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1
Widyasari, Hesti, and Hanandyo Dardjito. "Teaching Indonesian for other language speakers." Technium Social Sciences Journal 28 (February 9, 2022): 43–51. http://dx.doi.org/10.47577/tssj.v28i1.5887.
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Previous studies suggested immersing the language learners in the target language when learning a foreign language. It is, to some extent, difficult to apply because of several factors; therefore, English operates as a medium of instruction in the classroom where the learners have different cultures and different first languages. This study aimed at finding out the use of English as a medium of instruction in teaching Indonesian for foreign language speakers or Bahasa Indonesia bagi Penutur Asing (BIPA). It applied a qualitative design involving a semi-structured interview with three BIPA teachers selected using purposive sampling. The interview data were analysed interpretively. The findings revealed that English was employed when giving instruction, explaining complex concepts and grammar, defining vocabulary, checking the students’ comprehension, and keeping the classroom interaction. However, English was used limitedly because the learners needed to learn and practice the target language.
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Ogiermann, Eva, and Spyridoula Bella. "An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English." Contrastive Pragmatics 1, no. 2 (September 9, 2020): 180–209. http://dx.doi.org/10.1163/26660393-bja10003.
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Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.
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Sheshukova, Svetlana, Svetlana Lapitskaja, and Elena Proudchenko. "On the Analysis of Youth Slang as one of the Subsystems of Modern Russian and English Languages." SHS Web of Conferences 69 (2019): 00090. http://dx.doi.org/10.1051/shsconf/20196900090.
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Slang is an essential element of culture. Learning a foreign language is inextricably linked with the study of the culture of native speakers. Teaching slang, idiomatic expressions and phrasal verbs in foreign language classes contributes to the students' vocabulary, understanding informal speech patterns found in media texts and everyday communication with native speakers, developing speaking and listening skills. As a rule, at a foreign language class, students improve their listening, reading, speaking and writing skills through various study materials. Even with these skills, you can fail to communicate with native speakers, read magazines, watch television programmes and travel to foreign countries. The paper discusses the possibility of teaching slang, idiomatic expressions and phrasal verbs in a foreign language class at a technical university. To substantiate the need to study slang, idiomatic expressions and phrasal verbs, the authors attempted to find out how the youth slang is formed and the reasons for its functioning. Youth slang in modern Russian and English languages has been compared and analyzed.
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Lanteigne, Betty, and Peter Crompton. "Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts." Research in Language 9, no. 2 (December 30, 2011): 29–50. http://dx.doi.org/10.2478/v10015-011-0018-9.
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This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating “because of you” positively, and communicating “because of you” negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.
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Orakbayevna, Kaipbergenova Dilbar, MirzakulovIlxom Normuminovich, and Maxmudova Zulfiya Muxiddinovna. "English language teaching methodology for non-native speakers." Linguistics and Culture Review 5, S3 (December 15, 2021): 1721–25. http://dx.doi.org/10.21744/lingcure.v5ns3.1991.
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Main aim of the study was focused on the non-native English speakers and the difficulties they face while learning English as a second language (ESL) and the part of teachers. It is generally felt that the English language plays a vital role in the job market so it is mandatory to learn the language. when the students enroll for the courses to develop the language most of the time, they do not succeed because of various reasons like affecting teaching, lack of motivation, lack of practice sessions, poor training modules, etc. The method of relying on physical actions (Total physical response - TPR)developed by psychologist Jit is based on structural linguistics, behaviorism, and the humanistic direction in teaching, as well as on the position of psychology on the coordination of speech and physical actions that accompany it. The method develops the ideas of the natural method. Its essence lies in the fact that when teaching a foreign language, it is necessary to simulate the process of mastering children's native language, which is assimilated in parallel with the performance of appropriate physical actions. The perception of structures is facilitated if it is accompanied by actions performed by the teacher and students.
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Čeh, Živa. "Contrastive Exercises for Teaching Collocations." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 185–92. http://dx.doi.org/10.4312/elope.2.1-2.185-192.
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It is generally accepted now that learners of a foreign language need to have command of different word combinations, particularly collocations. However, in spite of the fact that collocations have recently been discussed by many linguists, there is still a lack of understanding of how word combinations, and among them collocations, are learned. It is of great importance that collocations are taught intensively to students who have already acquired the basis of a foreign language they wish to master. Collocations are also of the utmost importance in the study of language for specific purposes. Teachers of a foreign language try to approach this issue in different manners. This paper addresses different ways of making students aware of word combinations and their importance. Moreover, teachers of a foreign language are provided with some ideas for teaching collocations and correcting collocational errors students of a foreign language make when they write or speak. Some mistakes made by Slovene speakers of English are listed. The paper also provides some examples of exercises that may be of help when correcting collocational errors made by Slovene speakers of English. Finally, there is some information about different types of dictionaries.
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Hino, Nobuyuki. "Language education from a post-native-speakerist perspective: The case of English as an international language." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 528–45. http://dx.doi.org/10.22363/2687-0088-2021-25-2-528-545.
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Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.
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Harwati, Lusia Neti. "TEACHING METHOD INVESTIGATION OF LI YANG’S CRAZY ENGLISH." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 21, no. 2 (July 20, 2022): 202–10. http://dx.doi.org/10.21009/bahtera.212.06.
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Calls for more holistic research, especially ones that deal with English teaching and learning have increased in recent years. Through critical literature review, this study examines Li Yang’s crazy English, as a trend of English teaching in China. More specifically, it aims to discuss whether Li Yang’s crazy English is one of the “designer” methods and will produce proficient English speakers by proposing two research questions: (1) what is the nature of the “designer” methods? and (2) what specific strategies and what approach to foreign language teaching have the potential to improve learners’ communicative competence in Li Yang’s teaching method? The data have been analyzed and it is found that Li Yang’s crazy English can be categorized as one of the “designers” methods, which is, Total Physical Response (TPR) and failed to build learners’ communicative competence as the ultimate goal of foreign language teaching. The study recommends, therefore, the use of communicative approach in English teaching and learning processes to produce proficient English speakers
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Luchenko, Olha, Olha Doronina, and Yevhen Chervinko. "Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-Native Speakers." Sustainable Multilingualism 24, no. 1 (May 30, 2024): 45–78. http://dx.doi.org/10.2478/sm-2024-0003.
