The role of supplemental instruction in improving students’ language competence at the Faculty of Philology

Daskalovska, Nina and Dimova, Violeta and Kuzmanovska, Dragana and Kirova, Snezana and Ivanova, Biljana and Ulanska, Tatjana and Tasevska, Marica and Hadzi-Nikolova, Adrijana (2017) The role of supplemental instruction in improving students’ language competence at the Faculty of Philology. Knowledge - International Journal, Scientific and Applicative Papers, 19.3 (14). pp. 185-191. ISSN 1857-923X

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THE ROLE OF SUPPLEMENTAL INSTRUCTION IN IMPROVING STUDENTS’ LANGUAGE COMPETENCE AT THE FACULTY OF PHILOLOGY.pdf

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Abstract

The focus of this paper is the project “Supplemental instruction as a tool for improving students’ language competence at the Faculty of Philology”. Students who enroll in the first year of studies at the Faculty of Philology in Stip have different levels of language competence, so that lower proficiency level students face difficulties in achieving the learning objectives of Contemporary Macedonian/English/German courses. Therefore, the aim of this project is to determine the effects of supplemental instruction on improving students’ language competence which would help them attain the learning outcomes of the language courses and would serve as a basis for achieving better results in the course of their studies. Before the beginning of the supplemental instruction, all participants will be tested in order to determine their language competence. Based on the results, the participants in each department will be divided into two groups – A and B. The supplemental instruction will include two lessons per week during the first two semesters. Group A will be the experimental group and group B will be the control group in the first semester. The supplemental instruction for Group A will focus on explicit learning of grammar and vocabulary as well as on developing the language skills by using different exercises and activities in accordance with the communicative approaches to language learning. Group B will not attend supplemental instruction. At the end of the semester, both groups will be tested in order to determine the effect of the supplemental instruction on students’ language knowledge and skills. A survey will be conducted with group A to find out their opinions and attitudes regarding the benefits of supplemental instruction. In the second semester Group A will be the control group and group B will be the experimental group. Group A will not attend supplemental instruction, while group B will learn the language implicitly by using literary texts according to the principles of language-based approaches to using literature in the language classroom. At the end of the second semester, the participants will be tested again in order to determine the effect of this approach on their language competence. A survey will be conducted with group B to determine their experience and opinions about the effect of this type of supplemental instruction. All results will be summarized at the end to see if supplemental instruction contributes to improving the knowledge and language skills of first year students as well as the effects of the two different approaches in the implementation of the supplemental instruction.

Item Type: Article
Uncontrolled Keywords: supplemental instruction, language competence, explicit learning, implicit learning
Subjects: Humanities > Languages and literature
Divisions: Faculty of Philology
Depositing User: Snezana Kirova
Date Deposited: 09 Oct 2017 11:20
Last Modified: 09 Oct 2017 11:20
URI: http://eprints.ugd.edu.mk/id/eprint/18284

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