WorldWideScience

Sample records for nonnative english speaking

  1. The Attitudes and Perceptions of Non-Native English Speaking ...

    African Journals Online (AJOL)

    The Attitudes and Perceptions of Non-Native English Speaking Adults toward Explicit Grammar Instruction. ... to excel in their academic careers, obtain good jobs, and interact well with those who speak English. ... AJOL African Journals Online.

  2. Preparing Non-Native English-Speaking ESL Teachers

    Science.gov (United States)

    Shin, Sarah J.

    2008-01-01

    This article addresses the challenges that non-native English-speaking teacher trainees face as they begin teaching English as a Second Language (ESL) in Western, English-speaking countries. Despite a great deal of training, non-native speaker teachers may be viewed as inadequate language teachers because they often lack native speaker competence…

  3. How TESOL Educators Teach Nonnative English-Speaking Teachers

    Science.gov (United States)

    Frazier, Stefan; Phillabaum, Scott

    2012-01-01

    This paper reports the results of a survey of California TESOL educators about issues related to nonnative English-speaking teachers (NNESTs). A good deal of research suggests that NNESTs are as effective, if not more so, than native English-speaking teachers (NESTs) and that their treatment in today's work world should be reconsidered; in…

  4. Student Perceptions of How TESOL Educators Teach Nonnative English-Speaking Teachers

    Science.gov (United States)

    Phillabaum, Scott; Frazier, Stefan

    2013-01-01

    Recent research on how TESOL professionals educate nonnative English-speaking students in MA programs indicates a general conviction that native-speaking and nonnative-speaking MA students should be treated equally during their studies in MA programs. Absent from this discussion and much of the literature on this topic, however, are the voices of…

  5. Strategies for Nonnative-English-Speaking Teachers' Continued Development as Professionals

    Science.gov (United States)

    De Oliveira, Luciana C.

    2011-01-01

    This article contributes to the literature on nonnative-English-speaking (NNES) teachers by providing specific ways in which they can use their nonnative status in the classroom and in their professional work in the field of teaching English to speakers of other languages (TESOL). Drawing on the author's own experiences as an English learner, she…

  6. Non-Native English-Speaking Teachers, Context and English Language Teaching

    Science.gov (United States)

    Hayes, David

    2009-01-01

    This article contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. To help to redress this, the article explores, from their…

  7. Feedback in online course for non-native English-speaking students

    CERN Document Server

    Olesova, Larisa

    2013-01-01

    Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students' higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the

  8. Incidental Displays of Cultural Knowledge in the Nonnative-English-Speaking Teacher's Classroom.

    Science.gov (United States)

    Lazaraton, Anne

    2003-01-01

    Examines incidental cultural knowledge displays by two nonnative-English-speaking teachers (NNESTs) in their intensive English program classrooms. Focuses on the nature of the discourse produced in English-as-a-Second-Language (ESL) classes taught by NNESTs. Analysis of videotaped classroom data indicates that a wide and unpredictable range of…

  9. Empowering Non-Native English Speaking Teachers through Critical Pedagogy

    Science.gov (United States)

    Hayati, Nur

    2010-01-01

    Critical pedagogy is a teaching approach that aims to develop students' critical thinking, political and social awareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs) when incorporated into English teacher…

  10. The Development and Validation of the "Academic Spoken English Strategies Survey (ASESS)" for Non-Native English Speaking Graduate Students

    Science.gov (United States)

    Schroeder, Rui M.

    2016-01-01

    This study reports on the three-year development and validation of a new assessment tool--the Academic Spoken English Strategies Survey (ASESS). The questionnaire is the first of its kind to assess the listening and speaking strategy use of non-native English speaking (NNES) graduate students. A combination of sources was used to develop the…

  11. The Knowledge Base of Non-Native English-Speaking Teachers: Perspectives of Teachers and Administrators

    Science.gov (United States)

    Zhang, Fengjuan; Zhan, Ju

    2014-01-01

    This study explores the knowledge base of non-native English-speaking teachers (NNESTs) working in the Canadian English as a second language (ESL) context. By examining NNESTs' experiences in seeking employment and teaching ESL in Canada, and investigating ESL program administrators' perceptions and hiring practices in relation to NNESTs, it…

  12. EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

    Directory of Open Access Journals (Sweden)

    Nur Hayati

    2010-02-01

    Full Text Available Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and social awareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussion by looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.

  13. Investigating Native and Non-Native English-Speaking Teacher Raters' Judgements of Oral Proficiency in the College English Test-Spoken English Test (CET-SET)

    Science.gov (United States)

    Zhang, Ying; Elder, Catherine

    2014-01-01

    This study investigates the impact of raters' language background on their judgements of the speaking performance in the College English Test-Spoken English Test (CET-SET) of China, by comparing the rating patterns of non-native English-speaking (NNES) teacher raters, who are currently employed to assess performance on the CET-SET, with those of…

  14. Self-perceived oral communication competence in English, self-perceived employability and career expectations among non-native English speaking business professionals

    OpenAIRE

    Kuokka, Tiia

    2016-01-01

    Objective of the Study: The objectives for this thesis were 1) to understand non-native English speaking business professionals' self-perception of their oral communication competence in English, 2) to understand the importance of English language and competence in English for non-native English speaking business professionals when they consider employability and career expectations and finally 3) to study whether the concepts of self-perceived oral English communication competence, self-...

  15. Effects of the Differences between Native and Non-Native English-Speaking Teachers on Students' Attitudes and Motivation toward Learning English

    Science.gov (United States)

    Pae, Tae-Il

    2017-01-01

    This study presents findings on three research agendas: (1) the difference between native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in students' attitudes toward and motivation for learning English, (2) the moderating effect of the type of class (i.e., English Conversation vs. Practical English) on the…

  16. Scaffolding Learning: Developing Materials to Support the Learning of Science and Language by Non-Native English-Speaking Students

    Science.gov (United States)

    Afitska, Oksana

    2016-01-01

    In recent years, the UK, like many other English first-language-speaking countries, has encountered a steady and continuous increase in the numbers of non-native English-speaking learners entering state primary and secondary schools. A significant proportion of these learners has specific language and subject learning needs, many of which can only…

  17. Scaffolding Learning: Developing Materials to Support the Learning of Science and Language by Non-Native English-Speaking Students

    Science.gov (United States)

    Afitska, Oksana

    2016-01-01

    In recent years, the UK, like many other English first-language-speaking countries, has encountered a steady and continuous increase in the numbers of non-native English-speaking learners entering state primary and secondary schools. A significant proportion of these learners has specific language and subject learning needs, many of which can only…

  18. Reading Experiences of Nonnative-English-Speaking Preservice English Teachers: A Turkish Case

    Science.gov (United States)

    Bektas-Cetinkaya, Yesim

    2012-01-01

    In an EFL context, where language learners and users lack sufficient opportunities to receive oral input, reading in English plays a major role in improving nonnative preservice English teachers' language proficiency and allowing them to access information recorded exclusively in English. The current study investigates prospective nonnative…

  19. "But This Program Is Designed for Native Speakers...": The Perceived Needs of Nonnative English Speaking Students in MA TESOL Programs.

    Science.gov (United States)

    Johnson, Kimberly A.

    Discussions of training and preparation needs for nonnative English speaking (NNES) master's students in teachers of English to speakers of other languages (TESOL) graduate programs have seldom given voice to the students themselves nor addressed their perceptions of whether their needs are being met in existing programs. This study reports on the…

  20. U.S. Airline Transport Pilot International Flight Language Experiences, Report 3: Language Experiences in Non-Native English-Speaking Airspace/Airports

    Science.gov (United States)

    2010-05-01

    MacKay, I., and Meador D. (2002). The production of English vowels by fluent early and late Italian- English bilinguals. Phonetica, 59:49- 71...U.S. Airline Transport Pilot International Flight Language Experiences, Report 3: Language Experiences in Non-Native English -Speaking Airspace...International Flight Language Experiences, Report 3: Language Experiences in Non-Native English -Speaking Airspace/Airports 6. Performing Organization Code

  1. Native- and Non-Native Speaking English Teachers in Vietnam: Weighing the Benefits

    Science.gov (United States)

    Walkinshaw, Ian; Duong, Oanh Thi Hoang

    2012-01-01

    This paper examines a common belief that learners of English as a foreign language prefer to learn English from native-speaker teachers rather than non-native speakers of English. 50 Vietnamese learners of English evaluated the importance of native-speakerness compared with seven qualities valued in an English language teacher: teaching…

  2. Language and Academic Identity: A Study of the Experiences of Non-Native English Speaking International Students

    Science.gov (United States)

    Halic, Olivia; Greenberg, Katherine; Paulus, Trena

    2009-01-01

    This phenomenological study explores the experiences of non-native English-speaking international students regarding language, culture and identity in the context of their graduate studies. Interviews were conducted with each of the eight participants. Interpretive analysis was used within a constructivist frame. The findings of this study are…

  3. An Exploration of the Scientific Writing Experience of Nonnative English-Speaking Doctoral Supervisors and Students Using a Phenomenographic Approach

    Directory of Open Access Journals (Sweden)

    Elizabeth Dean

    2015-01-01

    Full Text Available Nonnative English-speaking scholars and trainees are increasingly submitting their work to English journals. The study’s aim was to describe their experiences regarding scientific writing in English using a qualitative phenomenographic approach. Two focus groups (5 doctoral supervisors and 13 students were conducted. Participants were nonnative English-speakers in a Swedish health sciences faculty. Group discussion focused on scientific writing in English, specifically, rewards, challenges, facilitators, and barriers. Participants were asked about their needs for related educational supports. Inductive phenomenographic analysis included extraction of referential (phenomenon as a whole and structural (phenomenon parts aspects of the transcription data. Doctoral supervisors and students viewed English scientific writing as challenging but worthwhile. Both groups viewed mastering English scientific writing as necessary but each struggles with the process differently. Supervisors viewed it as a long-term professional responsibility (generating knowledge, networking, and promotion eligibility. Alternatively, doctoral students viewed its importance in the short term (learning publication skills. Both groups acknowledged they would benefit from personalized feedback on writing style/format, but in distinct ways. Nonnative English-speaking doctoral supervisors and students in Sweden may benefit from on-going writing educational supports. Editors/reviewers need to increase awareness of the challenges of international contributors and maximize the formative constructiveness of their reviews.

  4. Exploring Non-Native English-Speaking Teachers' Beliefs about the Monolingual Approach: Differences between Pre-Service and In-Service Korean Teachers of English

    Science.gov (United States)

    Lee, Jang Ho

    2016-01-01

    The non-native English-speaking teachers' (NNESTs) beliefs about the monolingual approach have not been sufficiently studied in the teaching of English as a foreign language (EFL). In examining the NNESTs' beliefs about that issue, the present study adapts Guy Cook's recent framework, according to which the monolingual approach is based upon four…

  5. Exploring the beliefs of native and non-native English speaking kindergarten teachers in Taiwan

    Directory of Open Access Journals (Sweden)

    Chiung-Wen Chang

    2012-12-01

    Full Text Available This study investigates the beliefs of native and non-native English speaking teachers on teaching English in kindergartens. A qualitative case study design is used to construct individual portraits and a cross-case analysis of several kindergarten teachers and analyze data following the qualitative data analysis methods by Taylor and Bodgan (1998. Data collected by interview and classroom observation show 4 different beliefs to be salient across the cases: language learning, the role of the teacher, the role of the learner, and self-efficacy. Data analysis shows teacher beliefs that are complex and closely related to the teacher’s life and learning experiences, multiple identities, and different environmental affordances and constraints. Therefore, the teachers’ subjective account from an emic perspective is useful for describing this complexity. The findings of this study have implications for constructing "a technical culture" (Kleinsasser, 1993, in which teachers may find themselves, that supports the teacher, and that contributes to quality teaching and professional growth.

  6. Investigating Native and Non-Native English-Speaking Teacher Raters' Judgements of Oral Proficiency in the College English Test-Spoken English Test (CET-SET)

    Science.gov (United States)

    Zhang, Ying; Elder, Catherine

    2014-01-01

    This study investigates the impact of raters' language background on their judgements of the speaking performance in the College English Test-Spoken English Test (CET-SET) of China, by comparing the rating patterns of non-native English-speaking (NNES) teacher raters, who are currently employed to assess performance on the CET-SET, with those…

  7. How Are Nonnative-English-Speaking Teachers Perceived by Young Learners?

    Science.gov (United States)

    Butler, Yuko Goto

    2007-01-01

    The current study examined the effects of Korean elementary school teachers' accents on their students' listening comprehension. It also examined students' attitudes toward teachers with American-accented English (a native speaker model) and Korean-accented English (a nonnative speaker model). A matched-guised technique was used. A Korean American…

  8. Turkish Students' Perspectives on Speaking Anxiety in Native and Non-Native English Speaker Classes

    Science.gov (United States)

    Bozavli, Ebubekir; Gulmez, Recep

    2012-01-01

    The aim of this study is to reveal the effect of FLA (foreign language anxiety) in native/non-native speaker of English classrooms. In this study, two groups of students (90 in total) of whom 38 were in NS (native speaker) class and 52 in NNS (non-native speaker) class taking English as a second language course for 22 hours a week at Erzincan…

  9. Investigating Applications of Speech-to-Text Recognition Technology for a Face-to-Face Seminar to Assist Learning of Non-Native English-Speaking Participants

    Science.gov (United States)

    Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min; Liu, Chia-Ju

    2016-01-01

    This study applied speech-to-text recognition (STR) technology to assist non-native English-speaking participants to learn at a seminar given in English. How participants used transcripts generated by the STR technology for learning and their perceptions toward the STR were explored. Three main findings are presented in this study. Most…

  10. Designing acoustics for linguistically diverse classrooms: Effects of background noise, reverberation and talker foreign accent on speech comprehension by native and non-native English-speaking listeners

    Science.gov (United States)

    Peng, Zhao Ellen

    The current classroom acoustics standard (ANSI S12.60-2010) recommends core learning spaces not to exceed background noise level (BNL) of 35 dBA and reverberation time (RT) of 0.6 second, based on speech intelligibility performance mainly by the native English-speaking population. Existing literature has not correlated these recommended values well with student learning outcomes. With a growing population of non-native English speakers in American classrooms, the special needs for perceiving degraded speech among non-native listeners, either due to realistic room acoustics or talker foreign accent, have not been addressed in the current standard. This research seeks to investigate the effects of BNL and RT on the comprehension of English speech from native English and native Mandarin Chinese talkers as perceived by native and non-native English listeners, and to provide acoustic design guidelines to supplement the existing standard. This dissertation presents two studies on the effects of RT and BNL on more realistic classroom learning experiences. How do native and non-native English-speaking listeners perform on speech comprehension tasks under adverse acoustic conditions, if the English speech is produced by talkers of native English (Study 1) versus native Mandarin Chinese (Study 2)? Speech comprehension materials were played back in a listening chamber to individual listeners: native and non-native English-speaking in Study 1; native English, native Mandarin Chinese, and other non-native English-speaking in Study 2. Each listener was screened for baseline English proficiency level, and completed dual tasks simultaneously involving speech comprehension and adaptive dot-tracing under 15 acoustic conditions, comprised of three BNL conditions (RC-30, 40, and 50) and five RT scenarios (0.4 to 1.2 seconds). The results show that BNL and RT negatively affect both objective performance and subjective perception of speech comprehension, more severely for non-native

  11. Talk About Mouth Speculums: Collocational Competence and Spoken Fluency in Non-Native English-Speaking University Lecturers

    DEFF Research Database (Denmark)

    Westbrook, Pete

    Despite the large body of research into formulaic language and fluency, there seems to be a lack of empirical evidence for how collocations, often considered a subset of formulaic language, might impact on fluency. To address this problem, this dissertation examined to what extent correlations...... might exist between overall language proficiency, collocational competence and spoken fluency in non-native English-speaking university lecturers. The data came from 15 20-minute mini-lectures recorded between 2009 and 2011 for an English oral proficiency test for lecturers employed at the University...... of Copenhagen. The 15 lecturers came from three departments: Large Animal Science, Information Technology and Mathematics. Test examiners’ global and fluency scores from the test were analysed against collocational competence, measured as collocations produced per thousand words spoken, and three temporal...

  12. The Pedagogy and Its Effectiveness among Native and Non-Native English Speaking Teachers in the Korean EFL Context

    Science.gov (United States)

    Nam, Hyun Ha

    2010-01-01

    As English progressively becomes the global language, many native English speakers move to foreign countries to work as English teachers. However a review of the literature reveals that there is little research on their actual performance compared to the non-native local English teachers. This comparative case study examines pedagogic practices of…

  13. Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers

    Directory of Open Access Journals (Sweden)

    Minoo Alemi

    2016-07-01

    Full Text Available The analysis of raters' comments on pragmatic assessment of L2 learners is among new and understudied concepts in second language studies. To shed light on this issue, the present investigation targeted important variables such as raters’ criteria and rating patterns by analyzing the interlanguage pragmatic assessment process of the Iranian non-native English speaking raters (NNESRs regarding the request speech act, while considering important factors such as raters’ gender and background teaching experiences. For this purpose, 62 raters’ rating scores and comments on Iranian EFL learners’ requests based on six situations of specified video prompts were analyzed. The results of the content analysis of raters’ comments revealed nine criteria, including pragmalinguistic and socio-pragmatic components of language, which have been noted by raters differently through six request situations. Among the considered criteria, politeness, conversers’ relationship, style and register, and explanation were of great importance to NNESRs. Furthermore, t-test and chi-square analysis of raters’ assigned rating scores and mentioned criteria across different situations verified the insignificance of factors such as raters’ gender and teaching experiences on the process of EFL learners’ pragmatic assessment. In addition, the results of the study suggest the necessity of teaching L2 pragmatics in language classes and in teacher training courses.

  14. U.S. Airline Transport Pilot International Flight Language Experiences, Report 4: Non-Native English-Speaking Controllers Communicating with Native English-Speaking Pilots

    Science.gov (United States)

    2010-08-01

    speak in Spanish to Aero México pilots and English to pilots flying for British Airways or Qantas Airways . We explored how the controllers...first report (Prinzo & Campbell, 2008) provided an analysis of the first three sections of the structured interview: 1) Background Information...was not very good; one aircraft is coming out from Lima on the same airway we’re on coming in. They had to wait. ATC kept calling him for DME5

  15. EFL Secondary Students’ Perceptions on Native and Nonnative English-Speaking Teachers

    Directory of Open Access Journals (Sweden)

    Angelia Tjokrokanoko

    2013-11-01

    Full Text Available This study examined the secondary students’ perceptions towards NESTs and NNESTs in an English course in Surabaya regarding the teachers’ teaching competence, cultural knowledge of English language teaching, teaching style, and classroom management. Most secondary students perceived both teacher groups were good at most categories. Using questionnaires distributed to 96 secondary school students of an English course who participated in this study, the researchers found that 38 students took part in doing a focus group interview. The interview was done to capture deeper perceptions that could be gained. The study reported that cultural knowledge of the English language teachers, especially the NESTs, exceeded that of the NNESTs. This research finding also proved that students perceived NESTs to be as good as NNESTs in such areas as teaching grammar, listening, reading, and writing. Furthermore, both NESTs and NNESTs were perceived to be not able to understand the students’ special needs since teachers at the the English course under study handled one level for about twelve meetings only.

  16. Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students

    Science.gov (United States)

    Zarrabi, Shayesteh

    2016-01-01

    International students, a growing population in US universities, need to possess excellent reading skills in order to succeed. American universities also benefit from admitting students who do not require remedial English classes. Reading online has become an integrated part of college education, which requires students to have additional skills.…

  17. Exploring Metacognitive Online Reading Strategies of Non-Native English-Speaking Translation Students

    Science.gov (United States)

    Zarrabi, Shayesteh

    2016-01-01

    International students, a growing population in US universities, need to possess excellent reading skills in order to succeed. American universities also benefit from admitting students who do not require remedial English classes. Reading online has become an integrated part of college education, which requires students to have additional skills.…

  18. English Business Communication Skills Training Needs of Non-Native English-Speaking Managers: A Case in Taiwan.

    Science.gov (United States)

    Tsui, Chia-Jung

    1992-01-01

    Discusses results of a survey of managers in high-technology industry in Taiwan regarding their needs for English business communication skills in the workplace. Finds that English conversation and English telephoning are the most urgently needed training courses. (SR)

  19. 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…

  20. Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand

    Science.gov (United States)

    Pruekpramool, Chaninan; Sangpradit, Theerapong

    2016-01-01

    The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher's efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the…

  1. The Non-Native English Speaker Teachers in TESOL Movement

    Science.gov (United States)

    Kamhi-Stein, Lía D.

    2016-01-01

    It has been almost 20 years since what is known as the non-native English-speaking (NNES) professionals' movement--designed to increase the status of NNES professionals--started within the US-based TESOL International Association. However, still missing from the literature is an understanding of what a movement is, and why non-native English…

  2. U.S. Airline Transport Pilot International Flight Language Experiences, Report 6: Native English-Speaking Controllers Communicating With Non-Native English-Speaking Pilots

    Science.gov (United States)

    2011-03-01

    In 1998, the International Civil Aviation Organization ( ICAO ) took a heightened interest in the role of language in airline accidents. Member states...required were proficient in conducting and comprehending radiotelephony communications in English. Since then, ICAO developed its English language...Research is needed to determine the optimal speech rate for ATC messages. (2) ATC messages must be delivered using standard ICAO terms and phraseology. (3

  3. The Impact of Non-Native English Teachers' Linguistic Insecurity on Learners' Productive Skills

    Science.gov (United States)

    Daftari, Giti Ehtesham; Tavil, Zekiye Müge

    2017-01-01

    The discrimination between native and non-native English speaking teachers is reported in favor of native speakers in literature. The present study examines the linguistic insecurity of non-native English speaking teachers (NNESTs) and investigates its influence on learners' productive skills by using SPSS software. The eighteen teachers…

  4. Is my stress right or wrong? Studying the production of stress by non-native speaking teachers of English

    OpenAIRE

    Ika Apriani Fata

    2014-01-01

    This study aims at exploring the production of stress by non native English teachers in Aceh. It also inquires into how these teachers of English overcame their shortcomings in oral English language teaching. 45 non native English teachers from Aceh were recorded. They came from four regions in the province of Aceh, namely Aceh Timur, Langsa, Aceh Utara and Aceh Besar. The participants have taught English from five to 15 years. The approach used in this paper is qualitative by focusing on the...

  5. Facing Innovation: Preparing Lecturers for English-Medium Instruction in a Non-Native Context.

    Science.gov (United States)

    Klaassen, R. G.; De Graaff, E.

    2001-01-01

    Discusses the effects of training on the teaching staff in an innovation process that is the implementation of English-medium instruction by non-native speaking lecturers to non-native speaking students. The workshop turned out to be the most appropriate professional development for the first two phases in the innovation process. (Contains 13…

  6. A professional development scheme for non-native speaking teachers of English from the Arab world: an action research study

    OpenAIRE

    Rabi, Sally A

    2013-01-01

    Following an action research framework, my research investigates professional development for English Language teachers in the Arab World, who are non-native\\ud speakers of English themselves.\\ud \\ud The thesis has five chapters: Literature Review, Critical Contexts, Methodology of the Study, Data Analysis and Presentation, and finally the Discussion and Findings of the\\ud research. The Literature Review covers works relevant to the area of the study in relation to existing teacher practices,...

  7. The intercultural identities of nonnative English teachers : An overview of research worldwide

    NARCIS (Netherlands)

    Chen, D.; Tigelaar, E.H.; Verloop, N.

    2016-01-01

    Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of

  8. Word Durations in Non-Native English

    Science.gov (United States)

    Baker, Rachel E.; Baese-Berk, Melissa; Bonnasse-Gahot, Laurent; Kim, Midam; Van Engen, Kristin J.; Bradlow, Ann R.