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Abstract In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers’ practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers’ practices, the study explored and analysed two hundred and seventy-four teachers’ responses to the questionnaire “Teaching the Japanese language in multilingual classrooms – English medium instruction approach (EMI)”. The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers’ practices from fifty-seven predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers’ willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers’ work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. The factor of JFL teachers’ language proficiency (both English and Japanese) falls into a separate category of influence, where a significant difference was noted for proficient and near-native levels.
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Andarab, Mehdi Solhi. "Representation of the Characters in the Claimed English as an International Language-Targeted Coursebooks." Studies in English Language Teaching 3, no. 4 (October 29, 2015): 294. http://dx.doi.org/10.22158/selt.v3n4p294.
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<p><em>The cultural and linguistic hegemony of the native speakers of English over the non-native speakers in the process of language learning and teaching has paved the way for the stereotypical and biased representations of the non-native speakers of English in majority of the English Language Teaching (ELT) coursebooks. Actually, this essentialist approach in the process of materials development is likely to result in reductionist overgeneralization and otherization of foreign societies (Holliday, 1994). However, in recent years, with the advent of English as a International Language (EIL), the issue of native speakerism, the ownership of English, and consequently the cultural content of ELT coursebooks have been the subject of debates. Despite the dominance of native speaker varieties of English in ELT coursebooks, there has been a growing awareness among publishers over the past years and accordingly some EIL-based coursebooks targeted specifically at EIL learners have been published. In this study, a sample group of such coursebooks was subject to close scrutiny. In so doing, an attempt was made to examine the representation of the characters in the claimed EIL-targeted coursebooks. According to the results of the study, despite the claim to be based on EIL, the biased representation of the non-native speakers of English is observed throughout the entire series of the analyzed coursebooks and they superficially surface a stereotypical association of culture and location/country.</em><em></em></p>
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Abdat, Yassamina. "Widening the Circle: Teaching English for Specific Purposes in the Light of Content-Based Instruction." Contemporary Educational Researches Journal 14, no. 1 (February 25, 2024): 28–37. http://dx.doi.org/10.18844/cerj.v14i1.9338.
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Language instruction based on content is not a new idea; it originated in English-speaking countries such as the USA, Canada, and many European countries that study content subjects in English. Accordingly, it has become a widely adopted pedagogical approach to English for Academic Purposes. The teaching of English to speakers of other languages, including Algeria, however, abounds with multiple acronyms, causing teachers to become confused, and even disoriented when considering English for Specific Purposes, English for Academic Purposes, and Content-Based Instruction. The rationale of this purely theoretical-based article is to understand the current pedagogical practices in language across the curriculum and strive to unearth and uncover how English for Specific Purpose courses can be taught by implementing Content-based Instruction as a syllabus, by reviewing some linguistic, and pedagogical rationales as well as principles for the application of this framework for foreign language learners in higher education, more precisely in the ESP context. Besides, the study suggests some teaching models that are meant to help English language instructors to be content teachers in some circumstances and language-competent teachers in other contexts.
Keywords: Content-Based Instruction; teacher; Teaching English to Speakers of Other Languages.
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Abdat-Hadjadj, Yassamina. "Widening the Circle: Teaching English for Specific Purposes in the Light of Content-Based Instruction." International Journal of Learning and Teaching 16, no. 1 (January 25, 2024): 15–24. http://dx.doi.org/10.18844/ijlt.v16i1.9348.
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Language instruction based on content is not a new idea; it originated in English-speaking countries such as the USA, Canada, and many European countries that study content subjects in English. Accordingly, it has become a widely adopted pedagogical approach to English for Academic Purposes. The teaching of English to speakers of other languages, including Algeria, however, abounds with multiple acronyms, causing teachers to become confused, and even disoriented when considering English for Specific Purposes, English for Academic Purposes, and Content-Based Instruction. The rationale of this purely theoretical-based article is to understand the current pedagogical practices in language across the curriculum and strive to unearth and uncover how English for Specific Purpose courses can be taught by implementing Content-based Instruction as a syllabus, by reviewing some linguistic, and pedagogical rationales as well as principles for the application of this framework for foreign language learners in higher education, more precisely in the ESP context. Besides, the study suggests some teaching models that are meant to help English language instructors to be content teachers in some circumstances and language-competent teachers in other contexts. Keywords: Content-Based Instruction; teacher; Teaching English to Speakers of Other Languages.
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Yan, Qianwen. "A Study on Foreign Language Listening Anxiety of English Majors in a Chinese University." International Journal of Languages, Literature and Linguistics 9, no. 4 (August 2023): 312–17. http://dx.doi.org/10.18178/ijlll.2023.9.4.424.
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Anxiety is one of the affective factors which plays a significant role in the teaching learning process. This study makes an inquiry into foreign language listening anxiety among L2 English majors in a Chinese university with its focus on students’ learning experience. It seeks to reveal the dilemmas encountered by L2 English majors in the foreign language listening process. It also explores how these anxiety factors influence L2 English majors. The Foreign Language Listening Anxiety Scale (FLLAS) from Kim and a semi-structured one-by-one interview are employed in the study. The sources of English majors’ English listening anxiety found in this study are: vocabulary recognition, grasping the main idea, and detailed information, the speed of the delivery, lack of background knowledge of the listening material, speakers’ accent, and high requirement of memory and attention. The study results also indicate that anxious listeners tend to engage in excessive self-evaluation, worry over potential failure, and concern over others’ opinions. The study’s findings also have some pedagogical implications for English listening courses for undergraduate students, especially English major students.
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Joselito Bayya Bisenio and Esperval Cezhar H. Cadiao. "Comprehensibility of wasei eigo among native speakers teaching English as a foreign language in Japan." World Journal of Advanced Research and Reviews 18, no. 3 (June 30, 2023): 209–15. http://dx.doi.org/10.30574/wjarr.2023.18.3.0996.
