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Journal articles on the topic 'Language teaching; English as a second language'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Satullaeva, Nargiza, and Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language." American Journal of Social Science and Education Innovations 02, no. 08 (2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

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2

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) (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 ma

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3

Lotze, Nathaniel. "Second Language Acquisition Applied To English Language Teaching." TESOL Journal 10, no. 1 (2019): e00414. http://dx.doi.org/10.1002/tesj.414.

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4

Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE." ETERNAL (English, Teaching, Learning and Research Journal) 2, no. 2 (2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.

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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 (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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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

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Lowe, Barry. "Teaching journalism in a second language." English Today 13, no. 3 (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

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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 (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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Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (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 feature

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KANE, Hafissatou. "Teaching Translation Techniques to Second Language Learners." Studies in English Language Teaching 8, no. 3 (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.

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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 (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

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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 (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

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Dorji, Jigme. "COMMUNICATIVE LANGUAGE TEACHING AS CONCEPTUALIZED BY BHUTANESE ENGLISH AS SECOND LANGUAGE TEACHERS." Indonesian EFL Journal 3, no. 1 (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 a

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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 (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 th

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Alharbi, Samar. "Code-switching in Intercultural Communication and English Language Teaching." Advances in Social Sciences Research Journal 8, no. 7 (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. Cod

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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 (2011): 269–70. http://dx.doi.org/10.15373/2249555x/july2014/83.

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17

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 (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

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18

Cavanaugh, M. P. "History of Teaching English as a Second Language." English Journal 85, no. 8 (1996): 40. http://dx.doi.org/10.2307/820039.

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19

Ganaprakasam, Charles, and Samita Karunaharan. "THE CHALLENGE OF TEACHING ENGLISH AS SECOND LANGUAGE." International Journal of Education, Psychology and Counseling 5, no. 37 (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 so

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20

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 (2018): 281–89. http://dx.doi.org/10.18178/ijlll.2018.4.4.188.

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21

Nock, Sophie Judy. "Lessons from “communicative language teaching” for Māori language teachers in English medium schools." AlterNative: An International Journal of Indigenous Peoples 16, no. 3 (2020): 259–67. http://dx.doi.org/10.1177/1177180120948278.

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Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supp

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22

Rini, Setia. "Overview English asa Second Language for Young Learners." Register Journal 9, no. 1 (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 wil

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23

Rini, Setia. "Overview English asa Second Language for Young Learners." Register Journal 9, no. 1 (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 wil

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24

Dias, Adailton Di Lauro. "The use of games for teaching English as a second language." Revista Científica Multidisciplinar Núcleo do Conhecimento 03, no. 07 (2019): 69–76. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/games-for-teaching.

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25

Collier, Shartriya, Betty Burston, and Aarika Rhodes. "Teaching STEM as a second language." Journal for Multicultural Education 10, no. 3 (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 fi

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Zhang, Dai, and Wang. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment." Sustainability 12, no. 4 (2020): 1302. http://dx.doi.org/10.3390/su12041302.

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Furth

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Džuganová, Božena. "Teaching Medical English through Professional Captioning Videos." Journal of Language and Cultural Education 7, no. 2 (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 internat

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Dr. Imdad Ullah Khan, Dr. Ghani Rahman, and Dr. Abdul Hamid. "Poststructuralist Perspectives on Language and Identity: Implications for English Language Teaching Research in Pakistan." sjesr 4, no. 1 (2021): 257–67. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(257-267).

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Before the 1990s, Second Language Acquisition (SLA) research conceptualized language as a system or structure that the language learner acquired and developed, mediated by the learner's motivation and his/her strategies learning a language. With “the social turn” in social sciences, the language came to be viewed from a social constructionist perspective as a socially situated practice influenced by various social, cultural, class, gender, and ethnic factors. This shift towards the social aspects of language learning marks the change from a psycholinguistic and structuralist theory of language

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Dalton-Puffer, Christiane, Renate Faistauer, and Eva Vetter. "Research on language teaching and learning in Austria (2004–2009)." Language Teaching 44, no. 2 (2011): 181–211. http://dx.doi.org/10.1017/s0261444810000418.

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This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combinat

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Nguyen, Trien, Angela Trimarchi, and Julia Williams. "9. Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?" Collected Essays on Learning and Teaching 5 (June 19, 2012): 50. http://dx.doi.org/10.22329/celt.v5i0.3414.

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In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two for one approach increases students’ content knowledge and language proficiency in both the short and long terms (Baik & Greig, 2009; Kasper, 1997; Song, 2006). These studies have been conducted using a variety of subjects in combination with sever

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Guinan, H. "Esl for Students with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 6 (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 communicati

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Eoyang, Eugene C. "Teaching English as Culture: Paradigm Shifts in Postcolonial Discourse." Diogenes 50, no. 2 (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 (Teach

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White, Benjamin, Fei Fei, and Marthe Russell. "Research in second language studies at Michigan State University." Language Teaching 42, no. 4 (2009): 530–35. http://dx.doi.org/10.1017/s0261444809990085.

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The Second Language Studies (SLS) Program was established in 2005 with the express purpose of providing ‘a firm foundation in the field of Second Language Acquisition and its application to current second language research and teaching’ (http://sls.msu.edu). Under the leadership of Professor Susan Gass, the program has grown to include 12 core faculty members and 27 Ph.D. students. As an interdisciplinary program, linkages across the university exist with the Department of Linguistics and Germanic, Slavic, Asian, and African Languages; the Department of French, Classics, and Italian; the Depar

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Jawad, Najat A. Muttalib M. "Bilingual Education: Features & Advantages." Journal of Language Teaching and Research 12, no. 5 (2021): 735–40. http://dx.doi.org/10.17507/jltr.1205.12.

