PDF Download Practice Tests for IGCSE English As A
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Sveučiliše U Zagrebu Filozofski Fakultet Odsjek Za Anglistiku
Sveučiliše u Zagrebu Filozofski fakultet Odsjek za anglistiku Katedra za metodiku L1 AND L2 USE IN THE CROATIAN YEFL CLASSROOM Diplomski rad Studentica: Ivana Vojnović Mentor: dr. sc. Marta Medved-Krajnović, izv. prof. Zagreb, rujan 2014. University of Zagreb Faculty of Humanities and Social Sciences Department of English TEFL Section L1 AND L2 USE IN THE CROATIAN YEFL CLASSROOM Graduation Thesis Student: Ivana Vojnović Supervisor: Assoc. Prof. Marta Medved-Krajnović Zagreb, September 2014. Examining committee: Prof. Jelena Mihaljevic Djigunović Assoc. Prof. Marta Medved Krajnović Stela Letica Krevelj, PhD Abstract In the first chapter, a brief overview of literature is given on the topic of L1 in English Language Teaching - its role throughout history, its representation in different language teaching methods and approaches, and its use in the L2 classroom. In chapter two, the concept of ELL (early language learning) is presented and discussed, and chapter three presents the ELLiE (Early Language Learning in Europe) project. Part two of this thesis is the study itself. The aim of the study was to look into and analyse L1 use in the Croatian YEFL classroom, with the stress being on its quantity and functions, and see how it changes through a period of three school years (grades 1-3). Data was collected and later transcribed by researchers from the ELLiE study. The author of this paper then examined and analysed transcripts from two Croatian schools in order to see how they differed according to their L1 use when compared to each other. It was assumed that the amount of L1 use would keep decreasing in accordance with grade progression. -
JOURNAL of LANGUAGE and LINGUISTIC STUDIES The
Available online at www.jlls.org JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES ISSN: 1305-578X Journal of Language and Linguistic Studies, 16(2), 864-882; 2020 The effectiveness of L1 use in promoting oral production in L2 across different proficiency levels Muhammet Yaşar Yüzlü a 1 , Derin Atay b a Bahcesehir University, Istanbul,Turkey b Bahcesehir University, Istanbul,Turkey APA Citation: Yüzlü, M.Y., & Atay, D. (2020). The effectiveness of L1 use in promoting oral production in L2 across different proficiency levels. Journal of Language and Linguistic Studies, 16(2), 864-882. Doi: 10.17263/jlls.759330 Submission Date: 23/01/2020 Acceptance Date: 18/03/2020 Abstract The current study examines the impact of L1 use on EFL learners’ L2 speaking skills as well as their perceptions of L1 use in fostering oral production in L2. The study was conducted for 10 weeks with 60 low intermediate and the high intermediate students at a high school of science in Turkey in 2018-2019 spring term. In each group, half of the students were designated as the experimental group and the other half as the control group. The experimental groups in each level group were exposed to a 10-week (40 hours of teaching) of L1 use in order to promote speaking skills in L2 while the control groups were taught through communicative language approach. In the study, the explanatory sequential mixed methods design was utilized. The analysis of a Paired-Sample t-test indicated that L1 use played a pivotal role in ameliorating students’ L2 speaking skills. Semi-structured interviews revealed that students favoured L1 use through which they could attenuate cognitive load and experience stress-free classroom environment in order to improve speaking skills in L2. -
Lynchm2018elbillingualoption.Pdf
Edinburgh Research Explorer Evidence for the bilingual option Citation for published version: Butzkamm, W & Lynch, M 2018, 'Evidence for the bilingual option: Re-thinking European principles in foreign language teaching', Journal for EuroLinguistiX, vol. 15, pp. 1-14. <http://www1.ku- eichstaett.de/SLF/EngluVglSW/ELiX/index.htm> Link: Link to publication record in Edinburgh Research Explorer Document Version: Peer reviewed version Published In: Journal for EuroLinguistiX General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 30. Sep. 2021 1 Evidence for the bilingual option The monolingual approach has persisted in the guise of the communicative approach – clearly a direct method derivative - until the present day. This paper calls for a revision of a methodology where the learners’ mother tongue is only a stopgap device. It presents different groups of learners who testify to the effectiveness of a bilingual approach. The evidence is in: For beginners, L1 support is an immediate solution, not a last resort. Detailed proposals are made to improve courses for immigrants with native languages unrelated to conventional European school languages. -
The Influence of Personal, Situational and Sociocultural Factors on Vietnamese EFL Novice Teachers’ Cognitions and Practices
University of Wollongong Research Online University of Wollongong Thesis Collection 2017+ University of Wollongong Thesis Collections 2018 The influence of personal, situational and sociocultural factors on Vietnamese EFL novice teachers’ cognitions and practices Nguyen Tien Ngo University of Wollongong Follow this and additional works at: https://ro.uow.edu.au/theses1 University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong. Recommended Citation Ngo, Nguyen Tien, The influence of personal, situational and sociocultural factors on Vietnamese EFL novice teachers’ cognitions and practices, Doctor of Philosophy thesis, School of Education, University of Wollongong, 2018. -
