Journal of Literature, Languages and Linguistics最新文献_第8页

Using the Multisensory approach to teach students with Dyslexia 运用多感官教学法来教导有阅读障碍的学生

Journal of Literature, Languages and Linguistics Pub Date : 2021-09-01 DOI: 10.7176/jlll/81-06

K. Almahrag

{"title":"Using the Multisensory approach to teach students with Dyslexia","authors":"K. Almahrag","doi":"10.7176/jlll/81-06","DOIUrl":"https://doi.org/10.7176/jlll/81-06","url":null,"abstract":"Dyslexia is a severe learning difficulty meeting many children in today's educational system. Meeting all of the individual needs of all children is difficult, as any educator today knows. That task is made even more complicated when the child has a diagnosed learning difficulty such as dyslexia. Unfortunately, it appears that there is no known medical care to alleviating the cognitive processing difficulties presented with dyslexia. Therefore, educators must use effective teaching strategies for children with dyslexia to help them become successful in an academic environment (Rupley & Blair,1983). One of the primary adjustments that must be made is how dyslexic children are taught to read and write. Dyslexic children need a different approach to learning language from that employed in most classrooms. They need to be taught, slowly and ultimately, the essential elements of their language - the sounds and letters representing them - and how to put these together and take them apart. They have to use lots of practice in having their writing hands, eyes, ears, and voices working together for the aware organization and conservation of their learning. Current research converges on the efficacy of explicit, structured language teaching for children with dyslexia. Multisensory teaching is simultaneously visual, auditory, and kinesthetic-tactile to strengthen memory and learning. Therefore, being taught by a multisensory approach, children have the advantage of learning alphabetic patterns and words by utilizing all their senses. This paper will provide an overview of the problems faced by dyslexic children and how teachers using a multisensory approach can modify their instruction to accommodate these difficulties.","PeriodicalId":355193,"journal":{"name":"Journal of Literature, Languages and Linguistics","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124812348","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

Exploring challenges in implementation of Learner-centered Approach in Pakistani EFL Classrooms 探究以学习者为中心教学法在巴基斯坦英语课堂实施中的挑战

Journal of Literature, Languages and Linguistics Pub Date : 2021-09-01 DOI: 10.7176/jlll/81-07

Mahenoor Ansari

引用次数: 0

Assessing International Students’ Growth in U.S. Higher Education: ESL students in Focus 评估国际学生在美国高等教育中的成长:关注ESL学生

Journal of Literature, Languages and Linguistics Pub Date : 2021-08-01 DOI: 10.7176/jlll/81-04

引用次数: 0

French Studies: An Antidote to Covid 19 Pandemic 法国研究:Covid - 19大流行的解毒剂

Journal of Literature, Languages and Linguistics Pub Date : 2021-08-01 DOI: 10.7176/jlll/81-02

引用次数: 0

The Pragmatic Study of Sentence Final Particle ba 句末助词ba的语用研究

Journal of Literature, Languages and Linguistics Pub Date : 2021-08-01 DOI: 10.7176/jlll/81-03

引用次数: 0

Semiotics Analysis of Food and Beverages Billboards in Hyderabad, Sindh 信德省海德拉巴食品饮料广告牌的符号学分析

Journal of Literature, Languages and Linguistics Pub Date : 2021-08-01 DOI: 10.7176/jlll/81-01

引用次数: 0

Assessing EFL Teachers’ Perception and Their Implementation of Writing Tasks: The Case of Mekane-Eyesus, Mikrie and Koma Secondary Schools 评估英语教师对写作任务的感知与执行:以Mekane-Eyesus、Mikrie和Koma中学为例

Journal of Literature, Languages and Linguistics Pub Date : 2021-06-01 DOI: 10.7176/jlll/79-04

Asafew kelebu Abtew

{"title":"Assessing EFL Teachers’ Perception and Their Implementation of Writing Tasks: The Case of Mekane-Eyesus, Mikrie and Koma Secondary Schools","authors":"Asafew kelebu Abtew","doi":"10.7176/jlll/79-04","DOIUrl":"https://doi.org/10.7176/jlll/79-04","url":null,"abstract":"This qualitative study endeavored to assess teachers’ perception and their implementation of writing tasks. The participants of the study were grade 10 EFL teachers at Mekane Eyesus, Koma and Mikrie secondary schools, Estie woreda. A questionnaire and interview were made to gather data on teachers’ perception and their implementation of writing tasks. Besides, observation was held to see teachers’ implementation of writing tasks. The data was analyzed qualitatively. The questionnaire and interview results showed that the teachers have good perception on writing tasks. However, the data in observation and questionnaire revealed that teachers didn’t implement writing tasks properly. Finally, it was concluded that teachers didn’t implement writing tasks as they perceive it and they didn’t teach students following the stages of writing. On the basis of the findings and the conclusions made, it is recommended that teachers should teach the writing tasks in stages of writing and they should support the students in each stages of writing. Key terms : task, perception, stages of writing, writing tasks DOI: 10.7176/JLLL/79-04 Publication date: May 31 st 2021","PeriodicalId":355193,"journal":{"name":"Journal of Literature, Languages and Linguistics","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125470318","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