    2010-01-01

    In this study, we compare the effects of English lexical features on word duration for native and non-native English speakers and for non-native speakers with different L1s and a range of L2 experience. We also examine whether non-native word durations lead to judgments of a stronger foreign accent. We measured word durations in English paragraphs read by 12 American English (AE), 20 Korean, and 20 Chinese speakers. We also had AE listeners rate the `accentedness' of these non-native speakers. AE speech had shorter durations, greater within-speaker word duration variance, greater reduction of function words, and less between-speaker variance than non-native speech. However, both AE and non-native speakers showed sensitivity to lexical predictability by reducing second mentions and high frequency words. Non-native speakers with more native-like word durations, greater within-speaker word duration variance, and greater function word reduction were perceived as less accented. Overall, these findings identify word duration as an important and complex feature of foreign-accented English. PMID:21516172

  9. My Hesitation to Speak English

    Science.gov (United States)

    Oda, Naruha

    2015-01-01

    Even though English was the author's favorite subject, she was not good at speaking in English, and always tried to avoid it. However, it did not matter because she did not have to speak to demonstrate her English ability. After entering university, her lack of confidence in speaking English became a major issue, and other students face the same…

  10. My Hesitation to Speak English

    Science.gov (United States)

    Oda, Naruha

    2015-01-01

    Even though English was the author's favorite subject, she was not good at speaking in English, and always tried to avoid it. However, it did not matter because she did not have to speak to demonstrate her English ability. After entering university, her lack of confidence in speaking English became a major issue, and other students face the same…

  11. Linguistic Support for Non-Native English Speakers: Higher Education Practices in the United States

    Science.gov (United States)

    Snow Andrade, Maureen; Evans, Norman W.; Hartshorn, K. James

    2014-01-01

    Higher education institutions in English-speaking nations host significant populations of non-native English speakers (NNES), both international and resident. English language proficiency is a critical factor to their success. This study reviews higher education practices in the United States related to this population. Findings indicate…

  12. Improving the Academic Performance of Non-Native English-Speaking Students: The Contribution of Pre-Sessional English Language Programmes

    Science.gov (United States)

    Thorpe, Andy; Snell, Martin; Davey-Evans, Sue; Talman, Richard

    2017-01-01

    There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre-sessional English courses to…

  13. Native and Non-native English Teachers' Perceptions of their Professional Identity: Convergent or Divergent?

    Directory of Open Access Journals (Sweden)

    Zia Tajeddin

    2016-10-01

    Full Text Available There is still a preference for native speaker teachers in the language teaching profession, which is supposed to influence the self-perceptions of native and nonnative teachers. However, the status of English as a globalized language is changing the legitimacy of native/nonnative teacher dichotomy. This study sought to investigate native and nonnative English-speaking teachers’ perceptions about native and nonnative teachers’ status and the advantages and disadvantages of being a native or nonnative teacher. Data were collected by means of a questionnaire and a semi-structured interview. A total of 200 native and nonnative teachers of English from the UK and the US, i.e. the inner circle, and Turkey and Iran, the expanding circle, participated in this study. A significant majority of nonnative teachers believed that native speaker teachers have better speaking proficiency, better pronunciation, and greater self-confidence. The findings also showed nonnative teachers’ lack of self-confidence and awareness of their role and status compared with native-speaker teachers, which could be the result of existing inequities between native and nonnative English-speaking teachers in ELT. The findings also revealed that native teachers disagreed more strongly with the concept of native teachers’ superiority over nonnative teachers. Native teachers argued that nonnative teachers have a good understanding of teaching methodology whereas native teachers are more competent in correct language. It can be concluded that teacher education programs in the expanding-circle countries should include materials for teachers to raise their awareness of their own professional status and role and to remove their misconception about native speaker fallacy.

  14. Constraints of lexical stress on lexical access in English: Evidence from native and nonnative listeners

    NARCIS (Netherlands)

    Cooper, N.; Cutler, A.; Wales, R.

    2002-01-01

    Four cross-modal priming experiments and two forced-choice identification experiments investigated the use of suprasegmental cues to stress in the recognition of spoken English words, by native (English-speaking) and nonnative (Dutch) listeners. Previous results had indicated that suprasegmental inf

  15. NATIVE VS NON-NATIVE ENGLISH TEACHERS

    Directory of Open Access Journals (Sweden)

    Masrizal Masrizal

    2013-02-01

    Full Text Available Although the majority of English language teachers worldwide are non-native English speakers (NNS, no research was conducted on these teachers until recently. A pioneer research by Peter Medgyes in 1994 took quite a long time until the other researchers found their interests in this issue. There is a widespread stereotype that a native speaker (NS is by nature the best person to teach his/her foreign language. In regard to this assumption, we then see a very limited room and opportunities for a non native teacher to teach language that is not his/hers. The aim of this article is to analyze the differences among these teachers in order to prove that non-native teachers have equal advantages that should be taken into account. The writer expects that the result of this short article could be a valuable input to the area of teaching English as a foreign language in Indonesia.

  16. Oral cavity awareness in nonnative speakers acquiring English.

    Science.gov (United States)

    Lohman, Patricia

    2008-06-01

    This investigation assessed awareness of the oral cavity of nonnative speakers acquiring English. University students (60 men, 60 women) were placed into three equal-size groups. The Less Experienced group lived in the USA less than 6 mo. (M = 3.3 mo., SD = 2.4). The More Experienced group lived in the United States 3 or more years (M = 5.0 yr., SD = 1.9). Native English speakers were the control group. Participants were recruited from undergraduate general education classes and passed a speech screening in English including accurate production of the seven English syllables tested, namely, suh, luh, tuh, kuh, ruh, shuh, and thuh. Participants answered four multiple-choice questions about lingual contact for each of the syllables imitated. Total test mean scores were significantly higher for the More Experienced group. Native speakers performed the task best. Findings support the effects of amount of time speaking the language. Training methods employed to teach English and slight dialectal variations may account for the significant differences seen in the two groups of nonnative speakers. Further study is warranted.

  17. Fluency in native and nonnative English speech

    CERN Document Server

    Götz, Sandra

    2013-01-01

    This book takes a new and holistic approach to fluency in English speech and differentiates between productive, perceptive, and nonverbal fluency. The in-depth corpus-based description of productive fluency points out major differences of how fluency is established in native and nonnative speech. It also reveals areas in which even highly advanced learners of English still deviate strongly from the native target norm and in which they have already approximated to it. Based on these findings, selected learners are subjected to native speakers' ratings of seven perceptive fluency variables in or

  18. Students’ Motivation in Speaking English

    Directory of Open Access Journals (Sweden)

    Mas Darul Ihsan

    2016-05-01

    Full Text Available As the English teacher in the classroom, there will be some problems or conditions need to be accomplished. Teacher will see some of the students are very motivated, motivated or even feeling ignored in studying English. The learners who have contacted with English will find that some features are quite easy and extremely difficult. One of the more complicated problems of second or foreign languages learning and  teaching has been to define and apply the construct of motivation in the classroom. Motivation is a concept without physical reality, we cannot see motivation; we see effort, interest, attitude and desire. For speaking, it is important first to give competence and then performance. Competence is more likely to the extent a communicator is motivated to be so. Motivation is the extent to which a communicator is drawn towards or pushed away from communicating competently in a given context then performed. This is a descriptive  quantitative research. The data obtained from the questionnaire distributed and analyzed to get the result.  The date taken from the students of Muhammadiyah 1 Senior High School Gresik in Easy-Speaking course. The researcher wanted to know the students’ motivation in practicing speaking English in Easy-Speaking course. The results show that 1 the learners effort in practicing speaking English is 56.1 %. 2 The learners’ interest in practicing speaking English is 49.7 %. 3 The learners’ attitude towards practicing speaking English is 59.9 %. 4 The learners’ desire in practicing speaking English is 71.43 %. Then, some suggestions are made: 1 Using media is very important both to increase the learners’ motivation and to give a big opportunity to learners to explore their idea. 2 Giving more variations techniques in teaching and learning process in order do not monotonous. 3 Giving prizes, encouraging and giving extra points for learners who can express their idea by speaking English well. 4 Creating

  19. Voice vs. Text Chats: Their Efficacy for Learning Probing Questions by Non-Native Speaking Medical Professionals in Online Courses

    Science.gov (United States)

    Ellis, Olga

    2012-01-01

    Through an English for Specific Purposes (ESP): Communication in Nursing online course, the present study examines the efficacy of synchronous voice-based and text-based chats as instructional and communicative modes in learning to use open questions for probing in therapeutic dialogues by non-native speaking (NNS) participants, students of a…

  20. Strategies for Improving Academic Performance by Non-Native English Speakers in Graduate Programs

    Science.gov (United States)

    Todd, Tracye A.; Stinson, Terrye A.; Sivakumaran, Thillainatarajan

    2011-01-01

    Over the past decade, the number of non-native English speaking students in higher education has increased dramatically. Educators at all levels have experienced challenges in meeting the academic needs of these students and continue to seek strategies for addressing these challenges. This paper describes some of this research related to K-12 and…

  1. Ethical Considerations in Conducting Research with Non-Native Speakers of English

    Science.gov (United States)

    Koulouriotis, Joanna

    2011-01-01

    The ethical considerations of three education researchers working with non-native English-speaking participants were examined from a critical theory stand-point in the light of the literature on research ethics in various disciplines. Qualitative inquiry and data analysis were used to identify key themes, which centered around honor and respect…

  2. Pragmatic Rating of L2 Refusal: Criteria of Native and Nonnative English Teachers

    Science.gov (United States)

    Alemi, Minoo; Tajeddin, Zia

    2013-01-01

    Many studies have shed light on rater criteria for assessing the performance of language skills (e.g., Eckes, 2005). However, the interface between rater assessment and interlanguage pragmatics (ILP) has remained largely unnoticed. To address this interface, this study explored the ratings native (NES) and nonnative English speaking (NNES)…

  3. Native and Non-Native English Language Teachers

    Directory of Open Access Journals (Sweden)

    Ian Walkinshaw

    2014-05-01

    Full Text Available The English language teaching industry in East and Southeast Asia subscribes to an assumption that native English-speaking teachers (NESTs are the gold standard of spoken and written language, whereas non-native English-speaking teachers (non-NESTs are inferior educators because they lack this innate linguistic skill. But does this premise correspond with the views of second language learners? This article reports on research carried out with university students in Vietnam and Japan exploring the advantages and disadvantages of learning English from NESTs and non-NESTs. Contrary to the above notion, our research illuminated a number of perceived advantages—and disadvantages—in both types of teachers. Students viewed NESTs as models of pronunciation and correct language use, as well as being repositories of cultural knowledge, but they also found NESTs poor at explaining grammar, and their different cultures created tension. Non-NESTs were perceived as good teachers of grammar, and had the ability to resort to the students’ first language when necessary. Students found classroom interaction with non-NESTs easier because of their shared culture. Non-NESTs’ pronunciation was often deemed inferior to that of NESTs, but also easier to comprehend. Some respondents advocated learning from both types of teachers, depending on learners’ proficiency and the skill being taught.

  4. Evaluating Experiencing English: Listening and Speaking

    Institute of Scientific and Technical Information of China (English)

    陈小玲

    2014-01-01

    Experiencing English: Listening and Speaking is widely used by most colleges for non-English majors.The achievement in speaking and listening has a close relationship with students’ learning attitude and teachers’ guide towards English.

  5. A Study of the Relationship between Korean Non-Native English Speaking Teachers' Prior Teaching Experience and Their L2 Pragmatic Competence

    Science.gov (United States)

    Park, Seung Ku

    2012-01-01

    This study was designed to explore five Korean NNESTs' L2 pragmatic competence and its relationship with their teaching experiences using DCT questionnaires of English request. This study in particular examined (1) five Korean NNESTs pragmatic competencies in English requests, (2) the relationship between their English teaching and learning…

  6. Native Speakers' Perception of Non-Native English Speech

    Science.gov (United States)

    Jaber, Maysa; Hussein, Riyad F.

    2011-01-01

    This study is aimed at investigating the rating and intelligibility of different non-native varieties of English, namely French English, Japanese English and Jordanian English by native English speakers and their attitudes towards these foreign accents. To achieve the goals of this study, the researchers used a web-based questionnaire which…

  7. Non-Native Speakers Speak in Phonemes: A Phono-Acoustic Analysis of Fricatives and Affricates by Native and Chinese Speakers of English

    Science.gov (United States)

    Zhang, Wei

    2010-01-01

    This dissertation measured the acoustic properties of the English fricatives and affricates produced by native and Chinese L2 speakers of English to identify the phonetic basis and sources of a foreign accent and to explore the mechanism involved in L2 speech production and L2 phonological acquisition at the segmental level. Based on a Network…

  8. Comparison of Native and Non-Native English Language Teachers' Evaluation of EFL Learners' Speaking Skills: Conflicting or Identical Rating Behaviour?

    Science.gov (United States)

    Ekmekçi, Emrah

    2016-01-01

    Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This…

  9. Non-native educators in English language teaching

    CERN Document Server

    Braine, George

    2013-01-01

    The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In additio

  10. Making the Transition from Non-Native Speaker to Near-Native Speaker Teachers of English: Facing Globalization Challenges in Teaching English

    Science.gov (United States)

    Bin Mohamed Ali, Haja Mohideen

    2009-01-01

    Many job advertisements seeking teachers of English to work in Japan, China, South Korea and Thailand, for instance, specify that they are looking for native speaking teachers from USA, UK, Australia and New Zealand. They do not seem to be interested even in trained non-native speaking teachers from their own countries. This situation also exists…

  11. Investigating the Impact of Personality Factors on Perceived Communication Mobility of Non-Native English Speaking Thai Professionals in International Companies

    Science.gov (United States)

    Marina, Olga A.; Rajprasit, Krich

    2014-01-01

    Communication mobility has been suggested as an element of the complex construct of professional communicative competence, with a shared core of English in the oral mode, for professional international communication. This study aims (1) to investigate the possible correlation between the perceived level of communication mobility, and the influence…

  12. Assessment of English Speaking Ability.

    Science.gov (United States)

    Nakamura, Yuji

    1996-01-01

    The purpose of this research is to examine the detailed components of Japanese students' English speaking ability in terms of communicative competence by using an oral proficiency test based on Bachman's Communicative Language Ability model (included in an appendix). Eighty college students were tested on four tasks--speech making, visual material…

  13. The relationship between brain reaction and English reading tests for non-native English speakers.

    Science.gov (United States)

    Cheng, Pei-Wen; Tian, Yu-Jie; Kuo, Ting-Hua; Sun, Koun-Tem

    2016-07-01

    This research analyzed the brain activity of non-native English speakers while engaged in English reading tests. The brain wave event-related potentials (ERPs) of participants were used to analyze the difference between making correct and incorrect choices on English reading test items. Three English reading tests of differing levels were designed and 20 participants, 10 males and 10 females whose ages ranged from 20 to 24, voluntarily participated in the experiment. Experimental results were analyzed by performing independent t-tests on the ERPs of participants for gender, difficulty level, and correct versus wrong options. Participants who chose incorrect options elicited a larger N600, verifying results found in the literature. Another interesting result was found: For incorrectly answered items, different areas of brain showing a significant difference in ERPs between the chosen and non-chosen options corresponded to gender differences; for males, this area was located in the right hemisphere whereas for females, it was located in the left. Experimental results imply that non-native English speaking males and females employ different areas of the brain to comprehend the meaning of difficult items.

  14. 非母语环境下儿童英语听说能力培养策略探讨%The strategies for training children’s english listening and speaking ability in a non-native environment

    Institute of Scientific and Technical Information of China (English)

    徐建荣

    2014-01-01

    儿童英语听说能力培养,应从儿童语言习得的基本理论入手,采用TPR教学法,适当运用英文童谣、英文动画片以及英文绘本等形式,激发儿童学习兴趣培养儿童英语听说能力。%The training of children′s English listening and speaking ability should start with the basic theory of child lan-guage acquisition. By using the TPR teaching method,the proper using of English nursery rhymes,English cartoon and English picture book to stimulate children′s interest in learning,and also to cultivate Children’s ability of English listening and speaking.

  15. Learning Pitch Patterns in Lexical Identification by Native English-Speaking Adults

    Science.gov (United States)

    Wong, Patrick C. M.; Perrachione, Tyler K.

    2007-01-01

    The current study investigates the learning of nonnative suprasegmental patterns for word identification. Native English-speaking adults learned to use suprasegmentals (pitch patterns) to identify a vocabulary of six English pseudosyllables superimposed with three pitch patterns (18 words). Successful learning of the vocabulary necessarily…

  16. Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs

    Science.gov (United States)

    Huang, I-Chen; Varghese, Manka M.

    2015-01-01

    Research in English language teaching and teacher identity has increasingly focused on understanding non-native English-speaking teachers. In addition, much of this research has been conducted in adult English as a second language (ESL) settings. Through a multiple-case qualitative study of four teachers in an underexplored research setting--that…

  17. Toward a Composite, Personalized, and Institutionalized Teacher Identity for Non-Native English Speakers in U.S. Secondary ESL Programs

    Science.gov (United States)

    Huang, I-Chen; Varghese, Manka M.

    2015-01-01

    Research in English language teaching and teacher identity has increasingly focused on understanding non-native English-speaking teachers. In addition, much of this research has been conducted in adult English as a second language (ESL) settings. Through a multiple-case qualitative study of four teachers in an underexplored research setting--that…

  18. Evaluating the non-English Speaking Handicapped.

    Science.gov (United States)

    Fineman, Carol A.; Ross, Amparo

    The project titled "Evaluating the non-English Speaking Handicapped" was established to research existing evaluation instruments in language other than English, validate the tests as well as additional translations where needed, and develop a procedural manual for distribution to utilize in evaluating non-English speaking handicapped students. The…

  19. DEVELOPING SPEAKING SKILL IN EFL ENGLISH COURSE

    National Research Council Canada - National Science Library

    Citra Priski Abadi

    2015-01-01

    The main objectives of this study are to describe factors contributing the development of speaking skill, and to describe techniques and strategies used by the teachers to develop speaking skill in EFL English Course...

  20. Stylistic Features of English Public Speaking

    Institute of Scientific and Technical Information of China (English)

    YANG Xiao-hui

    2001-01-01

    Pubic speaking has syntactic, lexical, phonological and rhetorical features. The stylistic features of public speaking can be summarized as follows: The language used in public speaking is formal. Public speaking requires that the language and style be standard and neither too frozen nor too intimate. The use of rhetoric devices makes a speech effective and convincing. The delivering mode of a public speech has both the characteristics of oral English and written English.

  1. Parent involvement in school: English speaking versus Spanish speaking families.

    Science.gov (United States)

    Lee, Sang Min; Thorn, Antoinette; Bloomdahl, Susana Contreras; Ha, Jung Hee; Nam, Suk Kyung; Lee, Jayoung

    2012-07-01

    The purpose of the present study was to explore the relationships between three predictor variables (attitude toward school, parent-child communication, and school commitment action) and the criterion variable (parent involvement) in a representative sample and to examine if these relationships were consistent across three groups (English speaking Caucasian family, English speaking Latino family, and Spanish speaking Latino families). Using a national database (N = 9.841), multi-group SEM analyses were conducted to investigate the relationship between three predictor variables and the criterion variable in three family groups. While all three predictor variables significantly predicted parent involvement in English speaking Caucasian and Latino families, only two variables (parent-child communication and school commitment actions), significantly predicted parent involvement in Spanish speaking Latino families. The results of this study suggest that when administrators, teachers and counselors in school strive to share specific school-related information with Latino families, Spanish speaking families are more likely to become involved with schools.

  2. Repetition in English Political Public Speaking

    Institute of Scientific and Technical Information of China (English)

    李红梅

    2010-01-01

    Repetition is frequently used in English political public speaking to make it easy to be remembered and powerful to move the feelings of the public. This paper is intended to analyze the functions of repetition and different levels of repetition to highlight the significance of repetition in English political public speaking and the ability of using it in practice.

  3. Non-Native English Language Teachers' Perspective on Culture in English as a Foreign Language Classrooms

    Science.gov (United States)

    Bayyurt, Yasemin

    2006-01-01

    This article examines the importance of raising non-native English language teachers' awareness of different dimensions of culture in the teaching of English as an international language. The author believes that the more critical English language teachers become about the involvement of culture in their English language teaching, the more they…

  4. Effects of noise, reverberation and foreign accent on native and non-native listeners' performance of English speech comprehension.

    Science.gov (United States)

    Peng, Z Ellen; Wang, Lily M

    2016-05-01

    A large number of non-native English speakers may be found in American classrooms, both as listeners and talkers. Little is known about how this population comprehends speech in realistic adverse acoustical conditions. A study was conducted to investigate the effects of background noise level (BNL), reverberation time (RT), and talker foreign accent on native and non-native listeners' speech comprehension, while controlling for English language abilities. A total of 115 adult listeners completed comprehension tasks under 15 acoustic conditions: three BNLs (RC-30, RC-40, and RC-50) and five RTs (from 0.4 to 1.2 s). Fifty-six listeners were tested with speech from native English-speaking talkers and 59 with native Mandarin-Chinese-speaking talkers. Results show that, while higher BNLs were generally more detrimental to listeners with lower English proficiency, all listeners experienced significant comprehension deficits above RC-40 with native English talkers. This limit was lower (i.e., above RC-30), however, with Chinese talkers. For reverberation, non-native listeners as a group performed best with RT up to 0.6 s, while native listeners performed equally well up to 1.2 s. A matched foreign accent benefit has also been identified, where the negative impact of higher reverberation does not exist for non-native listeners who share the talker's native language.

  5. The Teaching of Listening and Speaking to English Learners in Chinese Conte

    Institute of Scientific and Technical Information of China (English)

    陈莹

    2014-01-01

    This paper deals with listening and speaking teaching to English Learners in Chinese context.After China's entering into the WTO,more talents with high English proficiency are needed to cope with in ternational cooperation and competition.Thus,English teaching,listening and speaking particularly,has to meet the challenge to produce more college graduates with foreign language compe-tence.For this reason,this paper will focus on some main factors that effect the teaching of English listening and speaking,including non-native speakers as English teachers,and teaching with multimedia presentation.Some suggestions will also be provided to im-prove the teaching of listening and speaking.

  6. Homework Practices of English and Non-English-Speaking Parents

    Science.gov (United States)

    Thelamour, Barbara; Jacobs, D'Andrea L.

    2014-01-01

    This study compared the homework practices of English-speaking and non-English-speaking parents. Using a national data set of 7,992 students across ages and ethnicities, the frequency and type of homework practices were investigated. Statistical analysis revealed significant (though small) differences between the overall homework practices between…

  7. Homework Practices of English and Non-English-Speaking Parents

    Science.gov (United States)

    Thelamour, Barbara; Jacobs, D'Andrea L.

    2014-01-01

    This study compared the homework practices of English-speaking and non-English-speaking parents. Using a national data set of 7,992 students across ages and ethnicities, the frequency and type of homework practices were investigated. Statistical analysis revealed significant (though small) differences between the overall homework practices between…

  8. DEVELOPING SPEAKING SKILL IN EFL ENGLISH COURSE

    Directory of Open Access Journals (Sweden)

    Citra Priski Abadi

    2015-09-01

    Full Text Available The main objectives of this study are to describe factors contributing the development of speaking skill, and to describe techniques and strategies used by the teachers to develop speaking skill in EFL English Course (PEACE English Academy and PEACE Camp 4 Boy in Pare, Kediri, East Java. The research design used was an ethnography principle. The subjects of the study were 80 students of PEACE English Academy from 4 class levels, PEACE Camp 4 boy, 4 teachers and 1 home principle. The data were gained from observations, interview, and artifact and field notes. The findings depicted that (1 teachers as the main factor of presage variable were observed using many kinds of strategies, and techniques for developing speaking skills, and (2 appropriate speaking techniques and strategies were used to develop speaking skill in the mentioned different speaking class levels. The strategies and techniques are realized because teachers as the main factor applied some unique ways–how to make the English language classroom to be a lot of fun and dynamic place, to enhance students’ motivation, and to build English atmosphere in class and outside class as well. Keywords: speaking skill, teaching technique and strategy, factors, EFL English course

  9. How to Train English Speaking

    Institute of Scientific and Technical Information of China (English)

    翟佩珏

    2012-01-01

    We try to make our English classrooms that surround the students with English culture.This gives the students a context for English words and phrases and adds a sense of adventure to learning English.

