Second Language Teaching Research Articles

The Use of Mother Tongue in Second Language Teaching

The use of mother tongue in second language teaching has been a controversial issue by linguists. Some scholars hold that mother tongue plays a negative role and should be abandoned in second language teaching. However, an increasing number of scholars believe that mother tongue can play a positive role in second language learning and should be properly used. Based on the theory of language transfer, this paper thoroughly explores the specific application of mother tongue in second language learning and offers several pedagogical implications. This paper holds that mother tongue plays a positive role in learning methods introduction, pronunciation teaching,vocabulary teaching, grammar teaching, students' class expression, and class management, which can play a positive role in improving teachers teaching efficiency, decrease students learning anxiety, increase students learning confidence, stimulate students enthusiasm for expression in class participation and promote students completion of learning tasks. Therefore, it is concluded that mother tongue should be properly used in second language teaching in order to improve the teaching and acquisition of second language.

Incorporating Graphic Humor and Comic Vignettes in Second Lang

Abstract: This article explores the integration of graphic humor, specifically comic vignettes, into a foreign language teaching (FLT) context and its impact on enhancing communicative competencies. It addresses the paradox of how simple humorous sketches can convey complex meanings and discusses their relevance in a globalized world with approximately 7 billion inhabitants. By examining Alon¬so Abad’s (2010) insights on the intersection of psychology and language pedagogy, the article highlights the advantages of using comic strips over more traditional or conventional verbalist approaches. The current discussion, includes theoretical frameworks such as Krashen’s Affective Filter Theory and the CEFR’s concept of existential competence, emphasizing the role of emotional and personal factors in language learning. The article defines graphic novels and humor graph¬ics, illustrating their ability to engage students with a variety of alternative topics and create meaningful learning experiences in the learning field. It also delves, into the semiotic models of humor and cartoons, noting the cognitive effects of combining verbal and visual elements. Practical aspects of incorporating graphic materials into language teaching are discussed, including the need for specific teacher training and the development of an alternative set of discourses connected with visual competencies. The article concludes with some recommendations based on Littlewood’s (1981) procedures for designing didactic materials, aiming to foster a positive classroom environment and enhance language acquisition through humor. Overall, the integration of comic-based learning materials is pre¬sented as a necessary approach, which intends to fulfil the lack of intuitive and criti¬cal thinking in the second language teaching (SLT) field. Keywords: graphic humor, images, cartoons, vignettes, communication, creativity, critical thinking, innovation.

Enhancing language proficiency through mobile extensive listening and podcasting: A multifaceted approach to metacognition and critical thinking

Mobile-assisted language learning (MALL) has gained considerable attention in foreign and second-language education. As part of a two-year project, this study employed a mixed-methods research design with 60 B2-level learners of English as a foreign language. The primary purpose of this study is to investigate the impact of repetitive listening and listening duration on participants' listening comprehension, speaking, critical thinking, listening strategies, and self-regulated learning strategies. The participants were divided into two groups, with the experimental group (n = 30) participating in the innovative Mobile Extensive Listening and Podcasting (MELAP) intervention. MELAP is a novel approach within the MALL framework that involves extensive listening to podcasts in the target language, content creation, and podcasting. The ten-week treatment revealed that unlike in previous studies, our experimental group improved not only in listening comprehension but also demonstrated significant gains in speaking skills and critical thinking. Notably, enhanced critical thinking skills were observed, correlated with an increased total listening duration and repeated extensive listening. Qualitative data analysis sheds light on how participants viewed the MELAP intervention, revealing what motivated them, what distractions they faced, and their opinions on developing and sharing podcasts. These findings emphasize the potential of the MELAP to enhance language skills and foster critical thinking in language learners, contributing to the ongoing discourse on the effectiveness of MALL.

