CALR Linguistics Journal - Issue 6最新文献

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Spoken lexical chunks used by successful learners at B2 level: forms and functions B2级成功学习者使用的口语词汇块:形式和功能

CALR Linguistics Journal - Issue 6 Pub Date : 2015-12-01 DOI: 10.60149/gwub3169

Christian Jones, D. Waller, Patrycja Golebiewska

引用次数: 1

Content of English Language Certificate Examination in Primary School in Cameroon: An Analysis. 喀麦隆小学英语语言证书考试内容分析

CALR Linguistics Journal - Issue 6 Pub Date : 2015-12-01 DOI: 10.60149/wqlm2466

A. Tante

{"title":"Content of English Language Certificate Examination in Primary School in Cameroon: An Analysis.","authors":"A. Tante","doi":"10.60149/wqlm2466","DOIUrl":"https://doi.org/10.60149/wqlm2466","url":null,"abstract":"In many countries in sub-Saharan Africa an official language is used as either a second or foreign language. In the case of Cameroon English is used as a second language by the English-medium population from pre-nursery to university. Instruction apart English language is employed for formal, informal and government situations. What is more it is the language for career prospects. This is not easy especially for young children who are still in the process of developing in their L1. English language competence therefore most often is related to academic success and progress. This article analyses the examination content of the First School Leaving Certificate (FSLC) in Cameroon. The general argument is that the English language competence and performance of successful primary school graduates still falls short of expectation. A number of reasons have been given for this low level such as use of the Communicative Language Approach, the young ages of pupils and inadequate resources. By analysing the content of the examination from 2014-2015 indicators may be drawn with regard to the appropriateness to expected skills and abilities. Discussions are made further in the light of similar contexts and suggestions are drawn to inform ESL/EFL summative assessment practice of Young Learners world-wide.","PeriodicalId":129434,"journal":{"name":"CALR Linguistics Journal - Issue 6","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121619891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving English conversation skills through online conversation lessons and classroom interactions with native speakers 通过在线会话课程和与母语人士的课堂互动来提高英语会话技能

CALR Linguistics Journal - Issue 6 Pub Date : 2015-12-01 DOI: 10.60149/emhh3449

Hayas Saniboo, Kemtong Sinwongsuwat

{"title":"Improving English conversation skills through online conversation lessons and classroom interactions with native speakers","authors":"Hayas Saniboo, Kemtong Sinwongsuwat","doi":"10.60149/emhh3449","DOIUrl":"https://doi.org/10.60149/emhh3449","url":null,"abstract":"The purpose of this study is to improve the oral English performance of Thai lower-secondary students. It attempts to address the following questions: a) Can the employment of online conversation lessons help to improve learners' conversation skills compared to face-to-face classroom interactions with English speakers; b) Are there any differences in the performance improvements contributed to by the two learning approaches?; c)Which learning approach better improves the learners’ conversation performance?; and d) What are the strengths and weaknesses of each learning approach in developing conversation skills? The participants in this study were 50 Grade 8 students from Rajaprachanukroh Songkhla Province School in academic year 2014. They were purposively sampled and divided into two groups: on learning through online conversation lessons and the other via classroom interaction with an English speaker. They were individually interviewed to assess their oral English performance before the treatments and after completing the lessons. Students’ interviews and conversations practices were video-recorded for close analysis following Conversation Analysis (CA) principles and rated in the following features: fluency, vocabulary, appropriacy, pronunciation, and grammar. The research instruments employed in this study were oral communication tasks for pre- and post-tests. The research findings based on statistical and CA analysis shows that the students’ oral English performance considerably improved through the use of online lessons and classroom interaction with an English speaker. The learners engaged in classroom interaction, however, became significantly more fluent and had a wider range of vocabulary than those learning through online conversations, even though their performance in pronunciation were similar. Thus, it was recommended that teachers utilize online lessons not as the sole language learning activity but as a supplement to classroom interaction to strengthen particular speech features.","PeriodicalId":129434,"journal":{"name":"CALR Linguistics Journal - Issue 6","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117206667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6