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The Natural Approach: Language Acquisition in the Clasroom
Abstract
The theory and methods of the natural approach to language acquisition in the classroom are described. The natural approach is based on the theory that language acquisition occurs only when students receive comprehensible input. The emphasis is on reading and listening comprehension for beginning students. The seven chapters cover (1) language teaching approaches, (2) second language acquisition theory, (3) classroom implications of the theory, (4) how to begin using the natural approach, (5) oral communication development through acquisition activities, (6) additional sources of input for acquisition, and (7) testing and classroom management. Curriculum organization, classroom activities, management of classroom activities, the role of reading in the natural approach, homework, vocabulary, and error correction are also discussed. (RW)
... These findings were unexpected and are particularly interesting as both, the curriculum and GK4, presume that speaking is of prime importance and at the centre of teaching and learning EFL in primary school (Lehrplan der Volksschule, Achter Teil, 2012; GK2/GK4, 2015). However as mentioned above, the results are supported by the theory of natural language acquisition (Krashen & Terrell, 1998). Furthermore, these results may be explained by the very limited time available for teaching and practising speaking the target language, as the lexical range of students highly depends on the number of teaching hours and intensity of the programme (Agustín-Llach & Canga Alonso, 2014). ...
... Referring to measured students' performance, students at year two and year four achieved best results in reading, ISOPEBACS, and listening, while writing and speaking were the more challenging linguistic skills. These results are again aligned with the theory of natural language learning (Krashen & Terrell, 1998) as well as with teachers' observations of students' performance and research conducted by Agustín-Llach and Canga Alonso (2014). The current findings are particularly interesting in the light of a European survey on language competencies, which indicates that writing ...
Although competency-based teaching and learning can be considered state of the art, it is not yet fully implemented in Austrian primary schools in regard to English as a foreign language. Furthermore, English has still to be established as a compulsory school subject in Austrian primary schools. Nevertheless, students are expected to acquire a solid foundation in the target language. To meet this requirement, a framework concept called “GK2/GK4” was developed. “GK” is the German abbreviation for „Grundkompetenzen”, meaning “basic competencies”. They provide teachers with a framework of basic linguistic and intercultural proficiencies that every student should achieve in the first two or four years of learning English at school. In addition, they are designed to facilitate the transition of students into secondary school through enhancing the quality of English teaching in primary school by supporting competency-based and result-oriented foreign language learning. In our mixed-method study, we investigated the effectiveness of GK2/GK4 in teaching English on primary level and revealed teachers’ perspectives on this framework concerning its potentials and challenges in teaching EFL. Our results demonstrated that GK2/GK4 are an effective approach for increasing students’ learning outcomes in EFL. Those students learning English with GK2/GK4 generally achieved better results than those studying English with traditional approaches. Based on the outcomes of our study, we concluded that a comprehensive utilisation of GK2/GK4 would increase the quality of primary EFL and would require measures such as the legal anchoring of English as a mandatory school subject in primary school with an assigned teaching time and grading system, the promotion of linguistic professionalization of pedagogues, the supply with appropriate teaching, as well as supervision to guide and control the implementation process.
... The third requirement for the effective use of a language is familiarity with its grammatical rules and associated notions. The correct tense, rules of pluralization, the usage of articles (a the), etc., are only a few examples of grammatical concepts that students should be familiar with (Krashen & Terrell, 1983). Although these three components are necessary for monitoring to occur, they are not sufficient. ...
... Learners are more likely to take in a sizable percentage or all of the input when their emotional filter is "low," as is the case when they are motivated, self-confident, and have low anxiety levels. On the other hand, second language acquisition may be hindered or prevented when the filter is "high", as exemplified by the context in which the learner feels uptight, self-conscious, or unmotivated (Krashen & Terrell, 1983). ...
Krashen's Monitor Model is likely the most often quoted second language acquisition theory and has frequently dominated education discourse. This essay evaluates Krashen's Monitor Model critically. It gives a thorough analysis of the model's underlying assumptions, explains each of the five hypotheses, and addresses objections to the theory based on relevant empirical evidence.
... According to Krashen (1983), the acquisition could be a raw process without linguistical configuration as extended as educating is extremely mindful about the fallacy corrections along with laws. While O'Neil (2001) recorded that children's way of language learning, or first language acquisition, is not a single system, many linguists agree that practicing communicating and listening to adult speakers helps them to learn. ...
... While O'Neil (2001) recorded that children's way of language learning, or first language acquisition, is not a single system, many linguists agree that practicing communicating and listening to adult speakers helps them to learn. Krashen's (1983) theory of second language acquisition consists of five hypotheses. ...
This study aims to examine the difficulties encountered in written tasks of General English subject when learning English as a second language by the first-year students of G.C.E. (A/L) in the academic year 2018-2020 at KM/ST/ Dharussalam Maha Vidyalaya, Sammanthurai. The specific objectives of the study are to identify the grammatical difficulties made by the students when accomplishing written tasks; to provide the language teachers with new techniques and methodologies of language teaching by analyzing the student's difficulties and to make the students aware of their syntactic errors. The Research samples were 30 monolingual students who learn English as their second language. These students were selected randomly. A pre-test and post-test which comprise grammatical and paragraph typed questions based on the General English subject were administered. A quantitative data analysis approach was implemented to analyze the pre and post-test scores of the experimental and controlled groups. EA method was deployed to analyze the grammatical errors. The findings of the study show that many students face difficulties in the grammatical components such as parts of the speech, syntactic structures, and vocabulary due to lack of exposure to the English language, mother tongue interference, incompetence in English grammar, incomplete application of rules, omission, addition, bad formation of sentences and redundant lexical choice. The study suggests assigning the students plenty of written tasks continuously, using effective syntactic strategy in the authentic classroom to get the interest of the students, improving the skills on the grammatical components by using visual aids, strengthening teachers with smart classroom facilities to carry out the teaching process and building up the culture of using the second language in the learning and teaching process. These efforts as remedies were used to solve the difficulties faced in written tasks by G.C.E. (A/L) students when learning English as a second language in Sammanthurai. The study hopes to help ESL teachers and educators to be familiar with the most frequent difficulties faced by L2 learners and to adopt an appropriate strategy in preparing learning teaching activities.
... In this case, they claim that the more students know grammar, the less they speak fluently. Terrell and Krashen (1983) argue that the lack of fluency in speech is caused by excessive brain processing monitors, coming about in delay and consequent trouble partaking in a talk. ...
... It might be agreed that grammar is the foundation of constructing sentences correctly, but the pressure to use it may lead to a threat to the student's fluency. According to Terrell and Krashen (1983), excessive use of the monitor of brain processing causes hesitancy and, as a result, difficulty in conversing. The monitor here is a part of the brain to evaluate and judge the correctness of the language output. ...
p> Abstract: This study examines the correlation between speaking performance and grammatical competence, particularly in the EFL context, by including cognitive learning styles and the Strategy Inventory for Language Learning (SILL). The correlational study is employed to analyze the scores of argumentative speaking and written grammar tests of 30 Economics students at STIE Malangkuceswara Malang. It is found that there is no significant correlation between speaking performance and grammatical competence. However, FI students outperformed in speaking, and FD students surpassed in grammar. In fact, those who scored higher on both tests used more SILLs than those who scored lower.
Abstrak: Penelitian ini merupakan upaya untuk melihat hubungan antara kemampuan berbicara dan kompetensi gramatikal, khususnya dalam konteks EFL dengan memasukkan gaya belajar kognitif dan Strategy Inventory for Language Learning (SILL). Studi korelasional digunakan untuk menganalisis nilai tes berbicara argumentatif dan tata bahasa tertulis pada 30 mahasiswa Ilmu Ekonomi STIE Malangkuceswara Malang. Diketahui bahwa tidak ada korelasi yang signifikan antara kinerja berbicara dan kompetensi tata bahasa. Namun, siswa FI unggul dalam berbicara dan siswa FD melampaui dalam tata bahasa. Faktanya, mereka yang mendapat skor lebih tinggi pada kedua tes menggunakan lebih banyak SILL dibandingkan mereka yang mendapat skor lebih rendah.
... Therefore, language learners must focus on building their acquired knowledge of the language through processing language at a level slightly beyond their ability, i.e. 'current competence + 1' (i +1) (Krashen, 1981), also known as instructional scaffolding. Krashen (1983) introduced Natural Approach, a remarkable addition to the existing LAD (Language Acquisition Device) and LAS (Language Acquisition System) theories, that affective filters or emotional barriers must be lowered to facilitate speedy learning. ...
