Archives for August 2015

‘Using Films in the ESL Classroom to Improve Communication Skills of Non-Native Learners’ by Ms. Atiya Khan

Abstract

With the ever-increasing developments in audiovisual technologies, their uses are not limited to entertaining people anymore. In fact, audiovisual technologies could be incorporated in the classroom for second language acquisition. In line with that view, this article highlights the effectiveness of exposure to films on improving the speaking skills of non-native English language learners. The article implied that audiovisual technologies, such as films, generally are a great source for teaching spoken English and must be used more in non-native English language learning contexts.

Index Terms: ESL, communicative English, audiovisual technology, films

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‘Relationship between Writing, reading, and Translation’ by Hajar Khanmohammad & Mahboobeh Kehtari

Abstract

Everything in translation begins with a source language text which the translators must be able to read and to comprehend as an essential and basic requirement for carrying out successful translating. The purpose of the study was to examine the relationship between writing and reading in English, independently, and translating from English to Persian (E-P) and Persian to English (P-E) translation ability translation students. To this end, a TOEFL test (including reading and writing parts), an English to Persian translation test, and a Persian to English translation test were administered among 198 MA translation students of Central Tehran Branch of Islamic Azad University. Three raters corrected translation and the writing tests according to the required rubrics. The descriptive and inferential statistics confirmed that there is a significant relationship between reading in English and E-P translation, and writing in English and P-E translation. Furthermore, a regression analysis revealed that reading comprehension was a significant predictor of their E-P translation qualities, while writing was not. Moreover, considering the P-E translation as the predicted variable, it was revealed that both reading and writing could significantly predict P-E translation of the students. However, it was observed that writing makes a stronger contribution to P-E translation of the students.

Index Terms: assessment of translation, reading comprehension, writing.

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‘The Effect of Immediate and Delayed Pronunciation Error Correction on EFL Learners’ Speaking Anxiety ‘ by Ali Asghar Gharaghanipour, Arash Zareian & Fatemeh Behjat

Abstract

In the field of Second Language Acquisition (SLA), classroom interaction has been widely discussed by teachers and researchers. In this field, different viewpoints on classroom interaction and discourse have been studied which have mainly concentrated on either teachers or students and their speech. When the focus sheds lights on language teaching and learning, and more specifically on learning English as a Foreign Language (EFL), the main issue is the language itself and how it is used in the interaction between students and teacher – student in the classroom. In the present study the focus was on the effect of immediate and delayed pronunciation error correction on EFL learners speaking anxiety. The participants in the study were sixty female intermediate EFL students, between 15 and 17 years old. A quasi-experimental research design was employed with a treatment lasting for a weeks on two intact groups—one experimental and one control group. They were then categorized as high and low proficient learners on the basis of the scores they gained in an OPT test.  the final result has stated that more proficient learners experienced less anxiety in class and they were more relaxed to answer the questions or participate in discussions The results of t-test indicated that there was a significant difference between the experimental group and the control group. It indicated that the high proficient learners with delayed error correction used more words per minute compared to low proficient ones. The result indicated that high proficient respondents were less likely to feel anxious about their errors in the language classroom, which means that proficiency, error making, and anxiety are interrelated

Index Terms: Error correction, pronunciation correction, speaking anxiety.

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‘Impact of Washback in English as Second Language Classrooms – An Investigation in the University of Jaffna – Sri Lanka’ by Dr M Saravanapava Iyer

Abstract

The manner in which public or in-house examinations affect teaching and learning processes in English as Second Language (ESL) classrooms is normally explained as “washback” or “backwash” (These terms are interchangeably used to denote the same meaning). Currently a large number of definitions have been suggested by language scholars for the notion “washback” right through the accessible researches and relevant literatures on ESL language testing. In this paper I prefer to employ the term “washback” alone to interpret the same situation. At the beginning, the present study attempts to focus on range of definitions of washback. Thereafter, it tries to recognize the parallel terms introduced by other language researchers; after having adequate discussion and reviewing on different definitions, the researcher’s ultimate aim of this paper is to introduce new views on washback with correct pedagogical implications for ESL practitioners; this fresh insight relevant to washback effect on teaching and learning process is doubtlessly believed to help language practitioners to implement the ESL programme effectively. The research method applied for this investigation is based on ethnographic perspective qualitative research components and the subjects for this investigation were thirty Tamil medium undergraduates in the Faculty of Arts, University of Jaffna, Sri Lanka.

