scholarly journals Entertainment Games for Teaching English as a Second Language

2018 ◽  
Vol 6 (2) ◽  
pp. 188-207
Author(s):  
Gabriel Savonitti ◽  
Joao Mattar
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Proximal Development ◽  
Teaching English ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
English Classroom ◽  
Definition Of ◽  
Active Learner

This article explores the use of entertainment games for teaching English as a second language. It is a narrative literature review of theories of motivation and learning. To facilitate the choice of didactic resources to be used in the English classroom by teachers, this study brings to light the characteristics relevant to teaching that can be found in games, associated with different genres. In this sense, 14 researches involving digital games of entertainment were analyzed, using as basis Gardner’s theories of motivation in the teaching, games and the active learner of Gee, zone of proximal development of Vygotsky, tangential learning model of Portnow and Brown, model of the monitor, Krashen’s input hypothesis, Schumann’s acculturation model, and the hypothesis of the interaction proposed by several authors such as Gass and Larsen-Freeman and Long. The results obtained were the definition of the relevant characteristics to teaching and learning in games and the identification of the genres associated to these characteristics. The discussion used the following characteristics found in the analyzed texts: motivation, classroom interaction, social interaction in the game, tangential learning, grades, complementary material, vocabulary, repetitive written content, big written content, need for text interpretation, audio and text.

scholarly journals Task-based approach in Second Language Acquisition and in the Didactics of Translation

2018 ◽  
Vol 7 (2) ◽  
pp. 63-78
Author(s):  
Edelweiss Vitol Gysel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Driving Force ◽  
Teaching And Learning ◽  
Syllabus Design ◽  
Definition Of

Studies on Second Language Acquisition (SLA) have been increasingly conducted in recent years, especially concerning the contributions of the so called task-based approach, which has been gradually undergone some adaptations, becoming a driving force for syllabus design. Within the field of Didactics of Translation (DT) the use of tasks has also, so far, proven to be an appropriate approach in the teaching and learning of translation. Therefore, in this article, I will discuss the differences regarding the rationale behind the definition of task as well as its application both in the SLA and in the DT environments. The method seeks to justify the choice of the discussed concepts, and presents the steps in the development a translation task here proposed. The discussion is grounded on this example of translation task and examines how the notion of task in SLA interfaces with the acquisition of translation competence in DT. The conclusion shows that SLA can inspire and contribute to DT concerning the task-based approach. Some of these contributions here discussed are authenticity, focus on meaning and on form, and planning. Furthermore, such contributions are applied in the development of a translation task, as a means of exemplification, and building a bridge between the areas of SLA and the DT.

Alternative Ways of Capturing the Legacies of Traumatic Events: A Literature Review of Agency of Children Living in Countries Affected by Political Violence and Armed Conflicts

2020 ◽  
pp. 152483802096187
Author(s):  
Federica Cavazzoni ◽  
Alec Fiorini ◽  
Guido Veronese
Keyword(s):  
Literature Review ◽  
Political Violence ◽  
Well Being ◽  
Armed Conflicts ◽  
Policy Implications ◽  
Children’S Agency ◽  
Child Centered ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Definition Of

Background: It has been revealed that the construct of agency plays a crucial role in contributing to children’s positive functioning and well-being despite their traumatic contexts. Yet there is little agreement within the literature about the definition of agency, how agency is displayed by children, or how it should be investigated. Aims: This study provides a synthetic overview of studies that have analyzed the agency of children living in contexts affected by political violence and armed conflict. In the process, it highlights major theoretical breakthroughs and findings in this area of research. The aim was to review research investigating the different ways in which children’s agency manifests itself within their everyday lives, as well as possible policy implications. Method: We identified published peer-reviewed studies relating to children’s agency in conflict-affected environments through a narrative literature review. An ecological framework was used to organize studies according to the different settings (personal, familial, cultural, or contextual) within which the children’s agency was displayed. Results: Of 682 studies identified from online searches of the literature and the three additional sources gathered through bibliography mining, 63 qualified for full review, with 15 studies included in the final synthesis. Overall, the literature focused mostly on the ways in which children’s ability to mobilize resources emerged in order to cope with their challenging contexts. Conclusion: Scholars advocated for community-oriented and child-centered programs that are aimed not only at promoting recovery from symptoms but also at fostering advocacy and a sense of agency in children.