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This paper focused on analyzing the comprehensibility of wasei eigo or the Japanese-made English among native English speakers who are teaching English as a foreign language in Japan. Though these words are loanwords from English, they mean differently from the original words or expressions they are derived from. The first research question determined the wasei eigo words or expressions understood by the NSE EFL teachers in Japan. The second and third research questions examined which wasei eigo word is the most understood and the least understood by the respondents. To answer these questions, a descriptive survey was used in this study. Purposive sampling was also used to gather the needed data from 20 native English speakers who are working as EFL teachers in Japan. The results show that some of the wasei eigo words are understood by the native English speakers who are teaching in Japan. However, further studies could be conducted to find out the effects of wasei eigo in the EFL teaching and learning in Japan.
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Sabdenbekova, B. M. "METHODOLOGICAL ASPECTS OF USING SONGS IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE." Statistika, učet i audit 87, no. 4 (December 14, 2022): 77–83. http://dx.doi.org/10.51579/1563-2415.2022-4.08.
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Among new methods of teaching a foreign language there is a method of teaching by using authentic materials (audio, video). This article discusses the role of songs in teaching foreign languages. The author shows that due to the use of music in teaching him, all aspects of a foreign language are used: phonetic, lexical, grammatical, syntactic. The article presents the algorithm and examples of using song material as a means of teaching grammar in an English lesson. The training methodology discussed in this article grammar of a foreign language with the help of authentic songs allows you to increase interest and motivation to learn the language, as well as find new forms of work in the lesson. One of the basic concepts in our work is the concept of “authenticity”. Authentic material is material that has been created by a native speaker for other native speakers. It is not intended for educational use, however, as practice and our study show, can be used. The special methodological value of this material is that it contains ready-made phonetic, lexical and grammatical speech samples, which eliminates the need for students to independently construct these forms by translating from their native language.
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Surtikanti, Monika Widyastuti. "SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA." PRASASTI: Journal of Linguistics 7, no. 1 (April 18, 2022): 73. http://dx.doi.org/10.20961/prasasti.v7i1.53235.
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<span lang="EN-US">Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers</span><span lang="IN">.</span><span lang="EN-US">The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication. </span>
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Surtikanti, Monika Widyastuti. "SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA." PRASASTI: Journal of Linguistics 7, no. 1 (April 18, 2022): 73. http://dx.doi.org/10.20961/prasasti.v7i1.53235.
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<span lang="EN-US">Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers</span><span lang="IN">.</span><span lang="EN-US">The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication. </span>
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Jiang, Keqing. "A Study of Native Chinese Speakers Learning Indo-european Languages: The Case of English and Russian." Communications in Humanities Research 3, no. 1 (May 17, 2023): 583–88. http://dx.doi.org/10.54254/2753-7064/3/20220508.
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Language proximity can have different degrees of influence on trilingual acquisition. For example, Japanese has a strong influence on Chinese, while English has a strong influence on Russian. This study used interviews and corpus analysis to examine learners with different levels of English as a second foreign language and Russian as a third foreign language. It was found that when native Chinese speakers learn a language belonging to the Indo-European family, the influence of English on Russian learning is greater than that of native Chinese, and the specific influence of English will be different at different stages. Based on the study some suggestions are also made for trilingual teaching. Considering that the majority of Chinese language learners today have a certain level of proficiency of English, it is significant to conduct the research of L3 learners who is native Chinese and whose L2 is English. Through interviewing the subjects and analysing their compositions, the researchers find that English as L2 both facilitates and hinders L3 acquisition. In particular, intermediate L3 learners are most likely to be influenced by L2, and conversely, advanced L3 learners are rarely influenced by their L2 English. L3 acquisition is more likely to be influenced by L2 when L3 and L2 are in a closer linguistic distance than L3 and L1. This study contributes to multilingual acquisition research and provides effective suggestions for multilingual teaching strategy.
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Elyas, Tariq, and Noor Motlaq Alghofaili. "NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 27. http://dx.doi.org/10.25134/erjee.v7i2.1773.
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In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��
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Dombi, Judit. "A study on advanced EFL learners’ intercultural encounters." Journal of Intercultural Communication 16, no. 3 (November 10, 2016): 1–16. http://dx.doi.org/10.36923/jicc.v16i3.724.
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There is an increasing conviction that foreign language teaching should focus not only on making students achieve native-like proficiency but on enabling them to function as competent communicators in situations involving speakers of diverse linguistic and cultural backgrounds. Real-life experiences are of utmost importance in forming language learners’ intercultural awareness and competences. This study explores advanced Hungarian EFL learners’ accounts of their intercultural encounters and their opportunities for meeting speakers of other languages. The study follows the qualitative research paradigm, the detailed, contextualized quotes aim to provide thick description of participants’ experiences. Data were collected through a short background questionnaire and a qualitative data collection instrument employing stimulated recall: students were requested to write narrative accounts of their previous intercultural encounters. Findings reveal that although participants had limited opportunities for meeting native speakers of English, the language of intercultural interactions was almost exclusively English, even if only non-native speakers were involved. Results also show that there are enormous differences between students’ opportunities to acquaint with members of different cultures, which highlights the influence of learners’ socioeconomic backgrounds on their studies.
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Luo, Wen-Hsing. "Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan." English Today 33, no. 1 (April 28, 2016): 2–11. http://dx.doi.org/10.1017/s0266078416000146.
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This study examines Taiwanese English teachers’ perceptions of English as a lingua franca (ELF) in relation to English teaching in classrooms. The definition of ELF is: English used as a lingual medium of communication among people of different linguacultural backgrounds (Jenkins, 2009: 200). Concerning the use of English, Taiwan is regarded as a country of ‘the expanding circle’ (Kachru, 1985, 1992), where English is not an official language, but is learned as a foreign language (EFL) at school and is considered essential for international communication. In Taiwan, English has been traditionally taught as a school subject and learners rarely have opportunities to use English outside the classroom, whereas the design of English pedagogy and curricula in Taiwan, following an EFL approach, is based on native-speaker (NS) norms with the aim of helping learners achieve native-like competence (cf. Suzuki, 2011). Due to the global spread of English, the majority of users of English for international communication are non-native speakers (non-NSs) (Crystal, 1997; Graddol, 1997, 2006); non-NSs of English now outnumber their native-speaker counterparts. In the global context, second language (L2) learners of English will mostly encounter non-NSs, whose ‘Englishes’ might deviate from NS English usage. Traditional EFL approaches to English teaching, which favor NS norms, may not ‘adequately prepare’ L2 learners of English to effectively interact and communicate with speakers ‘from other English-speaking contexts’ (Matsuda & Friedrich, 2011: 332). It has become important that English curricula and instruction are designed to prepare English learners to cope with international communication in which English variations are evident.
