Search results

1

LEARNING ENGLISH LISTENING AND SPEAKING THROUGH BBC VOA PODCASTS: AN APP REVIEW

100%

Abdi S., Makiabadi H.

Teaching English with Technology

|

2019

|

vol. 19

|

issue 2

101-108

EN

Knowing another language other than the first language is stereotypically regarded as a prestigious feature, distinguishing an individual from the rest of the community while providing him/her with more job opportunities. Nowadays, language classes are easily available through the expansion of recent technologies such as MALL (Mobile-Assisted Language Learning) and language learning applications (apps). App developers have been competing to design the most efficient apps to facilitate meaningful language learning by focusing on oral production and auditory reception to increase language learners' communicative competence. A characteristic app of the kind is Learning English Listening & Speaking BBC/ VOA News which offers learners a massive archive of updated BBC and VOA podcasts both online and offline. The current review intends to present a detailed description of the important features of this app.

2

REAL-TIME CONFERENCING TOOLS IN TEACHING SPEAKING TO ADULT LEARNERS

100%

Fronczyk K.

Teaching English with Technology

|

2008

|

vol. 8

|

issue 4

EN

Internet lesson plans

3

How advanced is advanced when it comes to speaking?

100%

Gráf T.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

|

2014

|

vol. special issue

65-77

EN

The huge achievement of becoming advanced in a language is often undermined by the feeling shared by the learners and their teachers that whilst there still is considerable progress to be made it is difficult to see what concrete steps to take. The study explores different ways of describing advancedness — using CEFR descriptors, the AdLs’ self-perceptions, the views of their teachers and, finally, through a sample analysis of spoken production of advanced learners. The study argues that in order to prevent the advanced learner from remaining stranded on a plateau an active approach is to be taken by both the learners and their teachers using analyses of learner and native-speaker language and challenging the learners to use complex and idiomatic language well beyond the boundaries of their habitual language use.

4

Can Indirect, Delayed Error Correction Improve Students’ Willingness to Speak in the Target Language?

100%

Pham Q. N.

Anglica. An International Journal of English Studies

|

2018

|

issue 27/2

173-189

XX

At a high school where I have worked as a visiting lecturer, students of English as a Foreign Language (EFL) tend to use their mother tongue (L1) instead of the target language (L2) in communicative activities. Many factors are to blame for this issue, such as the seating arrangement, the language curriculum, the influences from the interlocutors, and the teacher correction methods (Pham 2005). This study aims to propose a strategy to correct student errors during communicative activities. Data analysis shows that the strategy of error correction that a teacher uses will have a substantial impact on student use of L2 in oral activities. Drawing from such fi ndings, I suggest some practical teaching strategies to maximize L2 and minimize L1 in speaking activities.

5

A ROOM WITH A VUI – VOICE USER INTERFACES IN THE TESOL CLASSROOM

100%

Kent D.

Teaching English with Technology

|

2020

|

vol. 20

|

issue 3

96-123

EN

Disruptive technologies have seen how students interact with their teachers, how we as teachers now prepare and provide learning, and how we might best incorporate artificial intelligence into the classroom. To this end, the pedagogical affordances offered by the voice-user interface of digital assistants is explored. Instructional strategies supported by examples are then provided, along with means for actioning their use in the classroom and evaluating their appropriateness and viability for enhancing language learning.

6

Bariery komunikacyjne w rodzinie

100%

Koc-Kozłowiec B.

|

2012

|

vol. VI

|

issue (2/2012)

99-116

EN

The art of communication – listening and speaking – is a major life skill, with a thorough influence on every human life. Remaining silent while the interlocutor speaks is not all that there is to the act of listening to messages. True listening is based on an intention to get involved in understanding of the other person, enjoying his or her presence, learning something from the conversation, giving assistance, or comforting the interlocutor. In the article the author describes obstacles (barriers), which render true listening impossible. These barriers have been identified by a group of young adults

7

Wie nützlich ist Sprachlerntandem? Formen, Potenziale und Grenzen der Tandemarbeit beim E-Tandemlernen in universitären Sprachkursen

88%

Adamczak-Krysztofowicz S.

