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Sample records for learn english-language skills

  1. Rich Language Learning Environment and Young Learners' Literacy Skills in English

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    Artini, Luh Putu

    2017-01-01

    This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. T...

  2. Rich Language Learning Environment and Young Learners’ Literacy Skills in English

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    Luh Putu Artini

    2017-05-01

    Full Text Available This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. The data were collected through questionnaires, observation, interview, English literacy tests, and students’ literacy journals. Research finds that young learners should have the opportunity to learn by doing without too much intervention so that anatural process of learning could occur. The product comprises multiple literacy experiences in the form of five different texts. The findings revealed that the readability of the material was in the category of high. The systematic exposures of these materials to beginner learners of English have been proven to have the significant impact on their literacy skills. Thehighest improvement is found in word level (87,1%, followed by sentence level (56,2%, and discourse level (46,8%. The improvements are all confirmed at the significance level of 0,05. The research also finds that RLLE has the positive impact on the development of self-directed learning skills.

  3. DISTANCE LEARNING FOR DEVELOPING KNOWLEDGE AND SKILLS IN ENGLISH LANGUAGE TEACHING

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    Natalia A. Kameneva

    2013-01-01

    Full Text Available The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

  4. The comprehension skills of children learning English as an additional language.

    Science.gov (United States)

    Burgoyne, K; Kelly, J M; Whiteley, H E; Spooner, A

    2009-12-01

    Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers. The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-related skills of a group of EAL learners. Data are reported from 92 Year 3 pupils, of whom 46 children are learning EAL. Children completed standardized measures of reading accuracy and comprehension, listening comprehension, and receptive and expressive vocabulary. Results indicate that many EAL learners experience difficulties in understanding written and spoken text. These comprehension difficulties are not related to decoding problems but are related to significantly lower levels of vocabulary knowledge experienced by this group. Many EAL learners experience significantly lower levels of English vocabulary knowledge which has a significant impact on their ability to understand written and spoken text. Greater emphasis on language development is therefore needed in the school curriculum to attempt to address the limited language skills of children learning EAL.

  5. Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

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    Asha Khare

    2011-01-01

    Full Text Available India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What children learn can affect their later success or failure in school, work, and their personal lives. As such, the school teachers need to improve their own English language skills if they are teaching without any previous English language training. This paper throws light on the communicative approach of English language teaching. It introduces the Certificate in Teaching of English (CTE programme of the Indira Gandhi National Open University (IGNOU and outlines the syllabus and the methods used by the university to impart English Language Teaching skills to the elementary/secondary school teachers through this programme with the objective to enhance teacher’s understanding of  the learners and their learning process.

  6. Google apps for virtual learning communities development: strengthening english language skills in an university environment

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    Eder Intriago

    2016-07-01

    Full Text Available Introduction: This action research project aims to strengthen English language reading comprehension and speaking skills in college students through the use of Google Apps and Literature Circles (LCs in virtual communities for learning. Method: The study involved 70 students at a public university in Ecuador. The educational intervention lasted a semester, included the implementation of LCs virtually and in person with a phase of independent reading and another for the discussion. 14 learning communities were organized and students assumed specific roles in order to warranty equality participation. The “Google Apps” were chosen for their ease of access. To monitor the progress of learning English, a pretest and a posttest were applied using the Preliminary English Test (PET by Cambridge University, whose validity and reliability are amply recognized internationally. Results: It showed an improvement of the reading comprehension and speaking skills in English Language in the participants group, who went from A1 to B2 of the Common European Framework of Reference for Languages (CEFRL at the end of the process. Conclusion: it is confirmed that the use of “Google Apps” aided in the building of virtual learning communities to support the second language acquisition process (L2 in the university context.

  7. The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

    Science.gov (United States)

    Likitrattanaporn, Wannakarn

    2017-01-01

    The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching…

  8. A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

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    Torres, Hector Neftali, Sr.

    2000-11-01

    The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

  9. Learning to Read Setswana and English: Cross-Language Transference of Letter Knowledge, Phonological Awareness and Word Reading Skills

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    Lekgoko, Olemme; Winskel, Heather

    2008-01-01

    The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…

  10. Higher English language skills for CFE

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    Firth, Mary M; Mitchell, John

    2015-01-01

    A brand new edition of a bestselling title, updated for the newest Higher English (for CfE) syllabus. We are working with SQA to secure endorsement for this title. This book provides you with the support and advice you will need to succeed in Higher English. By studying literary techniques and with top experts guiding you through and explaining how to use these skills, you will be helped to understand why questions are framed in a particular way and how to answer them in a manner that ensures the highest possible grade. - Become more secure in your knowledge of the English language. - Learn ho

  11. The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

    Science.gov (United States)

    Sehic, Sandro

    2017-01-01

    The purpose of this sequential explanatory mixed-methods case study was to investigate the effects of English language learning on creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. Unlike the previous research studies that investigated the links between English…

  12. THE ROLE OF NON-NATIVE ENGLISH SPEAKER TEACHERS IN ENGLISH LANGUAGE LEARNING

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    Lutfi Ashar Mauludin

    2017-04-01

    Full Text Available Native-English Speaker Teachers (NESTs and Non-Native English Speaker Teachers (NNESTs have their own advantages and disadvantages. However, for English Language Learners (ELLs, NNESTs have more advantages in helping students to acquire English skills. At least there are three factors that can only be performed by NNESTs in English Language Learning. The factors are knowledge of the subject, effective communication, and understanding students‘ difficulties/needs. The NNESTs can effectively provide the clear explanation of knowledge of the language because they are supported by the same background and culture. NNESTs also can communicate with the students with all levels effectively. The use of L1 is effective to help students building their knowledge. Finally, NNESTs can provide the objectives and materials that are suitable with the needs of the students.

  13. Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review

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    Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

    2016-01-01

    Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part…

  14. Narrative skills in two languages of Mandarin-English bilingual children.

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    Hao, Ying; Bedore, Lisa M; Sheng, Li; Peña, Elizabeth D

    2018-03-08

    Narrative skills between Mandarin and English in Mandarin-English (ME) bilingual children were compared, exploring cross-linguistic interactions of these skills, and influences of age and current language experience (input and output) on narrative performance. Macrostructure and microstructure in elicited narratives from 21 ME bilingual children were analysed. Language experience was collected by parent report and entered as a covariate. Repeated measures analysis of covariance (ANCOVA) was conducted to compare the two languages. Children demonstrated better narrative performance in English than Mandarin, with a larger cross-linguistic difference in microstructure than macrostructure. Significant cross-linguistic correlations were only found in children with high Mandarin vocabulary. Age, associated with length of English exposure, only significantly correlated with narrative performance in English. Output had stronger correlations with narrative skills than input. Macrostructure may be less variable across languages than microstructure. Children may need to reach a threshold of vocabulary for cross-linguistic interactions of narrative skills to occur. The effect of age in English may be related to increased cumulative English experience. Children may experience a plateau in Mandarin due to insufficient Mandarin exposure. Stronger correlations between output and narrative skills may be attributed to the expressive nature of both.

  15. Facilitating vocabulary acquisition of young English language learners.

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    Lugo-Neris, Mirza J; Jackson, Carla Wood; Goldstein, Howard

    2010-07-01

    This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary. Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish. Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

  16. WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions

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    Juida WAN

    2011-10-01

    Full Text Available The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for English language learning. A questionnaire which was made up of both close-ended and open-ended questions was administered at the end of the study. A mixture of quantitative and qualitative methods was used to analyse the students’ responses to the questionnaire. The study found that students were aware of their audience when they blogged and that they geared their writing towards their audience. In addition, they also interacted with others through the use of the comment feature on their weblogs. Furthermore, the majority of the students enjoyed blogging and found weblogs useful for English language learning. This study found that weblogs are promising interactive tools for English language learning.

  17. Developing Oral Language Skills in Middle School English Learners

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    Fisher, Douglas; Frey, Nancy

    2018-01-01

    Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

  18. THE IMPACT OF SMARTPHONE AND INTERNET USAGE ON ENGLISH LANGUAGE LEARNING

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    Rosina Fransisca J. Lekawael

    2017-06-01

    Full Text Available English language skills here mean the development of the main parts or elements of the language which include speaking, listening, reading, and writing. English language subject has different educational tools that are likely suited with it. Smartphone and internet usage have actively influence daily life, even for children and adolescents. In learning activity, smartphone is a tool to help students connected to be online. A qualitative approach was pursued in this study. Then, the data collection technique used in this study is a survey by using questionnaires. As result, the research shows that most students spend much time to access the social network, some students access internet for dictionary and games, and only a few students access internet for education purposes. In short, the students rather to use smartphone for other thing than education. Therefore, English language learning should be focused on leading language teaching by using English resources from smartphone and internet, as media, which closed to students. By using smartphone and internet, it is expected that either teacher or students become more active and creative to explore their knowledge through media. Pedagogically, there is an urgent need for teachers to implement smartphone-based language learning in order to engage students to be critics with material and its content. So, it enables students to build and enhance a technology awareness of smartphone and internet usage on English language learning in classroom.

  19. Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities

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    Anderson, Alida; Berry, Katherine A.

    2017-01-01

    This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students' responses to…

  20. A Development English Language Learning Management Strategies Model to Enhance Communicative Competence for High School Students

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    Thitiya Ruennakarn

    2017-09-01

    Full Text Available The objectives for this research are to 1 build a development English language learning management strategies model to enhance communicative competence for high school students 2 study the results of using the model. A target group is seven English teachers in Pibulwittayalai School and the sample for studying the results of model to students are ten English club students in Pibulwittayalai School.The research tools are focus group discussion forms, communication plans, English skills evaluation forms, communicative competence test, communicative competence evaluation forms and 21st century skills evaluation forms. This model is examined by connoisseurship.The statistics for analyzing data are frequency, percentage, mean, standard deviation and Wilcoxon test. The results of the research were as follows: 1. The development English language learning management strategies model to enhance communicative competence for high school students had4components ; 1 SWOT–Analysis, 2 strategy development, 3 strategy assessment and 4 strategy adjustment.This model had 6 strategies such as 1 genius academic strategy 2 English through AEC 3 English through World Class 4 enhancing for genius academic in communication with foreigners 5 enhancing English through world class standard and 6 enhancing for potential in English skills learning through world class standard. These were merged as only one strategy as “ Development of students’ potential for communication”. 2. The results of using the model comprised of 2.1 The results to teachers were teachers could analyze SWOT- analysis for determining strength, weakness,opportunity and threat about English language learning management, received guideline and could appropriately and efficiently construct strategies of English language learning management to enhance communicative competence. 2.2 The results to students: The students had 4 English skills, such as listening,speaking, reading and writing. It was

  1. LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING

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    Murni Mahmud

    2010-08-01

    Full Text Available This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing, work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.

  2. Indonesian EFL Students’ Motivation in English Learning and their Literacy Skills across Gender

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    Sawitri Agustrianti

    2016-07-01

    Full Text Available Motivation and gender are claimed to have significant roles to the success of language learning, particularly in literacy skills. This study examined the relationship of students’ motivation in English learning and their literacy skills across gender. It involved 100 students enrolled in English Education Study Program, Tadulako University, Palu City, Central Sulawesi Province, Indonesia. Data were collected through questionnaire on motivation in English learning, reading comprehension test, and writing test. The analysis from Spearman rank correlation and independent sample t-test revealed that there were high positive correlations between students’ motivation and literacy skills; and high positive correlations between students’ achievement scores in reading and writing skills. It indicates that when the students had high motivation, they had better scores in their literacy skills. In addition, when the students got high achievement scores in reading skill, their achievement in writing would like to follow suit. This study did not reveal any significant relationship between motivation and gender, as well as between literacy skills and gender.

  3. Self-Access Language Learning Programme: The Case of the English Language Voluntary Intensive Independent Catch-up Study

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    Salomi Papadima-Sophocleous

    2013-06-01

    Full Text Available This study investigated whether and to what extent an English Language Voluntary Intensive Independent Catch-up Study (ELVIICS, a Self-Access Language Learning (SALL programme, was effective in helping first-year Greek-Cypriot students fill in the gaps in their English language learning and come closer to the required language competence level of the Common European Framework of Reference (CEFR B1 level. It also examined students’ perceptions of such learning. The students followed the ELVIICS at their own pace, time and space until they felt they had reached the aimed level. Analysis of the achievement test results revealed that students’ language competence improved and reached the required level. Additional quantitative data also revealed that students felt ELVIICS also helped them improve their self-confidence, computer skills and autonomous learning. Moreover, students claimed that ELVIICS assisted them in getting through and successfully completing their compulsory course.

  4. Strategies to improve the reading skill in the English language learning

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    Leticia Mercedes Cedeño Macías

    2016-06-01

    Full Text Available Reading is one of communicative skills, so it is one of the topics all English learners have to study, it is a receptive skill and it is not using to be very popular among language students because they think it is passive, monotonous and even boring, and all these characteristics are against the extrovert and dynamic nature of youth who live in this century. But, is reading really a passive activity? The objective of this essay is to demonstrate that reading is a participative activity where students can interact in pairs or groups improving the communication through certain active and participative strategies like mind map, debates, drills and panels throughout an effective teacher’s planning. The methodology used for this study will be the bibliographic over the analysis of English teaching experts’ books and their experience.

  5. Weblogs For English Language Learning: Students’ Perceptions

    OpenAIRE

    WAN, Juida

    2011-01-01

    The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for Eng...

  6. The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

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    Balci, Özgül

    2017-01-01

    This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

  7. Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

    OpenAIRE

    Asha Khare

    2011-01-01

    India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What childre...

  8. Linking English First Additional Language teaching and learning ...

    African Journals Online (AJOL)

    English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...

  9. TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS

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    TAN KHYE CHUIN; SARJIT KAUR

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of lan...

  10. An Exploration of Foreign Language Anxiety and English Learning Motivation

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    Meihua Liu

    2011-01-01

    Full Text Available Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1 the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2 foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3 both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS, intrinsic motivation (IntrinM, instrumental motivation (InstruM, fear of being negatively evaluated (FLCAS1, and interest in foreign languages and cultures (IFLC proved to be powerful predictors for the latter.

  11. Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

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    Diego Muñoz Campos

    2017-01-01

    Full Text Available The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

  12. Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

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    Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

    2012-01-01

    Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

  13. English language-in-education: A lesson planning model for subject ...

    African Journals Online (AJOL)

    English language-in-education: A lesson planning model for subject teachers. ... lack of critical academic language skills in English as the Language of Learning and ... process of lesson design and the 'forward' process of lesson presentation.

  14. Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

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    Julia Sevy

    2016-09-01

    Full Text Available Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

  15. Using music activities to enhance the listening skills and language skills of Grade 1, English first additional language learners

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    Hugo, Anna J.

    2013-12-01

    Full Text Available Music activities can be used to develop and enhance young learners’ listening abilities. Listening is a language skill which is a prerequisite for the development of other language skills and especially for the development of a person’s speaking abilities. It is also a prerequisite for the development of a person’s language abilities in a second language. In a research project involving a group of 70 English first additional language learners, two Grade 1 classes were selected. One class was the experimental group and the other class was the comparison group. Over a period of six months the experimental group received planned music activities daily. When the two groups were retested after six months, significant differences in the means between the experimental and the control groups were found. The experimental group significantly improved their listening skills in English as a second language (ESL. This has implications for teaching ESL learners in the Foundation Phase.

  16. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

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    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

    This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

  17. Incorporating E-learning in teaching English language to medical students: exploring its potential contributions

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    Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

    2016-01-01

    Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students’ learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students’ language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom. PMID:28491837

  18. Incorporating E-learning in teaching English language to medical students: exploring its potential contributions.

    Science.gov (United States)

    Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

    2016-01-01

    Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students' learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students' language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom.

  19. English for Specific Purposes: Podcasts for Listening Skills

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskienė

    2011-04-01

    Full Text Available The most needed ability in everyday communication is skills of listening. Ability to follow a speaker in a foreign language and respond appropriately needs to be taught like all other language skills. A novel approach to perfecting listening skills has emerged due to audio publishing online. It is known as “podcasting” and has become very popular because it offers language learners extra listening practice both inside and outside the classroom. Moreover, podcasting as online communication technology is a new way to inspire learning: it provides an exciting way for students and educators to explore and discover educational content. However, the applicability of podcasting to teaching English needs researching.This paper addresses research into learners’ perceptions of online listening to podcasts, self-evaluation of one’s performance in individual listening practice and reflections on practical ways of improving skills of listening and developing listening competence. Some implications of research are suggested including a blended learning, i.e. combination of multiple approaches to learning by harmonizing online listening with classroom audition activities in teaching / learning English for Specific Purposes.

  20. Omani Graduates’ English-language Communication Skills in the Workforce: Employees’ Perspectives

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    Rahma Al-Mahrooqi

    2016-07-01

    Full Text Available This paper reports an exploratory investigation into the importance that employed Omani school and college graduates believe English-language communication skills have for their workplaces and the difficulties they face when using these skills in a work environment.  The study involved the administration of a 4-part questionnaire to 321 participants who had graduated from Omani schools and colleges and who were employed in organizations around the country.  Results indicate that participants identified almost all skills and skill areas featured in the questionnaire as either vital or essential for their jobs, even though they claimed that they largely lacked the English language skills, or linguistic competencies, necessary to successfully use these in work situations.  They also reported struggling with dealing with customers and colleagues from different sociocultural backgrounds in English.  Implications of these findings for education and employment in Oman are discussed.

  1. Predictors of Successful Learning in Multilingual Older Adults Acquiring a Majority Language

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    Henrike K. Blumenfeld

    2017-12-01

    Full Text Available Understanding language learning in later life can elucidate how linguistic experiences and age-specific cognitive skills can be leveraged for language acquisition, providing insight into how lifelong experiences configure our learning capacity. In this study, we examined to what extent acquisition and maintenance of a non-native language (English is scaffolded by cognitive skills and previous linguistic experiences in older adults; and to what extent these cognitive/linguistic factors predict older learners’ success in acquiring novel functional language. We recruited 53 participants who were native speakers of Mandarin, Spanish, Tagalog, and Somali, had continued to learn English as adults, and were currently exposed to majority-English contexts. To identify contributors to participants’ English skills, we administered a language history and self-reported proficiency interview, brief cognitive testing, and verbal fluency tasks in L1 and English. We found that digit span and orientation measures were cognitive predictors of English proficiency, while similarity of known languages to English, L1 skills, and English language exposure were linguistic predictors of English skills. To examine participants’ ability to maintain language knowledge and to learn new functional English, we also conducted a preliminary longitudinal service-based study in a subset of 19 participants using our Specific-Purpose English Communication System for Seniors (SPECSS curriculum. In this subset of SPECSS learners, we identified digit span and orientation, but not age, as cognitive predictors of short-term language maintenance. Further, better novel English learning as a result of our curriculum was observed in learners whose other known languages were less similar to English. Findings inform best practices in developing language curricula for older adults, and help generate new hypotheses on preparedness for language learning across the adult lifespan with a

  2. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  3. Semantic processing skills of Grade 1 English language learners in ...

    African Journals Online (AJOL)

    This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language ...

  4. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    Science.gov (United States)

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  5. Individualized Teaching and Autonomous Learning: Developing EFL Learners' CLA in a Web-Based Language Skills Training System

    Science.gov (United States)

    Lu, Zhihong; Wen, Fuan; Li, Ping

    2012-01-01

    Teaching listening and speaking in English in China has been given top priority on the post-secondary level. This has lead to the question of how learners develop communicative language ability (CLA) effectively in computer-assisted language learning (CALL) environments. The authors demonstrate a self-developed language skill learning system with…

  6. The Sounds of Picturebooks for English Language Learning

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    M. Teresa Fleta Guillén

    2017-05-01

    Full Text Available Picturebooks have long been recognised to aid language development in both first and second language acquisition. This paper investigates the relevance of the acoustic elements of picturebooks to raise phonological awareness and to fine-tune listening. In order to enhance the learners’ aural and oral skills for English language development, the paper proposes that listening to stories from picturebooks plays a most important role for raising awareness of the sound system of English in child second-language learners. To provide practical advice for teachers of young learners, this article describes the ways that picturebooks promote listening and speaking and develops criteria to select picturebooks for English instruction focusing on the acoustic elements of language.

  7. Challenges of Effective English Language Learning in Nigeria ...

    African Journals Online (AJOL)

    The factors that influence the students. effective learning of the English Language as second language learners, the attitude of students towards the study of the English language, the nature of teacher/student interaction, the methods of teaching and the availability of teaching aids in Nigeria secondary schools are looked ...

  8. Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies

    Science.gov (United States)

    Kurt, Mustafa

    2015-01-01

    The present study investigated whether English language teachers were aware of the innovative language learning methodologies in language learning, how they made use of these methodologies and the learners' reactions to them. The descriptive survey method was employed to disclose the frequencies and percentages of 175 English language teachers'…

  9. THE BASIC SPECIFICITY OF THE ABILITY OF VARIED ENGLISH LANGUAGE CURRICULUMS TO ENHANCE ENGLISH LEARNERS' CAPACITY TO DEVELOP NECESSARY SKILLS TO COMMUNICATE USING THE ENGLISH LANGUAGE

    OpenAIRE

    Michael Wayne Hendershot; Nutprapha K. Dennis; Suchada Chaiwiwattrakul; Ratirot Phiphitphakdee

    2017-01-01

    Inasmuch as the goal of teaching English to non-native English speakers should be focused on enhancing English learners’ ability to develop skills necessary for efficient and effective use of the English language in communication within their daily lives as well as within the context of educational, employment, governmental, and business related issues, the materials and resources used by the teacher to provide said English learners with enhanced ability to develop necessary skills for the us...

  10. Role of Narrative Skills on Reading Comprehension: Spanish-English and Cantonese-English Dual Language Learners

    Science.gov (United States)

    Uchikoshi, Yuuko; Yang, Lu; Liu, Siwei

    2018-01-01

    This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish-English and Cantonese-English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and…

  11. Skype™ Conference Calls: A Way to Promote Speaking Skills in the Teaching and Learning of English

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    Yeferson Romaña Correa

    2015-01-01

    Full Text Available This article presents the results of a research project on the teaching and learning of English through the use of Skype™ conference calls. The research was carried out with a group of 12 English as a foreign language adult learners in the language institute of Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. The findings of this study suggest that Skype™ conference calls might be considered as an influential computer-mediated communication tool in order to promote English as a foreign language adult A1 learners’ speaking skill, especially for social interaction purposes and oral reinforcement of both language fluency and course contents outside of classroom settings.

  12. Vietnamese American Experiences of English Language Learning: Ethnic Acceptance and Prejudice

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    Jeffrey LaBelle

    2007-01-01

    Full Text Available This article investigates the effects of ethnic acceptance and prejudice on English language learning among immigrant nonnative speakers. During 2004 and 2005, the author conducted participatory dialogues among six Vietnamese and Mexican adult immigrant English language learners. The researcher sought to answer five questions: (1 What are some nonnative English speakers’ experience regarding the way native speakers treat them? (2 How have nonnative English speakers’ experiences of ethnic acceptance or ethnic prejudice affected their learning of English? (3 What do nonnative English speakers think they need in order to lower their anxiety as they learn a new language? (4 What can native English speakers do to lower nonnative speakers’ anxiety? (5 What can nonnative English speakers do to lower their anxiety with native English speakers? Even though many of the adult immigrant participants experienced ethnic prejudice, they developed strategies to overcome anxiety, frustration, and fear. The dialogues generated themes of acceptance, prejudice, power, motivation, belonging, and perseverance, all factors essential to consider when developing English language learning programs for adult immigrants.

  13. Morphing into Adolescents: Active Word Learning for English-Language Learners and Their Classmates in Middle School

    Science.gov (United States)

    Kieffer, Michael J.; Lesaux, Nonie K.

    2010-01-01

    Many students arrive at middle school without the academic language skills they need to read sophisticated texts with comprehension. In particular, English language learners and students from low-income backgrounds attending underresourced, urban middle schools lack opportunities to learn the thousands of academic words they need to succeed. To…

  14. Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.

    Science.gov (United States)

    Páez, Mariela; Rinaldi, Claudia

    2006-10-01

    This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered with 3 subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to monolingual norms whereas their Spanish word reading skills averaged 1 SD below the mean. English vocabulary, English phonological awareness, and Spanish word reading skills in kindergarten were found to be significant predictors of English word reading skills in first grade. Educational implications for screening language and reading skills and promising areas for targeted instruction for this population are discussed.

  15. Learning through English Language in Early Childhood Education: A Case of English Medium Schools in China

    Science.gov (United States)

    Mwalongo, Leopard Jacob

    2016-01-01

    In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a…

  16. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    Science.gov (United States)

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  17. The Attitudes of Freshman Undergraduates in Learning English as a Second Language

    Directory of Open Access Journals (Sweden)

    Yvonne Jain

    2012-06-01

    Full Text Available The purpose of this study is to investigate the attitudes of tertiary students towards the learning of English language with regard to their gender, discipline and language proficiency. This descriptive study involved a total of 200 undergraduates from the Faculty of Education in Shah Alam, Selangor. The study employed two methods of data collection: questionnaire and semi- structured interviews. The findings revealed that there was a moderately positive attitude towards the learning of English language. However, the findings showed that the female respondents were more positive towards the learning of English language compared to their male counterparts while the Non Science major students had positive attitude towards learning English language compared to the Science major students. The study also showed that low proficiency students had better attitude towards English language compared to high proficiency students.

  18. Independient virtual english language learning: a case study in higher education

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    Esther Nieto Moreno de Diezmas

    2016-11-01

    Full Text Available The development of independent and self-learning strategies for Foreign Language Learning is of special interest in Higher Education. In particular, these strategies are essential in the Foreign Language Learning area (EFL, since students need to practise and strengthen their exposure to language so as to develop receptive and productive skills. The goal of this paper is to show how independent and virtual learning are developed by means of ICT. To this end, a group of tasks and activities have been designed, distributed and implemented by means of Moodle in the setting of a teaching innovation project in which different campuses and faculties of Education of the University of Castilla-La Mancha where English I is studied have taken part. Additionally, the initial results in terms of students’ perceptions about their independent and virtual learning are shown. Therefore, this paper focuses on a case study at Higher Education in which valid conclusions may be drawn for other similar settings where language learning and virtual learning need to be combined. Initial results suggest the students have responded positively in terms of their perception and participation. This validates the tasks and procedures carried out in the implementation of virtual foreign language learning.

  19. User-Centred Design for Chinese-Oriented Spoken English Learning System

    Science.gov (United States)

    Yu, Ping; Pan, Yingxin; Li, Chen; Zhang, Zengxiu; Shi, Qin; Chu, Wenpei; Liu, Mingzhuo; Zhu, Zhiting

    2016-01-01

    Oral production is an important part in English learning. Lack of a language environment with efficient instruction and feedback is a big issue for non-native speakers' English spoken skill improvement. A computer-assisted language learning system can provide many potential benefits to language learners. It allows adequate instructions and instant…

  20. Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills

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    Paula Andrea Caicedo Triviño

    2016-01-01

    Full Text Available Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students’ real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students’ texts construction in a cooperative environment.

  1. Islamic Senior High School Students’ Language Learning Strategies and their English Achievement

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    ISTI QOMARIAH

    2018-05-01

    Full Text Available This study investigated the correlation between language learning strategies and English achievement, and explored the influence of language learning strategies on English achievement of eleventh grade students’ of MAN 3 Palembang. A total of 141 eleventh grade students participated in this study. The questionnaire and test were used to collect the data. For this purpose, the language learning strategies (SILL questionnaire developed by Oxford (1989 measured language learning strategies and TOEFL junior (2015 was used to know students’ English achievement. There were three levels from high to low based on the results of SILL questionnaire and five categories English achievement test. Descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. Based on the data analysis, it was found that r (.665 > rtable (.165 with significant level which was lower than 0.05. Thus, it indicated that there was significant correlation between language learning strategies and English achievement. It was implied that good language learners caused good in English achievement.

  2. Children Literature Based Program for Developing EFL Primary Pupils' Life Skills and Language Learning Strategies

    Science.gov (United States)

    Abdelhalim, Safaa M.

    2015-01-01

    This study examines the effectiveness of a proposed English language program based on integrating two forms of children literature, mainly short stories and songs, in developing the needed life skills and language learning strategies of primary school students. Besides, it emphasized the importance of providing EFL fifth year primary students with…

  3. Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners

    Science.gov (United States)

    Banerjee, Rashida; Alsalman, Amani; Alqafari, Shehana

    2016-01-01

    English language learners are often at risk for communication and language delays--crucial elements in the foundation of early literacy skills. Studies have shown that preschool children involved in sociodramatic play demonstrate greater proficiency and interest in language development and reading. The manuscript shares evidence-based strategies…

  4. EFL Students’ Attitudes and Perception towards English Language Learning and Their English Language Proficiency: A Study from Assa’adah Islamic Boarding School, Indonesia

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    Falita G. Jaliyya

    2017-08-01

    Full Text Available The English language has been given the status of Foreign Language (FL in Indonesia, unlike the language being a second language in its neighbouring countries. However, the language has becoming quite popular and dominant in certain parts of Indonesian schools, especially private schools and colleges. Thus, this investigation sought to examine the attitudes and perceptions of selected Indonesian English language learners. It also aspired to find out how these attitudes and perceptions towards the English language affect their proficiency. A qualitative research design employing the in-depth semi-structured interview was carried out with 12 students at the As’saadah Islamic Boarding School in Banten, West Java.  Thematic analyses were also performed to analyse the data. The findings point to the direction of students’ motivation in learning English as a foreign language. Students were found to have positive attitudes  and were motivated  to learn the language although learning the language might not stem from their own willingness to learn.

  5. English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language.

    Science.gov (United States)

    Whiteside, Katie E; Gooch, Debbie; Norbury, Courtenay F

    2017-05-01

    Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages 6-7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry. © 2016 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development.

  6. Intercultural challenge to language learning

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    Luz María Muñoz de Cote

    2012-10-01

    Full Text Available This paper presents the findings of a qualitative research project set to investigate the piloting process of an innovative language program for university students. It challenges traditional English language teaching courses celebrating a view centered on learning; classes become spaces for students to understand the language they are learning through the development of small projects. The approach moves from a teaching transmission paradigm to one where the most important agent is each student who has to engage with a topic of his or her interest. Students are seen as individuals whose knowledge and understanding of the world is valued and not as people whose lack of language skills prevents themfrom engaging in discussions of complex topics. The objective of this innovation is to enhance students’ understanding and use of academic English in their field of interest. In this project, we argue that knowledge and understanding of the mother tongue and culture play key roles in the development of a second language. A number of studies suggest that students who had strong first language literacy skills achieved higher proficiency levels in their second language. Based on this argument and Vygotsky’s sociocultural learning theory, we designed disciplinary content language learning workshops for first-degree students. The main tenet is that students can develop academic English given that they know about their discipline. Findings so far reveal the difficulty of students to take distance from their previous learning experiences. They also show that students’ ideas expressed in English are far more complex than what would be expected of them given their second language skills. The complexity is not only related to thecontent, but to the way they construct their paragraphs and the understanding of how the register of their field  may be used.

  7. Thai Learners’ Linguistic Needs and Language Skills: Implications for Curriculum Development

    Directory of Open Access Journals (Sweden)

    Mark B. Ulla

    2017-11-01

    Full Text Available Learners’ success in language learning always has implications for curriculum and instruction. Thus, it is important to take into account the kinds of learning experiences that these learners will find helpful in learning English as a foreign language; and, highlight them when planning a curriculum and adapting classroom activities. This study, with 72 first year engineering students, 3 English for Specific Purposes (ESP teachers of King Mongkut’s University of Technology Thonburi (KMUTT Ratchaburi, and 3 other stakeholders as respondents, aimed to identify the Thai engineering students’ linguistic needs and the language skills needed for them to get a job in the future. It also assessed whether the linguistic needs and the language skills required for the students were addressed in the curriculum. Methods used in this study were modified questionnaire, focus groups and semistructured individual interviews. Findings revealed that students wanted to go abroad and to be successful in their future careers; thus, considered speaking as the most important skill to be developed and should be emphasized in their English classes. Students preferred to learn through engaging classroom activities and strategies, exposure to the language, and use of technology in the classroom. However, the ESP curriculum did not provide these linguistic needs and language skills.

  8. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  9. Types of Language Learning Strategies Used by Tertiary English Majors

    Science.gov (United States)

    Chuin, Tan Khye; Kaur, Sarjit

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

  10. THE RELEVANCE OF LEARNING APPLIED ENGLISH FOR ACADEMICS TO FOSTER PROFESSIONALISM

    Directory of Open Access Journals (Sweden)

    Lubna Algadrie

    2005-01-01

    Full Text Available Academics who are not competent in communication skills, particularly language skills, will develop less compared to those who are. Communication skills in general and language skills in particular will foster professionalism since professionals will spend less time doing and more time managing as experience grows. Professionalism grows from qualities that can be learned and developed as well as information learned and acquired. Negotiating skills will enable them to win deals more readily. Moreover, internet based realms of communications are mostly English speaking creations, which vary in terms of level of formality and choice of words. In this paper the writer shares her experience in materials preparations and a classroom-centered research done on a group of academics of non-English majors who came to ITS Language Centre to improve their English language competence for career development and further studies.

  11. Pilot Study An Investigating Proficiency Learners Attitudes Towards English Language Learning

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    Dr. Ozge Razy

    2015-08-01

    Full Text Available This study attempted to investigate foreign students feeling and behaviour towards learning English and different other languages. The study found out that there is any significant difference in the students aspects attitudes positive and negative towards learning English language inside and outside the school based on their response to 25 items. A total of participants were 18 took a questionnaire as an instrument to qualify their attitudes. The participants showed positive attitudes in the high level towards foreign languages such as English. The study presented recommendation to improve other languages in the future as English.

  12. The Correlation between Early Second Language Learning and Native Language Skill Development

    Science.gov (United States)

    Caccavale, Terry

    2007-01-01

    It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

  13. Value of Web-based learning activities for nursing students who speak English as a second language.

    Science.gov (United States)

    Koch, Jane; Salamonson, Yenna; Du, Hui Yun; Andrew, Sharon; Frost, Steven A; Dunncliff, Kirstin; Davidson, Patricia M

    2011-07-01

    There is an increasing need to address the educational needs of students with English as a second language. The authors assessed the value of a Web-based activity to meet the needs of students with English as a second language in a bioscience subject. Using telephone contact, we interviewed 21 Chinese students, 24 non-Chinese students with English as a second language, and 7 native English-speaking students to identify the perception of the value of the intervention. Four themes emerged from the qualitative data: (1) Language is a barrier to achievement and affects self-confidence; (2) Enhancement intervention promoted autonomous learning; (3) Focusing on the spoken word increases interaction capacity and self-confidence; (4) Assessment and examination drive receptivity and sense of importance. Targeted strategies to promote language acculturation and acquisition are valued by students. Linking language acquisition skills to assessment tasks is likely to leverage improvements in competence. Copyright 2011, SLACK Incorporated.

  14. Comparing Local and International Chinese Students’ English Language Learning Strategies

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    Margreat Aloysious Anthony

    2012-07-01

    Full Text Available According to Horwitz (1987 learners’ belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different learning experiences. Given the significant number of local and international Chinese students enrolled in educational institutions, there is a need to understand the differences and similarities in the learning strategies of these two groups. The sample for the study comprised of 60 local and 50 international Chinese students currently enrolled at a local private college. The Oxford Strategy Inventory for Language Learning (SILL was administered as a measure of learning strategy preferences. The study reveals that language learning experiences as well as socioeconomic status impact the learning strategy adopted by both local and international Chinese students. The findings of this study point to the need to address the needs of these students in order to enhance their English language learning experience in Malaysia.

  15. Dictionary Usage in English Language Learning

    OpenAIRE

    Rohmatillah, Rohmatillah

    2016-01-01

    This article examined about the important of using dictionary in English language learning. We cannot deny in learning a foreign language, we need to consult a dictionary. It is supported by Laufer in Koca believes that when word looks familiar but the sentence in which it is found or its wider context makes no sense at all, the learner should be encouraged to consult a dictionary. Sometimes the learners are reluctant to find out the other meaning of word from dictionary, as a result the mea...

  16. A Resource-Oriented Functional Approach to English Language Learning

    Science.gov (United States)

    Li, Jia

    2018-01-01

    This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…

  17. TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

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    I Made Purna Wijaya

    2015-11-01

    Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.

