In many English language classrooms, teaching pronunciation is granted the least attention. When ESL teachers defend the poor pronunciation skills of their students, their arguments could either be described as a cop-out with respect to their inability to teach their students proper pronunciation or they could be regarded as taking a stand against linguistic influence. If we learn a second language in childhood, we learn to speak it fluently and without a 'foreign accent'; if we learn in adulthood, it is very unlikely that we will attain a native accent. In this study, the researchers first review misconceptions about pronunciation, factors affecting the learning of pronunciation. Then, the needs of learners and suggestions for teaching pronunciation will be reviewed. Pronunciation has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English.
When we talk about multimedia learning, we can ask several questions to ourselves understand the effect of information and communication technologies (ICT's) on our lives. ICT's have introduced new instructions that we use to think; consequently, the ways in which we think would also change. New identities are born that are connected to communication tools. From the viewpoint of applied linguistics, we are specifically interested in the effects that these communicative skills can have on the processes of language production and interpretation. Our conceptions of language and communication have changed substantially with the arrival of computer and its digital capabilities. Communications have also changed considerably. These changes have affected the school communities and the relationships established between teachers and students now involve other modes of cognitive involvement and social interactions made possible by digital online communications. In this paper, the researchers discuss the issues of ICT, multimedia learning, its principles, CALL, its advantages and implications of multimedia learning. Then multimodal learning, multimodality and second language acquisition, and implications of multimodality in language learning and teaching will be discussed. A review of the literature will determine how multimodal models affect the teaching and learning processes
Readers construct meaning from clues found in a text which is related to the use of background knowledge in understanding the content of the passage. Reading is an interactive process in which readers construct a meaningful representation of text using their schemata. Schema theory describes the process by which readers combine their own background knowledge with the information in a text to comprehend that text. All readers carry different schemata (background information). This is an important concept in EFL teaching and reading tasks are designed to activate the learners' schemata. While it has been known for some time that both content and formal schemata are necessary for a complete understanding of written texts in a reader's first language (L1), and has been suspected to be true in a reader's second language (L2), it is still an area that has been ignored by both researchers and classroom teachers. The first goal of this paper is to define the terms reading, reading comprehension, schema, schema theory. The second goal is to review the nature of second language reading. The third goal is to discuss reading activities. The fourth goal is to review research on text familiarity and reading comprehension. The fifth goal is to give a brief overview of some of the literature that deals with schema theory as part of a reader centered psycholinguistic processing model for both native and nonnative readers. The sixth goal is related to the analysis of content schema and its role in L1 L2 reading comprehension. The seventh goal is pertinent to the activation of content schema. The last goal is to discuss the situation of schema theory in EFL reading comprehension, and implications of schema theory in L2 classrooms.
BACKGROUND:Decision making about the type of dialysis in renal failure is a matter of great importance involving the patients, his/her family, and the health care team. Identifying the factors influencing decision making for undergoing peritoneal dialysis (PD) helps the development of this therapeutic method in patients.AIM:The present study aims at explaining the factors influencing decision making about undergoing PD in End Stage Renal Failure patientsMETHOD:The present study is a qualitative research, which used content analysis method. A semi-structured and in-depth interview was conducted with the 19 participants that selected by purposefully sampling. All interviews were recorded subsequent to receiving consent of the participants and were analyzed using content analysis method.RESULTS:The first codification process resulted in 345 codes, which finally decreased to 278 codes by continuous reading and removal of duplicates. Overall, two main categories and eight categories namely facilitating factors (viz. family atmosphere, hemodialysis problems, PD advantages, and social environment) and inhibitory factors (viz. inefficient family, PD requirements, attitudes towards hemodialysis, and the country treatment system) were selected from the total 19 sub-categories and 278 codes.CONCLUSIONS:Results indicated that various personal, family-related, psychological, social, and economic factors could affect the decision on the type of dialysis in patients. Therefore, basic infrastructures such as social support, education, and even the specialist and positive perspective of the Ministry of Health are required to choose this therapeutic method.
Abstract-No concept raises more hackles in second language acquisition circles than consciousness. The role of consciousness in second language acquisition is currently being heatedly debated and should be particularly considered if we are to make progress in understanding how this acquisition takes place. The researchers review the previous empirical studies on the important role of consciousness in second language acquisition (SLA) through stating the views of different authors, philosophers, scholars. Then, the role of consciousness in terms of concepts such as attention, awareness, intentionality, and control comes up for review. These concepts provide growing support for the view that the role of consciousness is vital for second language learning. Finally, it is concluded that conscious awareness of language is necessary if learner wants to use it appropriately. This notion has gained wide support from research findings which state that conscious learning seems to contribute to successful second language acquisition.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.