Effects of Social Media on English Language Learning Proficiency at College Level, Hyderabad, Sindh 社交媒体对大学英语学习能力的影响，海德拉巴，信德省

Journal of Literature, Languages and Linguistics Pub Date : 2021-06-01 DOI: 10.7176/jlll/80-02

F. Noor, Sania Sachal, S. W. Shah, Timotheous Samar

{"title":"Effects of Social Media on English Language Learning Proficiency at College Level, Hyderabad, Sindh","authors":"F. Noor, Sania Sachal, S. W. Shah, Timotheous Samar","doi":"10.7176/jlll/80-02","DOIUrl":"https://doi.org/10.7176/jlll/80-02","url":null,"abstract":"Social media has become pervasive-impacting the man of today like no other thing. It has its applications in, social, psychological, spiritual and cultural fabric of our society. It has revolutionized the way we think, communicate, interact and socialize. Not only is the use of social media limited to entertainment, as it is considered by many, it has played a significant role in the teaching-learning process and imparting new skills. Therefore, the present study was conducted to find out the effect of social media sources on enhancement of English language learning proficiency at intermediate level in the context of Pakistan. Major objectives of the study were to compare perception of learner’s on ranking, utilization of time, and the effects of social media tools on English language learning. The study was followed by null hypothesis. The data was collected from 300 students of public and private colleges through Simple random sampling. The analysis of data includes percentage, mean, standard deviation, independent sample t-test. The finding of the study revealed that the most of students have access to different social media tools. Similarly, the most commonly used social networking site among college level learners were YouTube and Google plus. The findings also revealed that the social networking sites have an effect on students English language learning proficiency. Therefore, the recommendations is given based on the findings of the study that this research may be helpful for English teachers, curriculum developers, textbook reviewers to advocate performance-based education. Keywords: Social media, English language skills, English language proficiency, College level students. DOI: 10.7176/JLLL/80-02 Publication date: June 30 th 2021","PeriodicalId":355193,"journal":{"name":"Journal of Literature, Languages and Linguistics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129817246","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

An Ethnographic Study of Novice English Language Teachers’ Challenges Faced While Teaching English as Foreign Language in Pakistan 巴基斯坦新手英语教师在英语教学中面临的挑战的民族志研究

Journal of Literature, Languages and Linguistics Pub Date : 2021-06-01 DOI: 10.7176/jlll/80-04

Pirah Sapna Sanam

{"title":"An Ethnographic Study of Novice English Language Teachers’ Challenges Faced While Teaching English as Foreign Language in Pakistan","authors":"Pirah Sapna Sanam","doi":"10.7176/jlll/80-04","DOIUrl":"https://doi.org/10.7176/jlll/80-04","url":null,"abstract":"The study deals with the challenges that newly appointed L2 teachers encounter while teaching English in Public Sector University. There are a few ethnographical studies done in Pakistan that explore the challenges novice teachers face and the strategies they use to cope with these challenges while teaching in university classroom. The present study has taken place in University of Sindh Jamshoro. Qualitative research design has been used, the data collection instruments were classroom observations and semi-structured interviews. The participants were in-service L2 novice teachers; 5 teachers were observed while teaching in classroom, and two of them were interviewed. Purposive sampling was used in order to select the participants for this study. The data was analyzed through thematic data analysis. It was found that the novice teachers begin to face the challenges from the day of their employment due to absence of formal instructions on the first day of joining. Their challenges included cultural shock, large classes, level and educational background of the learners, outdated course, infrastructure, lack of resources and assessment.","PeriodicalId":355193,"journal":{"name":"Journal of Literature, Languages and Linguistics","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122658474","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

Assessing Common Errors in Students’ Guided Writing in Case of First Year Social Science and Humanities Studensts at Kabridahar University 以卡布里达哈大学社会科学与人文学科一年级学生为例，分析学生引导性写作中常见错误

Journal of Literature, Languages and Linguistics Pub Date : 2021-06-01 DOI: 10.7176/jlll/79-03

M. Tadesse

{"title":"Assessing Common Errors in Students’ Guided Writing in Case of First Year Social Science and Humanities Studensts at Kabridahar University","authors":"M. Tadesse","doi":"10.7176/jlll/79-03","DOIUrl":"https://doi.org/10.7176/jlll/79-03","url":null,"abstract":"This study was conducted on Assessing common errors in students guided writing: The case of first year social science and humanities students at Kabridahr University. It is aimed to identify the frequent errors that students make during guided writing and the challenges that affect the students’ guided writing. The objective of the study was to find out the students’ errors in guided writing. Descriptive type research design was employed to achieve the objectives and address to research the problems by qualitative and quantities used descriptive methods to express the problem affect students in guided writing. The data were collected by questionnaire, interview and documentary analysis. The study identified that the most frequent errors made by students are grammatical and syntactic errors. Especially the assignment and interview show that students make error in tense and grammar rules. In general, almost all the students make an error in putting their ideas in writing only. The study recommends, that to improve the student’s paragraph writing, it must be needed time and practice many times with in the class","PeriodicalId":355193,"journal":{"name":"Journal of Literature, Languages and Linguistics","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134085495","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