Culture in language learning and teaching

Brown, Lucien; Park, Mi Yung

doi:10.4324/9780429244384-5

Cited by 16 publications

(22 citation statements)

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“…"Motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action" (Brown, 2001). Cheng and Dörnyei (2007), claim that motivation is one major key factor in determining the success or failure in foreign language learning.…”

Section: Definition Of Motivationmentioning

confidence: 99%

Motivating English Grammar Learning For Iraqi High Schools

Mohammed¹,

Ghonsooly

2022

eduj

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The present study intended to investigate developing and validating a motivation to learn English grammar scale and examining its relation to Iraqi high school EFL learners' grammatical ability. 100 EFL female learners participated to respond the questionnaire in this study. They were around 18-19 years old and were selected randomly from Wasit high school in Kut. To ensure the validity and reliability of the questionnaire, factor analysis was run and Chronbach alpha test was used regarding the reliability. A Pearson Moment Correlation formula was used to see if there was any relationship between the students' motivation and their grammar knowledge in English language. This study confirmed the validity of the questionnaire structure; a confirmatory factor analysis method was used based on the structural equation modeling with Liserel software. The value of t in all cases was greater than 1.96 or less than 1.96 that showed the model was verified and acceptable. The Cronbach's alpha for the questionnaire was more than 0.7. Therefore, the reliability of the questionnaire could be confirmed. The study showed there was a positive and significant relationship between motivation and learners' grammatical ability.

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Section: Definition Of Motivationmentioning

confidence: 99%

Motivating English Grammar Learning For Iraqi High Schools

Mohammed¹,

Ghonsooly

2022

eduj

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“…Speaking skills are essentially productive and oral use skills that are done face to face [9]. Meanwhile, Brown stated that speaking skill is "an interactive process of constructing meaning that involves producing and receiving and processing information" [10]. The form and meaning depend on the context in which the speech appears which includes the respondents, the topic, and the conversation situation.…”

Section: "He Created Man and Taught Him How To Speak"mentioning

confidence: 99%

Teaching Speaking Through Storytelling

Hartono¹,

Mukhaiyar²,

Rusdinal³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The research objective is to increase the students' speaking skill. The research is conducted to find out the effect of using storytelling to the students' speaking skill. The research design was quasi-experimental research, the respondents were students of SMP Negeri 2 Kerinci. 41 students divided into two groups (experimental class and control class). The instrument of the research was tests which were given before and after treatment. Experimental group was taught by using storytelling technique meanwhile control group was taught by using traditional technique. The result of the research showed that t-obtain > t-table, 17.24 > 1.68, so Null hypothesis was rejected. In other words, the students who were taught using storytelling technique achieved a better ability in speaking English than the students who were taught using traditional technique. It indicates that there is a significant difference in the experimental group compared to the control group. The result of the research concluded that there was a significant effect of using storytelling in students' speaking skills.

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“…A su vez, Stern (como se citó en Brown, 2007) manifiesta que: "the natural order for first and second language learning is listening, speaking, reading, writing" (p. 55). Por eso, es recomendable priorizar actividades auditivas, visuales y kinestésicas, como canciones de personas nativas en inglés y juegos en un contexto significativo para el niño, sin énfasis en lectura, escritura o estructuras gramaticales.…”

Section: Desarrollounclassified

“…Por otro lado, es pertinente contemplar variables en la edad que se enseña una segunda lengua. Es así que, en la Figura 4 se puede observar tres posibilidades: cuando se aprende la primera y segunda lengua al mismo tiempo durante la niñez (C1-C2), el primer idioma en la niñez y el segundo idioma en la adultez (C1-A2) o aprender un segundo idioma entre la niñez y adultez (C2-A2), para lo cual la línea vertical sombreada representa el tiempo de una etapa a otra (Brown, 2007).…”

Section: Periodo Críticounclassified

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La importancia de la enseñanza del idioma inglés en la etapa escolar

Agurto¹,

Jesuitas²

2020

aletheia

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Recibido: 01-12-20 Aceptado: 30-01-21 RESUMEN El presente artículo tiene como objetivo fundamental analizar los aspectos más importantes de la enseñanza del idioma inglés en la etapa escolar en el Perú. El idioma inglés es una lengua franca a nivel mundial, su dominio es considerado una competencia adicional para la persona en la sociedad. Es así que, se abordan aspectos esenciales como la edad de los estudiantes para aprender una lengua extranjera y las políticas educativas que se han ido implementando en el país para su enseñanza. Además, se examina el contexto del docente que imparte las lecciones del idioma inglés en las instituciones educativas y la forma como se plantean las metodologías para aprender un idioma extranjero. Finalmente, se recomienda implementar la carrera profesional en la enseñanza del idioma inglés en más universidades, mayor exposición al idioma, promover su aprendizaje desde una edad temprana y reflexionar sobre la metodología de acuerdo al contexto del estudiante.

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Culture in language learning and teaching

Cited by 16 publications

References 1 publication

Motivating English Grammar Learning For Iraqi High Schools

Motivating English Grammar Learning For Iraqi High Schools

Teaching Speaking Through Storytelling

La importancia de la enseñanza del idioma inglés en la etapa escolar

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