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Journal articles on the topic 'Pictures and English language learning'
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1
Indah, Dewi Rosari. "Culture in Cover and Units’ Covers of Senior High School First Grade Course Book of Curriculum." JET ADI BUANA 2, no. 2 (October 30, 2017): 125–36. http://dx.doi.org/10.36456/jet.v2.n2.2017.1054.
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Language in any forms, including pictures, conveys massage. Pictures and images carry culture within that reflect attitudes and social life in the world any specific language spoken. Learning English should also be learning its culture to get a better picture of it. One of the sources in learning English is a course book. This article was aimed at finding out what elements that were presented in a senior high school course book of a second grade because of the focus is assumed to be on the lessons in Indonesia. This article report used content analysis as a framework to analyze the culture presented in pictures. It was found that the pictures were well representatives of an English speaking country’s culture. The pictures shared the activities, the seasons, the habit, and the way they dress, behave, and speak that in some ways were different that of Indonesia. The pictures also gave information on different values between Indonesia and English speaking countries
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He, Jian, and Hui Huang. "Learning Chinese Characters with Animated Etymology." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 2 (April 2014): 64–82. http://dx.doi.org/10.4018/ijcallt.2014040105.
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The study was an attempt to investigate the effect of animated etymology on English speakers' learning of Chinese characters. Twenty-one Chinese language beginners at an Australian university were randomly assigned into three groups using three different types of instructional materials to learn Chinese characters: a) paper-based plain text material with only English meanings; b) paper-based material with English meanings, pictures and static etymological information; and c) CALL material with English meanings, pictures and animated etymological information. The effects of three materials were tested under two task conditions: a) picture-enhanced tasks and b) non-picture-enhanced tasks. Through both within-group and cross-group comparisons, the statistical results indicate that the group using computer-based materials involving animated etymology significantly outperformed those using the paper-based materials with and without illustrated etymological information in both tasks and the advantages of paper-based illustrated etymological information over the paper-based group without such information are limited to the tasks involving pictures.
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Carpenter, Shana K., and Jason Geller. "Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning." Quarterly Journal of Experimental Psychology 73, no. 2 (October 10, 2019): 211–24. http://dx.doi.org/10.1177/1747021819879416.
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Previous research shows that participants are overconfident in their ability to learn foreign language vocabulary from pictures compared with English translations. The current study explored whether this tendency is due to processing fluency or beliefs about learning. Using self-paced study of Swahili words paired with either picture cues or English translation cues, picture cues garnered higher confidence judgements but not faster study times, and this was true whether judgements of learning were made after a delay (Experiment 1) or immediately (Experiment 2). In Experiment 3, when participants learned Swahili words with only one type of cue (pictures or English translations) and then estimated which one would be more effective for learning, the majority of participants believed pictures would be more effective regardless of whether they had experienced those cues during learning. Experiment 4 showed the same results when participants had experienced neither type of cue during a learning phase. These results suggest that metacognitive judgements in foreign language vocabulary learning are driven more by students’ beliefs about learning than by processing fluency as reflected in self-paced study times.
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Susanti, Susanti. "The Pictures in Enhancing Students English Learning." JUDIMAS 1, no. 1 (January 16, 2021): 74. http://dx.doi.org/10.30700/jm.v1i1.1050.
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Writing is one of the four language learning skills which must be well-educated by the language learners. And it is as the most difficult skill to be executed which comes across by the students of the Vocational School of SMKN 4 Pontianak. The writing obstacles such as they do not know what should be written, what topics to be described, limited vocabularies, incorrectly grammar, and the coherency. Educators are desired to lend a hand the students with their learning complication, especially their writing skill. The Picture-Cued Technique is the practice to be carried out to the workshop of Community Engagement at the Vocational School of SMKN 4, which located on Komodor Yos Soedarso Street, Pontianak, Kalimantan Barat. The aim of this community engagement workshop to familiarize and to assist the learners of the Vocational School of SMKN 4 Pontianak with the procedure of the Picture-Cued Technique to facilitate their writing hindrances. The students of the Vocational School of SMKN 4, eleventh grade, consisted of 32 students who become the participants in this community engagement study. The outcome of this community engagement is students are familiarized to the Picture-Cued Practice then assist them in overcoming writing hindrances in learning writing competence.
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Gibson, Todd A., Elizabeth D. Peña, and Lisa M. Bedore. "The Receptive–Expressive Gap in English Narratives of Spanish–English Bilingual Children With and Without Language Impairment." Journal of Speech, Language, and Hearing Research 61, no. 6 (June 19, 2018): 1381–92. http://dx.doi.org/10.1044/2018_jslhr-l-16-0432.
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Purpose First, we sought to extend our knowledge of second language (L2) receptive compared to expressive narrative skills in bilingual children with and without primary language impairment (PLI). Second, we sought to explore whether narrative receptive and expressive performance in bilingual children's L2 differed based on the type of contextual support. Method In a longitudinal group study, 20 Spanish–English bilingual children with PLI were matched by sex, age, nonverbal IQ score, and language exposure to 20 bilingual peers with typical development and administered the Test of Narrative Language (Gillam & Pearson, 2004) in English (their L2) at kindergarten and first grade. Results Standard scores were significantly lower for bilingual children with PLI than those without PLI. An L2 receptive–expressive gap existed for bilingual children with PLI at kindergarten but dissipated by first grade. Using single pictures during narrative generation compared to multiple pictures during narrative generation or no pictures during narrative retell appeared to minimize the presence of a receptive–expressive gap. Conclusions In early stages of L2 learning, bilingual children with PLI have an L2 receptive–expressive gap, but their typical development peers do not. Using a single picture during narrative generation might be advantageous for this population because it minimizes a receptive–expressive gap.
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Tahiri, Shejla. "The Impact of Pictures on Second Language Acquisition." SEEU Review 15, no. 2 (December 1, 2020): 126–35. http://dx.doi.org/10.2478/seeur-2020-0021.
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Abstract The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition is compared to the process of learning the mother tongue whereas language learning is compared to the process when a child learns a second or foreign language. This paper aims to showcase that teaching/learning new vocabulary using pictures is much more effective than the other methods of vocabulary learning. The research also puts emphasis on the language level of learners. It demonstrates that the method of using pictures and illustrations works well with all levels of proficiency and as such, it has brought very useful results. It was carried out at the South East European University (SEEU) in North Macedonia and participants were thirty (30) students from all five Faculties, divided in three different groups based on their language proficiency. Each group consisted of ten (10) students, aged 18 to 22 years. They were of elementary, pre-intermediate and intermediate level of English. The research lasted for six weeks, because the students had to be introduced to six different vocabulary topics. Since the experiment was carried out in a real classroom environment, the target vocabulary topics used for this purpose were chosen from their students’ book. Data were collected in three phases. During the first phase, students were asked to complete a questionnaire, consisting of questions regarding the vocabulary learning methods, mainly vocabulary associated with pictures. In the second phase, they were engaged in real activities in a traditional classroom setting, while in the last phase, at the end of the last session, participants took a quiz that was supposed to provide evidence and additional data about participants’ achievements. It is expected that the findings from this experiment will be useful to current and prospective teachers as they show that the method of pictures and illustrations associating the target vocabulary functions well with different levels.
