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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 More... Volume 8, Issue 6 (6-2018) 2018 6 01 1 437 http://mjltm.org/article-1-79-en.pdf 10.26655/mjltm.2018.6.1
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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 Universality of Language and Farsi-speaking Children: Verification Strategies Mohammad Reza Ghamari Greenberg and those inspired by his work have argued that in order to carry out research on LU it is necessary to have data from a wide range of languages. Having this on mind, attempts were made in the present study to collect data in terms of a verification of a statement in Farsi. Accordingly, 32 monolingual Farsi-speaking children with similar social and economical status were randomly selected. The results suggested that the subjects do not follow the universality hypothesis of language regarding verification strategies. However, the response order appears to be a tendency universal as predicted by the universal grammar. universality verification response order Farsi monolinguals 2018 6 01 53 58 http://mjltm.org/article-1-121-en.pdf 10.26655/mjltm.2018.6.2
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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 Self-directed Learning in Language Teaching-learning Processes Hamzeh Moradi Advances of modern technology in education, specifically in language education render a large amount of easy-access recourses, knowledge and information to language learners. Therefore, it is essential to train students who value autonomous and self-directed learning; i.e. learners who are responsible for their own learning process, style, progress and evaluation. Students learn a lot of things and obtaining plenty of knowledge from various resources which affect different aspects of their daily life including decision making; thus, self-directed learning (SDL) has a significant role in academic life nowadays; students can learn independently from using their own experiences and other available sources. The present paper investigates the importance of self-directed learning in education, specifically in language teaching-learning processes and it highlights the main features of SDL and technology relation, SDL and linguistic enhancement and SDL implementation requirements. self-directed learning technology linguistic competence self-management 2018 6 01 59 64 http://mjltm.org/article-1-122-en.pdf 10.26655/mjltm.2018.6.3
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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 Cognitive Elements And Criteria Of The Progressive Inflectional System In Modern Russian Language In The Process Of Verbal Communication (Cognitive Word-Formation Analysis Of The Word Structure) Raheem Ali Al-foadi This article is devoted to the selection of elements and criteria of the inflectional system of the Russian language in the process of verbal communication by sound physiological principle. Based on the cognitive elements and criteria of sound quantity of language units, we distinguish the progressive inflected system of verbal communication in Russian. The first semantic criterion, in which we investigate a set of phonetic variations of sounds expressing basic elements of thinking, contributes to the selection of the second criterion – morphonological. The second criterion depends on the phonetic changes occurring with different combinations of sounds in the process of verbal activity, and serves as an indicative basis for the syntactic criterion, which is based on the first two language levels. It is clearly shown when the verbal communication of inflected system of a language is done. All the above mentioned elements and criteria specify each other, forming a coherent cognitive chain of verbal activity, which serves as a basis for the principle of progressive cognitive activity of the inflected system of the Russian language. The semantic criterion formed by main elements expressing the lexical meaning of roots, will be changed by the vowel alteration. The changing of vowel quantity causes the change of consonant quantity in the same syllable and other syllables. These sound changes lead to inflectional categorization recognized by ear as a change of sound quantity in the verbal communication. Recognized as semantic and grammatical markers, the sound quantity changes give the words its grammatical indicators like male and female markers by which the declination of words will be recognized audibly.    Cognitive elements and criteria cognitive activity verbal communication inflectional system sound quantity Russian language 2018 6 01 104 109 http://mjltm.org/article-1-123-en.pdf 10.26655/mjltm.2018.6.4
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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 Communicative Quest as an innovative EFL teaching technology Anastasiya V. Tikhomirova Andrey A. Bogatyrev Olga P. Bogatyreva The study reveals the pedagogical essence, educational content and key features of Communicative Quest Teaching Technology as part of communicative approach in teaching foreign language at school. The paper proposes a Communicative Quest technology 12-faceted model for effective EFL and intercultural communication teaching. Communicative Quest is a student-centered, situation-based, task-based, role-played, dialogue and networking-oriented interactive FL teaching technology, involving modern media tools and strategic thinking, targeted at complex communicative competency acquisition. The Communicative Quest is an interactive teaching technology, based both on application of digital devices interactive didactic language cards and on face-to-face interaction of learner with the teacher and other students as well. The Communicative Quest teaching technology is aimed at practically oriented FL teaching, dealing with Learner’s preparedness measuring and tuning. The key principles of foreign language and culture communicative competency formation and development by means of Communicative Quest techniques are elicited. The communicative set of Communicative Quest teaching technology is bifocal, since the first pedagogical task is to develop student’s’ learning to learn abilities and the second – to provide the student with proper foreign language tools and algorithm of communicative behavior in a task-solving activity appropriate to communicative situation and acceptable in a foreign language and culture social context. Both things are learnt in subject-to-subject mode in Communicative Quest accomplishing. The interconnection of Language Learner’s action (‘learning by doing’), interaction (‘learning through interacting’) and reflecting is the threefold source of mastering the necessary skills and specific preparedness of communicative, cognitive, meta-cognitive and meta-communicative nature by accomplishing Communicative Quest. The article outlines the functional structure model of Communicative Quest 12 key elements (preconditions, technical units and pedagogical components). Ten sample micro-genres of Communicative Quest as instructional language game are formulated and described. The article also presents the results and an analytical review of the pedagogical experiment, performed in 4th to 7th form English classes in secondary and primary school (2015, 2016, 2017). Communicative innovative teaching technology 2018 6 01 119 128 http://mjltm.org/article-1-124-en.pdf 10.26655/mjltm.2018.6.5