Teaching methods emphasizing phonological forms enhance L2 vocabulary learning

The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive vocabulary. The two teaching methods trained the same skills and relied on the same vocabulary. They both targeted the phonological forms of two difficult phonemic contrasts in French as a foreign language. The two teaching sequences took place during mandatory lessons in French as a foreign language for six weeks (12 lessons), in a Swiss state school. Generalized mixed models were fitted to the data to test for differences across teaching methods in their impact on L2 word learning. Overall, the results indicate that participants made significant progress in word learning, with no significant differences between the two teaching methods. Pronunciation, discrimination, retention in verbal working memory, and the mastery of phoneme–grapheme correspondences are significant factors of vocabulary learning in French as foreign language. The teaching of L2 phonological representations and the training of their processing facilitated the learning of words in L2 French. However, the teaching of vocabulary in French as a foreign language rarely involves a focus on phonological representations.

Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers

AbstractAn increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enhancing peer collaboration is a powerful pedagogical tool that promotes communication among peers and mutual support, thus positively affecting learners' performance during classroom work. At the heart of the article, it discusses some practical pedagogical ideas for teachers which focus on teaching collaborative principles and strategies during classroom work. Although it pays particular attention to the context of primary school English foreign language teaching, its content may also be relevant to primary school teachers of other foreign and second languages.

Loud Reading Onsets Language Learning

Language teaching generally follows the sequences of listening, speaking, reading, and writing. The sequence is the same for both teaching of first language and second language. There might be rare questions about the sequence of the language skills. There are different sub-skills in each language skill. Loud reading is one of them in teaching reading skills. This paper claims that loud reading can initiate language learning, especially for teaching English as a second language. This paper aimed to find out the effectiveness of using loud reading as the first skill for learning a language. This paper used the ethnographic method. The researcher experimented with loud reading skills for the improvement of language learning for secondary-level students in Nepal. Two classes of the schools -classes nine and ten were the participants of the study. The result is interpreted based on board exam results. The research found out that loud reading can be the beginning skill for language learning because it integrates listening, speaking, and reading at a time. It is a skill that includes linguistic, suprasegmental, and paralinguistic features.

La enseñanza de la lengua de señas ecuatoriana y su adaptación al Marco Común de Referencia Europeo en Ecuador

This paper examines Ecuadorian Sign Language teaching from its beginning to the present time and its adaptation to the Common European Framework of Reference for languages by a higher education institution. It reviews the history of language teaching, the history of sign language teaching in the Ecuadorian context, and finally it proposes suggestions for its improvement. It argues that sign language, like any other natural language, should be taught communicatively by appropriately trained language teachers to obtain the best results. These teachers may be native or non-native, as it has already been argued in the teaching of other foreign and second languages. Furthermore, the teaching of Ecuadorian Sign Language should adhere to the guidelines of the Common European Framework of Reference for Languages, just as oral languages in the Ecuadoriancontext do.

Advancing Inclusivity, Equity, and Diversity in English Language Education: Empowering Underrepresented Students in Africa

This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students’ academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers.

A Case of Kiswahili as a Second Language Classroom

In Second Language (SL) classroom interactions, teachers and learners might face language mismatch due to learners’ limited target language (TL) linguistic resources. In such situations, communication strategies (CS) like approximation, non-verbal cues, code-switching, and others help to compensate for the breakdown. However, in most SL classes, teachers either do not use these strategies to ease interaction with their learners or use them without noticing their significance. Thus, it is questionable whether SL teachers are cognizant of the use of CSs when interacting with their learners. This paper examines teachers’ knowledge of the use of Communication Strategies (CSs) in Kiswahili as a Second Language (KSL) classrooms in Tanzania. In particular, the present paper seeks to determine the CSs used by KSL teachers and to ascertain their cognizance of the use of CSs in classroom interaction. The research on which this paper is based was a qualitative case study involving three KSL teachers, purposively sampled from the Kiswahili na Utamaduni (KIU) training centre. Classroom observation and personal interviews were used to collect data. Findings indicate that the teachers relied on code-switching and used CSs with limited knowledge of specific strategies. This study recommends that KSL teachers should be given awareness to be able to consider using recommended CSs effectively to facilitate classroom interaction. In addition, teachers’ training colleges should consider involving units on CSs in language teaching courses.

