelle. Les résultats de ce travail ont révélé que la ponctuation reste non maîtrisée et bloque ainsi la compréhension du texte. C’est pourquoi, il sera fructueux de proposer quelques remédiations didactiques en faveur des futurs enseignants. Mots-clés : défauts textuels, français langue étrangère, ponctuation, production écriteABSTRACT. As part of this contribution, our objective is to analyze the punctuation defects of the Moroccan high school students to answer the following question: the punctuation marks mistakes not contribute to the misunderstanding and the textual opacity? The support that will be used as the basis for the data analysis is the written production. It is therefore crucial to identify and classify localized punctuation deviations in FFL high school students' copies. These errors are indicative of the problems of learning French in our subjects. Note that this aspect of language is often marginalized by teachers, although it contributes to textual cohesion. The results revealed that the punctuation remains uncontrolled. That is why it will be fruitful to propose some didactic remedies for future teachers. Keywords : textual flaws, French foreign language, punctuation, written production

scholarly journals The effectiveness of explicit or Implicit pronunciation teaching to Greek learners of english

2014 ◽  
Author(s):  
Βάϊα Παπαχρήστου
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Target Language ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Speaker Variability ◽  
English Classes ◽  
Pronunciation Instruction ◽  
English Vowels ◽  
The One

Previous research on second language phonological acquisition has shown that mastery of the L2 phonological system constitutes a challenging task for L2 learners. Several parametres have been suggested to constrain pronunciation accuracy, such as, interference from speakers’ mother tongue, learners’ age, quality and quantity of exposure to the target language, as well as motivation, attitude and other social and psychological factors. However, research on pronunciation teaching and its potential effectiveness on learners’ L2 phonological development has been quite limited, especially in foreign language contexts.The main aim of the present thesis is to investigate the production of English vowels by Greek learners of English and the effectiveness of explicit vs. implicit pronunciation instruction within a foreign language setting. To this end, three groups of speakers aged 9 and 15 years old were examined; i.e. two experimental groups, one which received explicit pronunciation tuition and one which was taught the pronunciation of the English vowels implicitly, via the use of recasts, and a control one which did not get any pronunciation tuition. Both experimental groups received 43 mini pronunciation interventions embedded in the regular English classes at school. The methodology adopted was the one proposed by Celce-Murcia, Brinton and Goodwin (1996) moving from controlled and guided activities to more communicative ones. Additionally, L1 Greek and L1 English data were obtained in order to compare the vowel inventories of the two languages.The results showed that after teaching, explicit pronunciation instruction can selectively bring about a change in both young and older students’ L2 vowel production, while no improvement was reported for the implicit and control groups9for either age group. Generally, considerable intra- and inter-speaker variability was revealed after tuition and despite the small changes observed, systematic native-like production was difficult to attain. Moreover, no clear effect of learners’ age was documented. A thorough examination of the factors hindering pronunciation accuracy is presented and the findings are discussed on the basis of current theories of L2 phonological acquisition.

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Harni Kartika-Ningsih ◽  
Wawan Gunawan
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Mother Tongue ◽  
National Curriculum ◽  
Action Research Project ◽  
Equal Distribution ◽  
Language Curriculum ◽  
Efl Classrooms ◽  
English Literacy ◽  
Teaching Learning

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

scholarly journals Penggunaan Metode Cooperative Integrated Reading And Composition (CIRC) Untuk Meningkatkan Keterampilan Membaca Pemahaman Bahasa Arab Siswi Kelas VIII Aisyah Semester Genap Di SMP Quran Darul Fattah Bandar Lampung Tahun Pelajaran 2019/2020

An Naba ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 82-93
Author(s):  
Sutikno ◽  
Doni Sastrawan ◽  
Adam Sugiarto ◽  
Diah Asih
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Junior High School ◽  
Junior High ◽  
Mother Tongue ◽  
Study Results ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Academic Year