  18. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  19. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 5, 6, 7 November 2001. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  20. Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students

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    Navnath Tupe

    2015-07-01

    Full Text Available This research was undertaken with a view to assess the deficiencies in English language among Primary School Children and to develop Multimedia Scenario Based Learning Programme (MSBLP for mastery of English language which required special attention and effective treatment. The experimental study with pretest, post-test control group design was employed to carry out the experiment of MSBLP in a sample school and to determine its efficacy for enhancing English Language skills among Primary School Students. In India, the Central and State Government has made great efforts to Education for All (EFA and initiated several programs to provide universal access to education, to reduce the drop-out rates and ensure achievement of minimum levels of learning. To our surprise the scenario had not much changed inside the classroom even implementing several programmes. However, it was still unclear how effective was the delivery of the course content in the classroom. An intensive training for teachers on a regular basis on a state-wide scale may not be feasible again and again. Hence, multimedia offers pragmatic solutions So that this research paper devoted to explore the issues of learning English and describes the creation of MSBLP as a solution in scientific manner.

  1. On the Relationship among Critical Thinking, Language Learning Strategy Use and University Achievement of Iranian English as a Foreign Language Majors

    Science.gov (United States)

    Afshar, Hassan Soodmand; Movassagh, Hossein

    2017-01-01

    The study investigated the relationship among critical thinking, strategy use and university achievement. To this end, 76 English major students sat the California Critical Thinking Skills Test and filled out Oxford's Strategy Inventory for Language Learning. Participants' Grade Point Averages were regarded as their university achievement. The…

  2. Learning difficulties or learning English difficulties? Additional language acquisition: an update for paediatricians.

    Science.gov (United States)

    Clifford, Vanessa; Rhodes, Anthea; Paxton, Georgia

    2014-03-01

    Australia is a diverse society: 26% of the population were born overseas, a further 20% have at least one parent born overseas and 19% speak a language other than English at home. Paediatricians are frequently involved in the assessment and management of non-English-speaking-background children with developmental delay, disability or learning issues. Despite the diversity of our patient population, information on how children learn additional or later languages is remarkably absent in paediatric training. An understanding of second language acquisition is essential to provide appropriate advice to this patient group. It takes a long time (5 years or more) for any student to develop academic competency in a second language, even a student who has received adequate prior schooling in their first language. Refugee students are doubly disadvantaged as they frequently have limited or interrupted prior schooling, and many are unable to read and write in their first language. We review the evidence on second language acquisition during childhood, describe support for English language learners within the Australian education system, consider refugee-background students as a special risk group and address common misconceptions about how children learn English as an additional language. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

  3. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Moniek Laurent

    2002-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training   Language Training Moniek Laurent Tel. 78582 moniek.laurent@cern.ch

  4. Communication skills training in English alone can leave Arab medical students unconfident with patient communication in their native language.

    Science.gov (United States)

    Mirza, D M; Hashim, M J

    2010-08-01

    Communications skills curricula and pedagogy for medical students are often exported to non-English speaking settings. It is assumed that after learning communication skills in English, doctors will be able to communicate effectively with patients in their own language. We distributed a questionnaire to third year Emirati students at a medical school within the United Arab Emirates. We assessed their confidence in interviewing patients in Arabic after communication skills training in English. Of the 49 students in the sample, 36 subjects (73.5%) completed and returned the questionnaire. Nearly three-quarters (72.2%) of students said they felt confident in taking a history in English, while 27.8% of students expressed confidence in taking a history in Arabic. Half of students anticipated that after their training they would be communicating with their patients primarily in Arabic, and only 8.3% anticipated they would be communicating in English. Communication skills training purely in English can leave Arab medical students ill equipped to communicate with patients in their own communities and tongue.

  5. A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

    Science.gov (United States)

    Hayati, Noor

    2015-01-01

    This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were…

  6. Effective Utilization of ICT in English Language Learning--The Case of University of Botswana Undergraduates

    Science.gov (United States)

    Umunnakwe, Ngozi; Sello, Queen

    2016-01-01

    The study investigates the effective utilization of Information and Communication Technology (ICT) by first year undergraduates of the University of Botswana (UB) in their reading and writing skills. The first year students are not first language (L1) learners of English. They have not utilized computers for learning reading and writing in their…

  7. The Religion of Learning English in "English": A Language Educator's Reading

    Science.gov (United States)

    Gao, Xuesong

    2011-01-01

    This essay is my reading of "English," a novel based on author Wang Gang's experiences in Urumqi, Xinjiang Uyghur Autonomous Region, Northwest China during the Cultural Revolution (1966-1976). As a language educator, I was particularly interested in the way that Wang describes learning English in the novel. The essay focuses on three…

  8. Language Learning Motivation, Global English and Study Modes: A Comparative Study

    Science.gov (United States)

    Lanvers, Ursula

    2017-01-01

    Exploring the popular explanation that the global spread of English may demotivate students with English as their first language to learn other languages, this study investigates relations between student motivation and perception of Global English and tests for differences between traditional "campus" and distance university students…

  9. TEXT-BASED LEARNING (TBL TO ACTIVATE ADULT EFL LEARNERS IN LEARNING ENGLISH: A NARRATIVE INQUIRY

    Directory of Open Access Journals (Sweden)

    Erna Iftanti

    2017-06-01

    Full Text Available In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Post Graduate Program of State Islamic Institute of Tulungagung, Indonesia. The result of implementing this teaching model proves to be able to not only stimulate joyful learning atmosphere but to attract the students’ active participation during the EFL instructional process as well. This further brings about their better practical understanding on English language skills as their expectation. Therefore, for English lecturers, this model is pedagogically good to be implemented in their English instructional practices.

  10. Computers in the Teaching of English as a Foreign Language: Access to the Diversity of Textual Genres and Language Skills

    Science.gov (United States)

    Dos Santos, Roberto-Márcio; Sobrinho, Jerônimo Coura

    In the area of language teaching both language skills and textual genres can be worked with simultaneously (thus responding to the Brazilian Curricular Parameters and to the trends in contemporary education, which emphasize contextualized teaching) by means of computers. Computers can make the teaching process dynamic and rich, since they enable the access to the foreign language through virtual environments, which creates a larger number of learning contexts, with all their specific vocabulary and linguistic features in real communication. This study focuses on possible applications of this kind of approach. The computer online is a resource of diverse textual genres and can be an important tool in the language classroom as well as an access to authentic material produced in contextualized practice close to real-life communication. On the other hand, all these materials must be appropriately used without ever worshipping the technology as if it were a miraculous solution. After all, the professional pedagogic skills of the teacher should never be forgotten or taken for granted. In this study, a series of interviews with teachers was carried out - both with Brazilian teachers of the public sector (basic education) and language institutes (private English courses) as well as teacher trainers (university professors), in order to verify if the teachers were prepared to work with informatics in teaching practices, and check the professionals’ views on the subject. The ideas of Maingueneau and Marcuschi about textual genres are a theoretical base in this work, besides the concept of cognitive economy. The text and its typology are focused here as the basic material for teaching English, through digital technologies and hypermedia. The study is also based on Sharma and Barrett’s notion of blended learning as a balanced combination of technological resources and traditional practices in the classroom. Thus, this is an attempt to investigate the relevance of

  11. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 7, 8, 9 March 2001. Price: 462 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://training.web.cern.ch/Training/LANG/lang0_F.html

  12. WAYS OF DEVELOPING PEDAGOGICAL UNIVERSITY STUDENTS’ ENGLISH LANGUAGE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Lyudmyla Gavrilova

    2017-04-01

    Full Text Available Involvement of future specialists into advanced studying of English as the main language of international communication is a relevant problem of modern higher education in Ukraine. This issue relevance is proved by the country's integration into the European educational environment, changes in strategic directions of higher education development in Ukraine, regulations by Ukrainian Government and the Ministry of Education, in particular, the Decree of the President of Ukraine “On Declaring 2016 the Year of English Language in Ukraine”, “Common European Framework on Language Education”. Essential changes which are now taking place in studying foreign languages, especially English, are also associated with the competency paradigm of education that focuses on achieving certain educational results and orienting scientific research of professional pedagogical education in recent years. An important condition for reformatting process of learning a foreign (English language is monitoring future specialists’ academic achievements in this field, particularly future teachers’ ones. The concept “pedagogical monitoring” is interpreted as a system of measures for collecting and analyzing data to study and evaluate the quality of professional training and to make decisions on further improvement of the educational process. The purpose of the article is to highlight and analyze the results of monitoring the level of English of State higher educational establishment “Donbas State Pedagogical University” students and reveal the ways of improving future teachers` English communicative competence. The monitoring stages are assessing the starting level of foreign (English language of students who are not trained in the field of language-related professions using the tests for A2 level standards of Cambridge Educational Syndicate; reformatting the content of learning English at the university: developing and implementing the course

  13. Capitalizing on Speaking Skill of EFL Learners for the Language Literacy

    OpenAIRE

    Fauzia Hasan Siddiqui

    2014-01-01

    This study aims at grabbing the attention of EFL /ESL teachers, trainers, and administrators towards the importance of teaching speaking skill to enhance overall language proficiency of EFL learners. Comprehensive research done in the field of applied linguistics and English Language Teaching (ELT) establishes a positive correlation of speaking skill with the overall language proficiency. Despite this obvious significance of speaking skill in language learning process, it has not gained suffi...

  14. Commentary: Motivation for Learning Languages Other than English in an English-Dominant World

    Science.gov (United States)

    Duff, Patricia A.

    2017-01-01

    The majority of recent research on language learning motivation has reportedly focused on English as a target language, typically in relatively homogeneous, secondary and postsecondary "foreign language" settings. How applicable, then, are the theories and findings undergirding that research to our understanding of the contemporary…

  15. The relationship between students' perceptual learning style preferences, language learning strategies and English language vocabulary size

    OpenAIRE

    Gorevanova, Anna

    2000-01-01

    Ankara : The Institute of Economic and Social Sciences Bilkent Univ., 2000. Thesis (Master's) -- Bilkent University, 2000. Includes bibliographical references leaves 54-58 This study investigated the relationship between students’ perceptual learning style preferences, language learning strategies and English language vocabulary size. It is very important for teachers to be aware of students’ preferences in learning to help them be more successful and to avoid conflicts when...

  16. Language Learning Styles Used By Students Of Basic English Course (Bec) Pare

    OpenAIRE

    HIDAYAH, ULFA NURUL

    2013-01-01

    Learning styles are the important factors to help students to learn a second or foreign language. A learning habit of every individual is needed to support the student's learning to be more effective, for example by taking an English course. Learning styles can be classified into: visual, auditory, kinesthetic, tactile, group, and individual. This study is conducted to examine the language learning styles applied by the students of Basic English Course (BEC) in Pare, Kediri. This study applie...

  17. Overlap and Uniqueness: Linguistic Componential Traits Contributing to Expressive Skills in English as a Foreign Language

    Science.gov (United States)

    Pae, Hye K.; O'Brien, Beth

    2018-01-01

    This study identified robust predictors of expressive skills in academic English as a foreign language. The participants were 92 Korean-speaking learners of English. The field test of the Pearson Test of English Academic was used as a secondary data analysis. Four communicative skills (reading, writing, listening, and speaking) and six enabling…

  18. Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study

    Science.gov (United States)

    Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.

    2015-10-01

    This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.

  19. Watching Subtitled Films Can Help Learning Foreign Languages.

    Science.gov (United States)

    Birulés-Muntané, J; Soto-Faraco, S

    2016-01-01

    Watching English-spoken films with subtitles is becoming increasingly popular throughout the world. One reason for this trend is the assumption that perceptual learning of the sounds of a foreign language, English, will improve perception skills in non-English speakers. Yet, solid proof for this is scarce. In order to test the potential learning effects derived from watching subtitled media, a group of intermediate Spanish students of English as a foreign language watched a 1h-long episode of a TV drama in its original English version, with English, Spanish or no subtitles overlaid. Before and after the viewing, participants took a listening and vocabulary test to evaluate their speech perception and vocabulary acquisition in English, plus a final plot comprehension test. The results of the listening skills tests revealed that after watching the English subtitled version, participants improved these skills significantly more than after watching the Spanish subtitled or no-subtitles versions. The vocabulary test showed no reliable differences between subtitled conditions. Finally, as one could expect, plot comprehension was best under native, Spanish subtitles. These learning effects with just 1 hour exposure might have major implications with longer exposure times.

  20. Intrinsic motivation, extrinsic motivation, and learning English as a foreign language.

    Science.gov (United States)

    Shaikholeslami, Razieh; Khayyer, Mohammad

    2006-12-01

    The objective of this study was to examine the relationships of amotivation, extrinsic motivation, and intrinsic motivation with learning the English language. The 230 Iranian students at Shiraz University were tested using the Language Learning Orientations Scales to measure Amotivation, Extrinsic Motivation, and Intrinsic Motivation as explanatory variables. Grade point average in English exams was selected as a measure of English learning Achievement. Multiple regression analysis revealed that learning Achievement scores were predicted by scores on the Amotivation subscale, Introjected Regulation subscale, Knowledge subscale, and Stimulation subscale, whereas, the External and Identified Regulation and Accomplishment subscales did not have a significant relationship with Achievement. The results are discussed in terms of differences in Iranian context and culture.

  1. Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary

    Science.gov (United States)

    Davie, Neil; Hilber, Tobias

    2015-01-01

    This project examines mobile-assisted language learning (MALL) and in particular the attitudes of undergraduate engineering students at the South Westphalia University of Applied Sciences towards the use of the smartphone app Quizlet to learn English vocabulary. Initial data on attitudes to learning languages and to the use of mobile devices to do…

  2. USING NASREDDIN HODJA STORIES IN ENGLISH AS A FOREIGN LANGUAGE (EFL CLASSROOMS

    Directory of Open Access Journals (Sweden)

    İsmail YAMAN

    2017-04-01

    Full Text Available Culture is an indispensable dimension of human life and also foreign language teaching and learning process; and as a part of the current trend, diverse cultural elements are covered in recently published English as a foreign language (EFL coursebooks. These cultural elements are not limited to the target culture but they cover local and international culture components as well. Not focusing on solely one specific culture enables language learners to touch different cultures as well as maintaining awareness of their own culture. Humour constitutes another aspect without which human beings cannot survive. Our daily lives are full of humorous elements like jokes and these add remarkable taste to human beings’ course of living. This positive prevalence of humour in human life may also have its reflections in the realm of language teaching. Considering the inseparableness of both culture and humour from human life, Nasreddin Hodja stories can ideally serve a double purpose while teaching English in EFL settings. When offered in English, these culturally embedded and humour-laden stories that wittily combine both local culture and humorous elements hold the potential to motivate both English language teachers and learners while teaching and learning English in Turkish EFL context. This study aims to discuss the possible ways to employ Nasreddin Hodja stories in Turkish EFL classrooms. To this end, sample to-the-point activities based on Nasreddin Hodja stories in English will be introduced for different language skills ranging from main skills like reading and speaking to sub-skills like vocabulary and grammar.

  3. Neoliberal Paradoxes of Language Learning: Xenophobia and International Communication

    Science.gov (United States)

    Kubota, Ryuko

    2016-01-01

    Neoliberal ideology compels people to develop language skills as human capital. As English is considered to be the most useful language for global communication, learning, and teaching, English has been promoted in many countries. However, the belief that English connects people from diverse linguistic backgrounds in a borderless society…

  4. Does Mother Tongue Interfere in Second Language Learning?

    Directory of Open Access Journals (Sweden)

    Elif Nur Denizer

    2017-01-01

    Full Text Available Mother tongue largely refers to not only the language one learns from one’s mother but also the speaker’s dominant and home language. It’s also called native language. This study was conducted to find whether mother tongue interferences in second-language learning, and if so; whether it affects the learners’ performance in four language skills, and also in which skill(s it has the biggest effect. Data collection tool included a questionnaire by which participants were asked to rate the questions and tick-circle or write in the correct blank. The questionnaire was based on both quantitative and qualitative approaches with the help of 4-point Likert-scale questions and one open-ended question at the last part. The participants of the study were 20 volunteer students (15 females and 5 males in Uludag University on whom the questionnaire was randomly applied.  They ranged in age from 18 to 40 and the mean age was 23. Their mother tongue was Turkish, and they knew English as a foreign language. The questionnaire shows that mother tongue interferes with second language learning in some way. In English language, the most challenging part was Grammar, while the most difficult and influenced skills was Speaking. In addition, participants had difficulty with speaking without any preparation. When it comes to having difficulty, participants had difficulty with determiners, English tenses and articles. The results indicated the interference of mother tongue in almost all aspects.

  5. LEARNING HOW TO LEARNA LANGUAGE

    CERN Multimedia

    Language training; tel. 78582

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  6. Shyness and Chinese and English Vocabulary Skills in Hong Kong Kindergartners

    Science.gov (United States)

    Tong, Xiuli; Ting, Ka-Tsun; McBride-Chang, Catherine

    2011-01-01

    Research Findings: This study examined relations between parent-rated shyness and children's vocabulary skills in 54 Hong Kong Chinese kindergartners who learned English as a foreign language at school. Receptive vocabulary and expressive vocabulary were assessed both in Chinese and in English. Parent-rated shyness was uniquely associated with…

  7. A Brief Discussion on Skillfully Learning English Knowledge in Senior High School

    Institute of Scientific and Technical Information of China (English)

    刘孜斐

    2017-01-01

    English learning is a process of accumulation, which requires enough input and output. It is not an efficient way to study English by rote. Some skills and methods may help English learners. In this thesis, the author introduces some specific memory methods and processes and aims to help senior high school students to improve English learning strategies.

  8. Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

    Science.gov (United States)

    Yang, Pei-Ling; Wang, Ai-Ling

    2015-01-01

    The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

  9. Internal and External Factors That Support Children's Minority First Language and English.

    Science.gov (United States)

    Pham, Giang; Tipton, Timothy

    2018-05-22

    Sequential bilingual children in the United States often speak 2 languages that have different social statuses (minority-majority) and separate contexts for learning (home-school). Thus, distinct factors may support the development of each language. This study examined which child internal and external factors were related to vocabulary skills in a minority language versus English. Participants included 69 children, aged 5-8 years, who lived in Southern California, spoke Vietnamese as the home language, and received school instruction in English. All participants had at least 1 foreign-born parent, and most mothers reported limited English proficiency. Parents completed a telephone survey, and children completed measures of receptive and expressive vocabulary in each language. Using correlations and stepwise regression, we examined predictors of vocabulary skills in each language that were internal to the child (age, gender, analytical reasoning, phonological memory) or that pertained to the surrounding environment (cumulative exposure, quantity and quality of input/output). Vietnamese vocabulary outcomes were related to multiple external factors, of which input and enrichment activities were the best predictors. In contrast, English vocabulary outcomes were related to internal factors, of which age and phonological memory were the best predictors. Parental use of Vietnamese contributed to children's Vietnamese vocabulary outcomes but was not related to children's English vocabulary outcomes. Vietnamese exposure does not hinder English development. Children from immigrant families are learning English with or without familial support. Rich and frequent exposure and opportunities for practice are essential for the continued development of a minority first language.

  10. Qualities of an Effective English Language Teacher (EELT from Male and Female Students’ Point of view

    Directory of Open Access Journals (Sweden)

    Roya Zamani

    2015-05-01

    Full Text Available The role of teachers in affecting students’ attitudes and motivations to language learning and teaching cannot be denied. To improve the field of foreign language teaching and learning we need to improve the qualities of EFL teachers. To achieve this goal, recognizing and identifying the qualities of effective EFL teachers is essential. So this study attempted to investigate the view points of male and female English language students about the characteristics of effective English language teachers based on four categories: English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills. For this purpose the researchers administered a questionnaire adapted from Park and Lee (2006 to 60 (28 female and 32 male foreign language learners at Tabriz Islamic Azad University. The results of the U-Mann-Whitney test indicated that there was not a significant difference between the perceptions of the male and female students regarding the characteristics of effective teacher. However, the overall mean score of the female students’ perceptions was a little bit higher than the male students. For the female students the most important features of the teacher was his/her English proficiency, socio-affective skills, pedagogical knowledge and organization and communication skills, while the preferences of the male students were the organization and communication skills, pedagogical knowledge, socio-affective skills and English proficiency, respectively. The findings have some implications for EFL teachers and students.

  11. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Formation en Langues; Andrée Fontbonne - Tél. 72844; Language Training; Françoise Benz - Tel. 73127; Andrée Fontbonne - Tel. 72844

    2000-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. It is particularly recommended for those wishing to sign up for a 3-month self-study session in the Resource Centre. Languages: French and English. Length: 5 hours a day for one week. Dates: 27 November to December 2000. Price: 490 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages.

  12. Omani Graduates’ English-language Communication Skills in the Workforce: Employees’ Perspectives

    OpenAIRE

    Rahma Al-Mahrooqi; Christopher James Denman

    2016-01-01

    This paper reports an exploratory investigation into the importance that employed Omani school and college graduates believe English-language communication skills have for their workplaces and the difficulties they face when using these skills in a work environment.  The study involved the administration of a 4-part questionnaire to 321 participants who had graduated from Omani schools and colleges and who were employed in organizations around the country.  Results indicate that participants ...

  13. Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

    Science.gov (United States)

    Rao, Zhenhui

    2016-01-01

    The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level…

  14. Strangers in Stranger Lands: Language, Learning, Culture

    Directory of Open Access Journals (Sweden)

    Hong Li

    2007-02-01

    Full Text Available This study investigates international students’ perceptions of the issues they face using English as a second language while attending American higher education institutions. In order to fully understand those challenges involved in learning English as a Second Language, it is necessary to know the extent to which international students have mastered the English language before they start their study in America. Most international students experience an overload of English language input upon arrival in the United States. Cultural differences influence international students’ learning of English in other ways, including international students’ isolation within their communities and America’s lack of teaching listening skills to its own students. Other factors also affect international students’ learning of English, such as the many forms of informal English spoken in the USA, as well as a variety of dialects. Moreover, since most international students have learned English in an environment that precluded much contact with spoken English, they often speak English with an accent that reveals their own language. This study offers informed insight into the complicated process of simultaneously learning the language and culture of another country. Readers will find three main voices in addition to the international students who “speak” (in quotation marks throughout this article. Hong Li, a Chinese doctoral student in English Education at the University of Missouri-Columbia, authored the “regular” text. Second, Roy F. Fox’s voice appears in italics. Fox is Professor of English Education and Chair of the Department of Learning, Teaching, and Curriculum at the University of Missouri-Columbia. Third, Dario J. Almarza’s voice appears in boldface. Almarza, a native of Venezuela, is an Assistant Professor of Social Studies Education at the same institution.

  15. Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

    Science.gov (United States)

    De Oliveira, Luciana C.; Olesova, Larisa

    2013-01-01

    This study examined asynchronous online discussions in the online course "English Language Development" to identify themes related to participants' learning about the language and literacy development of English Language Learners when they facilitated online discussions to determine whether the participants developed sufficient…

  16. English Language Learning Difficulty of Korean Students in a Philippine Multidisciplinary University

    Science.gov (United States)

    de Guzman, Allan B.; Albela, Emmanuel Jeric A.; Nieto, Deborah Rosalind D.; Ferrer, John Bernard F.; Santos, Rior N.

    2006-01-01

    This qualitative study analyzed the English language learning difficulties of 13 purposively chosen Korean students relative to their sociolinguistic competence, motivation in using the English language, and cultural factors. Interview responses were transcribed, categorized and thematised according to saliency, meaning and homogeneity. The…

  17. Nuclear English: Language skills for a globalizing industry

    International Nuclear Information System (INIS)

    Gorlin, S.

    2005-01-01

    Nuclear English is a new course designed for English language learners working in the nuclear industry and in other fields of nuclear science and technology. The textbook is composed of 12 units, each covering a different aspect of the nuclear fuel cycle or a relevant topic such as non-proliferation, safety and the use of radioisotopes in medicine. Nuclear English offers a flexible approach, allowing learners to: Study the units in any order according to professional need or interest; Focus on listening, grammar and pronunciation tasks, which are clearly signposted; Work independently or with other students in a classroom. The other main features of the course are: A audio CD containing authentic interviews with industry specialists. The course covers various accents, including British, American, Australian, South African and Indian; Transcripts of the listening materials; A language orientation test, which learners can take at the start of the course to identify their grammar weaknesses; Teacher-led exercises for working in pairs or groups; A glossary of key terms; An answer key; a downloadable teacher's guide to help teachers maximize the learning potential of the materials (available at: www.world-nuclear-university.org)

  18. Nuclear English: Language skills for a globalizing industry

    Energy Technology Data Exchange (ETDEWEB)

    Gorlin, S

    2005-07-01

    Nuclear English is a new course designed for English language learners working in the nuclear industry and in other fields of nuclear science and technology. The textbook is composed of 12 units, each covering a different aspect of the nuclear fuel cycle or a relevant topic such as non-proliferation, safety and the use of radioisotopes in medicine. Nuclear English offers a flexible approach, allowing learners to: Study the units in any order according to professional need or interest; Focus on listening, grammar and pronunciation tasks, which are clearly signposted; Work independently or with other students in a classroom. The other main features of the course are: A audio CD containing authentic interviews with industry specialists. The course covers various accents, including British, American, Australian, South African and Indian; Transcripts of the listening materials; A language orientation test, which learners can take at the start of the course to identify their grammar weaknesses; Teacher-led exercises for working in pairs or groups; A glossary of key terms; An answer key; a downloadable teacher's guide to help teachers maximize the learning potential of the materials (available at: www.world-nuclear-university.org)

  19. Embedding international benchmarks of proficiency in English in undergraduate nursing programmes: challenges and strategies in equipping culturally and linguistically diverse students with English as an additional language for nursing in Australia.

    Science.gov (United States)

    Glew, Paul J

    2013-01-01

    To meet the expected shortfalls in the number of registered nurses throughout the coming decade Australian universities have been recruiting an increasing number of students from culturally and linguistically diverse (CaLD) backgrounds. Given that international and domestic students who use English as an additional language (EAL) complement the number of native English speaking nursing students, they represent a valuable nurse education investment. Although university programmes are in a position to meet the education and learning needs of native English speaking nursing students, they can experience considerable challenges in effectively equipping EAL students with the English and academic language skills for nursing studies and registration in Australia. However, success in a nursing programme and in preparing for nurse registration can require EAL students to achieve substantial literacy skills in English and academic language through their engagement with these tertiary learning contexts. This paper discusses the education implications for nursing programmes and EAL students of developing literacy skills through pre-registration nursing studies to meet the English language skills standard for nurse registration and presents intervention strategies for nursing programmes that aim to build EAL student capacity in using academic English.

  20. Text-based Learning (Tbl) to Activate Adult Efl Learners in Learning English: a Narrative Inquiry

    OpenAIRE

    Iftanti, Erna

    2017-01-01

    In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL) model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Po...

  1. Technology Use and Self-Perceptions of English Language Skills among Urban Adolescents

    Science.gov (United States)

    Li, Jia; Snow, Catherine; Jiang, Jingjing; Edwards, Nicholas

    2015-01-01

    Technology including social media and other technology applications enabled by different technology devices offer many possibilities for second language learners to improve their learning, if they are interested in doing so. We investigated purposes for using technology among urban adolescents, including both English language learners (ELLs) and…

  2. STUDENTS’ MOTIVATION IN LEARNING ENGLISH LANGUAGE (A CASE STUDY OF ELECTRICAL ENGINEERING DEPARTMENT STUDENTS

    Directory of Open Access Journals (Sweden)

    Anna Riana Suryanti Tambunan

    2016-09-01

    Full Text Available The real challenges for teachers and learners lie in finding ways of sustaining the motivation through the long and often arduous process of learning a language. The aim of this study was to describe the students’ instrumental and integrative motivation in English language learning. A case study was used in this study by distributing the motivation questionnaire to the 36 second-year students of English Department at Sultan Ageng Tirtayasa university in Serang, Banten. Then, the data from the returned questionnaire were analyzed by describing the types of motivation the students use. Findings from this study indicated that the second year students were instrumentally motivated and their integration was sufficient, too. The instrumental motivation was found to have more impact on students than integrative one. Three interrelated instrumental motivations in studying English were identified: future study, scores and career. In addition the students mentioned that good marks in English were required for their future studies and a good qualification for their careers. In conclusion, motivation has a contribution towards the students’ English language learning. The findings could be useful for researchers and teachers in improving students’ English language learning by conducting effective teaching and learning strategies to develop the students’ motivation.

  3. Essentials for successful English language teaching

    CERN Document Server

    Farrell, Thomas S C

    2010-01-01

    Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning Develop curricular integration, focus on meaning Celebrate diversity Expand thinking s

  4. Flipping the Classroom for English Language Learners to Foster Active Learning

    Science.gov (United States)

    Hung, Hsiu-Ting

    2015-01-01

    This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

  5. Students of Today Changing English Language Studies of Yesterday

    Directory of Open Access Journals (Sweden)

    Irena Vodopija-Krstanović

    2015-12-01

    Full Text Available In recent times, concern has been expressed as to whether English Language Studies are in tune with the wider social, political, technological and economic trends, and the latest developments in applied linguistics and English language education. In line with these views, the aim of this study is to explore – by means of interviews with 25 English majors from the University of Rijeka – the students’ expectations with respect to the skills and competencies (to be developed in their course of English studies, their relevance to the job market, as well as the teaching approaches and methods used to reach these learning outcomes. By comparing and contrasting the emerging educational trends triggered by the Bologna Process with primary data collected in our interviews, we focus on the implications that our results might have in terms of introducing changes to traditional English Language Studies educational paradigms.

  6. Developing the Basic English Language Skills in Nigerian Colleges of Education: A Case Study of Three Colleges of Education

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    Oris Tom-Lawyer

    2016-05-01

    Full Text Available This paper examines the pedagogies employed in developing the Basic English language skills in Nigerian Colleges of Education, with particular reference to three colleges. It investigates the adequacy of the English language skills in the preparation of the Nigeria Certificate in Education (NCE English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014. The Nigeria Certificate in Education is the principal qualification for teaching in Nigeria (National Policy Brief, 2005. The paper constitutes a section of a larger study that evaluated the implementation of the NCE English Language curriculum. The Context, Input, Process and Product (CIPP Evaluation model is the theoretical framework in the study. A mixed methods approach was adopted within the CIPP framework, while utilizing a case study. Twenty lecturers and one hundred and twenty students from three Colleges of Education comprise the sample drawn through multistage and purposive sampling. The instruments were documentary reviews, observation checklists, interviews, questionnaires and field notes. The methods of analysis were thematic content analysis and descriptive/ inferential analysis. The study revealed that lecturers do not adopt contemporary and appropriate pedagogy for the teaching of the four language skills. It recommends this aspect should be re-considered. Similarly, an immediate review of the Practical Listening Skills and Speech work aspect of the course outline is required as the lecturers have noted that it is abstract.

  7. Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning

    Science.gov (United States)

    Genç, Gülten; Kulusakli, Emine; Aydin, Savas

    2016-01-01

    Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…

  8. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Hadi Hadi

    2006-01-01

    Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.

  9. English language learning materials a critical review

    CERN Document Server

    Tomlinson

    2010-01-01

    This research collection presents a critical review of the materials used for learning English around the world. The first section includes a discussion of materials for specific learners and purposes, such as young learners, self-study, academic writing and general proficiency. The second section presents a detailed study of the materials used in Europe, Asia, North America, South America, Africa and Australia, and critically evaluates their effectiveness in the teaching of English to speakers of other languages. Taking both the teacher's and the learner's needs into consideration, the book m

  10. The Relationship between the Agreeableness Trait and Use of the English Language Learning Strategies

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    Seyed Hossein Fazeli

    2012-04-01

    Full Text Available Problem Statement: The present study aims to find out the relationship between the Agreeableness trait and use of the English Language Learning Strategies (ELLSs for learners of English as a foreign language.Method: Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI, and Test of English as a Foreign Language (TOEFL. Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen.Findings and Results: The results show that there is only a significant relationship between the Agreeableness trait and the use of one of six categories of ELLSs (i.e. Compensation Strategies.

  11. Figurative Idiomatic Language: Strategies and Difficulties of Understanding English Idioms

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    Nisreen Al-Khawaldeh

    2016-11-01

    Full Text Available Learning idioms which is considered a very essential part of learning and using language (Sridhar and Karunakaran, 2013 has recently attracted a great attention of English learning researchers particularly the assessment of how well Asian language learners acquire and use idioms in communication (Tran, 2013. Understanding and using them fluently could be viewed as a sign towards language proficiency as they could be an effective way to give students better conditions to enhance their communication skills in the daily context (Beloussova, 2015. Investigating how idiomatic expressions are dealt with and processed in a second language or foreign language is an issue worth examining further since it may give language teachers a better idea of some of the strategies language learners use in order to interpret figurative language. Despite their importance, learning and using English idioms by Arab EFL learners have not been investigated extensively, and no research has been conducted on Jordanian students’ idiomatic competency. Thus, the researcher decided to work on these un-tackled issues in the Jordanian context. Most idioms-based investigations are the difficulties Jordanians learners of English face when translating them into Arabic (Hussein, Khanji, and Makhzoumi, 2000; Bataineh and Bataineh, 2002; Alrishan and Smadi, 2015. The analysis of the test showed students’ very poor idiomatic competence; particularly a very limited awareness of the most frequently used idioms despite their overwhelming desire to learn them. Data analysis of the questionnaire revealed the strategies students use and the problems they face in understanding and learning idioms.

  12. Capitalizing on Speaking Skill of EFL Learners for the Language Literacy

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    Fauzia Hasan Siddiqui

    2014-03-01

    Full Text Available This study aims at grabbing the attention of EFL /ESL teachers, trainers, and administrators towards the importance of teaching speaking skill to enhance overall language proficiency of EFL learners. Comprehensive research done in the field of applied linguistics and English Language Teaching (ELT establishes a positive correlation of speaking skill with the overall language proficiency. Despite this obvious significance of speaking skill in language learning process, it has not gained sufficient attention in the ELT or the assessments in Oman.  Relying on the available literature on the importance of the speaking skill and its effective role in enhancing other language macro skills (listening, reading, and writing, this exploratory research analyzes the currents status of speaking skill in ELT and assessments at the General Foundation Programme (GFP in Oman. As many GFP’s have IELTS (International English Language Testing System  exam as their programme exit examination, the study begins with measuring the correlation of speaking skill grades with other macro skill in order to accentuate the positive impact of speaking skill on other language skills. Secondly, it presents the statistics of time devoted to teaching and weights that speaking skill hold in the GFP in Oman. Finally, the study suggests the ways to optimize speaking skill opportunities to create successful literacy experience among adult EFL learners.

  13. Importance of language skill learning of dental undergraduates: need assessment and remediation in India.

    Science.gov (United States)

    Panchbhai, Arati

    2016-03-01

    For students entering health education, it is essential to learn the languages that are native to the place of education. The study is undertaken with purpose to assess language skill of undergraduate students at Sharad Pawar Dental College in India so that remedying can be planned at their entry to the new course. This cross-sectional study was done from September 2014 to February 2015. The 157 dental undergraduates were subjected to structured questionnaire that has items on their assessment of three languages i.e., Marathi, Hindi and English. Later, the need assessment to develop language skills of students was done through focus group discussions. Students` perception about language classes was obtained through interviews. The correct response rate of study participants to test items on three languages ranged from 69.4%-81.05% and 82.5%-91.59% for first and second year, respectively. There were significant differences in response rate among three language item groups. The language classes brought out appreciable changes in their understanding of local languages. Study brought out need to address language gaps to aid to smooth out their transitions in new institute.

  14. An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language

    Science.gov (United States)

    Liu, M.; Abe, K.; Cao, M. W.; Liu, S.; Ok, D. U.; Park, J.; Parrish, C.; Sardegna, V. G.