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Kan, Pui Fong, and Kathryn Kohnert. "Preschoolers Learning Hmong and English." Journal of Speech, Language, and Hearing Research 48, no. 2 (April 2005): 372–83. http://dx.doi.org/10.1044/1092-4388(2005/026).
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Picture naming and picture identification tasks were used to investigate lexical-semantic skills in young children learning Hmong as a first language (L1) and English as a second language (L2). A total of 19 children, ages 3;4 (years;months)-5;2, participated in this study. Performance on lexical tasks was analyzed as a function of development (older and younger participants), language (Hmong and English), modality (receptive and expressive skills), and the nature of total or "composite" vocabulary scores (translation equivalents or singles, reflecting comparable forms in both languages as compared to concepts lexicalized into only 1 language). Older participants outperformed younger participants in English, but not Hmong, indicating a relative stabilization of L1 skills, alongside more robust growth in L2. The difference between expressive and receptive performance was also much greater in Hmong than English. Composite scores were always greater than single language scores and the proportion of translation equivalents increased with age.
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Nuraeni, Cicih, and Lia Nurmalia. "Utilizing WhatsApp Application in English Language Learning Classroom." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 1 (April 22, 2020): 89. http://dx.doi.org/10.31002/metathesis.v4i1.2289.
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<p>WhatsApp (WA) is one of the most popular messaging applications which can be accessed by using mobile phone and Personal Computer (PC). Nowadays, most people prefer to use this application for communicating with other. In education field, WhatsApp also give beneficial features such as text, call, send video, audio, links, location, document, and pictures. This research is aimed at observing WA which is tailored to support English Language Learning (ELL) activities. For gathering data, this study applied case study using observation and questionnaire as main instrument. A case study is drawn from participants of 5<sup>th</sup> semester students at English Department Universitas Bina Sarana Informatika. It is found that WA was significant in helping ELL activities since it was used by both teachers and students for ELL related activities. The results are: 1) In the field of technical advantages, WA provides simple operation; 2) WA can enhance learning opportunities outside classroom for students. In brief, WA facilitated ELL activities as an effort toward MALL (Mobile-Assisted Language Learning) implementation.</p>
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Deepaen, Wanida. "Research and Development of the ASEAN Cartoon Lesson using the Communicative Language Teaching Approach and the Common European Framework of Reference for Languages." Global Journal of Foreign Language Teaching 6, no. 2 (December 1, 2016): 104. http://dx.doi.org/10.18844/gjflt.v6i2.715.
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Cartoon pictures help to encourage students’ attention and bring joy to learning English. Cartoon lessons efficiently support students’ English language achievements. This research aimed to develop the ASEAN cartoon lesson using the communicative language teaching approach (CLT) and the Common European Framework of Reference for Languages (CEFR) for secondary school students. The ASEAN cartoon lesson was used to teach M.2 students for 22 hours. Then, interviews, a multiple-choice test, questionnaires and focus group discussions were used to collect data that were analysed by content analysis, descriptive statistics, a relative gain score and a dependent sample t-test. The research findings indicated that the cartoon lesson displayed very good efficiency and effectiveness. In addition, the students displayed developments in their language learning. This result will hopefully become a reference for English teachers to use to enrich students’ learning.
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Idawati, Kurnia, Nurul Fitriani, and Eka Yuniar Ernawati. "PEMAHAMAN STRUKTUR KALIMAT DIHUBUNGKAN DENGAN KOMPETENSI PEMRODUKSIAN BAHASA INGGRIS." Inteligensi : Jurnal Ilmu Pendidikan 3, no. 1 (June 26, 2020): 1–10. http://dx.doi.org/10.33366/ilg.v3i1.1572.
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Learning a foreign language, in this case English, usually means learning to speak in that language while understanding it. Therefore, language learning always involves two elements, namely comprehension and production. Both elements are closely related to the study of language learning performance, especially in foreign language learning. Related to that, a quantitative research was conducted over 33 learners of English in order to find out the extent to which the learners understood the structure of simple English sentences related to their ability to produce English sentences. Research data was obtained through 2 kinds of tests. The data about comprehension was in the form of true or false cloze-test of totaling 50 simple sentences with the argument structures. While the data of production was in the form of written tests of simple sentence constructions based on pictures and instructions about the pictures. Both of the tests used a number of verbs most commonly remembered by the students of English Department, Darma Persada University. The result of the research showed that their comprehension level was 65.64% with a variation in the distribution score between them was 8.79, and their production was 28.36% with a standard deviation of production of 17.37. The gap between the level of comprehension and the level of production was relatively large which means that the average production competency of the subjects was below their comprehension competency.
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Showalter, Catherine E. "Impact of Cyrillic on Native English Speakers’ Phono-lexical Acquisition of Russian." Language and Speech 61, no. 4 (March 26, 2018): 565–76. http://dx.doi.org/10.1177/0023830918761489.
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We investigated the influence of grapheme familiarity and native language grapheme–phoneme correspondences during second language lexical learning. Native English speakers learned Russian-like words via auditory presentations containing only familiar first language phones, pictured meanings, and exposure to either Cyrillic orthographic forms (Orthography condition) or the sequence <XXX> (No Orthography condition). Orthography participants saw three types of written forms: familiar-congruent (e.g., <KOM>-[kom]), familiar-incongruent (e.g., <PAT>-[rɑt]), and unfamiliar (e.g., <ФИЛ>-[fil]). At test, participants determined whether pictures and words matched according to what they saw during word learning. All participants performed near ceiling in all stimulus conditions, except for Orthography participants on words containing incongruent grapheme–phoneme correspondences. These results suggest that first language grapheme–phoneme correspondences can cause interference during second language phono-lexical acquisition. In addition, these results suggest that orthographic input effects are robust enough to interfere even when the input does not contain novel phones.
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Yuliawati, Lilik, and Aprillia Aprillia. "The Application of Communicative Language Teaching Method in Vocabulary Teaching." Loquen: English Studies Journal 12, no. 2 (December 12, 2019): 99. http://dx.doi.org/10.32678/loquen.v12i2.2095.
