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Journal articles on the topic 'Teaching English as a second language'
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Satullaeva, Nargiza, and Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language." American Journal of Social Science and Education Innovations 02, no. 08 (August 25, 2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.
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Verovkina, Olena, and Iryna Vietrova. "CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 239–42. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-239-242.
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The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.
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Xusanxoja O’gli, Khusanov Khasanjon. "Objectives Of Teaching English As A Second Language In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 10 (October 30, 2020): 250–52. http://dx.doi.org/10.37547/tajssei/volume02issue10-41.
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The author of the article made an effort to analyse and illuminate the measures and efforts being done in the sphere of teaching foreign languages in Uzbekistan. In other words, the author endeavored to practically expose the presidential decree № 1875 on December 10, 2012 “On measures to further improvement of system of learning foreign languages.” along with the comprehensive importance of teaching and learning English in Uzbekistan.
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Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE." ETERNAL (English, Teaching, Learning and Research Journal) 2, no. 2 (December 30, 2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.
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Lotze, Nathaniel. "Second Language Acquisition Applied To English Language Teaching." TESOL Journal 10, no. 1 (March 2019): e00414. http://dx.doi.org/10.1002/tesj.414.
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Lowe, Barry. "Teaching journalism in a second language." English Today 13, no. 3 (July 1997): 8–9. http://dx.doi.org/10.1017/s0266078400009743.
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JOURNALISM is a craft that uses language as its tools. It involves a close embrace with the linguistic medium of its transactions. Hong Kong students studying journalism in English are doubly disadvantaged by their lack of familiarity with English and by the role of English as a prestige language in a society that mostly speaks another tongue. English is used in a narrow range of contexts in Hong Kong: in elite domains of international business; as the language of colonial government; among the expatriates who play key roles in the political, economic and cultural life of the territory; and in the classroom where hundreds of thousands of primary to tertiary students labour under archaic methods of teaching that emphasise grammatical rules and rote learning of set texts. English is not used in the street, in the media or in the home of the average Hong Konger. It is a foreign language.
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Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 52–57. http://dx.doi.org/10.32996/ijels.2021.3.2.7.
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With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.
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DZHUMANOVA, L. S., and A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.
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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
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Dias, Adailton Di Lauro. "The use of games for teaching English as a second language." Revista Científica Multidisciplinar Núcleo do Conhecimento 03, no. 07 (July 12, 2019): 69–76. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/games-for-teaching.
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Shinga, Sibongile, and Ansurie Pillay. "Why do teachers code-switch when teaching English as a second language?" South African Journal of Education 41, Supplement 1 (October 31, 2021): S1—S7. http://dx.doi.org/10.15700/saje.v41ns1a1934.
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In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers’ code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of learners’ first language may be crucial in the teaching and learning of a second language.
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Wang, Qingli. "Teaching of English Vocabulary." Learning & Education 10, no. 2 (September 16, 2021): 22. http://dx.doi.org/10.18282/l-e.v10i2.2252.
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Learning Vocabulary is an essential part of teaching and mastering English as a second language or foreign language for teachers, students, researchers, and material writers (Bai, 2018). However, syllabus and textbooks have not been giving clear guidelines on how teachers and learners can best pursue English vocabularies. Besides, vocabularies are important for student’s communication and language skills development, since lack of adequate words makes it difficult to relate ideas, feelings, and thoughts of who individuals are and their surrounding world ( Susanto, 2017).In this case, language teachers teach English Vocabulary by application of various strategies in either introducing new vocabularies, making the students easy to recall, and practising the vocabularies in a relevant and engaging manner( Asyiah, 2017). Deni and Fahriany (2020) point out that when teaching English second language vocabulary either in a classroom or through the internet, language teachers should apply several strategies such as, creating context around the vocabularies being taught, teaching relevant English vocabularies that students can practice immediately and repetitively in their daily activities,and considering the age of the students (Den & Fahriany, 2020). In addition, Vocabulary is one of the three key areas of language learning that includes grammar and pronunciation. It is the basic part of any language since it’s the part required to make sentences, express ideas, and communicate. Schmitt, (2007) maintains that it is important for teachers to acknowledge the vocabulary challenge facing learners before designing the principled vocabulary programs for their students because English compromises of the greatest number of words of other major languages, thus the learning of its vocabularies sufficiently is a formidable role. This essay seeks to explain and critically reflect the ways of teaching the English language in an observed lesson episode, analyzing the strengths and weaknesses of the observed episode, and provide recommendations for its improvements.