    2015-01-01

    Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL…

  15. Helping struggling learners of English as an additional language succeed with interactive multisensory structured strategies

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    Schneider, Elke

    2016-01-01

    Full Text Available Based on cross-linguistic and interdisciplinary research of several decades that bridges learning an additional language with the field of learning differences/disabilities, this article shares research-evidenced practices to effectively address the needs of struggling foreign and second language learners of English in Brazil. These multisensory structured strategies enhance pronunciation, listening, reading and writing skills and strengthen grammar and vocabulary competencies of struggling learners. The selected multisensory structured metacognitive strategies can easily be infused into existing English as a foreign/second language curricula

  16. Attitudes of Jordanian Undergraduate Students towards Using Computer Assisted Language Learning (CALL

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    Farah Jamal Abed Alrazeq Saeed

    2018-01-01

    Full Text Available The study aimed at investigating the attitudes of Jordanian undergraduate students towards using computer assisted -language learning (CALL and its effectiveness in the process of learning the English language.  In order to fulfill the study’s objective, the researchers used a questionnaire to collect data, followed-up with semi-structured interviews to investigate the students’ beliefs towards CALL. Twenty- one of Jordanian BA students majoring in English language and literature were selected according to simple random sampling. The results revealed positive attitudes towards CALL in facilitating the process of writing assignments, gaining information; making learning enjoyable; improving their creativity, productivity, academic achievement, critical thinking skills, and enhancing their knowledge about vocabulary grammar, and culture. Furthermore, they believed that computers can motivate them to learn English language and help them to communicate and interact with their teachers and colleagues. The researchers recommended conducting a research on the same topic, taking into consideration the variables of age, gender, experience in using computers, and computer skills.

  17. A Study of the Relationship between Persian and English Writing Skills among Adult EFL Learners in Iran

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    Azim Javadi-Safa

    2013-03-01

    Full Text Available This research aims at investigating the relationship between writing skill and sub-skills of first language (Persian and foreign language (English. Therefore, 50 upper-intermediate EFL learners in Iran who were majoring in the English language were asked to write on two different topics in Persian and English. Then, the compositions were evaluated based on ESL Composition Profile. Subsequently, using Pearson product-moment correlation, the correlation between the compositions overall scores in L1 and L2, as well as the correlations between each of five major components of writing, including content, organization, vocabulary, language use, and mechanics in the two languages were examined. The results displayed large correlations between the compositions overall scores as well as between the four writing sub-skills in L1 and L2. The highest correlations were observed between writing sub-skills of vocabulary, mechanics, language use, and content respectively. These findings entail some pedagogical implications for effective language learning in both L1 and L2, utilizing the enhancing effect of cross-linguistic transfer of writing.

  18. Website Analysis as a Tool for Task-Based Language Learning and Higher Order Thinking in an EFL Context

    Science.gov (United States)

    Roy, Debopriyo

    2014-01-01

    Besides focusing on grammar, writing skills, and web-based language learning, researchers in "CALL" and second language acquisition have also argued for the importance of promoting higher-order thinking skills in ESL (English as Second Language) and EFL (English as Foreign Language) classrooms. There is solid evidence supporting the…

  19. Aida and Her Mainstream Classroom: A Case Study of a Young English Language Learner's Literacy Development

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    Bambang Yudi Cahyono

    2003-01-01

    Full Text Available This article reports a nine-month study of literacy development of Aida, a young English language learner from Indonesia, who was mainstreamed in a Grade 2 classroom in a primary school in the south-eastern part of Australia. This article initially reviews the literature concerning features of the mainstream classroom conducive for second language learning and for literacy development. Following the presentation of methodological issues, it examines English learning activities in Aida's classroom and highlights her literacy development with examples of her work. The results from this study show that Aida developed literacy skills considered important for her second language and learning development. The variety of English learning activities and the encouraging environment in her classroom contributed much to her literacy development.

  20. Use of Language Learning Strategies by Spanish Adults for Mastering Business English

    Science.gov (United States)

    Judge, Jeffrey Wallace

    2010-01-01

    Research of language learning strategy (LLS) has provided insight for language learners from many international cultures since this branch of research began in the 1970s. Despite the urgent need for competence in the use of business English in Western Europe, LLS studies have not been conducted on Spanish adults who use English for business. The…

  1. Short message service (SMS) language and written language skills ...

    African Journals Online (AJOL)

    SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the ...

  2. Adults' motivation of learning English as a second language

    Institute of Scientific and Technical Information of China (English)

    吴梦楠

    2005-01-01

    English learning is extensive among adults. Their motivations are classified into two types: the integrative one and the instrumental one.Obviously the integrative motivation makes the learners more active and joyful in learning process. Teachers find ways to cultivate and inspire the adult learners' motivation of learning L2, to design and deliver language instruction with care and sensitivity, and to assess rather than test the learners' learning for inducing a positive reaction.

  3. PROVIDING ENGLISH LANGUAGE INPUT: DECREASING STUDENTS’ ANXIETY IN READING COMPREHENSION PERFORMANCE

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    Elva Yohana

    2016-11-01

    Full Text Available The primary condition for successful in second or foreign language learning is providing an adequate environment. It is as a medium of increasing the students’ language exposure in order to be able to success in acquiring second or foreign language profciency. This study was designed to propose the adequate English language input that can decrease the students’ anxiety in reading comprehension performance. Of the four skills, somehow reading can be regarded as especially important because reading is assumed to be the central means for learning new information. Some students, however, still encounter many problems in reading. It is because of their anxiety when they are reading. Providing and creating an interesting-contextual reading material and gratifed teachers can make out this problem which occurs mostly in Indonesian’s classrooms. It revealed that the younger learners of English there do not received adequate amount of the target language input in their learning of English. Hence, it suggested the adoption of extensive reading programs as the most effective means in the creation of an input-rich environment in EFL learning contexts. Besides they also give suggestion to book writers and publisher to provide myriad books that appropriate and readable for their students.

  4. Can memory training positively affect the skills of learning a foreign language and support learning English by older students?

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    Agata Kozak

    2012-12-01

    Full Text Available The experiment covered in this paper was conducted from November 2011 until February 2012 in the University of Third Age at the University of Wrocław in Poland as a part of the Third Age and New Technologies (TANT project which was realised as a Grundtvig partnership programme. The aim of the experiment was to determine whether memory training can positively affect learning a foreign language (English by senior students.

  5. DEVELOPING LISTENING SKILLS FOR IMPROVING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

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    Iryna Lobachova

    2016-04-01

    Full Text Available The article deals with the problem of developing listening skills for improving foreign language communicative competence. The practical value of using an authentic foreign language text at a foreign language lesson is determined. The ways of the use of the English language recordings in the educational process of students are outlined. It is found out that tracks with foreign information should be used only in the certain methodical situations. Multimedia helps effectively a teacher to achieve outlined objectives of improving foreign language communicative competence for multiple repetition of a speech model for making permanent listening item of language units. The basic stages of work with foreign language recordings are determined: teaching a foreign language listening (teaching to listen and understand the foreign language track means to overcome the methodological difficulties that require a certain amount of time and special training. This is explained by the fact that there are lots of difficulties on the way of understanding a foreign language: an unusual speed of speech, presence of unknown vocabulary, specific rhythms and melody; teaching a foreign language speech with the special models pronounced by foreign speakers (teaching students to practical mastery of a foreign language is intrinsically linked with involvement into the educational process of original English tracks, those are made by highly skilled experts (foreign speakers; learning a new vocabulary due to a dialogue, an extract of a play or a conversation, songs, prose and poetry (it is noted that the students’ interest of learning foreign language songs and poems is extremely high, and it primarily promotes strong learning; analysing the recorded students’ speech (fixing student’s speech and analysing their mistakes is very important at any stage of learning a foreign language for self-control and self-correction.

  6. The Effectiveness of Dialogic Reading in Increasing English Language Learning Preschool Children's Expressive Language

    Science.gov (United States)

    Brannon, Diana; Dauksas, Linda

    2014-01-01

    The effectiveness of dialogic reading in increasing the literacy interactions between English language learning parents (ELL) and their preschool aged children and children's expressive language development were studied. Twenty-one ELL parents of preschool aged children received dialogic reading training every other week for a ten-week period.…

  7. A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

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    Sanju Choudhary

    2016-12-01

    Full Text Available Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.

  8. Graduate Students' Perceptions of the Impact of the Alternative National English Course on the Improvement of Their English Language Learning and Their Learning Challenges at the University of Jordan

    Science.gov (United States)

    Alkhawaldeh, Ahmad Mokbel

    2017-01-01

    This qualitative study addressed the English language learning needs and challenges expressed by a sample of 22 postgraduate students from diversified faculties in the University of Jordan. These students were required to take the Alternative National English course. They wrote a self-report reflecting on their English language learning needs and…

  9. The Alignment of Teaching Methodology and Learning Outcomes: The Effect of Students’ Presentations on the Development of English Language Proficiency of Adult Learners

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    Venera Ulker

    2017-12-01

    Full Text Available The aim of this study was to investigate the effectiveness of using students’ presentations on improving English language skills of adult learners and assess its potency to reach the expected learning outcomes. The research was conducted in the Continuing Education Center, Ishik University, Erbil, KRG, Iraq. The target population consisted of 23 English language learners (university graduates, and currently working in the sphere of Education. This study consisted of three major phases: first, explanation, preparation, presentation of the students’ works on the topic of interest and observation of students’ performance, second, teacher-student and student-student discussion of the video-recorded presentations. The last step was the application of the survey, which was designed to measure the participants’ attitude toward the mini-projects they presented in the class. The data were analyzed by means of frequency and percentage, as well as a summarization of the discussions. The main findings show that students’ attitude toward oral presentations, prepared on the topic of their own interest, have a positive attitude on students’ motivation toward learning English and help the adult learners to improve their language in general, and the productive skills in particular.

  10. Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

    OpenAIRE

    Julia Sevy

    2016-01-01

    Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English languag...

  11. English Language Narratives of Filipino Children

    Science.gov (United States)

    Lofranco, Lee Ann L.; Pena, Elizabeth D.; Bedore, Lisa M.

    2006-01-01

    Purpose: The current study focuses on describing the English language narrative skills of children who have been exposed to the Filipino language. Method: Eight children between the ages of 6;0 (years;months) and 7;7 who spoke primarily English but who were exposed to the Filipino language at home participated. Each child produced three narrative…

  12. Literacy development of English language learners: The outcomes of an intervention programme in grade R

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    Anna-Mari Olivier

    2010-12-01

    Full Text Available This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs, i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004 and were compared to those of English first language (L1 and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.

  13. Relationship of Teaching Efficiency with Academic Self-Efficacy and Self-Directed Learning among English Language Students: University Students’ Perspectives

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    Maryam Shohoudi

    2015-09-01

    Full Text Available Introduction: Self-directed learning is originated from adult education which has currently gained a special place in educational systems and is influenced by many variables such as teaching self-efficacy and self-directed learning. This research investigated the relationship of teachers’ teaching with academic self-efficacy and self-directed learning from English language students' perspectives. Methods: The study population comprised of all bachelor, master and Ph.D. English language students of Allameh Tabataba’i University (2014-2015 who had passed at least one semester. A total of 159 students were selected as study sample using Cochran formula and proportional stratified sampling. The data were collected through three standard questionnaires with confirmed validity and reliability. Data were analyzed by one-sample t-test, Pearson correlation and multiple regression. Results: With regard to teaching efficiency, content presentation, learning evaluation and class management skills were higher than average and lesson planning and control over content skills were at an average level. Also, all dimensions of academic self-efficacy and self-directed learning were significantly higher than average. The correlation between teaching efficiency and self-efficacy (r=0.367 and self-directed learning (r=0.571, and between self-efficacy and self-directed learning (r=0.523 was statistically significant (P<0.01. Moreover, a combination of teaching efficiency dimensions could predict different dimensions of self-efficacy and all components of self-directed learning. Furthermore, self-efficacy dimensions were good predictors of self-directed learning. Conclusion: Success in the realm of academia and organizational learning depends on the learners’ updated knowledge and skills and self-directed learning. Also, it seems teachers’ efficient teaching affects students’ academic self-efficacy, orienting them toward self-directed learning.

  14. Native language change during early stages of second language learning.

    Science.gov (United States)

    Bice, Kinsey; Kroll, Judith F

    2015-11-11

    Research on proficient bilinguals has demonstrated that both languages are always active, even when only one is required. The coactivation of the two languages creates both competition and convergence, facilitating the processing of cognate words, but slowing lexical access when there is a requirement to engage control mechanisms to select the target language. Critically, these consequences are evident in the native language (L1) as well as in the second language (L2). The present study questioned whether L1 changes can be detected at early stages of L2 learning and how they are modulated by L2 proficiency. Native English speakers learning Spanish performed an English (L1) lexical decision task that included cognates while event-related potentials were recorded. They also performed verbal fluency, working memory, and inhibitory control tasks. A group of matched monolinguals performed the same tasks in English only. The results revealed that intermediate learners demonstrate a reduced N400 for cognates compared with noncognates in English (L1), and an emerging effect is visually present in beginning learners as well; however, no behavioral cognate effect was present for either group. In addition, slower reaction times in English (L1) are related to a larger cognate N400 magnitude in English (L1) and Spanish (L2), and to better inhibitory control for learners but not for monolinguals. The results suggest that contrary to the claim that L2 affects L1 only when L2 speakers are highly proficient, L2 learning begins to impact L1 early in the development of the L2 skill.

  15. Shyness-Anxiousness and Receptive Language Skills Development in Spanish- and English-Speaking Preschoolers

    Science.gov (United States)

    Strand, Paul S.; Pula, Kacy; Parks, Craig D.; Cerna, Sandra

    2011-01-01

    The present study utilized a short-term longitudinal research design to model the relationship between shyness-anxiousness and receptive language skills. Hypotheses regarding the direction of the causal relationship, mediation, and moderation were evaluated. Subjects included 340 Head Start attendees from primarily English- and Spanish-speaking…

  16. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

    This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

  17. Medical Students Learning Communication Skills in a Second Language: Empathy and expectations.

    Science.gov (United States)

    Hashim, Muhammad J; Major, Stella; Mirza, Deen M; Prinsloo, Engela A M; Osman, Ossama; Amiri, Leena; McLean, Michelle

    2013-02-01

    Communications skills (CS) training for medical interviewing is increasingly being conducted in English at medical schools worldwide. In this study, we sought to identify whether Arabic-speaking medical students experienced difficulty with the different components of the CS training that were conducted in English. Individual third-year preclinical medical students (N = 45) were videotaped while interviewing simulated patients. Each student assessed his/her performance on a 13-item (5-point scale) assessment form, which was also completed by the tutor and other students in the group. Of the 13 components of their CS training, tutors awarded the lowest marks for students' abilities to express empathy, ask about patients' feelings, use transition statements, ask about functional impact, and elicit patients' expectations (P students learning CS in a second language.

  18. Genetic and Environmental Overlap between Chinese and English Reading-Related Skills in Chinese Children

    Science.gov (United States)

    Wong, Simpson W. L.; Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Waye, Mary M. Y.; Bishop, Dorothy V. M.

    2014-01-01

    This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have…

  19. MUET Preparation Language Learning Strategies

    Directory of Open Access Journals (Sweden)

    Yoong Li Kuen

    2012-01-01

    Full Text Available The main objective of the study was to examine the English language learning strategies (LLS used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students. The instrument used in this study called “MUET Preparation Language Strategy Use Inventory” is an adapted and bilingual questionnaire designed by Cohen, Oxford and Chi (2005 known as Language Strategy Use Inventory. Forty items were analyzed and they comprised of the four skills tested in MUET which is listening, speaking, reading and writing. Data were analyzed by performing frequency analysis. The findings revealed that the listening skill is the most frequently used, while the writing skill is the least frequently used. Only the listening skill has high frequency of use, while the reading, speaking and writing skills fall under the range of moderate frequency of use. There were variations in responses with regard to the use of LLS among Form Six students in secondary schools. The findings had practical implications.

  20. An Insight into Secondary School Students' Beliefs Regarding Learning English Language

    Science.gov (United States)

    Aziz, Fakhra; Quraishi, Uzma

    2017-01-01

    The present descriptive study aimed to get an insight into secondary school students' beliefs regarding English language learning. The survey method was employed for obtaining data from the secondary school students (N = 664). A modified version of "beliefs about language learning inventory" was used to collect data. Five out of nine…

  1. Minority Languages Learned Informally: The Social Construction of Language Skills through the Discourse of Ontario Employers. NALL Working Paper.

    Science.gov (United States)

    Goldberg, Michelle; Corson, David

    Many immigrants, refugees, and aboriginal Canadians learn their own languages in the normal, informal way. These minority languages learned informally are not valued as a skill that yields returns in the labor market in the same way the official languages or formally learned languages do. What counts as a skill in a society, in a given point in…

  2. THE SECONDARY SCHOOL ENGLISH LANGUAGE READING CURRICULUM: A TEACHER’S PERCEPTIONS

    Directory of Open Access Journals (Sweden)

    Hazlina Abdullah

    2016-08-01

    Abstract The Secondary School English Language Reading Curriculum: A teacher’s Perceptions. The problem of reading comprehension is not unique to only Malaysian graduates. In fact many students experience comprehension difficulties. This, some sudents need explicit comprehension strategy instruction. A rational starting point for this discussion is by defining what reading is. It is then followed by a brief review on Communicative Language Teaching (CLT which is adopted in the Malaysian Form 5 English Language Reading Curriculum. Involving the writer, the reader and the text, reading is actually a communication process where a reader is seen to perform an active role in a reading process. Based on the many previous researches, it is obvious that the teacher’s role in aiding students’ reading comprehension skills is vital. This also reflects the importance of the reading curriculum, as teachers will impkement their reading instruction based on the outlined curriculum. It is hoped that this study may benefit those involved in the curriulum development and examination syndicate, to enhance the teaching and learning processes of reading in the second language, not only among teachers in Malaysia but also world-wide. Keywords: English language Reading Curriculum, reading comprehension skill

  3. English as a Second Language and World War II: Possibilities for Language and Historical Learning

    Science.gov (United States)

    Stewart, Mary Amanda; Walker, Katie

    2017-01-01

    Although, traditionally, the purpose of the social studies class in secondary schools is to teach content knowledge, this article argues that historical learning can be a powerful vehicle for English language development for late-arrival English learners (ELs) in middle and high schools. ELs bring a wealth of life experiences, diverse…

  4. Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

    Directory of Open Access Journals (Sweden)

    María Ángeles Martín del Pozo

    2017-07-01

    Full Text Available CLIL (Content and Language Integrated Learning and EMI (English Medium Instruction practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self training of those teachers who need to update their language skills for CLIL.

  5. English Language Education Policy in Colombia and Mexico

    Science.gov (United States)

    Roux, Ruth

    2012-01-01

    English language education policies have attracted the attention of researchers in applied linguistics and English language teaching world-wide in the last few years. Some contend that English language skills are vital if a country is to participate actively in the global economy and individuals are to have access to knowledge for social and…

  6. The Challenge of English Language Collocation Learning in an ES/FL Environment: PRC Students in Singapore

    Science.gov (United States)

    Ying, Yang

    2015-01-01

    This study aimed to seek an in-depth understanding about English collocation learning and the development of learner autonomy through investigating a group of English as a Second Language (ESL) learners' perspectives and practices in their learning of English collocations using an AWARE approach. A group of 20 PRC students learning English in…

  7. Language Assessment of Latino English Learning Children: A Records Abstraction Study

    Science.gov (United States)

    Kraemer, Robert; Fabiano-Smith, Leah

    2017-01-01

    The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and…

  8. Self-Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning

    Science.gov (United States)

    Sardegna, Veronica G.; Lee, Juhee; Kusey, Crystal

    2018-01-01

    This article proposes a structural model of English language learners' self-efficacy beliefs, attitudes toward learning pronunciation skills, and choice of pronunciation learning strategies. Participants' responses (N = 704) to two self-reported questionnaires--Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for…

  9. An investigation of mathematics and science instruction in English and Spanish for English language learners

    Science.gov (United States)

    Rodriguez-Esquivel, Marina

    The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

  10. Gaming as an English language learning resource among young children in Denmark

    DEFF Research Database (Denmark)

    Jensen, Signe Hannibal

    2017-01-01

    written English input are significantly related to vocabulary scores, in particular for boys. By investigating the EE-habits of YELLs and relations with second language (L2) English vocabulary learning, this study adds valuable new insights and knowledge about a topic that is becoming increasingly......This article presents a study of Danish young English language learners’ (YELLs’) contact with and use of Extramural English (EE) (N = 107, aged 8 [n = 49] and 10 [n = 58]). They have received little formal English instruction: two lessons per week for one year. Data on EE-habits were collected...... with a one-week language diary (self-report with parental guidance). Participants reported minutes spent each day on seven EE-activities: gaming, listening to music, reading, talking, watching television, writing, and other. Vocabulary proficiency scores were obtained using the Peabody Picture Vocabulary...

  11. Blended Learning Using Video-Based Blogs: Public Speaking for English as a Second Language Students

    Science.gov (United States)

    Shih, Ru-Chu

    2010-01-01

    With globalisation and the advent of information technology, the English language has become more important for second language (L2) learners. This study aimed to establish a blended teaching and learning model combining online and face to face instructional blogging for an English for specific purposes (ESP) course named "English Public…

  12. Is it Purposeful for Students of Lithuanian Higher Schools to Continue Learning the English Language? Motivation Factors

    Directory of Open Access Journals (Sweden)

    Ramunė Ilgūnaitienė

    2015-06-01

    Full Text Available After Lithuania had regained its independence the policy of foreign languages teaching/learning at secondary schools changed cardinally. The majority or former school leavers do not perceive it to be purposeful and meaningful to prolong the English language learning on the university or college level. According to them, having covered the secondary school programme they possess a full baggage of the English language knowledge allowing them to communicate fluently in the above mentioned language while travelling, studying and working in foreign countries. Does this belief correspond to the reality of today? The article is based on four factors which are supposed to motivate freshmen and senior students to go on learning the English language as the main tool to enhance their position in contemporary world irreversibly affected by massive globalization and Eurointegration processes. VDU UKI in spring semester of 2014 carried out a research. The questionnaire was compiled the goal of which was to determine whether the English language level of the students matches all the international requirements for the language awareness and present the motives for students to continue the English language studies on a higher level. 172 first year students of various programmes participated in the research. The principle points of the questionnaire sought to provide answers to the following questions: whether the level of the English language acquirement is sufficient after having covered the secondary school programme, if VDU UKI English language teaching/learning policy enables students to acquire the language on a higher level, whether a language is a living, thus a constantly changing organism which requires progressive studies and refreshment of knowledge, if the level of language acquisition remains on the same level if it is not exploited on daily basis. Having systematized the questionnaire results the authoresses of the article draw the conclusion for

  13. Qualitative Study of Taiwanese Students Studying Abroad: Social Interactions, Navigating U.S. Culture, and Experiences Learning English Language

    Science.gov (United States)

    Wu, Joyce Ching-Yi

    2014-01-01

    The English language increasingly influences Taiwanese life because Taiwan entered the global village and English language changed into a more important skill in order to communicate with foreigners. Many Taiwanese parents desire their children become proficient English speakers so that they send them to "buxiban" (cram schools) in…

  14. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    Science.gov (United States)

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. The Relationship between Iranian English Language Teachers' and Learners' Gender and Their Perceptions of an Effective English Language Teacher

    Science.gov (United States)

    Shishavan, Homa Babai

    2010-01-01

    In this study English language teachers and learners engaged in teaching and learning of English in Iranian universities, high schools and private language institutes were asked about characteristics of an effective English language teacher. The aim of the study was to investigate whether male and female teachers and learners of English hold…

  16. The Effectiveness of Classroom Management in English Language Teaching and Learning for Tenth Graders of SMA Panjura Malang

    OpenAIRE

    ASTUTI, AGRIT DWI

    2015-01-01

    Keywords: effective classroom, classroom management, English language teaching, tenth graders students of Senior High School. English is International language that should be learnt by people in every country, included Indonesia. Effective English language teaching and learning process was needed for students in Indonesia. Whether classroom is effective to support teaching and learning process was influenced by many factors such as teaching strategy, managing classroom and students themselves...

  17. English-French bilingual children’s phonological awareness and vocabulary skills

    Directory of Open Access Journals (Sweden)

    PiYu Chiang

    2007-12-01

    Full Text Available Abstract This study examined the relationship between English-speaking children’s vocabulary skills in English and in French and their phonological awareness skills in both languages. Forty-four kindergarten-aged children attending French immersion programs were administered a receptive vocabulary test, an expressive vocabulary test and a phonological awareness test in English and French. Results showed that French phonological awareness was largely explained by English phonological awareness, consistent with previous findings that phonological awareness skills transfer across languages. However, there was a small unique contribution from French expressive vocabulary size to French phonological awareness. The importance of vocabulary skills to the development of phonological awareness is discussed.

  18. Exploring Mobile Apps for English Language Teaching and Learning

    Science.gov (United States)

    Zou, Bin; Li, Jiaying

    2015-01-01

    Many recent studies have shown that mobile learning can provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs (e.g. Chang & Hsu, 2011; Egbert, Akasha, Huff, & Lee, 2011; Hoven & Palalas, 2011; Stockwell, 2010). A number of apps have been created and used…

  19. Effects of Cooperative Learning Method Type Stad, Language Aptitude, and Intelligence on the Achievement English Hotel at Medan Tourism Academy

    Directory of Open Access Journals (Sweden)

    Abdul Kadir Ritonga

    2017-01-01

    Full Text Available STAD cooperative learning method which is considered effective in achieving the goal of learning the English language, especially for students majoring in Tourism Academy who are required to master English for Specific Purposes (ESP in accordance with their needs. This study uses factorial design 2x3x3 version of the non-equivalent control group design with ANOVA 3 Ways. The subjects were students MDK III / 5 A and B courses MDK III.5 Rooms Division department Hospitality Academy Year 2015/2016. The samples are saturated samples. Data were collected through a pretest, posttest, and instrument of Language Aptitude and Intelligence parametric statistics analyzed by parametric statistics with significance level of 0.05%. The results showed that: (1 there are differences between method STAD cooperative learning and expository on Hospitality English achievement, (2 there are differences between the students who have high language aptitude and low language aptitude on English achievement, (3 there are differences between students who have high language aptitude and medium on Hospitality English achievement, (4 there are differences between students who have the medium language aptitude and low language aptitude on Hospitality English achievement, (5 there are differences between students who have high intelligence and low intelligence\\ on Hospitality English achievement, (6 there are no differences between who have high intelligence and medium intelligence on Hospitality English achievement, (7 there are differences between students who have the medium intelligence and low intelligence on Hospitality English achievement, (8 there is no interaction between the learning method and language aptitude on Hospitality English achievement, (9 there is an interaction between the learning method and the intelligence on Hospitality English achievement, (10 there is no interaction between intelligence and language aptitude on Hospitality English achievement. (11

  20. Do Peer Tutors Help Teach ESL Students to Learn English as a Second Language More Successfully?

    Science.gov (United States)

    Lyttle, LeighAnne

    2011-01-01

    This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning.…

  1. The Impact of Motivation on English Language Learning in the Gulf States

    Science.gov (United States)

    Al Othman, Fadel H. M.; Shuqair, Khaled M.

    2013-01-01

    Numerous studies have shown that motivation is positively linked to success in learning the English language or any other second language. Generally, motivation and attitude work together to ensure learners' successful acquisition of a second language; hence, various motivational theories and models have been formulated to examine and explain this…

  2. Short Message Service (SMS) Language and Written Language Skills: Educators' Perspectives

    Science.gov (United States)

    Geertsema, Salomé; Hyman, Charene; van Deventer, Chantelle

    2011-01-01

    SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the possible influence of SMS language on…

  3. Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

    Science.gov (United States)

    Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

    2015-01-01

    This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

  4. Hindsight of an English Language Learner.

    Science.gov (United States)

    Dam, Phap

    This keynote address by a native Vietnamese speaker who did not learn English until he was college-age, through the now obsolete "grammar-translation" method, recounts his difficulties in learning to converse orally in English. He stresses the need to teach conversational English to English Language Learners (ELLs) in addition to…

  5. Socio-Emotional Skills, Behavior Problems, and Spanish Competence Predict the Acquisition of English among English Language Learners in Poverty

    Science.gov (United States)

    Winsler, Adam; Kim, Yoon Kyong; Richard, Erin R.

    2014-01-01

    This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language,…

  6. Communicative Textbooks: English Language Textbooks in Iranian Secondary School

    Directory of Open Access Journals (Sweden)

    Dahmardeh, Mahdi

    2009-01-01

    Full Text Available English language teaching materials (textbooks play an important role in many language classrooms, but recently there have been a lot of debates within the English language teaching profession based on the actual role that materials play in teaching English as a foreign language. Arguments have encompassed both the potential and the limitations of materials used for 'guiding' students through the learning processes and curriculum as well as the needs and preferences of teachers who are using the textbooks that are available. Other issues that have arisen in recent years include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language, communicative textbooks, and balance in presenting the language skills as well as cultural components.The purpose of this article is to report the findings of a study carried out in 2006 into how Iranian textbooks could be made more communicative. The textbooks referred to are three English language textbooks, which are currently used in Iranian Secondary Schools. Although the work has been done within Iranian context, many suggestions could be applied to other foreign/second language situations.I will start my discussion by presenting an overview about the English language teaching in Iran, before and after the revolution. This will be followed by presenting the findings of this research that would include the Iranian ELT curriculum, the questionnaire survey (author's and teachers' perspectives as well as their discomfort will be addressed as well as introducing the English language coursebooks for secondary schools in Iran (topic, progression, structure of the lessons, types of exercises etc.. I will then present a discussion on findings of this research which would be a detailed exemplary criticism and suggestions for changes to make the materials communicative.The findings of this explanatory case

  7. STUDENTS OF ECONOMICS’ ANXIETY TOWARDS ENGLISH LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Gulnara Faritovna Kalganova

    2016-02-01

    Full Text Available This study explores language anxiety which has shown a substantially negative impact on performance. This paper reveals four related levels of language anxiety such as communication apprehension, test anxiety, fear of negative evaluation, level of language performance, and their correlations with macro and micro social variables like age, gender, bilingual environment.A total 103 male and female English-language learners of the Economic faculty, Federal Kazan University, completed two questionnaires: a background questionnaire and the Foreign Language Classroom Anxiety Scale.The results showed that girls experience greater psychological discomfort in the process of foreign language learning; the greatest concern of students is language anxiety in test situations; first-year students as a whole are more susceptible to language anxiety.The task of a teacher is to create a favorable psychological climate in the classroom of a foreign language in order to removing barriers to development and a better perception of the subject matter.

  8. Attitude and Self-Efficacy Change: English Language Learning in Virtual Worlds

    Science.gov (United States)

    Zheng, Dongping; Young, Michael F.; Brewer, Robert A.; Wagner, Manuela

    2009-01-01

    This study explored affective factors in learning English as a foreign language in a 3D game-like virtual world, Quest Atlantis (QA). Through the use of communication tools (e.g., chat, bulletin board, telegrams, and email), 3D avatars, and 2D webpage navigation tools in virtual space, nonnative English speakers (NNES) co-solved online…

  9. Bridges to Swaziland: Using Task-Based Learning and Computer-Mediated Instruction to Improve English Language Teaching and Learning

    Science.gov (United States)

    Pierson, Susan Jacques

    2015-01-01

    One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for…

  10. English language knowledge for secondary teachers

    CERN Document Server

    Ross, Alison

    2013-01-01

    If teachers are to successfully develop their students' English language skills it is vital that they overcome any existing lack of confidence and training in grammar and language concepts. Language Knowledge for Secondary Teachers is an accessible book aiming to equip secondary teachers with the knowledge they need to teach language effectively. It clearly explains the essential concepts for language study, introduces the terminology needed for 'talking about language' and shows how this knowledge can be applied to the skills of reading, writing, speaking and listening. This

  11. Learning English Vocabulary in a Mobile Assisted Language Learning (MALL Environment: A Sociocultural Study of Migrant Women

    Directory of Open Access Journals (Sweden)

    Kham Sila Ahmad

    2015-05-01

    Full Text Available This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning.

  12. Teacher Perfectionism and Iranian English Language Learners’ Motivation and Achievement

    Directory of Open Access Journals (Sweden)

    Reza Rezvani

    2015-11-01

    Full Text Available Educational psychology has recently reflected a policy shift from focusing on “what goes wrong” in schools, including psychological, physical, and educational disabilities, to recognizing and promoting strengths and positive aspects of students and their environments. Within this scope, some lines of research have examined the extent to which setting personal high standards influences such positive outcomes as educational achievement and high level of motivation. The present study was motivated by the concern that Iranian English language teachers' setting high standards, i.e. perfectionism, may predict English language learners’ motivation and language achievement. Through cluster random sampling, a total of 30 English language teachers with more than one year of experience and 300 elementary English language learners were selected from English Language Institutes in Fars province, Iran. Frost Multidimensional Perfectionism scale and Motivations Underlying English Language Learning questionnaire were used to measure teachers' perfectionism and learners’ language learning motivation, respectively. The learners' final scores in the English courses were collected as a measure of their language learning achievement. The result of simple regression analysis revealed that the teachers' perfectionism did not predict English language learners’ motivation and language achievement. In other words, Iranian English language teachers' perfectionism did not account for any variance in these two variables of interest. Keywords: Perfectionism, Motivation, Language Learning Achievement

  13. Guidance Oriented Acquisition of Learning Skills (Project GOALS). Final Evaluation Report, 1992-93. OREA Report.

    Science.gov (United States)

    Musante, Patricia

    Guidance Oriented Acquisition of Learning Skills (Project GOALS) was a federally-funded project in three Brooklyn (New York) high schools in its fourth year of operation in 1992-93. It served 312 limited-English-proficient and 57 English-proficient students through instruction in English as a Second Language (ESL), native language arts (NLA) in…

  14. The relationship between English language learning strategies and gender among pre-university students: An overview of UMS

    Science.gov (United States)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-06-01

    This study aims to analyze the effects psychological gender differences on the relationship between language learning strategies and their proficiency in English language for pre-university students. Previous researchers found that the more employment of language learning strategies, the more successful the learners are and those with higher level of strategy use are female rather than male. In this study, fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were based on their Malaysian University English Test (MUET) results. Pearson's correlation coefficient, one-way analysis of variance (ANOVA) and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  15. Teaching and Learning English in Thailand and the Integration of Conversation Analysis (CA) into the Classroom

    Science.gov (United States)

    Teng, Bunthan; Sinwongsuwat, Kemtong

    2015-01-01

    This paper provides an overview of English language teaching and learning, specifically as it pertains to teaching English conversational skills in Thailand. The paper examines the shortcomings of the Communicative Language Teaching (CLT) approach, the current dominant pedagogical approach in the nation, and explores how the integration of…

  16. SECOND LANGUAGE LEARNERS’ ATTITUDES AND STRATEGIES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Eva Istiyani

    2014-08-01

    Full Text Available This study focused on comparison of learner’s attitude and strategies in learning En- glish between the high and low achievers. The qualitative descriptive analytic method is implemented in this study. The 10 ninth graders of MTs Darul Ulum Bandungharjo were chosen as the subject of the study and questionnaires are used as the research instru- ment. The study found that the high and low achievement students had positive atti- tudes towards community, people who speak English, and English in general. However, there was differences between high and low achiever’s attitudes towards English. The high-achievement students argued that they prefered English than other subjects. On the other hand, the low-achievement students disagreed with the statement. This condi- tion showed that attitude was personal. Morever, the strategies were differ from the high and low achievement student. The study found that the high-achievement students used cognitive and metacognitive strategies to improve their ability in English. How- ever, the low-achievement students used only some of cognitive strategies in learning English. As a summary, cognitive and metacognitive strategies accompanied by posi- tive attitude and motivation influenced the learners’ achievements of English skills.

  17. Different mechanisms in learning different second languages: Evidence from English speakers learning Chinese and Spanish.

