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Acquisition of the Inter-Dental Fricatives /θ/ and /ð/ in ESL/EFL and Jamaican Creole: A Comparative Study  [PDF]
Ahmed Mousa
Open Journal of Modern Linguistics (OJML) , 2014, DOI: 10.4236/ojml.2014.41004

This study aims at investigating to what extent the linguistic processes exhibited in creolization parallel those manifested by Arab learners of English in particular and those of child language and second/foreign language in general. Another aim of the study is to highlight the link between second/foreign language learning and historical change. To this end, the speech of two speakers of the Broad Jamaican Creole was compared with the performance of Saudi school and university learners of English as a foreign language and data from child language, with respect to the pronunciation of English inter-dental fricatives /θ/ and /e/. The results show that learning in the above three situations takes place according to the same principles. Furthermore, the sound substitutions made in the three situations (i.e. [t], [d] respectively) are the same as those witnessed in historical sound change.

Introducing Jamaican Creole into the Jamaican Educational Curriculum  [cached]
Marijke Frank
The English Languages : History, Diaspora, Culture , 2010,
Abstract: This paper argues that the low social status of Jamaican Creole is significantly influenced by its position in Jamaican education, and that the mandatory use of Jamaican Standard English in education shows a tendency to fossilize class divisions. The paper starts by providing a short overview of the impact of colonialism on language policy and education. It will then analyze in what ways Jamaican class relations and the languages of instruction are connected. Selected examples will demonstrate the benefits of using Jamaican Creole in education. It will further discuss possible consequences of introducing Jamaican Creole into the school curriculum for its socio-cultural and political position in Jamaica.
Literature in EFL/ESL Classroom  [cached]
Mohammad Khatib,Saeed Rezaei,Ali Derakhshan
English Language Teaching , 2011, DOI: 10.5539/elt.v4n1p201
Abstract: This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.
Thinking of the Textbook in the ESL/EFL Classroom  [cached]
Wang Wen-Cheng,Lin Chien-Hung,Lee Chung-Chieh
English Language Teaching , 2011, DOI: 10.5539/elt.v4n2p91
Abstract: Textbooks provide novice teachers with guidance in course and activity design; it assures a measure of structure, consistency, and logical progression in a class; It meets a learner’s needs or expectations of having something concrete to work from and take home for further study; It may provide multiple resources: tapes, CDs, videos, self-study workbooks etc. While the quality of ESL reading textbooks has improved dramatically in recent years, the process of selecting an appropriate text has not become any easier for most teachers and administrators. Thus, the paper discusses for evaluating reading textbooks for use in ESL/EFL classrooms. Classroom teachers spend much time using textbooks in class, so choosing an appropriate one is important. And the paper describes the role of the textbook. Using this will make the textbook selection process more efficient and more reliable.
Raising Awareness of Collocation in ESL/EFL Classrooms  [cached]
Parisa Farrokh
Journal of Studies in Education , 2012, DOI: 10.5296/jse.v2i3.1615
Abstract: One of the most problematic areas for foreign language learning is collocation. It is often seen as arbitrary and overwhelming, a seemingly insurmountable obstacle to the attainment of native like fluency. The aim of this study is to increase awareness of the importance of teaching collocations in ESL/EFL classrooms in order for learners to acquire accurate and native-like competence. This paper is divided into four main sections. The first section discusses the definitions and categorizations of collocation from different scholars' perspectives as well as the distinction between collocation and other combinations of words. In the second section, the main sources of collocational errors will be clarified. The third section deals with the importance of collocations in ESL/EFL classrooms. In the fourth section different methodologies and materials for teaching collocations to ESL/ EFL learners will be suggested, as well as the implications of the lexical approach will be analyzed.
