PDF superior The role of morphology in the process of language acquisition and learning

The role of morphology in the process of language acquisition and learning

The role of morphology in the process of language acquisition and learning

Word formation rules allow the combination, in a fixed order, of words and affixes and affixes and words to form new derived and compound lexical units.. They opérate on words and affi[r]

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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The data for the questionnaire was collected according to feedback from the students at An-Najah. The researcher asked the students an open – ended question about the effect of large classes on them. After gathering the data, the answers were classified into three major areas: instructional, psychological and social which were considered as the study instrument by the researcher in the form of a questionnaire. The researcher distributed the questionnaire to the sample study students (230 students). The questionnaire included two versions (Arabic and English). The subjects responded to the questionnaire in Arabic on a 5-point Likert scale (1=strongly disagree; 2= disagree; 3=undecided; 4=agree; 5=strongly agree).The questionnaire contained 46 items and was divided into the following sections:1-Items (1-19) showed the instructional effects of large classes on non- English major EFL students. 2-Items (20-32) showed the psychological effects of large classes on non- English major EFL students. 3-Items (33-46) showed the social effects of large classes on non-English major EFL students.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

There are many researchers and debaters about class size reductions who are skeptic when demonstrating the evidence for efficiency and educational improvement standards. Blatchford (2003) supports the idea that there is trouble when the number of students goes over 30. One of the best things in education is to have smaller classes which allow for a better quality of teaching and learning. Furthermore, (Jerner & Loomis, 2007, p. 1, 2, 3) assert “ Smaller class sizes enable teachers to spend the t ime and energy needed to help each child succeed and enhance safety and discipline in the classroom”. Although research tends to support the belief that small classes give optimal effects, not all studies on the subject reflect this affirmation; working in small-class- settings is not necessarily a synonym for increasing learning.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools.

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools.

In previous studies, Finn, Pannozzo, & Achilles (as cited in Bray & Kehle, 2011) indicate that less than 20 students per class is considered small, and more than 20 is considered a large one. Both authors explained that the fact of having large or small groups in the classroom does not necessarily result in higher achievement or failure rates because there are different factors that are very important in students when learning another language. As a result, what really matters is how well teachers are prepared.
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Metacognitive strategies for developing speaking skills to ninth graders at escuela de educación básica Paquisha, La Libertad, Santa Elena province, 2015-2016.

Metacognitive strategies for developing speaking skills to ninth graders at escuela de educación básica Paquisha, La Libertad, Santa Elena province, 2015-2016.

This research paper focuses on the development of English speaking skills to provide to the Educational community of Santa Elena a detailed analysis of metacognitive strategies and their uses in English learning. Speaking is an essential factor in the acquisition of new language, the correct application of this oral skill represents an important requirement for getting good English communication according to the necessities of today’s society. The adequate application of metacognitive strategies as didactic tool allows the development of speaking skills inside the classroom. This work was based on quantitative and qualitative methodology. Also, it included inductive and deductive methods. These methods allowed collecting statistical data and valuable information in order to collect numerical and statistical data for searching conclusions and recommendations about the research. The purpose of this research is to serve as a guide for teachers in decision-making during the teaching learning process of the English language and the development of oral skills through implementation of metacognitive strategies to Ninth Graders from “Escuela De Educación Básica Paquisha”, La Libertad, Santa Elena Province, 2015–2016.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools.

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools.

CBLI is the last approach regarded before dealing with other topic. It focuses on providing content information through the target language and using academic subjects to acquire the foreign language (Chamot, Barnhardt, El-Dinary, and Robbins, 1999; Richards et al., 2001). CBLI has many advantages in a foreign language class but two are especially relevant. The students are able to improve their language competence into specific areas of their interest and the four language skills (speaking, writing, reading, and listening) are naturally joined (Brinton, 1989; Chamot et al., 1999).
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

Before keep on indicating the results obtained in the survey, it is necessary to state that there are students that never raise their hand when a teacher asks them a question despite the fact that they know the right answer. This sometimes happens because some students are shy and are also afraid of being embarrassed if they make a mistake. This limits their participation in EFL classes and does not enable the teacher to give feedback when needed. As a result, the teacher cannot use questions as a means of identifying the strengths and weaknesses of the students who are shy and who do not like to participate in class very often.
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Raising cultural awareness in the process of language learning

Raising cultural awareness in the process of language learning

There are some factors which can aggravate these attitudes,but the most important is the environment. Some of the students often go to the U.S.A., another group has relatives there, and others have lived in the U.S. A.for a long time. Another situation is those students who have learnt English in some famous language schools, which gives them a high level in the target language. However,this kind of school contributes to the cultural cringe problem, soit is important to develop some activities or strategies which can help to eliminate these attitudes and allow themto recover the interest in their own culture that they lostbecause they did not understand that the learning of a foreign language is not the forgetting of their origins, their traditions or their people, but just a cultural interchange, where one can take the best from both cultures.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