Glottodidactica

|

2018

|

vol. 45

|

issue 2

39-54

DE

This article focuses on a German-Polish e-tandem course between Adam Mickiewicz University Poznań and the Technical University of Darmstadt, which was conducted as a joint cooperation seminar in real time on both sides. As part of the tandem project, students of Applied Linguistics in Poznań and students of the Darmstadt Language Centre created and presented their own video podcasts in mixed German-Polish tandems. The author discusses possible forms of language learning tandems and the main achievements of language e-tandem DaPo-cooperation on the basis of a quantitative and qualitative analysis of the students’ questionnaires. After the initial conclusions, the author formulates new questions that may help to develop an innovative e-tandem model for university language courses

8

L2 willingness to communicate (WTC) and international posture in the Polish ecucational context

88%

Mystkowska-Wiertelak A., Pietrzykowska A.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 1

119-134

EN

Speaking, the language skill whose mastering appears to be the ultimate aim of every attempt at learning a foreign language, constitutes a formidable challenge. Apart from involving the online interaction of complex processes of conceptualization, formulation, articulation and monitoring (Levelt, 1989), it appears prone to numerous psychological and social influences that, being difficult to control, may consistently hinder development. One of such factors, closely related to the concept of anxiety, is L2 willingness to communicate (WTC), called “the most immediate determinant of L2 use” (Clement, Baker, & MacIntyre, 2003, p. 191). Perceived as either a personality trait or/and a context-related feature, WTC seems capable of accounting for a person’s first and second language communication. Interestingly it can be related to the learner’s disposition towards the target language culture, general interest in international affairs, willingness to travel and sustain contacts with speakers of other languages, which, defined as international posture (Yashima, 2002), serves as a strong predictor of success in language learning. The present paper reports the results of a survey conducted among 111 students of English, in the majority prospect teachers of English. The aim was to establish the degree of correlation between their international posture and WTC. The results do not corroborate the outcomes of other studies performed in the field (cf. Yashima, 2002, 2009), which might point to the unique characteristics of the Polish educational context.

9

ENCOURAGING ENGLISH LANGUAGE PRODUCTION USING TED TALKS AT THE TERTIARY LEVEL: A STUDY IN A TECHNICAL COLLEGE

88%

Karunakar M. T.

Teaching English with Technology

|

2019

|

vol. 19

|

issue 4

57-68

EN

This paper investigates using TED Talks to promote English language learning and production to ESL (English as a second language) learners at the tertiary level with the proficiency level between A2 and C1 as determined by their college entry-level test. In this study, it is used with a mixed-ability group of students of an engineering college who have difficulty performing in the language during classroom participation, while comprehending subject lectures or while communicating with their teachers and peers. In order to make their learning more engaging and to enhance the learner experience of the English language in this engineering class, TED Talks were used. Pre- and post-viewing activities were given to a group of students and were continuously assessed using classroom observation and production of language in classroom activities. The findings show that using TED Talks as a resource in the classroom improved English language production in terms of speaking and encouraged learners to confidently use the language.

10

The use of vlogging to enhance speaking performance of ESL students in a Malaysian secondary school

88%

Andiappan S., Hock Seng G., Ruey Shing S.

Teaching English with Technology

|

2022

|

vol. 22

|

issue 1

23-39

EN

This study investigates the effect of a vlogging project on Malaysian ESL students’ speaking performance in a secondary school. Additionally, the students’ experience and perception of making and using vlogs in their language learning were also investigated. To this end, a mixed-methods approach was adopted and the data was collected from 73 participants. A quasi-experiment was conducted to determine the effect of the vlogging project while a questionnaire and a retrospective self-report were utilised to obtain the participants’ views pertaining to their experience in creating vlogs. The findings indicate statistically significant improvement in the ESL students’ speaking scores. Additionally, the participants viewed the vlogging project positively and perceived it as a student-friendly learning tool which can also promote self-evaluation and function as a source of motivation. Drawing on the findings, ESL teachers should consider the pedagogical benefits of vlogs and incorporate them as an instructional technique in the language classrooms. This study indicates that the use of vlogs warrants further research in order to inform the feasibility and pedagogical impact of using vlogs to enhance students’ speaking skills.