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Furu, Adél. "Paths to Learning Second Languages in Finland." Romanian Journal for Baltic and Nordic Studies 12, no. 2 (December 15, 2020): 137–47. http://dx.doi.org/10.53604/rjbns.v12i2_8.
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This article is concerned with comparative approaches to second language instruction and second language choices in Finland and describes the challenge of preserving Finland’s language and culture while facing the globalization process. The article discusses the success of Finnish second language learning and aims to investigate how Finnish and English as second languages are taught and learnt in Finland compared to other countries as well. The goal of this study is to discuss issues related to teacher training and its role in second- or even third language acquisition. We articulate the following research questions: How does the English-language teaching line serve the international families? How does Finland develop successful teaching practices and what problems of implementation does it face? What are the challenges of teaching the pupils’ mother tongue and a second language (L2) (Finnish, Swedish, English, Russian etc.) at different levels of education? What are the differences between acquiring a Finnish or an international degree concerning adult education? The methodology chosen for this article is a comparative study and it is used to showcase the differences between the Finnish and English second language instruction in Finland. In regard to the theoretical framework to second or foreign language acquisition, learning and teaching, I embrace linguistic, cognitive and sociocultural frameworks and approaches
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KANE, Hafissatou. "Teaching Translation Techniques to Second Language Learners." Studies in English Language Teaching 8, no. 3 (July 10, 2020): p26. http://dx.doi.org/10.22158/selt.v8n3p26.
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Translation is recognized to be one of the most challenging subjects for learners in second language departments. Knowing that these difficulties can be either dependent to the individual or the translation training, this study presents reasons why a translation teacher should introduce learners to translation techniques for better skills. In this regard, the paper aims at proposing the most frequently used translation techniques to second language learners, more specifically, to French-speaking students in English departments. The research draws on findings present in the existing literature. The translation techniques or procedures collected from previous studies can be presented into two types: direct translation procedures (borrowing, calque and literal translation), and indirect or oblique translation procedures (transposition, modulation, equivalence and adaptation). Three other techniques (compensation, amplification and omission) are also added to these seven basic procedures. Since languages can have internal characteristics that distinguish one from another, the study ends up inviting learners to pay attention to some particular features that distinguish French and English while translating.
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Cavanaugh, M. P. "History of Teaching English as a Second Language." English Journal 85, no. 8 (December 1996): 40. http://dx.doi.org/10.2307/820039.
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Ganaprakasam, Charles, and Samita Karunaharan. "THE CHALLENGE OF TEACHING ENGLISH AS SECOND LANGUAGE." International Journal of Education, Psychology and Counseling 5, no. 37 (December 3, 2020): 173–83. http://dx.doi.org/10.35631/ijepc.5370014.
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Learning English as a second language is of utmost critical, and the need to guide the educators to contribute to successful teaching seen to be a vast necessity. Therefore, this article discusses the challenges faced by educators to deliver English as a second language in the classroom, exploring possible ways to overcome the challenges, theoretical perspective of students’ difficulties in learning, and proposed future research to explore evidence-based strategies. Hence, this article is known to be impactful for more educators to be aware of the limitation that lies within themselves, the source of motivation, the appropriate skills required, and most importantly the strategies to restructure the teaching process to be proficient in the teaching of English as a second language. In conclusion, the effectiveness of integration between the educators and desired learners leads to the ideal outcome.
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Dian Susanthi, I. Gusti Ayu Agung, Anak Agung Istri Manik Warmadewi, Dewa Ayu Kadek Claria, I. Gusti Ngurah Adi Rajistha, and Ni Putu Intan Mayang Sari. "Teaching English for Children Through Translation Perspective." International Linguistics Research 2, no. 4 (December 3, 2019): p1. http://dx.doi.org/10.30560/ilr.v2n4p1.
