The Second Language Classroom Modes by Senior English Teacher at XYZ English Course in Surabaya

This study is intended to find out the pedagogic goals, interactional features, and L2 classroom modes appeared in the fourth graders' English classroom taught by senior English teacher. Conducting this study, I apply Walsh's (2006, 2011) SETT (Self-Evaluation of Teacher Talk) framework. The data was collected for two meetings. The findings of this study show that among 18 pedagogic goals, 16 of them appeared. Moreover, all of 14 interactional features and all of four modes appeared in this study.Among the four modes, managerial mode was the most frequent mode (54.54%). In conclusion, the teacher could make the class interactive because she allowed learners to formulate responses for seconds so that learners could contribute more. Moreover, the teacher rarely completed learners' contribution and corrected learners' mistakes directly so that the learners might feel confident to contribute in the activities

Second language user support

Computer users rarely experience entirely trouble-free interaction. The natural variety ofindividuals ensures that no software systems yield constantly fluent interaction for allusers. In consequence, software designers often strive to ameliorate this situation bybuilding 'user support' into their systems. User support can take different forms but,conventionally, each aims to assist the needy end-user by means of facilities directly supporting the performance of certain operations, or through supply of information thatadvises the user on available system functionality.The present paper briefly characterises a range of user support facilities before describingone requirement in greater detail. This aspect considers the needs of users whose mother-tongue is not English, but who are obliged to use English-based information systems. Inthis context, 'helping the user' must reasonably extend beyond mere advice on systemoperation to selective elucidation of information content. We regard this move as alogical extension of the user support concept, by seeking to address specific interactionneeds in a target user population. An example of this approach is described through aninformation system, in the domain of civil engineering, for native Chinese speakers ofEnglish

Tools for second language support

The second language problem is the context in which non-native English speakers are required to interact with English-based computer systems. In other papers, we have characterized this setting and proposed methods of supporting such users. The present paper details several tools that we have developed to assist in our work with second language support. A prime consideration in such tool development is to facilitate easy management of alternative language resources. The need for criteria to direct second language support and the role of such tools in helping to evaluate such criteria is detailed here

Emotional Education as second language acquisition?

In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences

Second language user support

Computer users rarely experience entirely trouble-free interaction. The natural variety ofindividuals ensures that no software systems yield constantly fluent interaction for allusers. In consequence, software designers often strive to ameliorate this situation bybuilding 'user support' into their systems. User support can take different forms but,conventionally, each aims to assist the needy end-user by means of facilities directly supporting the performance of certain operations, or through supply of information thatadvises the user on available system functionality.The present paper briefly characterises a range of user support facilities before describingone requirement in greater detail. This aspect considers the needs of users whose mother-tongue is not English, but who are obliged to use English-based information systems. Inthis context, 'helping the user' must reasonably extend beyond mere advice on systemoperation to selective elucidation of information content. We regard this move as alogical extension of the user support concept, by seeking to address specific interactionneeds in a target user population. An example of this approach is described through aninformation system, in the domain of civil engineering, for native Chinese speakers ofEnglish

EMBODIMENT IN SECOND LANGUAGE LEARNING AND TEACHING

This paper aims to elaborate the implementation of Embodiment as one of the concept of Cognitive Linguistics in second language learning and teaching. Cognitive Linguistics is simply pointed that language is all about meaning. It views the learner as a thinking being and an active processor of information. However, it is interesting as we found that mind and body are not separate entities. Involved in understanding what people say to us and what we read, Embodiment relates meanings directly to our physical experience; it emphasizes on the way cognition is shaped by the body and its sensorimotor interaction with the world. Furthermore, this paper is trying to show how the theoretical assumptions, basic units, and constructs used in Cognitive Linguistics offer a better understanding of the true nature of language and grammar, and how Embodiment may improve current second language teaching and learning methods