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Abstract: Since young learners have special characteristics in learning a foreign language, teachers have to create an interesting method in teaching English especially vocabulary. One of the methods usually used in teaching vocabulary is Communicative Language Teaching (CLT). The objective of the research is to know how to teach vocabulary using pictures and games in the CLT method, to investigate the advantages of teaching English vocabulary through pictures and games in CLT method, as well as to investigate the problems that occurred in teaching and learning process. The method used in this study is action research with 30 participants. The researcher collected the data by having observation, conversation, and interview. In delivering materials there are three necessary elements, those are engaged, study, and activate stage. The result shows that all the students gave positive responses to the use of pictures and games in vocabulary learning. They felt that pictures and games in the CLT method could help them understand the word meaning more easily and motivate them to learn vocabulary since the classroom activities were more interesting. Besides, this method also helped the students to pronounce each word correctly. However, there are some problems, such as the students usually feel bored when they only have one discussion for a long time. When the students have never heard of the word before, the teacher must explain it to them first. Besides, the class could be crowded and noisy.
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Wijaya, Erfan Mokhamad. "PEMBELAJARAN BAHASA BERBASIS KURIKULUM 2013 DI PAUD ASPARAGA MALANG." CENDEKIA: Journal of Education and Teaching 11, no. 2 (May 8, 2017): 249. http://dx.doi.org/10.30957/cendekia.v11i2.327.
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This classroom-based observation qualitative study describes language learning process in the kindergarten level based on the 2013 Curriculum. This study took place in the Kindergarten of Asparaga Malang and assigned all pupils as the research subject. Data of this study were obtained form classroom interactions in the Asparaga school using observation and interview. This study revealed that the pupils in Asparaga interacted with friends and teachers in four languages: (1) Javanese language, (2) Indonesian, (3) the English language, and (4) Arabic. Learning a language was considered interesting using of various methods: teachers applied the storytelling and play to teach the languages, and multiple medias to support language learning process were also used in support to use the books, pictures, and tablets.
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Riyanti, Dwi. "Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 2 (August 31, 2017): 115–29. http://dx.doi.org/10.25170/ijelt.v12i2.1472.
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The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.
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Souisa, Threesje R., Jenny Lekatompessy, and Marcy Ferdinandus. "DIGLOT PICTURE STORYBOOK BASED ON MALUKU CONTENT AND ITS RELEVANCE FOR YOUNG LEARNERS’ LITERACY." JURNAL TAHURI 17, no. 2 (July 17, 2020): 84–95. http://dx.doi.org/10.30598/tahurivol17issue2page84-95.
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Providing young learners with variety story books to develop their literacy is importance to be done by considering their interest and learning preferences, and mrany of children storybook written in English in nowadays. Therefore young learners like to read English children story book since they are in the early stage. Unfortunately in the EFL frame, many children story book less to touch local content materials. Folklore is one of the oral traditions that are told for young learners with the purpose that they will know about their culture and tradition and it can be preserved with meaningful ways in EFL teaching and learning process. Much folklore are written in English and mostly talked about the culture of that language because it is believed that young learners can acquire this language easy both in spoken and written language. Unfortunately those folklores lack to present the local content of EFL context. One of the ways to facilitate young learners loves their culture by inserting local content materials in picture story books. Through reading vary children story books can arise young learners’ interest to master this language naturally. Diglot picture story book is a kind of children story book contain two languages and supporting with interesting pictures. It is believed as one of the meaningful ways that young learners can engage and explore deeply about the story with their own experiences .This study is aimed at describing diglot picture story book based on Maluku content and its relevance for young learners’ literacy.
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Oe, Yumiko, and Yukiko Sasaki Alam. "Picture-Based e-Learning of English Phrasal Verbs: A Comparative Study of the Use of Pictures and L1 Glosses." International Journal of Humanities and Arts Computing 7, supplement (March 2013): 222–33. http://dx.doi.org/10.3366/ijhac.2013.0072.
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English phrasal verbs such as ‘call off’ (a game due to rain) and (the buttons) ‘come off’ are difficult for non-native speakers to learn because the meanings of many phrasal verbs are not compositions of the meanings of each component. It was reported that the use of phrasal verbs was avoided by non-native speakers and that the mastery of collocations was hampered by a strong influence from the learner's native language. Therefore, to prevent such interference from learners’ native languages, it would be appropriate to learn phrasal verbs directly through nonverbal media such as pictures and sound. A web application was developed for the picture-based e-learning of phrasal verbs. An experiment was conducted, which consisted of a sequence of two sessions with a week-long break in between. In order to investigate the learning effectiveness, two methods were compared: one with the display of meaning with still pictures, and the other with Japanese word glosses. Two groups participated in the experiment, and each group had both methods. The only difference was the sequence of the order of the two methods. This paper reports the comparative results of the two post-tests by the two groups, discusses some of the findings, and offers several suggestions.
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Prystiananta, Nostalgianti Citra. "Indonesian EFL Students’ Learning Styles." Linguistic, English Education and Art (LEEA) Journal 2, no. 1 (December 21, 2018): 30–42. http://dx.doi.org/10.31539/leea.v2i1.344.
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This research aims at investigating students’ learning styles of Accounting Program of AAK PGRI Jember in learning English as Foreign Language. EFL students have their own ways in learning English which they think as the most enjoyable way to a better comprehension of the material. By investigating their learning styles in learning English, teachers may know the best ways to treat their students to reach a better improvement. In this research, the sample was 41 students from three different academic years who were learning EFL. The data were collected through questionnaire and interview. The questionnaire contained 30 items of statements about 6 learning styles according to questionnaire by Reid (1987). An open-ended interview was conducted to support quantitative data gained from questionnaires. The result presents that students of Accounting Program of AAK PGRI Jember most preferred Visual style (44%) as their style in learning English. And Individual style (4%) as the least preferred style. It can be concluded that students of Accounting Program of AAK PGRI Jember enjoy learning English best by the assistance of pictures, charts, and videos because they can comprehend the material better. They also did not enjoy to learn individually because they were not independent type of student who enjoy being alone.
Keywords: TEFL, Language Learning Styles
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Barcroft, Joe, and Mitchell S. Sommers. "EFFECTS OF VARIABILITY IN FUNDAMENTAL FREQUENCY ON L2 VOCABULARY LEARNING." Studies in Second Language Acquisition 36, no. 3 (December 17, 2013): 423–49. http://dx.doi.org/10.1017/s0272263113000582.