... These new methodologies have successfully developed foreign language learners' language proficiency better than traditional methodologies like GTM (Omaggio, 1993). In these new methodologies, language is acquired through comprehensible input instead of conscious learning of rules (Krashen, 1983). Moreover, the focus is more on the target language, and L1 use is almost non-existent. ...
This paper traces the impact of the
Grammar Translation Method and the Direct
Method on adult language learners in Pakistan. It
points out the major emotional and psychological
factors related to the medium of instruction in the
class. It explores whether L1 use in the class
negatively or positively impacts adult English
language learners. Since it is a
descriptive/quantitative study, a survey has been
administered to the teachers and students. With the
help of statistical data analysis, this research
explores the impact of DM/GTM. The study
highlights the current situation and gives food for
thought to language learners, teachers,
administrators, and policymakers to improve
English language teaching/learning in Pakistani
colleges and universities. The article opens the doors
for future research on diverse aspects of the issue.
... Output production such as speaking, on the other hand, is not considered e ective in developing proficiency (Krashen, 1994). The Natural Approach proposed by Krashen and Terrell (1983) focuses on creating an input rich learning environment where learners are exposed to plentiful comprehensible input so that they can acquire L2 communication skills implicitly and incidentally. One type of input that is particularly useful for beginners is called narrow listening (repeated listening to a restricted range of input on a familiar topic), which according to Krashen (1996) and others (e.g. ...
... Rodrigo, 2006;Tsang, 2019), can help these learners acquire a basic speaking proficiency in the TL. Since it is understood that comprehension precedes production, learners are allowed to delay language production until they have acquired some language through comprehending it (Krashen & Terrell, 1983). ...
... English language teaching has been implemented in both high schools with a variety of possibilities that go beyond institutional syllabus boundaries. Notwithstanding that the curriculum and materials officially provided by the institution are mainly focused on developing grammatical competences, more communicative activities are fostered by appealing to the Natural Approach (Krashen & Terrell, 1983), Project-Based Learning, and Task-Based Learning (Ali, Emzir & Rafli, 2017). ...
... The videos started with an outline of expected learning outcomes and class purpose, followed by a grammatical explanation and application of the target language in real life. Subsequently, vocabulary pronunciation was modeled along with language exponents to promote a more "natural" input environment through digital media, seeking to reach a natural approach (Krashen & Terrell, 1983), but at a virtual level. ...
The following paper covers an intervention conducted in Mexican high schools where educational conditions demand innovation in the teaching of English. Hence, Generation Z characteristics, microlearning, and mobile learning served as background for a new way of promoting a better learning experience. The purpose of this study was to enhance the teaching-learning experience of English in high schoolers by using online quizzes that integrated multimedia materials. Action research was used hand in hand with grounded theory by appealing to qualitative and quantitative techniques for data analysis. Findings revealed that the use of online quizzes with video clips to transmit knowledge fostered a positive experience in foreign language learning as learners were inspired to flexibly interact with digital academic content; likewise, an attractive and innovative humanistic approach, and an easily accessible digital learning environment were promoted. Among the main conclusions, it can be highlighted that educational issues are unique in every context; therefore, educators need to consider their students’ and community’s traits to find a proper solution to issues that emerge.
... En tal caso, la historia se presenta como el aliciente para mejorar o incentivar la adquisición de la LE. Entre una de las teorías de la Hipótesis del Monitor formulada por Krashen (1983), la acomoda-ción versa sobre comportamientos propios de los hablantes nativos en estudiantes veteranos que buscan mayor identidad social. Sin duda, la influencia emotiva en el transcurso de aprendizaje se muestra como uno de los elementos que aseguran el éxito o fracaso de la experiencia formativa. ...
... This paper focuses on extensive reading (ER), which is reading widely for pleasure specifically in the English language. This contributes significantly to overall language competence and proficiency; performance in all language skills, vocabulary growth and has a positive impact on grammar learning; it promotes reading fluency and speed; it is selfdirected as learners choose what they read (Krashen &Terrell, 1983;Watkins, 2017). Globally it is understood that students should read large amounts of high interest material to gain vocabulary, spelling, reading ability and overall linguistic competence (Singkum & Chinwonno, ...
Extensive reading enhances language ability. School libraries should expose English language learners to a range of interesting materials to promote language learning. The paper presents findings from a study on role of school libraries in enhancing extensive reading skills. It draws from the Tanzania context that represents English foreign language learning contexts. The objectives of the study included exploring the availability of school libraries and assessing how teachers and students use the school libraries to promote extensive English language reading skills. The respondents of this study were twelve English language teachers, one librarian and seventy-two students. Data were collected using interview, focus group discussions and observations. Krashen’s comprehensible input theory informed the study. Findings showed that school libraries are available in some schools. School libraries available are not used by teachers and students to enhance learning of extensive reading skills in English language. Most of the school libraries do not have authentic materials to encourage interest in reading but old books, past papers and subject specific books. School libraries should be improved and built where necessary. They should be functional and well-equipped. This will encourage students to read extensively to improve their learning of English language through exposure to various language input. English subject teachers will consequently integrate the use of the school library to teach extensive reading skills.
... A partire dalla metà degli anni '60, negli Stati Uniti dalla si sviluppano gli approcci umanisticoaffettivi, incentrati sulla creazione di un clima favorevole all'apprendimento e all'uso della lingua: Total Physical Response (Asher, 2009), Desuggestopedia (Lozanov, 1978), Natural Approach (Krashen & Terrell, 1983), Community Language Learning (Curran, 1976;Samimy & Rardin, 1994) e Silent Way (Gattegno, 1972). Tali approcci sono accomunati dalle seguenti caratteristiche che oggi sono ben presenti e rivestono una certa importanza nella glottodidattica (Luise, s.d.): ...
In che misura e con quali risultati è possibile impiegare i metodi glottodrama e process drama in situazioni in cui opera la maggior parte degli insegnanti e che sono lontane dagli standard ideali segnalati dagli esperti? Questo saggio ricostruisce le radici storiche del process drama e del glottodrama presentandone alcune applicazioni attraverso un esperimento didattico. A supporto di un corso tradizionale, in cui erano emerse delle carenze nella produzione orale, infatti, ho gestito parallelamente un avviamento alla drammatizzazione didattica, coinvolgendo gli apprendenti nello studio di una lingua più viva e autentica. Tramite un percorso a tappe e un progetto finale (la realizzazione di un video), pertanto, gli studenti hanno sperimentato la potenza creativa della lingua e imparato a manipolare il linguaggio per costruire e negoziare significati. Particolare attenzione viene, inoltre, data alle attività svolte e ai risultati ottenuti con l’impiego del drama nella glottodidattica.
... Sin embargo, sería importante pararse a pensar y reflexionar en la importancia que tienen en los procesos de aprendizaje y adquisición (especialmente, de idiomas) los aspectos afectivo y emocional, probablemente los más difíciles de adaptar al entorno virtual. Si hablamos de la importancia de la afectividad en el aprendizaje de una lengua no podemos no mencionar aKrashen (1983), que establecía tres variables: actitud, personalidad y motivación. Según el autor, existe el denominado 'filtro afectivo', que funcionaría como un muro que bloquea la adquisición de códigos lingüísticos, es decir, para que el discente reciba y adquiera mejor los conocimientos e inputs, se revela esencial una buena autoestima, empatía, trabajo colaborativo y disposición para el aprendizaje de la nueva lengua. ...
The irruption of new technologies in teaching in general, and in the second language classroom in particular, has had a great impact on didactic and pedagogical methods in recent years. This has led teachers to have to update and adapt the tools and dynamics with which they work in the classroom. The COVID-19 pandemic has meant a forced transformation without the possibility of choice, which may have been traumatic for some sectors of the world of education. The aim of this article is to contextualise the history of virtual and distance didactics, expose its virtues and shortcomings and analyse two of the areas that, in the Author’s opinion, experienced a greater impact in this new scenario: non-verbal communication and the affective dimension.
... On the former seeChomsky 1965Chomsky , 1966Chomsky , 1968Chomsky , 1980Chomsky , 1981Lenneberg 1967; on the latter,Krashen 1973Krashen , 1981Krashen , 1982Krashen and Terrell 1983. ...
