Sosyodilbilim

Kasap, Süleyman

doi:10.37609/akya.507

Cited by 3 publications

(2 citation statements)

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“…Situational teaching requires students to fully perceive the learning objects and utilize multiple senses, and teachers need to build a bridge between students and the English language by creating a language environment. In the realm of language acquisition, as posited by Dörnyei (1998) and further explored by Kasap (2020), the journey of language learning unfolds as a dynamic interplay between internal elements, represented by learners themselves, and external influences emanating from the learning environment. Central to this process is the pivotal role of interest, serving as the intrinsic impetus propelling learning forward.…”

Section: Advantages and Challenges Of Sl In Esl Teachingmentioning

confidence: 99%

Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

Yao,

Kanjanakate,

Jantharajit

2024

AJAL

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In the contemporary era of globalization, learning a second language has become a pivotal means to broaden individual perspectives and enhance competitiveness. English, as the lingua franca of international communication, assumes particular importance. This paper delves into the integrated application of situated learning (SL) and task-based language teaching (TBLT) in English as a Second Language (ESL) instruction, aiming to augment learners' executive function (EF) and cognitive ability (CA). SL theory underscores the interplay between learning and context, whereas TBLT emphasizes task-centric pedagogical approaches. These two methodologies share numerous parallels in ESL instruction, both prioritizing the cultivation of students' active participation and communicative competencies. Consequently, the integration of SL with TBLT mutually catalyzes, collectively enhancing students' learning outcomes. In the design and implementation of ESL instruction, a framework comprising stages such as preparation, introduction, task preparation, task implementation, task completion, language feedback, language summary, and task evaluation is proposed to ensure the effectiveness and appeal of teaching. Despite potential challenges in practice, such as insufficient teaching resources, the complexity of instructional implementation, and imperfect assessment and reflection mechanisms, the integrated approach of SL and TBLT still harbors immense potential and value. Thus, further in-depth research and practice are warranted to explore this integrative teaching methodology.

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Section: Advantages and Challenges Of Sl In Esl Teachingmentioning

confidence: 99%

Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

Yao,

Kanjanakate,

Jantharajit

2024

AJAL

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“…Mallarını satmak isteyen halka Rus ve Ermeni memurlar engel olmaya çalışmıştır. 68 Çoğu çok düşük fiyatlarla evlerini Ermenilere satmak zorunda kalmıştır. 69 Trabzon'dan sadarete 30 Haziran 1879 tarihinde gönderilen yazıya göre Artvin kasabası ahalisinden hicret edecek olanların tasarruf ettikleri emlakın satışının Rusya Hükümeti tarafından engellendiği hakkında adı geçen halk tarafından Lazistan sancağı mutasarrıflığına verilip oradan vilayete gönderilen varakanın bir sureti Osmanlı Devleti'nin Batum baş şehbenderine de yazılmıştır.…”

Section: Introductionunclassified

93 Harbi̇’nden Sonra Li̇vane Muhaci̇rleri̇ni̇n Yaşadiği Sikintilar

YÜCETÜRK

2022

Karadeniz Araştırmaları Enstitüsü Dergisi

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Psychological and Educational Approach in Teaching and Learning Foreign Languages

Amira

2024

tarr

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Schools play a central role in the holistic development of children, providing a structured environment that fosters their intellectual, social, emotional, and physical growth, and equipping them with essential skills and knowledge for their future through the experiences each child will have at school. These contribute to the cognitive and academic development of children in several ways. First and foremost, the primary objective of school is to provide a pedagogical education to children. In this regard, the school promotes intellectual development through a structured and organized learning environment where children can acquire knowledge, develop cognitive skills, and build their academic journey. Teachers play a crucial role in delivering effective instruction, facilitating learning experiences, and providing individualized support to meet the diverse needs of students. Furthermore, schools provide resources, programs, and assessments that help children progress academically and prepare them for their future studies. Moreover, children are also exposed to several languages from a very young age, which promotes the acquisition and mastery of languages. The learning of multiple languages in a multilingual school will lead children to develop cognitive skills such as attention, memory, and executive functions. These cognitive skills are transferable and can support academic abilities in areas such as reading, comprehension, mathematics, and problem-solving. As the basis of all educational activities, whether they involve listening, speaking, reading or writing, language plays a crucial role in the fulfilment of many important tasks and goals of a school. Language in school is not only a subject to be taught, but a source of study for other subjects as well, as it enables students to gather data and gain knowledge in a variety of subject areas. As a result, primary education provides all students with a basic education as well as access to other languages, such as French or English. This initiative aims to give students an appropriate linguistic approach that enables them to communicate, express themselves and use their language skills in their academic, personal and social activities, as well as direct access to information and knowledge. Foreign language education aims as well as to give learners the ability to communicate, express themselves, and use their language skills in their school work, personal lives, and social interactions. It also helps them have direct access to information and knowledge. From this point of view, we seek through the following scientific paper to discuss the purpose of the need for children to acquire foreign languages and the most appropriate age to start learning them. We will also try to present the scientific opinions of the most important thinkers and researchers on how languages are learnt and taught and the proposed teaching methods in this field.

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Sosyodilbilim

Cited by 3 publications

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Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

93 Harbi̇’nden Sonra Li̇vane Muhaci̇rleri̇ni̇n Yaşadiği Sikintilar

Psychological and Educational Approach in Teaching and Learning Foreign Languages

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