Interferences in Writing Skills Performance of BA Students Enrolled in Norwegian Didactics

This article investigates different types of language errors performed in a written summative exam by ten BA students enrolled in an elective Norwegian Didactics course in Romania. The corpus comprising the students’ exam papers was analysed qualitatively to identify various types of errors. The theoretical model suggested by Gass & Selinker (1994) was used to discuss issues of error analysis. A survey was then conducted to receive student feedback on the reported errors in the texts. Findings indicate that students make both inter-lingual and intra-lingual errors and that error analysis can be helpful when designing L2 Norwegian instructional materials. Keywords: error analysis, foreign language teaching, language transfer, language distance, writing skills, Norwegian, Romanian.

Using Dictation Techniques to Improve the Eighth-Grade Students’ Listening Comprehension Achievement at SMPN 35 Surabaya

Dictation is an ancient technique in teaching language becoming one of interesting ways to improve the students’ listening comprehension proposed by Davis & Rinvolucri (1988). This study was aimed to solve the students’ listening comprehension achievement by using dictation techniques as a technique in teaching listening at SMPN 35 Surabaya in the academic year 2020/2021. Classroom Action Research (CAR) was applied in this study in two cycles. In this classroom action research, the technique was divided into note taking and partial dictation. The primary data about students listening achievement were gained from the listening test. Meanwhile, the supporting data were gathered from observation and documentation. The results on students’ activity showed the use of text dictation techniques could improve the eighth-grade students’ activity in listening. Furthermore, In the first cycle of the test’ result, the teaching listening activity was not so good as what was expected. On the average, the percentage of the students’ involvement in the process of teaching listening was only 45% in the first meeting and 50% in the second meeting. But, in the second cycle the percentage of students’ involvement in the process of teaching listening increased from 77% in the first meeting to 80% in the second meeting. This improvement happened because of some revision, they were; choosing the text with familiar story for the students, reading the text more clearly, turning up the volume, and using more gestures in teaching listening technique

Nauczanie (o) składni a kompetencja językowo-komunikacyjna uczniów z ASD

The aim of the article is to point out the deeper problem of language teaching — teaching school grammar (on the example of syntax), which is associated more with teaching about the language than the language itself. In the current core curriculum, language teaching is not connected to communicative competence — the ability to create oral and written statements. It has caused the regression in Polish language didactics and the return to the discussion of teaching language or/and teaching about the language in modern primary school. Subjective, functional, and communicative approach in teaching language is really important when teaching children with Autism Spectrum Disorder, and that is why the current system-normative approach in school discourse should be reflected upon. If the subjectiveness and individualisation of teaching as well as special educational needs and abilities of students with ASD are considered in this reflection, the conclusion emerges — the need to remodel the method of organising the language teaching process.

Carrió-Pastor, M. L. - Bellés-Fortuño, Begoña (2021) (Eds.). Teaching Language and Content in Multicultural and Multilingual Classrooms CLIL and EMI Approaches. Cham, Switzerland: Palgrave MacMillan, ISBN 978-3-030-56614-2, pp. 377

It is not surprising that there is a clear interest in specialised English language teaching at a time when academia needs to evidence its strong connection to social practices and internationalization (Carrió-Pastor 2019, 2020). This is a timely book, both in scope and usefulness. The contents are organised in such a way as to allow an understanding of methodological practices, firstly by establishing the difference between CLIL, i.e. Content and Language Integrated Learning, and EMI, i.e. English as a Medium of Instruction. In principle, these two terms refer to clear concepts, but in practice the distinction does not always seem to be so apparent. In fact, this book succeeds in providing a theoretical stance and examples to illustrate and clarify these approaches. The usefulness of this Palgrave volume for language professionals, namely teachers, researchers and newcomers, is easy to foresee.