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There are some ways in teaching second language for children, one of them is by introducing folklore in English. The teacher must view that the shifts may occur in teaching second language. There are some famous Indonesian folklore that have been translated into English that can be introduced for the children. In introducing the English language for children, the Indonesian folklore which is translated English is very important to be learnt, in Indonesian, for instance, English as the second language, so that there are various books which are translated into English, Folklore is one important way to learn second language. There are hundreds folklore of Indonesian and some of them are translated into English. An Indonesian language folklore may be translated into various languages like English, Japanese, etc. In teaching English for children, the teacher must understand that every language will have different structure, so that the shift may occur. In the translation, shifts can happen because one language may have different structure, rules or formation. Shifts are the phenomenon which can be found in translation, it is interesting to analyze the shifts occur in Indonesian folklore, because folklore is one media to learn English for Indonesian children. A popular Indonesian folklore entitled Bawang Merah and Bawang Putih Story were chosen to be analyzed in this study.
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Rai, Vishnu S. "Ecological Approach to the Second Language (L2) Teaching and Nepali English Teachers." Studies in ELT and Applied Linguistics 1, no. 1 (October 31, 2021): 71–78. http://dx.doi.org/10.3126/seltal.v1i1.40608.
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Ecological approach to L2 teaching is based on the concept of language ecology. In this ever changing world nothing is static. After so many approaches, methods, views, and ideas, ecological approach has made its appearance on the ELT stage. The approach is new to many Nepali English teachers who equate it with teaching ecology through the English language. The present paper explores the origin of the approach, shows differences between ecological approach to L2 (English) from teaching ecology through English, presents situation of language ecology, and ELT in Nepal, and suggests what could be possibly the best ways to teach English in Nepal.
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Rini, Setia. "Overview English asa Second Language for Young Learners." Register Journal 9, no. 1 (September 23, 2016): 52. http://dx.doi.org/10.18326/rgt.v9i1.518.
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Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is very necessary for teachers to understand the characteristics of young learners.’ Learning method s will influence how a teacher makes a lesson plan according to young learners’ minds. This article tries to explain some methods of young learners in teaching English as a second language for young learners
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Rini, Setia. "Overview English asa Second Language for Young Learners." Register Journal 9, no. 1 (September 23, 2016): 52. http://dx.doi.org/10.18326/rgt.v9i1.52-59.
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Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is very necessary for teachers to understand the characteristics of young learners.’ Learning method s will influence how a teacher makes a lesson plan according to young learners’ minds. This article tries to explain some methods of young learners in teaching English as a second language for young learners
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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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Bharati, Sasmita, and Dr Sthitaprajna Dr.Sthitaprajna. "Teaching English As A Second Language in Rural Schools of Odisha – A Review." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 269–70. http://dx.doi.org/10.15373/2249555x/july2014/83.
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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.
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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.
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Ma, JeeHyun. "Changing Trends in English Second Language Writing Research in English Teaching." English Teaching 70, no. 5 (December 31, 2015): 329–53. http://dx.doi.org/10.15858/engtea.70.5.201512.329.
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Hyder, Huma. "The Pedagogy of English Language Teaching using CBSE Methodologies for schools." Advances in Social Sciences Research Journal 8, no. 3 (March 14, 2021): 188–93. http://dx.doi.org/10.14738/assrj.84.9839.
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Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.
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Dorji, Jigme. "COMMUNICATIVE LANGUAGE TEACHING AS CONCEPTUALIZED BY BHUTANESE ENGLISH AS SECOND LANGUAGE TEACHERS." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 1. http://dx.doi.org/10.25134/ieflj.v3i1.648.