scholarly journals A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

2018 ◽  
Vol 8 (4) ◽  
pp. 232 ◽  
Author(s):  
Habibullah Pathan ◽  
Rafique A. Memon ◽  
Shumaila Memon ◽  
Ali Raza Khoso ◽  
Illahi Bux
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Problems ◽  
Proximal Development ◽  
Learning To Learn ◽  
Learning And Teaching ◽  
The Impact

The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

scholarly journals Toward a Working Definition of eCohort Studies in Health Research: Narrative Literature Review

10.2196/24588 ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. e24588
Author(s):  
Vasileios Nittas ◽  
Milo Alan Puhan ◽  
Viktor von Wyl
Keyword(s):  
Relevant Literature ◽  
Synthesis Process ◽  
Patient Centeredness ◽  
Working Definition ◽  
Wide Availability ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Research Narrative ◽  
Definition Of ◽  
Sampling Procedures

Background The wide availability of internet-connected devices and new sensor technologies increasingly infuse longitudinal observational study designs and cohort studies. Simultaneously, the costly and time-consuming nature of traditional cohorts has given rise to alternative, technology-driven designs such as eCohorts, which remain inadequately described in the scientific literature. Objective The aim of this study was to outline and discuss what may constitute an eCohort, as well as to formulate a first working definition for health researchers based on a review of the relevant literature. Methods A two-staged review and synthesis process was performed comparing 10 traditional cohorts and 10 eCohorts across the six core steps in the life cycle of cohort designs. Results eCohorts are a novel type of technology-driven cohort study that are not physically linked to a clinical setting, follow more relaxed and not necessarily random sampling procedures, are primarily based on self-reported and digitally collected data, and systematically aim to leverage the internet and digitalization to achieve flexibility, interactivity, patient-centeredness, and scalability. This approach comes with some hurdles such as data quality, generalizability, and privacy concerns. Conclusions eCohorts have similarities to their traditional counterparts; however, they are sufficiently distinct to be treated as a separate type of cohort design. The novelty of eCohorts is associated with a range of strengths and weaknesses that require further exploration.

scholarly journals A pilot study of the flipped classroom approach in higher education

2020 ◽  
pp. 7-30
Author(s):  
Encarnación Almazán Ruiz ◽  
Raquel Fuentes Martínez
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Direct Consequence ◽  
Teaching Model ◽  
Teaching English ◽  
English Grammar ◽  
Class Time ◽  
English Classroom ◽  
The One ◽  
Teaching Grammar

Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when teaching English grammar.

scholarly journals TEACHER’S INITIATION IN ENGLISH CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurmiati Sitompul ◽  
Siti Aisah Ginting ◽  
Isli Iriani Indiah Pane
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Dominant Type ◽  
English Classroom

