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L2 Learning and Teaching
Abstract
Introducing Second Language Acquisition - by Muriel Saville-Troike December 2016
... As a mandatory of the curriculum that the outcome of language learning must develop the students' communicative competence, English teachers were set the goals as it was stated. Communicative competence is a basic tenet of sociolinguistics defined as what a speaker needs to know to communicate appropriately within a particular language community [7]. Communicative competence includes four aspects of language, including knowing how to use language for a range of different purposes and functions, how to vary our use of language according to the setting and the participants, how to produce and understand different types of texts, and how to maintain communication despite having limitations in one's language knowledge. ...
... např. Saville-Troike, 2006, s. 43; Ondráková, 2014. EA je významným stadiem vývoje zkoumání žákovského jazyka, přestože v mnoha ohledech jsou její výsledky problematické, což je způsobeno např. ...
Tato teoretická studie se zaměřuje na problematiku chyb a na úlohu, kterou hrají v cizojazyčné výuce, zejména ve výuce angličtiny. Jejím cílem je porovnat poznatky o chybách a korektivní zpětné vazbě z české i zahraniční odborné literatury a vyvodit z nich obecné principy, které by našly své uplatnění ve výuce. Podrobněji je pojednáno o otázkách jazykové normy, s důrazem na specifickou situaci normy v současném anglickém jazyce a její dopady na výuku angličtiny jako druhého a cizího jazyka. Tato problematika, v níž nepanuje v odborných kruzích shoda, představuje jedno z významných aktuálních témat ve výuce angličtiny, ale povědomí o ní v českém kontextu dosud není dostatečné. Po teoretickém vymezení klíčových pojmů chyba a norma v první kapitole následuje ve druhé kapitole přehled vývoje přístupu k chybám v diachronní perspektivě. Závěrečná část shrnuje poznatky nejnovějšího výzkumu o úloze chyb ve výuce angličtiny a naznačuje stěžejní principy přístupu k chybám a poskytování zpětné vazby, které je ve výuce třeba respektovat tak, aby zpětná vazba byla pro učení přínosem, a ne překážkou. Důraz je potřeba klást zejména na volbu vhodných strategií poskytování korektivní zpětné vazby v závislosti na konkrétním kontextu výuky.
... As mentioned by Arifuddin (2010) both acquisition and learning have no significant different since they can be used interchangeably. The term learning English or the second language acquisition in general is about learning a second language by individuals and groups and processing of learning that language (Troike, 2006). ...
Different students who learn English as the second language has various problems and strategies to overcome. A case study on an international student who learns English as a second language in an English speaking country raised some problems he had and offered some strategies he used during the process of learning. The progress of learning from the first time coming and studying at a college in Australia was mainly the core data collected on this study. The data copes from his formal academic learning experience and also from informal situation that he met at his everyday life. This study applied qualitative research method and use interview and recording as the instruments. The data were analized through three stages: data reduction, data display, and conclusion drawing. The results of the study show that the learner experiences a range of English learning problems which happened after his coming to Australia and some strategies he used to overcome.
... İşaret edilen dil, ikinci, üçüncü, dördüncü… dil ya da yabancı dil olabilir. Başka bir anlatımla, birinci dil edinildikten sonra öğrenilen dil/diller genel olarak ikinci dil olarak tanımlanmakta (Benati ve Angelovska, 2016;Larsen-Freeman ve Long, 2014;Littlewood, 2007;Mitchell ve Myles, 2004), yaygın bir biçimde hedef dil olarak da adlandırılmaktadır (Saville-Troike, 2012). İkinci Dil Edinimi, doğal iletişim bağlamlarında gerçekleşen biçimsel olmayan ikinci dil öğrenimini/edinimini, biçimsel eğitim ortamlarında gerçekleşen biçimsel ikinci dil öğrenimini/edinimini, sözü edilen bu ortam ve koşulların bir bileşimini içeren ikinci dil öğrenimini/edinimini içerir. ...
... Drawing from Chomskyan innatist theory of SLA, notably the idea that human beings are born with a language acquisition device housing a mental grammar which can be triggered in language-rich environments, Krashen (1982) proposed the Monitor Model, a " collection of five hypotheses which constitute major claims and assumptions about how the L2 code is acquired " (Saville-Troike, 2012, p. 47). Central to the Monitor Model are two hypotheses: the input hypothesis and the affective filter hypothesis. ...
The aim of this paper is to investigate whether low-achieving bilingual EFL learners perform better in grammar and speaking when French, their first language of literacy, is used in the EFL classroom. A two-phase experiment involving teaching two grammar lessons and two speaking lessons to a control group in English only and to an experimental group with the use of French where appropriate was carried out for the purpose. Each group’s mean percentage improvement after each phase of the experiment was compared to their respective scores in the baseline. The analyses of data revealed that the experimental group obtained the higher mean improvement in the two experiments, both in grammar and speaking tests. This led to the conclusion that the use of French in the EFL classroom does not hinder learning. Rather, French is an effective scaffolding tool in the EFL classroom in Cameroon.
Researchers assume that with the publication of the speech is expected to be useful especially for teachers and employees in Manduro Elementary in language development through language transmission. The purpose of this research is to describe the syntactic structure of Manduro public utterance in Manduro Village, Kabuh Subdistrict, Jombang Regency, covering syntactic functions and categories. Qualitative descriptive method used in this research. With the subject of research is the device of Manduro Village. Samples were taken by purposive sampling with the aim of taking the device of each hamlet contained in Manduro Village. The researcher is the main instrument assisted by the Swadesh Morris questionnaire. Triangulation is used as a test of data validity. The researchers used inductive analysis techniques. The results obtained in this study are syntactic functions consisting of subjects, predicates, objects, descriptions and appendices that categorized nouns, verbs, and adjectives and adverbs. Based on the results of the research, the syntactic structure of public utterance of Manduro has a universality with the syntactic structure of Indonesian and Javanese, only the structures used are not structural. This is because the sentence is a nonformal speech. The results of this study are expected to be used as a supporter of early childhood language development in Manduro Elementary School through the role of teachers in language learning by using examples and communication with students outside the lesson with the manduro language. Thus language learning occurs in a natural context so that the language of the community is not increasingly experiencing shifts and extinctions as well as in the teaching of syntax and as a ruler of language rules in Indonesia.
This study explores the structures of TESOL programs in which student-teachers of English gain theoretical foundations and practical techniques for teaching English. Based on stages of actual teaching methodology, this paper questions the efficiency of current programs in Saudi Arabia to answer the research questions: 1. Do TESOL programs include adequate practice to come out with well-trained teachers and 2. If there is a practical shortage in TESOL programs, is it attributed to the program's design or to educators' teaching styles and strategies? Another objective of this paper is to determine and outline the correct timing and pairing of theory and practice in the context of TESOL programs. This suggested model is called Snowball Practice Model which synchronizes theory to practice in TESOL programs. This study's survey-based presents a conceptual framework of actual TESOL teaching stages and suggests an alternative option for effectively integrating theory-practice model rather than a model similar to the current methodologies. Participants of English teachers have been selected who graduated from Saudi universities and a survey is conducted to investigate the teaching methodologies, curricula, facilities of the TESOL programs and teaching field. The results show that most TESOL programs focus on theory than practice, and that this focus leads many novice teachers to struggle at the beginning of their careers.
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