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The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. Four ESL teachers were selected as the participants for the semi-structured interview through purposive sampling technique. A set of 15 predetermined open-ended questions on CLT were framed and asked based on Savignon�s (1983) Foreign Language Attitude Survey Test (FLAST). The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn�s (1986) item acceptability criteria. The data were analyzed using content analysis technique. The results revealed teachers� conceptualization under two categories; in compliance with and deviance from CLT principles. Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. Under the second category, the results indicated that the participants believed CLT as not using mother tongue in teaching English and only teaching listening and speaking skills. In addition, the study also uncovered the fact that ESL teachers are not aware of CLT approach. The article concludes with the discussion on the areas of training particularly relevant to this group of Bhutanese ESL teachers and recommendations for future studies. ��� �Keywords: communicative competence, communicative language teaching, conceptualization
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Collier, Shartriya, Betty Burston, and Aarika Rhodes. "Teaching STEM as a second language." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 257–73. http://dx.doi.org/10.1108/jme-01-2016-0013.
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Purpose A review of current initiatives to increase science, technology, engineering and mathematics (STEM) achievement among American youth and young adults reveals the presence of “IQism”. That is, whether such interventions are directed toward low-income minorities and/or the disproportionate number of higher-income youth who have selected liberal arts majors over an STEM major, the country has reserved STEM as a field for “the best and the brightest”. Utilizing the Theory of Multiple Intelligences, this article argues that STEM content is accessible to all students including those whose first language is informal rather than formal English. Based upon these premises, this conceptual paper aims to introduce the framework of Teaching STEM as a Second Language as a strategy for elevating STEM achievement among students who would otherwise be excluded from the STEM movement. Design/methodology/approach This paper utilizes a review of both classic and current literature on second language acquisition to identify strategies that can be adopted by STEM instructors to increase STEM achievement among youth and young adults who are viewed as “average” and/or “below-average” academic performers. Findings Using quotes that confirm the thesis that STEM subject matter has been historically viewed as the domain of those whose cognitive skills place them among the “best and the brightest”, the second language acquisition (SLA) strategy of “scaffolding” is introduced as a pedagogy for producing “comprehensible output” when STEM content is taught to students whose first language is informal English. Constructivism, a concept currently used to guide the teaching of STEM contents is introduced as a framework that merges best practices in STEM and SLA. Using Cummins’ (1991) Common Underlying Proficiency Model, other strategies are also proposed for exporting SLA pedagogies and approaches to elevate equity in the quest to improve STEM achievement levels among youth and adults in the USA. Originality/value SLA theories and concepts have not been applied as a potential tool for teaching STEM. This is a unique and powerful lens that can be used to more effectively support the needs of underrepresented populations.
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Pinheiro, Marcia R. "REVOLUTIONARY METHOD OF TEACHING ENGLISH AS A SECOND LANGUAGE." International Journal for Innovation Education and Research 2, no. 9 (September 30, 2014): 23–31. http://dx.doi.org/10.31686/ijier.vol2.iss9.234.
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We have identified serious problems involving transliteration and phonemic teaching, and we then suggest that we do not make use of the IPA or transliteration when teaching English. We present a draft of a method that makes use of our ears and knowledge instead.
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Zhang, Jinghua. "Professional Development of English Teachers in Second Language Teaching." Theory and Practice in Language Studies 5, no. 11 (November 22, 2015): 2382. http://dx.doi.org/10.17507/tpls.0511.24.
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PHILLIPS, SUZANNE, and JACQUELYN T. HARTLEY. "TEACHING STUDENTS FOR WHOM ENGLISH IS A SECOND LANGUAGE." Nurse Educator 15, no. 5 (September 1990): 29–32. http://dx.doi.org/10.1097/00006223-199009000-00007.
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Savonitti, Gabriel, and Joao Mattar. "Entertainment Games for Teaching English as a Second Language." International Journal for Innovation Education and Research 6, no. 2 (February 28, 2018): 188–207. http://dx.doi.org/10.31686/ijier.vol6.iss2.970.
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This article explores the use of entertainment games for teaching English as a second language. It is a narrative literature review of theories of motivation and learning. To facilitate the choice of didactic resources to be used in the English classroom by teachers, this study brings to light the characteristics relevant to teaching that can be found in games, associated with different genres. In this sense, 14 researches involving digital games of entertainment were analyzed, using as basis Gardner’s theories of motivation in the teaching, games and the active learner of Gee, zone of proximal development of Vygotsky, tangential learning model of Portnow and Brown, model of the monitor, Krashen’s input hypothesis, Schumann’s acculturation model, and the hypothesis of the interaction proposed by several authors such as Gass and Larsen-Freeman and Long. The results obtained were the definition of the relevant characteristics to teaching and learning in games and the identification of the genres associated to these characteristics. The discussion used the following characteristics found in the analyzed texts: motivation, classroom interaction, social interaction in the game, tangential learning, grades, complementary material, vocabulary, repetitive written content, big written content, need for text interpretation, audio and text.
