104,145 research outputs found
Authentic Materials in Extensive Reading Class at Stain Ponorogo
It is widely believed that English Foreign Language (EFL) learners need to develop their language proficiency by getting so much input. Moreover, students need to be familiarized with the real English usage where real forms of communication and cultural knowledge are crucially exposed. Teaching through authentic materials will make the learners feel that they are learning a real language which is used by the real native speakers for real communication. incorporating authentic materials helps students acquire an effective communicative competence in the language focus. The research intended to describe the implementation of authentic materials in extensive reading class, the problems arise and the students' responses toward the authentic materials in extensive reading class. The design of the research was Descriptive Qualitative method and the research subject was the lecturer of Extensive Reading class and 33 students in B class of the fourth semester of STAIN Ponorogo who took Extensive Reading subject. The instruments used were in the form of observation sheet, interview guideline and questionnaire. The implementation of authentic materials in extensive reading class covered some procedures into three main phases namely (1) Pre Activity, (2) Main Activity and (3) PostActivity. The activities in main activity are as follows: (a) Pre Activity; (b) Whilst Activity; and (3) The language focus stage. There were problems arose during the implementation in terms of complicated planning, more time allocation and some disinterested students. Finally, the students showed significantly positive attitude toward the implementation of authentic materials in extensive reading class
Knowledge Acquisition for Content Selection
An important part of building a natural-language generation (NLG) system is
knowledge acquisition, that is deciding on the specific schemas, plans, grammar
rules, and so forth that should be used in the NLG system. We discuss some
experiments we have performed with KA for content-selection rules, in the
context of building an NLG system which generates health-related material.
These experiments suggest that it is useful to supplement corpus analysis with
KA techniques developed for building expert systems, such as structured group
discussions and think-aloud protocols. They also raise the point that KA issues
may influence architectural design issues, in particular the decision on
whether a planning approach is used for content selection. We suspect that in
some cases, KA may be easier if other constructive expert-system techniques
(such as production rules, or case-based reasoning) are used to determine the
content of a generated text.Comment: To appear in the 1997 European NLG workshop. 10 pages, postscrip
First language in the classroom: the forbidden fruit?
Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)Over the past years, the use of students’ first language (L1) in the classroom has been a highly discussed topic in the EFL classroom as well as in the field of second language (L2) teaching/learning research. There is a tendency that advocates communicative language teaching which suggests that L1 use should forbidden in the classroom. However, research has yet to discover whether L1 use has a positive or negative impact on L2 learning. Hence, the present study aimed to examine L1 functions and the impact of L1 use on L2 development. The present study was conducted in a private school in Santiago, Chile. The participants of this study (N = 34) were engaged in two collaborative writing tasks about the book they were reading in their English literature classes, and their discussions were audio-recorded and later analyzed. A quasi-experimental method was utilized in order to observe the influence that group work had on their L2 vocabulary development. The results demonstrated that the students’ L1 played a major role in their interaction while together working on the collaborative tasks, and it served for the development of L2 vocabulary. Specifically, the results suggest that the way in which individual learners contributed to interaction affected their learning outcomes.En los últimos años, el uso de la primera lengua de los estudiantes ha sido un tema altamente discutido en las salas de clases y en la investigación de la enseñanza de inglés como Lengua Extranjera. Existe una tendencia general de prohibir el uso de la primera lengua, sin embargo, aún existen vacíos sobre la influencia positiva o negativa que esta podría tener en el aprendizaje de vocabulario. El presente estudio se realizó en una escuela privada en Santiago, Chile. El propósito del mismo fue observar las funciones que cumplía la lengua nativa en la interacción de los estudiantes y cómo esto afectaba al desarrollo de la segunda lengua en alumnos de octavo básico con alto nivel de inglés. Los participantes de este estudio fueron involucrados en dos actividades de escritura colaborativa sobre el libro que estaban leyendo en las clases de literatura inglesa, donde sus discusiones fueron grabadas en audio y luego analizadas. Se utilizó un método cuasi experimental para observar la influencia que tuvieron sus discusiones grupales –utilizando su primera lengua—en el desarrollo del vocabulario en la segunda lengua. Se aplicaron evaluaciones pre y post con el fin de tener un registro del desarrollo del vocabulario de los estudiantes y las funciones que la lengua materna cumplió fueron codificadas como sugirieron DiCamilla y Antón (2012). Los resultados demostraron que la lengua materna de los estudiantes jugó un rol mayor en su interacción mientras desarrollaban en conjunto actividades colaboración, y sirvió para el desarrollo del vocabulario de la segunda lengua. Más aun, los resultados sugieren que la forma en la que alumnos contribuyeron individualmente en las discusiones afectó los resultados en sus aprendizajes