    Science.gov (United States)

    Cao, Fan; Sussman, Bethany L; Rios, Valeria; Yan, Xin; Wang, Zhao; Spray, Gregory J; Mack, Ryan M

    2017-03-01

    Word reading has been found to be associated with different neural networks in different languages, with greater involvement of the lexical pathway for opaque languages and greater invovlement of the sub-lexical pathway for transparent langauges. However, we do not know whether this language divergence can be demonstrated in second langauge learners, how learner's metalinguistic ability would modulate the langauge divergence, or whether learning method would interact with the language divergence. In this study, we attempted to answer these questions by comparing brain activations of Chinese and Spanish word reading in native English-speaking adults who learned Chinese and Spanish over a 2 week period under three learning conditions: phonological, handwriting, and passive viewing. We found that mapping orthography to phonology in Chinese had greater activation in the left inferior frontal gyrus (IFG) and left inferior temporal gyrus (ITG) than in Spanish, suggesting greater invovlement of the lexical pathway in opaque langauges. In contrast, Spanish words evoked greater activation in the left superior temporal gyrus (STG) than English, suggesting greater invovlement of the sublexical pathway for transparant languages. Furthermore, brain-behavior correlation analyses found that higher phonological awareness and rapid naming were associated with greater activation in the bilateral IFG for Chinese and in the bilateral STG for Spanish, suggesting greater language divergence in participants with higher meta-linguistic awareness. Finally, a significant interaction between the language and learning condition was found in the left STG and middle frontal gyrus (MFG), with greater activation in handwriting learning than viewing learning in the left STG only for Spanish, and greater activation in handwriting learning than phonological learning in the left MFG only for Chinese. These findings suggest that handwriting facilitates assembled phonology in Spanish and addressed

  18. Growth of Business English and the Need to Teach Memo-Writing Skills to Indian Tertiary-Level Learners

    Directory of Open Access Journals (Sweden)

    Aruna Arputhamalar

    2015-05-01

    Full Text Available English has become an inevitable means of communication. Due to globalization and rapid growth in business communication, the need to learn the English language has also gained momentum. Employers are looking for employees who are skilled in the language skills. In India, English has become an important means of communication and learning in the education and professional setup. Though English is being taught in schools and colleges, Indian students miserably fail to produce a good quality lengthy composition. In this respect, this paper aims to focus on the need to teach memo-writing skills to tertiary students. To this end, a group of second year Indian BCA students was taken as samples for the study. The students were given a pre-test on memo writing. They lacked the essential skills in writing a memo. In order to improve their memo writing skills the students had to undergo four tasks. At the end of the tasks, they were able to write a good memo. The corporate world demands accurate business writings and our students have to be trained to meet the demands of the business world. This paper studies the growth of business English, the components of effective business writing and the need to teach business writing to tertiary students, which will enable them to be successful in the business world.

  19. DESIGNING AND BUILDING EXERCISE MODEL OF TECHNICAL ENGLISH VOCABULARIES USING CALL (COMPUTER ASSISTED LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Yogi Widiawati

    2017-11-01

    Full Text Available The research is aimed to assist and facilitate the students of Electrical and Electronics Department of Politeknik Negeri Jakarta (State Polytechnics of Jakarta, Indonesia, in learning technical English vocabulary. As technical students, they study ESP (English for Specific Purposes and they find some obstacles in memorizing technical vocabularies which are very important in order to read and understand manual books for laboratory and workshop. Some English technical vocabularies among others are “generate”, “pile”, “bench”, et cetera. The research outcome is software which will be beneficial for technical students, especially electrical and electronics students. This software can be used to practice their vocabulary skills, so they will be more skillful and knowledgeable. This software is designed by using the program of Rapid E-Learning Suite Version 5.2 and Flash CS3. The software practice contains some exercises on reading text and reading comprehension questions and presented with the multiple answers. This software is handy and flexible because students can bring it anywhere and be studied anytime. It is handy because this software is put and saved in CD (compact disc, so the students can take it with them anywhere and anytime they want to learn. In other words, they have flexibility to learn and practice English Technical Vocabularies. As a result, the students are found one of the ways to overcome their problems of memorizing vocabularies. The product is a kind of software which is easily used and portable so that the students can use the software anywhere and anytime. It consists of 3 (three sections of exercises. At the end of each exercise, the students are evaluated automatically by looking at the scoring system. These will encourage them to get good score by repeating it again and again. So the technical words are not problem for them. Furthermore, the students can practice technical English vocabulary both at home and

  20. AN ANALYSIS OF CONVERSATION STRUCTURE OF LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE

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    Ahmad Sofwan

    2017-04-01

    Full Text Available Learners of English as a foreign language need to develop skills in conversation as part of their discourse competence. It is important that they learn the structure of the conversation for them to be able to produce a well-communicative language when speaking to other people. The theory of conversation analysis is used to analyze the organization and the features of the conversation of learners of English as a foreign language, including exchange structure, turn-taking strategies, adjacency pairs, repair, and sequences within the conversation. The recorded casual conversation among learners is transcribed and analyzed. It is expected that this study helps learners understand the importance of conversation organization and contribute to the development of the learners‘ communication skills and to the enhancement of their discourse competence.

  1. Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

    Science.gov (United States)

    Britsch, Susan

    2010-01-01

    Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus…

  2. Linguistic Interdependence between Spanish Language and English Language and Reading: A Longitudinal Exploration from Second through Fifth Grade

    Science.gov (United States)

    Proctor, C. Patrick; Harring, Jeffrey R.; Silverman, Rebecca D.

    2017-01-01

    This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using…

  3. E-Learning Tutoring System for Sijil Pelajaran Malaysia (SPM English

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    Mohd Yusof Munirah

    2018-01-01

    Full Text Available An E-Learning tutoring system for English (SPM is an e-learning platform for Sijil Pelajaran Malaysia English subject. E-learning is a web based application that supports the delivery of learning, skills and knowledge related to the English subject in SPM. E-learning use the technology to enable people to learn anytime and anywhere. Besides, it is developed with the purpose to evaluate student’s performance through an online quiz. Nowadays, tuition center have a lot of students, hence insufficient time to analyze the individual performance in learning English. In addition, e-learning is able to reduce the printing cost and administrative cost at the same time reducing usage of paper and printed materials associate in learning. The system developed by using Javascript and PHP language based on system prototyping methodology. The result will produce student’s performance in monthly quiz and teacher are able to monitor the performance of each students. Although the development or this e-learning is based on requirement gathered via tuition center, however it can be proposed to be by any learning center or to self-study. It is hoped that this e-learning will be able to improve student knowledge in English language and subsequently help student to obtain the best result in SPM by providing more guided references and practices.

  4. Foreign language education: Principles of teaching English to adults at commercial language schools and centers

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    Oleg Tarnopolsky

    2016-12-01

    Full Text Available The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they have no other choice but to go and learn it at courses offered by numerous commercial language schools and centers. In post-Communist countries, such as Ukraine, commercial language schools and centers are responsible for English language training of the majority of adults learning that language after their secondary or tertiary school studies. They also serve the needs of many high and higher schools’ students who, due to various reasons, are not satisfied with learning English at their educational institutions. However, despite the importance and spread of this specific type of language education, its pedagogical and methodological foundations have hardly been developed at all. The present article is an attempt of partly filling this gap in pedagogy and methodology of English language education in non-English-speaking countries. The paper develops some theoretical underpinnings of that kind of education in the form of six principles underlying the organization of commercial English language courses, formulating their goals, selecting the learning contents, and choosing the methods of teaching and learning. The practical consequences of adopting the six suggested principles are outlined.

  5. Examining the Guidance and Counselling Students' Perceptions about English Language Learning Beliefs

    Science.gov (United States)

    Kaymakamoglu, Sibel Ersel

    2017-01-01

    Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective…

  6. College English Students’ Autonomous Learning Motivation and Cultivation Model Research

    Institute of Scientific and Technical Information of China (English)

    王艳荣; 李娥

    2015-01-01

    Studying the autonomous learning motivation and excitation model can stimulate intrinsic motivation of foreign language learners,develop students self-management strategy evaluation are very necessary.The purpose of this paper is to give students the skills of listening and speaking for their autonomous learning.Then study the cultivation and motivation of college English students autonomous learning,hoping to make students to learn autonomous learning and stimulate their motivation fully.

  7. Students' Motivation toward English Language Learning at Undergraduate Level

    Science.gov (United States)

    Ahmed, Mumtaz; Aftab, Maria; Yaqoob, Humaira

    2015-01-01

    The main purpose of this descriptive research is to explore the fact that why students are less motivated towards English language learning at undergraduate level. It also throws light upon the very facts of motivation with regard to the factors like student-teacher relationship, class room environment, self esteem or self respect, and willingness…

  8. The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

    Science.gov (United States)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-07-01

    This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  9. Language as skill

    DEFF Research Database (Denmark)

    Chater, Nick; McCauley, Stewart M.; Christiansen, M. H.

    2016-01-01

    occurs on-line. These properties are difficult to reconcile with the 'abstract knowledge' viewpoint, and crucially suggest that language comprehension and production are facets of a unitary skill. This viewpoint is exemplified in the Chunk-Based Learner, a computational acquisition model that processes...... incrementally and learns on-line. The model both parses and produces language; and implements the idea that language acquisition is nothing more than learning to process. We suggest that the Now-or-Never bottleneck also provides a strong motivation for unified perception-production models in other domains......Are comprehension and production a single, integrated skill, or are they separate processes drawing on a shared abstract knowledge of language? We argue that a fundamental constraint on memory, the Now-or-Never bottleneck, implies that language processing is incremental and that language learning...

  10. Harnessing the Barriers That Impact on Students' English Language Learning (ELL

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    Hussain Ahmed Liton

    2016-08-01

    Full Text Available This study strives to single out the barriers and obstacles in terms of academic, course curriculum system and socio-cultural issues that impact on students‟ learning English language adversely in the prep year level at Jazan University, Saudi Arabia. This paper especially focuses on the factors affecting EFL (English as a Foreign Language students‟ teaching/learning engagement and progression at Jazan Community College (JCC based on the semi interview of teachers, administrators and classroom observations. The author administered the interview process based on a questionnaire and at the same time, the interviewees‟ reflections were noted down. The recorded data were analyzed qualitatively and quantitatively. The results of the research are expectedly surprising and contributing to EFL educational improvements and adjustments for all stakeholders in terms of instructional effectiveness. The data analysis in particular showed that most of the interviewing voices reflect students‟ negative stance towards learning English due to cross-cultural factors, lack of motivation and EFL teaching method and curriculum strategic defects in pre-university stage. In addition, this paper hypothesizes some effective and viable suggestions based on research investigation.

  11. Language Learning Strategies Used By Different English Proficiency Students Of State Senior High School 3 Malang

    OpenAIRE

    EMANTO, YUANITA

    2013-01-01

    English is one of International languages in the world and mainly used in International forums. Because of its importance, Indonesian government decides to make English as a formal subject in schools. Students are expected to have basic competences in four skills those are listening, speaking, reading, and writing comprehensively to reach functional literate. Students should have strategies to improve their proficiency and skill in English. The aims of this study are to find out (1) how langu...

  12. Visual Learning: A Learner Centered Approach to Enhance English Language Teaching

    Science.gov (United States)

    Philominraj, Andrew; Jeyabalan, David; Vidal-Silva, Christian

    2017-01-01

    This article presents an empirical study carried out among the students of higher secondary schools to find out how English language learning occurs naturally in an environment where learners are encouraged by an appropriate method such as visual learning. The primary data was collected from 504 students with different pretested questionnaires. A…

  13. Fundamental Movement Skills of Children Living in England: The Role of Ethnicity and Native English Language.

    Science.gov (United States)

    Eyre, Emma L J; Walker, Leanne Jaye; Duncan, Michael J

    2018-02-01

    The development of fundamental movement skills (FMS) has been associated with children's general health, and, while there is evidence to suggest that age, gender, physical activity, and socioeconomic status relate to FMS, the relationship of ethnicity and language barriers to FMS competence has been underexplored. These factors may be of particular interest for South Asian (SA) children who have lower physical activity and increased risk of metabolic disease. This cross-sectional study examined ethnic and language differences in FMS among 218 ethnically diverse five-year-old children (61 White ethnic background, 91 SA, 29 Black ethnic background, and 37 other), some with English as a native language ( n = 90) and some with English as an additional language ( n = 75), all recruited from within central England. Each child was assessed performing five locomotor skills (run, gallop, hop, leap, and jump) and six object skills (catch, kick, bounce, strike, underarm roll, and overarm throw) on the Test of Gross Motor Development-2 . A 2 (gender) × 4 (ethnicity) factor analysis of covariance assessed differences in the locomotor and object composite scores and total FMS score, while controlling for body mass index. A two-factor analysis of covariance assessed native language differences in their impact on FMS. We found ethnic and gender differences in FMS ( p skills ( p  .05). The findings of low FMS competency in SA children and girls, irrespective of body mass index, suggest that developmentally appropriate interventions targeting SA children and girls are needed in early years. We discuss some unclear factors related to these differences.

  14. Speaking in their Language: An Overview of the Major Difficulties Faced by the Libyan EFL Learners in Speaking Skill

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    Mustafa Mubarak Pathan

    2014-09-01

    Full Text Available Of the four major language skills, speaking is regarded as the most crucial and central one as it enables the learner to establish successful communication in that language, which is often the main aim of learning any foreign language. That is why it forms the focus of attention in any foreign language teaching and learning as failure to master this crucial language skill leads to the failure to establish successful communication. However, mastering this language skill does not go so easily with the EFL learners and particularly for the Arab EFL learners as many factors, including the mother tongue interference, hinder and influence the process of learning and mastering this crucial foreign language skill. The consequent result is that the EFL learners, especially Arab learners, encounter various difficulties while communicating in English and speak the language in their own way with the flavour of their mother tongue, Arabic. This problem of the Libyan EFL learners, encountered while speaking in English, is the subject of investigation in this paper. Various other problems, nature of these problems, sources of these problems and some pedagogical suggestion to overcome these problems are also some of the central topics of discussion in the paper.

  15. English Language Learning in the Malaysian School Setting: Where Can We Find 10,000 Hours? A Theoretical Perspective

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    George Iber

    2016-08-01

    Full Text Available In these days of standardized assessments in education  that seek to measure the rate of learning in all subject matters, the question is seldom asked, “Just how long does it take to become proficient?” No matter the subject, we all agree that some amount of practice is necessary for basic proficiency and that more will be needed to really master a skill or subject area.  But how much is difficult to say because different individuals come to the task with different levels of motivation and opportunity to learn.  In the case of learning a second or foreign language different theories predict that a two to five year “structured exposure” is needed for either a basic communication or an academic level of proficiency (Cummins, 1980 respectively. This paper proposes that the range can be described in terms of hours. Based on the concept from Outliers by Gladwell (2008, this paper proposes that 10,000 hours is the target “time-on-task” required for academic proficiency in second language learning.  The implications for school language study is readily apparent. If we want academically proficient second language speakers, those individuals will need to have access to the target language in numbers vastly greater than school can provide in its standard curriculum. Keywords:  Second language learning, curriculum development, foreign language learning, time-on-task, international education, exchange programs, English as a foreign language 1. Introduction

  16. South Korean University Students' Perceptions of Different English Varieties and Their Contribution to the Learning of English as a Foreign Language

    Science.gov (United States)

    Ahn, So-Yeon; Kang, Hyun-Sook

    2017-01-01

    This study explored South Korean university students' perceptions of different English varieties and their speakers, student attitudes towards the learning of English and its varieties, and the role of these attitudinal variables in the learning of English as a foreign language. One-hundred-one students who were enrolled in four sections of a…

  17. Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

    Science.gov (United States)

    Markova, Ivana

    2017-01-01

    This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

  18. Do Chinese Dyslexic Children Have Difficulties Learning English as a Second Language?

    Science.gov (United States)

    Ho, Connie Suk-Han; Fong, Kin-Man

    2005-01-01

    The aim of the present study was to examine whether Chinese dyslexic children had difficulties learning English as a second language given the distinctive characteristics of the two scripts. Twenty-five Chinese primary school children with developmental dyslexia and 25 normally achieving children were tested on a number of English vocabulary,…

  19. Strategies of Learning Speaking Skill by Indonesian Learners of English and Their Contribution to Speaking Proficiency

    Science.gov (United States)

    Mistar, Junaidi; Umamah, Atik

    2014-01-01

    This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners'…

  20. An Empirical Analysis of Chinese College Learners' Obstacles to MOOC Learning in an English Context

    Science.gov (United States)

    Liu, Liangxing

    2017-01-01

    This article reports a study applying an exploratory factor analysis to discovering the underlying factor structure of Chinese college students' obstacles to learning MOOC in an English context. Seven obstacle factors are identified: 1. academic and language skills; 2. internet skills; 3. course instruction/management; 4. learning motivations; 5.…

  1. English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh

    Directory of Open Access Journals (Sweden)

    Md.Mahroof Hossain

    2016-06-01

    Full Text Available Language is one of the medium of expressing our ideas, feelings and emotions. And if we think about language in present world then English is one of the most used languages in the world and English is used as a second language in Bangladesh. English is introduced here at the primary level and its inclusion continues till the tertiary level of education. Most of the students of the primary schools in rural areas are weak in English language due to lack of skilled and trained teachers who are familiar to the modern methods and approaches of teaching and lack of materials for teaching in the classroom. Primary level English curriculum implementation is essential in Bangladesh to achieve the set English language competency in the rural areas. Students in the rural areas are performing poorly in English compared to their urban counterparts. Statistics showed that there was a gulf of difference between the facilities enjoyed by rural schools and urban schools. The study explores the challenges of teaching English language in rural areas in context of Bangladesh. This study investigated the factors affecting student’s performance in English language in rural areas. Data were collected using interviews, classroom observation and questionnaire. Result of the study reveals that students were highly motivated to learn English for future expectations such as local and international communication, academic advancement and employment prospects. It also provide a scenario of English teaching system in rural areas of Bangladesh as well as the problems and prospects of English language in perspective of Bangladesh. Keywords: English language, rural areas, education, learning and teaching, competency

  2. Influence of Second Language Cherokee Immersion on Children's Development of Past Tense in Their First Language, English

    Science.gov (United States)

    Hirata-Edds, Tracy

    2011-01-01

    Metalinguistic skills may develop differently in multilingual and monolingual children. This study investigated effects of immersion in Cherokee as a second language on young children's (4;5-6;1) skills of noticing morphological forms/patterns in English, their first language, by comparing English past tense skills on two nonword and two real-word…

  3. The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

    Science.gov (United States)

    Kettle, Margaret; Yuan, Yifeng; Luke, Allan; Ewing, Robyn; Shen, Huizhong

    2012-01-01

    As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked…

  4. Learning English While Exploring the National Cultural Heritage: Technology-Assisted Project-Based Language Learning in an Upper-Secondary School

    Science.gov (United States)

    Pitura, Joanna; Berlinska-Kopec, Monika

    2018-01-01

    The quality and content of English language courses offered in secondary schools require special attention as they affect many students who learn English as one of their school subjects. Despite curricular provisions prescribing balanced development of language competence and a number of so-called "key competences", class work in Polish…

  5. Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

    Science.gov (United States)

    Wang, Yang; Liu, Chao

    2016-01-01

    This case study investigated how the use of mindfulness affected college English as a foreign language (EFL) students' learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students' abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory,…

  6. Writing Learning Outcomes for English Language Lessons in Multilingual Schools

    Science.gov (United States)

    Jones, Sally Ann

    2016-01-01

    This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

  7. MULTIPLE INTELLIGENCES THEORY – A MILESTONE INNOVATION IN ENGLISH LANGUAGE TEACHING AT THE UNIVERSITY OF NIŠ MEDICAL SCHOOL

    Directory of Open Access Journals (Sweden)

    Nataša Bakić-Mirić

    2010-06-01

    Full Text Available Theory of multiple intelligences is considered an innovation in both teaching and learning English language because it helps students develop all the eight intelligences that are grouped as verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. The aforementioned intelligences are thought to represent ways in which individuals understand and perceive the world, solve problems and learn. Correspondingly, by focusing on the problem solving activities, teachers, by implementing theory of multiple intelligences encourage students not only to build-up their existing language knowledge but also learn new content and skills. The implementation of the theory of multiple intelligences in teaching the English language at the University of Niš Medical School has had a positive impact on learning English language and increased students' interest in language learning. Genarally speaking, this theory offers a better understanding of students’ intelligence and a greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all the eight intelligences not just the few they excel in prior to enrolling a university or college.

  8. Students' Attitudes and Motivation for Learning English at Dokuz Eylul University School of Foreign Languages

    Science.gov (United States)

    Öztürk, Kadim

    2014-01-01

    Attitudes and motivation are two of the key factors in second language learning since positive attitudes and high levels of motivation are considered as the predictors of a successful learning process. This study aims to reveal the relation between university preparatory students' attitudes towards learning English and their language learning…

  9. Student motivation and achievement in learning English as a second language using Second Life

    Directory of Open Access Journals (Sweden)

    Tosti H. C. Chiang

    2014-03-01

    Full Text Available This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

  10. Web Based Projects Enhancing English Language and Generic Skills Development for Asian Hospitality Industry Students

    Science.gov (United States)

    Wang, Mei-jung

    2009-01-01

    This study investigated hospitality students' responses toward their learning experiences from undertaking group projects based upon a College web platform, the "Ubiquitous Hospitality English Learning Platform" (U-HELP). Twenty-six students in the Department of Applied Foreign Languages participated in this study. Their attitudes toward…

  11. COOPERATIVE LEARNING AS A MEANS OF STIMULATING LIFE SKILLS IN PROFESSIONALLY-BIASED FOREIGN LANGUAGE TEACHING

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    Alexander Komarov

    2016-02-01

    Full Text Available The article is devoted to the contribution of foreign language learning to stimulating students’ life skills at non-linguistic higher institutions. In the article, the author considers the possibilities of motivating students to exercise life skills in the process of foreign language instruction. The author analyses the cooperative learning technology as a means that enables students to be involved into interaction with one another as well as it develops their team-building skills to successfully cooperate and communicate with each other. The author describes different forms of cooperative leaning, which give students an opportunity to mutually enrich and complement each other’s skills in foreign language learning. The author argues that cooperative learning technology stimulates the students’ existent life skills and makes them work in the process of professionally-biased instruction of a foreign language.

  12. Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test.

    Science.gov (United States)

    Brebner, Chris; McCormack, Paul; Liow, Susan Rickard

    2016-01-01

    The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this population. To examine the marking of verb tense in the English of two groups of bilingual pre-schoolers learning these languages in a multilingual setting where the main educational language is English. The main research question addressed was: are there differences in the rate and pattern of acquisition of verb-tense marking for English-language 1 children compared with Mandarin-language 1 children? Spoken language samples in English from 481 English-Mandarin bilingual children were elicited using a 10-item action picture test and analysed for each child's use of verb tense markers: present progressive '-ing', regular past tense '-ed', third-person singular '-s', and irregular past tense and irregular past-participle forms. For 4-6 year olds the use of inflectional markers by the different language dominance groups was compared statistically using non-parametric tests. This study provides further evidence that bilingual language development is not the same as monolingual language development. The results show that there are very different rates and patterns of verb-tense marking in English for English-language 1 and Mandarin-language 1 children. Furthermore, they show that bilingual language development in English in Singapore is not the same as monolingual language development in English, and that there are differences in development depending on language dominance. Valid and reliable assessment of bilingual children's language skills needs to consider the characteristics of all languages spoken, obtaining accurate information on language use over time and accurately establishing language dominance is essential in order to make a

  13. Effects of goal-setting skills on students’academic performance in english language in Enugu Nigeria

    Directory of Open Access Journals (Sweden)

    Abe Iyabo Idowu

    2014-07-01

    Full Text Available The study investigated the effectiveness of goal-setting skills among Senior Secondary II students’ academic performance in English language in Enugu Metropolis, Enugu state, Nigeria. Quasi-experimental pre-test, post- test control group design was adopted for the study. The initial sample was 147 participants (male and female Senior Secondary School II students drawn from two public schools in Enugu zone of Enugu Metropolis. The final sample for the intervention consisted of 80 participants. This sample satisfied the condition for selection from the baseline data. Two research hypotheses were formulated and tested at 0.05 level of significance. Data generated were analyzed using the mean, standard deviation and t-test statistical method. The findings showed that performance in English language was enhanced among participants exposed to goal-setting intervention compared to those in the control group. The study also showed that there is a significant gender difference in students’ performance with female participants recording a higher mean score than males. Parental level of education was also found to be related to performance in English Language. Based on the findings, goal-setting intervention was recommended as a strategy to enhancing students’ academic performance particularly in English Language

  14. Content, Language and Method Integrated Teacher Training (CLMITT in Training Teachers of English as a Foreign Language (EFL and Beyond

    Directory of Open Access Journals (Sweden)

    Agnes Orosz

    2018-05-01

    Full Text Available Content, Language and Method Integrated Teacher Training (CLMITT is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language. Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning about a teaching model or strategy but also experiencing it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.

  15. Foreign language learning as a complex dynamic process: A microgenetic case study of a Chinese child's English learning trajectory

    NARCIS (Netherlands)

    Sun, He; Steinkrauss, Rasmus; van der Steen, Steffie; Cox, Ralf; de Bot, Kees

    2016-01-01

    The current study focuses on one child's (male, 3 years old) learning behaviors in an English as a Foreign Language classroom, and explores the coordination and developmental patterns of his nonverbal (gestures and body language) and verbal (verbal repetition and verbal responses) learning behaviors

  16. Developing A Method of Learning English Speaking Skills Based on the Language Functions Used in the Food and Beverage Service

    Directory of Open Access Journals (Sweden)

    Denok Lestari

    2017-01-01

    Full Text Available This research is aimed to analyse language functions in  English, specifically those which are used in the context of Food and Beverage Service. The findings of the analysis related to the language functions are then applied in a teaching method which is designed to improve the students’ abilities in speaking English. There are two novelties in this research. The first one is  the theory of language functions which is reconstructed in accordance with the Food and Beverage Service context. Those language functions are: permisive (to soften utterances, to avoid repetition, and  to adjust intonation; interactive (to greet, to have small talks, and farewell; informative (to introduce, to show, to state, to explain, to ask, to agree, to reject, and to confirm; persuasive (to offer, to promise, to suggest, and to persuade; directive (to tell, to order, and to request; indicative (to praise, to complain, to thank, and to apologize. The second  novelty which is more practical is the design  of the ASRI method which consists of four basic components, namely: Aims (the purpose in communicating; Sequence (the operational procedure in handling guests in the restaurant; Role play (the simmulation activities in language learning; and Interaction (the interactive communications between participants. The method of ASRI with the application of the language functions in its ABCD procedure, namely Acquire, Brainstorm, Chance and Develop is proven to be effective in improving the students’ abilities in speaking English, specifically in the context of  Food and Beverage Service.

  17. Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

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    Elio Jesús Cruz Rondón

    2016-07-01

    Full Text Available Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.

  18. Advanced learners’ foreign language-related emotions across the four skills

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    Katalin Piniel

    2018-03-01

    Full Text Available Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016. Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014 was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class.

  19. Learning English Using Children's Stories in Mobile Devices

    Science.gov (United States)

    Cavus, Nadire; Ibrahim, Dogan

    2017-01-01

    The topic of this paper is to describe the development of an interactive application that can be used in teaching English as a second language using children's stories in mobile devices. The aim of this experimental study has been to find out the potential of using the developed interactive mobile application in improving the learning skills such…

  20. The English proficiency and academic language skills of Australian bilingual children during the primary school years.

    Science.gov (United States)

    Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

    2016-04-01

    Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

  1. Technological Readiness of UiTM students in Using Mobile Phones in their English Language Classroom

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    Agelyia a/p Murugan

    2017-04-01

    Full Text Available Mobile Assisted Language Learning (MALL by using devices such as mobile phones is an ideal learning platform for learners to acquire language and share knowledge beyond the confines of a fixed location. By utilising the mobile applications available via smartphone, learners can engage in collaborative networks and find information that they need in a variety of diverse environments. This paper shares the findings of a research at UiTM to determine the technological readiness of the students by measuring their digital skills using the Digital Competence Framework (EU. 50 students from the English language proficiency course were purposively sampled because they have been exposed to MALL by their lecturer participated in this research. Their responses were collected through an online questionnaire. The findings showed that all 50 of the students owned a smartphone. 82.6% of the students did not attend any training on how to use the smartphones. 80.4% of the students have their own storing strategies and nearly 90% of the students reported having the following technological skills in operating their smartphone such as accessing applications, ability to record, share and produce technological resources. The findings reiterate that to ensure successful MALL, educators need to be aware of the background and technological skills of the learners before embedding m-learning into the English Language lessons. View it in PDF

  2. AN ACTION RESEARCH IN ENGLISH LANGUAGE TEACHING AND LEARNING FOR CHILDREN WITH USE OF DIGITAL TECHNOLOGIES

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    Maria Carolina Coelho Chimenti

    2016-12-01

    Full Text Available The present article is based on a field research that aimed to provide educational subsidies for the use of digital technologies in teaching and learning process of English language, in two classes of the fifth grade from the elementary school, at the public school located in Campinas, São Paulo, Brazil. Based on the perspective of childhood pedagogy, which conceives the child as the protagonist and also (reproductive of knowledge, activities were carried with YouTube videos, online games, music, and many other learning objects. Likewise, observations, interviews and questionnaires were made with teachers and students involved in the research. Based on the action research, we analyzed aspects related to the contribution of some digital resources in teaching and learning of English at elementary school and we obtained many elements that allowed us to know the importance of learning a foreign language in the childhood nowadays, mainly English, and how new technologies can make learning more contextualized, meaningful, motivating children for language learning in a context in which they can be (criative.

  3. The Relationship between Second Language Acquisition Process and English Language Teaching in Indonesia

    OpenAIRE

    Pritz Hutabarat

    2016-01-01

    English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in g...

  4. Cambridge IGCSE English first language

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    Reynolds, John

    2013-01-01

    Revised edition for the 2015 syllabus to help your students prepare for their examination and enhance their enjoyment of English. This title has been written for the revised Cambridge IGCSE First Language English (0500 and 0522) syllabuses, for first teaching from 2013. ? Develops the skills necessary to become a better reader and writer. ? Offers detailed advice and preparation for the examination. ? Teaches skills for successful writing of essays and coursework assignment. We are working with Cambridge International Examinations to gain endorsement for this title.

  5. An integrated approach to enhancing prospective English language teachers' writing skills

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    Recep Sahin Arslan

    2013-10-01

    Full Text Available This study reports on the experience of a group of pre-service teachers of English in a compulsory writing coursein the preparatory program of an English language teaching department in the Turkish context. This studyspecifically attempts to investigate to what extent the writing course contributes to the acquisition of basicconventions of written discourse in English when prospective teachers of English are involved in an extensivewriting practice which is based upon integration of product, process and genre based approaches to writing. Thestudy lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in thestudy. The participants studied the basic genre types which included expository writing such as classification,process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays.The participants specifically received instruction as to the basic constituents of paragraph and essays writing;namely, organization, process, unity, coherence, word choice, language use, grammar, and mechanics whichwere further put into 49 observable competencies. Data were collected through an analytic assessment rubricapplied to participants’ pre-study and post-study essays. In addition, participants were distributed a pre-study anda post-study self-perception questionnaire in order to evaluate any possible improvements in their writingcompetence. The results of the study suggest that exposing pre-service teachers of English to various genres byinvolving them in an extensive writing practice adds to their writing competency positively in learning theprocess of writing practice, organizing the text, including relevant content in the text, using languageappropriately, producing correct grammar, coming up with relevant vocabulary, and following correctmechanical conventions.

  6. Short message service (SMS language and written language skills: educators' perspectives

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    Salomé Geertsema

    2011-01-01

    Full Text Available SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language educators in Gauteng regarding the possible influence of SMS language on certain aspects of learners' written language skills. If an influence was perceived by the educators, their perceptions regarding the degree and nature of the influence were also explored. A quantitative research design, utilising a questionnaire, was employed. The sample of participants comprised 22 educators employed at independent secondaryschools within Gauteng, South Africa. The results indicated that the majority of educators viewed SMS language as having a negative influence on the written language skills of Grade 8 and 9 learners. The influence was perceived as occurring in the learners' spelling, punctuation, and sentence length. A further finding was that the majority of educators address the negative influences of SMS language when encountered in written tasks.

  7. Research and Teaching: The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners' Writing and Argumentation Skills

    Science.gov (United States)

    Welsh, Ashley J.; Shaw, Amber; Fox, Joanne A.

    2017-01-01

    This article explores how English-language learners' writing evolved during a first-year seminar in science course aimed at developing students' argumentation skills. We highlight how a science communications course was paired with a weekly academic English course in the context of a highly coordinated and enriched first-year experience program…

  8. Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context.

    Science.gov (United States)

    Quam, Carolyn; Creel, Sarah C

    2017-01-01

    Previous research has mainly considered the impact of tone-language experience on ability to discriminate linguistic pitch, but proficient bilingual listening requires differential processing of sound variation in each language context. Here, we ask whether Mandarin-English bilinguals, for whom pitch indicates word distinctions in one language but not the other, can process pitch differently in a Mandarin context vs. an English context. Across three eye-tracked word-learning experiments, results indicated that tone-intonation bilinguals process tone in accordance with the language context. In Experiment 1, 51 Mandarin-English bilinguals and 26 English speakers without tone experience were taught Mandarin-compatible novel words with tones. Mandarin-English bilinguals out-performed English speakers, and, for bilinguals, overall accuracy was correlated with Mandarin dominance. Experiment 2 taught 24 Mandarin-English bilinguals and 25 English speakers novel words with Mandarin-like tones, but English-like phonemes and phonotactics. The Mandarin-dominance advantages observed in Experiment 1 disappeared when words were English-like. Experiment 3 contrasted Mandarin-like vs. English-like words in a within-subjects design, providing even stronger evidence that bilinguals can process tone language-specifically. Bilinguals (N = 58), regardless of language dominance, attended more to tone than English speakers without Mandarin experience (N = 28), but only when words were Mandarin-like-not when they were English-like. Mandarin-English bilinguals thus tailor tone processing to the within-word language context.

  9. Teaching language arts to English language learners

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    Vásquez, Anete; Smith, Philip C

    2013-01-01

    This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w

  10. THE RESULTS OF ENGLISH TEACHING AS A FOREIGN LANGUAGE FOR ACADEMIC STAFF IN THE ARTIFICIAL BILINGUALISM ENVIRONMENT

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    T. P. Rasskazova

    2017-01-01

    to develop and are difficult to acquire, university teachers demonstrate a different trend: the worst developed skill is listening, then comes reading, writing and speaking. Practical significance. The research provided in the article gives additional understanding of specifics of English training for adults, namely academic teaching staff, and features of their cognitive age processes when foreign language skills acquisition. The materials of the presented publication will be useful to teachers of a foreign language and higher education institution authorities while organizing additional learning foreign languages education in the conditions of artificial bilingualism, also, when teaching programmes updating for the purpose of strengthening of its efficiency. 

  11. Teaching and learning English through digital game projects

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    Jonathan deHaan

    2011-04-01

    Full Text Available Digital games are receiving increasing attention by researchers and practitioners in education; however, most of the theory and pedagogy focus on general education or language and literacy development of native speakers. There are very few investigations of game play or game culture and second language development. Language teachers and institutions must know more about games to use the media effectively. Two completed extracurricular projects, based on constructionist learning and media literacy theories and practices, are described in this paper: game design and game magazine creation. The action research projects aimed to guide students towards a better understanding of games’ formal features and technologies through their active creation of games and game-related media, and to improve their spoken and written English language skills. In general, students learned and practised a variety of language and technology skills with the design projects. The projects motivated the students, challenged the students, and provided many opportunities for authentic discussions in the foreign language. Various suggestions, based on the teacher and student experiences of these projects, are made for other language teachers interested in conducting creative game-based projects with their students.

  12. The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language

    Science.gov (United States)

    Babayigit, Selma

    2014-01-01

    The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted in English. The L1 learners outperformed their L2 peers on the measures of oral language and text…

  13. Using "Quipper" as an Online Platform for Teaching and Learning English as a Foreign Language

    Science.gov (United States)

    Mulyono, Herri

    2016-01-01

    This paper evaluates the affordability of "Quipper" as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in "Quipper" may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle…

  14. An investigation of the English Language Needs, Motivations, and Attitudes of Saudi Police Cadets

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    Mohammed Nasser Alhuqbani

    2014-03-01

    Full Text Available This study investigated the English language needs, motivations and attitudes of a random sample of 223 police cadets studying at King Fahd Security College in Saudi Arabia. The analysis of the questionnaire results showed that only cadets with degrees in humanities received English instructions. The cadets selected speaking and listening as the most important skills and studying English for security purposes. As regards their motivations, the significant correlation between almost all the instrumental and integrative variables provided evidence to the integration of the two types of motivations which substantiates the importance of both types in English learning.  Statements describing negative attitudes toward the English culture did not statistically correlate with the other statements that constitute the cadets’ positive attitudes toward English learning, which confirmed their positive attitudes toward both English learning and its culture. The significant correlations between the cadets’ English perceived needs and their instrumental motivations supported the argument that ESP learners study English for utilitarian purposes.