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Mudogo, Benard Angatia. "The Semantic Field Theoretical Approach in the teaching of English and its Grammatical Implication to Second Language Development." International Journal of English Language Studies 3, no. 3 (March 29, 2021): 01–06. http://dx.doi.org/10.32996/ijels.2021.3.3.1.
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The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya. In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and the possible grammatical implications to English language development lessons. Contrastive Analysis (CA) by Lado (1967) was used in the comparison of the structures of Lukabarasi and English in order to identify syntactic similarities and differences in The First Language (L1) and The Second Language (L2). A sample of 10 key informants teaching English as a second language in rural pre-schools were purposively sampled to help collect the songs. Two songs were purposively sampled for collecting the relevant data. Content analysis guided the data analysis to identify the parts of the songs that were relevant to the achievement of the research objective. The findings indicated that teachers used Lukabarasi songs during English development lessons to enhance vocabulary acquisition using the SFT approach. Further, rules of the two languages were not observed and finally, there were syntactic mismatches during the teaching of English lessons. The findings revealed that extensive use the SMT approach and failure to follow rules of languages during L2 lessons may affect second language development. The findings recommend use of SFT approach when necessary in teaching English and adherence to rules of the two languages during English lessons to reduce negative transfer and to enhance L2 development.
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Li, Dong Mei, and Xiao Xiao Mao. "A Research of the 3Bs Teaching Method in Second Language Acquisition." Advanced Materials Research 912-914 (April 2014): 1505–8. http://dx.doi.org/10.4028/www.scientific.net/amr.912-914.1505.
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The 3Bs Teaching Method has turned out to be successful in the English teaching in Junior Middle Schools in China. To testify its efficacy on the foreign language acquisition for the university English majors in China, an empirical study was made. The experiment reveals that the 3Bs Teaching Method is more effective than the traditional teaching methods. The 3Bs Teaching Method is indeed a desirable approach to the quality education for the university English majors. Key words: constructivism, 3BsTeaching Method, quality-education, efficiency
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Zimina, Elena I., and Dmitrii A. Gubanov. "The role of corpus analysis in the study of English loanwords and in teaching a second foreign language (on the example of French and Italian)." Tambov University Review. Series: Humanities, no. 194 (2021): 46–58. http://dx.doi.org/10.20310/1810-0201-2021-26-194-46-58.
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We argue that corpus linguistics should be used as a tool for teaching students a second foreign language. The researchers focus on the study of English loanwords in French and Italian. We propose a new approach to teaching a second foreign language to students who are fluent in English as a first foreign language. We emphasize the importance of concordance in linguistics and teaching a second foreign language. We analyze the works of the methodologists who suggest using corpus technologies in the language classroom to develop students’ lexical skills. We touch upon the characteristics of corpus technologies, define the term “loanwords” and refer to the concept of “English borrowings”. The researchers analyze the role of English loanwords in French and Italian, and identify the spheres where English borrowings are mainly used. Based on the language of the media, we study the models of assimilation of English loanwords in French and Italian. We focus on the most popular English loanwords used in France and Italy, provide statistical data on their use and analyze their grammatical and semantic assimilation. We analyze the most popular loanwords from the English language; study their origin, language context and the way they were modified according to the patterns of the receiving languages. It is advisable to implement the proposed approach in teaching the vocabulary of a second foreign language and to use other tools of corpus linguistics as teaching methods.
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Mazhabi, Zobi. "PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (December 31, 2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.
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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.
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Conner, Alison W. "English as a Second Language for Americans?" International Journal of Legal Information 36, no. 1 (2008): 94–101. http://dx.doi.org/10.1017/s0731126500002729.
