Five native speakers of Mandarin Chinese who speak English as a second language, and a control subject, participated in a 15-hour training regime practicing pronunciation of six phonemic contrasts. Subjects were recorded reading a list of isolated English words, randomly ordered from minimal pairs drawn from the six contrasts, the list including words which would appear in the training and word...

The past decade has viewed the important role literature plays in enhancing the learning process among students in Malaysian English classrooms. However, most English teachers in particular are not prepared to teach literature due to the lack of training and exposure on the subject. This paper seeks to explore the ways teacher trainees from one teacher training institute attempt to provide mult...

Motivation can be conceptualized as a dynamic process which is a key contributor to mastering a second language. This study used the L2-Motivational Self System as the basis for a conceptual framework for studying the effects of external factors on learners' motivation. In particular, the role of teachers and parents was studied as the external facets of predicting learners' motivation. One hun...

This research paper presents a study that was carried out with future teachers of foreign languages from three different departments Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine. The pandemic has had an impact on teaching. education sector reacted quickly to this situation and implemented e-learning in institutional facilities. course “Digital technologies teaching: th...

Chinese words may begin with /t/ and /d/, but a /t/-/d/ contrast does not exist in word-final position. The question addressed by experiment 1 was whether Chinese speakers of English could identify the final stop in words like beat and bead. The Chinese subjects examined approached the near-perfect identification rates of native English adults and children for words that were unedited, but perf...

INTRODUCTION Skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine. Yet these skills are rarely taught in medical schools. We sought to design and deliver a short but effective teacher training (TT) program for medical students that could be easily integrated into the professional development curriculum. This st...