Suggestopedia – a Teaching Method to Promote Learning in the Second Language Classroom
MASTEROPPGAVE Suggestopedia – a teaching method to promote learning in the second language classroom Else Bakkehaug 2017 Fremmedspråk i skolen, engelsk Avdeling for økonomi, språk og samfunnsfag Kahlil Gibran: He [the teacher] does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. Abstract The aim of the present study is to investigate the success rate of the method of Suggestopedia in teaching young adult immigrants English as a third language in Norway, as well as teachers’ and students’ attitudes to the method. The methods used were first an E-mail internet survey mapping trained suggestopedists’ view on the method. Second, action research included observations during several classroom sessions. Third, results from the students’ term tests were included, and, fourth, the participating students were interviewed after the classroom study was completed. Results from the classroom study show successful activities and participation, giving improved language skills. These results, are also confirmed by the students themselves, and coincide with the suggestopedists’ knowledge and reflections about Suggestopedia as a teaching method. 2 Table of Contents 1 Introduction ..................................................................................................................................... 5 1.1 Background ............................................................................................................................. 5 1.2 Aim ......................................................................................................................................... -
L1 As a Scaffolding Tool for Teaching English As a Foreign Language in the Second Year of Bachillerato at Cumbe High School”
Universidad de Cuenca UNIVERSIDAD DE CUENCA FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Maestría en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera Cohorte I “L1 AS A SCAFFOLDING TOOL FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE IN THE SECOND YEAR OF BACHILLERATO AT CUMBE HIGH SCHOOL” Trabajo de Titulación Previo a la Obtención del Título de Master of Linguistics Applied to Teaching English as a Foreign Language AUTOR: LCDA. SANDRA ISABEL CHICAIZA DELEG C.I. 0104218649 DIRECTOR: MST. JUANITA CATALINA ARGUDO SERRANO C.I. 0102810249 CUENCA – ECUADOR 2018 LCDA. SANDRA ISABEL CHICAIZA DELEG Página 1 Universidad de Cuenca RESUMEN Translanguaging y code-switching son áreas que actualmente están siendo consideradas en el campo del aprendizaje de un segundo idioma. Estas dos prácticas educativas implican el uso de la lengua materna de los estudiantes como un medio para aprender una lengua extranjera. Es por esto que esta investigación tiene como principal objetivo el determinar la efectividad del idioma español como una herramienta de apoyo en la clase de Inglés como lengua extranjera basada en el desarrollo de las cuatro habilidades a saber: lectura, escritura, escucha y habla. Este presente estudio fue llevado a cabo en el colegio Cumbe el cual está ubicado en un área rural de la provincia del Azuay. Se empleó el método de investigación mixto. La recolección de datos se hizo a través de los siguientes instrumentos: una prueba antes y otra prueba después de la intervención, dos cuestionarios y el diario del investigador. Los datos cuantitativos fueron analizados a través de estadística descriptiva y la información cualitativa a través de codificaciones. -
Dictogloss: the Role of Reconstruction Tasks on Noticing
INONU UNIVERSITY JOURNAL OF THE FACULTY OF EDUCATION August 2012 ♦ Volume 13, Issue 2, pp. 43-56 ISSN: 1300–2899 Dictogloss: The Role of Reconstruction Tasks on Noticing Nesrin ORUÇ İzmir University of Economics, School of Foreign Languages Abstract The idea that noticing captures a key role in second language acquisition, made the practitioners in the field search for ways of promoting noticing. In order to focus the learners’ attention to the form in the input, different attention gathering techniques, procedures and activities have been used. This study is an investigation of the role of dictogloss; a reconstruction activity popularized recently, as a task in promoting noticing. Two groups of Intermediate Turkish learners of English language (n=42) were given a pre-test before they were presented the same linguistic form by traditional Present-Practice-Produce method. The difference in the educational intervention was that, the experimental group was presented dictogloss activities in the Production stage of PPP. After 4 weeks of educational intervention, the groups were given the post-test, the results of which indicated the positive effect of dictogloss activity on noticing. Keywords: Dictogloss, Noticing, Reconstruction INTRODUCTION Over the past several decades, the Task-Based Language Teaching and learning have increasingly taken the attention of the Second Language Acquisition (SLA) world. This is mainly because both practitioners and researchers in the field emphasize the need to elicit output from language learners which represent their performance. Such samples of output provide information about the learners‟ level of L2. In that sense, it is possible to say that task-based language teaching constitutes a strong version of Communicative Language Teaching (CLT). -