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Most travelers eventually realize that they are the foreigners, and for me language was an early clue. From the mid-1980s through the mid-1990s, I spent eleven years teaching in Singapore and Hong Kong, where—despite the broad reach of American popular culture—some form of British English ruled. In Singapore, it is true, many people spoke “Singlish,” full of local words and expressions such as kopi tiam (coffee shop), kampong (village), “can or not” (yes or no), lah (untranslatable word of emphasis) or kiasu (the fear of missing out). But terms like these were rarely the source of my language problems.
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Maslova, Y. V. "SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH." Educational Psychology in Polycultural Space 55, no. 3 (2021): 91–98. http://dx.doi.org/10.24888/2073-8439-2021-55-3-91-98.
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The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.
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Nguyen-Hoang-Vuong, Anh, and Khuong Ho-Van. "Interrelation between Language and Culture in English Teaching: Some Substantial Challenges and Effective Strategies for Teachers of Second Language English in Vietnam." International Journal of Languages, Literature and Linguistics 4, no. 4 (December 2018): 281–89. http://dx.doi.org/10.18178/ijlll.2018.4.4.188.
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Vitanova, Gergana. "Dialogue in second language learning and teaching." Language and Dialogue 3, no. 3 (November 22, 2013): 388–402. http://dx.doi.org/10.1075/ld.3.3.03vit.
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The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin’s framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners’ and their teachers’ identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.
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Bakhriddinova, Zarnigor, Gulmira Juraboyeva, Odina Bakhriddinova, and Otabek Yusupov. "Communicative system-activity approach in teaching english as a second language." Общество и инновации 2, no. 5/S (June 16, 2021): 83–88. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp83-88.
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This article outlines communicative system-activity approach in teaching English as a second language. This approach is the implementation of such a method of teaching, in which an orderly, systematic and mutually related teaching of the English language as a means of communication is carried out in the conditions of simulated (reproduced) speech activity in the classroom - an integral and integral part of the general (extralinguistic) activity. As a result of this approach in teaching, the system of English language proficiency as a means of communication in the broad sense of the word is formed, implemented and operates.
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Džuganová, Božena. "Teaching Medical English through Professional Captioning Videos." Journal of Language and Cultural Education 7, no. 2 (September 1, 2019): 95–107. http://dx.doi.org/10.2478/jolace-2019-0013.
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Abstract Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of “at least two foreign languages from an early age” (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).
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Sahmadan, Safrudin, and Ali Ajam. "INVESTIGATING LEARNERS’ OBSTACLES IN SECOND LANGUAGE READING COMPREHENSION." Jurnal Bilingual 10, no. 2 (December 28, 2020): 1. http://dx.doi.org/10.33387/j.bilingual.v10i2.2530.
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Skill in reading texts written in English as a foreign language constitutes a fundamental element of the establishment of English curriculum in Indonesia. The aim of this article is to investigate and explore the obstacles and difficulties faced by Indonesians in their learning activities which hampering the learners in gaining comprehension, and to view the pedagogy from the broader perspective on the theories of reading process. As the writer found, the learners are lack of language system understanding, lack of reading strategies, poor in recognizing the types of reading comprehension. Therefor, through literary study as the research method, the result appeared that the obstacles and problems faced by the Indonesian affected by cultural background, English teaching and learning process, and approaches in teaching and learning.
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Broom, Catherine. "Second-Language Learning Through Imaginative Theory." TESL Canada Journal 28, no. 2 (June 21, 2011): 1. http://dx.doi.org/10.18806/tesl.v28i2.1068.
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This article explores how Egan’s (1997) work on imagination can enrich our understanding of teaching English as a second language (ESL). Much has been written on ESL teaching techniques; however, some of this work has been expounded in a standard educational framework, which is what Egan calls an assembly-line model. This model can easily underlie our unconscious structures. The article begins by reviewing Egan’s kinds of understanding and then discusses how conceptions of English-language learning may be changed when Egan’s Imaginative Education (IE) theory is used as the theoretical base. For example, ESL learning jumps from a simple progression through language levels to multiple and interacting ecological zones that interplay with and within the learner. As well, the focus moves from the generation of activities to the students themselves as conscious, living beings. This theoretical orientation provides possibilities for second-language learning to become wondrous, multifaceted, and intricate.