Packing and Unpacking Grammar – Towards a Communicative Approach to Teaching Language Structures

Creating classroom activities which really get students to communicate in a natural and meaningful way remains a timely challenge when it comes to teaching a foreign language. This article sets out to revisit the traditional trifecta based on the three Ps (presentation, practice, production) and reincorporate it in a set of specific elements that ensure a successful outcome of language learning activities. With particular focus on grammar, the paper aims to deconstruct the steps and procedures behind five important aspects to be taken into consideration when planning and conducting activities that target structures of language and their practice in a communicative manner, with the ultimate goal of linking the often sterile theory of grammar with contextualized models and tasks.

THE ENGLISH LANGUAGE IN THE MALAYSIAN EDUCATION SYSTEM

The purpose of this article is to provide a historical account of the English language in Malaysia. Malaysians' linguistic and educational backgrounds are intricately linked to the country's historical and educational traditions. Despite the evolution of the Malaysian educational system, the English language continues to be taught as a compulsory language in schools. It is a method of engaging students in interaction and meaningful communication that is known as communicative language teaching. Language learners who are still required to learn English in universities must cultivate a positive attitude in order to engage in meaningful learning activities.

Recensione: Russel, Victoria & Murphy-Judy, Kathryn (2020). Teaching language online. Routledge

IT La presente recensione mira ad offrire una valutazione critica del volume Teaching Language Online di Victoria Russel e Kathryn Murphy-Judy. Nella prima parte della recensione viene introdotto l’argomento generale trattato dal libro, descrivendone brevemente i contenuti di ogni capitolo. Nella seconda parte si fornisce una descrizione dei contenuti in prospettiva critica, evidenziandone i punti di forza e le eventuali criticità. Parole chiave: DIDATTICA DELLE LINGUE, INSEGNAMENTO ON-LINE, ADDIE EN This review aims to offer a critical evaluation of the book, Teaching Language Online, by Victoria Russel and Kathryn Murphy- Judy. In the first section of the review, the general topic of the book is discussed, and a brief description of the contents of each chapter is offered. The second section consists of a description of its contents through a critical perspective highlighting its strengths as well as its weaknesses. Key words: LANGUAGE TEACHING, REMOTE TEACHING, ADDIE ES Esta reseña tiene como objetivo ofrecer una valoración crítica del volumen Teaching Language Online, de las autoras Victoria Russel y Kathryn Murphy-Judy. En la primera parte de la reseña se trata el tema general del libro y se ofrece una breve descripción del contenido de cada capítulo. En la segunda parte se lleva a cabo una descripción de los contenidos desde un punto de vista crítico, y se destacan tanto sus puntos fuertes como sus puntos débiles. Palabras clave: ENSEÑANZA DE LENGUAS, ENSEÑANZA REMOTA, ADDIE

Recensione: Russel, Victoria & Murphy-Judy, Kathryn (2020). Teaching language online. Routledge.

IT La presente recensione mira ad offrire una valutazione critica del volume Teaching Language Online di Victoria Russel e Kathryn Murphy-Judy. Nella prima parte della recensione viene introdotto l’argomento generale trattato dal libro, descrivendone brevemente i contenuti di ogni capitolo. Nella seconda parte si fornisce una descrizione dei contenuti in prospettiva critica, evidenziandone i punti di forza e le eventuali criticità. Parole chiave: DIDATTICA DELLE LINGUE, INSEGNAMENTO ON-LINE, ADDIE EN This review aims to offer a critical evaluation of the book, Teaching Language Online, by Victoria Russel and Kathryn Murphy- Judy. In the first section of the review, the general topic of the book is discussed, and a brief description of the contents of each chapter is offered. The second section consists of a description of its contents through a critical perspective highlighting its strengths as well as its weaknesses. Key words: LANGUAGE TEACHING, REMOTE TEACHING, ADDIE ES Esta reseña tiene como objetivo ofrecer una valoración crítica del volumen Teaching Language Online, de las autoras Victoria Russel y Kathryn Murphy-Judy. En la primera parte de la reseña se trata el tema general del libro y se ofrece una breve descripción del contenido de cada capítulo. En la segunda parte se lleva a cabo una descripción de los contenidos desde un punto de vista crítico, y se destacan tanto sus puntos fuertes como sus puntos débiles. Palabras clave: ENSEÑANZA DE LENGUAS, ENSEÑANZA REMOTA, ADDIE