  10. Whole Person Education of English Majors through English Public Speaking

    Institute of Scientific and Technical Information of China (English)

    王玉明; 王晨; 吴闻博; 陈文娟; 何倩倩

    2015-01-01

    English public speaking proves to play a significant role in the speaker’s whole person education, which has been gain⁃ing increasing attention among scholars at home and abroad. The paper analyzes possible relations between them and argues that great importance and awareness are supposed to be attached to the development and promotion of English public speaking espe⁃cially among English majors for them to be more versatile and more competitive both in job markets and in work places.

  11. A COMPARISON OF ORAL EVALUATION RATINGS BY NATIVE ENGLISH SPEAKER TEACHERS AND NON-NATIVE ENGLISH SPEAKER TEACHERS

    Directory of Open Access Journals (Sweden)

    Brittany Baitman

    2013-01-01

    Full Text Available This study attempts to explore the differences and similarities between native English speaker (NES teachers and non-native English speaker (NNES teachers in their oral evaluation ratings of the same university level English language learners. To this effect, the iBT/Next Generation TOEFL Test Independent Speaking Rubric and a questionnaire were employed. The results reveal that NES teachers are more lenient in their oral evaluation ratings than NNES teachers. In regards to the questionnaire employed, it was found that NES teachers take into consideration the aspects of fluency and pronunciation more so than NNES teachers when orally assessing students, while NNES teachers take more into consideration the aspects of grammatical accuracy and vocabulary. Further research is required in the area of oral assessment specifically pertaining to nationality, age, work experience, and knowledge of a second language.

  12. Helping Black Youths to Speak Standard English.

    Science.gov (United States)

    Reed, Daisy F.

    A work-study program was designed to provide black inner-city youths with instruction and guidance in skills needed in their current jobs, especially their ability to speak standard English. The program used the technique of modeling to arouse students' motivation to adopt standard spoken English. Research has shown that the use of a model will be…

  13. Computer Vision Syndrome for Non-Native Speaking Students: What Are the Problems with Online Reading?

    Science.gov (United States)

    Tseng, Min-chen

    2014-01-01

    This study investigated the online reading performances and the level of visual fatigue from the perspectives of non-native speaking students (NNSs). Reading on a computer screen is more visually more demanding than reading printed text. Online reading requires frequent saccadic eye movements and imposes continuous focusing and alignment demand.…

  14. Computer Vision Syndrome for Non-Native Speaking Students: What Are the Problems with Online Reading?

    Science.gov (United States)

    Tseng, Min-chen

    2014-01-01

    This study investigated the online reading performances and the level of visual fatigue from the perspectives of non-native speaking students (NNSs). Reading on a computer screen is more visually more demanding than reading printed text. Online reading requires frequent saccadic eye movements and imposes continuous focusing and alignment demand.…

  15. Factors that Enhance English-Speaking Speech-Language Pathologists' Transcription of Cantonese-Speaking Children's Consonants

    Science.gov (United States)

    Lockart, Rebekah; McLeod, Sharynne

    2013-01-01

    Purpose: To investigate speech-language pathology students' ability to identify errors and transcribe typical and atypical speech in Cantonese, a nonnative language. Method: Thirty-three English-speaking speech-language pathology students completed 3 tasks in an experimental within-subjects design. Results: Task 1 (baseline) involved…

  16. DEVELOPING SPEAKING SKILL IN EFL ENGLISH COURSE

    OpenAIRE

    Citra Priski Abadi

    2015-01-01

    The main objectives of this study are to describe factors contributing the development of speaking skill, and to describe techniques and strategies used by the teachers to develop speaking skill in EFL English Course (PEACE English Academy and PEACE Camp 4 Boy in Pare, Kediri, East Java). The research design used was an ethnography principle. The subjects of the study were 80 students of PEACE English Academy from 4 class levels, PEACE Camp 4 boy, 4 teachers and 1 home principle. The data wer...

  17. The Factors Influencing the Motivational Strategy Use of Non-Native English Teachers

    Science.gov (United States)

    Solak, Ekrem; Bayar, Adem

    2014-01-01

    Motivation can be considered one of the most important factors determining success in language classroom. Therefore, this research aims to determine the variables influencing the motivational strategies used by non-native English teachers in Turkish context. 122 non-native English teachers teaching English at a state-run university prep school…

  18. Fairness Issues in a Standardized English Test for Nonnative Speakers of English

    Science.gov (United States)

    Puspawati, Indah

    2014-01-01

    For nonnative English speakers, taking a standardized English proficiency test seems inevitable, because the scores achieved play an important role in such life events as admission to a school, gaining a scholarship, or securing a job. Considering their importance, it is imperative that such tests be not only valid and reliable, but also fair.…

  19. STUDENTS’ ATTRIBUTIONS ON THEIR ENGLISH SPEAKING ENHANCEMENT

    Directory of Open Access Journals (Sweden)

    Yustinus Mali

    2015-01-01

    Full Text Available Abstract: Attribution refers to explanations and reasons that people provide for progress, achievement, and even failure towards something they have experienced, particularly in their language learning. This study aimed to investigate the attributions that students had for their English-speaking enhancement. The participants of the study were eighteen students at Sekolah Tinggi Pariwisata Ambarukmo Yogyakarta (STIPRAM. Open-ended questionnaire and interview were used as the instruments to collect the data. On the questionnaire, the participants were specifically asked to provide written responses to three statements, while in the interview process, the researcher involved three participants to provide further clarification toward their written responses on the questionnaire. The data analysis revealed that a clear purpose of doing particular English speaking activities, strategy, and the positive motivation/encouragement from friends as well as from the teacher became the major students’ attributions on their English-speaking enhancement. Besides, this study would seem to indicate that a teacher took an essential role in the enhancement of the students’ English speaking skill. Eventually, this study proposed some pedagogical implications for the development of teaching and learning in English speaking classes specifically in Indonesian context.

  20. The relationship between conceptual metaphors and classroom management language: reactions by native and non-native speakers of English

    Directory of Open Access Journals (Sweden)

    Graham Low

    2009-04-01

    Full Text Available The use of the target language to manage a class and organise its work represents one of the few genuinely communicative uses of the target language in many formal foreign-language or bilingual-education teaching situations. It is thus important that both teachers and learners understand and know how to use the key expressions involved. These tend to be highly metaphoric (Low, 2008 with one particularly productive conceptual metaphor involving the JOURNEY (or TRAVEL source domain seemingly standing out. There seems to have been little investigation to date into whether or not learners whose first language is not English actually understand the expressions involved in such classroom management language. Moreover, with the recent growing interest in the area of content-based learning, there is increasing pressure on language teachers, whose first language is not English, to use English as their classroom management language. Our first aim was to look at whether the acceptability judgements for classroom management expressions offered by non-native speaking teachers of English resembled those of native speakers, and whether these judgements reflected corpus findings regarding the frequency of usage in spoken English. To do this, we analysed native and non-native speaker responses to a short questionnaire. Our second aim was to look at how non-native speakers of English perceive the meanings of these expressions, comparing our findings to native speaker judgements and corpus results.

  1. A TEACHING APPROACH FOR FACILITATING ENGLISH SPEAKING

    Institute of Scientific and Technical Information of China (English)

    2000-01-01

    It has been commonplace for students to com-plain about their oral lessons.This paper arises froma thought of concrete problems facing Chinese high-school graduates who are unable to speak English well.Based on three elements that are crucial to languagelearning,the paper will focus on developing students’speaking abilities.In the paper,the teachers’ role ishighlighted.The students will find it the most effec-tive way to improve their speaking abilities if themethod is applied under the proper direction of aqualified teacher.

  2. Study of English Speaking Anxiety in English Teaching

    Institute of Scientific and Technical Information of China (English)

    张艳梅

    2014-01-01

    Anxiety has an important influence on two language learning as one of the affective factors in language learning. Peo-ple usually think that excessive anxiety can interfere with the learning of English, especially the spoken English. This paper mainly studies the reasons of causing anxiety, strategies of solving speaking anxiety and help students overcome affective barriers, enhanc-ing the level of spoken english.

  3. Grammatical versus Pragmatic Error: Employer Perceptions of Nonnative and Native English Speakers

    Science.gov (United States)

    Wolfe, Joanna; Shanmugaraj, Nisha; Sipe, Jaclyn

    2016-01-01

    Many communication instructors make allowances for grammatical error in nonnative English speakers' writing, but do businesspeople do the same? We asked 169 businesspeople to comment on three versions of an email with different types of errors. We found that businesspeople do make allowances for errors made by nonnative English speakers,…

  4. The Identity (Re)Construction of Nonnative English Teachers Stepping into Native Turkish Teachers' Shoes

    Science.gov (United States)

    Mutlu, Sevcan; Ortaçtepe, Deniz

    2016-01-01

    The present study explored the identity (re)construction of five nonnative English teachers who went to the USA on a prestigious scholarship for one year to teach their native language, Turkish. In that sense, it investigated how this shift from being a nonnative English teacher to a native Turkish teacher influenced their self-image,…

  5. Mental health status in pregnancy among native and non-native Swedish-speaking women

    DEFF Research Database (Denmark)

    Wangel, Anne-Marie; Schei, Berit; Ryding, Elsa Lena

    2012-01-01

    OBJECTIVES: To describe mental health status in native and non-native Swedish-speaking pregnant women and explore risk factors of depression and posttraumatic stress (PTS) symptoms. DESIGN AND SETTING: A cross-sectional questionnaire study was conducted at midwife-based antenatal clinics in South......OBJECTIVES: To describe mental health status in native and non-native Swedish-speaking pregnant women and explore risk factors of depression and posttraumatic stress (PTS) symptoms. DESIGN AND SETTING: A cross-sectional questionnaire study was conducted at midwife-based antenatal clinics...... in Southern Sweden. SAMPLE: A non-selected group of women in mid-pregnancy. METHODS: Participants completed a questionnaire covering background characteristics, social support, life events, mental health variables and the short Edinburgh Depression Scale. MAIN OUTCOME MEASURES: Depressive symptoms during...

  6. 29 CFR 1606.7 - Speak-English-only rules.

    Science.gov (United States)

    2010-07-01

    ... 29 Labor 4 2010-07-01 2010-07-01 false Speak-English-only rules. 1606.7 Section 1606.7 Labor... BECAUSE OF NATIONAL ORIGIN § 1606.7 Speak-English-only rules. (a) When applied at all times. A rule requiring employees to speak only English at all times in the workplace is a burdensome term and...

  7. Speaking Anxiety in English Conversation Classrooms among Thai Students

    Science.gov (United States)

    Akkakoson, Songyut

    2016-01-01

    Purpose: This paper reports on a part of a larger research project concerning the conceptualisation of English language speaking-in-class anxiety, attitudes to speaking English in class and self-ratings of English-speaking ability, and perceived sources of this situation-specific anxiety. Methodology: The participants in this study were 282 Thai…

  8. English-Speaking Latino Parents' Literacy Practices in Southern California

    Science.gov (United States)

    Saenz, Terry Irvine; Felix, Denise M.

    2007-01-01

    This study surveyed the literacy practices of 45 English-speaking parents of Latino kindergarten through second graders using English questionnaires. The results of the survey were similar in many respects to other studies of English-speaking Latinos and unlike studies of Spanish-speaking Latinos. Respondents reported numbers of children's books…

  9. Non-Native English Varieties: Thainess in English Narratives

    Science.gov (United States)

    Singhasak, Piyahathai; Methitham, Phongsakorn

    2016-01-01

    This study aims at examining Thainess as a writing strategy used in non-literary texts written by non-professional bilingual writers. These writers are advanced language learners who are pursuing their Master's degree in English. Seven English narratives of their language learning experiences were analyzed based on Kachruvian's framework of…

  10. The Effect of Reading Aloud on English Speaking Ability

    Institute of Scientific and Technical Information of China (English)

    朱子奇

    2014-01-01

    English speaking ability is one of the most direct ways and standards to judge whether one ’s English is good or not. How to improve English speaking ability is always a heated topic among English learners. Many educators have examined that reading English aloud has been attested to be an effective method of learning English, especially improving English speaking abili-ty. This paper, through a questionnaire survey, is to analyze the relationship between students ’oral English outcome and their reading aloud, followed by the reasons why reading aloud affects English speaking ability, attempting to find out effective strate-gies to help English learners to improve their English speaking ability.

  11. Young Radio Amateurs Speak English.

    Science.gov (United States)

    Freund, Bilha

    1997-01-01

    In an Israeli elementary school program to stimulate students' development of oral English skills, students write dialogs and conversation themes in areas of interest, then practice and conduct the conversations with amateur radio operators around the world. Challenges and successes are detailed. (MSE)

  12. Advice to speak English in Australia

    OpenAIRE

    Martín, Mario Daniel

    2008-01-01

    Abstract This article addresses the issue of advice given to immigrant parents to speak English only with their children in Australia, as reflected in the Spanish-speaking community. The article shows that something that appears to be down to chance, i.e. whether this advice is given or not, has a social explanation. This social explanation is based on understanding several social variables such as the ethnic identity of the adviser and the year in which the advice was given, as we...

  13. Ways to Improve English Listening and Speaking Skills

    Institute of Scientific and Technical Information of China (English)

    王丽华; 宋君

    2006-01-01

    With the fast development of science and technology, English is becoming more and more important. Concerning English learning, we should focus our attention on listening, speaking, reading, writing and translating. Comparatively speaking, listening and speaking skills are more practical. But how to improve these skills? ……

  14. Ways to Improve English Listening and Speaking Skills

    Institute of Scientific and Technical Information of China (English)

    王丽华; 宋君

    2006-01-01

    @@ With the fast development of science and technology, English is becoming more and more important. Concerning English learning, we should focus our attention on listening, speaking, reading, writing and translating. Comparatively speaking, listening and speaking skills are more practical. But how to improve these skills?

  15. Promoting Speaking Accuracy and Fluency in Foreign Language Classroom: A Closer Look at English Speaking Classrooms

    Science.gov (United States)

    Dinçer, Ali; Yesilyurt, Savas; Göksu, Ali

    2012-01-01

    This study aims to analyze the literature about teaching and learning English speaking in depth and draw main guidelines about how to increase speaking accuracy and fluency in language classrooms for both English language learners and teachers. The first section of the paper is about the general features of speaking skills. The second section…

  16. 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.

  17. IMPLEMENTING SPEECH COMMUNITY STRATEGY TO ENHANCE STUDENTS’ ENGLISH SPEAKING ABILITY

    Directory of Open Access Journals (Sweden)

    Huriyah Huriyah

    2015-12-01

    Full Text Available Implementing speech community strategy to enhance students English speaking ability. This classroom action research describes how the implementation of speech community strategy increases the students’ English speaking ability. The research stages consist of planning, implementing, observing, evaluating and reflecting. The study indicates that the providing of speech community can increase English speaking ability at students of SMA Sekar Kemuning Islamic Boarding School Cirebon

  18. Free classification of American English dialects by native and non-native listeners.

    Science.gov (United States)

    Clopper, Cynthia G; Bradlow, Ann R

    2009-10-01

    Most second language acquisition research focuses on linguistic structures, and less research has examined the acquisition of sociolinguistic patterns. The current study explored the perceptual classification of regional dialects of American English by native and non-native listeners using a free classification task. Results revealed similar classification strategies for the native and non-native listeners. However, the native listeners were more accurate overall than the non-native listeners. In addition, the non-native listeners were less able to make use of constellations of cues to accurately classify the talkers by dialect. However, the non-native listeners were able to attend to cues that were either phonologically or sociolinguistically relevant in their native language. These results suggest that non-native listeners can use information in the speech signal to classify talkers by regional dialect, but that their lack of signal-independent cultural knowledge about variation in the second language leads to less accurate classification performance.

  19. How Adults Learn English Listening and Speaking

    Institute of Scientific and Technical Information of China (English)

    陈继红

    2009-01-01

    The study of second Language Acquisition (SLA) is always one of the most important researching aspects in the field of applied linguistics. The correlations of how well one can acquire Second Language (SL) and the beginning age is one of the hot issues in the SLA, for it is theoretically and practically significant. This paper analyses the difference be-tween adults and children Second Language Acquisition. This paper also analyzed the importance of current adult learn-ing English listening and speaking ,the difficulties they faced of the learning process and made the proposal to help re-solve problems

  20. Disadvantages of publishing biomedical research articles in English for non-native speakers of English.

    Science.gov (United States)

    Rezaeian, Mohsen

    2015-01-01

    English has become the most frequently used language for scientific communication in the biomedical field. Therefore, scholars from all over the world try to publish their findings in English. This trend has a number of advantages, along with several disadvantages. In the current article, the most important disadvantages of publishing biomedical research articles in English for non-native speakers of English are reviewed. The most important disadvantages of publishing biomedical research articles in English for non-native speakers may include: Overlooking, either unintentionally or even deliberately, the most important local health problems; failure to carry out groundbreaking research due to limited medical research budgets; violating generally accepted codes of publication ethics and committing research misconduct and publications in open-access scam/predatory journals rather than prestigious journals. The above mentioned disadvantages could eventually result in academic establishments becoming irresponsible or, even worse, corrupt. In order to avoid this, scientists, scientific organizations, academic institutions, and scientific associations all over the world should design and implement a wider range of collaborative and comprehensive plans.

  1. Mental health status in pregnancy among native and non-native Swedish-speaking women: a Bidens study.

    Science.gov (United States)

    Wangel, Anne-Marie; Schei, Berit; Ryding, Elsa Lena; Ostman, Margareta

    2012-12-01

    To describe mental health status in native and non-native Swedish-speaking pregnant women and explore risk factors of depression and posttraumatic stress (PTS) symptoms. A cross-sectional questionnaire study was conducted at midwife-based antenatal clinics in Southern Sweden. A non-selected group of women in mid-pregnancy. Participants completed a questionnaire covering background characteristics, social support, life events, mental health variables and the short Edinburgh Depression Scale. Depressive symptoms during the past week and PTS symptoms during the past year. Out of 1003 women, 21.4% reported another language than Swedish as their mother tongue and were defined as non-native. These women were more likely to be younger, have fewer years of education, potential financial problems, and lack of social support. More non-native speakers self-reported depressive, PTS, anxiety and, psychosomatic symptoms, and fewer had had consultations with a psychiatrist or psychologist. Of all women, 13.8% had depressive symptoms defined by Edinburgh Depression Scale 7 or above. Non-native status was associated with statistically increased risks of depressive symptoms and having ≥1 PTS symptom compared with native-speaking women. Multivariate modeling including all selected factors resulted in adjusted odds ratios for depressive symptoms of 1.75 (95% confidence interval: 1.11-2.76) and of 1.56 (95% confidence interval: 1.10-2.34) for PTS symptoms in non-native Swedish speakers. Non-native Swedish-speaking women had a more unfavorable mental health status than native speakers. In spite of this, non-native speaking women had sought less mental health care. © 2012 The Authors Acta Obstetricia et Gynecologica Scandinavica© 2012 Nordic Federation of Societies of Obstetrics and Gynecology.

  2. Satisfaction With Communication in Primary Care for Spanish-Speaking and English-Speaking Parents.

    Science.gov (United States)

    Flower, Kori B; Skinner, Asheley C; Yin, H Shonna; Rothman, Russell L; Sanders, Lee M; Delamater, Alan; Perrin, Eliana M

    Effective communication with primary care physicians is important yet incompletely understood for Spanish-speaking parents. We predicted lower satisfaction among Spanish-speaking compared to English-speaking Latino and non-Latino parents. Cross-sectional analysis at 2-month well visits within the Greenlight study at 4 pediatric resident clinics. Parents reported satisfaction with 14 physician communication items using the validated Communication Assessment Tool (CAT). High satisfaction was defined as "excellent" on each CAT item. Mean estimations compared satisfaction for communication items among Spanish- and English-speaking Latinos and non-Latinos. We used generalized linear regression modeling, adjusted for parent age, education, income, and clinic site. Among Spanish-speaking parents, we compared visits conducted in Spanish with and without an interpreter, and in English. Compared to English-speaking Latino (n = 127) and non-Latino parents (n = 432), fewer Spanish-speaking parents (n = 303) reported satisfaction with 14 communication items. No significant differences were found between English-speaking Latinos and non-Latinos. Greatest differences were found in the use of a greeting that made the parent comfortable (59.4% of Spanish-speaking Latinos endorsing "excellent" vs 77.5% English-speaking Latinos, P speaking Latinos vs 79.8% English-speaking Latinos, P speaking Latinos were still less likely to report high satisfaction with these communication items. Satisfaction was not different among Spanish-speaking parents when the physician spoke Spanish versus used an interpreter. Satisfaction with physician communication was associated with language but not ethnicity. Spanish-speaking parents less frequently report satisfaction with communication, and innovative solutions to enhance communication quality are needed. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  3. Non-Native Pre-Service English Teachers’ Narratives about Their Pronunciation Learning and Implications for Pronunciation Training

    OpenAIRE

    Chin Wen Chien

    2014-01-01

    This study analyzes 58 non-native pre-service elementary school English teachers’ narratives about their pronunciation learning and teaching. Two important findings emerge in this study.  First, participants did not have the same attitude toward their roles as non-native English speakers regarding pronunciation learning and teaching. Second, regardless of their attitude or roles as non-native English speakers, participants claimed that when they become language teachers in the future, they wi...

  4. An Urgent Challenge: Enhancing Academic Speaking Opportunities for English Learners

    Science.gov (United States)

    Wilson, Jane; Fang, Chloe; Rollins, Jenice; Valadez, Destinee

    2016-01-01

    This project sought to gain a closer look at the contrast of oral language opportunities experienced by English learners and native speakers of English in order to draw implications for practicing teachers. Specifically, the authors explored how often and when English learners and native speakers of English engage in academic speaking in K-8…

  5. Understanding English Speaking Difficulties: An Investigation of Two Chinese Populations

    Science.gov (United States)

    Gan, Zhengdong

    2013-01-01

    Compared with reading, writing and listening, there has been a paucity of empirical data documenting learners' experiences of speaking English as a second language (ESL) or English as a foreign language (EFL) in different learning contexts in spite of the fact that developing the ability to speak in a second or foreign language is widely…

  6. Understanding English Speaking Difficulties: An Investigation of Two Chinese Populations

    Science.gov (United States)

    Gan, Zhengdong

    2013-01-01

    Compared with reading, writing and listening, there has been a paucity of empirical data documenting learners' experiences of speaking English as a second language (ESL) or English as a foreign language (EFL) in different learning contexts in spite of the fact that developing the ability to speak in a second or foreign language is widely…

  7. Phonological Acquisition in Bilingual Spanish-English Speaking Children

    Science.gov (United States)

    Fabiano-Smith, Leah; Goldstein, Brian A.

    2010-01-01

    Purpose: In this study, the authors aimed to determine how between-language interaction contributes to phonological acquisition in bilingual Spanish-English speaking children. Method: A total of 24 typically developing children, ages 3;0 (years;months) to 4;0, were included in this study: 8 bilingual Spanish-English speaking children, 8…

  8. Development of Vocabulary in Spanish-Speaking and Cantonese-Speaking English Language Learners

    Science.gov (United States)

    Uchikoshi, Yuuko

    2014-01-01

    This study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier…

  9. Development of Vocabulary in Spanish-Speaking and Cantonese-Speaking English Language Learners

    Science.gov (United States)

    Uchikoshi, Yuuko

    2014-01-01

    This study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier…

  10. English vowel identification and vowel formant discrimination by native Mandarin Chinese- and native English-speaking listeners: The effect of vowel duration dependence.