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Nst, Ahmad Husein, Sholihatul Hamidah Daulay, and Utami Dewi. "Using Rosetta Stone Application as a Mobile Assited Language Learning (MALL) in EFL: Documentary Study." Scope : Journal of English Language Teaching 8, no. 1 (October 16, 2023): 08. http://dx.doi.org/10.30998/scope.v8i1.17653.
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<div class="WordSection1"><p>Current technological developments require students and teachers to increasingly explore their abilities in English using currently available applications. This study focuses on analyzing articles that discuss the use of Rosetta Stone in Language Learning applications in teaching English for Foreign Languages (EFL). The aim of this study is to evaluate the effectiveness of the Rosetta Stone Application in teaching English to speakers of other languages (EFL) using data from a variety of journals.. The method used was descriptive method with Documentary Research Design. Documentary research is a type of scholarly exploration that inspects specific exploration subjects utilizing essential sources like texts and notes. Based on six previous journals from various studies in the world such as Indonesia, Iran, Nigeria and Russia. The data illustrates the fact of using Rosetta Stone based on the research results of six researchers who have been published in journals published around the world. The results that can be drawn based on the research report are the use of the Rosetta Stone application in increasing students' abilities in learning English as a foreign language effectively. There are substantial variations in learning English as a Foreign Language between individuals who have been trained utilizing the Rosetta Stone Application, such as speaking, listening, writing, vocabulary knowledge, and pronunciation.</p></div>
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Lovrović, Leonarda, and Cathy-Theresa Kolega. "Teaching Culture through Reading Literature in English Language Teaching." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (December 29, 2021): 185–203. http://dx.doi.org/10.4312/elope.18.2.185-203.
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English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a cognitive and an emotional level. Their individual interpretations can nevertheless also lead to generalizations and enforcement of stereotypes about foreign cultures. Hanauer (2001) has developed a method called focus-on-cultural understanding to expose learners to different interpretations. The study explores whether his method can be successfully applied in the context of Croatian university education. The method has proven to be effective for raising learners’ cultural awareness, which could lead to further development of their intercultural competence.
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Šumskas, Linas, Katarzyna Czabanowska, Raimonda Brunevičiūtė, Rima Kregždytė, Zita Krikštaponytė, and Anna Ziomkiewicz. "Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students." Medicina 46, no. 1 (January 9, 2010): 51. http://dx.doi.org/10.3390/medicina46010009.
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Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project “Specialist English as a foreign language for European public health.” The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future.Material and methods. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. Results. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47±1.14) and Polish (3.31±0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). Conclusions. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented or classroom-based methods of learning (self-studying, Internet courses). Survey showed a growing interest of students in improving English language in the future in Poland and Lithuania.
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Bhatti, Natalia Viktorovna, Olga Aleksandrovna Gorbacheva, Natalia Anatolievna Ivanova, Elena Pavlovna Savchenko, and Elena Yurievna Kharitonova. "Lexical acquisition of foreign languages by Russian native speakers." SHS Web of Conferences 127 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202112702015.
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Global situation requires fluency in more than two languages nowadays. Professionals knowing several languages and aware of the lingvo-cultural aspects of global communication are of high value in the modern world due to economic, political and social – factors. Vocabulary proficiency determines an individual’s mastery of the native or the second (third) language owing to the fact that lexical skills include understanding of semantics of language elements, their potential compatibility with other units and phonological characteristics of words in speech. The present research deals with the lexical characteristics of simultaneous English and German acquisition as L2 and L3 respectively by the senior students of linguistics department majoring in History and Culture of the Countries of the Studied Languages of the Institute of linguistics and cross-cultural communication of Moscow State Regional University. The authors explore the factors of mutual influence of lexical systems of both languages in the process of their study by Russian native speakers and evaluate the impact of the native language on L2 and L3 acquisition. Having analyzed the specifics of such polylingual learning environment the authors offer а method of teaching vocabulary to advanced students based on the primary importance of the native language in the second or third language acquisition. The experiment carried out within the scope of the survey proves the efficiency of the suggested technique.
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Andriani, Agis, Fuad Abdullah, Arini Nurul Hidayati, and Noer Aini Nanda Syafira. "Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions." Journal of Education and Learning (EduLearn) 18, no. 1 (February 1, 2024): 253–60. http://dx.doi.org/10.11591/edulearn.v18i1.21175.
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Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in Kampung Inggris/English Village remains under-researched, notably viewed from the tutors’ challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from Kampung Inggris/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.
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Gnevsheva, Ksenia. "The expectation mismatch effect in accentedness perception of Asian and Caucasian non-native speakers of English." Linguistics 56, no. 3 (June 26, 2018): 581–98. http://dx.doi.org/10.1515/ling-2018-0006.
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Abstract Previous research on speech perception has found an effect of ethnicity, such that the same audio clip may be rated more accented when presented with an Asian face (Rubin, Donald L. 1992. Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education 33(4). 511–531. doi: 10.1007/bf00973770). However, most previous work has concentrated on Asian non-native English speakers, and Caucasian speakers remain under-explored. In this study, listeners carried out an accentedness rating task using stimuli from first language Korean, German, and English speakers in 3 conditions: audio only, video only, and audiovisual. Korean speakers received similar accentedness ratings regardless of condition, but German speakers were rated significantly less accented in the video condition and more accented in the audiovisual condition than the audio one. This result is explained as an expectation mismatch effect, whereby, when the listeners saw a Caucasian speaker they did not expect to hear a foreign accent, but if they actually heard one it was made more salient by their expectation to the contrary.
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Qureshi, Habiba, Fareeha Javed, and Sana Baig. "The Effect of Psychological Factors on English Speaking Performance of Students Enrolled in Postgraduate English Language Teaching Programs in Pakistan." Global Language Review V, no. II (June 30, 2020): 101–14. http://dx.doi.org/10.31703/glr.2020(v-ii).11.