Enhancing ESL Education with AI: Innovations in Teaching Methods and Au-thentic Materials

This article explores the integration of Artificial Intelligence (AI) in English as a Sec-ond Language (ESL) education, focusing on innovative teaching methods and authen-tic materials. AI-powered gamification is discussed, highlighting the use of AI tools like ChatGPT to enhance the gamification of key terms and concepts in ESL educa-tion. The interactive and enjoyable nature of gamified learning, combined with AI-driven content curation, deepens student understanding, critical thinking skills, and retention. By personalizing the learning experience, AI tools cater to individual stu-dent needs, allowing for flexibility in difficulty and fostering a love for the subject. Reflection and self-assessment play a crucial role in solidifying knowledge and pro-moting deeper learning. The article also discusses the importance of authentic materials in ESL education, emphasizing the use of AI-driven content curation to select and organize relevant and meaningful language content. AI-powered tools can analyze vast amounts of data, un-derstand patterns, and make accurate predictions, enhancing the user experience and delivering content that is most relevant and valuable to each individual student. The integration of AI in ESL education offers numerous benefits, including increased engagement, improved retention and application of key terms and concepts, personal-ized learning experiences, and enhanced critical thinking skills. By embracing AI-powered gamification and content curation, educators can create dynamic, interactive, and engaging learning experiences that foster a love for language learning and pro-mote deeper understanding.

Language ideologies and proximity: The position of German in Dutch secondary schools

Abstract This paper presents ongoing research on German as a foreign language in secondary education in the Netherlands. Specifically, it discusses the question what the language-ideological construct of proximity can tell us about people’s willingness to invest in German language education in this country. The paper is based on quantitative data about the number of German language learners in Dutch secondary education, as well as on qualitative data about the discourse surrounding German as a subject in Dutch secondary education. Through the perspective of proximity, the paper highlights three aspects of these data. First, it highlights the language-ideological nature of the historical separation of Dutch and German as two distinct language varieties. Second, it underlines the apparent foreignness of German language-culture as an explanation for the decline in the number of German language learners in the Netherlands. Third, it highlights the uneven distribution of the proportion of German language learners in the Netherlands, which may be explained by differences in the perceived proximity of Germanness in different parts of the country. Ultimately, the paper invites other researchers to consider the value of the notion of proximity for applied linguistics.

Exploring Approaches to Strengthen Oral Communication Skills in Secondary Education

This study investigated strategies aimed at enhancing oral communication skills among secondary students through a mixed-methods approach. The research design integrated quantitative assessments and qualitative data collection methods to gain comprehensive insights into the effectiveness of various approaches. Quantitative data were gathered through standardized assessments administered to measure students' oral proficiency levels before and after implementing specific strategies. These assessments included structured speaking tasks aligned with proficiency standards. Additionally, qualitative data were collected through interviews with secondary language teachers and learners to provide perspectives on the perceived impact of the strategies on students' oral communication skills. Findings revealed significant improvements in students' oral proficiency levels following the implementation of tailored approaches, highlighting the importance of student-centered methodologies in fostering effective oral communication skills development. These findings contribute to the ongoing discourse on language education and have implications for instructional practices aimed at promoting communicative competence among secondary students.