    Science.gov (United States)

    Mi, Lin; Tao, Sha; Wang, Wenjing; Dong, Qi; Guan, Jingjing; Liu, Chang

    2016-03-01

    The purpose of this study was to examine the relationship between English vowel identification and English vowel formant discrimination for native Mandarin Chinese- and native English-speaking listeners. The identification of 12 English vowels was measured with the duration cue preserved or removed. The thresholds of vowel formant discrimination on the F2 of two English vowels,/Λ/and/i/, were also estimated using an adaptive-tracking procedure. Native Mandarin Chinese-speaking listeners showed significantly higher thresholds of vowel formant discrimination and lower identification scores than native English-speaking listeners. The duration effect on English vowel identification was similar between native Mandarin Chinese- and native English-speaking listeners. Moreover, regardless of listeners' language background, vowel identification was significantly correlated with vowel formant discrimination for the listeners who were less dependent on duration cues, whereas the correlation between vowel identification and vowel formant discrimination was not significant for the listeners who were highly dependent on duration cues. This study revealed individual variability in using multiple acoustic cues to identify English vowels for both native and non-native listeners.

  11. STUDENTS WRITING EMAILS TO FACULTY: AN EXAMINATION OF E-POLITENESS AMONG NATIVE AND NON-NATIVE SPEAKERS OF ENGLISH

    Directory of Open Access Journals (Sweden)

    Sigrun Biesenbach-Lucas

    2007-02-01

    Full Text Available This study combines interlanguage pragmatics and speech act research with computer-mediated communication and examines how native and non-native speakers of English formulate low- and high-imposition requests to faculty. While some research claims that email, due to absence of non-verbal cues, encourages informal language, other research has claimed the opposite. However, email technology also allows writers to plan and revise messages before sending them, thus affording the opportunity to edit not only for grammar and mechanics, but also for pragmatic clarity and politeness.The study examines email requests sent by native and non-native English speaking graduate students to faculty at a major American university over a period of several semesters and applies Blum-Kulka, House, and Kasper’s (1989 speech act analysis framework – quantitatively to distinguish levels of directness, i.e. pragmatic clarity; and qualitatively to compare syntactic and lexical politeness devices, the request perspectives, and the specific linguistic request realization patterns preferred by native and non-native speakers. Results show that far more requests are realized through direct strategies as well as hints than conventionally indirect strategies typically found in comparative speech act studies. Politeness conventions in email, a text-only medium with little guidance in the academic institutional hierarchy, appear to be a work in progress, and native speakers demonstrate greater resources in creating e-polite messages to their professors than non-native speakers. A possible avenue for pedagogical intervention with regard to instruction in and acquisition of politeness routines in hierarchically upward email communication is presented.

  12. Taiwanese University Students' Attitudes to Non-Native Speakers English Teachers

    Science.gov (United States)

    Chang, Feng-Ru

    2016-01-01

    Numerous studies have been conducted to explore issues surrounding non-native speakers (NNS) English teachers and native speaker (NS) teachers which concern, among others, the comparison between the two, the self-perceptions of NNS English teachers and the effectiveness of their teaching, and the students' opinions on and attitudes towards them.…

  13. Discourse Markers and Spoken English: Nonnative Use in the Turkish EFL Setting

    Science.gov (United States)

    Asik, Asuman; Cephe, Pasa Tevfik

    2013-01-01

    This study investigated the production of discourse markers by non-native speakers of English and their occurrences in their spoken English by comparing them with those used in native speakers' spoken discourse. Because discourse markers (DMs) are significant items in spoken discourse of native speakers, a study about the use of DMs by nonnative…

  14. Patterns of English phoneme confusions by native and non-native listeners

    NARCIS (Netherlands)

    Cutler, A.; Weber, A.C.; Smits, R.; Cooper, N.

    2004-01-01

    Native American English and non-native (Dutch) listeners identified either the consonant or the vowel in all possible American English CV and VC syllables. The syllables were embedded in multispeaker babble at three signal-to-noise ratios (0, 8, and 16 dB). The phoneme identification performance of

  15. Psychological Factor Affecting English Speaking Performance for the English Learners in Indonesia

    Science.gov (United States)

    Haidara, Youssouf

    2016-01-01

    In every learning situation or environment, human psychology plays a significant role. English speaking is a language skill that is highly affected by human psychology. This research aimed at describing the psychological factor that affects negatively the English speaking performance for the English learners in Indonesia. A descriptive qualitative…

  16. Speaking:A hindrance for English Learning Students

    Institute of Scientific and Technical Information of China (English)

    罗俏

    2016-01-01

    The requirements for English abilities are much more higher with the development and prosperity of opening-policy economy of China. Even though they have made shocking results in English listening, reading and writing, Chinese students are lack of proficiency in speaking. Like written language and body language, oral language is one of the ways to express informa-tion and idea. The thesis is mainly describes the reasons why Chinese students have difficulties in studying English. Meanwhile, some suggestions also have been given to help English learning students learn English well and English teachers teach English well.

  17. Why do you speak English (in your annual report)?

    OpenAIRE

    Jeanjean, Thomas; Stolowy, Hervé; Lesage, Cédric

    2008-01-01

    In this study the authors analyze the factors associated with the publication of an English-language annual report in non-English-speaking countries. Using a sample of 3,994 firms from 27 countries in 2003, they find that about 50% of the sample firms issue annual reports in English. Our findings suggest that the decision to publish an English annual report is related to the internationalization process (via foreign sales), language barriers (via language distance and language importance), go...

  18. Improving Adult English Language Learners' Speaking Skills. ERIC Digest.

    Science.gov (United States)

    Florez, MaryAnn Cunningham

    Listening and speaking, the most used language skills in the classroom, are critical for functioning in an English language context, and are logical starting points for language instruction for low-literacy learners. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. A…

  19. EFL Teachers' Conceptions of Speaking Competence in English

    Science.gov (United States)

    Baleghizadeh, Sasan; Nasrollahi Shahri, Mohammad Naseh

    2014-01-01

    The present article lies at the intersection of research on teacher cognition and speaking competence in a second language. It is a qualitative analysis of teacher accounts of speaking in the context of English as a foreign language (EFL) in Iran. More specifically, the study is an exploration of three EFL teachers' conceptions of learning and…

  20. EFL Teachers' Conceptions of Speaking Competence in English

    Science.gov (United States)

    Baleghizadeh, Sasan; Nasrollahi Shahri, Mohammad Naseh

    2014-01-01

    The present article lies at the intersection of research on teacher cognition and speaking competence in a second language. It is a qualitative analysis of teacher accounts of speaking in the context of English as a foreign language (EFL) in Iran. More specifically, the study is an exploration of three EFL teachers' conceptions of learning…

  1. EFL Teachers' Conceptions of Speaking Competence in English

    Science.gov (United States)

    Baleghizadeh, Sasan; Nasrollahi Shahri, Mohammad Naseh

    2014-01-01

    The present article lies at the intersection of research on teacher cognition and speaking competence in a second language. It is a qualitative analysis of teacher accounts of speaking in the context of English as a foreign language (EFL) in Iran. More specifically, the study is an exploration of three EFL teachers' conceptions of learning and…

  2. Future English Teachers' Attitudes towards EIL Pronunciation

    Science.gov (United States)

    Coskun, Abdullah

    2011-01-01

    English has become the world's international language, used for international communication mostly among non-native speakers of other languages and 80 percent of all the English teachers around the world are nonnative English-speaking (NNES) teachers (Canagarajah, 1999). Therefore, there is a growing need to investigate the EIL (English as an…

  3. STRATEGIES OF LEARNING SPEAKING SKILL BY INDONESIAN LEARNERS OF ENGLISH AND THEIR CONTRIBUTION TO SPEAKING PROFICIENCY

    OpenAIRE

    JUNAIDI MISTAR; ATIK UMAMAH

    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 at- tempts 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’ speaking proficiency. The data from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 7...

  4. English-Speaking and Spanish-Speaking Domestic Violence Perpetrators: An MMPI-2 Assessment

    Science.gov (United States)

    Scott, Ronald L.; Flowers, John V.; Bulnes, Alejandro; Olmsted, Eileen; Carbajal-Madrid, Pedro

    2009-01-01

    The use of assessments to characterize domestic violence perpetrators continues to develop with an emphasis on increasing the effectiveness of domestic violence interventions. The present study examines and compares Minnesota Multiphasic Personality Inventory (MMPI)-2 responses from 41 English-speaking and 48 Spanish-speaking men who were in…

  5. 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'…

  6. 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'…

  7. Native Speaker and Nonnative Speaker Identities in Repair Practices of English Conversation

    Science.gov (United States)

    Bae, Eun Young; Oh, Sun-Young

    2013-01-01

    Within the theoretical and methodological framework of Conversation Analysis, the present study explores the nature of the native speaker (NS) and nonnative speaker (NNS) identities in repair practices of English conversation. It has identified and analyzed in detail repair sequences in the data and has also conducted quantitative analyses in…

  8. TOEFL11: A Corpus of Non-Native English. Research Report. ETS RR-13-24

    Science.gov (United States)

    Blanchard, Daniel; Tetreault, Joel; Higgins, Derrick; Cahill, Aoife; Chodorow, Martin

    2013-01-01

    This report presents work on the development of a new corpus of non-native English writing. It will be useful for the task of native language identification, as well as grammatical error detection and correction, and automatic essay scoring. In this report, the corpus is described in detail.

  9. Facebook-Photovoice Interface: Empowering Non-Native Pre-Service English Language Teachers

    Science.gov (United States)

    Rubrico, Jessie Grace U.; Hashim, Fatimah

    2014-01-01

    Engaging non-native pre-service English teachers who are still learning the language themselves requires two tasks: facilitating their language teaching skills and scaffolding their language learning. This action research interfaced Facebook and Photovoice technologies in order to empower participants to be proactive in their language learning and…

  10. Comparison of native and non-native phone imitation by English and Spanish speakers.

    Science.gov (United States)

    Olmstead, Anne J; Viswanathan, Navin; Aivar, M Pilar; Manuel, Sarath

    2013-01-01

    Experiments investigating phonetic convergence in conversation often focus on interlocutors with similar phonetic inventories. Extending these experiments to those with dissimilar inventories requires understanding the capacity of speakers to imitate native and non-native phones. In the present study, we tested native Spanish and native English speakers to determine whether imitation of non-native tokens differs qualitatively from imitation of native tokens. Participants imitated a [ba]-[pa] continuum that varied in VOT from -60 ms (prevoiced, Spanish [b]) to +60 ms (long lag, English [p]) such that the continuum consisted of some tokens that were native to Spanish speakers and some that were native to English speakers. Analysis of the imitations showed two critical results. First, both groups of speakers demonstrated sensitivity to VOT differences in tokens that fell within their native regions of the VOT continuum (prevoiced region for Spanish and long lag region for English). Secondly, neither group of speakers demonstrated such sensitivity to VOT differences among tokens that fell in their non-native regions of the continuum. These results show that, even in an intentional imitation task, speakers cannot accurately imitate non-native tokens, but are clearly flexible in producing native tokens. Implications of these findings are discussed with reference to the constraints on convergence in interlocutors from different linguistic backgrounds.

  11. Juggling Identity and Authority: A Case Study of One Non-Native Instructor of English

    Science.gov (United States)

    Subtirelu, Nicholas

    2011-01-01

    Authority in the classroom is an important concept to teachers everywhere. The act of teaching continuously engages them in the negotiation and construction of an identity that is accepted as authoritative by their students. Identity and authority, however, are in conflict in the context of NNSTs ["non-native" speaker teachers] of English (and…

  12. Facebook-Photovoice Interface: Empowering Non-Native Pre-Service English Language Teachers

    Science.gov (United States)

    Rubrico, Jessie Grace U.; Hashim, Fatimah

    2014-01-01

    Engaging non-native pre-service English teachers who are still learning the language themselves requires two tasks: facilitating their language teaching skills and scaffolding their language learning. This action research interfaced Facebook and Photovoice technologies in order to empower participants to be proactive in their language learning and…

  13. Comparison of native and non-native phone imitation by English and Spanish speakers

    Directory of Open Access Journals (Sweden)

    Annie J Olmstead

    2013-07-01

    Full Text Available Experiments investigating phonetic convergence in conversation often focus on interlocutors with similar phonetic inventories. Extending these experiments to those with dissimilar inventories requires understanding the capacity of speakers to imitate native and non-native phones. In the present study, we tested native Spanish and native English speakers to determine whether imitation of non-native tokens differs qualitatively from imitation of native tokens. Participants imitated a [ba] -[pa] continuum that varied in VOT from -60 ms (prevoiced, Spanish [b] to +60 ms (long lag, English [p] such that the continuum consisted of some tokens that were native to Spanish speakers and some that were native to English speakers. Analysis of the imitations showed two critical results. First, both groups of speakers demonstrated sensitivity to VOT differences in tokens that fell within their native regions of the VOT continuum (prevoiced region for Spanish and long lag region for English. Secondly, neither group of speakers demonstrated such sensitivity to VOT differences among tokens that fell in their non-native regions of the continuum. These results show that, even in an intentional imitation task, speakers cannot accurately imitate non-native tokens, but are clearly flexible in producing native tokens. Implications of these findings are discussed with reference to the constraints on convergence in interlocutors from different linguistic backgrounds.

  14. Hyperarticulation of vowels enhances phonetic change responses in both native and non-native speakers of English: evidence from an auditory event-related potential study.

    Science.gov (United States)

    Uther, Maria; Giannakopoulou, Anastasia; Iverson, Paul

    2012-08-27

    The finding that hyperarticulation of vowel sounds occurs in certain speech registers (e.g., infant- and foreigner-directed speech) suggests that hyperarticulation may have a didactic function in facilitating acquisition of new phonetic categories in language learners. This event-related potential study tested whether hyperarticulation of vowels elicits larger phonetic change responses, as indexed by the mismatch negativity (MMN) component of the auditory event-related potential (ERP) and tested native and non-native speakers of English. Data from 11 native English-speaking and 10 native Greek-speaking participants showed that Greek speakers in general had smaller MMNs compared to English speakers, confirming previous studies demonstrating sensitivity of the MMN to language background. In terms of the effect of hyperarticulation, hyperarticulated stimuli elicited larger MMNs for both language groups, suggesting vowel space expansion does elicit larger pre-attentive phonetic change responses. Interestingly Greek native speakers showed some P3a activity that was not present in the English native speakers, raising the possibility that additional attentional switch mechanisms are activated in non-native speakers compared to native speakers. These results give general support for models of speech learning such as Kuhl's Native Language Magnet enhanced (NLM-e) theory. Crown Copyright © 2012. Published by Elsevier B.V. All rights reserved.

  15. Developing College Students' English Speaking Skills in Chinese Context

    Institute of Scientific and Technical Information of China (English)

    孔令会

    2011-01-01

    As one of the four important communication skills, speaking has long been neglected in the language teaching, while oral English teaching has always been the weak points in college English education. Since China began to reform and open the door to the ou

  16. Student Disengagement in English-Speaking Montréal

    Science.gov (United States)

    Vallée, Daniel; Ruglis, Jessica

    2017-01-01

    This article discusses how student disengagement is conceptualized by English-speaking youth attending English urban public schools in Montreal, Quebec. School dropout is theorized as being a culminating event in a process of school disengagement (Rumberger, 2011). Using 2 qualitative methods (maps and interviews) in a grounded theory approach…

  17. Visual perceptual abilities of Chinese-speaking and English-speaking children.

    Science.gov (United States)

    Lai, Mun Yee; Leung, Frederick Koon Shing

    2012-04-01

    This paper reports an investigation of Chinese-speaking and English-speaking children's general visual perceptual abilities. The Developmental Test of Visual Perception was administered to 41 native Chinese-speaking children of mean age 5 yr. 4 mo. in Hong Kong and 35 English-speaking children of mean age 5 yr. 2 mo. in Melbourne. Of interest were the two interrelated components of visual perceptual abilities, namely, motor-reduced visual perceptual and visual-motor integration perceptual abilities, which require either verbal or motoric responses in completing visual tasks. Chinese-speaking children significantly outperformed the English-speaking children on general visual perceptual abilities. When comparing the results of each of the two different components, the Chinese-speaking students' performance on visual-motor integration was far better than that of their counterparts (ES = 2.70), while the two groups of students performed similarly on motor-reduced visual perceptual abilities. Cultural factors such as written language format may be contributing to the enhanced performance of Chinese-speaking children's visual-motor integration abilities, but there may be validity questions in the Chinese version.

  18. THE DIRECTIVE SPEECH ACTS USED IN ENGLISH SPEAKING CLASS

    Directory of Open Access Journals (Sweden)

    Muhammad Khatib Bayanuddin

    2016-12-01

    Full Text Available This research discusses about an analysis of the directive speech acts used in english speaking class at the third semester of english speaking class of english study program of IAIN STS Jambi. The aims of this research are to describe the types of directive speech acts and politeness strategies that found in English speaking class. This research used descriptive qualitative method. This method used to describe clearly about the types and politeness strategies of directive speech acts based on the data in English speaking class. The result showed that in English speaking class that there are some types and politeness strategies of directive speech acts, such as: requestives, questions, requirements, prohibitives, permissives, and advisores as types, as well as on-record indirect strategies (prediction statement, strong obligation statement, possibility statement, weaker obligation statement, volitional statement, direct strategies (imperative, performative, and nonsentential strategies as politeness strategies. The achievement of this research are hoped can be additional knowledge about linguistics study, especially in directive speech acts and can be developed for future researches. Key words: directive speech acts, types, politeness strategies.

  19. Health services utilisation disparities between English speaking and non-English speaking background Australian infants

    Directory of Open Access Journals (Sweden)

    Chen Jack

    2010-04-01

    Full Text Available Abstract Background To examine the differences in health services utilisation and the associated risk factors between infants from non-English speaking background (NESB and English speaking background (ESB within Australia. Methods We analysed data from a national representative longitudinal study, the Longitudinal Study of Australian Children (LSAC which started in 2004. We used survey logistic regression coupled with survey multiple linear regression to examine the factors associated with health services utilisation. Results Similar health status was observed between the two groups. In comparison to ESB infants, NESB infants were significantly less likely to use the following health services: maternal and child health centres or help lines (odds ratio [OR] 0.56; 95% confidence intervals [CI], 0.40-0.79; maternal and child health nurse visits (OR 0.68; 95% CI, 0.49-0.95; general practitioners (GPs (OR 0.58; 95% CI, 0.40-0.83; and hospital outpatient clinics (OR 0.54; 95% CI, 0.31-0.93. Multivariate analysis results showed that the disparities could not be fully explained by the socioeconomic status and language barriers. The association between English proficiency and the service utilised was absent once the NESB was taken into account. Maternal characteristics, family size and income, private health insurance and region of residence were the key factors associated with health services utilisation. Conclusions NESB infants accessed significantly less of the four most frequently used health services compared with ESB infants. Maternal characteristics and family socioeconomic status were linked to health services utilisation. The gaps in health services utilisation between NESB and ESB infants with regard to the use of maternal and child health centres or phone help, maternal and child health nurse visits, GPs and paediatricians require appropriate policy attentions and interventions.

  20. Cheater's Guide to Speaking English Like a Native

    CERN Document Server

    De Mente, Boye

    2007-01-01

    Native English-speakers use a large number of proverbs and colloquial expressions in their daily conversations. These common sayings, which evolved over the centuries, are like "codes" that reveal the cultural values and attitudes of the speakers. To fully understand and communicate in English, it's necessary to be familiar with these expressions and know how and when to use them. The Cheater's Guide to Speaking English like a Native is a shortcut to achieving that goal.

  1. On the native/nonnative speaker notion and World Englishes: Debating with K. Rajagopalan

    Directory of Open Access Journals (Sweden)

    John Robert SCHMITZ

    Full Text Available ABSTRACT In a series of three articles published in the Journal of Pragmatics (1995, henceforth JP, the purpose of the papers is to question the division of English spoken in the world into, on one hand, "native" varieties (British English, American English. Australian English and, on the other, "new/nonnative" varieties (Indian English, Singaporean English, Nigerian English. The JP articles are indeed groundbreaking for they mark one of the first interactions among scholars from the East with researchers in the West with regard to the growth and spread of the language as well as the roles English is made to play by its impressive number of users. The privileged position of prestige and power attributed to the inner circle varieties (USA, UK, Canada, Australia and New Zealand is questioned. Rajagopalan (1997, motivated by his reading of the JP papers, adds another dimension to this questioning by pointing to the racial and discriminatory stance underlying the notions "native speaker" and "nonnative speaker" (henceforth, respectively NS and NNS. Rajagopalan has written extensively on the issue of nativity or "nativeness"; over the years, Schmitz has also written on the same topic. There appears, in some cases, to be a number of divergent views with regard to subject on hand on the part of both authors. The purpose of this article is to engage in a respectful debate to uncover misreading and possible misunderstanding on the part of Schmitz. Listening to one another and learning from each another are essential in all academic endeavors.

  2. Embodied Philosophy in English Teaching of Speaking

    Institute of Scientific and Technical Information of China (English)

    李志芳; 徐圆

    2016-01-01

    The paper mainly uses the embodied philosophy theory combined with spoken English teaching to analyze the effect of teaching in order to make students get a high level to express themselves in English.

  3. Descriptions of Difficult Conversations between Native and Non-Native English Speakers: In-Group Membership and Helping Behaviors

    Science.gov (United States)

    Young, Ray; Faux, William V., II

    2011-01-01

    This study illustrated the perceptions of native English speakers about difficult conversations with non-native English speakers. A total of 114 native English speakers enrolled in undergraduate communication courses at a regional state university answered a questionnaire about a recent difficult conversation the respondent had with a non-native…

  4. EIGHT KEYS BEFORE LEARNING TO SPEAK ENGLISH: (A Proposal for Motivating EFL Speaking Learners in Indonesia)

    OpenAIRE

    Abd Wafi

    2015-01-01

    Being able to speak English fluently is as measuring rod for someone who is said to be good at English. In Indonesian context, English is still as foreign language and this becomes problem for them who want to learn it. The problem could be caused by the difficulty of the English itself, the learners’ personality and the process in learning it. There are ample solutions to deal with those difficulties; however, the writer provides a solution as a proposal for motivating the learners; there ar...

  5. "Convenience Editing" in Action: Comparing English Teachers' and Medical Professionals' Revisions of a Medical Abstract

    Science.gov (United States)

    Willey, Ian; Tanimoto, Kimie

    2012-01-01

    Native English-speaking (NES) English teachers at universities in English as a foreign language (EFL) contexts are sometimes asked to edit English manuscripts written by non-native English-speaking (NNES) colleagues in scientific fields. However, professional peers may differ from English teachers in their approach towards editing scientific…

  6. Pair Negotiation When Developing English Speaking Tasks

    Science.gov (United States)

    Bohórquez Suárez, Ingrid Liliana; Gómez Sará, Mary Mily; Medina Mosquera, Sindy Lorena

    2011-01-01

    This study analyzes what characterizes the negotiations of seventh graders at a public school in Bogotá when working in pairs to develop speaking tasks in EFL classes. The inquiry is a descriptive case study that follows the qualitative paradigm. As a result of analyzing the data, we obtained four consecutive steps that characterize students'…

  7. STRATEGIES OF LEARNING SPEAKING SKILL BY INDONESIAN LEARNERS OF ENGLISH AND THEIR CONTRIBUTION TO SPEAKING PROFICIENCY

    Directory of Open Access Journals (Sweden)

    JUNAIDI MISTAR

    2014-07-01

    Full Text Available This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the at- tempts 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’ speaking proficiency. The data from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 70 item questionnaire of Oral Communication Learning Strategy (OCLS and a 10 item self-assessment of speaking proficiency. The statistical analysis revealed that gender provided significant effects on the intensity of use of six types of strategies of learning speaking skill – interactional-maintenance, self-evaluation, fluency-oriented, time gaining, compensation, and interpersonal strategies – with female learners reporting higher intensity of use. A further analysis found that four strategy types – interactional-maintenance, self-improvement, compensation, and memory strategies – greatly contribute to the speaking proficiency. These findings imply that strategies-based instruction, covering the four most influential strategies, needs to be integrated explicitly in the speaking class to help learners, particularly male learners, cope with problems in learning speaking skill.