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This research attempted to identify the psychological factors that affect the speaking performance of students enrolled in Postgraduate English Language Teaching programs in Pakistan. A quantitative approach was used to address the main aim of this study. The participants of the research were 100 postgraduate students enrolled in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) programs of public sector higher education institutions and universities in Pakistan. The findings revealed that many students in this study reported finding it difficult to speak in English in foreign language classrooms due to psychological factors like lack of selfconfidence, lack of self-esteem, fear of making mistakes, shyness, anxiety and motivation mainly. The findings also revealed that almost all the psychological factors are interlinked with each other and have a direct effect on the speaking performance of the students in this study.
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Bhatti, Aisha, Sarimah Shamsudin, and Seriaznita Binti Mat Said. "Code-Switching: A Useful Foreign Language Teaching Tool in EFL Classrooms." English Language Teaching 11, no. 6 (May 14, 2018): 93. http://dx.doi.org/10.5539/elt.v11n6p93.
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In every society, language plays a vital role in communicating with each other as it allows speakers to expand their knowledge, deliver their ideas, opinions and feelings in the society. English, as a global language, provides a platform for communication for people who speak the language. Due to the growing trend in linguistic globalisation, bilingualism has become a very common phenomenon in today’s world. In bilingual communities all over the world, speakers frequently switch from one language to another to meet communication demands. This phenomenon of alternation between languages is known as code-switching. The present study aims to focus on the teachers’ use of code-switching as a language teaching tool in EFL classrooms in Pakistan. It also deals with the functions and types of code-switching in EFL classrooms. Four EFL speaking skill classes were observed, and audio was recorded and transcribed to analyse why and how code-switching was used in the classrooms. The analysis of classroom interaction transcripts revealed that teachers code-switched to maintain discipline, translate new words and build solidarity and intimate relationships with the students before, during and after the lessons. The study found that code-switching from L2 to L1 in the speaking classes did occur although English remained as the main medium of instruction. All the teachers consciously code-switched throughout their lectures. Teachers also code switched to Urdu after the lectures. Three types of code-switching occurred during the EFL classes: tag-switching, intra-sentential code-switching and inter-sentential switching. Hence, code-switching is a useful teaching tool in EFL classrooms to facilitate teaching and learning.
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Alipour, Mohammad, and Soroor Tajfar. "Investigating (Im)politeness in online forums between English speakers and English as a foreign language learners." Global Journal of Foreign Language Teaching 9, no. 3 (August 31, 2019): 137–56. http://dx.doi.org/10.18844/gjflt.v9i3.4205.
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This study investigated the use of (im)politeness and disagreement in online discussion forums among English speakers and English as a foreign language (EFL) learners. It also explored how internet forum browsers judge (im)politeness and parameters of relational work ((in)appropriateness and negatively/positively marked behaviour) in disagreement. Three hundred and sixty disagreement responses were analysed following a list of disagreement strategies. The most frequent strategy applied by English speakers was 'making scornful and humiliating statements', while EFL learners used 'showing unmitigated disagreement' and 'showing smileys' as the highest and lowest ones. Most of the strategies used by English speakers were judged as polite and appropriate, but neither negatively nor positively marked, while 13 types of EFL strategies were considered as polite, but neither appropriate and positively marked nor inappropriate and negatively marked. Further, the three parameters had positive relationships with one another. This study provides worthwhile information for improving teaching communication skills in EFL courses.
Keywords: (Im)Politeness, disagreement, English as a foreign language learners, interactional and discursive approach, online forum
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Mahendran, Sivarajasingam. "A QUALITATIVE STUDY OF THE IMPACT OF COUNSELLING PSYCHOLOGY IN ADULT EDUCATION IN MOTIVATING TO PROMOTE THE SPEAKING SKILLS OF NON-NATIVE ADULT SPEAKERS OF ENGLISH." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 30, 2020): 302–10. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.507.
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This very small scale (due to limited time and resources) exploratory and almost wholly qualitative research (Qual–quan) study seeks to examine how non-native adult speakers of English (NNASE) can be motivated to speak English as a foreign language (EFL) more and better via the utilization of counseling psychology rather than through traditional teaching methods over a 3 month period of English language lessons in a classroom environment. The approach taken in this study resembles the Oral Approach and Situational Language Teaching but it is more than those traditional methods used in the 1950s through the 1960s in British and Australian schools, and involves a combination of Communicative Language Teaching (CLT) approach, widely used from mid-1970s to the 1980s period, Task-based Language Teaching (TBLT) approach and Counseling Learning Techniques.
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Nagy, Tünde. "English as a Lingua Franca and Its Implications for Teaching English as a Foreign Language." Acta Universitatis Sapientiae, Philologica 8, no. 2 (December 1, 2016): 155–66. http://dx.doi.org/10.1515/ausp-2016-0024.
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Abstract The analysis of English as a lingua franca (ELF) has received considerable attention over the years. There has been a lot of research done both on the morpho-syntactic properties of ELF interactions and the communication strategies used by ELF speakers in order to facilitate communication and avoid misunderstandings. Given the fairly large number of findings, the question arises whether ELF should be introduced in the curriculum or replace EFL (English as a Foreign Language). I believe that although ELF data are significant and can benefit teaching English as a foreign language, they cannot replace EFL, especially because English as a lingua franca is primarily a communication tool and not a language variant. Also, while there have been other models suggested as alternatives to teaching a standard version of English, none of these models seem practical enough or have proven applicable in the classroom. After giving an overview of the research done on English as a lingua franca, with a special emphasis on the notion of lingua franca core, the study reflects on the repercussions of ELF findings on teaching English as a foreign language.
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Wang, Haiyan. "The Acquisition of Mandarin Modal Verbs by English Speakers." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1637. http://dx.doi.org/10.17507/tpls.0608.17.
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This article aims to investigate the acquisition of Chinese modals by native English speakers based on the production materials in written discourse. The results show that the functional category is accessible to the L2 learners. Their knowledge of the semantic properties of the modals is impaired, as exemplified by the errors: omission, redundancy, word order and misuse. The finding is in conformity with the Interface Hypothesis (Tsimpli & Sorace, 2006). Finally, the article explores the implications of this study for teaching Chinese as a foreign language.