In this paper, we will examine the problematic concept of the native speaker, which is central to much linguistic theory, to studies of language acquisition, and to language teaching and assessment. It is a notion which can have ramifications when it comes to the recruitment of language teachers in schools and in university language centres. Often, in private language schools or in the case of language assistants in university language centres and in state schools, whether applicants can describe themselves as native speakers may even determine the fact that they are considered as qualified for a position. In recent years in many areas of linguistic research, the relevance of the native speaker has been increasingly questioned. In the case of international lingua francas, such as English, it has been argued that the contribution of non-native speakers is not to be underestimated (Kachru 1985, Seidlhofer 2005, 2011). Problems regarding the status of native speaker arise within the specific context of language teaching because the concept itself is often conflated with other issues such as language competence and the questionable advocacy of the so-called direct method. In this paper, we will look at the fundamental differences between native and non-native speakers and the place of each on assessment scales such as the CEFR (Council of Europe 2001). We will examine the arguments that have been made against treating the native speaker as the only legitimate point of reference for language teaching and assessment (Cook 1999, Rinvolucri 2001, Graddol 2007). We will also comment on the role of the native speaker in language teaching.
... debates among language teachers is that whether or not to use the students' first language (L1) in foreign language (L2) classrooms .Some believe that the use of L1 should be avoided. For example, Mahadeo (2006) asserts that the use of L1 is a barrier to learning L2 and it also prevents the students from acquiring the valuable input in the L2 (Krashen & Terrell, 1983) . Many specialists in the language teaching field still have reservations about using the L1 in the L2 classroom, objecting to it on the grounds that it limits exposure to the target language. ...
The main purpose of this study is to investigate EFL University instructors' and students' perspectives about using Arabic language in university EFL courses in the College of Science Arts, Tanumah, at King Khalid University during the First Semester of the academic year 2015.2016. Fifteen EFL instructors and fifty EFL students participated in this study. The data were collected by employing two questionnaires and a structured interview. One of the questionnaires was administered to EFL instructors who are Arabic speakers while the other was administered to EFL students. The interview was conducted on EFL instructors who are not Arabic speakers. The results of the study reveal that both instructors and students did not oppose the use of Arabic language in language classrooms they all thought that the mother tongue should be used in emergency situations. The results of the study also reveal that instructors and students have different perceptions on the degree of how often the mother tongue should be used in EFL classrooms. For example, the instructors think that the mother tongue should be sometimes used, while the students think that the mother tongue should be usually used. In contrast, The results show that majority of EFL instructors who are not Arabic speakers believe that Arabic should not be used in EFL classroom at all and whatever the circumstances are .While a few of them think that it can be used for beginners for explaining vocabulary. Finally, the study recommends that a balanced and judicious use of Arabic in EFL classroom can be useful in the language learning process and may even be essential to increase learners' comprehension and that the use of Arabic can be effective in the right situations at the right time.
... Muchos de los métodos destinados a la enseñanza de idiomas que han surgido a lo largo del tiempo tratarán de recrear de forma artificial el proceso de adquisición de la lengua materna. De entre los más representativos, destacan, el método natural-comunicativo de Krashen (1985), que se caracteriza por dar prioridad a la comunicación sobre los aspectos formales del lenguaje y por iniciarse de forma temprana, ya que existe una mayor plasticidad cerebral hasta los 6 u 8 años de vida, por lo que será en esa franja de edad dónde habrá más flexibilidad a la hora de adoptar nuevos códigos de comunicación, incluyendo el nivel fonológico (Penfield, Roberts y Lamendella, 1977). Otro de ellos es el método de instrucción en la L2 a través de los contenidos de las diferentes materias del currículum escolar, en los que el idioma cobra sentido como parte del proceso de comunicación y aprendizaje de otras disciplinas, promoviendo además, el conocimiento de otras culturas (Genesee, Lambert y Holobow, 1986). ...
El conocimiento de idiomas implica mayor proyección personal y profesional. La interacción de procesos afectivos y cognitivos que tienen lugar en el aula de lengua extranjera, justifican las investigaciones sobre las variables más relacionadas con el campo: Ansiedad, Motivación y Metodología. En este trabajo se trata de identificar las diferencias en los niveles de Ansiedad de alumnos de entre 10 y 11 años de edad, nativos y no nativos de un centro Francés, así como establecer si estos niveles tienen efectos sobre su rendimiento académico. Para ello se ha recurrido al cuestionario Foreing Language Clasroom Anxiety Scale (FLCAS) de, Horwitz, Horwitz y Cope (1986), adaptado en función de la población a la que va dirigido. Los análisis no arrojaron diferencias por género ni entre nativos y no nativos, aunque las medias permiten identificar mayores niveles de ansiedad ante el acto comunicativo en las mujeres, sean nativas o no. Los alumnos nativos presentaron a su vez un rendimiento ligeramente superior.
... The divisions of the maturation model are as follows: First, Krashen and Terrell's (1983) hypothesis known as the acquisition learning hypothesis affects some ELT methods. Five hypotheses are based on this theory, including the acquisition/learning hypothesis, monitor hypothesis, natural order hypothesis, input hypothesis and affective filter hypothesis. ...
Due to the complexity of learning a new language, there are different aspects that need to be taken into consideration while teaching language, especially the English language. Due to the necessity of ascertaining the views of people towards English language teaching, this research aimed to review and summarise most of the theories and models related to the issues of teaching and learning English. In the current paper, the views of different scholars are discussed varying from cognitive views, sociocultural views, identity views and so on. Based on the results of the study, it was found that technological advances bring about huge changes to the educational contexts and one of the reasons behind such advances is the COVID-19 pandemic. Some other researchers connect other aspects to the issues in ELT such as aspects of a good teacher or technological advances. This paper presents some of the issues. Keywords: Cognition, education, language, teaching, technology;
... Ακόμα, η ομοιοκαταληξία, που είναι χαρακτηριστικό γνώρισμα των περισσοτέρων τραγουδιών, ελκύει την προσοχή των εκπαιδευομένων, βοηθά στην αναγνώριση και χειρισμό των μοτίβων των ομοιοκατάληκτων λέξεων, δραστηριότητα που προάγει τη φωνολογική ενημερότητα (Yopp & Yopp, 2000). Τέλος, τα τραγούδια συμβάλλουν στη διαμόρφωση μιας ευχάριστης ατμόσφαιρας κατά τη διδακτική διαδικασία και προάγουν μαθητοκεντρικές και επικοινωνιακές συνθήκες στη διδασκαλία-μάθηση (Krashen & Terrell, 1983). ...
