General Language Courses Research Articles

Characteristics of General Language Teaching and Academic Language Teaching as a Foreign Language: Learner’s Views

Foreign language teaching is divided into general and special purpose language teaching. Foreign language education offers general language courses at five levels starting from A1 to C1. In addition to the four core language skills, grammar and vocabulary are also taught. Special-purpose language teaching is divided into two categories: professional and academic language. Academic language courses are also provided within a specific program and duration. This study compares general language teaching and academic language teaching based on learner views. Phenomenology, one of the qualitative research designs, was used in the study. In this context, the study data consists of the opinions of 64 learners in the Academic Turkish class at Sakarya University TÖMER. The learners were asked about the similarities and differences as well as the main features of these courses using a semi-structured interview form. The answers to the questions were analyzed by content analysis. This study identified 8 themes and 106 sub-themes. Although the themes occur at different frequencies in general language and academic language courses, the eight common themes are as follows: quality in teaching, purpose in teaching, subject in teaching, utilization of activities in teaching, language use in teaching, content in teaching, utilization of texts in teaching and process in teaching.

Keterampilan Menulis Paragraf Argumentasi Mahasiswa Universitas Putera Batam

Keterampilan menulis sebagai salah satu keterampilan berbahasa merupakan keterampilan yang harus dimiliki oleh mahasiswa. Materi keterampilan menulis pada mata kuliah Bahasa Indonesia salah satunya adalah menulis paragraf argumentasi. Penelitian ini bertujuan untuk mengetahui ketereampilan menulis paragraf argumentasi mahasiswa Universitas Putera Batam yang terdiri dari 42 orang sampel yang diambil dengan teknik simple random sampling. Seluruh sampel merupakan mahasiswa semester dua yang mengikuti mata kuliah umum bahasa Indonesia pada tahun ajaran 2017/2018. Data penelitian ini adalah data tes keterampilan menulis. Tidak ada perlakuan yang diberikan kepada sampel untuk melihat bagaimana keterampilan menulis paragraf argumentasi mahasiswa secara alamiah. Berdasarkan hasil tes, diperoleh rata-rata nilai keterampilan menulis paragraf argumentasi mahasiswa adalah 53,64, dengan standar deviasi 7,14. Hasil tes keterampilan menulis tersebut dikelompokkan dalam tiga kategori, yaitu kategori cukup sebesar 11,90 %, kategori kurang sebesar 19,05 %, dan kategori sangat kurang sebesar 69,05 %. Disimpulkan bahwa keterampilan menulis paragraf arguementasi mahasiswa Universitas Putera Batam masih sangat rendah sehingga sehingga dosen harus mencari metode yang tepat untuk meningkatkan keterampilan menulis paragraf argumentasi tersebut.

Language education for non-native speaker language teachers

For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

Поліваріантність ролей викладача іноземної мови для професійних цілей

The article focuses on the results of the analysis of the various psychological and pedagogical roles of the English for Specific Purposes/ESP teacher which are actualized in the process of professional training within the ESP course. It has been specified that the level of methodological competence of the ESP teacher is determined, in particular, by the ability to choose behavior patterns and combine roles that are appropriate in a particular educational situation. Due to the psychological theories of interaction the range of teaching roles has been determined in the context of pedagogical interaction between ESP teacher and ESP students, thus, gradual transformation of the guardian and mentor position to the role of partner, co-worker, colleague, accomplice, co-author, collaborator has been grounded. Considered in the article is the concept of pedagogical facilitation as an innovative approach to ESP training. Identifying facilitation with the notion of pedagogical management made it possible to emphasise on the managerial, adaptive, organizational and consultative functions of the ESP teacher, therefore, the roles of manager, supervisor, attendant, assistant, consultant, counsellor have been outlined. The role of facilitator within ESP teaching is regarded as a complex concept which comprises the positions of consultant, moderator, and tutor. The significance of such teaching position in ESP training has been substantiated primarily due to the specific target learners of the ESP courses who fundamentally differ from the students of the general language courses in terms of their theoretical and practical professional background.

On the Function and Limitation of the Arbitrariness of Saussure's Linguistic Signs

Saussure's general language course is the first masterpiece of modern linguistics. One of the important contents is the arbitrariness of linguistic signs. In this regard, more and more scholars questioned that language signs are iconicity or motivation, iconicity and arbitrariness in opposition, pointed out that Saussure discussed the arbitrariness of language symbol have great limitations, regardless of the signifier and signified, or its elements (pronunciation, vocabulary, syntax), There is a non – arbitrariness; and that, even if Saussure proposed absolute arbitrariness and relative arbitrariness theory, some problems still can't explain. In our opinion, everything in the world is relative, and we should also take a dialectical approach to the arbitrariness of linguistic signs.