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Ilyas, Shehla, Abdul Khaliq, and Rasheed Ahmad. "The Impact of Communicative Language Teaching: A Study at University Level in Bahawalpur." Global Language Review VI, no. I (March 30, 2021): 290–97. http://dx.doi.org/10.31703/glr.2021(vi-i).31.
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Communicative language teaching (CLT) stresses communication as a medium and as the mainobjective of language education, a multilingual and international language teaching method.Communication is also a way to teach foreign languages and stresses communication as a means andprimary language learning goal. The aim of the study is to explore the impact of communicativelanguage teaching of BS students. It also recognizes the reasons why there are no proficient speakersof the English language even after the use of the communicative teaching method (Rababah, 2002).Afive-point Likert scale was used in the questionnaires that were filled by 183 students of The IslamiaUniversity and GSC women university of Bahawalpur. The findings reveal that communicativelanguage teaching is the completely suitable and perfect strategy to be applied in classrooms whenteaching a second or foreign language. Due to certain factors, it is unable to produce proficientspeakers of the English language.
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Zulferdi, Lazuar Azmi, and Nudia Imarotul Husna. "Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (December 5, 2022): 411–31. http://dx.doi.org/10.30762/jeels.v9i2.544.
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This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.
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Starostina, Oksana, and Olena Horytska. "Peculiarities of teaching a foreign language to lawyers students." Linguistics and Culture Review 5, S4 (November 13, 2021): 881–90. http://dx.doi.org/10.21744/lingcure.v5ns4.1771.
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The language of law is a technical language, different from other technical languages such as mathematics or physics, as it is bound to the national legal system and has its own highly specialised terminology. In a language of special communication, the text is expressed in a special language or sub-language that is subject to specific syntactic, semantic and pragmatic rules. Purpose of the study: To examine the specific features of teaching a foreign language to lawyers students. A systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies and for collecting and analysing data from those studies. An excellent result of teaching legal English involves providing students with the ability to formulate speech with specific terminology and to develop their thinking about the law. Here's why teachers encourage discussion and role-playing to improve students' oral expression. An excellent method of developing listening skills in the absence of native speakers is video. We use this method with our class and it has proved very effective in attaining communication purposes. Teachers design all kinds of exercises for students and apply them while watching or post-viewing videos.
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Кабенова, Д. М., Э. А. Урунбасарова, and A. Ыскакнаби. "On the question of the concepts of «secondary language personality» and «bilingual»." Bulletin of the Karaganda University. Pedagogy series 108, no. 4 (September 29, 2022): 114–20. http://dx.doi.org/10.31489/2022ped4/114-120.
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The active policy of multilingualism can be traced in many state documents of Kazakhstan, whose residents are mostly fluent in two or more languages. The youth of our country takes a responsible attitude to foreign languages learning. Some choose a foreign language as a profile discipline at the university, while others, studying in non-linguistic specialties, study it at language courses. English, German, French, Chinese, Arabic, and Korean are especially popular at the universities. Students, future teachers of foreign languages, study a practical course of the chosen language in combination with the history of the country of the language being studied, the culture of its native speakers. Language learning effects on the formation of the student’s language personality. The author examines in the article the concepts of "secondary language personality" and "bilingual", defines the differences between them. The author presents the arguments about the desired question: is a language personality, who has mastered a foreign language at a high level, a bilingual or a secondary language personality? As a result of studying these terms, the importance of forming a secondary language personality when teaching a foreign language is emphasized, who not only speaks a foreign language at the intercultural level, but also has the worldview and cultural values of native speakers of the studied language. After researching the works of domestic and foreign scientists on this topic, the author offers in this analytical article a working definition of the concept of "secondary language personality".
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Vasilenko, Svetlana S. "Linguodidactic potential of concepts in teaching foreign languages to students-interpreters." Samara Journal of Science 9, no. 3 (November 20, 2020): 258–62. http://dx.doi.org/10.17816/snv202093303.
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The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.
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Alberth, Alberth. "How Important Is Communicating with Native English Speakers to EFL Learners’ Self-Confidence in their English Language Proficiency?" Journey: Journal of English Language and Pedagogy 6, no. 2 (July 25, 2023): 380–93. http://dx.doi.org/10.33503/journey.v6i2.3169.
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Research evidence shows that communicating and interacting with native speakers could boost students’ self-confidence in their language proficiency. If this claim proves to be veritable, students who have the experience communicating and interacting with native speakers, either online or offline, would expectedly feel more confident than those who do not. The present study sought to examine whether significant differences existed in the self-confidence level of EFL (English as a Foreign Language) learners who (a) had the experience communicating with native English speakers and who did not; (b) had the intention to communicate with native English speakers and who did not; (c) were males and females, and (d) who were in different academic years (year 1, year 2, and year 3 respectively). Independent samples t-test revealed that, whereas males and females were equally confident, learners who had the experience interacting, or who had the intention communicating, with native English speakers were significantly more confident in their English language proficiency than those who had never interacted, or who did not have the intention to communicate, with native English speakers. No significant differences were observed based on year of enrollment. Implications of this study on the English language teaching and learning will be critically discussed in this paper.
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Talqis Nurdianto and Noor Azizi bin Ismail. "Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 1–22. http://dx.doi.org/10.14421/almahara.2020.061.01.
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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government.
Keywords: CEFR, Arabic learning.
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Prakaianurat, Pichet, and Preena Kangkun. "Language Attitudes of Thai Working Adults Toward Native and Non-native English Varieties." MANUSYA 21, no. 2 (2018): 92–111. http://dx.doi.org/10.1163/26659077-02102005.
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The role of English as an international language (EIL) has prompted scholars to call for a shift in paradigm from teaching English as a foreign language (EFL) to teaching English as an international language EIL (Boriboon 2011; Jenkins 2007; Kirkpatrick 2010; McKay 2002; McKay and Bokhorst-Heng 2008). While this view seems practical at a time when English is increasingly being used as a lingua franca, it also calls for a study of people’s perceptions toward different English varieties since people’s attitudes can have a direct impact on educational practices, second-language learning, and identity construction of English speakers. This present study investigates language attitudes of 80 Thai working adults toward native (American and British) and nonnative (Filipino, Singaporean, and Thai) varieties in terms of social status and competence, attractiveness, and linguistic quality through the use of the Verbal Guise Test (VGT) (80 participants) and semistructured interviews (10 participants). The results showed that the dominance of native varieties still prevails as native varieties are perceived more favorably than non-native counterparts in all dimensions, and remain the English accents that Thai speakers of English want to learn and use. The results also indicate that Thai speakers of English aim for certain native-based varieties due to intelligibility, the ownership of English, and identity reasons. Findings suggest the importance of awareness-raising of the diversity of English varieties among Thai speakers of English in order to promote a sense of linguistic tolerance and prepare them for interactions in ELF contexts where English is used as a default language for those whose native language is not shared.