All of the interviewed students reported that they learn through the use of diverse activities which allow them to get a better learning with respect to the lessons. However, it was found during the survey that in some classes the space is not enough and it may be difficult for teachers to group students for the different activities. According to Baker and Westrup (2003), large classes pair work and group work needs careful planning to keep all the students involved in the lesson an allow them to work with each other. Pair and group work gives all students lots of practice time. Larger groups can be more difficult to organize, so teacher can start with pair work. When students and teacher can organize and work in pair quickly and easy, teacher can go on to try a larger group work activity. These considerations are very important in larger classes because it will help teacher to organize group in a better way.
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he influence of large classes in the English language teaching-learning process in Italian high-schools

he influence of large classes in the English language teaching-learning process in Italian high-schools

The results presented in the chart indicate that a high percentage of students 40,29% consider that teachers do not have problems to remember all students’ names. But, taking into consideration those 26,86%, who show that the problem exists and those 11,94%, who have this problem, without forgetting those 20,89%, who indicate that the teacher sometimes remember their names. Therefore, this problem exists up to a certain degree because the students do not feel confident enough, which does not generate positive stimulus. About it McGregor, Cooper, Smith, and Robinson (2000) affirm that teachers must call their students by their names, which give students more confidence, more security. On the other hand, the authors express that teachers find certain difficulty to learn their students’ names, especially in large classes where the level of difficulty increases; therefore, teachers need to make a bigger effort and put into practice this statement because it helps to stimulate students.
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55 Lee mas

La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

This research “The influence of large classes in the English language teaching- learning process in Ecuadorian high schools” is aimed to determine whether or not large classes affect the English language teaching-learning process in Ecuadorian high schools. Three research questions were proposed to carry out the investigation; and, a questionnaire was structured and applied to two hundred nine students from three public educational institutions and one private high school in the city of Quito who were selected at random. They were attending to eight year of basic to third year of secondary and their ages oscillated between 12 and 18 years old.
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The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The space is also a big concern when working with large classes; the more students are in the class, the less space they will have to work in. Most of the participants of the study have shown agreement with how they are grouped to do something and how tasks are performed in the available space in terms of easiness. 84.94% in the first case just mentioned, and more than 80% in the second case confirm that fact, which also means that the teachers are exerting a good management over the class. It is clearly visible that the group, partner and individual activities are the ones that fit situation of the classes surveyed here. Roger (1983) mentions some ways to optimize the classroom space by arranging the students’ desk in different forms, all meant to ease the class communication.
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Frequent communicative practices in an english inclusive classroom with deaf and hearing students

Frequent communicative practices in an english inclusive classroom with deaf and hearing students

This particular way of bilingualism implies learning models. Domínguez‟ (2003) refers to two types of D/HH learning models; the monolingual and the bilingual. The monolingual model aims the D/HH children to master the orally use of the hearing people´s language. On the other hand, the bilingual model aims the D/HH children to firstly acquire a language that can be developed naturally by them as the SL is, and during the process learn the majority language. At the same time, Dominguez (2003) stated how bilingualism can be seen through two different perspectives; the „successive bilingualism‟ which considers sign language as the mother tongue of the hearing impaired children and, therefore, the first one to be used to develop the different learning processes and after mastering the first language, D/HH students would be presented the oral language of their community. The second perspective is the „simultaneous bilingualism‟ characterized by the presentation of both languages at the same time; hearing impaired children would be in contact with users of sign and oral language since childhood. It can be said that both the successive and the simultaneous bilingualism are developed in Colombia due to the different physical, social and communicative implications in the learning process of D/HH INSOR (2006).
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

and those without it. The research was carried out adopting the pre-posttest quasi experimental/control groups design. Two instruments were designed by the researcher and two research assistants. These instruments are namely Onuka Mathematics Achievement Test and Onuka English Language Achievement Test. The research was conducted on experimental and control groups. 280 students were involved in the investigation. At the beginning of each lesson a short test of the knowledge gained in the previous lesson was given. The scripts were collected and redistributed to the students after they had worked the solutions on the board, however, ensuring that no student got and marked his/her own paper. The teacher worked out the solutions on the board and then asked the student to randomly exchange their notebooks and mark strictly under his supervision with support of the research assistant. The results were organized and recorded at the end of the lesson. The teacher then proceeded to teach. The exercise lasted for eight weeks. A pre-test was given to each subject group (experimental and control) at the beginning of the investigation. At the end of the eight weeks, a post – test was administered to find out whether or not the treatment had had any effect on the students’
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Analyze the influence of the use of ict in the motivation of the learning process of a foreign language.

Analyze the influence of the use of ict in the motivation of the learning process of a foreign language.