Teaching Irish As a Second Language in Ireland
Open Research Online The Open University’s repository of research publications and other research outputs Grammar matters? Teaching Irish as a second language in Ireland Thesis How to cite: Browne, Elaine (2017). Grammar matters? Teaching Irish as a second language in Ireland. EdD thesis The Open University. For guidance on citations see FAQs. c 2017 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000cde9 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Elaine Browne M.Ed Grammar matters? Teaching Irish as a second language in Ireland A dissertation submitted to The Open University in partial fulfilment of the requirements for the degree of: DOCTOR OF EDUCATION (EdD) Date of Submission: 31.01.17 2 CONTENTS ABSTRACT ........................................................................................................................ 5 ACKNOWLEDGEMENTS ................................................................................................ 7 LIST OF TABLES .............................................................................................................. 8 1 INTRODUCTION .................................................................................................. 9 1.1 The focus ............................................................................................................................... -
Centro De E Studios De P Ostgrado
Centro de Estudios de Postgrado Máster en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera Alumno Dpto: Tutor Translation i Language Teaching: an /a Aid or a : /a Filología Inglesa Prof. D. : Trabajo Centro de Estudios PostgradoCentro de de Copley Noviembre U NIVERSIDAD DE Alejandro Alcaraz Fin de , Hindrance? Brendan n L2/For , J 2014 Máster AÉN eign Name and surname(s): Mr Brendan Copley Login: ESFPMLAEILE666967 (As currently registered in FUNIBER “Welcome” Page but I gain access with: ESFPCTEFA666967.) Master edition: 2013 - 2014 Date: 3rd November 2014 Final Project Title: Translation In L2/Foreign Language Teaching: An Aid Or A Hindrance? 0 CONTENTS CONTENTS ....................................................................................................................................... i LIST OF APPENDICES .................................................................................................................. iii 1. INTRODUCTION ......................................................................................................................... 1 1.1 Methodology .......................................................................................................................... 1 1.2 Some Potential Misconceptions Addressed ..................................................................... 3 1.2.1 - This is not a project about translation ...................................................................... 3 1.2.2 - No professional L2/FL teacher would admit to using the L1 in monolingual -
Improving Listening Skills and Motivation to Learn English Through Dictogloss ディクトグロスがリスニング力と動機づけに与える影響
ディクトグロスがリスニング力と動機づけに与える影響 Improving Listening Skills and Motivation to Learn English Through Dictogloss ディクトグロスがリスニング力と動機づけに与える影響 Takahiro Iwanaka(大学教育開発センター准教授) 1. Introduction It is of great interest for English teachers to clarify how their intervention into their students’ thoughts and behaviors promotes learning processes for intended outcomes. Compared with senior high-school students, university students, except those majoring in English, have fewer English classes in general. On average, they take English classes once or twice a week when they are freshmen and sophomores. It means that English teachers at the university level are facing a challenging task of how to motivate their students and encourage them to study outside classes of their own accord. According to Gass (1988), there are five stages whereby second language (L2) learners convert input into output: apperceived input, comprehended input, intake, integration and output. Gass assumes that any linguistic form is not acquired at once. Learners gradually deepen their understanding on a certain linguistic form and will be able to use it on their own. This is what teachers have to take into consideration in planning and structuring a lesson. For a lesson to be effective, it needs to be structured in a way where learners progressively enrich their understanding on linguistic forms. That is, an effective lesson should have the following four stages: presentation, comprehension, practice and production (henceforth, PCPP). A lesson organized in the PCPP sequence is considered to act positively on learners’ cognitive processes (Muranoi, 2006). Different output activities have a different impact on L2 learning. According to Farley (2004), a meaning- based output activity is more likely to contribute to L2 learning than a mechanical drill. -
Does Dictogloss Improve Non-English Major Students’ Motivation and Grammatical Competence?