Анализ влияния просодических единиц и интонационных моделей персидского языка у иранских студентов на выражение ИК-7 в русском языке

Iranian students of Russian often experience problems with phonetics and pronunciation that hinder their listening comprehension. Pronunciation mistakes and native-language interference are the main problems Iranian students have to face while studying Russian. No textbooks in Iran introduce a comparative analysis of Russian and Persian phonetic systems. This research was an attempt to compare the intonation systems of both languages in order to help Iranian students to master Intonation Pattern No.7 and develop their communication skills in the Russian language. Oral speech of 17 Iranian students was processed phonetically and acoustically using PRAAT 6.2.10. This program used pitch and intensity filters to analyze Russian Intonation Pattern No. 7 and visualize speech sounds as graphs. Intonation is a set of prosodic means that segments and structures speech flow in accordance with the message intended. In both languages, intonation patterns convey meaning and express emotions. In this study, native intonation pool prevented the Iranian students from imitating Russian Intonation Pattern No. 7. This comparative acoustic analysis of Russian and Persian intonation systems will help Iranian students to prevent phonetic, rhythmic, and intonation errors in Russian. The results can be used by students, second-language teachers, speech therapists, and communication specialists.

Anglophone Literature in Second-Language Teacher Education: Curriculum Innovation through Intercultural Communication

Anglophone Literature in Second-Language Teacher Education: Curriculum Innovation through Intercultural Communication

The influence of emotional intelligence awareness on the teaching experiences of university teacher trainees: a quantitative and qualitative analysis

Educating prospective teachers is a complex and interdisciplinary effort, encompassing educational policies, core subject knowledge, and honing essential skills, attitudes, and behaviours necessary for effective classroom teaching. This study focuses on the initial stage of teacher development, exploring how pre-service university students perceive and understand emotional intelligence (EI) and its components, especially as they embark on internships in primary and secondary schools. The emotional dynamics in English language teaching classrooms, involving various emotions among students, teachers, parents, and colleagues are examined. The study underscores the importance of emotional expertise for both students and teachers in facilitating a productive teaching and learning process. A review of relevant literature reveals that while there is extensive research on emotions in teacher training, the emphasis has been primarily on general education, with limited focus on second-language teacher education. EI is seen as a critical factor in teachers' classroom management, pedagogical skills, and overall success within the profession. Additionally, studies on EI within English as a foreign language (EFL) teacher education are relatively scarce but indicate a significant impact on teaching outcomes. This research employs a mixed-methods approach to investigate pre-service teachers' perceptions of EI. Quantitative data was collected through a survey questionnaire measuring participants' agreement with statements related to EI. Qualitative data was obtained through in-depth interviews with selected pre-service teachers. The study involved 32 pre-service university students enrolled in English language teacher education programs about to begin internships at primary and secondary schools in Poland.

Research on the learning/teaching of L2 listening: A bibliometric review and its implications

This bibliometric study examined the development of research on the learning and teaching of second language (L2) listening from 1948 to 2020 (73 years). Specifically, the study involved: (1) a search and analysis of all the noun phrases to identify important research topics in the abstracts of the published journal articles on L2 listening over the 73 years (divided into three periods) using self-made Python scripts and (2) three co-citation analyses of the references in these articles regarding highly cited authors, publications, and journals, respectively, via the VOSviewer program. The keyword/phrase analysis produced results that helped uncover and delineate the research trends in L2 listening across the three time periods. The co-citation analyses identified the most highly cited authors, publications, and journals as well as the interrelations among the most highly cited items in each of the three categories illustrated with network maps. The results of the analyses and their implications are discussed.

Recitation of The Holy Quran Verses Recognition System Based on Speech Recognition Techniques

