This study provides useful guidance in enhancing a more creative CFL teaching and learning practice in language learning and teaching with the use of GT. CFL learners need to acquire the knowledge of Chinese sentence structure, language variation and syntax to utilize GT more effectively in CFL classes, particularly in selecting the accurate meaning for words with multiple semantics. However, the absence of specific language forms in the Chinese language poses difficulty in the selection of accurate meaning. The study showed that the respondents generally found GT useful in assisting students to identify the semanticity of words. This was followed by an interview session to identify how the CFL learners made the selection for words with multiple semantics. Students were given a task-sheet to identify the most suitable meaning in context. This qualitative study aims at analyzing CFL learners' perception of using Google Translate (GT) and the methods of utilizing GT in their CFL course. The logophonetic feature of Chinese writing makes it a challenge for Chinese-as-a-foreign language (CFL) students to comprehend the semantic of words based on the character alone. Keywords: podcast, English vocabulary, integration, attitude. John join as guests to discuss their strategies for reading and rating files. On administering an attitude survey before and after the project, we found that they unanimously preferred podcasts as an interesting pedagogical tool. Recorded inside the Office of Undergraduate Admissions on Hillhouse Avenue. The findings revealed that the improvement of the students in the high integration group is more than in the low integration group. The findings of the study indicated that there were statistically significant differences between groups with podcast integration and the one with no integration regarding their lexical knowledge in the way that the former outperformed the latter. Data were collected from vocabulary pre- and post-tests administered to the sample: 90 intermediate students between 20 and 30 years old. The learners were divided into three groups with high, low, and no integration of podcast into their syllabus. This paper reports on an investigation of three levels of podcast integration sustaining on the Iranian learner’s lexical knowledge learning English as a Foreign Language (EFL). Podcasting is being exploited incrementally by teachers as a tool for presenting educational content and encouraging language learning outside traditional classrooms.
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