Business English in the Eyes of Economics and Management Students at the University of Białystok

Abstract According to the regulations of the Polish Ministry of Science and Higher Education, university graduates should have to know a foreign language at B2 level, as described in The Common European Framework of Reference, and they should know its specialized variety. These are the only recommendations concerning general language courses and their specialized varieties. It is up to schools of foreign languages or other institutions providing language courses for institutions of higher education to determine requirements concerning language for specific purposes. However, students are rarely asked to contribute to the development of curricula and syllabi. This article presents the results of a survey conducted among students of Economics and Management at the University of Białystok. The survey was devoted to students’ perceptions of Business English in English courses conducted by the School of Foreign Languages at the University of Białystok. The aim of the survey was to answer the following questions: - what do students of Economics and Management at the University of Białystok believe to be the appropriate proportion of general English to Business English? - when would they like to start learning Business English? - what Business English topics do students find interesting? - how do Economics and Management students use the knowledge and skills gained in Business English classes? The article also presents possible implications of the survey for ESP course designers, and stresses the importance of needs analysis for developing ESP syllabi in the context of Polish tertiary education

Proposal for the Teaching of Japanese as a Foreign Language in Singapore

The paper is an attempt to lay out a practical approach to the teaching of Japanese as a foreign language in Singapore. The first section discusses the importance of developing both linguistic com petence and communicative competence in a foreign language learn ing environment. The second section argues that learning objectives in most general language courses, including Japanese, are too far- reaching for the learner. This section, therefore, proposes to set up the primary goal of Japanese language education at entry level — the ability to fulfill fundamental needs immediately after the learner's entry to Japan. The third section reviews briefly the existing syllabi and methods in search for an effectively balanced means to teach. The section on suggested approach tries to incorporate the previous three sections into a realistic and feasible approach in the classroom. Finally, the paper stresses the use of eclectic approach in Japanese language teaching in Singapore and alludes to change in the foreign language classroom in the 1980's.

The General Language Course at Washington Irving High School

The Modern Language JournalVolume 40, Issue 4 p. 182-185 The General Language Course at Washington Irving High School SylviaNarins Levy, SylviaNarins Levy Washington Irving High School New York CitySearch for more papers by this author SylviaNarins Levy, SylviaNarins Levy Washington Irving High School New York CitySearch for more papers by this author First published: April 1956 https://doi.org/10.1111/j.1540-4781.1956.tb02117.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume40, Issue4April 1956Pages 182-185 RelatedInformation

The General Language Course at Washington Irving High School

The General Language Course at Washington Irving High School

Theory and Practice in General Language Courses 1915-1947

Previous articleNext article No AccessTheory and Practice in General Language Courses 1915-1947James G. EsneaultJames G. Esneault Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 55, Number 10Dec., 1947 Article DOIhttps://doi.org/10.1086/441456 Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports no articles citing this article.

The General Language Course in the College Curriculum

Objectives of the purely cultural college course in General Language are broader than those of the corresponding secondary school course. While a vital function of the college course is the preparation of prospective language teachers, students of the social sciences should also derive benefits. Methods and subject matter depend on the level at which the course is given, but the pattern of instruction should be built around a survey of existing languages and their relationship and historical development without attempting a working knowledge of any particular language.

The General Language Course in the College Curriculum

The General Language Course in the College Curriculum

An Analysis and Evaluation of General Language; The Language Arts Survey Course

Author's Summary.— Increased interest in experimental general language courses. Questionnaire study of the opinions of users of published textbooks: more than eighty per cent approval. Arguments for the course; reasons for some of the failures.

An Analysis and Evaluation of General Language; The Language Arts Survey Course

Author's Summary.— Increased interest in experimental general language courses. Questionnaire study of the opinions of users of published textbooks: more than eighty per cent approval. Arguments for the course; reasons for some of the failures.

A GENERAL LANGUAGE COURSE AS A PREREQUISITE TO FOREIGN LANGUAGE STUDY

Author's summary.— The General Language Course in Detroit serves for prognosis, for laboratory study of linguistics, and as a try‐out for several languages. Progress, results, and an outline of the present course.

A General Language Course as a Prerequisite to Foreign Language Study

A General Language Course as a Prerequisite to Foreign Language Study