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Previous studies (Barcroft & Sommers, 2005; Sommers & Barcroft, 2007) have demonstrated that variability in talker, speaking style, and speaking rate positively affect second language vocabulary learning, whereas variability in overall amplitude and fundamental frequency (F0) do not, at least for native English speakers. Sommers and Barcroft (2007) hypothesized that English speakers do not benefit (with regard to second language vocabulary learning) from amplitude and F0 variability because these are not phonetically relevant to them. The present study further tested this hypothesis by examining effects of F0 variability among adults who speak a tone language (Zapotec-Spanish bilinguals) and those who do not speak a tone language (Spanish speakers with substantial knowledge of English). Participants attempted to learn 24 Russian words while hearing the words and viewing their corresponding pictures. Three levels of F0 variability were compared. Fundamental frequency variability significantly improved vocabulary learning for speakers of the tone language (Zapotec) but not for the Spanish speakers. This result provides strong evidence that effects of acoustic variability on learning new word forms depend on phonetic relevance.
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Jackson, Carrie N., and Holger Hopp. "Prediction error and implicit learning in L1 and L2 syntactic priming." International Journal of Bilingualism 24, no. 5-6 (January 29, 2020): 895–911. http://dx.doi.org/10.1177/1367006920902851.
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Aims and Objectives: This study examines the syntactic priming of adverb-first word order among 27 first language (L1) English, 33 L1 German, and 32 L1 German-second language (L2) English speakers to investigate the relationship between short-term priming and longer-term learning across different speaker groups. Design/Methodology: Participants completed a syntactic priming task in either English or German, in which they heard sentences containing fronted (i.e. adverb-first) or non-fronted adverbial phrases and described pictures containing similar adverbial phrases. Immediately before and after the priming task, participants completed picture description tasks containing similar sentence types to measure their baseline production of fronted adverbials, and whether subsequent production of fronted adverbials was modulated by the priming task. Data Analysis: We used mixed-effects logistic regression to compare participants’ production of fronted sentences during the priming task according to prime type (fronted vs. non-fronted) and their production of fronted sentences before versus after the priming task, including the additional factors of adverbial phrase (temporal phrase vs. locative phrase) and speaker group (L1 English vs. L1 German vs. L2 English). Findings/Conclusion: Participants exhibited greater short-term priming during the priming task for temporal versus locative phrases, with the L2 English speakers exhibiting the greatest short-term priming. There was a significant increase in the production of fronted sentences from baseline to post-test, with the L1 English speakers exhibiting the greatest gains. Originality: This study uses systematic between- and within-language comparisons to examine: (a) whether the extent of syntactic priming depends on the frequency of a construction in a speaker’s L1 or L2 (i.e. prediction error); and (b) whether prediction error and short-term priming lead to longer-term learning. Significance: Our findings show that the magnitude of prediction error influences both short-term adaptation and longer-term priming. However, the ability to harness prediction error for longer-term learning versus short-term adaptation may vary between L1 and L2 speakers.
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Destiny, Idegbekwe. "Teaching ESL through SMS: Prospects and Problems in Nigeria Idegbekwe, Destiny." English Linguistics Research 8, no. 1 (February 14, 2019): 1. http://dx.doi.org/10.5430/elr.v8n1p1.
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There is a growing call for English as a second language teachers to explore different learning environments and teaching options to spice up the traditional ‘boring’ English language classes. The onus has been on language teachers to discover these innovative platforms and implement same in their classes. It is against this background that the present study presents the prospects and problems of using the SMS on mobile phones for teaching the English language in Nigeria knowing fully well that at least 15.5 million Nigerians of different ages own at least one mobile phone. The study reveals that most English language teachers do not recognise the cheap, exciting and handy nature of the SMS learning environment. The study also discovers that amongst all the network providers in the country, only MTN provides an SMS based ESL class that is mainly focused on grammar tips. The study examines some problems associated with the SMS learning environment; chief amongst them being the restricted text typing environment of SMS and the inability to take pictures for illustrations. However, the study recommends that despite the short comings, the SMS platform still provides an efficient and cheap learning environment.
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Li, Xueping. "Review on “Blended Learning” in Language Teaching." English Language and Literature Studies 5, no. 4 (November 30, 2015): 130. http://dx.doi.org/10.5539/ells.v5n4p130.
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<p>As blended learning enters the college English reform in China, more and more researchers have made attempts to explore the effects of blended learning context. This paper intends to make an overview of application of it in English teaching in China by reviewing 20 papers published in core journals, with an aim to get a picture of the current situation of blended learning research and application in Chinese context. Thus reasonable suggestions are offered for appropriate approaches to more fully fulfill the role of blended learning in English teaching modernization in China.</p>
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Tamtama, Gabriel Indra Widi, Paulus Suryanto, and Suyoto Suyoto. "Design of English Vocabulary Mobile Apps Using Gamification: An Indonesian Case Study for Kindergarten." International Journal of Engineering Pedagogy (iJEP) 10, no. 1 (January 27, 2020): 150. http://dx.doi.org/10.3991/ijep.v10i1.11551.
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English is essential for children because it is an international language that is al-ways used in various fields, both in the world of work, education, economics, and social. One method of learning for children is by playing while learning. Gamification in the field of education is an educational approach to motivate stu-dents to enjoy learning by applying the game design. The purpose of this study is to approach the learning of English, specifically for children in kindergarten schools so that children will be more interested and feel happy to continue learning. The gamification method uses a mobile phone-based application with video games. Gamification in question is an English language recognition game for children with games. The introduction of English includes three categories, namely numbers, pictures, and spelling. The result is a mobile-based application that can be used by children to play the introduction of English with the concept of gamification. With the existence of gamification, the conception of children who were initially afraid to learn English became brave and more confident. The contribution given through this paper is to motivate children's willingness to learn English through other learning methods, namely gamification. Make children feel comfortable and not afraid to learn new things, especially English.
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Hamer, Welliam, and Ledy Nur Lely. "Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction." Journal of English Education Studies 2, no. 1 (May 30, 2019): 43–51. http://dx.doi.org/10.30653/005.201921.30.
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This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.
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Dawood, Samira. "Effectiveness of an electronic program based on English language with some pictures for Arabic learning as a foreign language." African Educational Research Journal 7, no. 4 (October 18, 2019): 183–90. http://dx.doi.org/10.30918/aerj.74.19.041.
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Zhang, Xiaopeng, and Xiaoli Dong. "Input frequency and construction interference interactions in L2 development." Second Language Research 35, no. 4 (August 6, 2018): 505–27. http://dx.doi.org/10.1177/0267658318791651.