1 Greek Online: Σύγχρονες προσεγγίσεις στον σχεδιασμό εξ αποστάσεως προγράμματος για τη διδασκαλία της ελληνικής ως δεύτερης/ξένης γλώσσας ΕΛΙΣΑΒΕΤ ΚΙΟΥΡΤΗ ΜΑΡIΑ ΧΡΙΣΤΟΔΟΥΛΟΥ ΝΑΝΣΙΑ ΚΥΡΙΑΚΟΥ Λέκτορας (μ.α) Πανεπιστήμιο Λευκωσίας, ΣΕΠ, Ευρωπαϊκό Πανεπιστήμιο Κύπρου Ευρωπαϊκό Πανεπιστήμιο Κύπρου ΣΕΠ Πανεπιστήμιο Frederick, Εξωτερική Συνεργάτιδα Π.Ι.Κ. Περίληψη Η πλειοψηφία εκπαιδευτικών βιβλίων, αλλά και εφαρμογών έχουν σχεδιαστεί και αναπτυχθεί για τη διδασκαλία της ελληνικής ως δεύτερης/ξένης γλώσσας στη βάση του επίσημου ελληνικού πλαισίου. Αυτό έχει ως αποτέλεσμα την έλλειψη συγκειμενικής πλαισίωσης της εκμάθησης της ελληνικής ως δεύτερης/ξένης γλώσσας σε διαφορετικά κοινωνιο-πολιτισμικά και γλωσσικά περιβάλλοντα, όπως για παράδειγμα αυτό της Κύπρου. Με βάση τα παραπάνω, στόχος του κεφαλαίου είναι η περιγραφή του σχεδιασμού και παρουσίαση του προγράμματος Greek Online, το οποίο εστιάζει στην εξ αποστάσεως διδασκαλία και εκμάθηση της ελληνικής ως δεύτερης/ξένης γλώσσας στην Κύπρο. Στο πρώτο μέρος του κεφαλαίου, περιγράφονται οι θεωρητικές και παιδαγωγικές προσεγγίσεις που υιοθετήθηκαν για τον σχεδιασμό του προγράμματος στη βάση της εξ αποστάσεως εκπαίδευσης. Στη συνέχεια, παρουσιάζεται η μεθοδολογία σχεδιασμού του προγράμματος Greek Online και του εκπαιδευτικού υλικού. Στο δεύτερο μέρος του κεφαλαίου, παρουσιάζεται το εξ αποστάσεως πρόγραμμα Greek Online με ενδεικτικά παραδείγματα από τα κείμενα, τις θεματικές ενότητες και τις δραστηριότητες που περιλαμβάνει. Η εργασία ολοκληρώνεται µε συζήτηση των βασικότερων συμπερασμάτων. Λέξεις-κλειδιά: εξ αποστάσεως εκπαίδευση, διδασκαλία της ελληνικής ως δεύτερης, συστήματα διαχείρισης μάθησης 1. Εισαγωγή ι ταχείες τεχνολογικές εξελίξεις, οι ιστορικό-κοινωνικές αλλαγές, η παγκοσμιοποιημένη οικονομία και η ρευστότητα μετακίνησης των ατόμων έχουν εισαγάγει τις κοινωνίες σε μια νέα σημειωτική τάξη πραγμάτων (Kress, 2000; Street, 2001). Η νέα τεχνολογικά διαμεσολαβημένη επικοινωνία προσφέρει, μεταξύ άλλων, δυνατότητες αλληλεπιδραστικότητας, σύγχρονης και ασύγχρονης ανταλλαγής μηνυμάτων και διάδρασης με νέα πολυγλωσσικά και πολυτροπικά επικοινωνιακά ρεπερτόρια (Androutsopoulos, 2007). Παράλληλα, οι νέες αυτές συνθήκες έχουν δημιουργήσει και αυξανόμενες απαιτήσεις για τις ικανότητες και δεξιότητες γραμματισμού που χρειάζεται να Ο
... Another aspect that was analysed by the TAM survey focused on the app's playfulness (Perceived Playfulness) with a special focus on its potential for creating a sense of immersion, which many language experts have stressed as a key factor to boost language acquisition [37,38]. Interestingly, 19 students confirmed that they lost all sense of time when interacting with the app, followed by 17 students who pointed out that they felt immersed in the virtual environment, while solely 2 students did not and 5 students who neither did nor did not. ...
The COVID-19 pandemic has led to face-to-face activities being developed in a virtual format that often offers a poor experience in areas such as education. Virtual Learning Environments have improved in recent years thanks to new technologies such as Virtual Reality or Chatbots. However, creating Virtual Learning Environments requires advanced programming knowledge, so this work is aimed to enable teachers to create these new environments easily. This work presents a set of extensions for App Inventor that facilitate the authoring of mobile learning apps that use Chatbots in a Virtual Reality environment, while simultaneously monitoring of student activity. This proposal is based on integrating block-based languages and Business Process Model and Notation diagrams. The developed extensions were successfully implemented in an educational app called Let’s date!. A quantitative analysis of the use of these extensions in App Inventor was also carried out, resulting in a significant reduction in the number of blocks required. The proposed contribution has demonstrated its validity in creating virtual learning environments through visual programming and modelling, reducing development complexity.
... En esta línea, la hipótesis de filtro afectivo (Krashen and Terrell, 1983) promueve el uso de subtítulos en las clases de lengua extranjera. Así, mientras el material audiovisual auténtico sin subtitular tiende a crear un alto nivel de ansiedad e inseguridad en los estudiantes, la incorporación de subtítulos genera un refuerzo positivo en ellos al obtener una respuesta instantánea. ...
Se ha demostrado que el material audiovisual subtitulado es una herramienta que facilita el aprendizaje de una lengua extranjera. Tradicionalmente, el subtitulado se presenta en la parte inferior de la pantalla, pero investigaciones recientes han mostrado los beneficios de integrar los subtítulos dentro de la imagen visual (y no al margen inferior), ya que, al reducir la cantidad de movimientos oculares, se reducen, a su vez, el estrés y la carga cognitiva, posibilitando una mejor comprensión de la información. Esta investigación estudia la incidencia que pueden tener los (sub)títulos integrados, intervenidos con leyes de la Gestalt y un efecto visual deíctico en la comprensión oral de francés como lengua extranjera. En este estudio de tipo confirmatorio participaron dos grupos de estudiantes de francés, a quienes se les aplicó un test de comprensión oral con el fin de comparar dos estímulos: un video en francés con (sub)títulos integrados (estímulo 1) y el mismo video con (sub)títulos integrados deícticos (estímulo 2). Los resultados indican que los (sub)títulos integrados deícticos mejoran la comprensión oral en estudiantes de francés en la medida en que facilitan la asociación de la información visual con la auditiva.
... In this theory, Krashen (1985) argues that language acquisition occurs when only comprehensible inputs are available. These inputs are the second language inputs and are slightly above the learners' current language understanding level (Krashen & Terrell, 1983). These inputs must be comprehensible to the learner and offered in such a way to make him/her understand and use the language using multiple opportunities. ...
This study investigated the relationship between students’ attitude (cognitive, affective and behavioral) towards vocabulary learning and their English vocabulary knowledge (breadth, depth and fluency) with reference to Grade 9. It employed a correlational research design and simple random sampling and stratified sampling techniques. Pearson’s r was computed to examine the relationship between each of the three aspects of students’ attitude towards vocabulary learning and their breadth, depth and fluency of English vocabulary knowledge. The coefficient of determination (r2) was calculated and multiplied by 100 to give a percentage value to examine how a difference in one variable is predicted by the difference in another variable. The findings show that there is a very strong positive relationship between students’ attitude towards vocabulary learning and their breadth of English vocabulary knowledge, but a strong positive relationship for a few aspect of breadth of vocabulary knowledge. A moderate positive relationship was found between the students’ attitude towards vocabulary learning and their depth of English vocabulary knowledge, but a weak positive relationship between their cognitive and affective aspects of attitude and their knowledge of some aspects of depth of vocabulary knowledge. There is a moderate positive relationship between each aspect of students’ attitude towards vocabulary learning and their fluency of English vocabulary knowledge. It is also found that the students’ attitude towards vocabulary learning predicts their breath, depth and fluency of English vocabulary knowledge by 77.44%, 26.3169% and 35.76% respectively (maximum values). Lastly, appropriate recommendations were made based on the conclusions of the study.
... In this light, one possible explanation for the lack of morphological awareness transfer from Sinhala to English reading comprehension could be the readers' inadequate proficiency in the English language. In consistent with this view, Krashen and Terrell (1983) suggested that learners could rely on L1 rules to receive meaning when new knowledge (L2) has not yet been fully formed. In the process of L2 reading comprehension, learners with limited L2 experience may rely on L1 morphological awareness. ...
This study investigated the association between cross-language morphological awareness and reading comprehension among second language (English) adult learners who speak Sinhala as a first language. Measures of morphological awareness and reading comprehension (sentence-level and passage-level) in both languages were administered to appraise learners' morphological awareness and reading comprehension. The results of the regression analyses indicated that although Sinhala morphological awareness was associated with sentence-level English reading comprehension, it did not associate with passage-level English reading comprehension. Furthermore, the results demonstrated that English morphological awareness did not associate with sentence-level Sinhala reading comprehension. The results suggested that cross-language associations between morphological awareness and reading comprehension differ depending on the language background and level of reading comprehension: passage-level or sentence-level comprehension.
... But some scholars advocated the urgency of reading and writing for communication. This set the stage for comprehension-oriented models such as those developed by Krashen and colleagues (e.g., Krashen & Terrell, 1983;Krashen, Terrell, Ehrman, & Herzog, 1984), postulating that reading was an important source of comprehensible input that necessarily preceded language production, i.e., speaking and writing. The primary purpose of reading, according to this line of scholarship, was to foster the natural acquisition of language from the first language (L1) to the second language (L2) through an active cognitive processing. ...
... The association between substantial reading and affective aspects has also been studied. ER is highly recommended by Krashen (1993Krashen ( , 1994; Krashen and Terrell (1983) since it entails subconscious learning, intelligible material, and a low affective filter, the latter being very likely the core for the learner to maintain efforts. In a recent review of ER research -"The Effectiveness of Core ER Principles", Jeon and Day (2015) examined five main components of ER treatments, presenting Day and Bamford's (2002) principles on three main aspects: materials, learner attitudes and role of teachers. ...
