International Journal of Second and Foreign Language Education最新文献_第2页

International Journal of Second and Foreign Language Education Pub Date : 2021-11-20 DOI: 10.33422/ijsfle.v1i1.61

M. Badawi

引用次数: 0

Filipino Teachers of English and Native English Teachers: Learners’ Perceptions 菲律宾英语教师与母语英语教师:学习者的认知

International Journal of Second and Foreign Language Education Pub Date : 2021-11-20 DOI: 10.33422/ijsfle.v1i1.59

S. Ozaki

{"title":"Filipino Teachers of English and Native English Teachers: Learners’ Perceptions","authors":"S. Ozaki","doi":"10.33422/ijsfle.v1i1.59","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i1.59","url":null,"abstract":"Since learning English from Filipino Teachers of English (FTEs) has gained popularity, this research investigated learners’ perceptions of the difference between FTEs and native English teachers (NETs) by conducting semi-structured interviews at two English language schools that have both FTEs and NETs. Many learners felt that FTEs were better at explaining grammar explicitly and comprehensibly, while others said that they could better improve their listening and pronunciation skills with NETs since they spoke faster and with more phonological changes and colloquial expressions. However, some felt more comfortable talking to FTEs, since their English was easier to understand. Additionally, some believed that the pronunciation of NETs was better simply because they were native speakers. One of the schools had an NET who was trained in teaching how to articulate English phonemes. His students noted that NETs were better at teaching pronunciation. However, this view was not shared by learners from other schools. Some reported that FTEs were easier to befriend, though this was because the learners and their teachers belonged to similar age groups. Some mentioned that FTEs, who are also English learners, were more passionate about teaching, understanding, and helping learners, while only one student claimed that NTEs were more serious teachers. A few were more motivated by NETs solely because they admired native speakers. In summary, the participants of this study generally considered FTEs to be better, although some individual differences were observed. The results suggest the importance of teacher training and teachers’ experience in learning a second/foreign language.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129222248","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

The Role Of ‘Think-Pair-Share’ In Enhancing the Moroccan University Students’ Speaking Skills in Online Classes “思考-配对-分享”在提高摩洛哥大学生在线课堂口语技能中的作用

International Journal of Second and Foreign Language Education Pub Date : 2021-11-20 DOI: 10.33422/ijsfle.v1i1.60

M. Benjelloun

{"title":"The Role Of ‘Think-Pair-Share’ In Enhancing the Moroccan University Students’ Speaking Skills in Online Classes","authors":"M. Benjelloun","doi":"10.33422/ijsfle.v1i1.60","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i1.60","url":null,"abstract":"Speaking English as a foreign language presents one of the most common challenges for learners of English due to many factors related to their perception of the teacher as “a sage on the stage,” their own shyness, a lack of appropriate vocabulary and accurate grammar, and a lack of cooperative learning skills. To help students remedy this problem, the Think-Pair-Share’ strategy was used in this study of online classes during the COVID 19 pandemic. Research has demonstrated that learners can improve their speaking skills and learn more effectively through meaningful collaboration and sharing. This study aims to investigate the role of the Think-Pair-Share’ approach in promoting students’ speaking skills. The study adopts a qualitative approach and addresses the following two research questions: (i) To what extent does the Think-Pair- Share help in improving students’ speaking skills? (ii) How can this improvement be justified? Twenty-eight first-year Moroccan university students took part in this study. The research instruments used combined pre- and post-speaking tests, students’ self-evaluation, and classroom observations. Data were video recorded, analysed qualitatively using the FCE speaking-assessment criteria, and compared to the students’ self- evaluation of their own performance. The results show that the Think-Pair-Share strategy enabled predominantly average and weak students to exchange their views on a range of familiar topics with more ease, confidence, and fluency using more appropriate vocabulary and a clearer organisation of ideas. Although the learners still had problems with their pronunciation and accurate grammar, they demonstrated better interactive communication.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123675240","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: 1

The Impact of Spelling-related Language Learning Strategies on Improving Dictation Abilities of Young Iranian EFL Learners, Teacher and Students Perspective 与拼写相关的语言学习策略对提高伊朗青年英语学习者听写能力的影响:师生视角