  15. Needs Analysis of the English Writing Skill as the Base to Design the Learning Materials

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    Tenri Ampa Andi

    2018-01-01

    Full Text Available This research used a descriptive method. It was aimed at identifying students’ learning needs for the English writing skill as the base for designing the learning materials. Writing skill covered the analysis of the types of paragraph, types of text, the components of writing and paragraph development. The subjects of the research were the fourth semester students that consisted of 330 students. The samples were taken 15 % randomly, so the number of samples was 50 students. The research used a questionnaire as the instrument to get responses from the students about their learning needs. The results showed that the learning needs for the writing skills coped with the types of paragraph development, the types of text, and components of writing skill. The types of paragraph development included the ways by definition (79.7%, classification (67.0%, listing (59.3%, cause effect (47.7%, example (47.3%, and comparison (45.7%. The types of text consisted of description (66.0%, news items (59.7%, narration (58.7%, discussion (56.7%, recount (57.0%, and exposition (50.7%. The components of writing skill contained structure (79.6%, vocabulary (79.4%, content (62.0%, organisation (53.6% and mechanic (34.0%. The implication of the findings would be the base of teaching and learning process, especially in designing the learning materials for the English writing skill.

  16. Language learning apps or games: an investigation utilizing the RETAIN model

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    Glenda A. Gunter

    2016-01-01

    Full Text Available Abstract: Combining games with mobile devices can promote learning opportunities at the learners' fingertips and enable ubiquitous learning experiences. As teachers increasingly assign games to reinforce language learning, it becomes essential to evaluate how effective these applications are in helping students learn the content or develop the skills that the games are reinforcing. This article examines two English language learning apps under the RETAIN model (GUNTER; KENNY; VICK, 2008. The findings indicate that although these apps offer some language learning opportunities, they do not present scenario-based quality or gameplay, among other elements, if they are to be considered games.

  17. Different Reasons to Play Games in an English Language Class

    Science.gov (United States)

    Sevy-Biloon, Julia

    2017-01-01

    English language students at the Universidad Nacional de Educacion (UNAE) in Ecuador tend to have various learning styles and have a hard time being motivated to not only learn, but also remember the correct form of English language being taught in the classroom. It is mandatory for these students to learn English; therefore many do not have…

  18. Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children.

    Science.gov (United States)

    Abu-Rabia, Salim; Siegel, Linda S

    2002-11-01

    This study assessed the reading, language, and memory skills of 56 bilingual Arab-Canadian children age's 9-14. English was their main instructional language, and Arabic was the language spoken at home. All children attended a Heritage Language Program in Toronto where they were taught to read and write Arabic. The children were administered word and pseudo-word reading, language, and working memory tests in English and Arabic. The majority of the children showed at least adequate proficiency in both languages. There was a significant relationship between the acquisition of word and pseudo-word reading working memory, and syntactic awareness skills in the two languages. The poor readers in Arabic had lower scores on all linguistic tasks, except the visual task. There were no significant differences between bilingual English Arabic children and monolingual English-speaking children on the reading, language, and memory tasks. However, bilingual English Arabic children who had reading problems in English had higher scores on English pseudo-word reading and spelling tasks than monolingual English-speaking children with reading disabilities, probably because of positive transfer from the regular nature of Arabic orthography. In this case, bilingualism does not appear to have negative consequences for the development of language reading skills in both languages--Arabic and English--despite the different nature of the two orthographies.

  19. Efficacy of Multimedia Package in Communicative Skill in English

    Science.gov (United States)

    Singaravelu, G.

    2014-01-01

    The study enlightens the effectiveness of Multimedia Package in learning communicative skill in English. Objectives of the study: To prepare a Multimedia Package for developing communicative skill in English. To find out the impact of Multimedia Package in improving communicative skill in English. Quasi Experimental method was adopted in the…

  20. Pre-Service English as a Foreign Language Teachers' Perceptions of the Relationship between Multiple Intelligences and Foreign Language Learning

    Science.gov (United States)

    Savas, Perihan

    2012-01-01

    The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about…

  1. English in Economy World: an Overview of English Learning

    OpenAIRE

    Setyaningsih, Ani; Kurniasih, Siwi Karmadi

    2007-01-01

    English is not a language for the English-speaking countries anymore. English has spread worldwide to the countries in the five continents. One of the reasons is economy. People need to acquire English since it is one way to cope with the communication in economy trend. English is needed to process information, analyze, evaluate, experiment, negotiate and collaborate in economy. The awareness of English importance in the globalization era has made people learn this universal language consciou...

  2. THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA

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    Cecilia Titiek Murniati

    2016-07-01

    Full Text Available Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

  3. Learning medical English: A prerequisite for successful academic and professional education

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    Milosavljević Nataša

    2015-01-01

    Full Text Available The aim of this paper is to present specificities of the English language teaching necessary for successful education and professional training of medical students. In contemporary globalized world the English language has become the basic language of communication in all scientific fields including the field of medical science. It is well established that Medical English teaching should primarily focus on stable linguistic competence in English that is created by means of content and context based curriculum, thus preparing students for active use of English upon graduation. In order to achieve this it is very important that English language teaching be based on specific real situations in which the language is to be used. In addition, students should be encouraged to adapt practical skills applicable in specific future professional setting. Medical English teaching represents constant challenge for teachers because they need to be flexible, open to new approaches and methods, make decisions and adapt themselves to constant changes. In addition, long-term learning is at the core of higher education, and being equal partners, both students and teachers should be aware that education is a two-way process.

  4. Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context

    Science.gov (United States)

    Quam, Carolyn; Creel, Sarah C.

    2017-01-01

    Previous research has mainly considered the impact of tone-language experience on ability to discriminate linguistic pitch, but proficient bilingual listening requires differential processing of sound variation in each language context. Here, we ask whether Mandarin-English bilinguals, for whom pitch indicates word distinctions in one language but not the other, can process pitch differently in a Mandarin context vs. an English context. Across three eye-tracked word-learning experiments, results indicated that tone-intonation bilinguals process tone in accordance with the language context. In Experiment 1, 51 Mandarin-English bilinguals and 26 English speakers without tone experience were taught Mandarin-compatible novel words with tones. Mandarin-English bilinguals out-performed English speakers, and, for bilinguals, overall accuracy was correlated with Mandarin dominance. Experiment 2 taught 24 Mandarin-English bilinguals and 25 English speakers novel words with Mandarin-like tones, but English-like phonemes and phonotactics. The Mandarin-dominance advantages observed in Experiment 1 disappeared when words were English-like. Experiment 3 contrasted Mandarin-like vs. English-like words in a within-subjects design, providing even stronger evidence that bilinguals can process tone language-specifically. Bilinguals (N = 58), regardless of language dominance, attended more to tone than English speakers without Mandarin experience (N = 28), but only when words were Mandarin-like—not when they were English-like. Mandarin-English bilinguals thus tailor tone processing to the within-word language context. PMID:28076400

  5. The effect of Content and Language Integrated Learning (CLIL) on English performance and self-confidence

    NARCIS (Netherlands)

    Jansma, Marrit; Minnaert, Alexander; Klinkenberg, Edwin

    2015-01-01

    In this study, it was investigated whether third language teaching through Content and Language Integrated Learning (CLIL) was more effective than teaching a third language as an isolated subject. By means of a cross-sectional study design, English vocabulary, speaking performance and

  6. Gradient language dominance affects talker learning.

    Science.gov (United States)

    Bregman, Micah R; Creel, Sarah C

    2014-01-01

    Traditional conceptions of spoken language assume that speech recognition and talker identification are computed separately. Neuropsychological and neuroimaging studies imply some separation between the two faculties, but recent perceptual studies suggest better talker recognition in familiar languages than unfamiliar languages. A familiar-language benefit in talker recognition potentially implies strong ties between the two domains. However, little is known about the nature of this language familiarity effect. The current study investigated the relationship between speech and talker processing by assessing bilingual and monolingual listeners' ability to learn voices as a function of language familiarity and age of acquisition. Two effects emerged. First, bilinguals learned to recognize talkers in their first language (Korean) more rapidly than they learned to recognize talkers in their second language (English), while English-speaking participants showed the opposite pattern (learning English talkers faster than Korean talkers). Second, bilinguals' learning rate for talkers in their second language (English) correlated with age of English acquisition. Taken together, these results suggest that language background materially affects talker encoding, implying a tight relationship between speech and talker representations. Copyright © 2013 Elsevier B.V. All rights reserved.

  7. Effectiveness of Strategy Training for Struggling English Language Students: Profiles and Results of a Five-year Study

    Science.gov (United States)

    Taylor, Josephine A.; Gomez, Julio Cesar; Quintero, Gloria; Nausa, Ricardo; Rey, Luz Libia

    2011-01-01

    This study examines a group of approximately 1,100 English as a foreign language students who attended a tutoring program dedicated to training learners in study skills and language learning strategies. The study covers a five-year period of time during which the tutoring program remained consistent in its focus and organization. Students…

  8. A Growth Curve Analysis of Literacy Performance among Second-Grade, Spanish-Speaking, English-Language Learners

    Science.gov (United States)

    Gutiierrez, Gabriel; Vanderwood, Mike L.

    2013-01-01

    The literacy growth of 260 second-grade English learners (ELs) with varying degrees of English language proficiency (e.g., Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced English language proficiency) was assessed with English literacy skill assessments. Dynamic Indicators of Basic Early Literacy Skills measures were…

  9. Receptive and expressive English language assessments used for young children: a scoping review protocol.

    Science.gov (United States)

    McIntyre, Laureen J; Hellsten, Laurie-Ann M; Bidonde, Julia; Boden, Catherine; Doi, Carolyn

    2017-04-04

    The majority of a child's language development occurs in the first 5 years of life when brain development is most rapid. There are significant long-term benefits to supporting all children's language and literacy development such as maximizing their developmental potential (i.e., cognitive, linguistic, social-emotional), when children are experiencing a critical period of development (i.e., early childhood to 9 years of age). A variety of people play a significant role in supporting children's language development, including parents, guardians, family members, educators, and/or speech-language pathologists. Speech-language pathologists and educators are the professionals who predominantly support children's language development in order for them to become effective communicators and lay the foundation for later developing literacy skills (i.e., reading and writing skills). Therefore, these professionals need formal and informal assessments that provide them information on a child's understanding and/or use of the increasingly complex aspects of language in order to identify and support the receptive and expressive language learning needs of diverse children during their early learning experiences (i.e., aged 1.5 to 9 years). However, evidence on what methods and tools are being used is lacking. The authors will carry out a scoping review of the literature to identify studies and map the receptive and expressive English language assessment methods and tools that have been published and used since 1980. Arksey and O'Malley's (2005) six-stage approach to conducting a scoping review was drawn upon to design the protocol for this investigation: (1) identifying the research question; (2) identifying relevant studies; (3) study selection; (4) charting the data; (5) collating, summarizing, and reporting the results; and (6) consultation. This information will help these professionals identify and select appropriate assessment methods or tools that can be used to support

  10. Implementation of multiple intelligences theory in the English language course syllabus at the University of Nis Medical School.

    Science.gov (United States)

    Bakić-Mirić, Natasa

    2010-01-01

    Theory of multiple intelligences (MI) is considered an innovation in learning the English language because it helps students develop all eight intelligences that, on the other hand, represent ways people understand the world around them, solve problems and learn. They are: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. Also, by focusing on the problem-solving activities, teachers, by implementing theory of multiple intelligences, encourage students not only to build their existing language knowledge but also learn new content and skills. The objective of this study has been to determine the importance of implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School. Ways in which the theory of multiple intelligences has been implemented in the English language course syllabus particularly in one lecture for junior year students of pharmacy in the University of Nis Medical School. The English language final exam results from February 2009 when compared with the final exam results from June 2007 prior to the implementation of MI theory showed the following: out of 80 junior year students of pharmacy, 40 obtained grade 10 (outstanding), 16 obtained grade 9 (excellent), 11 obtained grade 8 (very good), 4 obtained grade 7 (good) and 9 obtained grade 6 (pass). No student failed. The implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School has had a positive impact on learning the English language and has increased students' interest in language learning. Genarally speaking, this theory offers better understanding of students' intelligence and greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all eight intelligences not just the few they excel in prior to enrolling in a

  11. The Teaching of Culture in English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴月娥

    2012-01-01

      Language is not only part of culture, but also the carrier. The relationship between them decides the important role of culture teaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for culture teaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

  12. Exploring Collaborative Reverse Subtitling for the Enhancement of Written Production Activities in English as a Second Language

    Science.gov (United States)

    Talaván, Noa; Ibáñez, Ana; Bárcena, Elena

    2017-01-01

    This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this…

  13. Relations of some sociocultural variables and attitudes and motivations of young Arab students learning English as a second language.

    Science.gov (United States)

    Lori, A A; al-Ansari, S H

    2001-02-01

    This paper examined a number of variables pertaining to the sociocultural outlooks of 412 young Arab students learning English as a foreign language and the relation of their attitudes and motivations prior to their learning of the language. Analysis indicated clearly that certain variables appeared to be correlated with their attitudes and motivations more than others. Most of the students had maids in their homes, and the presence of a maid was associated with most of the psycholinguistic variables tested. Their previous learning experience of the language was positively correlated as was their knowledge of English stories. Having some sort of English games had the highest correlations (.25 to .41). Potential pedagogical implications of these results were discussed.

  14. Personalised Context-Aware Ubiquitous Learning System for Supporting Effective English Vocabulary Learning

    Science.gov (United States)

    Chen, Chih-Ming; Li, Yi-Lun

    2010-01-01

    Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English…

  15. Different approaches to teaching English as a second language

    OpenAIRE

    Muñoz Pedraza, Mario

    2016-01-01

    Nowadays teaching and learning English as a second language is becoming more important than ever. This emphasis is due, to some extent, to the lack of work vacancies in Spain and the necessity of Spanish people to learn the English language properly. Having the ability to speak and understand the English language at a good level is thought of as beneficial as a way of either improving an individual’s curriculum with a qualification or certificate, or simply as a way of aiding that individual ...

  16. Exploring Change in Pre-service Teachers' Beliefs about English Language Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Kylah Clark-Goff

    2016-10-01

    Full Text Available The beliefs a teacher carries into the classroom are a strong predictor of behaviour and, thus, have educational implications. With more English Language Learners (ELLs worldwide, in mainstream classrooms in English speaking countries and in content-based classes in other countries around the globe than ever before, it is essential that preservice teachers’ beliefs about these students are understood and, when possible, altered to ensure positive and productive educational experiences. This study examined the initial language learning beliefs and attitudes toward ELLs among 354 pre-service teachers in a large public university and compared it to their beliefs after their ESL related coursework. The findings demonstrate beliefs about ELLs can be changed, influencing preservice teachers’ practices in future classrooms. Survey data collected before and after specific coursework revealed a significant shift in preservice teachers’ beliefs, indicating more alignment with current research and sound educational practice. Semi-structured focus-group interviews provided supporting evidence. These findings suggest pre-service teachers need evidence-based coursework in language development and language learning processes to overcome misconceptions regarding ELLs.

  17. Research on demand-oriented Business English learning method

    Directory of Open Access Journals (Sweden)

    Zhou Yuan

    2016-01-01

    Full Text Available Business English is integrated with visual-audio-oral English, which focuses on the application for English listening and speaking skills in common business occasions, and acquire business knowledge and improve skills through English. This paper analyzes the Business English Visual-audio-oral Course, and learning situation of higher vocational students’ learning objectives, interests, vocabulary, listening and speaking, and focuses on the research of effective methods to guide the higher vocational students to learn Business English Visual-audio-oral Course, master Business English knowledge, and improve communicative competence of Business English.

  18. 3rd grade English language learners making sense of sound

    Science.gov (United States)

    Suarez, Enrique; Otero, Valerie

    2013-01-01

    Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students' discourse, we will demonstrate some of the productive aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to further conceptual understanding, while developing their competence in the English language.

  19. MEDITATION IN THE ENGLISH LANGUAGE CLASSROOM

    OpenAIRE

    Pegan, Tjaša

    2016-01-01

    The practical action research study in this diploma thesis, Meditation in the English Language Classroom, was performed as a mini-experiment which was initially set up to explore meditation and assess its potential and use in education. Regarding English as a foreign language, language learning combined visual and auditory information, and it was based on visual and verbal memory. One of the objectives in the theoretical part was to find a ‘universal formula’ which could help bring meditation...

  20. Learning Language on the Worksite: Some Implications for Pedagogy.

    Science.gov (United States)

    Das, Bikram K.

    Observation of machine or production operators in a Singapore factory for insight into their need for English language skills, existing skills, and the results of a basic English language program in which many were enrolled revealed that, although the workers were generally poorly educated and had minimal English skills, they were able to decode…

  1. English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds

    Directory of Open Access Journals (Sweden)

    Berniz Kate

    2017-12-01

    Full Text Available Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC at Flinders University in South Australia created the English Language Support Program (ELSP. The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.

  2. Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities

    Science.gov (United States)

    Haager, Diane; Osipova, Anna V.

    2017-01-01

    An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…

  3. A Literary Approach to Teaching English Language in a Multicultural Classroom

    Science.gov (United States)

    Choudhary, Sanju

    2016-01-01

    Literature is not generally considered as a coherent branch of the curriculum in relation to language development in either native or foreign language teaching. As teachers of English in multicultural Indian classrooms, we come across students with varying degrees of competence in English language learning. Although language learning is a natural…

  4. Language Barrier And The Performance of Secondary School Students in EnglishLanguage in Katsina Metropolis

    OpenAIRE

    Nwabudike Christopher Eziafa; Ojoko E. A.; George Anaso Nwaorah

    2014-01-01

    This research work centres on Language Barrier and the Performance of Secondary School Students in English Language in Katsina Metropolis. The study identifies the causes of failure in English Language in secondary schools, the factors responsible for the inability of students to learn English language as a second language and the effect of mother tongue interference on the performance of students in English language in the study area. Data for this study  were collected through the use of st...

  5. DESIGNING ENGLISH LEARNING MATERIALS TO FOSTER CHILDREN‟S CREATIVITY

    Directory of Open Access Journals (Sweden)

    C. Murni Wahyanti

    2017-04-01

    Full Text Available Learning materials form an important part of English teaching-learning processes in Elementary schools. In many cases, teachers and students rely on the learning materials available and the materials dictate teachers‘ strategies. Despite the availability of commercially produced materials, it is considered necessary for teachers to construct or adapt learning materials. Teachers know better about their students‘ ability, needs and interests. In addition, the materials can be more contextual. Good materials should foster children‘s creative thinking since creativity is one of the important skills children need to develop. Features of creativity involve using imagination, generating ideas and questions, experimenting with alternatives, being original and making judgment. This presentation will focus on how to develop learning materials that can foster children‘s creativity. It will discuss about why teachers need to design their own materials, principles for designing effective English learning materials, the concepts and components of creativity and the importance of creativity in language learning. Examples of how to apply features of creativity in the English learning materials for children will be provided.

  6. Pronunciation for English as an international language from research to practice

    CERN Document Server

    Low, Ee-Ling

    2014-01-01

    Pronunciation plays a crucial role in learning English as an international language, yet often remains marginalised by educators due to a lack of required phonetic and phonological knowledge. Pronunciation for English as an International Language bridges the gap between phonetics, phonology and pronunciation and provides the reader with a research based guide on how best to teach the English language. The book follows an easy to follow format which ensures the reader will have a comprehensive grasp of each given topic by the end of the chapter. Key ideas explored include: Articulation of English speech sounds and basic transcription Connected speech processes Current issues in English language pronunciation teaching Multimedia in English language pronunciation practice Using speech analysis to investigate pronunciation features Using the latest research, Pronunciation for English as an International Language will facilitate effective teaching and learning for any individual involved in teaching English a...

  7. Cultural Diversity in English Language Teaching: Learners' Voices

    Science.gov (United States)

    Chinh, Nguyen Duc

    2013-01-01

    The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker…

  8. English Lecturer’s Attitude Toward English Variety In English Learning

    Directory of Open Access Journals (Sweden)

    Rahma Yanti

    2018-04-01

    Full Text Available This research investigates English lecturers’ attitude toward the variation of English in the process of English learning. The purpose of this study is to discuss the types of English variations uttered by English lecturers who are considered as respondents in this study and their attitudes toward the variations of language that appear to their own speech during the teaching-learning process. This research is descriptive by using qualitative approach. The data to be presented in this research is taken from several words of Indonesian lecturers at several universities in Padang West Sumatra by distributing some questionnaires and also interviews. The method of data analysis is divided into two types, first, methods which related to the correlation of external language objects with a non-linguistic element called correlation method or method of matching, and secondly, methods which related to surgical, processing or internal verbal tampering called the method of operation or distribution method.

  9. Analyses of Common Grammar Mistakes in High-school English

    Institute of Scientific and Technical Information of China (English)

    Yang Liou

    2017-01-01

    English has an important position in the basic education stage as a language subject. English teaching requires students to have the abilities of listening, speaking, reading and writing in high school. If students want to learn these skills well, they should not only memorize vocabularies, but also master grammar knowledge. This paper illustrates the importance of English grammar for learning English and lists the common grammar mistakes. It also introduces some skills of learning English grammar.

  10. ENHANCING ENGLISH LANGUAGE LEARNERS’ MOTIVATION THROUGH ONLINE GAMES

    Directory of Open Access Journals (Sweden)

    Nataliia V. Iaremenko

    2017-06-01

    Full Text Available In this article, we examine the potentials of online games which teachers can employ in order to motivate their students and summarize the positive effects of playing learning games. The study addresses the question of how gamified learning is applicable to learning English as a second language. The other research questions refer to the reasons that make language learners want to play a learning game and the influence of particular game elements onto players. All of these questions are investigated on the example of Kahoot web resource. The study suggests that online learning games can foster intrinsic motivation and help engage students in learning activities. The use of online games in English as a second language learning shows the direct relationship between a high energy level of fun competition and increased motivation.

  11. Native-language N400 and P600 predict dissociable language-learning abilities in adults

    Science.gov (United States)

    Qi, Zhenghan; Beach, Sara D.; Finn, Amy S.; Minas, Jennifer; Goetz, Calvin; Chan, Brian; Gabrieli, John D.E.

    2018-01-01

    Language learning aptitude during adulthood varies markedly across individuals. An individual’s native-language ability has been associated with success in learning a new language as an adult. However, little is known about how native-language processing affects learning success and what neural markers of native-language processing, if any, are related to success in learning. We therefore related variation in electrophysiology during native-language processing to success in learning a novel artificial language. Event-related potentials (ERPs) were recorded while native English speakers judged the acceptability of English sentences prior to learning an artificial language. There was a trend towards a double dissociation between native-language ERPs and their relationships to novel syntax and vocabulary learning. Individuals who exhibited a greater N400 effect when processing English semantics showed better future learning of the artificial language overall. The N400 effect was related to syntax learning via its specific relationship to vocabulary learning. In contrast, the P600 effect size when processing English syntax predicted future syntax learning but not vocabulary learning. These findings show that distinct neural signatures of native-language processing relate to dissociable abilities for learning novel semantic and syntactic information. PMID:27737775

  12. Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners

    Science.gov (United States)

    Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren

    2014-01-01

    This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

  13. Teaching English Language Learners: Recommendations for Early Childhood Educators

    Science.gov (United States)

    Shin, Sarah J.

    2010-01-01

    Some teachers are justifiably concerned that primary-age students who continue to use their native language skills might hamper their acquisition of English literacy. After all, isn't time spent in writing in the first language time that could have been spent writing in English? Many other teachers agree conceptually with the notion that…

  14. Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy

    Science.gov (United States)

    Arnold, Suzanne C.

    Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all

  15. Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools

    Science.gov (United States)

    Farbman, David A.

    2015-01-01

    With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…

  16. MOLT: A Mobile Learning Tool That Makes Learning New Technical English Language Words Enjoyable

    Directory of Open Access Journals (Sweden)

    Dogan - Ibrahim

    2008-10-01

    Full Text Available There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers, and mobile phones are revolutionizing education and transforming the traditional classroom based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English Language words using SMS text messaging. The system, developed by the authors, called Mobile Learning Tool (MOLT, has been tested with 45 first-year undergraduate students. Students’ opinions have been collected after the experiment. Our results show that students enjoyed and be happy used mobile phones to learn new technical English word. We believe that if we add the improvements or modifications students wish to see in the MOLT system, then using the MOLT system as an educational tool will contribute to motivation and success of students.

  17. The Relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language

    Science.gov (United States)

    Becirovic, Senad

    2017-01-01

    This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine…

  18. On the Learning Behaviours of English Additional-Language Speakers Entering Engineering Education in South Africa

    Science.gov (United States)

    Woollacott, L.; Simelane, Z.; Inglis, J.

    2011-01-01

    This article reports the findings of an inductive study on the learning behaviours and language difficulties of a small group of English additional-language students entering a school of chemical and metallurgical engineering in South Africa. Students were interviewed in their home language. While they appeared to have had a reasonable grounding…

  19. LEARNING ENGLISH AS A FOREIGN LANGUAGE AND THE NEW MILLENNIALS' LITERACIES

    OpenAIRE

    Ana Osuna*, Carlos Zavala, Ma. Reynoso and Ileana Osuna

    2018-01-01

    Although Mexico has made efforts to teach English to students for more than seven decades, the results of its policies have not been as expected. However, young people who have reached successful levels of language proficiency could show us other factors they interact with that let them achieve those proficiency levels. These students, called millennials, learn differently from their predecessors and their learning scenarios are no longer found only at school. Internet, an environment where t...

  20. Self-Regulation in Language Learning.

    Science.gov (United States)

    Tseng, Wen-Ta; Liu, Heidi; Nix, John-Michael L

    2017-04-01

    Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners' self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners' self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners' self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

  1. Chilean 12th graders’ Attitudes towards English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Eric Gómez Burgos

    2015-10-01

    Full Text Available This article aims to provide the results of a research focusing on 12th graders’ attitudes towards English as a Foreign Language in two secondary schools in Puerto Montt, Chile. Attitude towards a language has been considered as an important factor that influences the process of learning a foreign language (Shams, 2008; for this reason, it is fundamental to identify students’ attitudes since positive attitudes towards English allow the students to have favourable orientation towards learning it (Karahan, 2007. Under this premise, this study corresponds to a case study that includes a quantitative method of data analysis. A survey of five dimensions was conducted amongst 154 students in order to measure their attitudes towards the target language. The results show that their attitudes towards English as a foreign language are favourable; however, the dimensions related to learning English, and English as a subject at school obtained unfavourable attitudes.

  2. Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language.

    Science.gov (United States)

    Masoura, Elvira V; Gathercole, Susan E

    2005-01-01

    The contributions of phonological short-term memory and existing foreign vocabulary knowledge to the learning of new words in a second language were compared in a sample of 40 Greek children studying English at school. The children's speed of learning new English words in a paired-associate learning task was strongly influenced by their current English vocabulary, but was independent of phonological memory skill, indexed by nonword repetition ability. However, phonological memory performance was closely linked to English vocabulary scores. The findings suggest that in learners with considerable familiarity with a second language, foreign vocabulary acquisition is mediated largely by use of existing knowledge representations.

  3. A Blended Learning Model for Teaching Reading in English as a Foreign Language

    Science.gov (United States)

    Karkour, Islam

    2014-01-01

    The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is…

  4. Research on English Language Teaching and Learning in Argentina (2007-2013)

    Science.gov (United States)

    Porto, Melina; Montemayor-Borsinger, Ann; López-Barrios, Mario

    2016-01-01

    In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language…

  5. Teachers' Views on Ways of Improving English Language Teaching in Hong Kong.

    Science.gov (United States)

    Lai, Fung-kuen Eva

    A study investigated the attitudes of Hong Kong English-as-a-Second-Language teachers concerning English language teaching problems in that context. The study was prompted by perceptions of declining interest in use of English, less frequent requirement of English skills for employment, increased use of colloquial Cantonese in social contexts, and…

  6. 211 English Language, the Nigerian Education System and Human ...

    African Journals Online (AJOL)

    The role English language plays in human development in Nigeria is the focal point of ... learning process thrives on effective communication between the teacher and the .... enable one understand how English language came into Nigeria.

  7. University Students’ Perception of Demotivating Factors in Learning English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Nafiseh Hosseinpour

    2013-11-01

    Full Text Available Demotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an Iranian context. To this end, 382 Persian learners of English were selected through stratified clustering sampling procedure to participate in this mixed method study. The Data was collected through a 40-item Likert type questionnaire. The Factor analysis of the data extracted seven factors including a inadequate facilities, b reduced self-confidence, c class characteristics, d lack of purpose to study English, e teaching methods, f teachers and teaching styles, and g negative attitudes toward English and the culture of English-speaking countries as demotivators. The Students’ perceptions of these seven factors were compared based on their general English proficiency levels. The Results revealed that low proficient learners perceived reduced self-confidence and negative attitudes more demotivating than their counterparts at other levels of proficiency.

  8. University Students’ Perceptions of Their Failures in Learning English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Figen YILMAZ

    2017-12-01

    Full Text Available The main purpose of this qualitative study was to investigate university students' perceived failure attributions in learning English as a foreign language at a preparatory school. The participants were 118 undergraduate students who failed at the end of a preparatory year and had to attend the repeat program. Each participant was asked to write about their perceived causes of failure in learning English. Students' responses were analyzed based on Weiner's (1983, 1985 Attribution Theory, and the emerging themes were linked to the locus of control, stability and controllability dimensions. The qualitative nature of the study provided in-depth information about the content of each dimension. The results suggest that students mostly attributed their academic failure in learning English to external and uncontrollable factors, which are in line with the findings of similar studies conducted in other university settings.

  9. Research on demand-oriented Business English learning method

    OpenAIRE

    Zhou Yuan

    2016-01-01

    Business English is integrated with visual-audio-oral English, which focuses on the application for English listening and speaking skills in common business occasions, and acquire business knowledge and improve skills through English. This paper analyzes the Business English Visual-audio-oral Course, and learning situation of higher vocational students’ learning objectives, interests, vocabulary, listening and speaking, and focuses on the research of effective methods to guide the higher voca...

  10. The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

    Science.gov (United States)

    Ahmad, Kham Sila; Armarego, Jocelyn; Sudweeks, Fay

    2017-01-01

    Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of…

  11. THE INFLUENCE OF INTERACTIVE MULTIMEDIA AUDIO TELLING MACHINE (IMATE USE AND STUDENTS’ SELF REGU-LATED LEARNING LEVEL ON ENGLISH LANGUAGE GREET-INGS APPLICATION SKILLS (PENGARUH PENGGUNAAN INTERACTIVE MULTIMEDIA AU-DIO TELLING MACHINE (iMATE DAN TINGKAT SELF REGU-LATED LEARNING SISWA TERHADAP KEMAMPUAN MENERAP-KAN GREETINGS BAHASA INGGRIS

    Directory of Open Access Journals (Sweden)

    Muhammad Ridwan Sutisna

    2018-02-01

    Full Text Available Abstract. New trends of technology and also the higher needs of English proficiency have encouraged the quality improvent of English instructions. The aim of this research is to deter-mine the effect of Interactive Multimedia Audio Telling Machine (iMATE and self regulated learning level in English language greetings application skill of vocational school students. iMATE is an Interactive instructional media used in this research. While student’s self regulated learning is divided into high and low level. This research used experimental design. This re-search was held at SMK Pasundan 3 Bandung. Findings of this research were; (1 Generally students achieved better result when using iMATE. (2 There was an interaction between use of instructional media and students’ self regulated learning level. (3 Students with high self regu-lated learning achieved much better when using iMATE. (4 Students with low self regulated learning had a better result when not using iMATE. This Findings lead to the conclusion that students’ self regulated learning level may affect the succes of instructional media use, especially in teaching English language skills. Abstrak. Perkembangan teknologi dan kebutuhan akan kemampuan Bahasa Inggris yang lebih tinggi mendorong kualitas pembelajaran Bahasa Inggris juga mengalami perkem-bangan. Tujuan penelitian ini adalah untuk mengetahui pengaruh dari penggunaan Interactive Multimedia Audio Telling Machine (iMATE dan tingkat self regulated learning terhadap ke-mampuan menerapkan greetings Bahasa Inggris siswa SMK. iMATE adalah multimedia inter-aktif pembelajaran yang digunakan dalam penelitian ini. Siswa sebagai subjek penelitian dibagi kedalam dua kelompok yaitu yang memiliki tingkat self regulated learning yang tinggi dan ren-dah. Penelitian yang dilaksanakan di SMK Pasundan 3 Bandung ini menggunakan desain ek-sperimen. Temuan dari penelitian ini adalah (1 Secara umum siswa memperoleh hasil yang lebih baik dengan

  12. Native-language N400 and P600 predict dissociable language-learning abilities in adults.

    Science.gov (United States)

    Qi, Zhenghan; Beach, Sara D; Finn, Amy S; Minas, Jennifer; Goetz, Calvin; Chan, Brian; Gabrieli, John D E

    2017-04-01

    Language learning aptitude during adulthood varies markedly across individuals. An individual's native-language ability has been associated with success in learning a new language as an adult. However, little is known about how native-language processing affects learning success and what neural markers of native-language processing, if any, are related to success in learning. We therefore related variation in electrophysiology during native-language processing to success in learning a novel artificial language. Event-related potentials (ERPs) were recorded while native English speakers judged the acceptability of English sentences prior to learning an artificial language. There was a trend towards a double dissociation between native-language ERPs and their relationships to novel syntax and vocabulary learning. Individuals who exhibited a greater N400 effect when processing English semantics showed better future learning of the artificial language overall. The N400 effect was related to syntax learning via its specific relationship to vocabulary learning. In contrast, the P600 effect size when processing English syntax predicted future syntax learning but not vocabulary learning. These findings show that distinct neural signatures of native-language processing relate to dissociable abilities for learning novel semantic and syntactic information. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. Attitudinal Dispositions of Students toward the English Language: Sociolinguistic and Sociocultural Considerations

    Directory of Open Access Journals (Sweden)

    Ersoy Erdemir

    2013-04-01

    Full Text Available Problem Statement: The status, value, and importance of a language is often measured by the attitudes toward that language. Learning a second or foreign language and attaining proficiency in it is closely related to the attitudes of learners toward the language. A few studies have investigated language attitudes of Turkish students toward the English language in Turkey. However, the same issue has not been explored among Turkish students learning and using the English language in a country where English is spoken as the first language.Purpose: This exploratory study investigated the attitudes of Turkish students toward learning and using English language as they lived and pursued their university degrees in a northeastern city in the United States. The study examined students’ attitudinal dispositions toward English based on sociolinguistic and sociocultural considerations.Methods: The study included 8 student participants (4 male and 4 female who were born in Turkey and spoke Turkish as their native language. They were all enrolled in a state university studying different programs in Engineering Sciences and Social Sciences. Data were collected conducting in-depth interviews with students over a two-month period. Participants were interviewed twice individually, and 16 interviews were conducted in total. Each interview took 50 to 60 minutes and was transcribed by the researcher. Data analysis included (1 intensive (rereadings of interview transcripts and identifying attitudinal themes and patterns in the data through emergent coding; and (2 making qualitative connections among themes and patterns through identifying their consistency by applying axial coding. Coded dataset was then descriptively interpreted in its entirety.Findings: Participants displayed mostly positive dispositions toward learning and using the English language; however, their attitudinal patterns varied with regards to sociolinguistic and sociocultural considerations

  14. A Fuzzy Logic-Based Personalized Learning System for Supporting Adaptive English Learning

    Science.gov (United States)

    Hsieh, Tung-Cheng; Wang, Tzone-I; Su, Chien-Yuan; Lee, Ming-Che

    2012-01-01

    As a nearly global language, English as a Foreign Language (EFL) programs are essential for people wishing to learn English. Researchers have noted that extensive reading is an effective way to improve a person's command of English. Choosing suitable articles in accordance with a learner's needs, interests and ability using an e-learning system…

  15. Communication Strategies in English as a Second Language (ESL Context

    Directory of Open Access Journals (Sweden)

    Lidya Ayuni Putri

    2013-01-01

    Full Text Available Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the context that English in Indonesia is considered as a foreign language, it causes the learners of English in Indonesia understand not only the language but also the culture. Foreign language learners may encounter various communication problems when their interlanguage is limited. In order to convey their messages and remain in a conversation until their communication goal is achieved, ESL (English as a Second Language learners need to employ communication strategies, which have been defined generally as devices used by second language learners to overcome perceived barriers to achieving specific communication goals (Færch & Kasper, 1983. In order to avoid certain miscommunication, the teacher of English in Indonesia should also give their learners the understanding of communication strategies.