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The interaction between input frequency and constructional interference receives little attention in second language (L2) research. Two studies were conducted to test the effect of this interaction. Study 1 examined effects of both Zipfian frequency (ZF) and balanced frequency (BF) on L2 learning of English subject-extracted relative clauses (SRs). Participants learned SRs and finished a picture description task at pretest, posttest and delayed posttest. Results suggest that ZF was not superior to BF for learners to use SRs. Study 2 tested effects of ZF and BF on L2 learning of English object-extracted relative clauses (ORs). The learning and testing procedures were the same as those in Study 1, but different from Study 1 participants either with or without previous exposure to SRs learned ORs. Results show that ZF was not superior to BF for learners without previous exposure to SRs to use ORs, but more beneficial than BF for those with previous exposure to SRs to use ORs to describe pictures. These findings demonstrate that ZF was more effective than BF in inhibiting SR interference.
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HURTADO, NEREYDA, VIRGINIA A. MARCHMAN, and ANNE FERNALD. "Spoken word recognition by Latino children learning Spanish as their first language." Journal of Child Language 34, no. 2 (April 2, 2007): 227–49. http://dx.doi.org/10.1017/s0305000906007896.
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Research on the development of efficiency in spoken language understanding has focused largely on middle-class children learning English. Here we extend this research to Spanish-learning children (n=49; M=2;0; range=1;3–3;1) living in the USA in Latino families from primarily low socioeconomic backgrounds. Children looked at pictures of familiar objects while listening to speech naming one of the objects. Analyses of eye movements revealed developmental increases in the efficiency of speech processing. Older children and children with larger vocabularies were more efficient at processing spoken language as it unfolds in real time, as previously documented with English learners. Children whose mothers had less education tended to be slower and less accurate than children of comparable age and vocabulary size whose mothers had more schooling, consistent with previous findings of slower rates of language learning in children from disadvantaged backgrounds. These results add to the cross-linguistic literature on the development of spoken word recognition and to the study of the impact of socioeconomic status (SES) factors on early language development.
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Marleni, Kadek Devy, Putu Windi Ridayanti, and Ni Nyoman Ari Ratnadi. "Implementing Comic in Learning English Vocabulary in Pharmacy Students of STIKes Buleleng." Yavana Bhasha : Journal of English Language Education 3, no. 2 (August 1, 2020): 73. http://dx.doi.org/10.25078/yb.v3i2.1713.
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The success of the teaching-learning process is not only supported by the students but also by the teacher as central learning. In this case, students and teachers have an equally important role. The students will be enthusiastic in learning when they have good teachers in transfer information, material, and knowledge. Teaching English as a foreign language to adult students is not essay job to do. It needs kinds of strategies in teaching and method to transform knowledge into them. It is because English is difficult and not an essay to be learned for them. English language as a foreign language has so many challenges to be faced when learned it. Many factors showed that English is difficult to be learned by students at a higher level such as they are lack vocabulary, confusing to express their ideas, lazy to practice English, bored in teaching strategy, or media that lecture used. In this situation, the lecture should choose appropriate media, strategy, or method when teaching. And one of the media can be used is comic. Comics are a series of pictures that contain images and balloons to write a story. This research showed that learning by implementing comics was so significant to improve students’ willingness in learning vocabulary. It prof by the increasing mark of students in English objects, the present list was always full and the atmosphere of the classroom is so lively. The class was always happy, enthusiastic, and comfortable to follow the lesson.
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Andarab, Mehdi Solhi. "The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners." Journal of Curriculum and Teaching 8, no. 2 (April 3, 2019): 24. http://dx.doi.org/10.5430/jct.v8n2p24.
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The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.
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Kamelia, Kamelia. "Using Video as Media of Teaching in English Language Classroom: Expressing Congratulation and Hopes." Utamax : Journal of Ultimate Research and Trends in Education 1, no. 1 (July 14, 2019): 34–38. http://dx.doi.org/10.31849/utamax.v1i1.2742.
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This research was design in descriptive qualitative research. The data was collected and analyzed from several related of literature on the application of videos in English classroom around the globe. This study stands its objectives and sees video as one of the effective media that can make students more enjoyed process teaching and learning. This study recorded that many research has proved on the effectiveness of using video as media for students, especially the EFL classroom. It seems using videos can give a relaxing situation for students in learning English. It also can make students more active and easy to understand the material since the video contains pictures and audio that causes students to see the material directly. These recent studies also share the teaching procedure used by the researcher/teacher when conducting teaching and learning activities in the class which are seems divided into three steps, e.g., Pre-activity, main activity, and activity of the last post. The analysis recommends the teacher, as a model should have planning systematically what teacher should do during teaching and learning process to deliver good material.
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Dony Novaliendry and Sisca Andriani. "English Edugame Application for Childhood base on Android." Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) 4, no. 1 (February 20, 2020): 187–92. http://dx.doi.org/10.29207/resti.v4i1.1622.
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apply arithmetic with play compared to without playing. Play and child is an inseparable unity. Play activities carried out children and children’s activities always indicate play activities. In childhood the comprehension is very high, more activities a child does, the ability to remember will also be higher. There are several factors make it difficult for children to recite and remember the object, color around them, it is less interested in the media used. Childhood always follows the rhyme of its development. at an early age, language development is very important, because at this age it is a sensitive period for children. The English language is the International language. English language for children starts from introducing vocabulary that is closest to the child, the goals to make it easier for children to remember. One way to maximal comprehension by giving learning fun involves learning with the game. The research resulted in an English game application based on android. In this application, there are education and game features. The education features an exciting good and gets the sound from the lesson that is available. Game features available are guessed pictures, guess sounds, and puzzles. The purpose of English edugame application to teach children vocabulary of English and make children not bored to learn.
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Rusnak, Ivan, and Marina Vasylyk. "Modern Technological Approaches in English Teaching of Future Teachers-Philologists at Ukrainian Universities." Studia Gdańskie. Wizje i rzeczywistość XVII (May 1, 2021): 253–65. http://dx.doi.org/10.5604/01.3001.0014.9109.