International Journal of Second and Foreign Language Education Pub Date : 2021-09-27 DOI: 10.33422/ijsfle.v1i3.171

Shahram Afraz, Dina Zakeri

{"title":"The Impact of Spelling-related Language Learning Strategies on Improving Dictation Abilities of Young Iranian EFL Learners, Teacher and Students Perspective","authors":"Shahram Afraz, Dina Zakeri","doi":"10.33422/ijsfle.v1i3.171","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i3.171","url":null,"abstract":"Generating a range of various functions, spelling and dictation have both been used as a technique to help improve language skills. Dictation is extensively different from spelling, although their similarities cannot be denied. The purpose of this study was to explore whether spelling-related language learning strategies affect dictation abilities of young Iranian EFL learners. After selecting thirty-five learners out of forty-six participants through an online Cambridge Key English Test (KET) during Covid-19 pandemic lockdowns, the experimental and control groups were randomly formed. Kristin-F Anderson’s questionnaire was implemented along with Kimura’s six-minute partial dictation test as pretest and posttest for the two groups. The treatment included teaching the same course book for both groups by means of a special program for the experimental group to be involved more in spelling- related learning activities. The findings through the independent-samples t-test, and repeated measures ANOVA run on the data collected in this study revealed that all null hypotheses were rejected and consequently the spelling strategies significantly affected the improvement of learners’ dictation ability.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121942773","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

The Use of “in Fact” in Argumentative Writing Produced by Students from the Institute for Applied Pedagogy, University of Burundi 布隆迪大学应用教育学研究所学生在议论文写作中使用“in Fact”

International Journal of Second and Foreign Language Education Pub Date : 2021-09-21 DOI: 10.33422/ijsfle.v1i3.119

Oda Kayonde, Niyonkuru Lothaire

{"title":"The Use of “in Fact” in Argumentative Writing Produced by Students from the Institute for Applied Pedagogy, University of Burundi","authors":"Oda Kayonde, Niyonkuru Lothaire","doi":"10.33422/ijsfle.v1i3.119","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i3.119","url":null,"abstract":"Research has shown that foreign language learners have a number of challenges in the use of connectors in writing. This paper investigates how students from the Institute of Applied Pedagogy at the University of Burundi use in fact in argumentative writing, with focus on frequency and accuracy level. Adopting a corpus linguistic approach, the study is based on essays which were written by first, second- and third-year students in response to two writing tasks. The size of the corpus amounts to 622 essays totaling 306, 664 word-tokens. This corpus was searched using Antconc tool on the basis of a list of 95 connectors classified into 6 categories. This list was obtained by considering several connector frameworks. The results of this study indicate that in fact is one of the most frequently used connectors in the targeted students’ writing. Another discovery is that in fact is, in most cases, used at the initial position, whether at sentence or paragraph level. It is rarely used in medial position and never in final position. Moreover, the study shows that the students investigated used in fact to introduce the first supporting paragraph of their essays which is inaccurate given that the function of in fact is to add more detailed information to a point. Finally, the study reveals that most learners are aware of the fact that in fact has to be followed by a comma. Based on these results, a few recommendations are made for teaching and future research.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130017248","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

Unequal Adjustments: The Effect of “Unequal Englishes” on the Adjustment of 7th Grade Students to a STEM High School and its Implications on the STEM Curriculum 不平等调整:“不平等英语”对七年级学生适应STEM高中的影响及其对STEM课程的启示

International Journal of Second and Foreign Language Education Pub Date : 2021-09-20 DOI: 10.33422/ijsfle.v1i3.208

Filbert Joseph Ubanos

{"title":"Unequal Adjustments: The Effect of “Unequal Englishes” on the Adjustment of 7th Grade Students to a STEM High School and its Implications on the STEM Curriculum","authors":"Filbert Joseph Ubanos","doi":"10.33422/ijsfle.v1i3.208","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i3.208","url":null,"abstract":"Mother Tongue-Based Multilingual Education (MTB-MLE), however effective for English learning, may have a negative effect on students’ English proficiency over time. This could also increase the difficulty for students transitioning to STEM-based high schools that prioritize a more English-oriented pedagogy. It may lead to “Unequal Englishes'', where social class affects English skills. Current studies lack an in-depth discussion on the effect of \"Unequal Englishes'' on students’ adjustment to an English-oriented curriculum. Through interview and content analysis, data was collected to analyze the students’ adjustment period and methods to ease their transition to an English-oriented pedagogy. The students had different levels of English demonstrating “Unequal Englishes” and experienced challenges due to limited vocabulary. Increased exposure to English and online sources aided in understanding technical English words. STEM-based schools worldwide that use an English-oriented pedagogy can use the results to create an English curriculum more inclusive, fair, and liberating for all students.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121373740","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