Several studies have shown the effectiveness of extensive reading (ER) in English as a second language (ESL) and English as a foreign language (EFL) classrooms. This study aimed to explore students' perceptions of ER and its benefits on reading comprehension. Extensive reading is considered to be a useful reading technique to arouse students' reading abilities. Data were collected from 36 participants who are master's candidates at a university in Southern Vietnam through a 3-Likert scale questionnaire and a semi-interview on study issues. The findings of the study claim that students applied ER to their reading processes through free reading, free topics, and non-pressure on reading tasks. Students believe that ER activities help to improve reading competence and unconsciously build up a reading habit for readers. From the results of the study, ER proves its advantages by what students gained, such as the ability to comprehend reading passages and to make inferences or predictions. The researcher suggests further studies should focus on factors that affect ER processes and conduct experimental research to evaluate ER advantages.
... The second option is focus on meaning where 'the starting point is not the language but the learner and learning processes (p. 38) as in French immersion programs and Krashen and Terrell's (1983) Natural approach. The third option is focus-on-form, which also has a major focus on meaning but differs from the second option through the systematic provision of attention to language during communication. ...
Rod Ellis is a Distinguished Research Professor at Curtin University (Perth, Australia) and also, an Emeritus Distinguished Professor at the University of Auckland (New Zealand). He has also worked in universities in UK, Japan, and the USA and is a fellow of the Royal Society of New Zealand. He has published widely in the related fields of second language acquisition research and task-based language teaching. He has won the British Association of Applied Linguists prize (1985), the Mildenberger prize (1987), The Duke of Edinburgh prize (1994), and the International Association of Task-based Teaching prize (2021). His current H-index on Google Scholar is 109.
... The Natural approach was evaluated based on the mixture of Stephen Krashen's second language acquisition theory and the practical experiences of Tracy Terrell, a Spanish teacher. According to Krashen and Terrell when language learners are taught with Natural approach, they would acquire basic communication and academic learning skills at the end of the course [11]. At the beginning of the teaching process, teachers' responsibility is high, while later students participate in lessons and they are demanded to be active more with obtained knowledge. ...
This study considers the differences between approach and method
and gives a comprehensible analysis of foreign language teaching methods and approaches. There are different teaching methods and approaches, for this reason, foreign language teachers should know to select suitable teaching methods and approaches for their students and upgrade their lessons. In foreign language teaching, teachers use some of them more, while others are utilized less. The objective of the
present article is to identify the most frequently used foreign language teaching methods and approaches in Higher education in Uzbekistan.
... De acuerdo con propuestas que asumen, desde diversas perspectivas, la existencia de similitudes importantes entre los que adquieren la L1 y los que aprenden una L2, independientemente de la lengua materna de los hablantes de L2 (Krashen, 1983;Zobl & Liceras, 1994;Fernández, 1997), creemos que también existe una secuencia en el desarrollo de la adquisición del modo subjuntivo para los aprendices adultos de E/LE. Sin embargo, por razones obvias, esta diferencia no puede deberse a un retraso del desarrollo de la ToM como en los niños. ...
It has been assumed that living in a target-language speaking environment could create better results in the second language acquisition than those who received formal classroom instruction in non-immersion context. This study examines the acquisition of mood selection-the indicative/subjunctive distinction in Spanish-by two groups of Chinese speakers with intermediate and advanced level of proficiency. The first group (n=64) learns Spanish in a Spanish-speaking environment community (Cuba) and the other only receives formal instruction in Mainland China (n=58). The study compares their results with those of a group of native Spanish speakers, acting as controls, through the use of a Preference judgement test. Our descriptive data show no apparent differences between the two experimental groups; an interesting result was also found in the case of natives since they did not always performed as expected. We also set to investigate which are the explanatory factors associated with the acquisition of the modal selection in different sentential contexts in the case of both native and non native Spanish: the results indicate that the mood alternation in relative clauses is less problematic, followed by noun clauses and adverbial clauses. This is consistent with previous research studies on the acquisition of Spanish mood by speakers of Indo-European languages (Fernández, 1997; Contreras & Ferreira, 2012).
... (Ver Biber et.al. 2006: 24) De acuerdo con la hipótesis del input comprensible de Krashen (1983), el input es el ingrediente esencial para la adquisición de una segunda lengua, de modo que si el peso del input de una determinada categoría gramatical es bajo, es evidente que podría llegarse a complicar su adquisición y procesamiento. Además, la alternancia modal presenta diferencias geolingüística, especialmente en las oraciones subordinadas sustantivas con valor factivo. ...
Se asume que vivir en un entorno determinado deriva en mejores resultados en la adquisición de la lengua de comunicación en dicho entorno, en comparación con la adquisición en contextos de instrucción formal y no inmersión. La presente investigación examina la adquisición de la selección modal-la distinción entre indicativo/subjuntivo en español-por parte de dos grupos de hablantes sinófonos de nivel intermedio-avanzado. El primero (n=64) estudia en Cuba y el otro recibe su instrucción en China continental (n=58). El estudio compara sus resultados con los de un grupo control de hablantes nativos de español por medio del empleo de una prueba de juicios de preferencia. Contrariamente a lo que podría esperarse, nuestros datos descriptivos no muestran diferencias notables entre los participantes que recibieron la instrucción en Cuba y los que la recibieron en China; igualmente, tampoco los hablantes nativos muestran un control total de la selección de modo en todos los ítems de la prueba. Además, los resultados indican que la alternancia modal en las subordinadas relativas es menos problemática para nuestros participantes, seguidas por subordinadas sustantivas y adverbiales, lo cual es consistente con las investigaciones previas en hablantes de lenguas indoeuropeas (Fernández, 1997; Contreras & Ferreira, 2012).
... In the Total Immersion Program (TIP), all subjects are taught through the medium of L2, which is English in the majority of cases. On the other hand, in the Partial Immersion Program (PIP), which is used in bilingual schools, English is used for the teaching of some subjects (approximately 50%), and the rest are taught in the learners' MT (Fortune & Tedick, 2003;Genesee & Jared, 2008;Krashen & Terrell, 1983;Snow, 1990). It is worth mentioning that the school where Group B participants of the present study were recruited followed the TIP. ...
There is no dearth of studies on pronunciation problems of students of English as a Foreign Language (EFL); however, research on pronunciation problems of young learners is scarce. Therefore, to fill this research gap, the present quasi-experimental study aimed at investigating the effect of L2 input on the pronunciation performance of young learners in English. To this end, two groups of primary school learners were recruited as the study participants. Both groups were of the same age (10 years old), and they were all native speakers of Turkish. Group A's exposure to English was somewhat restricted since their education was exclusively in Turkish, while Group B received a great deal of input through an immersion program. Data were collected using a pictorial pronunciation test. The analysis of the data shows that Group B participants far outperformed Group A students. Everything being equal, this could be interpreted as the result of greater exposure Group B participants had to English through the immersion program they were following. Thus, it can be concluded that by increasing the amount of learners' input, language acquisition, in general, and pronunciation performance, in particular, can be facilitated. Resumen No hay escasez de estudios sobre los problemas de pronunciación de los estudiantes de inglés como lengua extranjera (EFL); sin embargo, la investigación sobre los problemas de pronunciación de los jóvenes estudiantes es escasa. Por lo tanto, para llenar este vacío de investigación, el presente estudio cuasi-experimental tuvo como objetivo investigar el efecto del input de L2 en la pronunciación de los jóvenes estudiantes de inglés. Con este fin, dos grupos de estudiantes de primaria fueron reclutados como participantes del estudio. Ambos grupos tenían la misma edad (10 años) y todos eran hablantes nativos de turco. La exposición del grupo A al inglés fue algo restringida ya que su educación fue exclusivamente en turco, mientras que el grupo B recibió una gran cantidad de información a través de un programa de inmersión. Los datos se recopilaron mediante una prueba de pronunciación pictórica. El análisis de los datos muestra que los participantes del Grupo B superaron con creces a los estudiantes del Grupo A. En igualdad de condiciones, esto podría interpretarse como el resultado de una mayor exposición al inglés de los participantes del Grupo B a través del programa de inmersión que estaban siguiendo. Por lo tanto, se puede concluir que al aumentar la cantidad de aportes de los alumnos, se puede facilitar la adquisición del lenguaje, en general, y el desempeño de la pronunciación, en particular.