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Masood, Muhammad Hamzah, Shahzeb Shafi, Muhammad Yousaf Rahim, and Maqsood Ali Darwesh. "Interference of L1 (Urdu) in L2 (English) in Pakistan: Teaching English as a Second Language." International Journal of Applied Linguistics and English Literature 9, no. 5 (September 30, 2020): 110. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.110.
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Under the shadow of the inescapable fact that learning L2 (Second or Foreign Language) especially English in this global village is mandatory for academia in developing countries, thereupon, Pakistan faces akin conditions where learners are exposed to Urdu as National Language and English as Academic and Official Language besides L1 (First Language, Mother Tongue, Primary Language or Native Language). Within this confused sequential multilingualism, few achieve native-like accuracy or fluency or both, while others fall a prey to influence of L1 in L2. The current study extends to explore the different types of interferences Pakistani Urdu (L1) speakers face while learning English as Second Language (ESL) (L2). A random sample of thirty students of first semester BS (Hons.) program students with Urdu as L1 from eleven Pakistani universities were interviewed online and were examined utilizing qualitative approach for the investigation of syntactic interferences which were theoretically evaluated employing the Contrastive Analysis technique proposed by Ellis (1985). Findings unfolded four types of syntactic errors owing to interferences of L1 (Urdu) in the usage of L2 (English): Articles, prepositions, subject-verb agreement and direct implications of Urdu (L1) words which were posing hurdles for Urdu as L1 speakers of Pakistan in learning ESL as L2.
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Nephawe, Farisani Thomas, and Matodzi Nancy Lambani. "Use of Question-And-Answer Method in Teaching English Prepositions to Primary School Learners." International Journal of Language and Literary Studies 4, no. 3 (August 5, 2022): 109–25. http://dx.doi.org/10.36892/ijlls.v4i3.1000.
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Primary school education in South Africa is based on the premise that foreign language learners study English as First Additional Language. Although the ideal situation for acquiring any language is to live among native speakers, most learners are not exposed to native English speakers. As the teaching methods employed are governed by this principle, the question-and-answer method provides immediate feedback to teachers and enhances learners’ proficiency in English prepositions. The paper investigated if the question-and-answer method improves learners' proficiency in the learning of English prepositions of movement. Using a qualitative approach, the researchers interviewed and observed the teaching of English prepositions of movement by English First Additional Language teachers. Three rural Grade Six Lwamondo Primary school teachers in Limpopo Province, South Africa were sampled depending on the use of traditional teaching methods. The paper established that the question-and-answer method improved learners’ proficiency in the use of these English prepositions. However, learners were incompetent in a class where the teachers used the narrative method as no questions were answered at the end of the lesson. It can be concluded that the question-and-answer method is appropriate for teaching the English prepositions of movement to Grade Six learners in this regard.
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Silviyanti, Tgk Maya, Sofyan A. Gani, and Dara Junita. "The native English teachers' expectations in teaching EFL students." Studies in English Language and Education 8, no. 1 (January 3, 2021): 212–26. http://dx.doi.org/10.24815/siele.v8i1.17271.
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Research into students’ expectations towards native English speakers or teachers has been commonly investigated for years, yet the significant exploration of native teachers’ perceptions towards their foreign students are rarely examined. This study tries to find out the Native English Speaker Teachers’ (NESTs) expectations in teaching English as a foreign language (EFL) students. The data were compared with Gani et al.’s (2015) previous study of EFL learners’ expectations toward their native teachers. The participants in this study were two native English teachers who are currently working at Universitas Syiah Kuala, Banda Aceh, Indonesia. The interview was selected as the instrument to collect the data. The interview guide was designed and formulated based on a list of questionnaires that originated from Wu and Ke (2009). The interview with each teacher was recorded and the results were transcribed. The findings show that NESTs generally have similar expectations with the EFL students regarding speaking rate, learning environment, accent preferences, and assignments. However, diverse expectations occurred on the subject of syllabus design, grading system, grammatical correction, and pronunciation articulation. The results are further discussed in the paper. Consequently, the findings of this study can be used as a reference for both native teachers and EFL students in fulfilling the goal of learning in the classroom.
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Nilep, Chad. "Ideologies of language at Hippo Family Club." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 25, no. 2 (June 1, 2015): 205–27. http://dx.doi.org/10.1075/prag.25.2.04nil.
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Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.
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Ahyar, Juni, Mohd Yusri Ibrahim, and Muzir Husin. "First Language Contribution to Second Language Learning and Foreign Language Development In The Town of Lhokseumawe." Jurnal Indonesia Sosial Sains 4, no. 12 (December 20, 2023): 1279–84. http://dx.doi.org/10.59141/jiss.v4i12.949.
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Teachers recognize that different language teaching methods are appropriate for different situations. The social context and desire of immigrant adults to learn English as a Second Language (ESL) requires that the educational approach be different from that of other students. who must pass the school exams. SFL's contributions to language teaching focus on providing descriptions of the language as it is actually used and suggesting ways to help learners understand its usage. In other words, they tend to focus on the expected learning outcome rather than the learning process. This helps researchers find contextual features that influence the grammatical features of the language under study. We analyze the ups and downs of language use in cultural and situational contexts and how language function development responds to the functional demands of the situation. Here are some facts that can be used as evidence of conversational behavior development and change. The context of the spoken language is relatively stable, making it easier for non-fluent speakers to share information. Fluent speakers are more free or flexible than non-fluent speakers when introducing context, and the use of dynamic speech by NS and NNS has been shown to help maintain conversational flow. I'm here. At the lower level, acknowledgments and repairs are often used as dynamic functions. These two types of functionality have more limited functionality than the prompt and instruction types that occur at higher levels. This opens the opportunity for tender negotiations
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Khasandi-Telewa, Vicky. "‘Women should not wear pants?’ Reflections from Kenyan English speakers in a strait between American and British English." Journal of Languages and Linguistics (JLL) 2, no. 1 (April 13, 2023): 35–43. http://dx.doi.org/10.51317/jll.v2i1.341.