  8. EIGHT KEYS BEFORE LEARNING TO SPEAK ENGLISH: (A Proposal for Motivating EFL Speaking Learners in Indonesia

    Directory of Open Access Journals (Sweden)

    Abd Wafi

    2015-11-01

    Full Text Available Being able to speak English fluently is as measuring rod for someone who is said to be good at English. In Indonesian context, English is still as foreign language and this becomes problem for them who want to learn it. The problem could be caused by the difficulty of the English itself, the learners’ personality and the process in learning it. There are ample solutions to deal with those difficulties; however, the writer provides a solution as a proposal for motivating the learners; there are 8 keys to be possessed by the learners before they learn to speak English. They are (1 Listen up, (2 be good at imitating, (3 use the mouth, (4 check the voice, (5 have the motion, (6 smile, (7 thank God, and (8 love. The solution is as inner drive or  instrinsic motivation for the learners and it can also be used by the teachers, tutors and lecturers as reference for motivatingthe learners in learning or in mastering English speaking.

  9. Become proficient in speaking and writing good English

    CERN Document Server

    Mathur, Archana

    2012-01-01

    Become Proficient in Speaking and Writing GOOD ENGLISH. The book offers practical advice for writing proper and attractive prose. It will help improve one's communication ability and skill. The topics cover Common Errors, Confusing set of Figures of Speech, Foreign Words and Phrases and various aspects of Grammar and Syntax....

  10. Native English Speaking Teachers' Beliefs about Korean EFL Learners

    Science.gov (United States)

    Chin, Cheongsook

    2006-01-01

    This study aimed to investigate native English-speaking teachers' beliefs about Korean EFL learners, following a qualitative case study approach. Participants consisted of 3 Americans and 15 Canadians, aged 29-41, who were a part of a university teaching staff in Korea. The data collection employed questionnaires and interviews. The results…

  11. Native-English Speaking Instructors Teaching Writing in China

    Science.gov (United States)

    Liu, Qing; Zhou, Xiaodi; Fu, Danling

    2015-01-01

    This article presents two separate but related studies on native-English speaking (NES) instructors' teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors' writing instruction in a southern Chinese university as well as students' responses to their practice.…

  12. TEACHING NON-ENGLISH MAJORS LISTENING AND SPEAKING THROUGH FILMS

    Institute of Scientific and Technical Information of China (English)

    Long; Qianhong

    2001-01-01

    Films are a very effective medium for language teaching,especially in teaching listening and speaking. This paperdiscusses the advantages of using films in teaching that course tonon-English majors. Finally the author introduces someworkable ways of using films in aural-oral classes.

  13. Using Public Speaking Tasks in English Language Teaching

    Science.gov (United States)

    Iberri-Shea, Gina

    2009-01-01

    The purpose of this article is to provide suggestions for using public speaking tasks in English language teaching (ELT) and to highlight some of their many advantages. For the purpose of this article, the author will focus on two types of these tasks: student presentations and debates. Student presentations may consist of either individual or…

  14. Socializing English-Speaking Navajo Children to Storytelling

    Science.gov (United States)

    Vining, Christine B.

    2015-01-01

    Understanding how young children are socialized to the process and products of storytelling as part of everyday family life is important for language and literacy instruction. A language socialization framework was used to understand storytelling practices on the Navajo Nation. This study examined how three young English-speaking Navajo children,…

  15. Library Education in the English-Speaking Caribbean

    Science.gov (United States)

    Collings, Dorothy

    1973-01-01

    A library school to serve the English-speaking Caribbean has been set up with Unesco assistance at the University of the West Indies, Kingston, Jamaica. This article examines the potential demand for librarians in the region, discusses various problems facing the profession and prospects for the future. (15 references) (Author)

  16. Predictors of English Reading Comprehension: Cantonese-Speaking English Language Learners in the U.S.

    Science.gov (United States)

    Uchikoshi, Yuuko

    2013-01-01

    In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

  17. Predictors of English Reading Comprehension: Cantonese-Speaking English Language Learners in the U.S.

    Science.gov (United States)

    Uchikoshi, Yuuko

    2013-01-01

    In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

  18. How is the Elective-English Speaking Taught in High Schools

    Institute of Scientific and Technical Information of China (English)

    任丽燕

    2013-01-01

    English Speaking is the skill that the students will be judged upon most in real-life situations. This article written to discuss how to have the the optional course-English Speaking Training in high schools to train the students English speaking abil-ity.

  19. TO SPEAK OR NOT TO SPEAK:THE ORAL ENGLISH CONUNDRUM

    Institute of Scientific and Technical Information of China (English)

    Lynn Fair

    2005-01-01

    Oral English classes are offered at most colleges and Universities in China and often are taught by an inexperienced foreign teacher. Unfortunately, there is no uniformity in the way it is presented to students or in the way student performance is assessed. Every teacher seems to have a different methodology and assessment procedure. Although the supposed objective of the course is to improve the student's ability to speak English, the actual results are of questionable value. As well, an apparent lack of progress can lead to a lessening of a student's initiative to learn English.The teaching of oral English in China should be standardized. There should be a universally recognized teaching methodology and textual materials for both the teachers and the students. An effective and fair method of assessment.is also required. Teachers should receive guidance and support from their respective colleges and universities. Textual materials need to be supplied, classes need to be limited in size (e. g. oral English classes should not exceed 30 students), classroom seating arrangements should be flexible to allow for groups to interact, and most importantly,schools need to provide an effective and standard teaching methodology.Oral English classes can be a valuable learning experience for both the student and teacher by improving and broadening cultural understanding. They can increase a student's confidence in his or her ability to speak English and improve English pronunciation, stress and modulation.

  20. Variable Production of English Past Tense Morphology: A Case Study of a Thai-Speaking Learner of English

    Science.gov (United States)

    Prapobaratanakul, Chariya; Pongpairoj, Nattama

    2016-01-01

    The study investigated variable production of English past tense morphology by an L1 Thai-speaking learner of English. Due to the absence of the past tense inflectional morphology in the Thai language, production of English past tense morphemes poses a persistent problem for L1 Thai-speaking learners of English. Hypotheses have been made in…

  1. Automatically identifying characteristic features of non-native English accents

    NARCIS (Netherlands)

    Bloem, Jelke; Wieling, Martijn; Nerbonne, John; Côté, Marie-Hélène; Knooihuizen, Remco; Nerbonne, John

    2016-01-01

    In this work, we demonstrate the application of statistical measures from dialectometry to the study of accented English speech. This new methodology enables a more quantitative approach to the study of accents. Studies on spoken dialect data have shown that a combination of representativeness (the

  2. Durations of American English vowels by native and non-native speakers: acoustic analyses and perceptual effects.

    Science.gov (United States)

    Liu, Chang; Jin, Su-Hyun; Chen, Chia-Tsen

    2014-06-01

    The goal of this study was to examine durations of American English vowels produced by English-, Chinese-, and Korean-native speakers and the effects of vowel duration on vowel intelligibility. Twelve American English vowels were recorded in the /hVd/ phonetic context by native speakers and non-native speakers. The English vowel duration patterns as a function of vowel produced by non-native speakers were generally similar to those produced by native speakers. These results imply that using duration differences across vowels may be an important strategy for non-native speakers' production before they are able to employ spectral cues to produce and perceive English speech sounds. In the intelligibility experiment, vowels were selected from 10 native and non-native speakers and vowel durations were equalized at 170 ms. Intelligibility of vowels with original and equalized durations was evaluated by American English native listeners. Results suggested that vowel intelligibility of native and non-native speakers degraded slightly by 3-8% when durations were equalized, indicating that vowel duration plays a minor role in vowel intelligibility.

  3. Improving Students' English Speaking Proficiency in Saudi Public Schools

    Directory of Open Access Journals (Sweden)

    Heba Awadh Alharbi

    2015-01-01

    Full Text Available In English as a foreign language (EFL contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students’ limited use of English inside the classroom. These issues ultimately affect students’ English speaking capacity. Focusing on the Saudi EFL context, this paper attempted to identify the causes of Saudi students’ low proficiency in English communication and provide some recommendations to address these issues. The most significant findings of the paper were: (1 reforming specific Ministry of Education and Higher Education policies in Saudi Arabia is crucial; (2 the Saudi education system should reinforce the use of contemporary approaches to teaching that emphasise problem solving and critical thinking skills and put students in charge of their own learning; and (3 the ministry should consider converting some Saudi public schools into bilingual schools.

  4. Pair Negotiation When Developing English Speaking Tasks

    Directory of Open Access Journals (Sweden)

    Ingrid Liliana Bohórquez Suárez

    2011-12-01

    Full Text Available This study analyzes what characterizes the negotiations of seventh graders at a public school in Bogotá when working in pairs to develop speaking tasks in EFL classes. The inquiry is a descriptive case study that follows the qualitative paradigm. As a result of analyzing the data, we obtained four consecutive steps that characterize students’ negotiations: Establishing a connection with a partner to work with, proposing practical alternatives, refusing mates’ propositions, and making practical decisions. Moreover, we found that the constant performance of the process of negotiation provokes students to construct a sociolinguistic identity that allows agreements to emerge.

  5. English-speaking in early Surinam?

    NARCIS (Netherlands)

    Smith, N.S.H.; Selbach, R.; Cardoso, H.C.; van den Berg, M.

    2009-01-01

    I assess the opportunities of English-learning for slaves in early Surinam. Under the gradualist approach no creole could develop until the population balance had shifted significantly in favour of the slaves. With the population figures given by Arends for the years 1675, 1684 and 1695, I calculate

  6. Global Professional Identity in Deterretorialized Spaces: A Case Study of a Critical Dialogue between Expert and Novice Nonnative English Speaker Teachers (Identidad profesional global en espacios desterritorializados: un estudio de caso de los diálogos críticos entre profesores de inglés no nativos)

    Science.gov (United States)

    Guerrero Nieto, Carmen Helena; Meadows, Bryan

    2015-01-01

    This study analyzes the online, peer-peer dialogue between two groups of nonnative English-speaking teachers who are attending graduate programs in Colombia and the United States. Framed by the theoretical concepts of critical pedagogy and global professional identity, a qualitative analysis of the data shows that their expert vs. novice roles…

  7. Talking Shop: The Communicative Teaching of English in Non-English-Speaking Countries.

    Science.gov (United States)

    Johnson, Keith; And Others

    1983-01-01

    Excerpts from a discussion session involving six panelists and 150 teachers of English in non-English-speaking countries range from the revolution in the communicative approach to the extent to which the mother tongue is taken into account, translation, grammatical correctness, teaching large classes, and textbook development. (MSE)

  8. Misconceptions and miscommunication among Spanish-speaking and English-speaking women with pelvic organ prolapse.

    Science.gov (United States)

    Wieslander, Cecilia K; Alas, Alexandriah; Dunivan, Gena C; Sevilla, Claudia; Cichowski, Sara; Maliski, Sally; Eilber, Karyn; Rogers, Rebecca G; Anger, Jennifer T

    2015-04-01

    Limited data exist on women's experience with pelvic organ prolapse (POP) symptoms. We aimed to describe factors that prevent disease understanding among Spanish-speaking and English-speaking women. Women with POP were recruited from female urology and urogynecology clinics in Los Angeles, California, and Albuquerque, New Mexico. Eight focus groups were conducted, four in Spanish and four in English. Topics addressed patients' emotional responses when noticing their prolapse, how they sought support, what verbal and written information was given, and their overall feelings of the process. Additionally, patients were asked about their experience with their treating physician. All interview transcripts were analyzed using grounded theory qualitative methods. Qualitative analysis yielded two preliminary themes. First, women had misconceptions about what POP is as well as its causes and treatments. Second, there was a great deal of miscommunication between patient and physician which led to decreased understanding about the diagnosis and treatment options. This included the fact that women were often overwhelmed with information which they did not understand. The concept emerged that there is a strong need for better methods to achieve disease and treatment understanding for women with POP. Our findings emphasize that women with POP have considerable misconceptions about their disease. In addition, there is miscommunication during the patient-physician interaction that leads to further confusion among Spanish-speaking and English-speaking women. Spending more time explaining the diagnosis of POP, rather than focusing solely on treatment options, may reduce miscommunication and increase patient understanding.

  9. "I'm Very Not About the Law Part": Nonnative Speakers of English and the Miranda Warnings

    Science.gov (United States)

    Pavlenko, Aneta

    2008-01-01

    This article presents a case study of a police interrogation of a nonnative speaker (NNS) of English. I show that the high linguistic and conceptual complexity of police cautions, such as the Miranda warnings, complicates understanding of these texts even by NNSs of English with a high level of interactional competence. I argue that the U.S.…

  10. A Learner-centered Curriculum of Speaking Class for Non-English Majors

    Institute of Scientific and Technical Information of China (English)

    YangHongyan

    2004-01-01

    China University of Geosciences has carried out a reform on college English teaching since 2003, March. The English class for non-English majors now falls into three parts: speaking and listening, reading, and writing, which are given respectively. Speaking and listening take the percentage of 3/7 in the 280 classtime for college English. And 2/3 of the

  11. The Question of Culture: EFL teaching in non-English-speaking countries

    Institute of Scientific and Technical Information of China (English)

    Cem and Margaret Alptekin

    2009-01-01

    @@ Two conflicting pedagogical views exist in teaching EFL (English as a foreign language) abroad. One, promoted chiefly by native English speaking teachers, is that English teaching should be done with reference to the socio-cultural norms and val-ues of an English-speaking country, with the pur-pose of developing bilingual and bicultural individu-als.

  12. Tornado hazard communication disparities among Spanish-speaking individuals in an English-speaking community.

    Science.gov (United States)

    Ahlborn, Leslie; Franc, Jeffrey Michael

    2012-02-01

    The state of Oklahoma, known for destructive tornados, has a native Spanish-speaking (NSS) population of approximately 180,241, of which 50% report being able to speak English "very well" (US Census Bureau). With almost 50% of these native Spanish-speaking persons being limited English proficient (LEP), their reception of tornado hazard communications may be restricted. This study conducted in northeast Oklahoma (USA) evaluates the association between native language and receiving tornado hazard communications. This study was a cross-sectional survey conducted among a convenience sample of NSS and native English-speaking (NES) adults at Xavier Clinic and St. Francis Trauma Emergency Center in Tulsa, OK, USA from September 2009 through December 2009. Of the 82 surveys administered, 80 were returned, with 40 NES and 40 NSS participants. A scoring system (Severe Weather Information Reception (SWIR)) was developed to quantify reception of hazard information among the study participants (1-3 points=poor reception, 4-5=adequate reception, 6-8=excellent reception). Pearson's chi-squared test was used to calculate differences between groups with Yates' continuity correction applied where appropriate, and SWIR scores were analyzed using ANOVA. P-valuestornado siren. NSS were less likely to have Internet access (Ptornado warning reception between NSS and NES. Poor English proficiency was noted to be 75% among NSS, which is approximately 25% more than estimated by the US Census Bureau. This study demonstrates a need for emergency managers to recognize when appropriate and overcome communication disparities among limited English proficient populations.

  13. Angles on the English-Speaking World

    DEFF Research Database (Denmark)

    -industrial society. In addition to the academic articles in this issue there is a series of ‘position statements’ written by some of the major participants in the Danish debate on language policy in the universities. They were invited to state in about 500 words their essential views on the theme......Volume 9 takes up the questions – national, sociolinguistic, strategic, economic and educational – which arise in relation to the increasing use of English alongside national or vernacular languages, focusing on its use as the language of instruction in Danish Universities. Inevitably, this also...

  14. Raising the Question #10 Non-Native Speakers of English: What More Can We Do?

    Science.gov (United States)

    Burroughs, Nancy F.

    2008-01-01

    The author believes that communication courses, especially those that require mastery of skills and behaviors, should be embedded with a sensitivity to culture and communication apprehension. Her reflections here are designed to support the critical need to develop curriculum options that address students' anxieties and speaking English as a…

  15. Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective

    Science.gov (United States)

    Khamkhien, Attapol

    2010-01-01

    To successfully assess how language learners enhance their performance and achieve language learning goals, the four macro skills of listening, speaking reading and writing are usually the most frequently assessed and focused areas. However, speaking, as a productive skill, seems intuitively the most important of all the four language skills…

  16. Has the emergence of English as a Lingua Franca been an entirely beneficial phenomenon for both native and non-native English speakers

    Institute of Scientific and Technical Information of China (English)

    HU; RUOXI

    2015-01-01

    <正>Recently,the emergence of English as a lingua franca generates a controversial issue which has been fiercely discussed whether it is a wholly beneficial phenomenon for both native and non-native English speakers.Based on the Cambridge Encyclopedia of Language,English was widely transmitted all over the world due to the British colonization in the early19th century.With advanced industry and frequent multilateral trade,Britain further impelled the spread of English.Besides,

  17. WHAT CONTRIBUTES TO STUDENTS’ SUCCESS IN LEARNING TO SPEAK ENGLISH

    Directory of Open Access Journals (Sweden)

    Sartika

    2014-11-01

    Full Text Available This study deals with speaking achievement of eighth semester students in English Department of one university in Nusa Tenggara Barat - Indonesia in academic year 2013/2014. The purpose of this study was to find out factors that help students succeed in learning speaking. The method of this research is qualitative research that focuses on case study. The subjects of this study were the eighth semester students who got an A in Speaking I, II and III subjects. Four students were recruited as the research subjects consisting of one female and three males. The data about the students were obtained from the academic databases in the English Department. In collecting the data, semi-structured interviews were conducted. The data, then, were analyzed through some stages namely transcribing data, reducing data, displaying data and drawing conclusion. The result of this study showed that factors contributing to students speaking achievement consist of internal and external factors. The internal factors include motivation and interests, while the external factors involve family, school condition and society.

  18. Maintaining Spanish in an English-Speaking World

    OpenAIRE

    Juhasz, Audrey Constance

    2013-01-01

    As the Latino portion of the United States population continues to grow each year, more and more children in the United States leave their Spanish-speaking homes and enter English immersion schools. Throughout their lives, these children are likely to shift language preferences from their home language, to the language of the community. However, maintaining development in their first language would be a benefit to them in multiple ways. Identifying factors within bilingual homes that influenc...

  19. The effect of task complexity on functional adequacy, fluency and lexical diversity in speaking performances of native and non-native speakers

    NARCIS (Netherlands)

    de Jong, N.H.; Steinel, M.P.; Florijn, A.; Schoonen, R.; Hulstijn, J.H.; Housen, A.; Kuiken, F.; Vedder, I.

    2012-01-01

    This study investigated how task complexity affected native and non-native speakers’ speaking performance in terms of a measure of communicative success (functional adequacy), three types of fluency (breakdown fluency, speed fluency, and repair fluency), and lexical diversity. Participants (208 non-

  20. Partners in Learning: A Task-based Advanced Speaking Course.

    Science.gov (United States)

    O'Brien, Maureen

    This report describes a semester of teaching a group of non-native English-speaking students, aged 17 to 40 years and how the instructor identified three elements that appeared to be necessary for a task-based, advanced English speaking class. The three elements were: (1) ongoing needs assessment; (2) collaboration between instructor and students…

  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. Efficient English Listening Teaching Methods

    Institute of Scientific and Technical Information of China (English)

    邢小杰

    2014-01-01

    In non-native English speaking countries, the big problem to English learners is that it is difficult for them to under-stand what the English speaker is talking about because many English learners have trouble in listening. Though they are English learners, they still have difficulty in listening to the foreigners from English speaking countries and other nonnative English speak-ers. Therefore, listening teaching becomes the vital task of both English teachers and English learners. English educators are ex-pected to search an efficient way to help English learners improve their listening. Modern teaching equipments, such as film and video and other teaching facilities play an indispensable role in English listening teaching.

  3. Tips to Students for Speaking English Effectively in Multicultures

    Institute of Scientific and Technical Information of China (English)

    刘萍

    2002-01-01

    There exists great confusion among students about the choice of words in speaking English.They feel it difficult to express themselves very effectively and clearly.In a highly competitive society with strong tendency to merge in multicultures,one my fail to attain his goal in life if he/she turns a blind eye to the importance of effectively speaking international language-English because English is an indispensble communicating means in colorful world.This article offers criteria that can be used by English speaders to measure whether their words contribute to an effective oral style.Language is symbolic,so the words contribute to an effective oral style.Language is symbolic,so the words we use in our speeches represent ideas,objects and feelings,The resders,not only the students,can be informed of the fact that ideas are clarified through vivid,emphatic and appropriate expressions in addition to precise,specific,concrete,simple language.

  4. Women's Understanding of the Term 'Pap smear': A Comparison of Spanish-Speaking Versus English-Speaking Women.

    Science.gov (United States)

    Howard, David L; Soulli, Beth; Johnson, Nicole; Cooper, Saladin

    2016-11-01

    Objective To compare the understanding of the term 'Pap smear' among Spanish-speaking women, as compared to their English-speaking counterparts. Methods Surveys were distributed to English and Spanish speaking female patients in an urban Obstetrics and Gynecology clinic. Patients were at least 18 years old or they were less than 18 years old and pregnant. Results A majority of participants (77.3 % English-speaking vs. 74.1 % Spanish-speaking, respectively) were able to identify at least one correct descriptor for the term Pap smear. However, Spanish-speaking women were significantly less likely to choose incorrect descriptors. Spanish-speaking women were much less likely to say that a Pap smear was the same as a Pelvic exam (45.7 vs. 78.8 %; p = 0.001), or a test for a sexually transmitted disease (25 vs. 60.6 %; p = 0.001). Conclusions for Practice Compared to English-speaking women, Spanish-speaking women are much less likely to conflate a pelvic exam with a Pap smear. Overall understanding was suboptimal, regardless of primary language, indicating that major efforts are still needed to improve functional health literacy with respect to cervical cancer screening.

  5. Improving the English-Speaking Skills of Young Learners through Mobile Social Networking

    Science.gov (United States)

    Sun, Zhong; Lin, Chin-Hsi; You, Jiaxin; Shen, Hai jiao; Qi, Song; Luo, Liming

    2017-01-01

    Most students of English as a foreign language (EFL) lack sufficient opportunities to practice their English-speaking skills. However, the recent development of social-networking sites (SNSs) and mobile learning, and especially mobile-assisted language learning, represents new opportunities for these learners to practice speaking English in a…

  6. On the Awareness of English Polysemous Words by Arabic-Speaking EFL Learners

    Science.gov (United States)

    Alnamer, Sulafah Abdul Salam

    2017-01-01

    This study measures the extent to which Arabic-speaking EFL learners are aware of polysemy in English. It also investigates whether the English proficiency level of Arabic-speaking EFL learners plays a role in their ability to distinguish between the various meanings of English polysemous words, and whether they face problems when they encounter…

  7. The effect of visuals on non-native English students' learning of the basic principles and laws of motion

    Science.gov (United States)

    Yang, Quan

    2001-10-01

    This study, involving 154 undergraduate college students in China, was conducted to determine whether the surface structure of visual graphics affect content learning when the learner was a non-native English speaker and learning took place in a non-English speaking environment. Instruction with concrete animated graphics resulted in significantly higher achievement, when compared to instruction with concrete static, abstract static, abstract animated graphics or text only without any graphical illustrations. It was also found, unexpectedly, the text-only instruction resulted in the second best achievement, significantly higher than instruction with concrete static, abstract static, and abstract animated graphics. In addition, there was a significant interaction with treatment and test item, which indicated that treatment effects on graphic-specific items differed from those on definitional items. Additional findings indicated that relation to graphics directly or indirectly from the text that students studied had little impact on their performance in the posttests. Further, 51% of the participants indicated that they relied on some graphical images to answer the test questions and 19% relied heavily on graphics when completing the tests. In conclusion, concrete graphics when combined with animation played a significant role in enhancing ESL student performance and enabled the students to achieve the best learning outcomes as compared to abstract animated, concrete static, and abstract static graphics. This result suggested a significant innovation in the design and development of ESL curriculum in computer-based instruction, which would enable ESL students to perform better and achieve the expected outcomes in content area learning.