Literature in the EFL/ESL Classroom: Consensus and Controversy
Marzieh Bagherkazemi,Minoo Alemi
LiBRI : Linguistic and Literary Broad Research and Innovation , 2010,
Abstract: This paper provides a review of ideas and research regarding the role of literature in the EFL/ESL classroom. Firstly, it sketches a brief history of literature’s association with and dissociation from first and second language programs from the 18th century on. Secondly, it elaborates on the bone of contention among foreign language educators in terms of whether or not literature has the capacity to enrich and enhance foreign language teaching and learning practices. To this end, the postulated pros and cons of using literature in the EFL/ESL classroom are presented. Finally, theoretical and empirical research is drawn upon to depict some of the ways literature can be and has been employed in the foreign language classroom.
Speaking Fluency: Technology in EFL Context or Social Interaction in ESL Context?
Taher Bahrani
Studies in Literature and Language , 2011,
Abstract: Language learning can occur outside the classroom setting unconsciously through interaction with the native speakers or exposure to authentic language input through technology. EFL context lacks the social interaction to boost language learning. Accordingly, this study aimed at investigating the effectiveness of exposure to audio/visual mass media as a source of language input in EFL context and social interaction as a source of language input in ESL context on speaking fluency. To achieve this purpose, a sample speaking test was administered to one hundred language learners in Iran which is an EFL context and one hundred language learners in Malaysia which is an ESL context. Then, forty participants from each context where selected. During the experiment, EFL participants had exposure to audio/visual mass media while the ESL participants had exposure to social interaction. At the end, both groups took another sample speaking test. The post-test showed that the EFL group performed better which proved that exposure to technology promotes speaking fluency. Key words: Exposure; Mass media; Social Context; EFL Context; ESL Context
Some Recommendations for Integrating Literature into EFL/ESL Classrooms
Mohammad Khatib,Saeed Nourzadeh
International Journal of English Linguistics , 2011, DOI: 10.5539/ijel.v1n2p258
Abstract: Many EFL/ESL learners find English language classrooms boring, partly because of the fact that learners are engaged in those activities they consider unrelated to the requirements of out-of-class communication in the L2. One solution offered to this problem is to introduce literature and literary texts into language classrooms. Many researchers support the proposal that literature needs to be incorporated into language teaching curricula, both for children and adults. However, researchers and ELT practitioners do not agree as to what are the most effective procedures for integrating literature into language classrooms. It is the purpose of the present paper to offer some recommendations that would help language teachers maximize the efficacy of their literary materials. Ten recommendations will be proposed with a specific focus on short stories and novels along with the rationales as to why it is thought that the recommendations would be helpful for literature-based language classrooms.
Assessing Reading Strategy Training based on CALLA model in EFL and ESL Context
íkala, Revista de Lenguaje y Cultura , 2011,
Abstract: reading strategies instruction is currently gaining much attention as an effective means of enhancing reading comprehension. in this research, we examined the effect of underlining strategy intervention, based on the calla model in efl and esl contexts. a group of 189 college students were randomly selected from different universities in iran and india. based on a proficiency test, students were grouped into high, moderate, and low level. then, the underlining strategy was taught during the treatment sessions. the results suggest that intervention or explicit instruction was effective in increasing the reading comprehension of both iranian and indian students although indian esl students were able to perform better in comparison to their iranian efl counterparts. there was no significant difference between proficiency level and students' performance in reading comprehension in efl and esl contexts. in addition, there was no significant difference between males and females in both contexts.
EFL/ESL and Environmental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon  [cached]
Carlous Muluh Nkwetisama
World Journal of Education , 2011, DOI: 10.5430/wje.v1n1p110
Abstract: This article seeks to examine the perception of the EFL/ESL teachers on environmental education and the integration of environmental education in language teaching. The hope of the article is that it will enable Cameroon EFL/ESL teachers to discover or rediscover the aims and extended reach of their profession. That is, that EFL/ESL teaching should not only be limited to the improvement of learners’ language proficiency but also to enable them develop critical thinking strategies that can be useful in environmental sustainability; that the English language teaching profession can be used in promoting environmentally friendly behaviours among citizens, thereby activating an eco-applied linguistic awareness among Cameroonian EFL/ESL teachers.
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