... A language learning process is a complex experience in itself as it involves many steps: pre-production, early production, speech emergence, intermediate fluency, and advanced fluency (Krashen & Terrell, 1993), and it might be a challenge for teenage learners who have not taken any previous English as a Foreign Language (EFL) courses or do not have background knowledge to develop oral production skills. To help learners to develop their speaking skills is a challenge for many English language teachers as well because some of the strategies they employ during the lessons do not engage learners in speaking activities. ...
Recently, educators have faced significant changes in the classroom. Teachers are seen as mediators between students and educational environments, while students play an active role in their learning process. This study on the use of peer correction strategies consists of students giving and receiving feedback on the mistakes made when speaking English in class. These strategies can be implemented in the classroom to improve their autonomy, interaction and participation. In this qualitative study, classroom observations and a focus group were carried out. Eight adolescent students from an educational institute in Mexico participated. The results show aspects related to the way in which students apply these strategies in their learning process and how they feel about it. Most expressed feeling in a comfortable environment when applying peer correction strategies in the classroom.
La corrección en pares como estrategia para mejorar producción oral de los adolescentes en el aprendizaje de lenguas extranjeras
Resumen
Recientemente, los educadores han enfrentado cambios significativos en el aula. Los docentes son vistos como mediadores entre los estudiantes y los entornos educativos, mientras que los alumnos desempeñan un papel activo en su proceso de aprendizaje. Este estudio explora el uso de estrategias de corrección por pares, consistentes en que los estudiantes den y reciban retroalimentación sobre los errores cometidos al hablar inglés en clase. Estas estrategias se puede implementar en el aula para mejorar su autonomía, interacción y participación. En este estudio cualitativo se llevaron a cabo observaciones en el aula y un grupo focal. Participaron ocho estudiantes adolescentes de un instituto educativo en México. Los resultados muestran aspectos relacionados con la forma en que los alumnos aplican estas estrategias en su proceso de aprendizaje y cómo se sienten al respecto. La mayoría expresó sentirse en un ambiente cómodo al aplicar estrategias de corrección entre pares en el aula.
... Learners should be given exclusively positive feedback since mistakes and errors are seen as natural parts of any learning process. Krashen and Terrell (1983), distinguished 4 stages in foreign language acquisition: ...
This chapter describes an instructional framework for culturally relevant and affirming teaching and cur-ricula that addresses effective ways to interconnect cross-cultural content to expand cultural and content literacy in K-12. The Culturally and Linguistically Affirming Pedagogies for Local Context (CLAP-LC) Framework was developed to create culturally and linguistically affirming content, promote equitable education, and nurture student engagement. The framework centers on the intersection of cultural knowledge and lived experiences of students, families, and communities in content and curriculum to promote student achievement, especially students from minoritized and marginalized groups.
Dutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions.
Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.
There has been renewed interest in Task-Based Learning (TBL). Since 2014, gradual changes in TBL have been observed. Several studies have documented the synergy between communicative tasks and technology. This paper explores past, present, and future trends of this strong approach to teaching English as a second language. In this context, this article attempts to contribute to future studies on TBL mainly. By looking back, this article considers authors who have discussed TBL in the last 30 years. It then explores the theoretical foundations of this strong communicative approach and its role in creating affordances to developing English as an L2 through tasks. Overall findings show there is a significant increase in the number of studies in the field. However, further studies on this topic need to be undertaken especially approaching Technology-mediated Task-Based Learning, intercultural and symbolic awareness, and the possibilities for promoting critical language development through tasks. Título: Explorando aprendizagem baseada em tarefas: tendências passadas, presentes e futuras Resumo: O interesse na Aprendizagem Baseada em Tarefas (ABT) tem se renovado. Desde 2014, observam-se mudanças graduais a respeito da ABT, com vários estudos tem documentando a sinergia entre tarefas comunicativas e tecnologia. Este artigo explora tendências passadas, presentes e busca contribuir para estudos futuros dessa abordagem considerada forte no ensino de inglês como segunda língua. Nesse contexto, o artigo faz uma leitura de autores que têm discutido a ABT nos últimos 30 anos e, em seguida, explora os fundamentos teóricos desta abordagem comunicativa e seu papel na criação de possibilidades para o desenvolvimento da língua inglesa como segunda língua por meio de tarefas. Os resultados gerais demonstram um aumento significativo no número de estudos na área, entretanto mais estudos sobre esse tema precisam ser realizados, especialmente abordando a ABT mediada pelas tecnologias, a consciência intercultural e simbólica e a possibilidade de promover um desenvolvimento linguístico crítico através de tarefas. Palavras-chave: Aprendizagem baseada em tarefas; Tendências passadas; Tendências futuras.
Language games are often recognized as one of the important components when teaching and learning English, in a Second Language classroom. Conversely, in the traditional classroom setting, playing games is believed to be highly unproductive. Given that, this study aims to evaluate the effectiveness of language games as a grammar retention strategy for ESL learners. The study was conducted at All Saints’ College, Sri Lanka using a mixed methods research approach where the sample groups were experimented and observed in two settings: the traditional classroom and the game-based approach. For data collection, all three classes of grade six, with 30 students in each, were classified randomly as the experimental group and the two control groups. While the experimental group was exposed to the game, “The Board Race” when teaching irregular past tense, the control groups were taught the same without the game. According to the results which were achieved from the t-test, through a comparison of the mean scores of the pre-test and two post-tests, the experimental group exceeded the two control groups with higher mean values, during the immediate retention stage and the delayed retention stages, proving that the two teaching methods have different influences on grammar retention. The above results were further confirmed by the positive responses of the experimental group in terms of behavioral, cognitive, and emotional engagement. Thus, this study suggests the need to incorporate games with text-based instructions in the ESL classroom, which is helpful for the students to retain grammar, in the long term.
Bu çalışmanın amacı, genç yetişkinlerde internet bağımlılığı düzeyleri ile kişilerarası yetkinliğin alt
boyutları arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubu, 18-40 yaş arası 334 kadın (%79,3), 87 erkek
(%20,7) olmak üzere toplam 421 katılımcıdan oluşmaktadır. Araştırmanın verileri internet yoluyla (Google Forms)
toplanmıştır. Veri toplama araçları olarak araştırmacılar tarafından oluşturulan kişisel bilgi formu, Young İnternet
Bağımlılığı Testi Kısa Formu ve Kişilerarası Yetkinlik Ölçeği kullanılmıştır. Veriler, t testi, tek yönlü varyans
analizi (ANOVA), Pearson Momentler Çarpımı Korelasyon ve Çoklu Regresyon analiziyle incelenmiştir. İnternet
bağımlılığı puanlarının cinsiyete göre farklılık gösterip göstermediğini tespit etmek üzere yapılan bağımsız gruplar
t testi sonucunda anlamlı bir farklılık bulunmamıştır (p>0.05). İnternet bağımlılığı puanlarının romantik ilişkide
olup olmamaya göre farklılık gösterip göstermediğini saptamak için yapılan bağımsız gruplar t testi sonucunda
romantik ilişkisi olmayanların lehine anlamlı farklılık olduğu bulunmuştur (t=-2.9; p<0.01). İnternet bağımlılığı
puanlarının algılanan gelir düzeyine göre anlamlı bir fark gösterip göstermediğini belirlemek amacıyla yapılan tek
yönlü varyans analizi (ANOVA) sonucunda anlamlı farklılık olduğu saptanmıştır (F=3.51; p<0.01). Bunun
üzerine, puanlarındaki farklılığın hangi gruplardan kaynaklandığını belirlemek için yapılan post hoc analizinden
önce varyans homojenliği testi yapılmıştır. Varyansların homojen olduğu anlaşıldıktan sonra, Scheffe çoklu
karşılaştırma tekniğine başvurulmuştur. İnternet bağımlılığı puanlarının, algılanan gelir düzeyi orta ve düşük olan
kişiler arasında düşük olan kişilerin lehine anlamlı fark bulunmuştur (p<0.01). İnternet bağımlılığı ile ilişki
başlatma alt boyutuyla (r=-0.11), etki bırakma alt boyutuyla (r=-0.17), çatışma yönetimi alt boyutuyla (r=-0.13)
negatif yönde anlamlı ilişkilidir (p<0.01). Çoklu regresyon analizi sonucunda, ilişki başlatma, etki bırakma ve
çatışma yönetimi alt boyutlarının internet bağımlılığını anlamlı düzeyde yordadığı sonucuna erişilmiştir (R=
0.18; 𝑅
2 = 0.03; p<0.01).