In this sense, the English area has as its purpose the achievement of communicative competence in a foreign language, which will allow the student to acquire information on the most recent and latest scientific and technological advances, whether digital or printed in English, as well as access to new information and communication technologies to broaden their cultural horizon. In addition, it is important to create the conditions and opportunities for the use of innovative methodologies that strengthen the student's autonomy in learning other languages. Vivar M. (2014).
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The use of supplementary materials for teaching children in EFL classes

The use of supplementary materials for teaching children in EFL classes

communicative events within language that is being produced, interpreted, and negotiated. These include level of formality, relationship between participants, and whether the interaction is public or intimate. Then the macrosocial context relates second language acquisition to circumstances of learning, referring to the formal learning that takes place in schools where learners have access to programs which give little opportunity for student to develop full communicative competence, and to broader dimensions such as: age, sex, ethnicity, education level, occupation, and economic status; these dimensions often influence the experiences learners have, how they are perceived by others, and what is expected from them. The members of different social categories, frequently, experience different learning conditions, and different attitudes or perceptions from within both native and target language communities.
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Making the match between content and foreign language: A case study on university students’ opinions towards CLIL

Making the match between content and foreign language: A case study on university students’ opinions towards CLIL

The process in the use of scaffolding techniques such as visual aids (e.g., images, photographs), non-verbal language, language modelling, dialogues, contextualization, graphic organizers or questioning, among others, is complex as it should be graded depending on the learners’ prior knowledge (or the Zone of Proximal Development [ZPD] 1 ). In this sense, Cummins’ Quadrant (Cummins, 1996) is considered an effective tool to design CLIL units, lessons, and for materials adaptation, since it can aid alternatively scaffold cognitive and linguistic skills and it makes learners evolve from concrete to abstract thinking while gradually increasing the contents´ linguistic demands (Genís & Martín de Lama, 2013). According to Cummins (1996), learning and assessment tasks should progress so that learners advance towards the most cognitively demanding part of the quadrant (Figure 4). Simultaneously, the
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Analysis of cooperative learning in the teaching learning process of English language with the students of sixth level “C” of Language Center at “Universidad Nacional de Chimborazo” Veloz District, city of Riobamba, Chimborazo Province during the school t

Analysis of cooperative learning in the teaching learning process of English language with the students of sixth level “C” of Language Center at “Universidad Nacional de Chimborazo” Veloz District, city of Riobamba, Chimborazo Province during the school term october 2016 march 2017

Cooperative learning is one of the most widespread areas of research and practice education. This learning strategy has been applied to a broad variety of content areas at all levels. Cooperative learning is a pedagogical technique in which students work together in small, and mixed groups on a structured learning assignment with the aim of maximizing their own and each other's learning. Cooperative Learning. According to Hall in Arias & Naranjo reseach “Cooperative learning explores the benefits to work in large groups with heterogeneous learners. Larger groups are good because they provide more people for doing big tasks; they increase the variety of people in a group in terms of skill, personalities, background, and they reduce the number of groups for the teacher to monitor”. (Arias & Naranjo Garcia, 2013)
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Systematic introduction of vocabulary and its effect on acquisition: primary education
students of english as a foreign language

Systematic introduction of vocabulary and its effect on acquisition: primary education students of english as a foreign language

An organized presentation of vocabulary might contribute towards an organized knowledge, which is considered to be better for learning, retaining and accessing. Therefore, it is necessary to determine how much and which vocabulary should be contained in coursebooks or introduced during a whole school year. Only in this way can the programme be successful. The programme should be built upon both intensive and extensive rehearsal. The former refers to the number of times a word occurs in one didactic unit. The programme should promote the treatment of all target words with the same intensity. This means that all target words should receive the same degree of attention in the textbook. The latter involves periodical recycling. That is to say, not only should target vocabulary be worked intensively for a short period of time, but it should also be revisited at certain points of the learning process.
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The collaborative approach in content and language integrated learning

The collaborative approach in content and language integrated learning

There are two modalities to consider in the collaborative approach. On the one hand, teachers from different areas of knowledge collaborate in order to offer learning tools to students. On the other hand, students work collaboratively in the classroom to carry out the tasks proposed by the teacher. In both modalities, the roles of the teachers and students are different. In the first one, the teacher is central to the learning activity, facilitating the interdisciplinary tasks to the passive students. The teacher’s role is more facilitative; to guide and channel the students in their learning. In the second, the teacher’s role is less active, helping the students but not interfering in the learning process. We propose a third modality which combines these two, in which teachers and students collaborate in the design and evaluation of the teaching-learning activities, thereby taking into account individual and group needs of the students (Carrió Pastor, 2006). Collaboration implies interaction among the different members of the group and the different proposals should act as webs of knowledge that combine to offer unique results (Strijbos, Martens and Jochems, 2004: 403).
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