L2

Does instruction style (e.g. classroom instruction vs. autonomous learning) affect knowledge of Dutch as evidenced by a spelling and vocabulary test with time and content held constant? Both groups received 45 minutes to learn the vocabulary words and were tested on them by using a test that included 12 spelling questions and 8 matching questions. The calculated value of t (1.958) does not exceed the critical value of t (2.160), therefore, the difference of the means is not significant at the alpha decision level of 0.05. Therefore, we found no significant causal results that one method should be favoured over the other when learning or teaching Dutch to English speakers.

The study reflects on the role of additional languages (L2) in the process of internationalization of higher education by analyzing the role of L2 in general and English in particular in the process of internationalization of a federal university in Brazil (UFES). More specifically, the study seeks evidence of the role of L2 and English in the process of internationalization at UFES by analyzing its offer of courses reported in the Guide EMI 2018-2019 in contrast with data from the self-declared L2 proficiency of professors linked to postgraduate programs (PPGs) in that institution. The literature review includes studies on the role of L2 in the process of internationalization in Brazil and at UFES. The methodology is mixed, triangulating quantitative and qualitative data of the offer of L2 courses at UFES with the reported proficiency levels of professors. The analysis of the data suggests that English has a hegemonic role in the internationalization process in general and at UFES in particular. Since other L2 possibilities have been found in that institution, the study suggests alternative language policies to stimulate the use of other L2 apart from English to foster a more multilingual internationalization process in that contInternationalization of Higher Educationext.

Keywords
English as a medium of instruction, Internationalization of Higher Education, L2, English, UFES

Se presenta un análisis de la utilización del Video como estrategia para la enseñanza del inglés en la Escuela de Idiomas de
la Universidad de la Guajira, sede Riohacha, Colombia. La investigación de campo, estuvo teorizada por los autores: Martínez
(2010), De Francisco (2009), Monteagudo (2007), Cornejo (2006), Garrido (2006), Palafox (2005), Paolitto (2002)
y Salinas (2002) entre otros. De tipo descriptivo, con un diseño no experimental, transaccional, aplicada a una población
de 19 profesores de Inglés de la universidad en mención. Como técnica de recolección de la información se utilizó una encuesta,
a través de un instrumento conformado por un cuestionario de 50 ítems, cada uno con una escala tipo Lickert de 5
posibilidades de respuesta, dirigidas al nivel de comprensión docente. La validez se estableció a través de juicio de expertos,
se calculó la confiabilidad a través de la formula Alpha de Cronbach, obteniendo una valoración de 0,92 considerada como
muy confiable. Posteriormente se realizó el análisis de los resultados mediante el cálculo de la Media y los porcentajes para
su respectiva interpretación. Se estableció similitudes significativas de varios resultados obtenidos con los planteamientos
teóricos, comprobando que el uso del video como estrategia para la enseñanza del inglés es valioso en los procesos de enseñanza
de una lengua extranjera. Finalmente se establecieron lineamientos para optimizar el uso del video como estrategia
para la enseñanza del inglés dentro de esta institución educativa.


This investigation had the objective to analyze the Usefulness of Video as an English Teaching Strategy in La Escuela de
Idiomas in La Universidad de La Guajira, Riohacha, La Guajira, Colombia. The investigation was theorized by authors: Martínez
(2010), De Francisco (2009), Monteagudo (2007), Cornejo (2006), Garrido (2006), Palafox (2005), Paolitto (2002) y
Salinas (2002) among other. The investigation was descriptive; with a non-experimental, transactional, field design; it was
applied to 19 English professors from this university. As a recollection information technique was used a written survey,
constituted by 50 items instrument, each of them can be answer with 5 possibilities Lickert scale, it was directed to professor
comprehension level. The validity was established through experts judgment, the dependability was calculated by
Alpha Cronbach coefficient, it was 0.92 considered with a high level. After that was made a result analysis through Media
calculate, according to the interpretation. It was established meaningful similitude in many investigation results with the
theorist statements, proving that the Use of Video as an English Teaching Strategy is necessary this implementation in second
language teaching process. Finally, it was established guidelines for optimizing the Use of Video as an English Teaching
Strategy in this educational institution.

English spelling is a major challenge for the Arab EFL learner. The stumbling blocks are two, at the least: One, difference in the writing systems; and Two, difference of the language family. Even so, errors of interference are a foregone conclusion in any foreign language learning context. According to Baloch (2013), the most common error of spelling amongst the undergraduate students at Saudi Arabian universities is the frequent mixing of the bilabial stops, /p/, /b/ where the former is voiceless and latter voiced. Among other factors, L1 interference in the form of the absence of /p/in Arabic is cited as the causative factor. However, our pilot study reveals that such learners have already acquired /p/ but are yet in the process of learning the phonological conditioned variants of /p/, voicing nuances and other phonological phenomena. Thus, we conclude that the Arab EFL learners' p/b confusion is either phonologically driven, or an outcome of auditory factors. This paper verifies this hypothesis.