Türkçenin yabancı dil olarak öğretiminde ortak bir programın olmayışı ders kitaplarının önemini oldukça artırmaktadır. Ders kitapları çoğu zaman öğretim programlarının yerini tutmakta ve öğretim süreçleri ders kitaplarına göre sürdürülmektedir. Türkçenin yabancı dil olarak öğretiminde ders kitaplarından sonra en yaygın biçimde kullanılan ikinci öğretim materyali çalışma kitaplarıdır. Çalışma kitapları; daha çok ders dışı süreçlerde, ders kitaplarında öğrenilenlerin tekrar edilmesini, pekiştirilmesini ve öğrenciye geri dönüt verilmesini amaçlamaktadır. Öğrencilerin çalışma kitaplarında yer alan metinleri anlayabilmeleri, metinlerde yer alan söz varlığının anlaşılabilir girdi düzeyine göre değişkenlik göstermektedir. Bu sebeple çalışma kitapları ile ders kitapları arasındaki söz varlığının uyumu oldukça önem arz etmekte olup çalışma kitaplarında bulunan içeriğin ders kitaplarında öğrencilere kazandırılmak istenen yeterliklerle uyumlu olması gerekmektedir.
Türkçenin yabancı dil olarak öğretiminde kullanılan ders ve çalışma kitaplarındaki söz varlığı uyumunun incelenmesini amaçlayan bu çalışma, nitel araştırma olarak planlanmıştır. Çalışmada nitel araştırma desenlerinden durum araştırması yapılmış olup verilerin elde edilmesi için doküman incelemesi yöntemine başvurulmuştur. Çalışmanın inceleme nesnesini, alanda yaygın bir şekilde kullanılmakta olan Yedi İklim Türkçe Öğretim Seti (YİTÖS) ve Yeni İstanbul Uluslararası Öğrenciler İçin Türkçe Öğretim Seti’ne (İTÖS) ait A1 ders ve çalışma kitapları oluşturmaktadır. Araştırmadan elde edilen sonuçlara göre YİTÖS A1 ders kitabında yer alan farklı söz varlığı sayısının YİTÖS A1 çalışma kitabındaki farklı söz varlığı sayısından %36,12 daha fazla; İTÖS A1 ders kitabında yer alan farklı söz varlığı sayısının İTÖS A1 çalışma kitabındaki farklı söz varlığı sayısından %80 daha fazla olduğu tespit edilmiştir. YİTÖS çalışma kitabında bulunan farklı söz varlığı sayısının %24,69’u YİTÖS ders kitabında; İTÖS çalışma kitabında bulunan farklı söz varlığı sayısının %17,94’ü İTÖS ders kitabında bulunmamaktadır.
Speaking aporia is a usual problem for many learners that hinder them to communicate and affects their learning performance. It is defined as a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to the use of second language for communication. This encouraged the researchers to come up with a study of reducing the speaking aporia through Speech Wheel to develop speaking skills, enhance critical thinking, and boost confidence and motivation. Having the Freshmen English Major students of University of Nueva Caceres as the respondents, this study determined the following (1) the causes of speaking aporia; (2) the level of speaking aporia; and (3) the effects of the Speech Wheel as an intervention. Through descriptive quantitative method, the researchers were able to identify the following factors that cause the speaking aporia of the respondents: (1) 25 % of them has the fear of standing in front of large groups; (2) 20 % has concern that others are judging them and; (3) 13 % of them fear that they might appear nervous. Using the same method, the researchers found out that 50% of the respondents have moderate level of speaking aporia. Moreover, descriptive qualitative method was used to identify the effects of Speech Wheel to the students along with stress, motivation, and self-confidence, these include the following: (1) it reduced the stress level of the students in terms of speaking as they enjoyed the activity; (2) their self-confidence and motivation improved especially in speaking in front of the large groups of people; and (3) it stimulated the students in speaking. The researchers concluded that factors that affect students’ ability in speaking were shown through their stress, motivation, and self-confidence. Speech wheel is an effective intervention to reduce the speaking aporia of the students and the researchers recommend that it must be used as an intervention that exposes the students to be more confident and boosts their self- confidence.
Huszti, I. (2022). Glossary on language teaching and learning. 2nd ed. Beregszász: GENIUS. Available at: http://genius-ja.uz.ua/images/files/glossary-on-language-teaching-and-learning-2nd-ed-2022-ilona-huszti.pdf
This volume is the second, revised and expanded edition of the glossary on language
pedagogy terms (Huszti, 2013). It was compiled with the objective to give a hand to English
major college and university students in comprehending the terminology related to language
teaching and learning. When editing the glossary, considering the students’ needs was a
primary criterion. Although there are a lot of dictionaries of language teaching and applied
linguistics in English, they are rather of general theoretical type. Therefore it has been
decided that this type of glossary is of utmost importance in our context. Besides academic
terminology, the glossary contains words, expressions and concepts that students may
frequently come across at the meetings of communities of practice when doing their teaching
practicum in schools or when reading academic literature on language teaching.
In addition, the glossary includes items which do not relate closely to language
pedagogy, however, they play an important role in our Transcarpathian context (e.g. Acta
Academiae Beregsasiensis). Within certain entries the parts of speech of the words are
indicated for easier understanding. At the very beginning of the glossary one can find the
explanation of symbols and abbreviations used in the body of the text. The main entries are
given in bold, and there are cross-references within the glossary, also in bold.
Ten years have passed since the first edition of this glossary was compiled. New terms
have appeared during this time, therefore there was need to revise the terminology presented
in the first edition. They are terms related to Internet use (e.g. cyberbullying or digital
platforms). Moreover, the last two years have completely altered education worldwide. Due
to the COVID-19 pandemic, dozens of new phrases and terms have been coined and many of
these have also been included in the second edition of our glossary (e.g. emergency remote
teaching, hybrid learning, the new normal, pandemic pedagogy, etc.). Ninety-four new terms
and phrases have been added as primary entries in the glossary.
It is hoped that the glossary will become useful not only for students, but for in-service
teachers in their daily work as well.