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The article substantiates the advisability of using pedagogical innova-tive technologies in teaching English to masters of philology in higher education institutions of Ukraine regarding state legislation and regula-tory acts and provisions of the Pan-European recommendations on lan-guage education. It is noted that the training of future teachers of English language and literature is carried out at two levels of higher education – bachelor’s (first) and master’s (second) in terms of modernization of education, changing its structure and content, improving existing programs, preparing new courses and special courses, formation of modern mechanisms for determining the quality of education in the context of integration in the European educational space. It is established that the most effective pedagogical technologies in teaching English include the use of information and telecommunication technologies, work with computer training programs, distance courses of learning foreign languages, creating presentations in the software environment Open Office Impress, Microsoft Power Point, use of World Wide Web resources. The algorithm of using a communicatively oriented complex of mul-timedia technologies in teaching speaking skills is highlighted. Which includes three stages: pre-viewing and aimed at forming the communicative competence of future teachers of philology. The main types of work that contribute to the teaching of the English language and the development of speech include: discussion, role play, reproduction of insufficient information, completion of the story, report, story according to the picture (pictures). The proposed types of work and practical advice in their organization will make students more active, and the learning process will be more interesting and effective, will improve the quality of education of masters of philology.
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Li, Jui-Teng, and Fuhui Tong. "The effect of cognitive vocabulary learning approaches on Chinese learners’ compound word attainment, retention, and learning motivation." Language Teaching Research 24, no. 6 (February 22, 2019): 834–54. http://dx.doi.org/10.1177/1362168819829025.
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Research has supported the benefit of cognitive vocabulary learning approaches, such as dual-coding (i.e. visual-verbal approach), on Chinese language learners’ vocabulary attainment. However, few studies have systematically examined how to maximize Chinese word retention. Therefore, the goal of this study was to investigate the effects of two types of visual-verbal approaches, i.e. pictographic-verbal coding approach and pictorial-verbal coding approach, on Chinese language learners’ word attainment. The visual support in our proposed pictographic-verbal coding approach uses pictograms, while pictures are used as the visual support in the pictorial-verbal coding approach. Further, we tested whether repetition would impact learners’ Chinese word retention. One-hundred fourth and fifth grade English-speaking Chinese language learners participated in the study. A series of two-way analysis of variance with repeated measures was conducted. Results showed that the pictographic-verbal coding approach assisted learners in acquiring as well as retrieving more Chinese words compared to the pictorial-verbal coding approach. We also found that learners taught by the pictographic-verbal coding approach demonstrated higher learning motivation. Instructional implications were discussed.
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Dheghu, Yosef Paseli, Rosdiana Mata, and Paula Rita. "Developing Socio Cultural-Based English Teaching Content Using Dick & Carey Model." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 8, no. 1 (March 31, 2019): 1–10. http://dx.doi.org/10.30630/polingua.v8i1.79.
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This research is designed in the form of research and development (R & D). It aims to develop an English Textbook for Junior High School students based on Social - Cultural of Ngada Flores. The Textbook is designed to include the cultural scope of Ngada Flores in the teaching materials. The subject matter is theme-based, in which each unit consists of themes drawn from the culturalcoverageofNgadaFlores. The learning model used in this development is the Dick & Carey model, this model has ten strategic steps that is; (1) identify the general objectives of the learning, (2) carry out the learning analysis (3) identify the input behavior and characteristics of the students (4) formulate the objectives of the work (5) develop the benchmark reference materials (6) develop the learning strategy (7) and selecting learning materials (8) designing and executing formative evaluations (9) revising learning materials and (10) designing and executing summative evaluations. The result of study, in general, the comments and suggestions from the content experts stated that the development product of socio cultural-based English textbook provided with pictures and illustration was sufficient, taking it from the correctness, comprehensiveness, and accuracy aspects. The explanation on the learning content was self-explanatory, adequate disclosure and congruent, and significance to the characteristics of SMP students. The students’ assessment and comments described that they were interested and appreciated this textbook development product due to its representative content description, organized, relevance with the local culture, using simple and familiar language with attractive pictures that enhanced their motivation and curiousity in learning individually or in group.
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Kochiyama, Arisa. "TEACHING ENGLISH WITH PICTURE BOOKS: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS IN ENGLISH EDUCATION IN JAPAN." International Journal of Education 9, no. 1 (August 30, 2016): 37. http://dx.doi.org/10.17509/ije.v9i1.3716.
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<p>The council for revitalization of education has submitted a proposal to Prime Minister Shinzo Abe for educational reforms to make English language courses compulsory in the fifth and sixth grades. The majority of elementary school teachers are now worried and lacking in confidence to teach English, as they feel they are ill-equipped for their new role as language instructors. According to Keith Schoch’s article Picture Books across the Curriculum, picture books deserve a place in the upper elementary and middle school grades for a number of reasons: If chosen with consideration for the interests of the students and used in ways that are appropriate for learners, picture books can provide valuable opportunities of language-rich experiences and interactions. Thus, the present study firstly describes and analyses some of the challenges facing English education in Japan by relating to its wider social setting. Secondly, the study analyzes how teachers perceive they can promote language learning in their EFL classrooms through the medium of picture books. Thirdly, the study discusses the merits of using picture books in the upper elementary and middle school English education from the viewpoint of English language learning, and then investigates topics and themes of a picture book which illuminate some universal aspects of human condition. </p>
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Zhang, Ruofei, Di Zou, Gary Cheng, Haoran Xie, Fu Lee Wang, and Oliver Tat Sheung Au. "Target languages, types of activities, engagement, and effectiveness of extramural language learning." PLOS ONE 16, no. 6 (June 28, 2021): e0253431. http://dx.doi.org/10.1371/journal.pone.0253431.
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Since Sundqvist introduced the term “extramural English” in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural language learning, this study conducts a review of 33 relevant articles retrieved from Scopus and Web of Science databases. The results showed the five types of target languages frequently investigated in this field (i.e., English, German, French, Chinese, and Japanese) and seven main types of extramural learning activities (i.e., playing digital games, watching videos, reading, listening to audios, having technology-enhanced socialisation, having face-to-face socialisation, and writing compositions). People’s engagement in extramural language learning was overall high, especially listening to audios and playing digital games, mediated by the relationship between the difficulty of the activities and people’s target language proficiency levels, gender, and the interactive environment. Extramural language learning was overall effective for language development and enhancing affective states in language learning. The effectiveness may be influenced by the involvement of language inputs and outputs and the amount of engagement time. Implications for practitioners were suggested concerning encouraging digital gameplay, emphasising formal language instruction, and creating positive interactive environments for extramural language learning.
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Ratminingsih, Ni Made, and I. Gede Budasi. "Local culture-based picture storybooks for teaching English for young learners." SHS Web of Conferences 42 (2018): 00016. http://dx.doi.org/10.1051/shsconf/20184200016.