  8. Native and non-native perception of phonemic length contrasts in Japanese: Effects of speaking rate and presentation context

    Science.gov (United States)

    Wilson, Amanda; Kato, Hiroaki; Tajima, Keiichi

    2005-04-01

    Japanese words can be distinguished by the length of phonemes, e.g., ``chizu'' (map) versus ``chiizu'' (cheese). Perceiving these length contrasts is therefore important for learning Japanese as a second language. The present study examined native English listeners' perception of length contrasts at different speaking rates and in different contexts. Stimuli consisted of 20 Japanese word pairs that minimally contrasted in vowel length, and 10 synthesized nonwords. The nonwords were created by modifying the duration of the second vowel of the nonword ``erete'' along a continuum (from ``erete'' to ``ereete''). Stimuli were presented with or without a carrier sentence at three rates (fast, normal, slow). Rate was either fixed or randomized trial by trial. Sixteen native English and 16 native Japanese listeners participated in a single-stimulus, two-alternative forced-choice identification task. Results suggest that native Japanese listeners' identification boundaries systematically shifted due to changes in speaking rate when the stimuli were in the context of a sentence with mixed rates of presentation. In contrast, native English listeners show a shift in the opposite direction, suggesting that they did not follow the variation in speaking rate. These results will be discussed from the viewpoint of training second-language phoneme perception. [Work supported by JSPS.

  9. Observing Pair-Work Task in an English Speaking Class

    Directory of Open Access Journals (Sweden)

    Diana Achmad

    2014-01-01

    Full Text Available This paper reports on students’ pair-work interactions to develop their speaking skills in an ELT classroom which consisted of international learners. A number of 16 learners of intermediate proficiency with IELTS score band 5.5 were observed. The teacher had paired those he considered among them to be the more competent ones (hereafter, stronger with the less competent ones (hereafter, weaker; therefore, eight pairs were observed during the lesson. The task given to the students was to express ‘Agree and Disagree’ in the context of giving opinions related to social life. Based on the observations, the task was successfully implemented by six pairs; thus, the two others faced some problems. From the first pair, it was seen that the stronger student had intimated the weaker one into speaking during the task. The other pair, who was both of the same native, did not converse in English as expected and mostly used their native language to speak with one another presumably due to respect from the stronger student towards the weaker one. In situations like this, when pair-work becomes unproductive, rotating pairs is recommended to strengthen information sharing and assigning roles to avoid a student from taking over the activity from his or her pair. In conclusion, pairing international learners with mixed speaking proficiency by teachers must be conducted as effectively as possible by initially identifying their ability and learning culture to profoundly expand the students’ language resources.

  10. EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Siti Mahripah

    2014-01-01

    analysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

  11. Speech-on-speech masking with variable access to the linguistic content of the masker speech for native and nonnative english speakers.

    Science.gov (United States)

    Calandruccio, Lauren; Bradlow, Ann R; Dhar, Sumitrajit

    2014-04-01

    accented, allowing for improved speech recognition. Various levels of intelligibility across the foreign-accented speech maskers did not influence results. Neither the nonnative English-speaking listeners with normal hearing nor the monolingual English speakers with hearing loss benefited from masking release when the masker was changed from native-accented to foreign-accented English. Slight modifications between the target and the masker speech allowed monolingual English speakers with normal hearing to improve their recognition of native-accented English, even when the competing speech was highly intelligible. Further research is needed to determine which modifications within the competing speech signal caused the Mandarin-accented English to be less effective with respect to masking. Determining the influences within the competing speech that make it less effective as a masker or determining why monolingual normal-hearing listeners can take advantage of these differences could help improve speech recognition for those with hearing loss in the future. American Academy of Audiology.

  12. Assessing English speaking skills of prospective teachers at entry and graduation level in teacher education program

    National Research Council Canada - National Science Library

    Sarwar, Muhammad; Alam, Muhammad; Hussain, Shafqat; Shah, Ashfaque Ahmad; Jabeen, Mehlah

    2014-01-01

    .... This study explores the extent of improvement in English speaking skills among prospective teachers of one year teacher education program at three public sector universities in Punjab, Pakistan...

  13. "Speak English!" A Prescription or Choice of English as a Lingua Franca in Ghanaian Schools

    Science.gov (United States)

    Edu-Buandoh, Dora F.; Otchere, Gloria

    2012-01-01

    One of the common practices in many basic schools in Ghana is the constant reminder to students to speak English at all times, and the threat of sanctions to those who do not abide by this language regulation. Considering that Ghana is a multilingual country, one would have thought that any of the Ghanaian languages can be used by students at…

  14. 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…

  15. 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…

  16. Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?

    Science.gov (United States)

    Gan, Zhengdong

    2013-01-01

    This study investigates the challenges sixteen non-native preservice ESL teachers in a Bachelor of Education (English Language) (BEdEL) programme from Hong Kong experienced in an eight-week teaching practicum. Qualitative data from semi-structured interviews and reflective journals were collected from all 16 participants to obtain a detailed…

  17. 3D Talking-Head Mobile App: A Conceptual Framework for English Pronunciation Learning among Non-Native Speakers

    Science.gov (United States)

    Ali, Ahmad Zamzuri Mohamad; Segaran, Kogilathah

    2013-01-01

    One of the critical issues pertaining learning English as second language successfully is pronunciation, which consequently contributes to learners' poor communicative power. This situation is moreover crucial among non-native speakers. Therefore, various initiatives have been taken in order to promote effective language learning, which includes…

  18. Students Writing Emails to Faculty: An Examination of E-Politeness among Native and Non-Native Speakers of English

    Science.gov (United States)

    Biesenbach-Lucas, Sigrun

    2007-01-01

    This study combines interlanguage pragmatics and speech act research with computer-mediated communication and examines how native and non-native speakers of English formulate low- and high-imposition requests to faculty. While some research claims that email, due to absence of non-verbal cues, encourages informal language, other research has…

  19. Toward a Conversation between ESL Teachers and Intensive English Program Administrators

    Science.gov (United States)

    Moussu, Lucie

    2010-01-01

    Several scholars have investigated the strengths and weaknesses of native-English-speaking (NES) and nonnative-English-speaking (NNES) teachers of English as a second language (ESL), but few researchers have explored intensive English program (IEP) administrators' and ESL teachers' perspectives on teacher training and the strengths and weaknesses…

  20. EFL Students' and Teachers' Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs

    Science.gov (United States)

    Han, Turgay; Tanriöver, Ahmet Serkan; Sahan, Özgür

    2016-01-01

    Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students' attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously…

  1. To speak or not to speak English during English lessons : A literature study on language use in the elementary classroom

    OpenAIRE

    Newstam, Lina

    2016-01-01

    There are different views regarding which language should be used in the second language classroom. Therefore, the aim of this literature review is to find out if the teachers’ choice of language use in the classroom can affect the students’ motivation to speak English and if there are other factors that can affect the teachers’ choice of language use. This study is based on six different sources who all have investigated the use of the first language and/or the target language in schools in ...

  2. Speaking up for African American English: Equity and Inclusion in Early Childhood Settings

    Science.gov (United States)

    Beneke, Margaret; Cheatham, Gregory A.

    2015-01-01

    A large percentage of young children entering preschool are English speakers who speak a language variety that often differs from the English dialect expected by educators within early childhood programs. While African American English (AAE) is one of the most widely recognized English dialects in the United States, the use of AAE in schools and…

  3. Evaluating the Grammars of Children Who Speak Nonmainstream Dialects of English

    Science.gov (United States)

    Oetting, Janna B.; Lee, Ryan; Porter, Karmen L.

    2013-01-01

    In this article, we review three responses to the study and evaluation of grammar in children who speak nonmainstream dialects of English. Then we introduce a fourth, system-based response that views nonmainstream dialects of English, such as African American English (AAE) and Southern White English (SWE) as made up of "dialect-specific"…

  4. Welcoming a Student Who Does Not Speak English: Pre-Kindergarten through 3rd Grade.

    Science.gov (United States)

    Whitlatch, Jennifer M.; Staley, Lynn

    Noting that most mainstream primary teachers have received little or no training focusing on working with the growing number of students who speak English as a second language, this booklet equips primary teachers with basic information regarding the instruction of children who speak English as a second language (ESL). The booklet identifies ten…

  5. An event-related potential study of visual rhyming effects in native and non-native English speakers.

    Science.gov (United States)

    Botezatu, Mona R; Miller, Carol A; Misra, Maya

    2015-02-11

    English monolinguals and highly proficient, but first language (L1)-dominant, Spanish-English and Chinese-English bilinguals made rhyme judgments of visually presented English word pairs while behavioral and EEG measures were being recorded. Two types of conditions were considered: rhyming and nonrhyming pairs that were orthographically dissimilar (e.g. white-fight, child-cough) and those that were orthographically similar (e.g. right-fight, dough-cough). Both native and non-native English speakers were faster and more accurate in responding to nonrhyming than rhyming targets under orthographically dissimilar conditions, although the response times of Chinese-English bilinguals differed from those of the other groups. All groups were slower and less accurate in responding to nonrhyming targets under orthographically similar conditions, with the response times and accuracy rates of Spanish-English bilinguals differing from those of the other groups. All participant groups showed more negative N450 mean amplitudes to nonrhyming compared with rhyming targets, regardless of orthographic similarity, and this rhyming effect did not differ across groups under the orthographically similar conditions. However, under orthographically dissimilar conditions, the rhyming effect was less robust in non-native speakers, being modulated by English proficiency.

  6. Psychometric characteristics of the Pittsburgh Sleep Quality Index in English speaking non-Hispanic whites and English and Spanish speaking Hispanics of Mexican descent.

    Science.gov (United States)

    Tomfohr, Lianne M; Schweizer, C Amanda; Dimsdale, Joel E; Loredo, José S

    2013-01-15

    The current study investigated the factor structure of the Pittsburgh Sleep Quality Index (PSQI) among English speaking non-Hispanic whites (NHW) and English and Spanish speaking Hispanics of Mexican descent (HMD). The PSQI was administered during a telephone interview. In order to test the factor structure of the PSQI structure across ethnic/language groups, multiple group confirmatory analysis with covariates (MIMIC) was employed. The 1- and 3-factor versions of the PSQI previously reported in the literature were examined. San Diego County. Community-dwelling English speaking, NHW (n = 1,698) and English (n = 654) and Spanish (n = 792) speaking HMD. A single-factor scoring model fit across language/ethnic groups; however, a 3-factor model provided a better than the 1-factor model in all language/ethnic groups. The subscale sleep medications loaded poorly and was removed from all models. Across groups, a 3-factor model of the PSQI more reliably assessed sleep quality than a single-factor global score. Results indicate that the 3-factor structure of the PSQI was uniform across English speaking NHW and English and Spanish speaking HMD.

  7. English-Listening-Comprehension & Speaking-Teaching in Senior High School Education

    Institute of Scientific and Technical Information of China (English)

    周传爱

    2005-01-01

    @@ English-Listening-Comprehension & SpeakingTeaching (ELCST) plays a vital role in Senior High School Education. In recent years a greater emphasis is being placed on English-listening and speaking-Teaching in senior high schools because of the steady progress that has been made in Chinese Elementary Education, and as a listening comprehension test is now required for College Entrance Examinations. Therefore, it is now essential that English teaching reform done properly. This article is a summary of my experiences of English-Listening-Comprehension & Speaking-Teaching over the past several years.

  8. 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.

  9. An Exploratory Case Study of Young Children's Interactive Play Behaviours with a Non-English Speaking Child

    Science.gov (United States)

    Lee, Joohi; Md-Yunus, Sham'ah; Son, Won In; Meadows, Michelle

    2009-01-01

    This study is an examination of preschool-age English speaking children's interactive play behaviours with a non-English speaking child (NEC). The play types of a NEC were reported using the Parten's categories of solitary, parallel and interactive play. In addition, English-speaking children's interactive play with a NEC were reported in this…

  10. Non-Native Speakers of English in the Classroom: What Are the Effects on Pupil Performance? CEE DP 137

    Science.gov (United States)

    Geay, Charlotte; McNally, Sandra; Telhaj, Shqiponja

    2012-01-01

    In recent years there has been an increase in the number of children going to school in England who do not speak English as a first language. We investigate whether this has an impact on the educational outcomes of native English speakers at the end of primary school. We show that the negative correlation observed in the raw data is mainly an…

  11. The Acquisition of English Focus Marking by Non-Native Speakers

    Science.gov (United States)

    Baker, Rachel Elizabeth

    This dissertation examines Mandarin and Korean speakers' acquisition of English focus marking, which is realized by accenting particular words within a focused constituent. It is important for non-native speakers to learn how accent placement relates to focus in English because appropriate accent placement and realization makes a learner's English more native-like and easier to understand. Such knowledge may also improve their English comprehension skills. In this study, 20 native English speakers, 20 native Mandarin speakers, and 20 native Korean speakers participated in four experiments: (1) a production experiment, in which they were recorded reading the answers to questions, (2) a perception experiment, in which they were asked to determine which word in a recording was the last prominent word, (3) an understanding experiment, in which they were asked whether the answers in recorded question-answer pairs had context-appropriate prosody, and (4) an accent placement experiment, in which they were asked which word they would make prominent in a particular context. Finally, a new group of native English speakers listened to utterances produced in the production experiment, and determined whether the prosody of each utterance was appropriate for its context. The results of the five experiments support a novel predictive model for second language prosodic focus marking acquisition. This model holds that both transfer of linguistic features from a learner's native language (L1) and features of their second language (L2) affect learners' acquisition of prosodic focus marking. As a result, the model includes two complementary components: the Transfer Component and the L2 Challenge Component. The Transfer Component predicts that prosodic structures in the L2 will be more easily acquired by language learners that have similar structures in their L1 than those who do not, even if there are differences between the L1 and L2 in how the structures are realized. The L2

  12. Determinants of English accents

    NARCIS (Netherlands)

    Wieling, Martijn; Bloem, Jelke; Baayen, R. Harald; Nerbonne, John

    2015-01-01

    In this study we investigate which factors affect the degree of non-native accent of L2 speakers of English who learned English in school and mostly lived for some time in an anglophone setting. We use data from the Speech Accent Archive containing over 700 speakers speaking almost 160 different nat

  13. Why do students choose English as a medium of instruction? A Bourdieusian perspective on the study strategies of non-native English speakers

    DEFF Research Database (Denmark)

    Lueg, Klarissa; Lueg, Rainer

    2015-01-01

    by the Bourdieusian perspective, this relationship is not directly observable but operates through hidden mechanisms, such as cultural capital (relative English proficiency) and a better sense of gaming and positioning (career orientation). Business students from the lowest stratum self-select against EMI due......Taking a Bourdieusian perspective, we analyze the relevance of social background and capital for choosing English as a medium of instruction (EMI). Our work focuses on students with a non-native English-language background in a business school setting. Although proponents argue that EMI generally...

  14. Speaking

    CERN Document Server

    Schofield, James

    2011-01-01

    Make yourself understood in business. This brand new self-study book is the perfect way for business people who spend a lot of time on the phone or in meetings and want to improve their spoken English, getting their message across effectively. The focus is on the key language required to speak English accurately in business. 'Collins English for Business' is a new series of self-study skills books which focus on the language you really need to do business in English - wherever you are in the world. Each title includes tips on how to communicate effectively and how to communicate inter-culturally. Other titles in the series: Listening and Writing. * Powered by COBUILD - using the real language of business English * Contents: Twenty 4-page units cover the key areas, such as Networking and Small Talk, Telephoning, Telephone and Video Conferencing, Presentations and Interviews. * Each unit contains: - Exercises focused on vocabulary or key structures - Grammar tips - Key phrases * Audio CD: dialogues are recorded...

  15. Improvement of Listening and Speaking Skills for English Majors in Foreign Trade

    Institute of Scientific and Technical Information of China (English)

    章慧

    2016-01-01

    In china, with the guidance of the exam-oriented education, both teachers and students pay more attention to the improvement of English writing skills. However, under the growing trend of economic globalization, mastering English listening and speaking skills is a necessity for students, especially for English majors in foreign trade. In recent years, many researchers have discussed listening and speaking teaching separately. In fact, the two skills are supplementary to each other, which should be taught and practiced simultaneously. Based on the current situation of English listening and speaking skills of English majors in foreign trade, therefore, this thesis aims to summarize a comprehensive teaching method to improve students’ listening and speaking skills in foreign trade. It is also hoped that the findings will provide valuable resources for the relevant studies in the near future.

  16. Teachers' and Students' Perceptions of Classroom Activities Commonly Used in English Speaking Classes

    Science.gov (United States)

    Huang, Xiaoyu; Hu, Xinyue

    2016-01-01

    Classroom activities, such as English dubs, role-play, brainstorming etc can be very useful for the teaching of oral English. In recent years, although considerable attention has been paid to the use of classroom activities in English speaking classes, the perceptions of teachers and students about such activities have been ignored. Therefore,…

  17. Early Indicators of Later English Reading Comprehension Outcomes among Children from Spanish-Speaking Homes

    Science.gov (United States)

    Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

    2017-01-01

    In this longitudinal study, we examined the relationship between primary grade (K-2) Spanish and English language- and word-based skills and later English reading comprehension (RC) outcomes (Grades 5 and 8) among children (n = 148) from immigrant, Spanish-speaking, low-income homes in English instructional contexts since kindergarten entry. As…

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

    Science.gov (United States)

    Paez, Mariela; Rinaldi, Claudia

    2006-01-01

    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…

  19. Spanish-Speaking English Language Learners' Experiences in High School Chemistry Education

    Science.gov (United States)

    Flores, Annette; Smith, K. Christopher

    2013-01-01

    This article reports on the experiences of Spanish-speaking English language learners in high school chemistry courses, focusing largely on experiences in learning the English language, experiences learning chemistry, and experiences learning chemistry in the English language. The findings illustrate the cognitive processes the students undertake…

  20. Spanish-Speaking English Language Learners' Experiences in High School Chemistry Education

    Science.gov (United States)

    Flores, Annette; Smith, K. Christopher

    2013-01-01

    This article reports on the experiences of Spanish-speaking English language learners in high school chemistry courses, focusing largely on experiences in learning the English language, experiences learning chemistry, and experiences learning chemistry in the English language. The findings illustrate the cognitive processes the students undertake…

  1. Spanish-Speaking English Language Learners' Experiences in High School Chemistry Education

    Science.gov (United States)

    Flores, Annette; Smith, K. Christopher

    2013-01-01

    This article reports on the experiences of Spanish-speaking English language learners in high school chemistry courses, focusing largely on experiences in learning the English language, experiences learning chemistry, and experiences learning chemistry in the English language. The findings illustrate the cognitive processes the students undertake…

  2. EFL Learners' Beliefs about Speaking English and Being a Good Speaker: A Metaphor Analysis

    Science.gov (United States)

    Dincer, Ali

    2017-01-01

    This study aimed to investigate the beliefs of English as foreign language (EFL) learners about speaking in English and being a good speaker of English through metaphor analysis. A phenomenological approach was adopted and 60 EFL learners completed a questionnaire with demographic questions and two prompts focusing on the characteristics of a good…

  3. Learning to Teach across Borders: Mainland Chinese Student English Teachers in Hong Kong Schools

    Science.gov (United States)

    Benson, Phil

    2012-01-01

    The literature on non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs) tends to focus on their respective strengths, the main strengths of NNESTs being their experience of learning English as a second language and their familiarity with their students' language and educational background. This article proposes…

  4. Learning to Teach across Borders: Mainland Chinese Student English Teachers in Hong Kong Schools

    Science.gov (United States)

    Benson, Phil

    2012-01-01

    The literature on non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs) tends to focus on their respective strengths, the main strengths of NNESTs being their experience of learning English as a second language and their familiarity with their students' language and educational background. This article proposes…

  5. THE CONTRIBUTION OF ENGLISH STUDENTS’ SPEAKING STRATEGIES AND MOTIVATION ON THEIR SPEAKING ABILITY AT TARBIYAH FACULTY OF IAIN IMAM BONJOL PADANG

    OpenAIRE

    Martin Kustati

    2012-01-01

    Abstract: The aims of the study are to describe: 1. Speaking strategies that are most frequently used by the students of the English Department in Tarbiyah Faculty; 2. The contribution of Students’ Speaking-Related LLS in developing their speaking ability; and, 3. The contribution of students’ learning motivation in the development of their speaking skills. speaking test, strategy inventory for language learning (SILL), and learning motivation questionnaire were employed to collect the data. ...

  6. 试论英语世界化与非母语英语国家的英语教育问题%English globalization and English education problems in non-native English countries

    Institute of Scientific and Technical Information of China (English)

    黄丽萍

    2015-01-01

    Compare with phonographic system language in most countries in the world, the English grammar system simple and clear, more easy to learn. Since the 16th century, Britain's political and economic rapid development has greatly influenced the spread of English around the world and use. In addition, compared to other table of writen language, English is more easy to learn, easy to communication, English became the most widely used international language, English education has been booming, however many non-native English speaking countries young people are too worship of Anglo-American culture, ignoring the traditional culture. Therefore, we in the education teaching of English, should be given by changing the existing teaching material model, general education and so on the many kinds of way to balance the relationship between language learning and cultural transmission, use critical thinking to think about diferent cultures.%与世界大部分国家都是表音系统的语言相比,英语有着简单明了的语法系统,更容易学习。自16世纪开始,英国的政治和经济的快速发展极大地影响了英语在全球的传播和使用。另外,相比其他表音文字的语言,英语更容易学习、易于交流,英语成为国际上使用最广泛的语言,英语教育也随之蓬勃发展,然而许多非母语英语国家的年轻人过于崇拜英美文化、忽视传统文化。因此,我们在英语的教育教学中,应通过改变现有教材模式、重视通识教育等多种方式平衡语言学习与文化传播的关系,用批判性的思维来看待不同的文化。

  7. 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…

  8. To Speak Like a TED Speaker--A Case Study of TED Motivated English Public Speaking Study in EFL Teaching

    Science.gov (United States)

    Li, Yingxia; Gao, Ying; Zhang, Dongyu

    2016-01-01

    This paper intends to investigate the effectiveness of a new course pattern--TED-motivated English Public Speaking Course in EFL teaching in China. This class framework adopts TED videos as the learning materials to stimulate students to be a better speaker. Meanwhile, it aims to examine to what extent the five aspects of language skills are…

  9. THE ACQUISITION OF ENGLISH NEGATION 'NO' AND 'NOT': EVIDENCES FROM AN INDONESIAN CHILD IN NON-NATIVE PARENTS BILINGUAL PROGRAM

    Directory of Open Access Journals (Sweden)

    Anni Holila Pulungan

    2003-01-01

    Full Text Available Every child is born with an innate endowment by which (a language(s acquisition is possible. This view emphasizes the role of universal properties every child is born with to acquire (a language(s. This paper presents the acquisition of English negation 'no' and 'not' by an Indonesian child brought up in Indonesian - English Non-native Parents Bilingual Program (NPBP. The analysis is directed to reveal the pattern of 'no' and 'not' use as the evidence that a child still acquires a targeted language despite the poor targeted language input s/he is exposed to. The result of the analysis shows that the acquisition of English negation 'no' and 'not' by an Indonesian child in Indonesian - English NPBP also has a pattern which falls into syntactic, semantic, and pragmatic cases. To some extent, it supports Universal Grammar frame, but there are some which provide new insights on this issue.