This article is introductory to
Vol. 6 No. 2 (2022): Processability Approaches to Second Language Instruction
Guest Editors: Bruno Di Biase, Satomi Kawaguchi and Yumiko Yamaguchi
The Volume contains the following additional articles:
• Developmentally moderated focus on form instruction and feedback in an Indonesian kindergarten EFL programmeAcquisition of plural marking
Satomi Kawaguchi, Isriani Hardini pp. 163–195
• Rethinking textbook grammar introduction
Anna Flyman Mattsson: pp. 196–218
• Teacher decision-making, dynamical systems and processability theory
Howard Nicholas, Manfred Pienemann, Anke Lenzing pp. 219–247
Teaching processability theory in foreign language teacher educationA short report
Jörg-U Keßler: pp. 248–264
Reviews
• Teachability and Learnability across Languages Edited by Ragnar Arntzen, Gisela Håkansson, Arnsterie Hjelde, and Jörg-U. Keßler (2019)
Yumiko Yamaguchi: pp. 265–268
o PDF available
Internationalization the Arabic Language
Among the many achievements of humanity which makes it different from the other species is the use and development of language as the prime mean of communication." The proficiency in language in any time has often been considered as the main tool of interaction with the environment. This might be the reason which has caused many linguists to regard native language or the mother tongue of the child as the main determinant of affecting the growth of the personality. This significance of the mother tongue or the native language, though acknowledged by the studies as the key factor in the context of personality growth and development seems to lose its pertinence when we one tries to apply those findings in those countries especially which faced colonialism in one sort or another in their past. These countries particularly the countries falling into the Asian and African continents somewhere succumb to the pressure of the English language at the cost of relegating their own original local treasure of language. The present study is an attempt to assess that rift between the students of two different backgrounds by linking it with the issue of self-esteem. The objectives of the study were to assess the impact of proficiency in language in determining the level of self esteem followed by exploring responsible factors and suggestions for the policy makers. The study was purely qualitative in nature. Among the many achievements of humanity which makes it different from the other species is the use and development of language as the prime mean of communication. Language in the literal sense can be defined as "Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols." The proficiency in language in any time has often been considered as the main tool of interaction with the environment. This might be the reason which has caused many linguists to regard native language or the mother tongue of the child as the main determinant of affecting the growth of the personality. This significance of the mother tongue or the native language, though acknowledged by the studies as the key factor in the context of personality growth and development seems to lose its pertinence when we one tries to apply those findings in those countries especially which faced colonialism in one sort or another in their past. These countries particularly the countries falling into the Asian and African continents somewhere succumb to the pressure of the English language at the cost of relegating their own original local treasure of language. Due to deep influence of the western knowledge upon the existing intelligentsia, efficiency in English has been seen the only route to know about the vast domain of western knowledge. Countries like China and Japan though showed their resistance to this widely popular belief, but majority of the newly freed countries between 1940 onwards could not do it. The result of all these caused these countries to give vicarious affirmation to the significance of English in one way or the other. While applying it in the case of India, it has been that since independence state could not decide the medium of instruction at Purakala Vol 31 Issue 2, 2022 ISSN: 0971-2143 UGC CARE APPROVED JOURNAL 408 the school as well as at the higher level. Right from the Radhakrishnan commission to National curriculum framework, concerns about the native language, second language etc. is in doldrum. The language question in India, like language itself has to be seen in a diversity of frames. As Radhakrishnan remarks that it is in language that the problem of reconciling "the claim of diversity with those of unity" becomes perplexing. As one leading educationist remarked, "in terms of sheer numbers every language is a major language. To speak in terms of percentages is to shut out the truth." English might be spoken by 1 per cent of our people but in terms of numbers, the English-speaking population of India is equivalent to half the population of England." "It is educationally unsound to make foreign tongue the means of acquiring knowledge. Their minds become split into two watertight compartments, one for ordinary things and actions expressed in their mother tongue and another for school subjects and the world of ideas expressed in their mother tongue. As a result they are unable to speak of their home affairs in the school language and about learned subjects in their mother tongue." *(Radhakrishnan 1950:317) All these confusions expressed by the state in one way or other has exerted deep impact on the psyche of the society in general and children in particular. After the 1991, the induction of liberalization followed by private set up has further aggravated the rift between the English with the local languages existing in India. The sudden spurt of liberalizations. This tussle is crisper particularly who are the first-generation learners. The present study is an attempt to assess that rift between the students of two different backgrounds by linking it with the issue of self esteem. Language proficiency or deficiency surely decides the nature and level of self esteem as indirectly can be referred from the studies of Carl Rogers, Maslow, Hussin, Maarof, and D"Cruz etc. The mother tongue plays a very important part in an individual"s identity and helps in building up the self-esteem. An individual finds it easier to learn their second language through mother tongue. Second language learning is a highly demanding task. For learning second language it is important that an individual should have confidence, interest and positive attitude towards language and when Individual is able to learn second language it helps in increase the confidence and builds up self-esteem automatically. This motivation comes from mother tongue. The report of Secondary Education Commission, 1953 has quoted, "The official language of the union shall be Hindi and that for a period of 15 years from the commencement of the constitution commencement of the constitution. English language shall continue to be used for all official purposes of the union for which it was being used immediately before such commencement". After reviewing the language status in the country, it has been seen that researchers over the years showed keen interest in finding the impact of languages at different levels in building up the self-esteem of the personality. Scholars like Maslow and Rogers have tried to cover up this issue in direct or indirect manner in several of their work. In the Indian context many sociologists and educationists have also attempted to probe this issue critically. UGC CARE APPROVED JOURNAL 409 Under the impression of all these cumulative studies, the current study has been build up to assess the impact of second language in the self esteem. But prior proceeding further, it seem relevant to know the nature and meaning of self-esteem in detail According to humanistic perspective, Self-esteem emerges naturally in the course of development, providing an individual receives a sufficient degree of "unconditional positive regard" (Rogers 1951) especially when young. When people have more conditional positive regard than unconditional appreciation, their self-esteem becomes contingent on reaching goals. Man"s need of self-esteem is inherent in his nature. But he is not born with the knowledge of what will satisfy that need" (Branden, 1969, p.110) Self esteem as the literature says refers to the way we see and think about ourselves. Self-esteem is made up of all the experiences and interpersonal relationships of an individual. Self-Esteem is the degree to which one values oneself. Although the word esteem means high worth or value, self esteem carries with it an evaluative component which is often specified as 'high self esteem' or 'low self esteem' and we evaluate ourselves along this continuum of high to low. High self esteem person learn second language effectively with comparison to low self esteem person. The use of the first language provides individual with a sense of security that enables him to learn with ease and in comfort. Mother tongue serves social and cognitive functions in that individual who work in groups will discuss in their native language. This allows him to relate and have a sense of identity. Using L1 in cases where students are incapable of activating vocabulary proves useful in their learning and gives them the comfort to read difficult texts in the second language. With texts that require higher proficiency, learners are advised to first read the text in their first language, then in the second language to better understand the concept. An Motivation in language-learning plays a vital role. It is motivation that produces effective second-language
In Waldorf schools, two foreign languages are taught from the start of primary school age, the first three years only orally. Body movements as well as non-verbal means of communication like facial expressions, gesture and posture are essential elements of this holistic approach. Ample use of poetic language facilitates the children’s access to the new language. Action rhymes, finger plays, counting-out rhymes, number rhymes, jump-rope/skipping rhymes, clapping games, classroom games, singing games, little/short rhymed dialogues, every-day conversations (e.g. about family, pets and the weather), daily activities and role-plays — all of these activities and more are part of the repertoire that forms the basis of this approach. While choral activity usually is the starting-point, individual speaking in dialogue, role-play and games is the goal. Fixed expressions (‘chunks’) serve as islands of security in the beginning phases of verbal interaction. In every lesson there is room for performing as well as for listening and watching.
The aim of the following study is to explore the interrelatedness between second/foreign language attainment and the learner’s age. The interest in this study grew for two fundamental reasons. First of all, although there have been many investigations dealing with the link between the learners’ age and their second/foreign language attainment, the findings from the research continue to be inconsistent and inconclusive (Pfenninger & Polz, 2018; Kroll & De Groot, 2009). Additionally, the equivocal nature of the findings is related in part, to the failure of most of these studies to examine this relationship under adequately controlled conditions (Nikolov & Djigunović, 2006). This paper attempts to undertake the central question at multiple levels of analysis among Moroccan learners of different age groups being subject to the same teaching and learning conditions. More interesting perhaps is that although much research has been undertaken to explore the significance of the age factor in language learning, this topic is still an uncharted area of research in the Moroccan educational context, and very little is known about it. Our concern here is to disclose the interrelatedness between the learners’ age and their success or failure in language attainment. Drawing on data comparing young and older learners’ attainment levels in English as a foreign language, the results prove very convincingly that young language learners tend to surpass their older classmates, though not significantly at different levels of analysis, but more substantially at one particular level pertaining to the language skill of reading. Another more central objective of this paper is to draw the attention of language teachers and educationalists in general to the importance of the young-adult difference in language learning and to delineate some of the pedagogical implications for the teaching and learning of languages in Moroccan elementary schools.
cas). (2020). Perspectivas de la enseñanza en educación infantil.
This research is aimed as follows: To get empirical data and analyze the effects of vocabulary mastery and logical thinking towards students’ listening skills at Junior High School in East Cirebon. This research is done by Kolmogorov-Smirnov method, ANOVA Table, Proportional Correct for testing the item difficulties, by a biserial coefficient, and by Kuder Richarsson testing. The research was held at Junior High School in East Cirebon. Data collective done by giving a test for listening skill (yes/no or true-false / 37 items), test for vocabulary mastery (Multiple choice/ 20 items), and test for logical thinking (multiple choice/20 items) given to the class at, SMP N 1 Ciledug, SMP N 1 Pabedilan, and SMP N 1 Losari. The result of the study identifies the effect of Vocabulary Mastery on Student’s Listening skills (coefficient of 0,745 and coefficient determination of 55,4%). The effect of logical thinking towards student’s listening skill (Sig = 0.031 and ttest = 2,183; while ttable = 1,98. There is an effect of vocabulary mastery and logical thinking on students’ listening skills (Sig = 0.000 and ttest = 4,757 while ttable = 1,98.).
ResearchGate has not been able to resolve any references for this publication.