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Bilingual Education is teaching an academic subject in two languages, i.e. a mother language (first language L1) and a second language (L2), with various amounts in an instructed program models. The early viewpoint about the brain tends to assert that learning an L2 negatively affects the L1 by dismissing it outside the brain, and it emphasizes that the idea of bilingualism creates a problem in the teaching process. The late researches on bilingualism disapprove the conclusions of the early researches come with and make it clear that persons who speak two languages (bilinguals) have cognitive

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David, Mette Morrison. "Report on the Demographics and Language Groups of Thursday Island State High School Students at the State Esl (English as a Second Language) Conference, Brisbane, December 2001." Australian Journal of Indigenous Education 31 (2003): 71–72. http://dx.doi.org/10.1017/s1326011100003707.

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ABSTRACTThis report was originally delivered to the State English as a Second Language Conference held in Brisbane in December 2001. It was part of a team presentation made to a plenary session by representatives from Torres Strait (Terry McCarthy, Mette Morrison David, Judy Christian Ketchell, Raba Jobi, Keith Fisher, Kay Ahmat and Susan Shepherd). Its aim was to inform Queensland English as a Second Language teachers about the language situation at Thursday Island State High School shortly after the appointment of an Education Advisor English Language Acquisition. The report deals with the l

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Adhikari, Deepika. "Status of English language teaching in secondary level under different school interventions." Journal of NELTA 24, no. 1-2 (2019): 162–77. http://dx.doi.org/10.3126/nelta.v24i1-2.27686.

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Language is the primary medium of communication and expression of thoughts and ideas. In India, there are two official languages- Hindi and English. English has-been occupying a dominant position since independence. There have been serious attempts to integrate English language in the school curriculum since 1980s. In the schools of West Bengal, English is taught either as a first language or second language. The present study intends to find the status of teaching English language in the secondary schools of Siliguri (West Bengal) where the schools with three different boards, ICSE, CBSE and

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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 (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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Menaka, G., and G. Sankar. "The language learning assessment using technology for the second language learners." International journal of linguistics, literature and culture 5, no. 4 (2019): 1–6. http://dx.doi.org/10.21744/ijllc.v5n4.674.

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Teacher education refers to the policies and procedures designed to equip prospective teachers with knowledge, attitudes, behaviors’ and skills they require to perform their tasks effectively in the classroom, school, and wider community. The term ‘teacher training’ seems to be losing ground to ‘teacher education’. In the era of globalization, when the world is changing so fast, the teaching field is also not unaffected. The approach of second language teaching that is ELT (English language teaching) has undergone a sea change. The “drill and practice” method is now considered to be rudimentar

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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

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Zhang, Jinghua. "Professional Development of English Teachers in Second Language Teaching." Theory and Practice in Language Studies 5, no. 11 (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 (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 (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 proxima

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Talebinejad, Mohammad Reza, and Aasa Moattarian. "Second Language Acquisition Research and Language Pedagogy: A Critical View." International Journal of Linguistics 7, no. 4 (2015): 1. http://dx.doi.org/10.5296/ijl.v7i4.7826.

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<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a u

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Orazaliyeva, Elmira, and Fauziya Orazbayeva. "Multilingual Content in Teaching the Kazakh Language Courses." ATHENS JOURNAL OF PHILOLOGY 8, no. 4 (2021): 269–82. http://dx.doi.org/10.30958/ajp.8-4-2.

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According to the second state program on the development and functioning of languages until 2020, Kazakhstan concentrates on consolidating the Kazakh language as the state language, where Russian, English or others are foreign languages. New educational programs of the country assume a step-by-step implementation of communicative language skills. Students receive a possibility of relaying certain knowledge in the field of natural, human and technical sciences. The mission of Abai Kazakh National Pedagogical University as the educational center of transforming the results of advanced research i

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Broom, Catherine. "Second-Language Learning Through Imaginative Theory." TESL Canada Journal 28, no. 2 (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. Fo

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Andriyani, Santi. "PERSPECTIVES IN ENGLISH LANGUAGE LEARNING: FIRST LANGUAGE SITUATION, SECOND LANGUAGE SITUATION AND FOREIGN LANGUAGE SITUATION." Abjadia 1, no. 2 (2016): 110. http://dx.doi.org/10.18860/abj.v1i2.3985.

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<p>There are so many questions come to mind in relation to language learning. One of which is the ways in teaching and learning the language especially in formal education. This issue has been discussed since 1980s until now. Linguists who get involved in education field have done research in this field. They found that the main concentration in language teaching is the selection of approach based on the system governed the learners. Some perspectives appear in the language learning. The methods, approach, and principles which come and arise in the language learning are discussed. These

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Ouyang, Xiya, and Yuewu Lin. "Prefabricated Chunks and Second Language Output." Studies in English Language Teaching 8, no. 4 (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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Vitanova, Gergana. "Dialogue in second language learning and teaching." Language and Dialogue 3, no. 3 (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 e

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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 exclusivel

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Enesi, Miranda. "The Effect of Teaching Word Formation Theory to English Students." European Journal of Language and Literature 7, no. 1 (2017): 7. http://dx.doi.org/10.26417/ejls.v7i1.p7-12.

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The word-formation theory is often avoided in English language course books and little research is conducted on the pedagogical status of word-building process. However, many researchers and lecturers have realized the effect of teaching word-formation theory in English languages course books. English language lecturers have noted that vocabulary is very important in various subjects of English language branch curricula. For this reason, we must admit that the processes of word-formation, through which every language vocabulary can be enriched, are very important in English language teaching a

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