  16. Singaporean Kindergartners' Phonological Awareness and English Writing Skills

    Science.gov (United States)

    Dixon, L. Quentin

    2011-01-01

    This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom…

  17. Language Learning Strategies of English for Specific Purposes Students at a Public University in Malaysia

    Science.gov (United States)

    Shah, Mohamed Ismail Ahamad; Ismail, Yusof; Esa, Zaleha; Muhamad, Ainon Jariah

    2013-01-01

    Studies on strategy research have shown the usefulness and importance of language learning strategies (LLS) for ESL and EFL learners. However, research on content-based learners in relation to English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) has yet to be undertaken. This study, therefore, investigated the learning…

  18. The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment

    Science.gov (United States)

    Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

    2016-01-01

    English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…

  19. The Method of High School English Word Learning

    Institute of Scientific and Technical Information of China (English)

    吴博涵

    2016-01-01

    Most Chinese students are not interested in English learning, especially English words. In this paper, I focus on English vocabulary learning, for example, the study of high school students English word learning method, and also introduce several ways to make vocabulary memory becomes more effective. The purpose is to make high school students grasp more English word learning skills.

  20. Key Learning Styles of Teaching English to Students from the Asian-Pacific Region

    Directory of Open Access Journals (Sweden)

    Kovalenko Natalia A.

    2016-01-01

    Full Text Available This article examines key styles of learning English as the second language, particularly for students from Asian-Pacific countries. It deals with the methods of improving their learning skills and abilities. The most traditional and popular ways of learning styles are pointed out. The authors also discuss teaching approaches for matching and interaction of learning styles in different cultures. The authors also discuss teaching approaches to matching and interaction of learning styles in different cultures.

  1. The impact of teachers' limited english proficiency on english second language learners in South African schools

    Directory of Open Access Journals (Sweden)

    Norma Nel

    2010-01-01

    Full Text Available The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL student teachers and ESL learners. Against the background of major theories in second language (L2 acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

  2. Computer-assisted Language Learning for the Development of Listening Skills: A Case Study of Pre-university Russian as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Maria Yu. Lebedeva

    2016-11-01

    Full Text Available The research explores the effectiveness of using computer-assisted language learning (CALL approach for the development of non-reciprocal listening skills in the context of studying Russian as a foreign language (RFL. Despite the fact that the influence of CALL on the development of listening skills has been well studied based on a case study of teaching other languages (especially English, a similar study in the context of teaching the Russian language is performed for the first time. The RFL students (N=68 and teachers (N=7 of the Preparatory Department in Russian took part in the intervention study. The students were divided into experimental and control groups. The research was conducted based on both qualitative and quantitative methods. The researchers focused the attention on two kinds of listening: listening for general information and selective listening. As the listening competence, and especially academic listening proficiency, is critically important for the students of the preparatory department,  he researchers’ target was to research ways of improving listening abilities with different approaches of using CALL.  The testing and assessment materials were developed and the statistics was collected for each kind of listening. In addition, the students of the experimental group were surveyed to identify their experiences from using CALL in the classroom. The research findings allowed concluding about the effectiveness of CALL application for developing listening for the detail skills, whereas in the general listening no significant effect was found. In addition, the study revealed specific complexities in the application of CALL in teaching listening in Russian.

  3. An Effective Role of E-Learning Technology For English Language Teaching By Using Meta Communication Actors

    Directory of Open Access Journals (Sweden)

    Ilknur ISTIFCI

    2011-10-01

    Full Text Available Meta communication plays a key role in foreign language learning and teaching. Broadly speaking, meta communication is communication about communication. Meta communication is something that goes beyond communication and all language learners and teachers should be familiar with its existence. It should be stressed that meta communication which accompanies any message is very powerful. In face to face writing lessons, the student can make emphasis on any point by utilizing larger fonts, capital letters, or bold fonts in his essay. However, in virtual learning environments, students can make use of emoticons like :- “happy”, :-( “sad”, :-/ “perplexed”, O.o “confused” to communicate about communication. Further, they can deploy some acronyms like (BTW= By the way, ASAP= as soon as possible, TM= tomorrow to easily convey their messages. It should be emphasized that E-learning applications (virtual worlds, second life, ICTs are very beneficial in foreign language learning and teaching since they create a platform for students and teachers to interact in a context with no boundaries of time and distance. In Transformational Generative Grammar, foreign language teachers describe syntactic structures in English by using grammatical symbols with meta communicational elements. For instance, every English Foreign Language-EFL or English Language Teaching-ELT teachers or students is familiar with the symbols and related meanings like (S= sentence, subject, V= verb, O= object, N= noun, NP= noun phrase, VP= verb phrase, etc.. On the other side, when teaching English pronunciation to Turkish EFL learners, foreign language teachers utilize phonetic symbols like /è, æ, å, ğ, w, ŋ/ to write transcriptions of English words. These phonetic symbols have meta communicational elements in their composition because they communicate about communication. At this juncture, foreign language teachers should learn frequently used emoticons, keyboard

  4. Analysis of English language learner performance on the biology Massachusetts comprehensive assessment system: The impact of english proficiency, first language characteristics, and late-entry ELL status

    Science.gov (United States)

    Mitchell, Mary A.

    This study analyzed English language learner (ELL) performance on the June 2012 Biology MCAS, namely on item attributes of domain, cognitive skill, and linguistic complexity. It examined the impact of English proficiency, Latinate first language, first language orthography, and late-entry ELL status. The results indicated that English proficiency was a strong predictor of performance and that ELLs at higher levels of English proficiency overwhelmingly passed. The results further indicated that English proficiency introduced a construct-irrelevant variance on the Biology MCAS and raised validity issues for using this assessment at lower levels of English proficiency. This study also found that ELLs with a Latinate first language consistently had statistically significant lower performance. Late-entry ELL status did not predict Biology MCAS performance.

  5. Developmental trajectories of preschool early literacy skills: a comparison of language-minority and monolingual-English children.

    Science.gov (United States)

    Lonigan, Christopher J; Farver, Joann M; Nakamoto, Jonathan; Eppe, Stefanie

    2013-10-01

    This study utilized latent growth-curve analyses to determine if the early literacy skills of children who were Spanish-speaking language-minority (LM) followed a similar quantitative growth profile over a preschool year as that of a group of children from a comparable socioeconomic (SES) background but who were not LM. Participants, who ranged in age from 37 to 60 months (M = 50.73; SD = 5.04), included 540 Spanish-speaking LM and 408 non-LM children (47% girls) who were enrolled in 30 Head Start classrooms. Scores on a measure of oral language and measures of code-related skills (i.e., phonological awareness, print knowledge) were lower for LM children than for non-LM children. LM children experienced significantly faster growth in oral language skills than did non-LM children. Growth for print knowledge and blending was similar for LM and non-LM children, whereas LM children experienced slightly less growth than non-LM children on elision. The inclusion of child (i.e., initial language scores, age, nonverbal cognitive ability) and family (i.e., maternal/paternal education, 2-parent household, father employment) variables eliminated initial differences between LM and non-LM children on the code-related variables, and the effect was due primarily to children's initial oral language skills. These results indicate that the early risk for reading-related problems experienced by Spanish-speaking LM children is due both to low SES and to their LM status, and they highlight the critical need for the development, evaluation, and deployment of early instructional programs for LM children with limited English oral language proficiency.

  6. On Language Characteristics and Translation Skills of Advertising Text

    Institute of Scientific and Technical Information of China (English)

    陈迎亚

    2012-01-01

    Under the situation of economic globalization today, the internationalization of advertising is becoming more and more obvious. All enterprises in all countries are meeting the same international, global problem, the problem of advertising translation. When dealing with advertising translation, we should take full account of language habits and cultural background of target customers. Therefore, it turns out to be important that we should be familiar with the language characteristics and translation skills of English advertisements. In this paper, I will introduce the language characteristics of English advertisements from three aspects of words, syntax and rhetorical devices, and introduce skills of advertising translation.

  7. EXPLORING MOTIVATION OF LEARNING ENGLISH (A STUDY OF A JAPANESE TEACHER

    Directory of Open Access Journals (Sweden)

    Indriyati Hadiningrum

    2017-04-01

    Full Text Available Motivation, in general, can be described as a reason for doing something; and in language learning this refers to learners‘ need to master a second or foreign language. It is one of causal factors (e.g. age, environment in a language learning, especially in learning the English language. Students or individuals who learn English in a non-English speaking country must have high motivation to be able to speak using the English language. This study is aimed at describing motivation of a native Japanese who is able to speak English. Basically, she speaks Japanese most of the time with her colleagues and students since she teaches Japanese. The result shows that she is eager to learn Englishbecause she wants to have a relationship with many people around the world especially when she has to teach Japanese in some English-speaking countries. She has positive attitudes towards the English language although she realises that her pronunciation is sometimes difficult to understand because she cannot utter /l/ (she utters /r/ instead.

  8. The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

    Directory of Open Access Journals (Sweden)

    Anja K. Steinlen

    2017-09-01

    Full Text Available Both for the first language (L1 and for all additional languages (L2 or L3, grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005. However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

  9. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  10. English as a Foreign Language Students' Opinions about the Use of English on the Internet

    Science.gov (United States)

    Coskun, Abdullah

    2017-01-01

    As in many other fields, the Internet has been used for educational purposes, especially for foreign language learning. This study has the main objective to investigate English as a Foreign Language (EFL) students' opinions about the use of English on the Internet. By means of a Likert-type questionnaire dealing with the use of English on the…

  11. Spoken English in the classroom - A Study of attitudes and experiences of spoken varieties of English in English teaching in Norway

    OpenAIRE

    Hopland, Amalie Alsaker

    2016-01-01

    To be able to express oneself orally is one of the five basic skills that is considered necessary for learning and development in school, work, and in society, and therefore deserves attention. The English language has developed from mainly being a language belonging to the native speakers to becoming a world language. Today, speakers of English use the language mainly to communicate internationally. With this development, the native speaker norm has been questioned by many academics. This is...

  12. Exchange students' motivations and language learning success

    DEFF Research Database (Denmark)

    Caudery, Tim; Petersen, Margrethe; Shaw, Philip

    One point investigated in our research project on the linguistic experiences of exchange students in Denmark and Sweden is the reasons students have for coming on exchange. Traditionally, an important goal of student exchange was to acquire improved language skills usually in the language spoken...... in the host country. To what extent is this true when students plan to study in English in a non-English speaking country? Do they hope and expect to improve their English skills, their knowledge of the local language, both, or neither? to what extent are these expectations fulfilled? Results form the project...

  13. The Concurrent Development of Spelling Skills in Two Languages

    Science.gov (United States)

    Joy, Rhonda

    2011-01-01

    The study reported on in this paper investigated the concurrent development of spelling in children learning two languages. The study compared over time and between languages the types of spelling errors made in English as a first language and French as a second. Fortyseven grade one English-speaking children completed an English and French…

  14. Dual Language Learners: Effective Instruction in Early Childhood

    Science.gov (United States)

    Goldenberg, Claude; Hicks, Judy; Lit, Ira

    2013-01-01

    Preschool teachers can best educate youngsters learning their home language and English by using children's primary language where possible, adopting effective practices for building English language skills, and involving families in supporting children's learning. This article surveys the growing body of research on improving preschool…

  15. Improving clinical communication of students with English as a second language (ESL) using online technology: a small scale evaluation study.

    Science.gov (United States)

    Rogan, Fran; San Miguel, Caroline

    2013-09-01

    Increasingly, students with English as a second language (ESL) are enrolled in nursing degrees in English speaking countries (Wang et al., 2008). However, they may be at risk of clinical practice failure due to communication difficulties associated with unfamiliar linguistic and cultural factors (Guhde, 2003). This paper describes and evaluates an innovation to assist ESL nursing students at an Australian university develop their clinical communication skills and practice readiness by providing online learning resources, using podcast and vodcast technology, that blend with classroom activities and facilitate flexible and independent learning. The innovation builds on an intensive clinical language workshop program called 'Clinically Speaking' which has evolved through a cyclical process of ongoing research to produce resources in response to students' learning needs. Whilst uptake of the resources was modest, students of ESL as well as English speaking backgrounds (ESB) found the resources improved their clinical preparation and confidence by increasing their understanding of expectations, clinical language and communication skills. The innovation, developed with a modest budget, shows potential in developing ESL and ESB students' readiness for clinical communication, enabling them to engage in clinical practice to develop competency standards required of nursing graduates and registration authorities. Copyright © 2012 Elsevier Ltd. All rights reserved.

  16. The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications.

    Science.gov (United States)

    Paradis, Johanne

    2016-02-01

    The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.

  17. Using humour in teaching English as a foreign language at more advanced levels

    Directory of Open Access Journals (Sweden)

    Prodanović-Stankić Diana

    2011-01-01

    Full Text Available The unique properties of humour make it a valuable tool in the process of teaching and acquiring English as a foreign language, especially when more advanced courses at the university level are concerned. In the first place, using humour based on language play (involving different aspects of linguistic structure in a variety of teaching materials can be very beneficial to helping students improve their ability with language structures. Moreover, it is important that students develop an awareness of humour that is related to culture in order to achieve better command of English. In order to determine the effect humour has on students’ level of attainment, a small-scale study was conducted at the English Department, University of Novi Sad in the course Integrated Language Skills. In the study, humour was used both as a tool, to improve the learning environment, and as a resource for teaching new vocabulary or revising grammatical structures. The results of the study indicate that humour can be applied to teaching a foreign language and improving students’ proficiency level. Moreover, using humour both as a tool and as a resource affected students’ motivation and willingness to study.

  18. Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

    Science.gov (United States)

    Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion

    This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

  19. English Language Teaching: phonetics, phonology and auditory processing contributions.

    Science.gov (United States)

    Araújo, Letícia Maria Martins; Feniman, Mariza Ribeiro; Carvalho, Fernanda Ribeiro Pinto de; Lopes-Herrera, Simone Aparecida

    2010-01-01

    interrelation of phonetics, phonology and auditory processing in English Language Teaching. to determine whether prior contact with English phonetics favors general learning of this language (L2), i.e. second language, in Portuguese speakers; to verify performance of these individuals in an auditory processing test prior to and after being taught L2. participants of the study were eight college students who had only studied English in high school. These participants were divided into two groups: control group - were only enrolled in English classes; experimental group - were enrolled in English phonetic classes prior to their enrollment in English classes. Participants were submitted to an auditory processing test and to an oral test in English (Oral Test) prior to and after the classes. Data were analyzed in the same way, i.e. prior to and after the classes. these were expressed statistically by T-Student's test. Analyses indicated no difference in performance between groups. Scores indicated better performance of the control group for answering questions in English in the Oral Test. The experimental group had better performance in the auditory processing test after being enrolled to English phonetic classes and English course. prior basic knowledge of English did not enhance general learning (improvement in pronunciation) of the second language, however, it improved the ability of temporal processing in the used test.

  20. Does the Consecutive Interpreting Approach enhance medical English communication skills of Japanese-speaking students?

    Science.gov (United States)

    Iizuka, Hideki; Lefor, Alan K

    2018-04-19

    To determine if the Consecutive Interpreting Approach enhances medical English communication skills of students in a Japanese medical university and to assess this method based on performance and student evaluations.  This is a three-phase study using a mixed-methods design, which starts with four language reproduction activities for 30 medical and 95 nursing students, followed by a quantitative analysis of perfect-match reproduction rates to assess changes over the duration of the study and qualitative error analysis of participants' language reproduction. The final stage included a scored course evaluation and free-form comments to evaluate this approach and to identify effective educational strategies to enhance medical English communication skills. Mean perfect-match reproduction rates of all participants over four reproduction activities differed statistically significantly (repeated measures ANOVA, pEnglish communication skills are enhanced using this approach. Participants expressed positive feedback regarding this instruction method. This approach may be effective to enhance the language skills of non-native English-speaking students seeking to practice medicine in English speaking countries.

  1. Moving Bravely towards Mobile Learning: Iranian Students' Use of Mobile Devices for Learning English as a Foreign Language

    Science.gov (United States)

    Dashtestani, Reza

    2016-01-01

    In recent years, students have shown growing interest in mobile learning and the use of mobile devices for learning English as a foreign language (EFL). However, it appears that further research needs to be undertaken to identify students' use of mobile devices and their attitudes towards them, especially in developing countries. To achieve this…

  2. Incoming exchange students' learning and use of lingua franca English and local languages in Scandinavia

    DEFF Research Database (Denmark)

    Caudery, Tim; Petersen, Margrethe; Shaw, Philip

    if they stayed for a second semester. Each interview concluded with two tests: a picture description test and a basic vocabulary test; all interviews were recorded. Findings relating to the interviewees' language goals, interaction with others and language use in such interaction will be presented and discussed...... in relation to the importance for students of developing skills in English as a lingua franca and the desire by the EU to promote multilingualism through student exchange....

  3. Exploring the Potential for Language Supportive Learning in English Medium Instruction: A Rwandan Case Study

    Science.gov (United States)

    Milligan, Lizzi O.; Clegg, John; Tikly, Leon

    2016-01-01

    This article puts forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed methods study in Rwanda. The article first reviews the relevant literature and research which looks at the concept of language support, focusing on textbooks and pedagogy in…

  4. Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

    Directory of Open Access Journals (Sweden)

    Luz Edith Herrera Díaz

    2017-01-01

    Full Text Available Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social and some indicators of the oral skill. Findings, based on learners’ perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

  5. THE TEACHING OF FUNCTIONAL LANGUAGE SKILLS IN A SECOND LANGUAGE TO A CHILD WITH AUTISM

    Directory of Open Access Journals (Sweden)

    Renee Chong

    2006-01-01

    Full Text Available This article examined the rate of self-initiated communication acquisition, in a second language, of a child with autism. The language treatment objective was to teach functional communication skills in English through the use of Picture Exchange Communication System (PECS. The findings of this study show that it is possible for a child with autism to acquire functional communication skills in his second language even though he did not possess such communication skills in his first language.

  6. Rethinking and Reconfiguring English Language Education: Averting Linguistic Genocide in Cameroon

    Directory of Open Access Journals (Sweden)

    Carlous Muluh Nkwetisama

    2017-09-01

    Full Text Available The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English, Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught in education at the different levels of education in the country. The aim of this paper was to examine the English language politics, practices and teaching. It thereafter evaluated English language teachers’ perception of the so called English Language Teaching Tenets. It also aimed at assessing the functional load of English and it ascertained the extent to which it was threatening the development of local languages as well as effective access to education in Cameroon.

  7. Language "Skills" and the Neoliberal English Education Industry

    Science.gov (United States)

    Shin, Hyunjung

    2016-01-01

    Neoliberal transformation of self, learning, and teaching constructs individuals as bundles of skills (or human capital) and subordinates learning to skill production characterized by an ethic of entrepreneurial self-management [Urciuoli, Bonnie. 2010. "Neoliberal Education: Preparing the Student for the New Workplace." In…

  8. Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades

    Science.gov (United States)

    Au-Yeung, Karen; Hipfner-Boucher, Kathleen; Chen, Xi; Pasquarella, Adrian; D'Angelo, Nadia; Deacon, S. Hélène

    2015-01-01

    In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and…

  9. English for Business: Student Responses to Language Learning through Social Networking Tools

    Science.gov (United States)

    García Laborda, Jesús; Litzler, Mary Frances

    2017-01-01

    This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video…

  10. Language and EFL Teacher Preparation in Non-English-Speaking Environments.

    Science.gov (United States)

    Peretz, Arna S.

    Linguistic and paralinguistic problems faced by non-native-English speakers training to be teachers of English as a second or foreign language (ESL/EFL) in non-English-speaking environments are discussed. Relevant theories of second language learning and acquisition are reviewed, and the affective factors and sociocultural variables that appear to…

  11. Development and Validation of the Spanish-English Language Proficiency Scale (SELPS)

    Science.gov (United States)

    Smyk, Ekaterina; Restrepo, M. Adelaida; Gorin, Joanna S.; Gray, Shelley

    2013-01-01

    Purpose: This study examined the development and validation of a criterion-referenced Spanish-English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4-8. This article reports results for the English proficiency portion of the scale. Method: The SELPS assesses syntactic…

  12. Children's Expressive Language Skills and Their Impact on the Relation between First-and Second-Language Phonological Awareness Skills

    Science.gov (United States)

    Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M.

    2014-01-01

    The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first-and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study.…

  13. Learning for Life, a Structured and Motivational Process of Knowledge Construction in the Acquisition/Learning of English as a Foreign Language in Native Spanish Speakers

    Science.gov (United States)

    Mino-Garces, Fernando

    2009-01-01

    As language learning theory has shifted from a highly guided to a more open learning process, this paper presents the teaching/learning philosophy called Learning for Life (L for L) as a great way to motivate native Spanish speaker students learning English as a foreign language, and to help them be the constructors of their own knowledge. The…

  14. Occupational language requirements and the value of English in the US labor market

    OpenAIRE

    Chiswick, Barry R.; Miller, Paul W.

    2007-01-01

    This paper is concerned with the English language requirements (both level and importance) of occupations in the United States, as measured by the O*NET database. These scores are linked to microdata on employed adult (aged 25 to 64) males, both native born and foreign born, as reported in the 2000 Census, one percent sample. Working in an occupation that requires greater English language skills, whether measured by the level of these skills or the importance of English for performing the job...

  15. Learning English as a Second Language at the University Level in Jordan: Motivation, Self-Regulation and Learning Environment Perceptions

    Science.gov (United States)

    Alzubaidi, Eman; Aldridge, Jill M.; Khine, Myint Swe

    2016-01-01

    The overarching aim of this study was to investigate students' perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health…

  16. Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study.

    Science.gov (United States)

    Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

    2017-03-01

    In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. © 2016 The British Psychological Society.

  17. Removing obstacles for African American English-speaking children through greater understanding of language difference.

    Science.gov (United States)

    Pearson, Barbara Zurer; Conner, Tracy; Jackson, Janice E

    2013-01-01

    Language difference among speakers of African American English (AAE) has often been considered language deficit, based on a lack of understanding about the AAE variety. Following Labov (1972), Wolfram (1969), Green (2002, 2011), and others, we define AAE as a complex rule-governed linguistic system and briefly discuss language structures that it shares with general American English (GAE) and others that are unique to AAE. We suggest ways in which mistaken ideas about the language variety add to children's difficulties in learning the mainstream dialect and, in effect, deny them the benefits of their educational programs. We propose that a linguistically informed approach that highlights correspondences between AAE and the mainstream dialect and trains students and teachers to understand language varieties at a metalinguistic level creates environments that support the academic achievement of AAE-speaking students. Finally, we present 3 program types that are recommended for helping students achieve the skills they need to be successful in multiple linguistic environments.

  18. EFL Learners' Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach

    Directory of Open Access Journals (Sweden)

    Zahra Sharifi Feriz

    2017-10-01

    Full Text Available The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive are positive and significant predictors of students' western attachment. From three subscales of attitude, only behavioral attitude is negative and significant predictors of students' religious attachment. In addition, Iranian attachment is influenced by cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significant predictor of students' cultural attachment. It is also found that, artistic attachment is influenced by behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.

  19. Language learning interventions | Kilfoil | Journal for Language ...

    African Journals Online (AJOL)

    The results for that intervention show that the hypothesis was correct and students need more time and structure if they are to improve their language competence sufficiently. Keywords: language learning interventions, English for specific purposes, language competence, fossilization. Journal for Language Teaching Vol.

  20. The Development of Bilingual Narrative Retelling Among Spanish-English Dual Language Learners Over Two Years.

    Science.gov (United States)

    Lucero, Audrey

    2018-05-25

    This exploratory study investigates the development of oral narrative retell proficiency among Spanish-English emergent bilingual children longitudinally from kindergarten to second grade in Spanish and English as they learned literacy in the 2 languages concurrently. Oral narrative retell assessments were conducted with children who spoke Spanish at home and were enrolled in a dual language immersion program (N = 12) in the spring of kindergarten and second grade. Retells were transcribed and coded for vocabulary and grammar at the microlevel (Miller, 2012) and story structure at the macrolevel (Heilmann, Miller, Nockerts, & Dunaway, 2010). In microstructure paired-sample t tests, children showed significant improvements in vocabulary in both languages (Spanish total number of words η2 = .43, Spanish number of different words η2 = .44, English total number of words η2 = .61, English number of different words η2 = .62) but not grammar by second grade. At the macrostructure level, children showed significantly higher performance in English only (English narrative scoring scheme η2 = .47). The finding that children significantly improved in vocabulary in both languages but in overall story structure only in English suggests that discourse skills were being facilitated in English whereas Spanish discourse development may have stagnated even within a dual language immersion program. Results contribute to what is currently known about bilingual oral narrative development among young Spanish speakers enrolled in such programs and can inform assessment and instructional decisions.

  1. Pre-Service English Teachers' Beliefs on Speaking Skill Based on Motivational Orientations

    Science.gov (United States)

    Dinçer, Ali; Yesilyurt, Savas

    2013-01-01

    This study aimed to explore pre-service English teachers' perceptions of teaching speaking in Turkey, the importance they give to this language skill, and their self-evaluation of their speaking competence. With case design and maximum variation sampling approach, seven pre-service English teachers' beliefs about speaking skills were gathered in…

  2. Bilingual children referred for psychiatric services: associations of language disorders, language skills, and psychopathology.

    Science.gov (United States)

    Toppelberg, Claudio O; Medrano, Laura; Peña Morgens, Liana; Nieto-Castañon, Alfonso

    2002-06-01

    To investigate (1) the prevalence of language deficits and disorders and (2) the relationship of bilingual language skills and psychopathology, in Spanish-English bilingual children referred for child and adolescent psychiatry services. Bilingual language skills, emotional/behavioral problems, sociodemographics, immigration variables, and nonverbal IQ were studied in 50 consecutively referred children. Estimated prevalence was high for language deficits (48%) and disorders (41%), with most cases (>79%) being of the mixed receptive-expressive type. In children with clinically significant emotional/behavioral problems, bilingual language skills were strongly and inversely correlated with problem scores, particularly global problems (r = -0.67, p or = -0.54; p language disorders and delays and (2) the close tie between poor language skills and emotional/behavioral problems. The data strongly suggest the clinical importance and feasibility of language assessment and the significance of receptive problems in bilingual children referred for psychiatric services. A safe approach is to fully assess language skills, rather than misattributing these children's language delays to normal bilingual acquisition processes.

  3. Language Alternation and Language Norm in Vocational Content and Language Integrated Learning

    Science.gov (United States)

    Kontio, Janne; Sylvén, Liss Kerstin

    2015-01-01

    The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are…

  4. The importance of English language skills in the tourism sector: A comparative study of students/employees perceptions in Croatia

    Directory of Open Access Journals (Sweden)

    Moira Kostic Bobanovic

    2012-01-01

    Full Text Available Communication skills are an important element of hospitality industry. Understanding of performance expectations are keys to the achievement of tourist satisfaction. Good oral and written communication skills are the top skills important to hospitality practitioners at different position levels. Good English communication during the study will add value to students' education. According to that fact the hospitality program itself will encourage critical thinking and for example tourism problem solving when it is necessary. In the tourism industry supply and demand side must communicate perfectly in order to ensure quality and needed performance standards. In the business tourism practice oral communication is a bit higher than written communication, but both categories are rated high. (Kay and Russette: 2000. The authoresses, through a questionnaire, explore the importance of communication skills (speaking, reading, listening and writing in English language among hospitality employees and students studying business and tourism. The importance of good cooperation between the language/hospitality teaching programmes and the Croatia Tourism Authority is a high priority if the development of steady all-year-round tourism is to be a possibility.  In concluding, the implications of the findings are discussed and concerns rose over the need to address evident weaknesses in order to enhance career options and tourism management in Croatia.

  5. The Impact of Utilising Mobile Assisted Language Learning (MALL on Vocabulary Acquisition among Migrant Women English Learners

    Directory of Open Access Journals (Sweden)

    Kham Sila Ahmad

    2017-04-01

    Full Text Available Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1, low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

  6. LEAN-GREEN MANUFACTURING: COLLABORATIVE CONTENT AND LANGUAGE INTEGRATED LEARNING IN HIGHER EDUCATION AND ENGINEERING COURSES

    Directory of Open Access Journals (Sweden)

    MARCELO RUDOLFO CALVETE GASPAR

    2017-09-01

    Full Text Available Lean and Green manufacturing processes aim at achieving lower material and labour costs, while reducing impacts on the environment, and promoting sustainability as a whole. This paper reports on a pilot experiment with higher education and engineering students, exploring the full potential of a collaborative approach on courses integrating the Portuguese Polytechnic of Castelo Branco engineering studies curricula, while simultaneously improving their proficiency in English. Content and Language Integrated Learning (CLIL has become a key area of curricular innovation since it is known for improving both language and content teacher and student motivation. In this context, instructional design for CLIL entailed tandem work of content (engineering and language (English teacher to design learning sequences and strategies. This allowed students to improve not only their language skills in English but also their knowledge in the specific engineering domain content on green and lean manufacturing processes.

  7. Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

    Science.gov (United States)

    Ferlis, Emily; Xu, Yaoying

    2016-01-01

    This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi's (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based…

  8. It’s Not Just About the Game: A Study on Attitudes and Motivation of Malaysian Secondary Sports School Students in East Malaysia towards Learning English as a Second Language

    Directory of Open Access Journals (Sweden)

    Muhammad Isa Nursyaheedah

    2018-01-01

    Full Text Available In the past few years, Malaysian athletes have gained international recognition with their impressive, world-record breaking accomplishments. As a result of this, Malaysian athletes are finding themselves being interviewed and giving speeches at local and international events. For professional athletes, there is a need and a duty to be able to communicate their stories and experiences as well as giving real insight and opinions about their performances, confidently, to both local and global audiences. In addressing these audiences, it is important for these professional athletes to be confident and are able to converse well using the English language, especially so when addressing a global audience. However, some Malaysian athletes are facing difficulties in communicating confidently and coherently, especially in English. It is a recognised and acknowledged skill gap in which is believed should be tackled during the formative school years. It is possible that the skill gap stems from a lack of motivation and poor attitude beginning from secondary school. This paper discusses the findings of a study undertaken to investigate these issues further by carrying out a questionnaire survey on the attitudes and motivation of Malaysian secondary sports school students in East Malaysia towards learning English as a second language. The study reveals an overall positive attitude towards learning English by the sports students. In addition, the findings reveal that the sports school students are extrinsically and intrinsically motivated in learning English. The study concludes with recommendations for future research and is expected to make a contribution to the literature of attitudes and motivation especially for but not limited to secondary sports school students.

  9. Teaching English as a Language not Subject by Employing Formative Assessment

    Directory of Open Access Journals (Sweden)

    Muhammad Tufail Chandio

    2015-12-01

    Full Text Available English is a second language (L2 in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1 and second language (L2. In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.

  10. Overview English Asa Second Language for Young Learners

    OpenAIRE

    Rini, Setia

    2016-01-01

    Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is ...

  11. Classrooms in the Wild: Learning Language and Life Skills in the KUIS Outdoor Sports Circle.

    Science.gov (United States)

    Wurr, Adrian

    The role of outdoor education activities in the Kanda University English language institute is described. The outdoor program was developed to unite faculty and students interested in recreational activities and provide an opportunity to explore common interests in nature, sports, and language learning. The activities develop self-esteem,…

  12. Interactive Syllable-Based English Vocabulary Learning in a Context-Aware Environment

    Science.gov (United States)

    Wang, Wen-Yen; Huang, Yueh-Min

    2017-01-01

    English is one of the most important second languages in nonnative English-speaking countries, where learning English usually begins in primary school. To this end, vocabulary learning is regarded as the most fundamental and crucial stage in developing the student's English language capability. While some studies have explored strategies of…

  13. AGE - RELATED AND SOCIO - ECONOMIC CORRELATIONS OF LANGUAGE LEARNING: A STUDY OF THE HUNGARIAN YOUTH

    Directory of Open Access Journals (Sweden)

    Novák, Ildikó

    2018-01-01

    Full Text Available In our study we examined the background of the foreign language knowledge and learning of the Hungarian Youth. Who are successful and what group of learners can convert their knowledge into language certificates? What aspects lie behind their success? We based our analysis on the Magyar Ifjúság 2012 database using the variables that could help us draw conclusions about language skills, language learning and language certificates. As in the first place we studied the effect of age and student status, we divided the sample into 3 main categories: 15-19-year-old secondary school students, 20-24-year-old students mostly students studying at higher education and 25-29-year-old students predominantly workers. We examined several dimensions of language learning: (1 the subjective perception of language skills (2 the objective perception of language skills (language certificates and their level, (3 formal and non-formal education (4 students’ plans to study foreign languages in the future. Examining the similarities and the differences between the groups we also analysed what correlations there were between the socioeconomic status of the parents and the language skills of the students. We analysed the students’ attitude to foreign languages as we ll as their attitude towards English as a foreign language. As a result we detected strong parental influence, however, some differences between the age groups could be observed .

  14. Difficulties that Students who Learn Turkish as a Foreign Language Encounter During Listening Skills

    Directory of Open Access Journals (Sweden)

    Abdullah KALDIRIM

    2017-04-01

    Full Text Available Listening skills play an important role in an individual’s communication with others and in their understanding of the environment. Since it provides a basis for the acquisition of language skills it is one of the most important learning tools, and because it is frequently used in everyday life and in the learning process, listening skill is the foreground of foreign language teaching. It is important for students to understand what they listen to in order that they do not encounter any difficulties in the language learning process. To ensure success in the environments where the Turkish language is taught as a foreign language, it is necessary to follow the listening processes of the students attentively and to identify the problems they face during this process. This study aims to identify the listening barriers encountered by university students learning Turkish as a foreign language at level B2, and was designed based on a qualitative research approach and a phenomenological design. Within the scope of the study, eight students studying at Dumlupınar University’s TÖMER (Turkish & Foreign Languages Research and Application Center were identified as participants. Data were collected through semi-structured interviews conducted with students included in the sample, and descriptive analysis technique was applied in the analysis of the research data. Participants expressed views that they often encountered problems such as accented speech, frequent use of idioms and proverbs during listening, lack of vocabulary development, and lack of emphasis and voice intonation during speech. Also, factors that make listening easy to understand are identified as the other languages they speak, good vocabulary knowledge, interesting topics, listening to audiovisual elements, and the speaker’s use of gestures and mimics.

  15. A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)

    Science.gov (United States)

    Dooly, Melinda; Masats, Dolors

    2015-01-01

    This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…

  16. Preschool Predictors of Kindergarten Language Outcomes

    Directory of Open Access Journals (Sweden)

    Anne Walk

    2015-01-01

    Full Text Available The aim of the present study is to explore a variety of cognitive and social variables which are most relevant to children’s linguistic success in an educational setting. The study examines kindergarten English language outcomes in classrooms containing monolingual English speaking children and bilingual children who speak English and one other language. Data from the National Center for Early Development and Learning Multistate Study of Pre-Kindergarten (2001-2003 regarding classroom and student characteristics were used for bilingual (N = 120 and monolingual (N = 534 children. Hierarchical regression analysis (Study 1 and path analysis (Study 2 were conducted to determine the cognitive and social variables present in preschool that are most predictive of English skills in kindergarten. The results of the studies demonstrate that social variables were important for both monolingual and bilingual children. Personality variables were more predictive for monolingual children, whereas teacher relationship variables were more important for bilingual children. Simple and routine adult interaction was predictive of English skills in both groups, which may indicate the importance of implicit learning over explicit instruction in early language acquisition. The present studies found different predictors of English language skills for monolingual and bilingual kindergarteners.