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Guinan, H. "Esl for Students with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 6 (November 1997): 555–63. http://dx.doi.org/10.1177/0145482x9709100607.
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This article reviews the literature on teaching English as a second language (ESL) to, and research on the acquisition of first and second languages by, both sighted and visually impaired students. Although braille should be taught to students in their first language, the author offers suggestions for teaching students in a second language when instruction in a first language is not possible. She concludes that closer cooperation between vision teachers and ESL teachers is essential for children with limited proficiency in English and visual impairments to become fully literate and communicatively competent.
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Eoyang, Eugene C. "Teaching English as Culture: Paradigm Shifts in Postcolonial Discourse." Diogenes 50, no. 2 (May 2003): 3–16. http://dx.doi.org/10.1177/0392192103050002001.
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The teaching of an `imperialist' language like English in a postcolonial era presents not only unprecedented difficulties to the teacher, it also raises disconcerting questions about the paradigms underlying the concepts of language, language teaching, and culture. This new perspective makes inadequate, on the one hand, the pedalinguistic categories of EFL (English as a Foreign Language) and ESL (English as a Second Language), and, on the other, the postcolonial critique in general of hegemonic languages. Another category needs to be recognized, to which the author gives the acronym TUE (Teaching Unbroken English). For the purposes of analysis, the author focuses on his experience teaching English in Hong Kong before and after 1997, during the end of the colonial and the beginning of the postcolonial era.
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Ouyang, Xiya, and Yuewu Lin. "Prefabricated Chunks and Second Language Output." Studies in English Language Teaching 8, no. 4 (November 3, 2020): p29. http://dx.doi.org/10.22158/selt.v8n4p29.
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Based on the theory of prefabricated language chunks, this article will mainly discuss the role of prefabricated language chunks in improving the quality of second language output. The explicit input of English chunks requires certain teaching strategies, so the teaching of prefabricated chunks should first distinguish the corresponding chunk features, combine instructive input with autonomous input, and design reasonable chunk output training, which promotes the prefabricated language chunks transformed into internal knowledge from input, thereby improving the level of second language output.
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Cirocki, Andrzej, and Aleksandra Arceusz. "Research Methods in Foreign/Second Language Didactics." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 1–19. http://dx.doi.org/10.35903/teanga.v24i0.39.
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This article provides an analytical overview of relevant research methods in applied linguistics significant to teaching practitioners. In the canon of language teaching literature, there are numerous volumes presenting insightful analyses of research into English as a foreign or second language (EFL/ESL) context. This article seeks to familiarize English language practitioners with comprehensive, practical, and straightforward coverage of applied linguistics research within the three research paradigms of qualitative, quantitative, and mixed methods. The twenty-first centurychallenges societies and systems with new demands and approaches, with schools and teachers being agents of those changes, responsible for their presentation, implementation and often evaluation. Teachers must have a good understanding of such changes and should be prepared to put new knowledge into practice. This can be achieved when a teacher becomes a researcher, engaging themselves in various activities that lead to a better understanding of the processes, to reflection upon teaching, and finally, to the implementation of new practices: becoming researchers intheir own right.
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Alharbi, Samar. "Code-switching in Intercultural Communication and English Language Teaching." Advances in Social Sciences Research Journal 8, no. 7 (July 29, 2021): 286–94. http://dx.doi.org/10.14738/assrj.87.10486.
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Code-switching is the interplay between two languages. Code-switching happens when the speakers switch between two or more languages or linguistic varieties in the context of a particular discussion or conversation. Many people engage in code-switching or mixing practises by speaking a different language and their mother tongue when talking with other individuals who comprehend various languages. There are multiple reasons why people tend to code-switch during interaction with others. One important reason is that people consciously and unconsciously code-switch because they want to fit in. Code-switching is also implied in the language teaching context, where L2 learners cod switching between their mother tongue and the other language to get involved in the learning process. The practice of code-switching in Foreign language classroom has been examined thoroughly in the literature. This paper will introduce the concept of code-switching, its types and the reasons for code-switching. It will offer some implication of code-switching in English as a second or foreign language (EFL) classroom.