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This paper reports the theoretical perspectives underlying the development of local culture-based picture storybooks for teaching English for young learners. It is a library research which derives from three main sources, journal articles, reference books, and internet articles. Local culture-based picture storybooks are kinds of printed materials which basically contain stories adapted from local culture stories accompanied with visualization in the forms of pictures telling the characters and the settings to help young learners easily understand the stories. They are developed considering the good criteria of storybooks [1, 2]. The benefits of its development are (1) to improve reading skill of young learners, (2) to build children English literacy through listening to the story read by the teachers and communicating interactively with them through dialogic reading, (3) create a fun learning atmosphere which enhances motivation and participation to take part in understanding and using the language, and (4) to preserve local culture. The books are developed using a combination of model [3, 4] which has 5 main steps namely need analysis, developing product, expert validation, and quality assessment by experts and users (teachers), and main product revision.
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Gu, Cui, and Thanachart Lornklang. "The Use of Picture-word Inductive Model and Readers’ Theater to Improve Chinese EFL Learners’ Vocabulary Learning Achievement." Advances in Language and Literary Studies 12, no. 3 (June 29, 2021): 120. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.120.
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Vocabulary, as the fundament of any language, is one of the most crucial aspects of language learning. And it also draws great attention from Chinese learners of English as a foreign language (EFL). This study conducted an experiment to examine the effectiveness of the picture-word inductive model (PWIM) and readers’ theater on Chinese primary EFL learners’ vocabulary learning achievement. The samples were 34 fifth-grade students from a primary school of China. The students received a vocabulary learning treatment with the lesson plans constructed based on the picture-word inductive model and readers’ theater using Chinese Cheng-yu, and an English vocabulary learning achievement test was conducted before and after the treatment. Results of the test showed that the students’ mean scores in the posttest were significantly improved than in the pre-test, and results of the questionnaire showed that the participants were highly satisfied with learning English via picture-word inductive model and readers’ theater. The results indicated that learning English via picture-word inductive model and readers’ theater is an effective way for improving learners’ English vocabulary learning achievement as it provides the visual support and opportunities for learners to engage in vocabulary acquisition.
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Hijazo-Gascón, Alberto, and Reyes Llopis-García. "Applied cognitive linguistics and foreign language learning. Introduction to the special issue." International Review of Applied Linguistics in Language Teaching 57, no. 1 (February 25, 2019): 1–20. http://dx.doi.org/10.1515/iral-2018-2004.
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Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.
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Bonova, Mariya. "„ONE DAY IN MY NEIGHBOURHOOD“ – AN INNOVATIVE MULTIDISCIPLINARY LESSON WITH COMMUNICATIVE FOCUS ON ENGLISH, BULGARIAN LANGUAGE AND LITERATURE AND INFORMATION TECHNOLOGY IN FIFTH GRADE." Education and Technologies Journal 11, no. 2 (August 1, 2020): 311–13. http://dx.doi.org/10.26883/2010.202.2336.
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This article aims to present good practice in a summary multidisciplinary lesson оn English, Bulgarian language and literature and IT conducted with students from class V„б“ at „Prof. Ivan Batakliev“ Lower Secondary School. I will focus on the English language part of this multi-layered lesson with an mphasis on the development of students’ communication skills in English entitled „One day in my neighbourhood“. The preparation for the lesson aims to motivate students and stimulate their interest in learning the vocabulary related to daily activities, public buildings and types of shops. The preliminary tasks are the following: for the English part, students take pictures of their favourite places in their neighbourhood and the activities they like to do there, for the Bulgarian language and literature part – the view from their window, for the IT part – dangerous intersections in the neighbourhood. The work is realized in two school lessons, based on the idea of removing the boundaries between the subjects, as well as to note that learning is much more lasting and in-depth when one and the same topic is covered by several subjects at the same time. The main accents set in the conducted experimental work are: the formation of practical skills and habits in students to use the language they are studying as a means of communication, students to be active participants in the learning process and to build up skills to work in a team.
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Deni, Rahma, and Fahriany Fahriany. "Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners." Vision: Journal for Language and Foreign Language Learning 9, no. 1 (May 30, 2020): 47. http://dx.doi.org/10.21580/vjv9i14862.
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<p>Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.</p>
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Griffiths, Carol, and Gökhan Cansiz. "Language learning strategies: An holistic view." Studies in Second Language Learning and Teaching 5, no. 3 (January 1, 2015): 473–93. http://dx.doi.org/10.14746/ssllt.2015.5.3.7.
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The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an overall picture which includes learning situation, learning target and individual learner characteristics. This article will first of all review the literature and the previous research on these controversial issues, and suggest a workable definition. Then, in order to illustrate the importance of such an holistic view, the results of a small scale study which looks at the strategies used by 16 successful language learners who were all either teaching English or teaching in English at university level will be reported. The quantitative results indicated that these successful learners used many strategies, especially those that suited their goals and their situations; they also frequently used and carefully orchestrated strategy repertoires which suited their own individual needs. The responses of one highly successful respondent were also examined qualitatively. The implications of these findings and the importance of viewing learners holistically are discussed and suggestions are made for ongoing research.
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GOLBERG, HEATHER, JOHANNE PARADIS, and MARTHA CRAGO. "Lexical acquisition over time in minority first language children learning English as a second language." Applied Psycholinguistics 29, no. 1 (January 2008): 41–65. http://dx.doi.org/10.1017/s014271640808003x.
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ABSTRACTThe English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker expectations after an average of 34 months of exposure to English, a faster rate of development than has been reported in some other research. Children displayed the phenomenon of general all-purpose verbs through overextension of the semantically flexible verb do, an indicator of having to stretch their lexical resources for the communicative context. Regarding sources of individual differences, older age of second language onset and higher levels of mother's education were associated with faster growth in children's English lexical development, and nonverbal intelligence showed some limited influence on vocabulary outcomes; however, English use in the home had no consistent effects on vocabulary development.
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Choi, Naya, Sujeong Kang, and Jiyeon Sheo. "Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use." Education Sciences 10, no. 2 (February 13, 2020): 40. http://dx.doi.org/10.3390/educsci10020040.
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In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.
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Thunders, Dr Michelle, Ying Jing, Jim Clarke, Dan Wadsworth, Judy Thomas, and Rachel Page. "Words and Pictures: Back to basics for effective learning in the health sciences." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 5, no. 3 (December 30, 2014): 673–79. http://dx.doi.org/10.24297/ijrem.v5i3.3891.