The Use of Cooperative Integrated Reading and Composition (CIRC) Method to Enhance Arabic Reading Comprehension Skills for Students of VIII Aisyah Class in Even Semester at Darul Fattah Quran Junior High School of Bandar Lampung in the 2019/2020 Academic Year   ABSTRACT Regarding the development of education that continues to change and for the sake of developing education quality, one of the elements that must be considered in the educational curriculum is a foreign language. In Indonesia, Arabic is a foreign language; in keeping with the need, the Arabic language is taught more seriously alongside knowledge teaching. Nevertheless, learning a foreign language (Arabic) is not as easy as learning the mother tongue. Some obstructions must be coped with, such as ashwat science, grammar, and vocabulary. In addition, difficulties also come from students or teachers themselves, learning methods, materials, and teaching facilities. Therefore, the author examines students' reading comprehension skills with the research title “The Use of Cooperative Integrated Reading and Composition (CIRC) Method to Enhance Arabic Reading Comprehension Skills for Students of VIII Aisyah Class in Even Semester at Darul Fattah Quran Junior High School of Bandar Lampung in the 2019/2020 Academic Year” The type of research employed was Classroom Action Research (CAR). This research was carried out at Darul Fattah Quran Junior High School, Bandar Lampung, in Arabic class VIII subjects in the even semester of the 2019/2020 academic year. The study results revealed that using the Cooperative Integrated Reading and Composition (CIRC) method could enhance students' Arabic reading comprehension skills as evidenced by the mean value obtained in the first cycle of 76.82, categorized as adequate. However, it experienced a slight decrease of 0.30 points, equivalent to 0.39% in the second cycle, to 76.52 categorized as adequate. After that, cycle III underwent a relatively good increase of 4.95 points or equivalent to 6.47% to 81.47, with a sufficient category.   Keywords: CIRC, Reading Comprehension Skill

scholarly journals A Contrastive Analysis of Indonesian and Arabic Phonetics

2019 ◽  
Author(s):  
Sahkholid Nasution ◽  
Rahmah Fithriani ◽  
Mhd. Syahnan ◽  
Isnanini Harahap ◽  
Syafaruddin . ◽  
...  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
First Language ◽  
Qualitative Approach ◽  
Target Language ◽  
Contrastive Analysis ◽  
Arabic Students ◽  
Descriptive Qualitative

There are some factors causing some challenges for non-Arabs speakers in learning Arabic, which include non-linguistic and linguistic ones. These factors also influence Indonesian students learning Arabic as a foreign language. In general, Indonesian students find difficulties in learning Arabic due to a number of differences between Indonesian as their first language (L1) with Arabic as the target language (L2) at almost all aspects of linguistics. The process of learning L2 which does not show its linguistic equations in their L1 has led the assumption among Arabic students in Indonesia that the language is difficult to learn. Therefore, this study aims to: (1) describe the similarities between Indonesian and Arabic phonetics; (2) describe the differences between Indonesian and Arabic phonetic; and (3) offer a formulation of Arabic learning pattern for speakers of Indonesian learning Arabic to help them learn the language easier. This research applied a comparative descriptive qualitative approach. The result of data analysis shows three findings; (1) There are 16 (sixteen) similar sounds of Indonesian and Arabic phonemes; (2) There are 7 (seven) Indonesian phonemes that do not exist in Arabic; and (3) There are 13 (thirteen) Arabic phonemes that do not exist in Indonesian. Based on these findings, it is suggested that the teaching of Arabic language should prioritize the similar sounds in Indonesian and Arabic.

scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

scholarly journals Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia

2020 ◽  
Vol 8 (1) ◽  
pp. 15-29
Author(s):  
Ali Alsaawi
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Learning ◽  
Ad Hoc ◽  
Mother Tongue ◽  
Language Teachers ◽  
Target Language ◽  
Gulf Region ◽  
Language Classroom ◽  
Efl Teachers

Abstract The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.

USE OF THE MOTHER TONGUE IN FOREIGN LANGUAGE INTERACTION

2021 ◽  
Vol 12 (1) ◽  
pp. 177-181
Author(s):  
Ekaterina Sofronieva ◽  
◽  
Christina Beleva ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Foreign Language Education ◽  
Target Language ◽  
Nursery Schools ◽  
Comprehension Skills ◽  
Research Findings ◽  
English Speaking

The article offers a brief historical overview of some of the main methods in foreign language teaching and focuses on the use of the native language in their application. A modern study conducted among children from nursery schools in Bulgaria shows that when language education is carried out only in the target language, children also use only this language in their language interactions and vice versa. Some of the research findings are that 42.2 percent of the children whose teachers communicate with them in both languages, also make use of Bulgarian when trying to convey meanings and messages in English language. In general, children’s comprehension skills are better developed than their English speaking skills. In conclusion, the research results show that at the present stage, the offered foreign language education of children in nursery schools as entertaining as it may be, is not effective enough. Working methods and well-established approaches should be applied in early foreign language education of children in order to develop their skills to communicate in a new language.

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