  17. Language Needs Analysis of Iranian Undergraduate Students of Computer Engineering: A Study of Reading Skill

    Directory of Open Access Journals (Sweden)

    Alireza Fard-Kashani

    2015-10-01

    Full Text Available The current study aimed at diagnosing the language needs of Iranian undergraduate students of computer engineering in order to find out whether there is any significant difference in perceptions between the students and their ESAP (English for Specific Academic Purpose teachers, concerning their Reading skill needs. To conduct the intended research study, both qualitative and quantitative approaches were taken. The quantitative approach included the use of self-assessment, and two questionnaires, and the qualitative approach included participant observation. The questionnaires were adapted from Atai and Shoja (2009, and were distributed among 500 undergraduate students of computer engineering and 30 ESAP teachers who were chosen randomly through cluster sampling method from thirteen universities. Mann-Whitney U-test results showed that there was a significant difference between perceptions of the students and their teachers about their Reading skill needs and ‘Reading’ was mentioned as one of the most difficult skills for the students. Moreover, it was found that the majority of students suffered from low level of General English Language Proficiency, and also ‘low motivation’ and the ‘character’ of teachers were found to be important factors affecting students’ learning. Keywords: Needs analysis, English for specific purposes, English for academic purposes, Present situation analysis, Target situation analysis

  18. An Annotated Bibliography of Research on Reading and Adults Learning English as a Second Language.

    Science.gov (United States)

    Burt, Miriam, Comp.; Florez, MaryAnn, Comp.; Terrill, Lynda, Comp.; Van Duzer, Carol, Comp.

    This annotated bibliography contains 27 references regarding research on reading and adults learning English as a Second Language (ESL). None of the resources are more than 10 years old. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

  19. Language Training: English

    CERN Document Server

    Françoise Benz

    2005-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langu...

  20. Language Training: English

    CERN Multimedia

    Françoise Benz

    2004-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  1. Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language.

    Science.gov (United States)

    Bartolotti, James; Marian, Viorica

    2017-03-01

    Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model.

  2. WASHBACK OF THE ENGLISH SECTION OF COLLEGE ENTRANCE EXAM ON THE STUDENTS’ PRODUCTIVE AND RECEPTIVE SKILLS

    Directory of Open Access Journals (Sweden)

    Fitri Wulandari Wulandari

    2016-09-01

    Full Text Available Exam plays a powerful role in educational system and exerts significant washback onstudents’ learning. Washback, the impact of exams on education in general andlanguage examining in particular, has become a popular area of study withineducational research. This paper focuses on the washback effects of college entranceexam on students’ productive and receptive skills in STKIP MuhammadiyahPringsewu Lampung. The main concern of the study was to investigate the impact ofcollege entrance exam on productive and receptive language skills in STKIPMuhammadiyah Pringsewu Lampung. 53 first year students at English EducationDepartment in the academic year of 2015-2016 of STKIP Muhammadiyah PringsewuLampung attended the study. A 26-item questionnaire was designed and administeredto 53 students. The data were analyzed using statistical analysis including descriptivestatistics (frequency, percentage, mean, and standard deviation. It has been found outthat the exam has some negative effects on students’ language productive andreceptive skills on the first year students at English Education Department of STKIPMuhammadiyah Pringsewu Lampung. Some changes to exam that might be gratefulare discussed in the last section of the paper.Keywords: washback effect, college entrance exam, students’ productive skills

  3. Teaching Techniques, Types of Personality, and English Listening Skill

    Directory of Open Access Journals (Sweden)

    Ni Made Ratminingsih

    2013-01-01

    Full Text Available Abstract: Teaching Techniques, Types of Personality, and English Listening Skill. This study inves­tigated the effect of teaching techniques and types of personality on English listening skill. This experi­mental study involved 88 students under investigation, which were determined randomly through multi-stage random sampling technique. The results of the research indicate that there is an interaction effect between the teaching techniques and types of personality on the English listening skill; there is no significant difference in the listening skill between the group of students who learn using the game technique and those who learn using the song technique; the listening skill of students having extrovert personality is better than those having introvert personality; the listening skill of students having extrovert personality who learn using the game technique is lower than those who learn using the song technique; and the listen­ing skill of students having introvert personality who learn using the game technique is higher than those who learn using the song technique. Abstrak: Teknik Pembelajaran, Tipe Kepribadian, dan Keterampilan Mendengarkan Bahasa Inggris. Penelitian ini bertujuan untuk mengetahui pengaruh teknik pembelajaran dan tipe kepribadian terhadap keterampilan mendengarkan bahasa Inggris. Penelitian ini melibatkan 88 orang siswa, yang ditentukan secara acak melalui multi stage random sampling technique. Hasil penelitian menunjukkan bahwa terdapat pengaruh interaksi antara teknik pembelajaran dan tipe kepribadian terhadap keterampilan mendengarkan bahasa Inggris; tidak terdapat perbedaan yang signifikan pada keterampilan mendengarkan antara siswa yang belajar dengan teknik pembelajaran permainan dan lagu; keterampilan mendengarkan siswa yang berkepribadian ekstroversi lebih baik daripada yang berkepribadian introversi; keterampilan mendengarkan siswa yang berkepribadian ekstroversi, yang belajar dengan teknik pembelajaran

  4. Self-Assessment of Vocabulary and Relevant Language Skills for Evaluation Purposes

    Directory of Open Access Journals (Sweden)

    Violeta Janulevičienė

    2011-04-01

    Full Text Available Learner self-assessment of linguistic performance has been lately used due to its potential to activate the process of learning. Self-assessment raises learner awareness of language use and leads to developing learner responsibility and autonomy. However, usefulness of self-assessment for evaluation purposes has been scarcely researched. This paper examines some aspects of learners’ self-assessment for evaluation purposes at tertiary level. Research focuses on self-assessment of English for Specific Purposes (ESP vocabulary and some language skills relevant for vocabulary retention. Data on learner self-assessment are compared to actual results in tests. The analysis provided points to importance of self-evaluation in language acquisition and suggests practical implications of self-assessment for evaluation.

  5. Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

    Directory of Open Access Journals (Sweden)

    Andriani Putu Fika

    2018-01-01

    Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

  6. Implementation and Evaluation of an Early Foreign Language Learning Project in Kindergarten

    Science.gov (United States)

    Griva, Eleni; Sivropoulou, Rena

    2009-01-01

    The purpose of present paper was twofold. Firstly, it aimed at outlining the rationale for and the process of introducing an English language learning intervention to kindergarten children in a playful and supportive environment. It focused on developing children's oral skills through participating in creative child-appropriate activities and…

  7. Family Literacy and the New Canadian: Formal, Non-Formal and Informal Learning: The Case of Literacy, Essential Skills and Language Learning in Canada

    Science.gov (United States)

    Eaton, Sarah Elaine

    2011-01-01

    This paper examines literacy and language learning across the lifespan within the context of immigrants in the Canadian context. It explores the process of improving literacy skills and acquiring second or third language skills through the systems of formal, non-formal and informal learning, as defined by the OECD [Organisation for Economic…

  8. The Effectiveness of the Continuation Task on Second Language Learning of English Articles

    Science.gov (United States)

    Jiang, Lin

    2015-01-01

    This article aims to uncover how alignment in the continuation task affects second language (L2) learning of English articles. Two classes of 47 Chinese students participated in the study which employed a pretest-treatment-posttest research design and lasted for a period of 20 weeks. One class received the continuation task treatment, during which…

  9. Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature

    Science.gov (United States)

    Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

    2017-01-01

    Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning.…

  10. Language Training: English Training

    CERN Document Server

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  11. Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful

    Science.gov (United States)

    Suleiman, Mahmoud

    2013-01-01

    The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners (ELLs). Using interactive…

  12. Chilean 12th graders' attitudes towards English as aforeign language

    OpenAIRE

    Gómez Burgos, Eric; Pérez Pérez, Sandra

    2015-01-01

    A favourable attitude towards a language is a crucial factor in the process of learning a foreign language (Shams, 2008). In light of this premise, this article reports on a case study conducted in two subsidised secondary schools that involved 154 students from Puerto Montt, Chile. A questionnaire of five dimensions was given to the participants in order to identify their attitude towards teachers' methodology and language use in the English classroom, English as a subject at school, English...

  13. Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions

    Science.gov (United States)

    Al-Sobhi, Bandar Mohammad Saeed; Preece, Abdul Shakour

    2018-01-01

    Of the four English language skills, speaking enjoys a superior status. Accordingly, it should be given high priority while teaching. In spite of its importance, teaching English speaking skill to Arab EFL learners has always been an exacting task for Arab teachers of English because it is considered a foreign language, i.e. not widely spoken or…

  14. Course-embedded student support for online English language learners

    Directory of Open Access Journals (Sweden)

    Maureen Andrade

    2014-02-01

    Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

  15. Pronunciation and phonetics a practical guide for English language teachers

    CERN Document Server

    Brown, Adam

    2014-01-01

    This engaging, succinct text is an introduction to both phonetics and phonology as applied to the teaching of pronunciation to English language learners. Section 1 selectively covers the main areas of phonetics and phonology, without going into any area in more depth than the average English language teacher requires or that the average English language teacher trainee can handle. Section 2 focuses on practical issues related to learners and how they learn languages, and what represents good practice in terms of classroom activities for pronunciation—including aspects such as targets, motiva

  16. Internet Technology-Based Projects in Learning and Teaching English as a Foreign Language at Yakutsk State University

    Science.gov (United States)

    Zamorshchikova, Lena; Egorova, Olga; Popova, Marina

    2011-01-01

    This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors' experiences integrating distance education and creating educational resources…

  17. Chinese Students' Attitudes toward English Language and Their ...

    African Journals Online (AJOL)

    grade Chinese students and its relationship with the English performance in order to assist teachers in making learning the English language more effective for a larger group of learners. T-test was calculated to compare the means of students ...

  18. DESIGNING AFFECTIVE INSTRUMENT BASED ON SCIENTIFIC APPROACH FOR ENGLISH LANGUAGE LEARNING

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    Maisarah Ira

    2018-01-01

    Full Text Available This research was describing the designing of instrument for affective assessment in English language teaching. The focus of the designing was only for observation sheet that will be used by English teachers during the teaching and learning process. The instrument was designed based on scientific approach that has five stages namely observing, questioning, experimenting, associating, and communicating. In the designing process, ADDIE Model was used as the method of research. The designing of instrument was considering the gap between the reality and the teachers’ need. The result showed that the designing was also notice to the affective taxonomy such as receiving, responding, valuing, organization, and characterization. Then, three key words were used as the indicator to show the five levels of affective taxonomy such as seriously, volunteer, and without asked by teacher. Furthermore, eighteen types of affective such as religious, honesty, responsible, discipline, hard work, self confidence, logical thinking, critical thinking, creative, innovative, independent, curiosity, love knowledge, respect, polite, democracy, emotional intelligence, and pluralist were put on each stage of scientific approach. So, it is hoped that can be implemented in all of context of English language teaching at schools and can assess the students’ affective comprehensively.

  19. Survey of Native English Speakers and Spanish-Speaking English Language Learners in Tertiary Introductory Statistics

    Science.gov (United States)

    Lesser, Lawrence M.; Wagler, Amy E.; Esquinca, Alberto; Valenzuela, M. Guadalupe

    2013-01-01

    The framework of linguistic register and case study research on Spanish-speaking English language learners (ELLs) learning statistics informed the construction of a quantitative instrument, the Communication, Language, And Statistics Survey (CLASS). CLASS aims to assess whether ELLs and non-ELLs approach the learning of statistics differently with…

  20. The Effect of Task-based Teaching on Incidental Vocabulary Learning in English for Specific Purposes

    OpenAIRE

    FALLAHRAFIE, Zahra; RAHMANY, Ramin; SADEGHI, Bahador

    2015-01-01

    Abstract. Learning vocabulary is an essential part of language learning linking the four skills of speaking, listening, reading and writing together. This paper considers the incidental vocabulary teaching and learning within the framework of task-based activities in the hope of improving learners’ vocabulary acquiring in English for Specific Purposes courses (ESP), concentrating on Mechanical Engineering students at Islamic Azad University of Hashtgerd, Iran. A total number of 55 male and fe...

  1. The Potential for Mobile Learning in English as a Foreign Language and Nursing Education

    Science.gov (United States)

    Davison, C. J.

    2013-01-01

    This paper investigates the application of mobile technologies to support learning in a specific field: nursing education for English as a Foreign Language (EFL) learners, which is the context of the author's institution. Using a qualitative meta-synthesis methodology, factors from published literature that facilitates success in mobile learning…

  2. Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students.

    Science.gov (United States)

    Sumskas, Linas; Czabanowska, Katarzyna; Bruneviciūte, Raimonda; Kregzdyte, Rima; Krikstaponyte, Zita; Ziomkiewicz, Anna

    2010-01-01

    Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project "Specialist English as a foreign language for European public health." The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future. MATERIAL AND METHODS. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. RESULTS. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47+/-1.14) and Polish (3.31+/-0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). CONCLUSIONS. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive

  3. Enhancing Students` Speaking Skill through Task-Based Language Teaching (TBLT at English Tadris Department of STAIN Kerinci

    Directory of Open Access Journals (Sweden)

    Heri Mudra

    2016-02-01

    Full Text Available This paper reports a classroom action research which conducted in an EFL classroom. The problem of this study is that teaching and learning process tends to be monotonous due to the single method used by English teachers. The learners` speaking course is familiarized with English structures. It requires a communicative and constructive method such as TBLT. The purpose of this study is to describe the effectiveness of TBLT in enhancing students` speaking skill. 30 EFL learners at the seventh semester at STAIN Kerinci took a part in this study. The instruments used to collect the data were speaking test, observation, and field-note. The results of the study showed that there were 2 cycles needed to implement the method. The process of teaching and learning in the first cycle indicates that TBLT improved learners` speaking skill, though some problems were needed to be solved. Unlike the cycle I, the process in the cycle II was improved in term of learners` speaking score and their motivation to attend the course if compared with those in cycle I. So, it is concluded that TBLT is an appropriate method to improve learners` speaking skill.

  4. Literature: A Natural Source for Teaching English in ESL/ EFL Classrooms

    Directory of Open Access Journals (Sweden)

    Muhammed Ali Chalikendy

    2015-11-01

    Full Text Available This paper explores the ways in which literature function as a source and as a meaningful context for teaching and learning English as a second language or foreign language. It claims that literature is an authentic, stimulating and appealing material to the learners. Therefore, it encourages interaction, promotes language development and motivates learners in the process of learning. Traditionally it is taught as an academic subject without considering its potential in ESL/EFL classrooms. The paper argues that literature can be used as an effective source for teaching English language and the target culture; furthermore, it is used as a natural context for integrating language skills and systems. This paper demonstrates how a poem is used as a natural source or a material for developing English language and integrating the four language skills, grammar and vocabulary through communicative tasks and activities.

  5. TO THE QUESTION OF THE USING OF INFORMATIONCOMPUTER TECHNOLOGIES IN LEARNING ENGLISH LANGUAGE

    Directory of Open Access Journals (Sweden)

    Kerimbaeva T. Botagoz

    2016-01-01

    Full Text Available Abstract. The aim of the article is the using of informational-computer technologies in learning English language of future specialists very effectively, as the didactic function of these technologies is wide. This is due to the fact that computer technology allows obtaining information multichannel, and therefore increases significantly as the volume of information received, and the quality of its assimilation.Methods. Modern trends of modernization of educational programs demand introduction of modern methods of teaching. The increasing introduction of new information and computer technologies and application of the competence approach in educational process of Kh. A. Yasawi International Kazakh-Turkish University promotes increase of efficiency of process of English teaching. One of the urgent problems of training of specialists of international level is development of methods of using information technology in forming informational-communicative competence of future specialists.Results. The relevance of this issue is determined, firstly, by the fact that information and computer technology implies a future specialist of new knowledge, skills, style of thinking which will provide necessary social adaptation to changes and guarantee its competitiveness on the labour market; secondly, necessity of perfection of the methodical-didactic organization of the process of professionally oriented training of future; thirdly, objective requirement of modern society in preparing professionals able to integrate into the world information space; fourthly, tendencies of a national educational policy.Scientific novelty. One of the main challenges facing the system of training of future specialists is to improve the quality of professional training of students taking into account modern trends of development and use of information technology in professional activities. Worldwide there is a trend of using the computer as an integral means of studying

  6. Introducing blended learning in the English language classroom: Students’ attitudes and perceptions before and after the course

    Directory of Open Access Journals (Sweden)

    Natalya Emelyanova

    2017-03-01

    Full Text Available The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL. A study was conducted at a Russian university (The National Research University Higher School of Economics in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS. The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.

  7. Dyslexia and English: Degree of Difficulties Faced by the Students with Dyslexia while Learning English

    Directory of Open Access Journals (Sweden)

    Paraskevi Kaperoni

    2016-12-01

    Full Text Available This research aims to investigate the hypothesis that students diagnosed with dyslexia face a greater amount of difficulty when they attempt to learn a foreign language and especially English. On a survey carried out in the form of a questionnaire, two groups of students completed the same questionnaire regarding their difficulty to learn the basic skills such as reading, writing, listening, and speaking. The questions mostly focused on the difficulty they may face in spelling, reading, and listening which are the main aspects of the language dyslexic students’ score lower than students without dyslexia. The answers were evaluated with the use of the statistical method of t-test. The findings of the survey displayed a great difference on the score chosen by the two teams, which indicates the greater degree of difficulty the dyslexic students face confirming the original hypothesis.

  8. Translanguaging as an approach to address language inequality in South African higher education: summary writing skills development

    Directory of Open Access Journals (Sweden)

    Sandiso Ngcobo

    2016-12-01

    Full Text Available Literacy challenges among the majority of African-language speaking students learning through the medium of English impact on unequal throughput in South African higher education. To address this social injustice issue, academic literacy practitioners have a critical role to play in the inclusion of linguistic diversity in higher education. This requires that the curriculum be revised in such a way that classroom activities and assessments give recognition to students’ African languages. In this paper, we outline how translanguaging as a teaching and learning approach promises to develop literacy in both the students’ African languages and English. The paper describes a summary skills development teaching approach and its accompanying activities which enable the students to move between isiZulu and English. The summary writing activities are followed by a guided reflection note from students on their perceptions and experiences of the new communicative approach that has been introduced to them. The majority of participants express positive perceptions of this approach as they find it familiar to what they are used to doing when learning on their own. It is hoped that the translanguaging approach would contribute to the promotion of equality in language and literacy development in the South African higher education sector.

  9. The International English Language Testing System (IELTS): The Speaking Test.

    Science.gov (United States)

    Ingram, D. E.

    1991-01-01

    The International English Language Testing System (IELTS) assesses proficiency in English both generally and for special purposes of non-native English speakers studying, training, or learning English in English-speaking countries. The Speaking subtest of the IELTS measures a candidate's general proficiency in speaking in everyday situations via a…

  10. A case study of an ESL Student learning English in an English Speaking Country

    Directory of Open Access Journals (Sweden)

    Wahyu Taufiq

    2016-09-01

    Full Text Available Different students who learn English as the second language has various problems and strategies to overcome. A case study on an international student who learns English as a second language in an English speaking country raised some problems he had and offered some strategies he used during the process of learning. The progress of learning from the first time coming and studying at a college in Australia was mainly the core data collected on this study. The data copes from his formal academic learning experience and also from informal situation that he met at his everyday life. This study applied qualitative research method and use interview and recording as the instruments. The data were analized through three stages: data reduction, data display, and conclusion drawing. The results of the study show that the learner experiences a range of English learning problems which happened after his coming to Australia and some strategies he used to overcome.

  11. Equipping Learners with Listening Strategies in English Language Classes

    Science.gov (United States)

    Seferoglu, Golge; Uzakgoren, Sedef

    2004-01-01

    This study aimed at investigating beginner level English language learners' perspectives on the listening skill with regard to several dimensions, and to find out the extent to which the learners who have been trained in listening strategies actually use them while listening. The study took place at the English Preparatory School of an English…

  12. Language Growth in English Monolingual and Spanish-English Bilingual Children from 2.5 to 5 Years.

    Science.gov (United States)

    Hoff, Erika; Ribot, Krystal M

    2017-11-01

    To describe the trajectories of English and Spanish language growth in typically developing children from bilingual homes and compare those with the trajectories of English growth in children from monolingual homes, to assess effects of dual language exposure on language growth in typically developing children. Expressive vocabularies were assessed at 6-month intervals from age 30 to 60 months, in English for monolinguals and English and Spanish for bilinguals. Use of English and Spanish in the home was assessed via parental report. Multilevel modeling, including parent education as a covariate, revealed that children from bilingual homes lagged 6 months to 1 year behind monolingual children in English vocabulary growth. The size of the lag was related to the relative amount of English use in the home, but the relation was not linear. Increments in English use conferred the greatest benefit most among homes with already high levels of English use. These homes also were likely to have 1 parent who was a native English speaker. Bilingual children showed stronger growth in English than in Spanish. Bilingual children can lag 6 months to 1 year behind monolingual children in normal English language development. Such lags may not necessarily signify clinically relevant delay if parents report that children also have skills in the home language. Shorter lags are associated with 2 correlated factors: more English exposure and more exposure from native English speakers. Early exposure to Spanish in the home does not guarantee acquisition of Spanish. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. The role of language skills and internationalization in nursing degree programmes: A literature review.

    Science.gov (United States)

    Garone, Anja; Van de Craen, Piet

    2017-02-01

    Globalization and internationalization have had major influences on higher education, including nursing education. Since the signing of the Bologna declaration, many institutions in Europe have adopted English as the "scientific lingua franca", and have instated courses and entire degree programmes taught in English. Several countries in the European Union also offer nursing degree programmes in English. With the rise of multilingualism in Europe, new challenges have become apparent in multilingual education. The Content and Language Integrated Learning (CLIL) approach has emerged as a new, innovative way to learn languages. The approach has become mainstream in primary and secondary education with proven success, and has also spread to higher education. Nurses are required to develop their linguistic skills such that they can communicate well with their patients and colleagues. Due to globalization, nurses are faced with increasingly diverse patients, presenting new challenges in nursing education concerning linguistic and transcultural preparation of students. Although CLIL is becoming more widely accepted in many academic faculties, it has not yet been studied sufficiently in the nursing education context. Copyright © 2016 Elsevier Ltd. All rights reserved.

  14. Barriers to acquiring English reading and writing skills by Zulu ...

    African Journals Online (AJOL)

    This article reflects on an investigation into the barriers that hinder Zulu-speaking. English second language (L2) learners in the Foundation Phase from acquiring reading and writing skills. These barriers are categorised as contextual, language, school and intrinsic learner factors. A questionnaire based on these categories ...

  15. Technology Enhanced Instruction: An Example of English Language Learning in the Context of Peace

    Science.gov (United States)

    Sasi, Sabri; Chang, Maiga; Altinay-Aksal, Fahriye; Kayimbasioglu, Dervis; Dervis, Huseyin; Kinshuk; Altinay-Gazi, Zehra

    2017-01-01

    Early childhood quality education is a cornerstone in educational development. Many countries have started to develop their own preschool educational system in accordance with the European Union Standards, where learning English language and using technology are prerequisites. In this research, the peace context was used as a mediator for learning…

  16. Out-of-school factors in english language proficiency: comparison between Slovenia and the Netherlands

    OpenAIRE

    Gorenc, Ana

    2017-01-01

    In my master's thesis, I focus on the connection between social environment and learning a foreign language, namely English. I write about out-of-school exposure, which is an important part of informal learning of English as a foreign language. In the theoretical part I discuss to what extent English is present in every-day life in Slovenia, the Netherlands and globally. This part contains facts about important out-of-school effects that affect learning English: social environment, family ba...

  17. Japan: Body Language and Etiquette as a Means of Intercultural Communication.

    Science.gov (United States)

    Sherman, James L.

    While English-speaking businesspeople may have difficulty learning Japanese, they can improve communication skills with Japanese nationals by placing more emphasis on body language and etiquette. This knowledge can supplement limited verbal skills in Japanese and promote communication in all-English conversations. Body language, or gestures, are…

  18. INTEGRATING ARTS IN EFL CURRICULA: A FOCUS ON LANGUAGE LISTENING SKILLS

    Directory of Open Access Journals (Sweden)

    Metin TİMUÇİN

    2016-08-01

    Full Text Available Arts are commonly used in primary and secondary classrooms for learning purposes, but arts integration in higher education curricula could benefit university-level students academically and emotionally as well. Integrating arts into an English as a Foreign Language (EFL curriculum could benefit students who experience foreign language anxiety, which hinders them from being socially and linguistically successful in the classroom according to multiple studies outlined in the literature section. The focus for students in this study was on listening skills because it is a major element in foreign language development that is explored to a lesser degree than reading, writing and speaking skills. The eight introductory-level classes were split between control and experimental classes. During the first part of the arts implementation, the experimental classes began with drama theatre for 30 minutes. This consisted of students taking a theme in English, such as home and directions, then creating a creative performance for their peers involving relevant vocabulary and phrases. The second part consisted of a 15 minute music cloze section, where students were filling in lyrics for a song that they were actively listening to. Two academic assessments were given as department-wide mid-term and final academic assessments, two subjective surveys and the Foreign Language Classroom Anxiety Scale (FLCAS were given at the beginning and end of the school semester. The FLCAS determined that students’ anxieties lowered on 15 questions and increased on 18 questions, so the arts integration has not notably altered foreign language anxiety. The arts-integrated classes received average scores of 80.5%, while the control classes received 74%. Students have performed higher academically with an arts integrated curriculum. It is therefore recommended that arts in the form of music cloze and drama theatre should be included in EFL curricula to increase academic achievement

  19. Developing Independent Listening Skills for English as an Additional Language Students

    Science.gov (United States)

    Picard, Michelle; Velautham, Lalitha

    2016-01-01

    This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far…

  20. A Study of Students’ Assessment in Writing Skills of the English Language

    Directory of Open Access Journals (Sweden)

    Muhammad Javed

    2013-07-01

    Full Text Available This paper addresses to evaluate and assess the students’ competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural Secondary schools from public and private sector. Forty (40 Secondary schools of District Bahawalnagar, Pakistan were taken using stratified sampling. A sample consisting of 440 students (11students from each school was randomly selected using a table of random numbers. An achievement test consisting of different items was developed to assess the students’ competency and capability in sub-skills of writing such as word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. Mean score and standard deviation were used to analyze the students’ proficiency in each sub-skill. The t-test was applied to make the comparison on the bases of gender, density and public and private sector. The overall performance of all the students was better in comprehension as compared to other sub-skills namely word completion, sentence making/syntax, tenses/grammar and handwriting. The analysis, based on t-value, revealed no significant difference between the performance of male and female students and the students of public and private schools, whereas there was a significant difference between the performance of urban and rural students.

  1. Learning English in Gabon: The Question of Cultural Content.

    Science.gov (United States)

    Victor, Mbodouma

    1999-01-01

    Gabonese students who speak French as a second language and are educated through French, learn English using textbooks designed for students in France. Article discusses pedagogical issues, goals that Gabonese students have in learning English, and the linguistic and sociolinguistic context in which learning of English takes place. Materials used…

  2. English Language for Teachers (EL4T): a course for EFL teachers

    OpenAIRE

    Shrestha, Prithvi

    2013-01-01

    This paper reports on the design and implementation of EL4T in a large-scale project. EL4T is a self-study mobile technology-based ESP course designed to enhance Bangladeshi school English language teachers’ English language skills and pedagogical practices. Key implications of developing this course for ESP in EFL contexts will be presented.

  3. Types and frequency of use of strategies in the learning of English as a foreign language

    Directory of Open Access Journals (Sweden)

    Pilar FRANCO

    2010-06-01

    Full Text Available The use of learning strategies in foreign language teaching, seen as organized and potentially conscious and intentional activities that enable or facilitate communication and learning, has emerged as one of the most important goals for success in mastering a new language. This study describes the typology and frequency of use of strategies in English learning as a foreign language in the Distance University Language Centre of the UNED. Among the conclusions, we can highlight that the arithmetic means are rather close for all the strategies tested, although most students expressed a greater use of metacognitive and cognitive strategies than of the affective and social kind. Conse­quently, these results indicate the need for further promotion of the emotional and social aspects involved in the development of a foreign language through innovative experiences which encourage them using the new technologies as a resource.

  4. ENHANCING ENGLISH LANGUAGE LEARNERS’ MOTIVATION THROUGH ONLINE GAMES

    OpenAIRE

    Nataliia V. Iaremenko

    2017-01-01

    In this article, we examine the potentials of online games which teachers can employ in order to motivate their students and summarize the positive effects of playing learning games. The study addresses the question of how gamified learning is applicable to learning English as a second language. The other research questions refer to the reasons that make language learners want to play a learning game and the influence of particular game elements onto players. All of these questions are invest...

  5. Analysing institutional influences on teaching–learning practices of English as second language programme in a Pakistani university

    Directory of Open Access Journals (Sweden)

    Irfan Ahmed Rind

    2016-12-01

    Full Text Available This paper examines the institutional influences on the teaching–learning practices within English as Second Language (ESL programme in the University of Sindh (UoS, Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data is informed by Bourdieusian notions of habitus, field and capital. The study found that UoS’s institutional policies and practices are shaped by its position in the field of higher education, which shape ESL teaching–learning practices. Specifically, UoS defines its capital as “higher education for all”, which in practice translates as admitting students from disadvantage groups. To meet English language needs of these students, UoS offers the ESL programme. However, teaching–learning practices of ESL are significantly influenced by UoS’s policies related to faculty hiring and development, ESL teachers and administration relationships, teacher-student ratio, assessment, quality assurance, and learning support resources.

  6. Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School

    Science.gov (United States)

    Gose, Robin Margaretha

    English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section of the California Standardized Tests. In the area of bilingual education, California has dramatically changed its approach to English learners since the passage of Proposition 227 in 1998, which called for most EL instruction to be conducted in English (Cummins, 2000; Echevarria, Vogt, & Short, 2008). In reality, this means that EL students are often placed in programs that focus on basic language skills rather than rigorous content, meaning that they are not getting access to grade level science content (Lee & Fradd, 1998). As a result, many EL students exit eighth grade without a strong foundation in science, and they continue to score below their English-speaking peers on standardized achievements. While the usefulness of the academic language construct remains controversial (Bailey, 2012), the language used in science instruction is nevertheless often unfamiliar to both EL and English proficient students. The discourse is frequently specialized for discipline-specific interactions and activities (Bailey, 2007; Lemke, 1990). This qualitative case study examined academic language instruction in three middle school science classrooms at a dual language charter school. The goal was to understand how teachers integrate academic language and content for linguistically diverse students. The findings fom this study indicate that targeting language instruction in isolation from science content instruction prohibits students from engaging in the "doing of science" and scientific discourse, or the ability to think, reason, and communicate about science. The recommendations of this study support authentically embedding language development into rigorous science instruction in order to maximize opportunities for learning in both domains.

  7. Metacognitive Language Learning Strategies Use, Gender, and Learning Achievement: a Correlation Study

    Directory of Open Access Journals (Sweden)

    Ahlam Bouirane

    2015-06-01

    Full Text Available This study investigates the relationship between metacognitive language learning strategies (MLLS and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

  8. Communication Strategies in English as a Second Language (ESL) Context

    Science.gov (United States)

    Putri, Lidya Ayuni

    2013-01-01

    Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the…

  9. Differences between girls and boys in emerging language skills

    DEFF Research Database (Denmark)

    Eriksson, Mårten; Marschik, Peter B; Tulviste, Tiia

    2012-01-01

    The present study explored gender differences in emerging language skills in 13,783 European children from 10 non-English language communities. It was based on a synthesis of published data assessed with adapted versions of the MacArthur-Bates Communicative Development Inventories (CDIs) from age 0.......08 to 2.06. The results showed that girls are slightly ahead of boys in early communicative gestures, in productive vocabulary, and in combining words. The difference increased with age. Boys were not found to be more variable than girls. Despite extensive variation in language skills between language...

  10. An Investigation into Chinese College English Teachers' Beliefs of Students' Web-Based Informal Language Learning

    Science.gov (United States)

    Jiang, Jiahong

    2016-01-01

    With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have…

  11. Designing Bilingual Scenarios to Promote English Language Learning at a Public School in Monteria

    Science.gov (United States)

    Romero, Yanilis; Manjarres, Milton Pájaro

    2016-01-01

    This research study examines the assumptions of creating bilingual scenarios to promote English language learning for 384 students of ninth, tenth and eleventh grade of a public school in Monteria Colombia. An action research methodology was carried out in this study. The findings of this research suggested that the creation of bilingual scenarios…

  12. English made easy volume one a new ESL approach learning English through pictures

    CERN Document Server

    Crichton, Jonathan

    2015-01-01

    This is a fun and user–friendly way to learn English English Made Easy is a breakthrough in English language learning—imaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives beginner English learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Self–guided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combination of pictures and text

  13. Concerns for the language skills of South African learners and their teachers

    OpenAIRE

    Rhelda Krugel; Elsa Fourie

    2014-01-01

    The language of instruction and learner achievement is directly linked. In South Africa many English teachers lack the necessary English language skills to teach English effectively. The results of this research reveal that the average grade profile of English teachers at the ex-model C schools (schools previously attended only by white learners), regarding English literacy is that of Grade 12+ (Grade 12 is the last year of formal schooling), while the average grade profile of the teachers at...

  14. Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

    Science.gov (United States)

    Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

    2014-08-01

    This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

  15. Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children.

    Science.gov (United States)

    Goodrich, J Marc; Lonigan, Christopher J; Farver, Jo Ann M

    Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children. We also evaluated whether LM children's proficiency in one language moderated the effect of the intervention on early literacy skills in the other language, as well as whether the intervention was differentially effective for LM and monolingual English-speaking children. Five hundred twenty-six Spanish-speaking LM children and 447 monolingual English-speaking children enrolled in 26 preschool centers in Los Angeles, CA participated in this study. Results indicated that the intervention was effective for improving LM children's code-related but not language-related English early literacy skills. There were no effects of the intervention on children's Spanish early literacy skills. Proficiency in Spanish did not moderate the effect of the intervention for any English early literacy outcomes; however, proficiency in English significantly moderated the effect of the intervention for Spanish oral language skills, such that the effect of the intervention was stronger for children with higher proficiency in English than it was for children with lower proficiency in English. In general, there were not differential effects of the intervention for LM and monolingual children. Taken together, these findings indicate that high-quality, evidence-based instruction can improve the early literacy skills of LM children and that the same instructional techniques are effective for enhancing the early literacy skills of LM and monolingual

  16. Many languages, one classroom teaching dual and English language learners

    CERN Document Server

    Nemeth, Karen

    2009-01-01

    Even the most experienced teacher can feel a bit unsure about meeting the unique needs of children from different language backgrounds. Many Languages, One Classroom applies the latest information about best practices to all aspects of a preschool program. Organized by interest areas and times of the day, you'll find everything you need to open the doors of literacy and learning for English language learners during dramatic play, outdoor play, reading, science, blocks, and circle time.

  17. The Internet, Language Learning, And International Dialogue: 
Constructing Online Foreign Language Learning Websites

    OpenAIRE

    KARTAL, Erdogan; UZUN, Levent

    2015-01-01

    In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants ...

  18. An Evaluative Study of Some Online Websites for Learning and Teaching English as a Foreign Language

    Science.gov (United States)

    Aly, Mahsoub Abdul-Sadeq

    2008-01-01

    Although there are many websites designed and published on the Internet for learning and teaching English, little use of them is done by both Egyptian EFL teachers and students. The textbook is usually their main concern and focus. That is why the present study draws more light on the importance of language teaching and learning websites and…

  19. Integrating ICT in English Language Learning: Students’ Perceptions of a State University in Jambi Province

    OpenAIRE

    Oktalia, Dwi; Ngadiso, Ngadiso; Supriyadi, Slamet

    2018-01-01

    This research was done in order to know students‘ perception toward integrating ICT in English Language Learning and also to find out problem that may faced by students during the ICT integration. This research used quantitative method in order to describe students‘ perception toward the use of ICT in ELL. This research involved English students from a state university in Jambi province as the respondents. The data were collected by using questionnaires adapted from Chutopama (2004). The ques...

  20. Learning the Language of Statistics: Challenges and Teaching Approaches

    Science.gov (United States)

    Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine

    2016-01-01

    Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…

  1. Embedded academic writing support for nursing students with English as a second language.

    Science.gov (United States)

    Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra

    2010-02-01

    This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.

