BREAKING DOWN BARRIERS TO EFFECTIVE EFL COMMUNICATION: A LOOK AT SENSE-MAKING TECHNIQUES
The present “new wave” investigation tackles cutting-edge perspectives of one of the most pressing problems – breaking down the barriers to effective fluent English communication. The publication reflects a broad array of stud-ies in the area of methodology of teaching English. The investigation distills the research about sense-making techniques in the language awareness. The paper reveals obstacles and reasons for language barriers to fluent English communication. The author demonstrates an alternative way of approaching the problem of English as a foreign language acquisition. We undertake the empirical investigation of how foreign languages are learnt and taught using sense-making techniques. A foreign language should become a personal need for students allowing them to set goals, choose language improvement strategies, and exercise self-esteem and self-control. Against the backdrops of research, the experiment was carried out. Those tested were 85 students of Southern Federal University, Russia. They were split into two groups: a control group of tertiary participants who were given an instruction using traditional methods of teaching English; and a second group –experimental one implementing sense-making techniques in learning a target language.
Abakumova, I. V., & Zorina, E. S. (2017). Sense-making Techniques in Educational Process and their Impact on the Personal Characteristics of students. International Journal of Cognitive Research in Science, Engineering and Education, 5(2). https://doi.org/10.5937/IJCRSEE1702041A
Abakumova, I.V. (2003). Education and Sense: Sense-creation in the academic process. Rostov-on-Don, Russia: Southern Federal University.
Alam, M., Alam, M., & Farzana, S. (2018). Taking Lead in L2 Speaking Skill through Teachers’ Motivation: A Retrospection of Private Universities in Bangladesh. Australasian Journal of Business, Social Science and Information Technology, 4(3), 94-102. Retrieved from http://www.ajbssit.net.au/index.php/AJBSSIT/article/view/70/57
Amirian, S. M. R., & Komesh, N. (2018). A study on the Relationship between EFL Learners’ Nationality and Language Learning Motivation. International Journal of Applied Linguistics and English Literature, 7(2), 26-32. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.26
Baker, J. Westrup. H. (2003). Essential Speaking Skills: A handbook for English Language Teachers.
Baran-Łucarz, M. (2013). Foreign Language Pronunciation and Listening Anxiety: A Preliminary Study. Language in Cognition and Affect (pp. 255-274). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-35305-5_15
Beere, J. (2016). The Perfect Lesson (3rd ed.). UK: Independent Thinking Press.
Brown, D. (2007). Teaching by Principles. London: Pearson Longman.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language teaching research, 2(3), 223-229. https://doi.org/10.1177/136216889800200303
Dörnyei, Z., (2001). Motivational Strategies in the Language Classroom. Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511667343
Fengying, M. (2003). Motivating Students by Modifying Evaluation Methods. English Teaching Forum, 41(1), 38-41. https://americanenglish.state.gov/resources/english-teaching-forum-2003-volume-41-number-1
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language study: Who says it isn’t effective? Studies in second language acquisi-tion, 13(1), 57-72. https://doi.org/10.1017/S0272263100009724
Gracheva, M. (2015). The Arts in the World of Academia. English, 9, 56-57. http://eng.1september.ru/index.php?year=2015&num=09
Harris, M., & McCann, P. (1994). Assessment. Oxford, UK: Macmillan.
Harmer, J. (1983). The practice of English language teaching. Longman, 1560 Broadway, New York, NY 10036. https://eric.ed.gov/?id=ED240864
Horwitz, E. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340. https://doi.org/10.1111/j.1944-9720.1985.tb01811.x
Krieger, D. (2005). Teaching ESL versus EFL: Principles and practices. English Teaching Forum, 43(2), 8-16. https://americanenglish.state.gov/resources/english-teaching-forum-2005-volume-43-number-2#chId-608
Pavlova, L. (2008). Challenges and rewards of teaching a teenager. English, 19, 3. https://eng.1september.ru/index.php?year=2008&num=19
Stakanova, E. V., Dzyuba, E. A., & Tolstikhina, E. V. (2013). Teaching EFL Students in Sense-Creation Context of Learning. Procedia-Social and Behavioral Sciences, 86, 494-497. https://doi.org/10.1016/j.sbspro.2013.08.603
Stakanova, E. (2017). Sense-creative context as a factor of learner autonomy in a foreign language acquisition. People: International Journal of Social Sciences, 3(3). 675-683. https://grdspublishing.org/index.php/people/article/view/939
Stepichev, P. (2009). Teaching Creativity through English. English, 14, 5. https://eng.1september.ru/index.php?year=2009&num=14
Copyright (c) 2018 International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.