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Students often struggle with science content because of their lack of science vocabulary comprehension and the general bewilderment with facing lengthy segments of text without meaning. This paper reports on a two–pronged initiative to facilitate health science learning for first year degree students.Firstly, the introduction of visual diagrams into teaching practice. These diagrams summarize linkages between content and are valuable tools for visual learners and an important learning skill to develop for students new to the tertiary education environment. Secondly development of an online science vocabulary tool. Science vocabulary is often derived from Greek and Latin words, languages not familiar to the majority of our students. Knowing common suffixes, prefixes and root words can facilitate student understanding of new complex concepts. Development of a visual, interactive and quick online tool to aid students dissect and decode parts of words and help them to understand the entire word. This is particularly  beneficial for students otherwise disadvantaged, for example, students where English is not their first language and students with little or no previous science education as often the case for students undertaking the Bachelor Health Science (BHlthSci) degree. This could also help with first-year student retention as it may help students to not see science words as daunting and confusing and give them confidence in their learning. Preliminary survey results indicate a positive student response to the initiatives with the majority of students using these tools to focus their revision and incorporating them in their self-directed learning.
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Tomoschuk, Brendan, Wouter Duyck, Robert J. Hartsuiker, Victor S. Ferreira, and Tamar H. Gollan. "Language of instruction affects language interference in the third language." Bilingualism: Language and Cognition 24, no. 4 (March 17, 2021): 707–18. http://dx.doi.org/10.1017/s1366728921000043.
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AbstractApplied linguistic work claims that multilinguals’ non-native languages interfere with one another based on similarities in cognitive factors like proficiency or age of acquisition. Two experiments explored how trilinguals regulate control of native- and non-native-language words. Experiment 1 tested 46 Dutch–English–French trilinguals in a monitoring task. Participants decided if phonemes were present in the target language name of a picture, phonemes of non-target language translations resulted in longer response times and more false alarms compared to phonemes not present in any translation (Colomé, 2001). The second language (English) interfered more than the first (Dutch) when trilinguals monitored in their third language (French). In Experiment 2, 95 bilinguals learned an artificial language to explore the possibility that the language from which a bilingual learns a third language provides practice managing known-language interference. Language of instruction modulated results, suggesting that learning conditions may reduce interference effects previously attributed to cognitive factors.
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Kochiyama, Arisa. "USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 10. http://dx.doi.org/10.25134/ieflj.v1i1.608.
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According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren�t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books are often overlooked by adult ESL/EFL instructors as many of them feel uncomfortable reading books designed for children. However, if chosen with consideration for the interests of the students and used in ways that are appropriate for adult learners, picture books can provide valuable opportunities of language-rich experiences and interactions. In fact a number of studies in Western cultures have shown that picture books provide a wealth of possibilities for teaching English topics as well as various vocabulary sets such as family, food, clothes, and so on. They can also motivate learners to read more and learn more as the students are more likely to find reading a manageable challenge.Given these functions of picture books, the main objectives of the study are (1) to discuss the merits of using picture books in remedial English classes from the viewpoint of English language learning, (2) to investigate the effect of using picture books on the learners� motivation and emotional development, and (3) to give a report about the students� reactions towards an adoption of a picture book in an EFL class.Keywords: intercultural communication, English as a second language, EFL classroom, language and gender, children�s literature in EFL learning
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Yudar, Ratih Saltri. "Movie as a Helper for Students' Pronunciation in Speaking Skill Class." ELSYA : Journal of English Language Studies 2, no. 1 (February 26, 2020): 15–19. http://dx.doi.org/10.31849/elsya.v2i1.3684.
Full textAbstract:
This research aims to deliver how a movie can help students with their pronunciation in English speaking skill. Speaking is one of English skill that has an important role. While speaking, there is some aspect that has to pay attention to people. Pronunciation is an aspect that important in speaking skill. Pronunciation takes a significant role in speaking because it shows anything while someone speaks and other people understanding based on how someone pronounces a word. For the student who learns the English language as a foreign language should pay more attention to this area. This action is to avoid people misunderstanding of what the non-native speaker said while someone speaks in English. Therefore, it is very urgent to teach speaking to design learning activities as well as possible, and it also must be supported by various teaching media such as, movie, pictures, realia, television, etc. movie is one of the media that can help student speaking ability with improving their pronunciation skill.
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Wu, Huiqi, and Jane M. Ekstam. "Beyond Parroting: Using English Fun Dubbing to Improve English Oral Performance." Chinese Journal of Applied Linguistics 44, no. 2 (June 1, 2021): 203–18. http://dx.doi.org/10.1515/cjal-2021-0012.
Full textAbstract:
Abstract The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes. Our paper focuses on the use of mobile-phone-based educational software known as “English Fun Dubbing” (EFD) and its advantages in terms of teaching and learning phonetics and oral English in the college classroom. The starting point was a needs analysis which revealed the lack of practice regarding English speaking. In this study, an action research method was adopted, involving 40 second-year students, who employed “classroom teaching + English Fun Dubbing” model as the intervention. Extensive examples from this model were used to build up a picture of the blended learning processes at work. Several imitation tasks, a conversational activity and a speech-delivering task were designed and implemented. Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’ oral performance. It is our aim to develop the present project to incorporate oral proficiency. The main results of this action research were reflected in the adjustments in the pedagogical treatment, the changes in the role of the teacher and the student, and the shifts in the students’ attitudes towards their learning process.
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Showalter, Catherine E., and Rachel Hayes-Harb. "Unfamiliar orthographic information and second language word learning: A novel lexicon study." Second Language Research 29, no. 2 (April 2013): 185–200. http://dx.doi.org/10.1177/0267658313480154.
Full textAbstract:
Recent research indicates that knowledge of words’ spellings can influence knowledge of the phonological forms of second language (L2) words when the first and second languages use the same orthographic symbols. It is yet unknown whether learners can make similar use of unfamiliar orthographic symbols. In this study we investigate whether native English speakers use orthographic tone marks to help them associate lexical tone with new L2 words? Native English speakers with no knowledge of Mandarin were assigned to ‘Tone Marks’ or ‘No Tone Marks’ word learning groups. During a word learning phase, they learned to associate Mandarin nonwords varying in lexical tone with orthographic forms (written in pinyin with/without tone marks) and pictured ‘meanings’. In Experiment 1, participants were asked whether a picture associated with, for example, tone 1 matched an auditory form containing tone 2. Tone Marks participants outperformed No Tone Marks participants, suggesting that the availability of unfamiliar orthographic symbols helped them associate lexical tone with the new words. In Experiment 2, the test involved matching an orthographic representation and an auditory word. Tone Marks participants performed above chance, while No Tone Marks participants did not, indicating that Tone Marks participants learned the correspondences between auditory tones and tone marks to some extent. We conclude that the presence of a novel orthographic feature (in this case, tone marks) can support native English speakers’ ability to associate a novel phonological feature (in this case, lexical tone) with newly-learned lexical items.
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Khan, Mohammad Owais. "Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 516. http://dx.doi.org/10.17507/jltr.1003.15.
Full textAbstract:
The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.