  2. TEACHING ENGLISH AS A FOREIGN LANGUAGE TO FOREIGNERS

    Directory of Open Access Journals (Sweden)

    Ioana Claudia Horea

    2014-12-01

    Full Text Available Teaching English as a foreign language requires very different approaches if we consider the recipients of the didactic process. Concerning the practical aspects of the primary task of a language instructor, namely teaching, skills of all sorts are required in order to be able to use best methods and most appropriate resources and up to date materials and devices. Moreover, to teach students of your own mother tongue is one very distinct thing from teaching foreigners. These two categories, namely students of the same mother tongue as their teacher and foreigners, have two things in common, namely: first, they are the subjects on whom the activity of teaching English is to be applied and second, this language is not their native tongue. These facts can thus be reduced to one idea: addressing to recipients of EFL teaching. Still, there is a big difference between teaching the first category mentioned, those who have the same mother tongue as the teacher and teaching the second category, foreigners, to whom not even the vaguest hints can be provided in other language than English. There comes a new challenge, an extra endeavour for an even more special approach. This study undertakes to present some of the distinctions entailed at the level of teaching methods and to parallel the diverse methodological approaches for the two situations presented. Are the four skills that language acquisition assumes to be taught distinctly and shall the approaches in each particular situation differ from one case to the other or not too much? It takes some distinct features to be or, better saying, to become a teacher of languages; and to teach English as foreign language to foreigners is a new development within this typology, a diverse dimension. New levels of character traits are instinctively reached by instructors in order to better cope, unconsciously, psychologically and emotionally, with the upgraded’ challenges.

  3. Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey

    Science.gov (United States)

    Elaldi, Senel

    2016-01-01

    A considerable number of foreign language learners experience a feeling of anxiety in language learning process. The purpose of this research was to find out foreign language anxiety levels of students studying in the Faculty of English Language and Literature at Cumhuriyet University, Sivas, Turkey when they were in preparatory class and when…

  4. Improving English Listening Proficiency: The Application of ARCS Learning-Motivational Model

    Science.gov (United States)

    Zhang, Jianfeng

    2015-01-01

    Language learning motivation is one of vital factors which strongly correlates to the success in second language acquisition. Listening proficiency, as one of the basic language abilities, is paid much attention in English instruction, but presently the college English listening teaching is a weak link in English language teaching in China, which…

  5. 'You find yourself.' Perceptions of nursing students from non-English speaking backgrounds of the effect of an intensive language support program on their oral clinical communication skills.

    Science.gov (United States)

    Rogan, Fran; San Miguel, Caroline; Brown, Di; Kilstoff, Kathleen

    2006-10-01

    Nurses of ethnically diverse backgrounds are essential in providing multicultural populations in western societies with culturally and linguistically competent health care. However, many nurses from non-English speaking backgrounds (NESB) are at high risk of failure in university programs particularly during clinical placements. Few studies investigate the clinical experiences of students from NESB and strategies to support their learning. This study describes perceptions of fifteen undergraduate nursing students from NESB about their first clinical placement in an Australian university program and the effect of a language support program on their oral clinical communication skills. Three categories arose: *Wanting to belong but feeling excluded; *Wanting to learn how to...; and *You find yourself. While many students find clinical placement challenging, it appeared difficult for students in this study as language and cultural adjustments required some modification of their usual ways of thinking and communicating, often without coping strategies available to other students.

  6. Language balance and switching ability in children acquiring English as a second language.

    Science.gov (United States)

    Goriot, Claire; Broersma, Mirjam; McQueen, James M; Unsworth, Sharon; van Hout, Roeland

    2018-09-01

    This study investigated whether relative lexical proficiency in Dutch and English in child second language (L2) learners is related to executive functioning. Participants were Dutch primary school pupils of three different age groups (4-5, 8-9, and 11-12 years) who either were enrolled in an early-English schooling program or were age-matched controls not on that early-English program. Participants performed tasks that measured switching, inhibition, and working memory. Early-English program pupils had greater knowledge of English vocabulary and more balanced Dutch-English lexicons. In both groups, lexical balance, a ratio measure obtained by dividing vocabulary scores in English by those in Dutch, was related to switching but not to inhibition or working memory performance. These results show that for children who are learning an L2 in an instructional setting, and for whom managing two languages is not yet an automatized process, language balance may be more important than L2 proficiency in influencing the relation between childhood bilingualism and switching abilities. Copyright © 2018 Elsevier Inc. All rights reserved.

  7. THE STUDENTS’ PERCEPTION OF THE EFFECTIVENESS OF ENGLISH AND ARABIC TEACHING AND LEARNING AT THE LANGUAGE AND CULTURE CENTER OF STATE INSTITUTE FOR ISLAMIC STUDIES SHEKH NURJATI CIREBON

    Directory of Open Access Journals (Sweden)

    Mahmud Mahmud

    2014-10-01

    Full Text Available This study aimed to explore the effectiveness of English and Arabic teaching and learning the Language and Culture Center (LCC at the State Institute for Islamic Studies Shekh Nurjati Cirebon (SIIS SNJ based on the students’ perception. The study is to find out students’ opinion toward English and Arabic teaching and learning process and provide beneficial information for the teaching system in the LCC. This study used descriptive survey approach. The subjects were the students of English and Arabic intensive program. The data were collected through the questionnaire The results of the study are as follows. First, the teaching quality indicator is categorized as fairly effective. Second, the generic skills indicator is categorized as less effective. Third, students’ motivation indica-tor is categorized as less effective. Fourth, learning resources is categorized as not effective. Fifth, the assessment appropriateness is categorized as fairly effective. Sixth, the students’ workload is catego-rized as less effective. Seventh, the curriculum content is categorized as less effective. Keywords: students’ perception, teaching and learning, effectiveness.

  8. The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China.

    Science.gov (United States)

    Huang, Fang; Hoi, Cathy Ka Weng; Teo, Timothy

    2018-03-26

    Learning style is one of the main factors that determines how students learn English and has a significant influence on students' learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311-327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. http://web.ntpu.edu.tw/~language/workshop/read2.pdf ). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements. Four hundred undergraduates from one university in eastern mainland China participated in this study. Data from 329 valid questionnaires were analysed. The results revealed that the Chinese university students preferred the visual learning style the most, followed by the auditory and kinaesthetic styles. However, no learning style preference was found to influence the students' English proficiency. Cultural reasons are discussed to explain the findings, which contradict those of previous studies of learning style theories and practices. This study recommends that Chinese scholars consider issues of English teaching and learning in China and to adopt appropriate teaching methods to effectively improve English teaching.

  9. Using Smartphone-Integrated Model of Teaching to Overcome Students’ Speaking Anxiety in Learning English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Karmila Machmud

    2017-09-01

    Full Text Available The goal of this research is to investigate the effect of a model of teaching that integrating the use of Smartphone towards the learning achievement of both high and low anxiety students. We found it hard to ask students to speak English during the teaching and learning process. This is caused by their anxiety and also the limitation of time allotment provided to teach speaking skill in schools. The use of Smartphone in teaching speaking is suggested to minimize students’ anxiety from a peer pressure, as well as to overcome the limitation of the time allotment in teaching speaking. Using quasi experimental method, the data of this research was collected from 63 middle school students using questionnaire of foreign language anxiety classroom scale. This questionnaire is used to classify the students into the group of high anxiety and low anxiety students. Oral test for speaking ability is used to measure the students’ learning achievement. Factorial design 2 x2 using ANOVA is utilized to analyze the data of this research. The result has shown that both high and low anxiety groups of students achieve higher score when they are taught by using Smartphone compare to their score when they are taught by using conventional model of teaching. This means that the use of Smartphone integrated model of teaching can overcome the students’ anxiety in speaking English.

  10. Supporting English Language Learners in Math Class, Grades K-2

    Science.gov (United States)

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

    More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

  11. Supporting English Language Learners in Math Class, Grades 3-5

    Science.gov (United States)

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

    More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…

  12. Facilitating pragmatic skills through role-play in learners with language learning disability.

    Science.gov (United States)

    Abdoola, Fareeaa; Flack, Penelope S; Karrim, Saira B

    2017-07-26

    Role-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement. The aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD. The use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records. Results revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results. Role-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

  13. A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

    Science.gov (United States)

    Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

    2015-01-01

    Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…

  14. First additional language teaching in the foundation phase of schools in disadvantaged areas

    Directory of Open Access Journals (Sweden)

    Ellen Lenyai

    2011-12-01

    Full Text Available Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication skills. It argues that if teachers do not use methods that encourage children to communicate in English the children might not acquire the competence needed to use English as the language for learning in Grade 4. Policy makers are advised to monitor the implementation of the first additional language policy and to oversee the development of an English literacy-training programme in the foundation phase that could provide teachers with the necessary skills and appropriate approaches for teaching the target language.

  15. Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

    Science.gov (United States)

    Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

    2011-01-01

    The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

  16. English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh

    OpenAIRE

    Md.Mahroof Hossain

    2016-01-01

    Language is one of the medium of expressing our ideas, feelings and emotions. And if we think about language in present world then English is one of the most used languages in the world and English is used as a second language in Bangladesh. English is introduced here at the primary level and its inclusion continues till the tertiary level of education. Most of the students of the primary schools in rural areas are weak in English language due to lack of skilled and trained teachers who are f...

  17. Still on the Margins: Migration, English Language Learning, and Mental Health in Immigrant Psychiatric Patients

    Science.gov (United States)

    Eamer, Allyson; Fernando, Shanti; King, Alyson E.

    2017-01-01

    This qualitative study explores the reflexive relationships among mental illness, acculturation, and progress toward English proficiency in five adult immigrants being treated at a Canadian psychiatric hospital. The research explores the additional challenges faced by mentally ill individuals when learning a new language and the extent to which…

  18. Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective

    Science.gov (United States)

    Buescher, Eileen M.

    2017-01-01

    This dissertation explores the experiences of middle childhood pre-service teachers (PST) across two academic years as they learn to teach English language arts to diverse students from conflicting sociocultural contexts. To help PSTs navigate the tensions across contexts, this study introduced culturally relevant (Ladson-Billings, 1995; 2014) and…

  19. SPORT SCIENCE STUDENTS‟ BELIEFS ABOUT LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Suvi Akhiriyah

    2017-04-01

    Full Text Available There are many reasons for students of Sport Science to use English. Yet, knowing the importance of learning English is sometimes not enough to encourage them to learn English well. Based on the experience in teaching them, erroneous belief seems to be held by many of them. It arouses curiosity about the beliefs which might be revealed to help the students to be successful in language learning. By investigating sport science students‘ beliefs about language learning, it is expected that types of the beliefs which they hold can be revealed. Understanding students‘ beliefs about language learning is essential because these beliefs can have possible consequences for second language learning and instruction. This study is expected to provide empirical evidence. The subjects of this study were 1st semester students majoring in Sport Science of Sport Science Faculty. There were 4 classes with 38 students in each class. There were approximately 152 students as the population of the study. The sample was taken by using random sampling. All members of the population received the questionnaire. The questionnaire which was later handed back to the researcher is considered as the sample. The instrument in this study is the newest version of Beliefs About Language Learning Inventory (BALLI, version 2.0, developed by Horwitz to asses the beliefs about learning a foreign language.

  20. Language Models and the Teaching of English Language to Secondary School Students in Cameroon

    Science.gov (United States)

    Ntongieh, Njwe Amah Eyovi

    2016-01-01

    This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to…

  1. STRUCTURAL ELEMENTS OF THE PROCESS OF BUSINESS ENGLISH SKILLS FORMATION IN FUTURE DOCTORS

    Directory of Open Access Journals (Sweden)

    Людмила Русалкіна

    2015-05-01

    Full Text Available The article is devoted to the structure and organization of medical students’ business English teaching process. The main attention is spared to the problem of creation of the experimental model of future doctors’ business English skills formation. The suggested model is aimed at productive mastering of lexical and grammar communicative skills, at formation of business English communicative abilities of students-medics; it has communicative direction and is professionally oriented. The exercises correspond to English language knowledge of the future doctors and are set in sequence of increasing complexity.

  2. Mutual Word Borrowings between the English and the Spanish Languages

    Directory of Open Access Journals (Sweden)

    Aliya Rinatovna Ismagilova

    2017-09-01

    Full Text Available The contemporary world witnesses growing popularity of foreign languages learning and their role in the modern society. The article is devoted to the problem of mutual borrowings from English and Spanish languages. The aim of the article is to investigate new tendencies in the English words borrowings, their establishment in the Spanish language and the other way round. The Spanish language is one of the most widespread languages in the world and it is a native language for different nationalities. On the other hand, English has borrowed quite a lot of Spanish words as well. The mutual enrichment of the languages makes the process of language teaching specific and it is important in the modern process of globalization where languages are the main resource of international cooperation. The article contains both theoretical and practical materials dedicated to the investigation of this problem. This article may be useful for a wide range of readers, students, scientists, linguists in the study of modern Spanish and English languages.

  3. Facility with the English language and problem-based learning group interaction: findings from an Arabic setting.

    Science.gov (United States)

    Mpofu, D J; Lanphear, J; Stewart, T; Das, M; Ridding, P; Dunn, E

    1998-09-01

    The Faculty of Medicine and Health Sciences (FMHS), United Arab Emirates (UAE) University is in a unique position to explore issues related to English language proficiency and medical student performance. All students entering the FMHS have English as a second language. This study focused on the issues of students' proficiency in English as measured by the TOEFL test, student background factors and interaction in problem-based learning (PBL) groups. Using a modification of Bales Interaction Process Analysis, four problem-based learning groups were observed over four thematic units, to measure the degree of student interaction within PBL groups and to compare this to individual TOEFL scores and key background variables. The students' contributions correlated highly with TOEFL test results in the giving of information (range r = 0.67-0.74). The female students adhered to interacting in English during group sessions, whereas the male students were more likely to revert to using Arabic in elaborating unclear phenomena (p TOEFL scores for the male students, but not for female students. Multivariate analysis was undertaken to analyse the relative contribution of the TOEFL, parental education and years of studying in English. The best predictor of students' contributions in PBL groups was identified as TOEFL scores. The study demonstrates the importance of facilitating a locally acceptable level of English proficiency prior to admission to the FMHS. However, it also highlights the importance of not focusing only on English proficiency but paying attention to additional factors in facilitating medical students in maximizing benefits from interactions in PBL settings.

  4. Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays

    Science.gov (United States)

    Correa, Vivian I.; Lo, Ya-Yu; Godfrey-Hurrell, Kristi; Swart, Katie; Baker, Doris Luft

    2015-01-01

    In this single-case design study, we examined the effects of an adapted dialogic reading intervention on the oral language and vocabulary skills of four Latino preschool children who were at risk for English language delays. We used adapted dialogic reading strategies in English and two literacy games that included a rapid naming activity and…

  5. Foreign Language Learning in a "Monoglot Culture": Motivational Variables amongst Students of French and Spanish at an English University

    Science.gov (United States)

    Oakes, Leigh

    2013-01-01

    The study on which this article is based investigated reasons for learning a foreign language at university in a predominantly English-speaking environment (the UK). It examined the relative importance of motivational variables as theorised in the field of second language (L2) motivation, and the effect of first language (L1) and linguistic…

  6. Learning and Development of Second and Foreign Language Pragmatics as a Higher-Order Language Skill: A Brief Overview of Relevant Theories. Research Report. ETS RR-16-35

    Science.gov (United States)

    Timpe-Laughlin, Veronika

    2016-01-01

    The development of effective second and foreign (L2) language learning materials needs to be grounded in two types of theories: (a) a theory of language and language use and (b) a theory of language learning. Both are equally important, insofar as an effective learning environment requires an understanding of the knowledge, skills, and abilities…

  7. Language Training : English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  8. English made easy, v.1 a new ESL approach learning English through pictures

    CERN Document Server

    Crichton, Jonathan

    2015-01-01

    This is a fun and userfriendly way to learn EnglishEnglish Made Easy is a breakthrough in English language learningimaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives beginner English learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Selfguided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combina

  9. Teachers' English Communication Skills: Using IELTS to Measure Competence of Graduates from a Singaporean Teacher Education Program

    Science.gov (United States)

    Low, Ee-Ling; Chong, Sylvia; Ellis, Mary

    2014-01-01

    Possessing strong communication skills is essential in contributing to effective teaching. This paper investigates graduating student teachers' English language proficiency, as measured by IELTS tests scores, of graduating EL student teachers. The paper considers what teachers need to know about the English language given that English has been the…

  10. Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling

    Science.gov (United States)

    Yang, Jianfeng; Shu, Hua; McCandliss, Bruce D.; Zevin, Jason D.

    2013-01-01

    Learning to read any language requires learning to map among print, sound and meaning. Writing systems differ in a number of factors that influence both the ease and rate with which reading skill can be acquired, as well as the eventual division of labor between phonological and semantic processes. Further, developmental reading disability manifests differently across writing systems, and may be related to different deficits in constitutive processes. Here we simulate some aspects of reading acquisition in Chinese and English using the same model architecture for both writing systems. The contribution of semantic and phonological processing to literacy acquisition in the two languages is simulated, including specific effects of phonological and semantic deficits. Further, we demonstrate that similar patterns of performance are observed when the same model is trained on both Chinese and English as an "early bilingual." The results are consistent with the view that reading skill is acquired by the application of statistical learning rules to mappings among print, sound and meaning, and that differences in the typical and disordered acquisition of reading skill between writing systems are driven by differences in the statistical patterns of the writing systems themselves, rather than differences in cognitive architecture of the learner. PMID:24587693

  11. The Use of "Real" English in Language Learning: Making Authentic NS Speech Accessible Through a Novel Digital Slow-down Tool

    OpenAIRE

    Meinardi, Marty

    2006-01-01

    This project is concerned with the design of English as a Second Language (ESL) courseware for Computer Assisted Language Learning (CALL). It arises out of the Enterprise Ireland funded DITCALL (Digital Interactive Toolkit for Computer Assisted Language learning) project. The focus of the research for this courseware is on using authentic video and audio material that is as natural and true to life as possible and providing adequate, pedagogically efficient and visually pleasing lesson materi...

  12. Neural signatures of second language learning and control.

    Science.gov (United States)

    Bartolotti, James; Bradley, Kailyn; Hernandez, Arturo E; Marian, Viorica

    2017-04-01

    Experience with multiple languages has unique effects on cortical structure and information processing. Differences in gray matter density and patterns of cortical activation are observed in lifelong bilinguals compared to monolinguals as a result of their experience managing interference across languages. Monolinguals who acquire a second language later in life begin to encounter the same type of linguistic interference as bilinguals, but with a different pre-existing language architecture. The current study used functional magnetic resonance imaging to explore the beginning stages of second language acquisition and cross-linguistic interference in monolingual adults. We found that after English monolinguals learned novel Spanish vocabulary, English and Spanish auditory words led to distinct patterns of cortical activation, with greater recruitment of posterior parietal regions in response to English words and of left hippocampus in response to Spanish words. In addition, cross-linguistic interference from English influenced processing of newly-learned Spanish words, decreasing hippocampus activity. Results suggest that monolinguals may rely on different memory systems to process a newly-learned second language, and that the second language system is sensitive to native language interference. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. Teaching and Learning Language as Culture

    Institute of Scientific and Technical Information of China (English)

    刘朝晖

    2007-01-01

    It's important to master a foreign language, English in particular.But the problem is how students should learn in order to communicate well with the native speakers and even become members of the target language community.The author narrates two incidents related to the Chinese study and English study experiences, pointing out that language study can't be separated from culture study.In line with the research results by some language experts about culture, language is the carrier of culture as literature is accomplished through languages,therefore language learning and teaching in isolation from culture is impossible.The author argues that language should be taught and learnt in a cultural approach.But as a sword with double blades, cultural approach may lead to culture invasion, culture inequality and the loss of culture diversity.

  14. The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language

    Science.gov (United States)

    Lavalle, Pamela I.; Briesmaster, Mark

    2017-01-01

    Teachers of English as a foreign language (EFL) encourage students to take a more active role in the oral activities in the classroom through different strategies. This study examines the use of picture descriptions as a strategy to develop and enhance communication skills among the eighth-grade students attending a private English school in…

  15. [The analysis of language competence and students' needs in teaching English for medical purposes to students of medicine, dentistry and health care].

    Science.gov (United States)

    Marković, Vuk; Marosan, Zoran

    2011-01-01

    The paper deals with the analysis of the language competence of the students of Medicine, Dentistry and Health Care at the Medical School of Novi Sad University at the level of their basic language skills of general English and English for Medical Purposes. It also presents the analysis of students' needs of these skills within the field of teaching English for Medical Purposes. The aim of the study was to determine the level of students' language skills, knowledge of general and medical vocabulary and of academic writing in English and to determine which of the skills have the greatest priority in teaching English for Medical Purposes. The students were given a questionnaire and were asked to grade their language skills and knowledge of general and medical vocabulary and of academic writing on the scale from one to five. For the same skills, the students had to determine the level of priority in teaching English for Medical Purposes. The results were given for each of the groups of students evaluated, and the average grade was calculated for all the skills. The students' needs in terms of the priority of the evaluated skills were also presented in the same manner. Analysis Students' skills were analyzed according to the average grade acquired through the students' self-evaluation. The distinction was made between the general language skills and the knowledge of medical vocabulary and academic writing. The analysis of needs was conducted with the same distinction in mind. The study groups were analyzed separately and the general common conclusions for all the groups were made. For a successful program of English for Medical Purposes, it is necessary to conduct "the level of general language competence" test and to test the students' needs beforehand. The difference in the level of knowledge between different study groups points to a need of a student oriented teaching program. The analysis of needs shows the importance of all language skills which have to be

  16. Task-based Language Learning in Bilingual Montessori Elementary Schools: Customizing Foreign Language Learning and Promoting L2 Speaking Skills

    Directory of Open Access Journals (Sweden)

    Jana Winnefeld

    2012-01-01

    Full Text Available Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005 for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006. This also applies to interaction (cf. Long 1996, where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005. Task-based Language Learning (TBLL presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being

  17. Language Literacy in Writing

    Directory of Open Access Journals (Sweden)

    Saeideh Ahangari

    2008-05-01

    Full Text Available This paper explores the ways in which the transfer of assumptions from first language (L1 writing can help the process of writing in second language (L2. In learning second language writing skills, learners have two primary sources from which they construct a second language system: knowledge and skills from first language and input from second language. To investigate the relative impact of first language literacy skills on second language writing ability, 60 EFL students from Tabriz Islamic Azad University were chosen as participants of this study, based on their language proficiency scores. The subjects were given two topics to write about: the experimental group subjects were asked to write in Persian and then translate their writing into English. The control group wrote in English. The results obtained in this study indicate that the content and vocabulary components of the compositions were mostly affected by the use of first language.

  18. The Complex Relationship between Bilingual Home Language Input and Kindergarten Children's Spanish and English Oral Proficiencies

    Science.gov (United States)

    Cha, Kijoo; Goldenberg, Claude

    2015-01-01

    This study examined how emergent bilingual children's English and Spanish proficiencies moderated the relationships between Spanish and English input at home (bilingual home language input [BHLI]) and children's oral language skills in each language. The sample comprised over 1,400 Spanish-dominant kindergartners in California and Texas. BHLI was…

  19. The Construction of New Political Identities through the Internationally Distributed English Learning Textbooks

    Science.gov (United States)

    Varzande, Mohsen

    2015-01-01

    Today, English education is very important but language learning has long been challenged since learning a second language is not only the mastery of its forms but also a process of identity construction and self-positioning in the second language. A review of recent studies shows that the cultural effects of learning English in the…

  20. Pathways to the Oral and Written Language Competence Among Young Vietnamese English Language Learners

    OpenAIRE

    Duong, Thao Michelle

    2011-01-01

    This case study, drawing upon the ecological perspectives (Kramsch, 2002; van Lier, 2004) as a theoretical framework, described the learning experiences of two second generation and first grade Vietnamese English Language Learners navigating between home and school to develop oral and written L1 Vietnamese and L2 English competence for one school year. In the second school year, the focal students' oral and written language samples were collected without classroom observations or interviews....

  1. A Model of Communicative Teaching and Learning of English Vocabulary Through Interactive Actin vities

    Directory of Open Access Journals (Sweden)

    Sahraini Sahraini

    2015-02-01

    Full Text Available Teaching English vocabulary is very important, and it is more than just presenting and introducing new vocabulary to the students. Knowing words is not only memorizing them, but the students need to understand the meaning of the word in context and how the words are used. This can be achieved through correct vocabulary instruction which should involve vocabulary selection, word knowledge, and techniques. The needs of prospective teachers in mastering English both spoken and written, and the ability to teach using English as the language of instruction in the teaching and learning process in the classroom is very important. They also need the skills to teach English effectively and enjoyable to make the students have confident to use English communicatively. Deciding an interesting method for students is also an English teachers’ job to do. In this paper the writer tries to design a model of teaching and learning of English vocabulary through interactive activities. By using a lot of interactive activities, hopefully the students are able to practice to communicate by using English in oral and written.

  2. English for skilled immigrants : a world of difference

    Energy Technology Data Exchange (ETDEWEB)

    Hanson, H. [Keyano College, Fort McMurray, AB (Canada)

    2006-07-01

    This presentation outlined an English for Skilled Immigrants Program offered at Fort McMurray's Keyano College. The program is a 4-month full-time program designed to provide skills to facilitate a transition into the Canadian workplace. In addition to providing basic English skills, the course also provides a knowledge of Canadian business language as well as an improved understanding of Canadian workplace culture, educational structures, and communities. The program also offers employability training and networking opportunities. The program was designed for immigrants living in the Fort McMurray area who possess college diplomas or university degrees from other countries, and who are also interested in finding employment in their area of expertise. Course components include communications, team working, networking, training and certification, and cultural sharing. To date, 95 per cent of the students from the program have been employed in their areas of expertise. It was concluded that 100 per cent of students who have attended the program are now more comfortable and confident in an English-speaking environment. tabs., figs.

  3. THE PROCESS OF FORMING OF ENGLISH-LANGUAGE LEXICAL COMPETENCE OF FUTURE SPECIALISTS IN TOURISM BASED ON LEARNING STRATEGIES

    Directory of Open Access Journals (Sweden)

    Ірина Потюк

    2014-10-01

    Full Text Available Peculiarities of mastering the English-language lexical competence in unlinguistic educational establishment, which appears an integral component of professionally directed communicative competence of the student, provides future specialists’ knowledge with professional vocabulary and forms ability to recognize and understand it with the help of learning strategies, have been analyzed in the article. The theoretical aspects of research, the basic methodical aspects of forming the English-language lexical competence and results of the verification of efficiency of the offered methodology have been highlighted and characterized by the author.

  4. Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

    Directory of Open Access Journals (Sweden)

    Constanza Tolosa

    2017-01-01

    Full Text Available We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students’ learning with a free writing activity done as pretest and posttest and used a semi-structured interview to explore their attitudes towards language learning and their perceived development of their native language. Data analysis indicated statistically significant gains in foreign language writing and positive attitudinal changes toward foreign and native language learning.

  5. Learning English as an L2 in the Global Context: Changing English, Changing Motivation

    Science.gov (United States)

    Sung, Chit Cheung Matthew

    2013-01-01

    As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of "integrative motivation" in the literature of second language (L2)…

  6. Leadership Practices to Support Teaching and Learning for English Language Learners

    Science.gov (United States)

    McGee, Alyson; Haworth, Penny; MacIntyre, Lesieli

    2015-01-01

    With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective…

  7. The Use of Mobile Phone in English Language Lesson: A Shift from Teacher-Centred to Student-Centred through Mobile Learning

    Directory of Open Access Journals (Sweden)

    Kurniawan Mozes

    2018-01-01

    Full Text Available Most area of life requires changes. One of the things changes from time to time is learning method or strategy. In educational sector, especially in Teaching English to Speaker of Other Language (TESOL, teachers are demanded to have creative and innovative ways to teach language other than their own mother tongue in order to maintain pupils’ interest, creativity and learning outcomes. One alternative way to teach English is by integrating technology particularly mobile phone. However, there still questions on what is going on if teachers allow student to access mobile phone during class and how it can be done. This study aims to enrich teachers’ knowledge and broaden the paradigm of using mobile learning method serving the digital native generation in TESOL. A reflective analysis was done in collaboration with literature support to provide a clear image of mobile learning done in English class at a particular study program of Universitas Kristen Satya Wacana, Indonesia. The result showed that students’ need a transformation of teaching learning process, students can be engaged more actively on learning by using mobile phone and some possible activities are proposed for supporting student-centred instruction.

  8. Measurement of Attitudes Regarding Foreign Language Skills and Its Relation with Success

    Science.gov (United States)

    Acar, Tülin

    2016-01-01

    The aim of this research is to determine the attitudes of secondary level students regarding the skills in English as a Foreign Language and to compare the level of relationship between the academic success at English and the attitudes measured. Attitudes and success levels of the students of secondary education regarding their language skills…

  9. Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish.

    Science.gov (United States)

    Marchman, Virginia A; Martine-Sussmann, Carmen

    2002-10-01

    The validity of two analogous caregiver/parent report measures of early language development in young children who are learning both English and Spanish is examined. Caregiver/parent report indices of vocabulary production and grammar were obtained for 26 children using the MacArthur Communicative Development Inventory: Words & Sentences (CDI; Fenson et al., 1994) and the Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC; Jackson-Maldonado, Bates, & Thal, 1992). Scores were significantly correlated with analogous laboratory measures in both English and Spanish, including a real-object naming task and spontaneous language use during free-play. The findings offer evidence that the CDI and IDHC provide valid assessments of early language milestones in young English- and Spanish-speaking children. Factors that may influence the validity of these tools for use with this population are also discussed.

  10. A Partnership between English Language Learners and a Team of Rocket Scientists: EPO for the NASA SDO Extreme-Ultraviolet Variability Experiment (EVE)

    Science.gov (United States)

    Buhr, S. M.; Eparvier, F.; McCaffrey, M.; Murillo, M.

    2007-12-01

    Recent immigrant high school students were successfully engaged in learning about Sun-Earth connections through a partnership with the NASA SDO Extreme-Ultraviolet Variability Experiment (EVE) project. The students were enrolled in a pilot course as part of the Math, Engineering and Science Achievement MESA) program. For many of the students, this was the only science option available to them due to language limitations. The English Language Learner (ELL) students doubled their achievement on a pre- and post-assessment on the content of the course. Students learned scientific content and vocabulary in English with support in Spanish, attended field trips, hosted scientist speakers, built and deployed space weather monitors as part of the Stanford SOLAR project, and gave final presentations in English, showcasing their new computer skills. Teachers who taught the students in other courses noted gains in the students' willingness to use English in class and noted gains in math skills. The MESA-EVE course won recognition as a Colorado MESA Program of Excellence and is being offered again in 2007-08. The course has been broken into modules for use in shorter after-school environments, or for use by EVE scientists who are outside of the Boulder area. Other EVE EPO includes professional development for teachers and content workshops for journalists.

  11. Factors that enhance English-speaking speech-language pathologists' transcription of Cantonese-speaking children's consonants.

    Science.gov (United States)

    Lockart, Rebekah; McLeod, Sharynne

    2013-08-01

    To investigate speech-language pathology students' ability to identify errors and transcribe typical and atypical speech in Cantonese, a nonnative language. Thirty-three English-speaking speech-language pathology students completed 3 tasks in an experimental within-subjects design. Task 1 (baseline) involved transcribing English words. In Task 2, students transcribed 25 words spoken by a Cantonese adult. An average of 59.1% consonants was transcribed correctly (72.9% when Cantonese-English transfer patterns were allowed). There was higher accuracy on shared English and Cantonese syllable-initial consonants /m,n,f,s,h,j,w,l/ and syllable-final consonants. In Task 3, students identified consonant errors and transcribed 100 words spoken by Cantonese-speaking children under 4 additive conditions: (1) baseline, (2) +adult model, (3) +information about Cantonese phonology, and (4) all variables (2 and 3 were counterbalanced). There was a significant improvement in the students' identification and transcription scores for conditions 2, 3, and 4, with a moderate effect size. Increased skill was not based on listeners' proficiency in speaking another language, perceived transcription skill, musicality, or confidence with multilingual clients. Speech-language pathology students, with no exposure to or specific training in Cantonese, have some skills to identify errors and transcribe Cantonese. Provision of a Cantonese-adult model and information about Cantonese phonology increased students' accuracy in transcribing Cantonese speech.

  12. THE USE OF SOCIAL NETWORKS IN THE PROCESS OF LEARNING ENGLISH AS A SECOND LANGUAGE

    Directory of Open Access Journals (Sweden)

    Halyna I. Sotska

    2018-02-01

    Full Text Available In the recent decade many changes in the process of education took place because of the development of information and communication technologies. Online social groups tend to be used by teachers and students for formal (study and informal (personal communication purposes. An efficient teacher may turn social networks into an effective tool, encouraging students to communicate in the target language. With the help of social networks the teacher can activate students in the process of learning, create situations for better understanding and perceiving the material. The use of such approaches as blended learning, corporative learning and active learning helps make the classes more attractive and effective. Moreover, social networks can help in the development of students’ creativity, provision of feedback and cooperative learning. The article deals with the question of influence of Massive online open courses on effectiveness of the educational process for students who learn English as a second language.

  13. Facilitating pragmatic skills through role-play in learners with language learning disability

    Directory of Open Access Journals (Sweden)

    Fareeaa Abdoola

    2017-07-01

    Full Text Available Background: Role-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD typically present with difficulties in social communication, which can negatively affect their social and academic achievement. Aim: The aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD. Method: The use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed. Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records. Results: Results revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results. Conclusion: Role-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

  14. Gendered Word (Or World): Sexism in Philippine Preschool English Language Textbooks

    Science.gov (United States)

    Tarrayo, Veronico Nogales

    2014-01-01

    Adhering to the notion that language learning is necessarily a culture-learning process, this paper explores the issue of sexism in six Philippine preschool English language textbooks. The study adopts the qualitative-quantitative approach in examining the following categories: gender visibility (illustrations), "firstness",…

  15. Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

    Institute of Scientific and Technical Information of China (English)

    TAN; Jun-ming

    2017-01-01

    Overseas research has shown that achievement emotions have direct relationships with "achievement outcome" and"achievement activities". The purpose of the present study aimed to compare the relationships betweenachievement emotions, motivation, and language learning strategies of high, mid and low achievers in Englishlanguage learning at an international university in a southern province in China. Quantitative data were collectedthrough a questionnaire survey of 74 (16 males, 58 females) TESL major students. Results indicated that studentsin general experienced more positive than negative achievement emotions; more intrinsically rather thanextrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome theirlearning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. Theyseldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsicmotivation. Implications for institutional support for at risk students are discussed.

  16. Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children.

    Science.gov (United States)

    Yeung, Susanna S S; Siegel, Linda S; Chan, Carol K K

    2013-05-01

    This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.

  17. The impact of E-learning on improving Iranian EFL learners ...

    African Journals Online (AJOL)

    Multimedia materials in the English classroom play a novel role in language learning. The report presents the advantages of the e-learning and its role in enhancing “English Foreign language” (EFL) students' language skills and independent learning. An already running and established virtual learning environment, ...

  18. Foreign Language Education: Principles of Teaching English to Adults at Commercial Language Schools and Centers

    Science.gov (United States)

    Tarnopolsky, Oleg

    2016-01-01

    The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they…

  19. Language Learning Strategies: Classification and Pedagogical Implication

    Directory of Open Access Journals (Sweden)

    Ag. Bambang Setiyadi

    2001-01-01

    Full Text Available Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et . al ., 1978; Fillmore, 1979; O'Malley et . al ., 1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991. In the current study a total of 79 university students participating in a 3 month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia . Factor analyses, accounting for 62.1 %, 56.0 %, 41.1 %, and 43.5 % of the varience of speaking, listening, reading and writing measures in the language learning strategy questionnaire, suggested that the questionnaire constituted three constructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43 % of the varience in the posttest English achievement scores. An analysis of varience of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future research are also discussed.

  20. A Retrospective View of English Language Learning Materials Produced in Slovenia from 1945 to the Present

    Directory of Open Access Journals (Sweden)

    Janez Skela

    2013-05-01

    Full Text Available Taking a historical perspective, this article documents the development of domestically produced English Language Learning (ELL materials in the period between 1945 and 2013. To this end, reference is made to milestones that marked shifts in linguistic and foreign language teaching paradigms, including aspects of Method and the underlying conception of language. The analysis will draw on aspects of Method in relation to language policy documents (i.e., curricula and the course books in which these principles are embodied. Through the analysis of these factors we trace the evolution from Grammar–Translation methodology to Communicative Language Teaching in locally produced textbooks which are representative of various historical periods.