  10. DIFFICULTIES FOR NON-NATIVE TEACHERS OF ENGLISH IN ACCEPTING THE COMMUNICATIVE APPROACH

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    IntroductionTraditionally in China teachers use the Grammar-Translation Method.This focuses on teaching newvocabulary,and explaining the text sentence by sentence.In this way,most students learn a lot ofvocabulary and knowledge of grammar,and native-like pronunciation.However,when they listen orspeak in a real-world situation,they have no idea how to express themselves appropriately.In otherwords,they need not only to read and write,but also listen and speak in English.In the future,they mayneed to attend international seminars or have discussions with foreign colleagues.Traditional methodsmay not meet these needs whereby the Communicative Approach(C.A.)may be more effective.

  11. "Kinder En Ingles." English for the Spanish-speaking Pre-schooler

    Science.gov (United States)

    Tyler, John S.

    1970-01-01

    Their producer describes a series of instructional programs shown on commercial television in Amarillo, Texas that are designed to help Spanish speaking preschoolers learn enough English to prepare them for public school. (LS)

  12. "Kinder En Ingles." English for the Spanish-speaking Pre-schooler

    Science.gov (United States)

    Tyler, John S.

    1970-01-01

    Their producer describes a series of instructional programs shown on commercial television in Amarillo, Texas that are designed to help Spanish speaking preschoolers learn enough English to prepare them for public school. (LS)

  13. Reading and Reading Instruction for Children from Low-Income and Non-English-Speaking Households

    National Research Council Canada - National Science Library

    Nonie K. Lesaux

    2012-01-01

    ...? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes...

  14. Structural Correlates for Lexical Efficiency and Number of Languages in Non-Native Speakers of English

    Science.gov (United States)

    Grogan, A.; Parker Jones, O.; Ali, N.; Crinion, J.; Orabona, S.; Mechias, M. L.; Ramsden, S.; Green, D. W.; Price, C. J.

    2012-01-01

    We used structural magnetic resonance imaging (MRI) and voxel based morphometry (VBM) to investigate whether the efficiency of word processing in the non-native language (lexical efficiency) and the number of non-native languages spoken (2+ versus 1) were related to local differences in the brain structure of bilingual and multilingual speakers.…

  15. On the Awareness of English Polysemous Words by Arabic-Speaking EFL Learners

    Directory of Open Access Journals (Sweden)

    Sulafah Abdul Salam Alnamer

    2017-04-01

    Full Text Available This study measures the extent to which Arabic-speaking EFL learners are aware of polysemy in English. It also investigates whether the English proficiency level of Arabic-speaking EFL learners plays a role in their ability to distinguish between the various meanings of English polysemous words, and whether they face problems when they encounter these words in unusual contexts (i.e. the contexts that employ the extended meanings of the target polysemous words. To these ends, a translation test in which the participants were asked to give full Arabic translation for fifteen English sentences was designed. The words open, run, and make were the target polysemous words in this study. The Results show that Arabic-speaking EFL learners have little awareness of polysemy in English, and their English proficiency level does play a role in their ability to distinguish between the different meanings of English polysemous words. It was also found that Arabic-speaking EFL learners have no problems guessing the primary meaning of the English polysemous words. However, they face difficulty guessing the extended meanings of polysemous words in unusual contexts. Moreover, some Arabic-speaking EFL learners can guess the extended meanings of the polysemous words they encounter in familiar contexts, or when they understand some cues provided to disambiguate these words. This study concludes with some pedagogical implications and recommendations for further studies.

  16. Improving Speaking by Listening Cultivating English Thinking and Expression--Probe into the Teaching of "Business English Listening"

    Science.gov (United States)

    Sun, Wencheng

    2009-01-01

    The comprehensive listening curriculum occupies an important position in elementary teaching stage for English major. How could we arrange the listening class better? Considering the characteristics of comprehensive listening curriculum for English major, teachers can help students improve speaking by listening, cultivating their thinking and…

  17. Exploring English and Spanish Rhyme Awareness and Beginning Sound Segmentation Skills in Prekindergarten Spanish-Speaking English Learners

    Science.gov (United States)

    Raynolds, Laura B.; López-Velásquez, Angela; Olivo Valentín, Laura E.

    2017-01-01

    Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for…

  18. Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations

    Science.gov (United States)

    Tsiplakides, Iakovos; Keramida, Areti

    2009-01-01

    Despite the fact that foreign language speaking anxiety is a common phenomenon in the teaching of English as a foreign language in Greece, teachers do not always identify anxious students, and often attribute their unwillingness to participate in speaking tasks to factors such as lack of motivation, or low performance. This article aims to…

  19. Developing a Practical Rating Rubric of Speaking Test for University Students of English in Parepare, Indonesia

    Science.gov (United States)

    Latifa, Ammang; Rahman, Asfah; Hamra, Arifuddin; Jabu, Baso; Nur, Rafi'ah

    2015-01-01

    This study aims to develop a practical rating rubric of speaking ability in the classroom setting. This research study involves the English speaking lecturers at a number of higher education institutions in Parepare, Indonesia. The product is designed based on Research and Development (R&D) approach, which is adopted from Gall, Gall, and Borg…

  20. Characteristics of Korean Phonology: Review, Tutorial, and Case Studies of Korean Children Speaking English

    Science.gov (United States)

    Ha, Seunghee; Johnson, Cynthia J.; Kuehn, David P.

    2009-01-01

    A significant number of bilinguals in English-speaking countries speak Korean as their first language. One such country is the United States (U.S.). As the U.S. becomes increasingly diverse, providing more effective services for culturally and linguistically diverse children is a critical issue and growing challenge for speech-language…

  1. Literacy Development of Linguistically Diverse First Graders in a Mainstream English Classroom: Connecting Speaking and Writing

    Science.gov (United States)

    Kennedy, Eileen

    2006-01-01

    Children who speak different home languages and dialects in a monolingual classroom often carry the challenge of having to develop literacy in a different language. This article presents a qualitative study of five first graders who speak different home languages in an inner city mainstream English classroom. Through interviews, classroom writing,…

  2. Characteristics of Korean Phonology: Review, Tutorial, and Case Studies of Korean Children Speaking English

    Science.gov (United States)

    Ha, Seunghee; Johnson, Cynthia J.; Kuehn, David P.

    2009-01-01

    A significant number of bilinguals in English-speaking countries speak Korean as their first language. One such country is the United States (U.S.). As the U.S. becomes increasingly diverse, providing more effective services for culturally and linguistically diverse children is a critical issue and growing challenge for speech-language…

  3. An Assessment of Hispanic Recruits Who Speak English as a Second Language

    Science.gov (United States)

    1980-06-01

    Personal) NAME: (Nombre) SOCIAL SECURITY #: (# del Seguro Social ) PLACE OF BIRTH (or origin): (Lugar de nacimiento (o origen)) Puerto Rico: 51...education in the U.S., years of education conducted in English (as opposed to Spanish), and use of English and Spanish in the home and social ...home. About a third (36 of 102) greatly prefer speaking Spanish in social situations while an additional 19 of the 102 are comfortable speaking

  4. Measures to be Taken to Enhance Freshmen's English Listening-Speaking Abilities in College

    Institute of Scientific and Technical Information of China (English)

    XIAO Xu-hua; Cao Rui; ZHANG Guang-ling

    2009-01-01

    The English Listening-Speaking abilities of college freshmen should be trained in a multi-faceted approach.This paper suggests some effective training methods which can enhance the abilities in English Listening-Speaking for freshmen such as: story telling,special topics,picture talks,free talks,proverbs,debating,oral reports,group discussions and so on from a practical point of view.

  5. Comparison of ophthalmic training in 6 English-speaking countries.

    Science.gov (United States)

    Fahim, Abigail T; Simunovic, Matthew P; Mammo, Zaid; Mitry, Danny; Pakzad-Vaezi, Kaivon; Bradley, Patrick; Mahroo, Omar A

    2016-06-01

    To compare key characteristics of ophthalmology training programs in 6 different English-speaking countries: Australia, New Zealand, Canada, Ireland, the United Kingdom, and the United States. Seven ophthalmologists with personal knowledge of all 6 systems contributed. The main features examined were career pathway, duration of training, surgical training, governing bodies, and examination structure. Data were collected from the literature, online resources, and personal experience. Several differences were highlighted, including length of training (ranging from 4 to 9 years after medical school), number of surgical procedures such as cataracts (ranging from minimum 86 to approximately 600), and structure of fellowship training. As trainees increasingly seek international experience to enhance their knowledge and skills, the similarities and differences between training programs in different countries have become more relevant. Some of these differences may reflect differing needs of different patient populations and different healthcare delivery systems across the globe. However, these differences should also prompt educators to more carefully scrutinize their own training system and search for potential improvements. Copyright © 2016 Canadian Ophthalmological Society. All rights reserved.

  6. The influence of visual speech information on the intelligibility of English consonants produced by non-native speakers.

    Science.gov (United States)

    Kawase, Saya; Hannah, Beverly; Wang, Yue

    2014-09-01

    This study examines how visual speech information affects native judgments of the intelligibility of speech sounds produced by non-native (L2) speakers. Native Canadian English perceivers as judges perceived three English phonemic contrasts (/b-v, θ-s, l-ɹ/) produced by native Japanese speakers as well as native Canadian English speakers as controls. These stimuli were presented under audio-visual (AV, with speaker voice and face), audio-only (AO), and visual-only (VO) conditions. The results showed that, across conditions, the overall intelligibility of Japanese productions of the native (Japanese)-like phonemes (/b, s, l/) was significantly higher than the non-Japanese phonemes (/v, θ, ɹ/). In terms of visual effects, the more visually salient non-Japanese phonemes /v, θ/ were perceived as significantly more intelligible when presented in the AV compared to the AO condition, indicating enhanced intelligibility when visual speech information is available. However, the non-Japanese phoneme /ɹ/ was perceived as less intelligible in the AV compared to the AO condition. Further analysis revealed that, unlike the native English productions, the Japanese speakers produced /ɹ/ without visible lip-rounding, indicating that non-native speakers' incorrect articulatory configurations may decrease the degree of intelligibility. These results suggest that visual speech information may either positively or negatively affect L2 speech intelligibility.

  7. Effects of the Experience of English recitation on Japanese EFL learners: towards multi-modal English speaking skills education

    OpenAIRE

    冬野, 美晴; 濱, 奈々恵; Myall, Joseph; 雪丸, 尚美; フユノ, ミハル; ハマ, ナナエ; マイオール, ジョセフ; ユキマル, ナオミ; Fuyuno, Miharu; HAMA, Nanae; YUKIMARU, Naomi

    2014-01-01

    This article discusses the effects of the experience of English recitation on Japanese university students by analysing results of questionnaire surveys which were performed on students who participated in an English recitation contest either as contestants or audience members. Since the implementation of the Communicative Approach in the offi cial English education in Japan, teaching of speaking and listening skills has been widely practiced in Japanese classrooms. However, there are still v...

  8. Native and Non-Native Dichotomy: Challenges of and Attitudes Towards Native and Non-Native English Speaking Teachers

    OpenAIRE

    Pérez Pérez, Jasmina Laura

    2015-01-01

    [ES]El número de profesores de inglés sigue creciendo debido a la importancia de esta lengua. El presente trabajo investiga el rol de los profesores de inglés nativos y los profesores de inglés no nativos en contextos en los que el inglés se enseña como lengua extranjera, mediante el análisis del concepto nativo, los desafíos de estos profesores y las actitudes de Perez 2 estudiantes, profesores de inglés nativos y no nativos hacia ambos grupos de profesores, con el propósito de identif...

  9. Beginning English Literacy Development and Achievement among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study

    Science.gov (United States)

    Jiménez-Castellanos, Oscar; Blanchard, Jay; Atwill, Kim; Jiménez-Silva, Margarita

    2014-01-01

    This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under…

  10. Designing a Competence-Based Syllabus for Turkish Speaking Learners of English in Terms of Accessibility to Universal Grammar

    Science.gov (United States)

    Seker, Emrullah

    2016-01-01

    This study focuses on designing an English grammar syllabus for Turkish speaking English learners, which is based on the assumption that learning English grammar will be simpler and easier for Turkish speaking learners if it is introduced in a way by which they can achieve accessibility to Universal Grammar. In this study, I analyze almost all…

  11. The Discriminant Accuracy of a Grammatical Measure with Latino English-Speaking Children

    Science.gov (United States)

    Gutierrez-Clellen, Vera F.; Simon-Cereijido, Gabriela

    2007-01-01

    Purpose: To evaluate the discriminant accuracy of a grammatical measure for the identification of language impairment (LI) in Latino English-speaking children. Specifically, the study examined the diagnostic accuracy of the Test of English Morphosyntax (E-MST; Pena, Gutierrez-Clellen, Iglesias, Goldstein, & Bedore (n.d.) to determine (a) whether…

  12. Prosody teaching matters in developing speaking skills for Farsi-English interpreter trainees : An experimental study

    NARCIS (Netherlands)

    Yenkimaleki, M.; V.J., van Heuven

    2016-01-01

    The present study investigates the effect of explicit teaching of prosody on developing speaking skills for Farsi-English interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at Tafres

  13. Prosody teaching matters in developing speaking skills for Farsi-English interpreter trainees : An experimental study

    NARCIS (Netherlands)

    Yenkimaleki, M.; V.J., van Heuven

    2016-01-01

    The present study investigates the effect of explicit teaching of prosody on developing speaking skills for Farsi-English interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at

  14. Auditory Processing, Linguistic Prosody Awareness, and Word Reading in Mandarin-Speaking Children Learning English

    Science.gov (United States)

    Chung, Wei-Lun; Jarmulowicz, Linda; Bidelman, Gavin M.

    2017-01-01

    This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset).…

  15. Speaking Rate and Information Content in English Lingua Franca Oral Presentations

    Science.gov (United States)

    Hincks, Rebecca

    2010-01-01

    This paper quantifies differences in speaking rates in a first and second language, and examines the effects of slower rates on the speakers' abilities to convey information. The participants were 14 fluent (CEF B2/C1) English L2 speakers who held the same oral presentation twice, once in English and once in their native Swedish. The temporal…

  16. Chinese Students' Perceptions of Native English-Speaking Teachers in EFL Teaching

    Science.gov (United States)

    Rao, Zhenhui

    2010-01-01

    The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural…

  17. Prosody teaching matters in developing speaking skills for Farsi-English interpreter trainees : An experimental study

    NARCIS (Netherlands)

    Yenkimaleki, M.; V.J., van Heuven

    2016-01-01

    The present study investigates the effect of explicit teaching of prosody on developing speaking skills for Farsi-English interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at Tafres

  18. Parental Numeric Language Input to Mandarin Chinese and English Speaking Preschool Children

    Science.gov (United States)

    Chang, Alicia; Sandhofer, Catherine M.; Adelchanow, Lauren; Rottman, Benjamin

    2011-01-01

    The present study examined the number-specific parental language input to Mandarin- and English-speaking preschool-aged children. Mandarin and English transcripts from the CHILDES database were examined for amount of numeric speech, specific types of numeric speech and syntactic frames in which numeric speech appeared. The results showed that…

  19. Critique of Viewing, Listening and Speaking Coursebook (New Horizon College English)

    Institute of Scientific and Technical Information of China (English)

    TAN Bi-hua

    2014-01-01

    This paper is a tentative application of the foreign pedagogical theories into the evaluation of the Chinese mainstream college English textbook Viewing, Listening and Speaking (New Horizon College English, 2nd edition). Targeting the present imper-fection, the paper also proposes respective suggestions for the further improvement of the coursebook.

  20. Blogs as a Learning and Assessment Instrument for English-Speaking Performance

    Science.gov (United States)

    Hung, Shao-Ting Alan; Huang, Heng-Tsung Danny

    2016-01-01

    The study investigated the usefulness of blogs in evaluating English-as-a-Foreign-Language learners' oral performance and explored their reactions toward using blogs as a learning and assessment tool for English-speaking performance. Fifty-one college students participated in a semester-long blog project, and each uploaded five audio entries to…

  1. Diversity among Spanish-Speaking English Language Learners: Profiles of Early Literacy Skills in Kindergarten

    Science.gov (United States)

    Ford, Karen L.; Cabell, Sonia Q.; Konold, Timothy R.; Invernizzi, Marcia; Gartland, Lauren B.

    2013-01-01

    This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early…

  2. Teaching Numeric Concepts to Spanish-Speaking Second Graders: English or Spanish Instruction?

    Science.gov (United States)

    Denker, Elenor Rubin

    Seventeen Spanish-speaking children received mathematics instruction in either Spanish or English. Numeric concepts were chosen as the content area so that the results could be understood non-verbally at the outset, the teachers ranked the children's abilities in English and math, and no significant difference between groups was found. However,…

  3. Hospice and palliation in the English-speaking Caribbean.

    Science.gov (United States)

    Macpherson, Cheryl Cox; Chiochankitmun, Nina; Akpinar-Elci, Muge

    2014-07-01

    This article presents empirical data on the limited availability of hospice and palliative care to the 6 million people of the English-speaking Caribbean. Ten of the 13 nations therein responded to a survey and reported employing a total of 6 hospice or palliative specialists, and having a total of 15 related facilities. The evolving socioeconomic and cultural context in these nations bears on the availability of such care, and on the willingness to report, assess, and prioritize pain, and to prescribe opiates for pain. Socioeconomics and culture also impinge on what medications and modalities of care are routinely available for pain or other conditions and can challenge professionalism, empathy, and responsiveness to patients' unrelieved pain. Although all respondents report having a protocol for pain management, hospice, or end-of-life care, their annual medical use of opiates is well below the global mean. The International Narcotics Control Board (INCB), which monitors such use, encourages Caribbean and other low- and middle-income countries to increase their use of opiates to treat pain, and to overcome both unfounded fears of addiction and overly restrictive interpretation of related laws and regulations. Contextual considerations like those described here are important to the success of policies and capacity-building programs aiming to increase access to hospice and palliation, and perhaps to improving other aspects of health and healthcare. Exploring and responding to the realities of socioeconomic and cultural conditions will enhance public and policy dialogue and improve the design of interventions to increase access to palliative and hospice care. Improving access to palliative and hospice care in the Caribbean demonstrates beneficence and helps to fulfill human rights conventions.

  4. THE CONTRIBUTION OF ENGLISH STUDENTS’ SPEAKING STRATEGIES AND MOTIVATION ON THEIR SPEAKING ABILITY AT TARBIYAH FACULTY OF IAIN IMAM BONJOL PADANG

    Directory of Open Access Journals (Sweden)

    Martin Kustati

    2012-02-01

    Full Text Available Abstract: The aims of the study are to describe: 1. Speaking strategies that are most frequently used by the students of the English Department in Tarbiyah Faculty; 2. The contribution of Students’ Speaking-Related LLS in developing their speaking ability; and, 3. The contribution of students’ learning motivation in the development of their speaking skills. speaking test, strategy inventory for language learning (SILL, and learning motivation questionnaire were employed to collect the data. The research findings revealed that there were thirty-four speaking strategies which were most frequently used by high, average, and low achievement students. The findings also showed that bothe students’ speaking strategies and motivation give significant contribution on students’ speaking ability.  Thus, speaking lecturers are expected to be able to implement innovative and varied teaching techniques.

  5. Mobility limitations and fear of falling in non-English speaking older Mexican-Americans.

    Science.gov (United States)

    James, Eric G; Conatser, Phillip; Karabulut, Murat; Leveille, Suzanne G; Hausdorff, Jeffrey M; Cote, Sarah; Tucker, Katherine L; Barton, Bruce; Bean, Jonathan F; Al Snih, Soham; Markides, Kyriakos S

    2017-10-01

    To determine whether older Mexican-Americans who cannot speak and/or understand spoken English have higher rates of mobility limitations or fear of falling than their English-speaking counterparts. We conducted a cross-sectional analysis of 1169 community-dwelling Mexican-Americans aged 72-96 years from the 2000-2001 wave of the Hispanic Established Population for the Epidemiological Study of the Elderly. Mobility limitations were defined as having a Short Physical Performance Battery score ≤9, and fear of falling by participant report of being somewhat, fairly, or very afraid of falling. We determined the rates and odds ratios, for having mobility limitations and fear of falling as a function of English ability in those who were 72-96, English 85.7% had mobility limitations and 61.6% were afraid of falling, compared to 77.6% and 57.5%, respectively, of English speakers. Before adjusting for covariates, participants who did not speak and/or understand spoken English were more likely to have mobility limitations (odds ratio: 1.7; 95% CI: 1.3-2.4) but not fear of falling, compared to English speakers. Among those aged ≥80 years, but not those English were more likely to have mobility limitations (odds ratio: 4.8; 95% CI:2.0-11.5) and fear of falling (odds ratio: 2.0; 95% CI:1.3-3.1). Older Mexican-Americans who do not speak or understand spoken English have a higher rate of mobility limitations and fear of falling than their English-speaking counterparts.

  6. Cortical encoding and neurophysiological tracking of intensity and pitch cues signaling English stress patterns in native and nonnative speakers.

    Science.gov (United States)

    Chung, Wei-Lun; Bidelman, Gavin M

    2016-01-01

    We examined cross-language differences in neural encoding and tracking of intensity and pitch cues signaling English stress patterns. Auditory mismatch negativities (MMNs) were recorded in English and Mandarin listeners in response to contrastive English pseudowords whose primary stress occurred either on the first or second syllable (i.e., "nocTICity" vs. "NOCticity"). The contrastive syllable stress elicited two consecutive MMNs in both language groups, but English speakers demonstrated larger responses to stress patterns than Mandarin speakers. Correlations between the amplitude of ERPs and continuous changes in the running intensity and pitch of speech assessed how well each language group's brain activity tracked these salient acoustic features of lexical stress. We found that English speakers' neural responses tracked intensity changes in speech more closely than Mandarin speakers (higher brain-acoustic correlation). Findings demonstrate more robust and precise processing of English stress (intensity) patterns in early auditory cortical responses of native relative to nonnative speakers. Copyright © 2016 Elsevier Inc. All rights reserved.