Curtha in eagar ag T.J. Ó Ceallaigh agus Muiris Ó Laoire Tá 19 n-alt phiarmheasúnaithe sa leabhar seo atá curtha in eagar ag T.J. Ó Ceallaigh agus Muiris Ó Laoire. Tá na hailt bunaithe ar chuir i láthair a rinneadh ag an gCéad Chomhdháil Taighde Uile-Oileánda ar an Tumoideachas a bhí ar siúl i gColáiste Mhuire gan Smál, Ollscoil Luimnigh, 15-16 Bealtaine 2015. Léirítear sna páipéir seo scoth an taighde agus an chleachtais a bhaineann le gnéithe éagsúla den tumoideachas teanga. Cuireann na húdair taighde nua i láthair agus déanann siad a machnamh ar na féidearthachtaí atá ann leis an oideolaíocht agus na beartais i réimse an tumoideachais a neartú. Cuntas cuimsitheach é atá sothuigthe mar sin féin, agus tabharfar suntas do na hailt i measc múinteoirí, taighdeoirí, oideoirí múinteoirí, lucht deartha curaclaim agus lucht déanta beartas atá ag obair i gcomhthéacsanna oideachais teangacha agus ag plé leo sin. Deis atá sa leabhar chun idirphlé tuisceanach thar chomhthéacsanna éagsúla agus malartuithe eolais a chur ar bun.

Abstract
This study looked at the use of classifiers between L1 Singapore Hokkien speakers and L2 Singapore Hokkien speakers by eliciting natural speech using 13 pictures containing a wide range of concrete nouns in an interview setting. Although results were inconclusive as to whether L2 speakers are influenced by Mandarin and use fewer specific classifiers than L1 speakers, they do show encouraging signs. Results also affirmed the hypothesis that L2 Singapore Hokkien speakers use the Hokkien general classifier more than L1 Singapore Hokkien speakers.

Vocabulary Development Strategies for the L2 Classroom
Elham Yahia
St. John’s University, Queens, New York
United States


Richard Sinatra
St. John’s University, Queens, New York
united States





Abstract
This paper presents some important considerations in word instruction and learning for the English Language Learner (ELL).  Specific strategies and techniques are provided for English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers to assist others to apply in home and classroom situations. The two broad areas of direct, sequential instruction and incidental learning of vocabulary through contextual experiences are discussed and word list sources are presented of high utility English words. The key throughout instruction is for the ESL/EFL teacher to be word-conscious or word mindful of the power of vocabulary to enrich thinking and understanding. Vocabulary knowledge has been identified as one of the best predictors of reading comprehension and fluency while facilitating the learning of a second language (L2). Specific techniques such as the use of concept maps, word webs, and word sorts are presented to help students learn content-specific, academic vocabulary.
Keywords: Vocabulary development; L2; EFL/ESL instruction; academic vocabulary; word-conscious teaching; modeling

El filósofo de la Escuela de Frankfurt, J. Habermas, en su obra Teoría de la Acción Comunicativa (1994) aporta una serie de conceptos fundamentales que redundan en la necesidad de que la sociedad debe comunicarse de forma crítica y reflexiva. Se sustenta su teoría en un reconocimiento recíproco de las personas participantes en el discurso o uso del lenguaje “sobre el fundamento de un pretendido acuerdo comunicativo”. Sus premisas refuerzan la importancia que tiene la comunicación como interacción interpersonal, aspecto que resulta imprescindible en las aulas de ELE y para cuya consecución empleamos diversos métodos. La relevancia otorgada a la interacción comunicativa y al desarrollo de habilidades socio-lingüísticas se halla explícita en enfoques y métodos propios de la enseñanza de idiomas, como es el caso del “Aprendizaje comunitario de la lengua” o el de la “Enseñanza comunicativa de la lengua”.

En la presente investigación mostramos el corpus teórico que justifica la necesidad de la interacción comunicativa, los métodos que la abordan y concretamos estos principios en las técnicas empleadas en las clases de ELE; en este sentido, destacamos la “dinámica de grupos”, que permite promover el conocimiento interpersonal, el desarrollo afectivo, el estímulo del trabajo cooperativo, el fomento de  habilidades sociales y la interacción entre compañeros, aspectos que contribuyen al uso más “fluido” de la lengua, esto es, a la “interacción en situaciones de habla”. Ofrecemos, finalmente, una pequeña muestra de útiles recursos para el fomento de dichas destrezas.

En suma, la reflexión teórica expuesta, los enfoques y métodos seleccionados, y las actividades mostradas  refrendan el valor del aprendizaje lingüístico en un entorno motivador que estimula la  reciprocidad y los comportamientos más desinhibidos -idóneos para fomentar la expresión de sentimientos e ideas-. Los buenos resultados obtenidos en las clases permiten concluir que la comunicación basada en la interacción fluye con más naturalidad porque estimula -de forma lúdica- la sociabilidad, la creatividad y el equilibrio socio-emocional del alumno.