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Carneiro Lucas, Carmen Manuela Pereira. "Teaching English to Young Learners: Second Language Acquisition or Foreign Language Learning? – A Case Study." World Journal of English Language 12, no. 1 (December 10, 2021): 50. http://dx.doi.org/10.5430/wjel.v12n1p50.
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A well-known, long-standing and heated debate across the literature concerning applied linguistics is whether within the classroom teachers are dealing with second language acquisition or second language learning. This controversial issue is especially relevant for contexts where English is learned as an English as an Additional Language (EAL) as in Portugal. This is particulalry important at a national level, where English is currently taught as a compulsory subject across primary education, with minimal input.However, the English language curriculum, its pedagogy, and assessment are not anchored on Content for Language and Integrated Learning (CLIL) principles, hence resorting mainly to the students’ mother tongue. As we move towards identifying and synthesizing best pedagogical practices for Teaching English to Young Learners, it is key that we seek a deep understanding of the most effective teaching strategies to foster second language acquisition. As the matter of fact, second language acquisition and overall literacy development have long been considered key to young learners of English, as a strong and solid primary education is critical to ensuring their long-term academic success (Snow, Burns, & Griffin, 1998). Nonetheless, one major issue concerning primary English langauae teaching is the overwhelming lack of CPD opportunities and research-informed teaching, thus resulting in English language teachers’ unsufficient pedagogical preparation, leading in turn to students’ disengagement within the second language learning process.Therefore, this paper seeks to explore whether exposure to English-only language lessons, through cross-curricular work sets a viable and solid path for second language acquisition in contexts where it is commonly believed that it is only possible to learn English as a set of isolated words.As methodology for the present study there was resort to children’s literature, language games and to an English-only classroom environment to simulate a bilingual education classroom. Within storytelling and cross-curricular work, key vocabulary was taught, hence working the language both at word and sentence level.The findings, based in students’ samples of work, do illustrate pedagogical practices which demonstrate successful second language acquisition, namely morpheme order acquisition, even with minimal exposure to the target language.
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Chapelle, Carol A. "Call–English as a Second Language." Annual Review of Applied Linguistics 16 (March 1996): 138–57. http://dx.doi.org/10.1017/s0267190500001483.
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CALL for English as a second language1 is an interdisciplinary area of inquiry which has been influenced primarily by educational technology (Reiser, 1987) but also by fields such as computational linguistics2 and recently by applied linguistics as well. These related fields contribute diverse epistemologies which shape CALL research questions and methods. The diversity in CALL research can also be explained in party be the current variety of approaches to CALL development and use. Through the 1970s and early 1980s, pedagogical objectives in CALL were focused primarily, although not exclusively, on improving specified areas of learner's grammatical knowledge through approaches borrowed from educational technology (Hart 1981, Hope, Taylor and Pusack 1984, Wyatt 1984). Today, in contrast, CALL is used for a variety of pedagogical objectives through many different types of software such as microworlds (Coleman 1985, Papert 1980), grammar checkers (Hull, Ball, Fox, Levin and McCutchen 1987), pronunciation feedback systems (Anderson-Hseih 1994, Pennington 1991), intelligent tutoring systems (Chanier, Pengelly, Twidale and Self 1992), concordancer programs (Johns 1986, Tribble and Jones 1990), word processing (Pennington 1993), and software for computer-mediated communication (Kaye 1992). These diverse approaches to CALL are predicated on different beliefs about teaching and learning (Higgins 1995, Kenning and Kenning 1990, Sanders and Kenner 1983, Stevens 1992). Rather than reviewing these “CALL philosophies,” this article will focus on the evolution of research traditions dedicated to the empirical study of CALL use for ESL. Accordingly, the term CALL research is employed to refer to empirical research on the use of CALL.
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Sekhar, G. Raja, and Sujata Chakravorty. "TESL/TEFL: Teaching english as a second or foreign language." ACADEMICIA: An International Multidisciplinary Research Journal 7, no. 4 (2017): 154. http://dx.doi.org/10.5958/2249-7137.2017.00044.1.
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