Using more native-like language acquisition processes in the foreign language classroom

Green, Kieran

doi:10.1080/2331186x.2018.1429134

Cited by 2 publications

(1 citation statement)

References 124 publications

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“…All humans use language the same way (Calude & Pagel, 2011;Fitch, 2011;Kemp & Reiger, 2012). Any individual can learn a language because a combination of language features and meanings can be learned from mothers and interaction with the environment (Tamariz et al, 2014;Winters et al, 2015;Others, 2016), and other users of the same language can understand each other over time (Wedel, 2012;Silvey et al, 2015) despite different learning experiences (Foraker et al, 2009;Kirby et al, 2015;Green, 2018).…”

Section: Theory and Model Of Foreign Language Teachingmentioning

confidence: 99%

Model of Teaching Malay Language to Non-Native and Foreign Speaker

Janan,

Mohamad Tarmizi,

Punaji Setyosari

et al. 2024

MJLI

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Purpose – This study aims to develop a teaching model of the Malay language for non-native and foreign speakers in schools. Implementing this model can assist educators in teaching the Malay language to students who do not use it as their first language in everyday use. Methodology – This study used a qualitative approach to develop teaching models for non-native and foreign Malay speakers. Interviews were conducted with 27 teachers and 23 stakeholders who are experts in teaching the Malay language, especially in teaching non-native speakers. A prototype model was developed thematically as a result of interviews using ATLAS.ti 22. Further, the prototype model was used by ten teachers from primary, secondary, and international schools in their teaching. Findings – This study has succeeded in developing a model for teaching the Malay language to non-native speakers and foreigners that includes five elements: teaching strategies, individual differences, input, social, and motivation. This model strongly emphasises instruction involving interaction, communication, and bilateral relations as a medium for students’ language acquisition and meaningful input. Verbal interaction between teachers and students can stimulate and improve students’ language skills in learning Malay. Significance – This model can help teachers teach the Malay language to non-native speakers and foreigners with a greater focus onachieving learning objectives. This model is expected to expand the usage, cultivate interest, and facilitate teaching the Malay language in educational institutions.

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Section: Theory and Model Of Foreign Language Teachingmentioning

confidence: 99%

Model of Teaching Malay Language to Non-Native and Foreign Speaker

Janan,

Mohamad Tarmizi,

Punaji Setyosari

et al. 2024

MJLI

View full text Add to dashboard Cite

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The evidence-based intervention for teaching the Chinese language in Australian classrooms

Yan

2020

ARAL

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There is a lack of research on evidence-based intervention to the issue of L2 variations at secondary schools. This study embarks on some conceptual problems of L2, proposing a four-quadrant model of language processes. This model provides a framework to identify students’ L2 developmental stages. With an action research method, the data were collected from 126 Australian students of Chinese language over a 4-year period (2016–2020). The main instruments were questionnaires, class observations, informal interviews, and student feedback. The findings revealed that most learners were initially motivated to learn the Chinese language in year 9, even if they were at varying stages of L2 development. While several factors were interplayed to affect their language experience, the findings underscored the implementation of a range of plausible interventions. The effectiveness of the intervention was measured by student engagement, and further backed by the retention rates of year 12 students. This study provides a beginning to the evidence base, necessary to design Chinese language interventions in Australia.

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Using more native-like language acquisition processes in the foreign language classroom

Cited by 2 publications

References 124 publications

Model of Teaching Malay Language to Non-Native and Foreign Speaker

Model of Teaching Malay Language to Non-Native and Foreign Speaker

The evidence-based intervention for teaching the Chinese language in Australian classrooms

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