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This paper aimed at examining the lived experiences of Kenyans caught between the two main varieties of English and the communication challenges they often face. The paper aims to provide evidence for the challenges that Kenyan speakers of English have experienced as a result of the confluence between British English (BrE) and American English (AmE). The study is explorative; thus, a descriptive research design was used. The purposive sample consisted of sixty-five subjects, all of whom were well-travelled. Using interviews, they were asked about their experiences with the different varieties of English, and their responses were recorded. Autoethnography, a qualitative research method that involves introspection and cultural analysis, was also used. Thematic content analysis was used to extract the themes and group them for data analysis. The theoretical framework used is World Englishes. The results indicate that there is indeed some communication breakdown due to linguistic varieties, but the differences are largely understood by speakers of the different varieties. Attitude plays a major role in communication challenges between different English, especially among teachers. The study urges acceptance of different varieties of English so long as communication takes place. This has implications for teaching English to Kenyan and speakers of other languages to whom English is taught as a Second Language or Foreign language.
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JARRAR, Abdelhay, Smail Kerouad, and Imane Masmoudi. "The Realization of Apology Strategies: A Comparative Study between Moroccan EFL Learners and Native Speakers of English." International Journal of Language and Literary Studies 4, no. 3 (September 13, 2022): 247–59. http://dx.doi.org/10.36892/ijlls.v4i3.1015.
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Pragmatic competence, generally defined as the study of language in its social context, has been part and parcel of language learning and teaching. Oftentimes, second language learners tend to fall short in expressing themselves in spite of their linguistic competence. Second language pragmatic research has shown that the greater the difference between cultures, the greater the likelihood of pragmatic failure among non-native speakers of English. With this in mind, this study aims at comparing the similarities and differences between Moroccan University Learners of English (MLE) and Native Speakers of English (NSE) apology strategies in order to identify and predict aspect of language use which are likely to create intercultural communication breakdowns among the two cultures, thus contributing to foreign language education. Henceforth, using a discourse completion task, data was elicited from 50 MLE and 50 NSE, who responded to 8 apology situations. Results showed that the most frequent strategy used for both groups is the explicit Illocutionary Force Indicating Device (IFID); however, the two groups differ in the frequency of other implicit apology strategies.
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Hadijah, Sitti, and Shalawati Shalawati. "Listening Comprehension Hindrances of EFL (English Foreign Language) Learners on 2016/2017 in English Study Program of Universitas Islam Riau." J-SHMIC : Journal of English for Academic 4, no. 1 (August 9, 2017): 104–14. http://dx.doi.org/10.25299/jshmic.2017.vol4(1).512.
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As one of essential skills to master a language, listening subject is provided as one of compulsory subjects to the learners in English study program at university level in order to help them in improving their English skill in term of having good ability in comprehending spoken information delivered by native or non-native speakers of English in various contexts of communication.Despite of having long term English learning experiences and easy access of learning sources, the learners seem still having hindrances in listening comprehension skill. Based on researcher’s experiences in teaching interpretative listening subject to the first year students of English study program, most of the students did not actively involve during the teaching and learning activities, they also had low performances on listening.In relation to the phenomena, this study was conducted with a descriptive research design in order to answer a question about the first year students’ listening comprehension hindrances. The participants were 30 students undertaking interpretative listening subject on 2016/2017 academic year at English Study Program, Universitas Islam Riau. Distributing questionnaire and interviewing the learners were done in collecting the data. Then, the findings show that there are five factors encountered by the learners as their hindrances in listening activities; inadequate listening practices, speed-rate of speakers, pronunciation, unknown vocabulary, and grammatical understanding
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Jubran, Dr Sereen Mousa. "The role of cross translation in learning English as a foreign language." Perspectives of Science and Education 63, no. 3 (June 1, 2023): 189–200. http://dx.doi.org/10.32744/pse.2023.3.12.
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Introduction. In many Arab countries, students tend to translate while learning English as a foreign language and consider it a helpful way to learn the language. Utilising translation while learning a foreign language has been criticised by many researchers. In contrast, other researchers claim that translation is a beneficial aid in learning a foreign language and consider translation far from useless. So, this study aims to present the role of cross-translation in learning English as a foreign language and investigate how frequently learners translate. Study participants and methods. The study sample consisted of 67 female junior students majoring in English language and literature at Al-Balqa Applied University/ Princess Alia University College. All the students are native speakers of Arabic and are of the same age 20-21 years old. All students have been exposed to the English Language for at least two years and completed many English major requirements. The researcher analysed the data using the SPSS program and other statistical techniques such as descriptive statistical analysis, mean, standard deviations, and Pearson correlation. Results. The study findings indicated that cross-translation helped learners when learning English as a foreign language while reading, writing, listening, and speaking to different degrees. The mean and standard deviation results indicated that learners translate more when writing, which comes in first place with a mean of 19.58 and 4.17 standard deviation. In contrast, the results showed that translating while listening was in last place with a mean of 8.93 and 2.02 standard deviation. Also, Pearson correlation results showed a strong relationship among English language skills, which was significant at 0.05. This result emphasises that writing comes first in using translation while learning English. Moreover, a strong relationship exists between translation and English language learning skills with a significant statistical correlation at 0.01. Finally, the findings confirmed that translating aids comprehension of the source text's structure and content increases sensitivity to the differences between the two languages, facilitates more rapid and accurate re-expression of ideas and facilitates the acquisition of the foreign language. Practical significance. This study investigated the role of cross-translation when learning a foreign language. Also, the study examined what skill learners tend to translate more, and the analysis provided reasons for using translation. This study provides essential information for teachers to try cross-translation while teaching English as a foreign language because students translate consciously or unconsciously. So, if teachers use cross-translation as a strategy, the results will be an effective way of teaching English as a foreign language and better achievement.