11

L2 willingness to communicate (WTC) and international posture in the Polish educational context

88%

Mystkowska-Wiertelak A., Pietrzykowska A.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 1

119-134

EN

Speaking, the language skill whose mastering appears to be the ultimate aim of every attempt at learning a foreign language, constitutes a formidable challenge. Apart from involving the online interaction of complex processes of conceptualization, formulation, articulation and monitoring (Levelt, 1989), it appears prone to numerous psychological and social influences that, being difficult to control, may consistently hinder development. One of such factors, closely related to the concept of anxiety, is L2 willingness to communicate (WTC), called “the most immediate determinant of L2 use” (Clement, Baker, & MacIntyre, 2003, p. 191). Perceived as either a personality trait or/and a context-related feature, WTC seems capable of accounting for a person’s first and second language communication. Interestingly it can be related to the learner’s disposition towards the target language culture, general interest in international affairs, willingness to travel and sustain contacts with speakers of other languages, which, defined as international posture (Yashima, 2002), serves as a strong predictor of success in language learning. The present paper reports the results of a survey conducted among 111 students of English, in the majority prospect teachers of English. The aim was to establish the degree of correlation between their international posture and WTC. The results do not corroborate the outcomes of other studies performed in the field (cf. Yashima, 2002, 2009), which might point to the unique characteristics of the Polish educational context.

12

Réduction De L’anxiété De Production Orale

88%

Kalińska S.

Academic Journal of Modern Philology

|

2023

|

issue 19

129-147

EN

Research has consistently shown that anxious language students suffer significantly during oral activities and that anxiety has a negative impact on students’ attitudes toward language study. The purpose of this article is to help practitioners better understand some of the variables related to anxiety and oral skills and to offer teachers methods to lower the levels of stress in their classroom through the use of anxiety-management tools and activities that encourage authentic communication within a warm and supportive community of learners.

13

EXAMINING THE EFFECTIVENESS OF DIGITAL VIDEO RECORDINGS ON ORAL PERFORMANCE OF EFL LEARNERS

88%

Göktürk N.

Teaching English with Technology

|

2016

|

vol. 16

|

issue 2

71-96

EN

This study reports the results of an action-based study conducted in an EFL class to examine whether digital video recordings would contribute to the enhancement of EFL learners’ oral fluency skills. It also investigates the learners’ perceptions of the use of digital video recordings in a speaking class. 10 Turkish EFL learners participated in this study. To determine the impact of digital video recording on EFL learners’ oral performance, the speaking module of IELTS was modified as pre- and post-test. In addition to the analysis of the scores assigned to the learners by two raters using an analytic scale, an analysis of learners’ discourse in pre- and post-test was undertaken to determine whether measures of fluency in learners’ output differ as a result of the video recording. The results suggest that the incorporation of digital video recordings into speaking classes improved the learners’ overall speaking proficiency; however, it did not lead to a significant improvement in learners’ oral fluency. Yet, the analysis of the qualitative data showed that the utilization of digital video recordings may not only bolster the learners’ self-confidence, but also encourage them to take risks with the target language.

14

Розвиток професійних іноземними мовами в навчаються за фахом в філології

75%

Svitlana Gedz S., Ludmila Gusak L.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2012

|

issue 1

43-48

EN

This article is dedicated to an investigation of the main methods of developing professional foreign language competence in students majoring in philology.

15

Ikoniczność, metonimia i metafora w znakach polskiego języka migowego oznaczających mówienie

75%

Linde-Usiekniewicz J., Mostowski P.

Poradnik Językowy

|

2022

|

vol. 792

|

issue 3

23-41

EN

This is the fi rst in a planned series of papers dedicated to Polish Sign Language (PJM) signs denoting speech. It presents an analysis of twenty different signs attested in the Polish Sign Language Corpus (KPJM) in terms of iconicity as well as metonymies and metaphors used in their formation. The conducted analysis showed that two classes of signs can be distinguished in the examined material: iconic signs making use of metonymy and signs motivated by a conceptual metaphor. The former refer exclusively to the production of speech as opposed to signing: the vehicle is the phonetic act (mouth movement or air movement). Metaphoric signs, in turn, consistently rely on the conduit metaphor, refer to both spoken and signed utterances, and focus on transmission of a semantic content.

16

Linguistik und Rhetorik. Berührungspunkte

75%

Bartoszewicz I.