Arabic is the language in which the Holy Quran was revealed to Mohammed (S.A.W). Muslims claim that the Holy Quran has not been tampered with since it has been preserved. The Arabic Quran should be read exactly as it has been written. With the flourishment of Islam and the appearance of faults in Quran’s recitation, the experts created Tajweed to preserve Allah's revelation. The Holy Quran's authenticity and purity must be protected from erasure or contamination. The current study examined speech recognition techniques used in the Quran’s recitation along with their strengths and faults. Moreover, it also examined the Quranic text verification paradigm. The development of a computer-aided system, to automatically learn the Holy Quran's recitation, is a practical learning technique. Computer-aided Programming Language (CAPL) has gained popularity in recent years. Moreover, numerous researches have been conducted so far to improve these methods, especially in second-language instruction. Computer technologies can help language teachers with pronunciation and accent reduction. The computers play an essential role in automated tutoring. With the help of computer, words can be learned at home. CAPL's strict application is to automate the Holy Quran’s recitation unlike a language-learning exercise, where many pronunciations may be appropriate. There is minimal opportunity for variation while reciting the Holy Quran in Arabic language. The current study presented a concept for Quran’s recitation verification system along with an overview of Quran’s voice recognition techniques.

Unlocking Second Language Mastery Navigating the Complex Terrain of Adult Language Acquisition

This paper mainly focuses on the more effective way that language learners who “escaped” during the critical period of acquiring a second language. In the paper, we use the methodology of bibliography to compare the essential differences between children and adult learners from the perspectives of linguistics, neurolinguistics, society and culturology, and further study SLA theory based on the author’s own educational experience. It is an indisputable fact that older language learners have less flexibility and plasticity than children due to their mature brains. However, it can be partially compensated for by cognitive ability and social experience thus overtaking a corner. Nonetheless, some points are especially worth paying attention to, such as the necessity to “design” the grammar into the structure of the paragraph to be the “guiding framework” of thinking; Learners should not be excessively concerned about the accuracy of grammar and words at academic level, so as to avoid negative emotions such as anxiety, which affect language learning, and is partly consistent with the SLA’s Affective Filter Hypothesis. This research offers fresh guidelines for students and teachers of second languages to consider contemporary methods of teaching and learning, particularly the “fanatics” of “natural acquired” or “academically structured education.” Additionally, researchers and teachers who consider upgrading teaching methods offer evidence and inspiration owing to the growing popularity of artificial intelligence.

A Review of Research on Mobile-Assisted Vocabulary Learning

More academics are concentrating on the topic of mobile-assisted language learning (MALL) on account of the advancement of mobile technology and the widespread use of mobile electronics in modern culture, and mobile-assisted vocabulary learning (MAVL) as a hot topic in MALL has attracted a large number of scholars. The study reviews some representative literatures during 2010-2023, including the impact of using mobile Short Message Service (SMS)/Multimedia Message Service (MMS) on Second Language (L2) word learning and the effectiveness of using mobile learning applications. Moreover, this study analyses the research methods used by previous researchers and summarises the results of the studies, finding that most of the experiments focused on vocabulary enhancement and retention, the effect on motivation, and learners perceptions and satisfaction. The results of many studies show that MAVL as a learning approach is better than the traditional vocabulary learning approach. Also, researches on MAVL has many pedagogical impacts on teaching of second and foreign languages in the future. However, researches have also shown that MAVL has some drawbacks that will hopefully be addressed in the future.

Learners’ reception of translanguaging as a model for reading English L2 texts

Language is the mediator of two critical aspects of a child's education: identity and knowledge. Through language, learners can make sense of who they are and make sense of the world around them. However, the teaching of English second language in several schools in South Africa is such that a learner's identity, best described in their own indigenous languages, is not mirrored in the classroom and, in its place, a monolingual system (English-only) becomes central. Their acquired linguistic repertoire as multilingual learners is considered a hindrance to learning, not a resource. This paper assesses learners’ reception of translanguaging pedagogy as a model for reading English texts. It further seeks to take the debate about the paradox of translanguaging forward to determine if translanguaging is a unitary, differentiated system, or both. Exploring data in the form of class observations and interviews, the study reveals that translanguaging as a model for reading English L2 texts is well-received by learners as a practical and valuable pedagogical approach that can potentially improve English L2 performance. The results further establish the existence of both the unitary and the differentiated systems of translanguaging. In the end, the study's recommendations for transforming multilingual classrooms are discussed.