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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 From Linguistic Aspects to Designing Course of (French) Language for Specific Purposes Magdalena Sowa Greta Komur-Thilloy Tatiana Musinova The necessity of foreign language learning for professional purposes is not an invention of the modern age. Long before official teaching theories appeared, people needed foreign languages for workplace efficiency. In time, due to changing socioeconomic conditions, a formal scheme of language learning became necessary. Although it varies with regard to learning natural languages, this article aims to trace the evolution of job-related language teaching in relation to teaching French. The variety of teaching goals, emphasis on specific competences, learner considerations, as well as the sheer number of teaching conceptions all prove that French teaching methodologists are very active in terms of linguistics and didactics. Moreover, the development of a successful training offer requires the knowledge and awareness of what LSP is. The course writer able to define and understand LSP, is best placed to ascertain the learners’ needs and find an appropriate pedagogical solution in terms of approach, contents and tools. The present article will therefore deal with educational concepts inherent in LSP training organization and designing. Language for specific purposes LSP training offers French for professional purposes Introduction 2018 6 01 129 137 http://mjltm.org/article-1-125-en.pdf 10.26655/mjltm.2018.6.6
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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 Effect of the Eclectic Approach of Teaching on English communication skills at Elementary Level Najeeb ullah Prof. Dr. Rabia Tabassum Irfan ullah This paper aimed to see the comparative effect of the Eclectic Approach of teaching on English communication skills— listening, speaking, reading and writing at Elementary Level. The objectives of the study were: to see the effect of Eclectic Approach on listening skill; to investigate the effect of the eclectic approach on speaking skill; to delve into the effect of the eclectic approach on reading skill; and to look into the effect of the Eclectic Approach on writing skill. Fifty six male students studying English in 8th class at Govt. High School Mian Banda, Dir Lower, Khyber Pakhtunkhwa, Pakistan were taken as a sample. The study was conducted through pre-test post-test equivalent design. Pair random sampling technique was used to form two groups — experimental and control. Both the groups were taught English grammar contents, specified in the National curriculum for 8th class. The experimental group was taught through the Eclectic Approach while the control group was left to its routine treatment. The experiment lasted for six weeks. Fourteen lesson plans were taught to both groups. Teacher-made pre-test and post-test were used to collect the data. In order to analyze the data, paired t-test was used. From the findings of the study, it was concluded that students who received experimental treatment outscored the ones who received routine treatment. Thus, it is recommended that the policy makers and curriculum planners should implement the Eclectic Approach for teaching English communication skills at all levels of education. Communication skills Eclectic Approach Technique 2018 6 01 138 146 http://mjltm.org/article-1-126-en.pdf 10.26655/mjltm.2018.6.7
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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 Use of L1 to Support Learning at Graduation Level Muhammad Ahmad Dr. Ammara Farukh Muhammad Kamran Abbas Ismail This study focuses on the need of bilingualism for better understanding and superior learning of arts and science subjects. For, bilingualism could be utilized for lecture delivery, question answering, class presentation, written examination and enhancement of language skills and learning of English as a second language. The sample of study involves 140 graduation level (Grade-15) students, including 70 female and 70 male students belonging to peripheral rural and urban areas, enrolled at a public sector university located in the central Punjab, Pakistan in chemistry, computer, education and mathematics programs. The data was collected through a questionnaire using the Likert scale. Minitab (Version 17) was used to perform a comparison analysis among the responses of the participants. The comparison was made using Tukey's test. Results of the study show that the majority of students appreciate and recommend bilingualism in teaching. The results of the study also show that the students find it difficult to be taught in English language. Therefore, they are in favour of the use of L1/local/regional languages for instruction and examination purpose. The results of the study suggested the use of bilingualism at graduation level for teaching and examining of arts and science subjects. Bilingualism Medium of instruction Teaching of English Teaching of science Use of L1 to support learning 2018 6 01 235 243 http://mjltm.org/article-1-206-en.pdf 10.26655/mjltm.2018.6.8
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Modern Journal of Language Teaching Methods (MJLTM) MJLTM 2251-6204 2018 8 6 The Role of Personality Characteristics in Forming EFL University Students’ Attitudes towards Learning English as a Foreign Language: A Case Study Idrees Ali Hasan Zebaria Hussein Ali Allob Behbood Mohammadzadehc  The role of attitude as a crucial factor that impacts learners’ management and performance of all language skills and activities has formed a focal point of study and interest on the part of the majority of scholars specialized in language teaching, learning, and acquisition. This is so because attitude’ through its main three components, namely cognitive, affective and behavioural, uncovers the ways that learners think of the new language, feel of it and behave in doing all its relevancies. The present study is intended to investigate the attitudes of EFL university students towards English language learning. It hypothesizes that there are no differences between the attitudes of male and female university students towards learning English. To bring about the aims and test the hypothesis, a questionnaire has been administered to a randomly selected sample of 96 EFL 2nd year students at the Dept. of English Language, College of Humanities, University of Zakho, Kurdistan Region, Iraq during the second term of the academic year 2016-2017. The quantitative and qualitative data collected by means of the questionnaire reveal that (1) students in the sample have positive attitudes, in terms of the cognitive, affective and behavioral aspects, towards learning English, and (2) there is a statistically significant differences between the male and female students on the basis of gender. Attitude EFL learners Gender Language Learning Language Acquisition 2018 6 01 343 351 http://mjltm.org/article-1-222-en.pdf 10.26655/mjltm.2018.6.9