Studia Linguistica

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2016

|

issue 35

25-36

EN

Rhetoric and linguistics have, to some extent, separate histories, traditions and research ranges. However, it is worthwhile to mention some reasons for which it is possible to perceive these disciplines as interdependent due to the doubtless relationship between them. And it is not only for the relationship, naturally existing between rhetoric – the queen of sciences and arts, as stated by Cicerone, and linguistics – a discipline being a theoretically and methodologically independent area, which was formed only in the 19th century. Linguistics appears as a peculiar recipient of solutions in terminological-methodological solutions, while rhetoric is not the only area from which the transfer was possible. It was some exact sciences (chemistry, logic, mathematics etc.) that played a significant role in this case. Today there is also noticed a tendency of rhetoric to open to other areas, including what linguistics can offer. It is a process which allows for the hope to create new research possibilities in both branches.

17

Roots Of Mathematics

75%

Duda R.

Organon

|

2017

|

vol. 49

5-27

EN

To understand the origin of mathematics it seems reasonable to turn our attention to its deep anthropological roots and thus to consider the role of the central nervous system; the evolution of the faculties of thinking, speaking, and understanding symbols; the emergence of mythology, magic and rites; and early geometrical and arithmetical conceptions and their initial development. The article offers a survey of our knowledge on these roots, based upon archaeology, ethnology, psychology, linguistics, cognitive sciences, and it underlines the enormous amount of work done in elaborating primary mathematical ideas in prehistoric times.

18

Mówienie - rozmowa - dialog - dyskusja

63%

Krokos J.

Studia Philosophiae Christianae

|

2020

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vol. 56

|

issue 4

315-340

EN

Speaking, conversation, dialogue and discussion are four synonymous terms and refer to four related phenomena. Speaking is a sensible articulation of sounds by a personal subject, and as such is a condition for other activities. Conversation occurs when at least two people talk to each other on a topic. Dialogue and discussion, which are a form of conversation between persons, are characterized by different objects, purpose and structure. In both cases, conversation is foundational. The main condition of dialogue and discussion consists in the freedom of the will of persons. The main purpose of dialogue is the recognition of the views of participants. The participants in a discussion must not own equal competence. Discussion is a formalized dialogue. Thus, the purpose of a discussion is to solve problems. Therefore, there must be a definite object in discussion, and the details and notions employed must be stated. Moreover, the participants in discussion must own a similar competence. Lastly, discussion possesses its own internal and logical structure. -------------- Received: 22/09/2020. Reviewed: 06/11/2020. Accepted: 20/11/2020

PL

Mówienie, rozmowa, dialog i dyskusja to cztery bliskoznaczne terminy i cztery fenomeny ze sobą spokrewnione. Mówienie to sensowne artykułowanie dźwięków przez podmiot osobowy i jako takie jest warunkiem pozostałych aktywności. Rozmowa jest wzajemnym mówieniem do siebie przynajmniej dwóch osób na jakiś temat. Dialog i dyskusja, będące rozmową osób, różnią się przedmiotem, celem i strukturą. Dla obu rozmowa jest fundamentem. Warunkiem dialogu i dyskusji jest wewnętrzna wolność osób, które w nich biorą udział. Głównym celem dialogu jest zapoznanie się ze stanowiskiem i poglądami jego uczestników na określony temat. Uczestnicy dialogu nie muszą posiadać równych kompetencji. Dyskusja jest dialogiem sformalizowanym, kwalifikowanym. Jej celem jest rozwiązanie jakiegoś problemu. W dyskusji musi być zatem wyraźnie określony jej przedmiot, aspekt oraz muszą zostać uzgodnione pojęcia. Dyskutanci muszą posiadać podobne kompetencje w dyskutowanych sprawach. Dyskusja posiada też swą wewnętrzną, logiczną strukturę. -------------- Zgłoszono: 22/09/2020. Zrecenzowano: 06/11/2020. Zaakceptowano do publikacji: 20/11/2020

19

Peculiarities of Adolescents’ Speaking in the Information Society

63%

Hubar O.

Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova

|

2017

|

issue 2

EN

The article discusses the issue of adolescents’ development during the era of transition to the information society, when information and knowledge become the main products. Increased volumes of information circulating in the world, developed communication technologies, expanded borders and opportunities for communications lead to significant changes at a personal level, namely in functioning of speaking as a tool of communication and consciousness development. The practice of adolescents’ communications reflects the peculiarities of contemporary globalization influence, characterising contemporary social development, on speaking development and formation of a modern adolescent’s personality in general.

PL

Artykuł jest poświęcony problematyce rozwoju nastolatków w epoce przejścia do informacyjnego społeczeństwa, którego głównymi produktami są informacja i wiedza. Wzrostowi ilości krążących informacji w świecie, rozwojowi technologii komunikacyjnych, rozszerzaniu granic i możliwości komunikacji towarzyszą istotne zmiany na poziomie indywidualnym, a mianowicie funkcjonowanie mowy jako środka komunikacji i rozwoju świadomości. Praktyka komunikowania się młodzieży odzwierciedla cechy wpływu współczesnych realiów globalizacji w warunkach współczesnego społecznego rozwoju na rozwój mowy i kształtowanie osobowości współczesnych nastolatków.

20

DOES WEB 2.0-SUPPORTED PROJECT-BASED INSTRUCTION IMPROVE JORDANIAN EFL LEARNERS' SPEAKING PERFORMANCE?

63%

Bataineh R. F., Migdadi A. S., Al-Alawneh M. K.

Teaching English with Technology

|

2020

|

vol. 20

|

issue 3

25-39

EN

This study examines the potential effectiveness of Web 2.0-supported project-based learning in Jordanian EFL eleventh-grade students’ speaking fluency and accuracy of grammar and vocabulary. The participants of the study were 43 female students who were purposefully selected from two schools at Al-Koura Directorate of Education (Jordan) in the first semester of the academic year 2018/2019. Using a quasi- experimental, pre-/post-test design, the participants were divided into the experimental group (n=21) who was instructed using computerized project-based instruction and the control group (n= 22) who was taught per the guidelines of the prescribed Teacher Book, Action Pack 11. Descriptive statistics and One-Way ANCOVA were used to analyze the students’ scores on the speaking pre-/post-tests. The results showed that the participants instructed through the computerized project-based treatment outperformed those who were conventionally instructed in both speaking fluency and accuracy of vocabulary and grammar. A number of pedagogical implications and recommendations are put forth.

Refine search results

LEARNING ENGLISH LISTENING AND SPEAKING THROUGH BBC VOA PODCASTS: AN APP REVIEW

REAL-TIME CONFERENCING TOOLS IN TEACHING SPEAKING TO ADULT LEARNERS

How advanced is advanced when it comes to speaking?

Can Indirect, Delayed Error Correction Improve Students’ Willingness to Speak in the Target Language?

A ROOM WITH A VUI – VOICE USER INTERFACES IN THE TESOL CLASSROOM

Bariery komunikacyjne w rodzinie

Wie nützlich ist Sprachlerntandem? Formen, Potenziale und Grenzen der Tandemarbeit beim E-Tandemlernen in universitären Sprachkursen

L2 willingness to communicate (WTC) and international posture in the Polish ecucational context

ENCOURAGING ENGLISH LANGUAGE PRODUCTION USING TED TALKS AT THE TERTIARY LEVEL: A STUDY IN A TECHNICAL COLLEGE

The use of vlogging to enhance speaking performance of ESL students in a Malaysian secondary school

L2 willingness to communicate (WTC) and international posture in the Polish educational context

Réduction De L’anxiété De Production Orale

EXAMINING THE EFFECTIVENESS OF DIGITAL VIDEO RECORDINGS ON ORAL PERFORMANCE OF EFL LEARNERS

Розвиток професійних іноземними мовами в навчаються за фахом в філології

Ikoniczność, metonimia i metafora w znakach polskiego języka migowego oznaczających mówienie

Linguistik und Rhetorik. Berührungspunkte

Roots Of Mathematics

Mówienie - rozmowa - dialog - dyskusja

Peculiarities of Adolescents’ Speaking in the Information Society

DOES WEB 2.0-SUPPORTED PROJECT-BASED INSTRUCTION IMPROVE JORDANIAN EFL LEARNERS' SPEAKING PERFORMANCE?