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‘Hitches in English Language Learning among Engineering Students’ by Dr. S. Radhika

Abstract

As English teachers we were not satisfied when we return after the class to our seats. There appears a lacuna in the teaching-learning process. English is seen and is taught as a subject and not as a language. The paper aims to throw light on the factors of impediments in English language learning among the engineering students and to find possible solu-tions to overcome the hindrances. The three factors that determine the success of language learning process are: Classroom, Students and Teachers. The availability of resources in the classroom, the attitude of the learners and the methodology used by the teachers are considered the reasons or obstacles in the language learning process. Adequate facilities in the class-room, students’ mindset to learn the language and the innovative teaching practices by the teachers may enhance the teach-ing-learning process and helps the students to acquire the English language like their L1.

Index terms: Language- impediments- learning- engineering- teaching- English

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‘Enhancing General Vocabulary of ESL Students through Small Group Discussion’ by Jaydeep Solanki & Sunil Shah

Abstract

Majority of the students in India study in vernacular medium for their primary and secondary education. Dur-ing their study they do not get that good exposure of English language. For learning any foreign language, four major skills should be balanced equally. Instead of using all four major skills, the students only make use of two skills: listening and reading and sometimes writing also but only for their home works. They never get chance to speak in front of the class and among their groups.

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‘Mobile Assisted Language Learning(MALL) and Its Role in Learning of English Language’ by Om Joshi & Sunil Shah

Abstract

In the educational field of learning English language, learners use mobile for learning English language; mo-bile offer them various activities for developing different language skills. Mobile technology has become an important tool in the teaching process and in students’ learning as well. It is crucial to learn how students feel towards learning English via MALL in their classrooms. However, the learners’ attitude towards MALL could play an important role in learning of Eng-lish language. In this study we attempt to research the possibility of language learning through portable innovations. Here, it has been attempted to demonstrate the advantages of utilizing mobile phones in learning English as a second language.

Index Terms: Mobile Learning, ELT

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Volume 5 – Issue 4

  1. Impact of Washback in English as Second Language Classrooms – An Investigation in the University of Jaffna – Sri Lanka
    Author/s: Dr M Saravanapava Iyer
    Abstract | Access Full Paper
  2. The Effect of Immediate and Delayed Pronunciation Error Correction on EFL Learners’ Speaking Anxiety
    Author/s: Ali Asghar Gharaghanipour, Arash Zareian & Fatemeh Behjat
    Abstract | Access Full Paper
  3. Relationship between Writing, reading, and Translation
    Author/s: Hajar Khanmohammad & Mahboobeh Kehtari
    Abstract | Access Full Paper
  4. Using Films in the ESL Classroom to Improve Communication Skills of Non-Native Learners
    Author/s: Ms. Atiya Khan
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  5. A Model for Translating Poetry Based on the Lefevere’s Theory on Poetry Translation and Dastjerdi’s Model
    Authors: Forouzan Dehbashi Sharif & Ramin Yarmohamadi Khameneh
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  6. Modification of Words and Vocabulary Learning Techniques
    Authors: H. Naseema Parveen, S. Esther Cynthia & Dr. A.S. Mohamed Rafee
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  7. Dynamic Assessment: An Indication of Diagnostic Approach in Reading Comprehension of Iranian EFL Learners
    Authors: Narges Zarinkamar & Jila Naeini
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