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Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly)
The role of linguistics in language teaching: the case of two, less widely taught languages - Finnish and Hungarian
This paper discusses the role of various linguistic sub-disciplines in teaching Finnish and Hungarian. We explain the status of Finnish and Hungarian at University College London and in the UK, and present the principle difficulties in learning and teaching these two languages. We also introduce our courses and student profiles. With the support of examples from our own teaching, we argue that a linguistically oriented approach is well suited for less widely used and less taught languages as it enables students to draw comparative and historical parallels, question terminologies and raise their sociolinguistic and pragmatic awareness. A linguistic approach also provides students with skills for further language learning
Reading in the Disciplines: The Challenges of Adolescent Literacy
A companion report to Carnegie's Time to Act, focuses on the specific skills and literacy support needed for reading in academic subject areas in higher grades. Outlines strategies for teaching content knowledge and reading strategies together
Student centred legal language study
The article introduces parts of a self-study programme for LLB (Europe) German students, which include the use of satellite TV and CALL. The whole self-study programme was tested for two years at the Nottingham Trent University. This paper focuses on the rationale of the study programme, pedagogical objectives and theoretical considerations within the context of language learning as well as the students’ evaluation. The evaluation shows that overall the package was seen as a positive learning experience. CALL can be a solution to the problem of limited materials for languages for specific purposes. The use of mixed media is possible for language teaching for specific purposes without having to be combined in multimedia computer-based programmes. CALL can also be a solution to the problems caused by reduced contact time
Children's acquisition of science terms: simple exposure is insufficient
The ability of school children (N = 233) to acquire new scientific vocabulary was examined. Children from two age groups (M = 4;8 and M = 6;5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehension over a nine month period. A draw and write task assessed acquisition of domain knowledge. Word learning was poorer than has previously been reported in the literature, and subject to influences of word type (domain-specificity) and word class. The results indicate that the acquisition of scientific terms is a complex process moderated by lexical, semantic and pragmatic factors
Sense of initiative and entrepreneurship competence in english learning
The current Spanish educational legislation, the LOMCE, establishes a total of seven key
competences, which must be included in each of the subjects in the curriculum.
The competence "Sense of initiative and entrepreneurship" is a multidisciplinary competence
and combines qualities such as planning, decision-making, leadership, teamwork, critical
thinking and self-confidence among others. These skills are absolutely necessary for our
students in any situation, both inside and outside the school and along their whole life.
This competence at first sight seems to have little to do with the subject of English language
but these qualities are key to successful communication and relationships with others in the
target language.
To implement this competence in the classroom, active methodologies such as cooperative
work, project based learning and simulation and games are the ideal tools.
This work proposes an approach to work on these active methodologies in the classroom that
often due to lack of time is not possible to implement correctly.La legislación educativa española vigente, la LOMCE, establece un total de siete competencias
clave, que deben ser incluidas en cada una de las asignaturas del currículo.
La competencia "Sentido de la iniciativa y Espíritu emprendedor" es una competencia
multidisciplinar y aúna cualidades como la planificación, toma de decisiones, liderazgo, trabajo
en equipo, pensamiento crítico y autoconfianza entre otras. Las cuales son totalmente necesarias
para nuestros alumnos en cualquier situación, tanto dentro como fuera del instituto y a lo largo
de toda su vida.
Esta competencia a primera vista parece que tiene poco que ver con la asignatura de inglés pero
estas cualidades son clave para una buena comunicación y relación con otras personas en la
lengua meta.
Para implementar esta competencia en el aula, las metodologías activas como el trabajo
cooperativo, el aprendizaje basado en proyectos y la simulación y el juego son las herramientas
idóneas.
Este trabajo propone una idea para trabajar estas metodologías activas en el aula que
frecuentemente por la falta de tiempo no es posible implementarlas correctamenteDepartamento de Filología InglesaMáster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idioma
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