Interactional modifications between ESL learners in the specification of negotiation of meaning and negative feedback 英语学习者在意义协商和负面反馈规范中的互动修正

International Journal of Second and Foreign Language Education Pub Date : 2021-09-20 DOI: 10.33422/ijsfle.v1i3.169

Lam Tsz Ching Jasmine

{"title":"Interactional modifications between ESL learners in the specification of negotiation of meaning and negative feedback","authors":"Lam Tsz Ching Jasmine","doi":"10.33422/ijsfle.v1i3.169","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i3.169","url":null,"abstract":"This project is designed to analyze the interactional modifications in English conversation between two adult Hong Kong ESL learners with varied language proficiency levels. A consensus task relating to the cultural topics was assigned, and the participants were required to come up with an agreement within a limited time. The host has taken an observant role in the interaction and rarely interferes with the discussion. The speech data is recorded and transcribed. It is hypothesized that (1) the subjects could attain the intended communicative goal and (2) the subject with relatively higher language proficiency would take an initiative role during the negotiation of meanings. The analysis session focuses on investigating three main types of interactional modifications: clarification requests, recasts, and explicit correction while the emergence and the effectiveness of different types of interactional modifications are also evaluated. It is observed that implicit feedback like clarification requests and recast appear more frequently compared with explicit feedback in adult communication. Nonetheless, a recast might sometimes be omitted if the recipients tend to focus on the content instead of the form of English or when a long recast is involved. Hence, it is reflected that a short and precise recast should be adopted to give effective feedback in the communication.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114914107","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

Analysis of present English language curriculum of upper-secondary education in Mongolia 蒙古国高中英语课程现状分析

International Journal of Second and Foreign Language Education Pub Date : 2021-07-03 DOI: 10.33422/ijsfle.v1i2.121

Byambasuren Nyamkhuu, Horváth H. Attila, Adrian Estrela Pereira

引用次数: 0

Enhancing Professional Communication Skills in Teaching English for Specific Purposes 在专业英语教学中提高专业沟通能力

International Journal of Second and Foreign Language Education Pub Date : 2021-06-25 DOI: 10.33422/ijsfle.v1i2.123

Tímea Takács, Daniel Czar

引用次数: 0

Strategies for Reducing Cognitive Overload in the Online Language Learning Classroom 减少在线语言学习课堂认知超载的策略

International Journal of Second and Foreign Language Education Pub Date : 2021-06-20 DOI: 10.33422/ijsfle.v1i2.124

Andrew Warrick

{"title":"Strategies for Reducing Cognitive Overload in the Online Language Learning Classroom","authors":"Andrew Warrick","doi":"10.33422/ijsfle.v1i2.124","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i2.124","url":null,"abstract":"As a result of the COVID-19 pandemic, foreign language courses were among the many types of classes that teachers adapted to online learning environments. Online instruction can impede learning and lower student outcomes for a variety of reasons, one of which is cognitive overload. Cognitive overload occurs when learners are given more information or tasks to process than they are capable of managing. Cognitive overload can occur during face-to-face instruction but runs a high risk of occurring in online language learning situations because of the additional complexities associated with processing a foreign language and participating in an online class. This paper briefly outlines why online language classes can be prone to causing cognitive overload among learners. Next, strategies that were used to reduce the risk of cognitive overload among English learners in first-year language courses at a university in Japan are discussed; namely, pre-task activities, allowing the use of students’ first language, and collaborative learning. To attempt to gain an idea of the effectiveness of these approaches, the average grades from online courses of the fall 2020 semester are compared to the average grades from mostly face-to-face courses of the fall 2021 semester.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126194192","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: 1