Quarterly Journal | Volume 11 Issue 4 | December 2009
English language is widely spoken and taught in the world. It is considered a lingua franca and is also considered by many to be the universal and the international language. This language is widely distributed and is currently the primary language of a number of countries.
Basic verbs such as â€œgoâ€, â€œcomeâ€, â€œtakeâ€, and â€œhaveâ€ not only have several entries for meaning in a dictionary, but they are also combined with a variety of participles, prepositions and nouns to form idiomatic expressions. Therefore, contrary to the nomenclature, basic verbs can sometimes be difficult for learners of ESL to master.
In Buddhist philosophy there are four â€œNoble Truths.â€ The first Noble Truth states that life is suffering. The second great truth says suffering has a cause. In our profession, we know what that cause isâ€”foreign language learning! Although we might joke about it, learning a second or foreign language is truly the source of much pressure, disappointment and discouragement for many learners.
The Impact of Phonetic and Phonological Instruction on the Oral Proficiency of Spanish-speaking ESL Learners
Oral proficiency has been one of the important goals in teaching English as a Second Language (ESL) because it is important not only in communication, but also in reading and writing, which pave the path to academic achievement. Phonetic and phonological awareness, as related to oral proficiency, cannot be assumed with second language learners as with native speakers acquiring their mother tongue.
The world has become more and more competitive and interdependent than before, economically and politically. Economists regard English proficiency as a form of human capital in the workplace (McManus, 1985). Kachru (1997) presents his concentric circle model to analyze the spread and diffusion of English. Asian countries, including Taiwan, Japan, Korea, and China, have been categorized in the expanding circle, where English is used primarily as a foreign language.
CALL-Based Instruction: Toward the Teaching of Speech and Oral Communication at Angeles University Foundation
Forty-four sophomore students, who took their Speech Communication for one semester, used the Digital Computerized Laboratory in listening audio materials, recording their voices. The laboratory is internet connected, so they were able to answer interactive quizzes found in the internet. Various exercises such as news delivery, voice recording, pronunciation drills, and poetry interpretation were done.
Item Learning vs. System Learning: Contextualizing the Shift from a Structure-based to a Notional- Functional ESL Syllabus
Of the several disciplines, many aspiring language teachers still find linguistics one of the most formidable. Such condition is brought about by the dearth of instructional materials and a limited number of well-trained teachers who can handle one of its allied fields, especially Systemic Functional Grammar. If this problem remains unattended, producing ill-equipped language teachers shall most likely become a vicious cycle.
Together with global demand for English proficiency, the United States, with its rapidly growing linguistically and culturally diverse (LCD) student population, must prepare teachers to meet the unique needs of these students. This study investigated pre-service teachers’ attitude towards English Language Learners (ELL). Research has suggested that teachers with positive attitudes, adequate preparation, and clear perceptions of effective instruction for LCD students are more likely to engage in appropriate instruction and facilitate student’s learning.
A Comparative Study Between Syntactic Structure Identification Training and Integrated Reading Strategy Training in Teaching English Sentence Reading
The objectives of this experimental study were (1) to compare the effectiveness of syntactic structure identification training and that of integrated reading strategy training in teaching sentence reading comprehension; (2) to identify the relationship between syntactic/sentence structure analysis and sentence comprehension and between translation and sentence comprehension; and (3) to analyze the errors in the students’ translated sentences to find out their strategies in comprehension the text.
Accuracy Order of Selected Grammatical Morphemes in the Monitored Written Compositions of Filipino Adult Language Learners
Studies about morpheme have excited researchers in discovering a “built-in syllabus”. Although accuracy order on the “unmonitored language use” has been established, some variations were obtained depending on the task where the data was elicited (Ellis, 1994). This article asserts that there might be an accuracy order for the “monitored language use”. Very few have tried to identify and establish an accuracy order for the “monitored language use” particularly of the adult Filipino language learners.