Research Does Dictogloss Improve Non-English Major Students’ Motivation and Grammatical Competence? Hang Nguyen Thuyloi University, Hanoi, Vietnam This 12-week research examined the effects of dictogloss on the students’ grammatical competence and motivation. Data were collected through tests, questionnaires, and observation involving twenty eight students in a maths classat a higher education institution in Vietnam. The initial data indicated that students had low grammatical competence and motivation in learning grammar. By analyzing the textbook, the researcher found out it was structured in a way where dictogloss could be applicable and then an action plan was made to better the situation. The findings demonstrated the positive impacts of using dictogloss in the class where English was taught as an EFL (English as a foreign language). Learners could not only make improvements in their grammatical competence but also express greater interest in the English class. The dicussion supports the use of dictogloss as an alternative method for grammar teaching and provides some implications for better dictogloss practice in EFL context. Keywords: Dictogloss, grammatical competence, grammar, motivation Teaching grammar in an interesting and communicative way has been always given some concern by the practitioners of Teaching English as a Foreign Language (TEFL). Due to theoretical and empirical developments in the fields, many attempts have been given to this task and a number of approaches have been proposed, including grammar-based approaches, communication-based approaches, and communicative focus on form (Nassaji and Fotos, 2011). Recent research points out that form-focused instruction benefits learners of English in modifying their interlanguage grammar, which leads to the improvement of linguistic accuracy (Doughty & Williams, 1998; Norris & Ortega, 2000; Ellis, 2002). -
Lecturers' and Students' Perceptions And
http://wjel.sciedupress.com World Journal of English Language Vol. 7, No. 1; 2017 Lecturers’ and Students’ Perceptions and Preferences about ESL Corrective Feedback in Namibia: Towards an Intervention Model Saara S. Mungungu-Shipale1 & Jairos Kangira1,* 1Department of Language and Literature Studies, University of Namibia, Windhoek, Namibia *Correspondence: Department of Language and Literature Studies, University of Namibia, Windhoek, Namibia. E-mail: [email protected] Received: January 4, 2017 Accepted: January 19, 2017 Online Published: February 26, 2017 doi:10.5430/wjel.v7n1p11 URL: http://dx.doi.org/10.5430/wjel.v7n1p11 Abstract This study investigated tertiary lecturers’ and students’ perceptions and preferences on the provision of Corrective Feedback (CF) in the English as a Second Language (ESL) classroom at the Namibia University of Science and Technology. The study focused on students’ speaking and writing skills in the Language in Practice English course. The findings revealed that both lecturers and students perceive CF as an essential aspect of developing ESL productive skills. Both lecturers and students were of the perception that CF is more focused on English grammar than form. Students preferred more correction than their lecturers provided. Both lecturers and students concurred that metalinguistic feedback is the best practice for CF in English. The contribution this study made is the ten-stage Intervention Model that works towards the effectiveness of ESL CF at tertiary level in Namibia. The model recommends that lecturers should carefully scrutinise the specific ESL target language features; practise a variety of suitable CF techniques; and cater for individual students’ specific needs and preferences in learning English as a Second Language at tertiary level.