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    Wyświetlanie 1-3 z 3
    Tytuł:
    VIRTUAL REALITY ASSISTED PRONUNCIATION TRAINING (VRAPT) FOR YOUNG EFL LEARNERS
    Autorzy:
    Alemi, Minoo
    Khatoony, Shiva
    Powiązania:
    https://bibliotekanauki.pl/articles/955950.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Virtual Reality Assisted pronunciation Training (VRAPT)
    pronunciation practice
    young EFL learners
    Opis:
    Technology integration has become increasingly prevalent in language education and technology teaching tools are currently used for English instruction. In line with this trend, it is also believed to be influential in teaching and learning pronunciation. To cast an empirical light on this issue, this study aimed to analyse the influence of Virtual Reality Assisted Pronunciation Training (VRAPT) on pronunciation of young Iranian EFL learners. With respect to this, 18 low-intermediate English language learners (6-12 years old) were invited to take part in the study held in the lab at Sharif University of Technology in Iran. First, their English language pronunciation was measured by a pronunciation pre-test through Speech ace Browser. Next, in a virtual environment, during 10 sessions (each session 90 minutes), the participants received instructions on all of the pronunciation items measured in the test (consists of English vowels like /ɪ/ and /i/ and also vowels of /ʊ/ and /u/) through the Virtual Reality (VR) game administered by a humanoid robot. The results of a paired samples t-test revealed that there was a significant difference between learners’ performance before and after the training sessions. This paper recommends that simulated games within virtual reality could be applied in enhancing pronunciation skills of EFL learners and utilized in helping them to develop native-like pronunciation. It also generates new ways of thinking about VRAPT as an innovative teaching approach and creating an efficient and pleasurable English learning environment.
    Źródło:
    Teaching English with Technology; 2020, 20, 4; 59-81
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1026699.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language (EFL)
    in-service EFL teachers
    phonetically difficult words (PDWs)
    young EFL learners
    Opis:
    This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
    Źródło:
    Research in Language; 2019, 17, 3; 297-315
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks
    Autorzy:
    Kopinska, Marta
    Azkarai, Agurtzane
    Powiązania:
    https://bibliotekanauki.pl/articles/780509.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    task motivation
    young EFL learners
    dictogloss
    individual vs. pair work
    Opis:
    Motivation has been widely considered one of the most influential variables in the field of second language learning. Motivation may vary throughout the years, even within the duration of a single language class, and this might occur due to different factors, such as the choice of tasks or the activity type (i.e., collaborative or individual). These two factors have not been investigated in depth with young learners in foreign language settings, and from a task-based perspective. Thus, this paper addresses this gap, and explores the potential changes in motivation of 64 Spanish young learners of English as a foreign language who worked on a number of dictogloss tasks in pairs and individually over the span of a school year. Data was collected several times by means of different tools that measured students’ general and more specific task motivation, as well as their attitudes towards individual/pair work. The findings revealed that, overall, these children’s motivation was high and consolidated with time, while their level of anxiety decreased. Their attitudes towards the dictogloss were positive from the beginning to the end of the school year, and more so when they carried out the task in pairs. These findings support the benefits of collaborative work, and the dictogloss, as an appropriate task that engages children in their learning of a foreign language.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 607-630
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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