This study was about teacher’s initiation in English classroom interaction based on Sinclair and Coulthard Model. The aimed of this study were (a) to find out the types of teacher’s initiations used in English classroom interaction based on Sinclair and Coulthard Model, (b) to find out the dominant type of teacher’s initiation used in English classroom Interaction based on Sinclair and Coulthard Model, and  (c) to find out the reason why the  teacher used the dominant type of  initiation during the teaching and learning process. This research used  qualitative research. To answer the problems of the study, the data were collected in three ways by observing, recording and interviewing. The data were analyzed based on Sinclair and Coulthard  theory (1975). The result of this study were the following, (a) There were nine types of  teacher’s initiations found during the teaching and learning process,  namely, teacher elicit, teacher inform, teacher direct, listing, re-initiation (i), re- initiation (ii), check, repeat, and boundary. (b) the dominant type of teacher’s initiation used in English classroom interaction was teacher elicit, which was 40%. (c) the reasons why the teacher used the dominant type of initiation during the teaching and learning process was categorized based on the variables that were affected on teaching and learning process (Gage,2004), they were: the teacher believed that by initiating elicit, it could create an effective classroom interaction, the teacher believed that by initiating elicit, it could push the students on process of flashback, the teacher believed that by initiating elicit, the students would be encouraged to become more confident and braver to participate actively during the teaching and learning process.Key words: Teacher’s Initiation, Classroom Interaction, Sinclair and Coulthard.

scholarly journals A Corpus-Based Investigation of Idiomatic Multiword Units

2021 ◽  
Author(s):  
◽  
Lynn E Grant
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Future Research ◽  
Know How ◽  
Spoken English ◽  
Multiword Units ◽  
Definition Of ◽  
The Individual

<p>Idioms - a type of multiword unit (MWU) - are defined as being non-compositional and in general cannot be understood by adding together the meanings of the individual words that comprise the MWU. Because of this, they present a particular challenge to students who speak English as a second- or foreign-language (ESL/EFL). As a teacher of second-language (L2) learners, it is just that challenge which has motivated this study. Specifically, there were two main aims of the thesis. In order to know how to teach idioms to ESL/EFL learners, we - as language teachers - need to know how to define and explain them. Therefore, the first aim of the study was to either find an English (L1) definition of an idiom which could clearly distinguish one type from another, and an idiom from a non-idiom, or to develop a new definition. Having not found such a definition, a new definition was put forward, dividing MWUs presently known as idioms into three new groups - core idioms, figuratives, and ONCEs (one noncompositional element). The L1 perspective was adopted for the definition as an L2 perspective would involve considerably more variables. The second aim was to develop a comprehensive list of one of the three new groups - core idioms - and then try to establish frequency, using a corpus search. A number of steps were taken to compile this list, involving an examination of several sources of written and spoken English. The result was that when the criteria established to define a core idiom - being both non-compositional and non-figurative - were strictly applied to the large collection of MWUs presently known as 'idioms', the figure was reduced to only 104 MWUs deemed to be either core idioms or 'borderline figuratives' and 'borderline ONCEs'. Next the British National Corpus (BNC), a corpus of 100 million words, was searched for occurrences of these 104 core idioms and borderlines to establish their frequency. The result of the corpus search showed that none of the core idioms occurs frequently enough to get into the most frequent 5,000 words of English. However, as the motivation to do the study was the desire to find a better way to teach idiomatic MWUs, a brief discussion followed with suggestions for the teaching and learning of these idiomatic MWUs. Finally, some methodological implications and suggestions for future research were put forward, looking at further research which would advance the field of second-language acquisition (SLA) related to the learning of idiomatic MWUs.</p>

scholarly journals Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Sukarno
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Young Learners ◽  
Language Classroom ◽  
Methods And Techniques ◽  
English Classroom ◽  
Teaching Learning

Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English appropriately.This article discusses teaching English to young learners, the theories of teaching English to young learners at elementary school, English classroom management at elementary school, and what to consider in designing teaching-learning materials.To reach the goal of the teaching and learning of English at elementary school, the English teachers at elementary school should know and apply the theories of teaching English to young learners. Besides, they should also know what to consider in designing teaching-learning materials in order that the materials given to the students are appropriate for the students’ development in relation to languages.

scholarly journals Communicative Language Teaching in Teaching ESL for University Students

2021 ◽  
Vol 3 (6) ◽  
pp. 49-57
Author(s):  
Le Thi Ngoc Hien
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Classroom Activities ◽  
Advantages And Disadvantages ◽  
The University ◽  
Learning Language

Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.  

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