  7. 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…

  8. Perceptions and Problems of English Language and Communication Abilities: A Final Check on Thai Engineering Undergraduates

    Science.gov (United States)

    Rajprasit, Krich; Pratoomrat, Panadda; Wang, Tuntiga

    2015-01-01

    English language and communication abilities are an essential part of the global engineering community. However, non-native English speaking engineers and students tend to be unable to master these skills. This study aims to gauge the perceived levels of their general English language proficiency, to explore their English communicative problems,…

  9. Phonics training for English-speaking poor readers.

    Science.gov (United States)

    McArthur, Genevieve; Eve, Philippa M; Jones, Kristy; Banales, Erin; Kohnen, Saskia; Anandakumar, Thushara; Larsen, Linda; Marinus, Eva; Wang, Hua-Chen; Castles, Anne

    2012-12-12

    Around 5% of English speakers have a significant problem with learning to read words. Poor word readers are often trained to use letter-sound rules to improve their reading skills. This training is commonly called phonics. Well over 100 studies have administered some form of phonics training to poor word readers. However, there are surprisingly few systematic reviews or meta-analyses of these studies. The most well-known review was done by the National Reading Panel (Ehri 2001) 12 years ago and needs updating. The most recent review (Suggate 2010) focused solely on children and did not include unpublished studies. The primary aim of this review was to measure the effect that phonics training has on the literacy skills of English-speaking children, adolescents, and adults whose reading was at least one standard deviation (SD), one year, or one grade below the expected level, despite no reported problems that could explain their impaired ability to learn to read. A secondary objective was to explore the impact of various factors, such as length of training or training group size, that might moderate the effect of phonics training on poor word reading skills. We searched the following databases in July 2012: CENTRAL 2012 (Issue 6), MEDLINE 1948 to June week 3 2012, EMBASE 1980 to 2012 week 26, DARE 2013 (Issue 6), ERIC (1966 to current), PsycINFO (1806 to current), CINAHL (1938 to current), Science Citation Index (1970 to 29 June 2012), Social Science Citation Index (1970 to 29 June 2012), Conference Proceedings Citation Index - Science (1990 to 29 June 2012), Conference Proceedings Citation Index - Social Science & Humanities (1990 to 29 June 2012), ZETOC, Index to Theses-UK and Ireland, ClinicalTrials.gov, ICTRP, the metaRegister of Controlled Trials, ProQuest Dissertations and Theses, DART Europe E-theses Portal, Australasian Digital Theses Program, Education Research Theses, Electronic Theses Online System, Networked Digital Library of Theses and Dissertations

  10. Proficiency in English sentence stress production by Cantonese speakers who speak English as a second language (ESL).

    Science.gov (United States)

    Ng, Manwa L; Chen, Yang

    2011-12-01

    The present study examined English sentence stress produced by native Cantonese speakers who were speaking English as a second language (ESL). Cantonese ESL speakers' proficiency in English stress production as perceived by English-speaking listeners was also studied. Acoustical parameters associated with sentence stress including fundamental frequency (F0), vowel duration, and intensity were measured from the English sentences produced by 40 Cantonese ESL speakers. Data were compared with those obtained from 40 native speakers of American English. The speech samples were also judged by eight native listeners who were native speakers of American English for placement, degree, and naturalness of stress. Results showed that Cantonese ESL speakers were able to use F0, vowel duration, and intensity to differentiate sentence stress patterns. Yet, both female and male Cantonese ESL speakers exhibited consistently higher F0 in stressed words than English speakers. Overall, Cantonese ESL speakers were found to be proficient in using duration and intensity to signal sentence stress, in a way comparable with English speakers. In addition, F0 and intensity were found to correlate closely with perceptual judgement and the degree of stress with the naturalness of stress.

  11. Stress Judgment and Production in English Derivation, and Word Reading in Adult Mandarin-Speaking English Learners.

    Science.gov (United States)

    Chung, Wei-Lun; Jarmulowicz, Linda

    2017-02-09

    For monolingual English-speaking children, judgment and production of stress in derived words, including words with phonologically neutral (e.g., -ness) and non-neutral suffixes (e.g., -ity), is important to both academic vocabulary growth and to word reading. For Mandarin-speaking adult English learners (AELs) the challenge of learning the English stress system might be complicated by cross-linguistic differences in prosodic function and features. As Mandarin-speakers become more proficient in English, patterns similar to those seen in monolingual children could emerge in which awareness and use of stress and suffix cues benefit word reading. A correlational design was used to examine the contributions of English stress in derivation with neutral and non-neutral suffixes to English word and nonword reading. Stress judgment in non-neutral derivation predicted word reading after controlling for working memory and English vocabulary; whereas stress production in neutral derivation contributed to word reading and pseudoword decoding, independent of working memory and English vocabulary. Although AELs could use stress and suffix cues for word reading, AELs were different from native English speakers in awareness of non-neutral suffix cues conditioning lexical stress placement. AELs may need to rely on lexical storage of primary stress in derivations with non-neutral suffixes.

  12. Characteristics of Korean phonology: review, tutorial, and case studies of Korean children speaking English.

    Science.gov (United States)

    Ha, Seunghee; Johnson, Cynthia J; Kuehn, David P

    2009-01-01

    A significant number of bilinguals in English-speaking countries speak Korean as their first language. One such country is the United States (U.S.). As the U.S. becomes increasingly diverse, providing more effective services for culturally and linguistically diverse children is a critical issue and growing challenge for speech-language pathologists. The U.S. Census Bureau reports that the number of Korean immigrants in the U.S. has steadily increased over the past decade. As a result, a greater number of children who speak Korean as a first or second language may need speech, language, and hearing services. This paper provides a review of the literature on (1) phonological characteristics of the Korean language and (2) speech sound acquisition and developmental patterns for phonological processes in Korean children. We illustrate how language knowledge of Korean might impact the learning of English based on case studies of three Korean children speaking English in the U.S. We describe considerations for more appropriate evaluation and treatment of speech sound disorders in Korean-English-speaking children. Readers will be able to: (1) understand phonological characteristics of the Korean language and speech sound acquisition and developmental patterns for phonological process in Korean children, (2) describe characteristics of English speech sound acquisition in successive bilingual English-Korean learners and interference patterns that result from the influence of two independent phonological and phonetic systems, and (3) describe considerations and clinical implications for the more appropriate evaluation and treatment of speech sound disorders in Korean-English speaking children.

  13. Improving Students' English Speaking Proficiency in Saudi Public Schools

    Science.gov (United States)

    Alharbi, Heba Awadh

    2015-01-01

    In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students' limited use of English inside the classroom. These issues…

  14. Speaking Japanese in Japan: Issues for English Speakers

    Science.gov (United States)

    Stephens, Meredith

    2010-01-01

    Due to the global momentum of English as a Lingua Franca (ELF), Anglophones may perceive that there is less urgency for them to learn other languages than for speakers of other languages to learn English. The monolingual expectations of English speakers are evidenced not only in Anglophone countries but also abroad. This study reports on the…

  15. Speaking English and the Loss of Heritage Language

    Science.gov (United States)

    Cohen, James; Wickens, Corrine M.

    2015-01-01

    In this qualitative study, we explored the perspectives of three adolescent immigrants regarding learning English in an American High School. We learned that 1) academically English was the primary venue of instruction and considered the primary pathway to educational success. 2) The students claimed their ability to communicate in English had…

  16. Exploring Non-Native English Speaker Teachers' Classroom Language Use in South Korean Elementary Schools

    Science.gov (United States)

    Rabbidge, Michael; Chappell, Philip

    2014-01-01

    The teaching of English as a foreign language in South Korean public schools has seen the implementation of a number of new innovations. One such innovation, the teaching of English through English, dubbed TETE, is a government-initiated policy that requires public schools to teach English by only using English. Nevertheless, studies reveal that…

  17. Investigating the Problems of English Speaking of the Students of Islamic Boarding School Program at STAIN Samarinda

    Directory of Open Access Journals (Sweden)

    Sitti Hadijah

    2014-12-01

    Full Text Available This study investigated the students’ ability, the problems and their reasons why they faced problems on English speaking. The triangulation of mixed methods was used in this study. The quantitative data gathered from the speaking test result by involving 130 students of Islamic Boarding School Program and the qualitative data gathered from the questionnaire and interview results from the selected students who meet the criteria. The findings showed that the students’ ability was categorized low (62.93; the students have problems on grammar (42.20%, pronunciation (36.60%, vocabulary (35.20%, fluency (36% and comprehension (34.40%; the students’ reason in facing the problems on English speaking English were not only having limited knowledge on the components of speaking skills including pronunciation, grammar, vocabulary, fluency and comprehension but also they have own personal reasons, such as shy to perform speaking, lack of self confidence, lack of speaking practice, limited time given for preparation on English speaking test, the difficulties at using and understanding the speaking material found in the English textbook, the environment (dormitory did not support them to acquire and use English as a medium daily interaction and they preferred to study the Islamic knowledge and Arabic than English. This study indicated that the students’ ability should be increased by giving motivation and taught them with the suitable and interested English speaking materials.

  18. AN ANALYSIS OF STUDENTS’ SPEAKING ABILITY IN ENGLISH CONVERSATION CLUB (ECC PROGRAM AT THE 3rd SEMESTER

    Directory of Open Access Journals (Sweden)

    M. Fadhly Farhy Abbas

    2017-07-01

    Full Text Available This research is based on students’ speaking ability who had followed the EnglishConversation Club (ECC program especially for the third semester of English Department. Thepurpose of this study was to analyze the students’ speaking ability at the 3rd semester in the EnglishConversation Club FKIP UNILAK Pekanbaru. The type of the research was mixed method in typeof explanatory design. The number of participant was 53 students. The researcher used twoinstruments, those were test and interview. In analyzing the data, it used in descriptive statistics.The result of the analysis showed that the average score of 3rd semester students’ speaking abilitywas 45.42. It can be concluded that the students’ speaking ability was categorized into failed . Thescore of Standard Deviation was 7.02, Variance was 49.30, and Range was 36 points . It meansthat the students’ speaking ability was homogeneous. According to the Z-Score, it can be seen that49.06% students’ ability was higher than average and 50.94% students ability was below theaverage. In conclusion, the students’ ability in learning speaking English was failed, it had beenaffected by some factors, those were lack of vocabulary, grammar and motivation. It was supportedby the interview, eventhough the students’ perception to English Conversation Club (ECCprogram was positive, but in fact, the students’ frequency to speak English was seldom, they wereless practice speaking English everyday.Keywords : Speaking , English Conversation Club (ECC

  19. Reading skills and the discrimination of English vowel contrasts by bilingual Spanish/English-speaking children: Is there a correlation?

    Science.gov (United States)

    Levey, Sandra

    2005-04-01

    This study examined the discrimination of English vowel contrasts in real and novel word-pairs by 21 children: 11 bilingual Spanish/English- and 10 monolingual English-speaking children, 8-12 years of age (M=10; 6; Mdn=10; 4). The goal was to determine if children with poor reading skills had difficulty with discrimination, an essential factor in reading abilities. A categorial discrimination task was used in an ABX discrimination paradigm: A (the first word in the sequence) and B (the second word in the sequence) were different stimuli, and X (the third word in the sequence) was identical to either A or to B. Stimuli were produced by one of three different speakers. Seventy-two monosyllabic words were presented: 36 real English and 36 novel words. Vowels were those absent from the inventory of Spanish vowels. Discrimination accuracy for the English-speaking children with good reading skills was significantly greater than for the bilingual-speaking children with good or poor reading skills. Early age of acquisition and greater percentage of time devoted to communication in English played the greatest role in bilingual children's discrimination and reading skills. The adjacency of vowels in the F1-F2 acoustic space presented the greatest difficulty.

  20. On Training of Public Speaking in English%英语演讲培养探析

    Institute of Scientific and Technical Information of China (English)

    王建丰

    2009-01-01

    随着英语教学的不断改进,各类英语演讲活动愈来愈频繁,人们对英语演讲能力愈来愈重视.分析英语演讲的重要性和英语演讲师资培养的必要性,并从加强理论学习、实践学习和研究性学习三个方面,就英语演讲师资培养进行探讨.%As the teaching of English develops, more and more public speaking events of all kinds are conducted, attracting growing attention to the proficiency of public speaking in English. This paper studies the importance of English public speaking training and its necessity to teacher training, and then discusses this topic from the perspectives of theory, practice and research.

  1. Listening and Speaking in English Teaching%听说领先 轻松入门

    Institute of Scientific and Technical Information of China (English)

    王称孜

    2012-01-01

    在初中英语教学中,培养学生听、说、读、写的能力是教学工作的主要任务,而听说须先,读写跟上是学习英语的基本步骤。从这一方面来讲,听说能力是学好英语的基础,学习英语必须会讲,能听懂,充分利用学生学习英语的好奇心转化为开口说话的能力;创造良好的英语环境进行听说训练;精心组织课堂教学,把听说能力作为外语教学的突破口,在实践中进行应用并加以巩固。%In junior high school English teaching, cultivating students' listening, speaking, reading and writing ability is the main task of teaching, while listening and speaking first and reading and writing second is the basic step of learning English. Hence, listening and speaking ability is the basis of learning English and learning English must be able to speak and understand and fully apply students' curiosity to cultivate speaking ability; create good English atmosphere to implement listening and speaking training; wittily organize classroom teaching and take listening and speaking ability as the breaking points of foreign language teaching and apply and consolidate in the practice.

  2. English-language acculturation predicts academic performance in nursing students who speak English as a second language.

    Science.gov (United States)

    Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Andrew, Sharon; Davidson, Patricia M

    2008-02-01

    Students who speak English as a second language (ESL) face considerable challenges in English language universities, but little is known about the relationship between English-language acculturation and academic performance. A prospective, correlational design was used to validate the English Language Acculturation Scale (ELAS), a measure of the linguistic aspect of acculturation, and to determine the relationship between English-language acculturation and academic achievement among 273 first-year nursing students. Exploratory factor analyses demonstrated that the ELAS was a valid and reliable measure (alpha = .89). When ELAS scores were examined in relation to students' grades, students with the lowest ELAS scores also had the lowest mean subject grades, highlighting the need to place greater emphasis on identifying English-language acculturation among ESL students.

  3. Cognitive Processes Underlying Nonnative Speech Production: The Significance of Recurrent Sequences.

    Science.gov (United States)

    Oppenheim, Nancy

    This study was designed to identify whether advanced nonnative speakers of English rely on recurrent sequences to produce fluent speech in conformance with neural network theories and symbolic network theories; participants were 6 advanced, speaking and listening university students, aged 18-37 years (their native countries being Korea, Japan,…

  4. Study on Origin and Cultural Connotation of Names in English-speaking Countries

    Institute of Scientific and Technical Information of China (English)

    喻馨锐

    2014-01-01

    The names in English-speaking countries are full of historical origin and cultural connotation. For the significance of family name and given name, this paper focus on the origin and culture connotation of family name and given name, and also the hidden influences of name played on human beings. Moreover, the relationship between development of society and English name will also be concerned because we can not ignore that the development of society has made great effects to English name. According to the whole essay, we can easily realize the origin and connotation of English name through all my researches and analyses.

  5. THE IMPORTANCE OF ENGLISH SPEAKING SKILL AND COMMUNICATION ABILITY OF THE STUDENTS

    OpenAIRE

    Manigandan, K.; N. Santha Kumar; B Devi

    2017-01-01

    This paper endeavors to express about the importance of English speaking skill in the modern world , and how speaking skill is been ignored by the students rather by teachers who ask the students to predominantly focus on the written skill when they are in schools and are giving more prominence to the  writing skill than the speaking skill  in order to get more marks in their public examinations of standard 10thand 12th which lead the students to drive to the  higher studies if they secure  t...

  6. The Impact of Task-based Approach in Enhancing Non-English Major Students’ Speaking Fluency

    Directory of Open Access Journals (Sweden)

    Hooshang Khoshsima

    2015-05-01

    Full Text Available This paper sought to scrutinize the effects of tasks-based instruction on non-English major students’ speaking fluency. To this aim 40 students were selected who were divided into two homogeneous groups by administering  a pretest to determine their current proficiency level in speaking skill. Both control and experimental groups received the same kinds of language material. Only experimental group received material through tasks-based instruction. Findings of post test revealed significant differences between control and experimental groups in term of their speaking fluency.

  7. RADCOM: a computerized translation device for use during fluoroscopic examination of non-English-speaking patients.

    Science.gov (United States)

    Cohn, M J; Cohen, A J

    1994-02-01

    We developed and have implemented RADCOM (RADiology COMmunicator), a computerized speech-based language translator for use during fluoroscopic examination of non-English-speaking patients. It is controlled completely by voice commands issued into a headset microphone. The system output is digital audio via a small speaker, in the native language of the patient. RADCOM currently supports more than 40 commands in more than a dozen languages. The language data base is easily expandable. We have performed more than 20 fluoroscopic examinations with the RADCOM system. The non-English-speaking patients respond well, following the selected instructions appropriately.

  8. 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…

  9. 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…

  10. Morphological Awareness in Spanish-Speaking English Language Learners: Within and Cross-Language Effects on Word Reading

    Science.gov (United States)

    Ramirez, Gloria; Chen, Xi; Geva, Esther; Kiefer, Heidi

    2010-01-01

    This study investigated within and cross-language effects of morphological awareness on word reading among Spanish-speaking children who were English Language Learners. Participants were 97 Spanish-speaking children in grade 4 and grade 7. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology.…

  11. Communication between Early Educators and Parents Who Speak English as a Second Language: A Semantic and Pragmatic Perspective

    Science.gov (United States)

    Cheatham, Gregory A.; Ro, Yeonsun Ellie

    2011-01-01

    In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents…

  12. The Impact of Multiple Intelligences-Based Instruction on Developing Speaking Skills of the Pre-Service Teachers of English

    Science.gov (United States)

    Salem, Ashraf Atta M. S.

    2013-01-01

    The current study investigates the impact of multiple intelligences-based Instruction on developing speaking skills of the pre-service teachers of English. Therefore, the problem of the current study can be stated in the lack of speaking skills of the pre-service teachers of English in Hurgada faculty of Education, South Valley University. To…

  13. Exponents of Politeness in Brunei English

    Science.gov (United States)

    Ho, Debbie G. E.

    2009-01-01

    This paper is based on the premise that not much is known about how English modal verbs are used to express politeness in Non-Native English speaking (NNEs) contexts. It explores the use of the past and non-past forms of the request modals "will" and "can" in Brunei, a NNEs country located in Southeast Asia. Specifically, it…

  14. Some linguistic and pragmatic considerations affecting science reporting in English by non-native speakers of the language.

    Science.gov (United States)

    Kourilova-Urbanczik, Magda

    2012-06-01

    Approximately 50% of publications in English peer reviewed journals are contributed by non-native speakers (NNS) of the language. Basic thought processes are considered to be universal yet there are differences in thought patterns and particularly in discourse management of writers with different linguistic and cultural backgrounds. The study highlights some areas of potential incompatibility in native and NNS processing of English scientific papers. Principles and conventions in generating academic discourse are considered in terms of frequently occurring failures of NNS to meet expectations of editors, reviewers, and readers. Major problem areas concern organization and flow of information, principles of cohesion and clarity, cultural constraints, especially those of politeness and negotiability of ideas, and the complicated area of English modality pragmatics. The aim of the paper is to sensitize NN authors of English academic reports to problem areas of discourse processing which are stumbling blocks, often affecting acceptance of manuscripts. The problems discussed are essential for acquiring pragmalinguistic and sociocultural competence in producing effective communication.

  15. A note on the acoustic-phonetic characteristics of non-native English vowels produced in noise

    Science.gov (United States)

    Li, Chi-Nin; Munro, Murray J.

    2003-10-01

    The Lombard reflex occurs when people unconsciously raise their vocal levels in the presence of loud background noise. Previous work has established that utterances produced in noisy environments exhibit increases in vowel duration and fundamental frequency (F0), and a shift in formant center frequencies for F1 and F2. Most studies of the Lombard reflex have been conducted with native speakers; research with second-language speakers is much less common. The present study examined the effects of the Lombard reflex on foreign-accented English vowel productions. Seven female Cantonese speakers and a comparison group of English speakers were recorded producing three vowels (/i u a/) in /bVt/ context in quiet and in 70 dB of masking noise. Vowel durations, F0, and the first two formants for each of the three vowels were measured. Analyses revealed that vowel durations and F0 were greater in the vowels produced in noise than those produced in quiet in most cases. First formants, but not F2, were consistently higher in Lombard speech than in normal speech. The findings suggest that non-native English speakers exhibit acoustic-phonetic patterns similar to those of native speakers when producing English vowels in noisy conditions.

  16. Attitudes of Palestinian Undergraduate Students towards Native and Non-Native English Language Teachers and Their Relation to Students' Listening Ability

    Science.gov (United States)

    Nafi, Jamal Subhi Ismail; Qabaja, Ziad Mohammed Mahmoud; Al-Kar, Hibah Jabir Ibrahim

    2016-01-01

    The purpose of this study is to investigate the attitudes of Palestinian undergraduate students towards native and non-native English language teachers and their relation to students' listening ability. To achieve this purpose and to answer the research questions and test the hypotheses, the researchers adopted both the descriptive and inferential…

  17. Text-Speak: Its Influence on the English Spelling Skills

    Directory of Open Access Journals (Sweden)

    Nancy A. Arellano

    2015-11-01

    Full Text Available This study aimed to determine the perceived influence of texting on the English spelling skills of the Teacher Education students of the West Visayas State University – Janiuay Campus (WVSU-JC. It likewise aimed to determine the significant differences on the influence of texting on the English spelling skills of the students when they were grouped as to sex, course and year level and to ascertain the significant relationship between the students’ perceived influence of texting and their performance in English spelling. This study utilized the descriptive method in describing how texting or text messaging influenced the English spelling ability of WVSU-JC Teacher Education students. Two hundred five (205 randomly selected Teacher Education students were utilized as respondents of the study. Researcher-made instruments such as English spelling test and a questionnaire checklist that described the influence of texting on the English spelling skills of the students were used to gather data. Means and standard deviation were used to describe the influence of texting on the English spelling skills of the students. The t-test and ANOVA were used to assess the significant differences on the influence of texting on the respondents’ English spelling skills and Pearson’s-r correlation was used to test the significant relationship between the students’ perceived influence of texting and their performance in English spelling. Results revealed that there was no significant relationship between the Teacher Education students’ perceived influence of texting and performance on their English spelling test and that texting moderately influence the English spelling skills of the Teacher Education students when the respondents were taken as an entire group and as to sex, course and year level. The English spelling skills of the Teacher Education students were good when the respondents were taken as an entire group and when the respondents were grouped

  18. An analysis of English language teaching coursebooks by Turkish writers: "Let’s speak English 7" example

    Directory of Open Access Journals (Sweden)

    Arda Arıkan

    2007-08-01

    Full Text Available It is known that English language coursebooks written by Turkish writers is widely used in Turkey although much research is needed to assess their quality as educational materials. In this research study, opinions of 7th grade students’ and teachers’ on Let’s Speak English 7 were studied through teacher and student questionnaires containing Likert-scale items, and an open-ended item for the teachers. Among 130 participants, 50 were English teachers 80 were seventh grade students studying at a primary level State school. SPSS 13.0 was used to compute frequencies and percentages along with T-tests and One-way ANOVAs to calculate the possible differences in attitudes between different groups, including class, sex, age, experience, and education. The results suggest that both teachers and the students have rather negative feelings about Let’s Speak English 7, the teachers having more negative feelings towards it. The disconcerting problems with Let’s Speak English 7 demonstrated that in order to minimize the negative effects of the coursebook, a series of support materials were needed.

  19. Negotiating Identity : A sociolinguistic analysis of adult English speaking immigrants in Sweden

    OpenAIRE

    Visnjar, Mojca

    2017-01-01

    Due to increased transnational migration and globalisation, English has come to have a high status in Sweden, and is used in daily communication. The purpose of this research is to investigate how immigrants with English as their first language, negotiate their identity in Sweden, how they construct the need to (not) speak Swedish, and, finally, how their linguistic trajectories inform us about their linguistic ideologies and reported practices. Identity, constantly performed on the border be...

  20. Think Before You Speak--The Construction of English Language Thinking With the Help of Tongue Twisters In College English Class Teaching

    Institute of Scientific and Technical Information of China (English)

    王兆辉

    2015-01-01

    Speaking and thinking are a set duel in the performance of oral language.The ability of English thinking is one of the essential elements,as pronunciation and grammar,influencing the flow of speech.In actual oral class practice,students should be trained to think in English before speaking in English,without which,the language monster Chinglish (the compounding of Chinese and English)is produced. In this essay,a new practical method of training English language thinking with the use of tongue twisters is discussed and analyzed so that students can have an improved way to practice their oral English.

  1. Advanced Persuasive Speaking, English, Speech: 5114.112.

    Science.gov (United States)

    Dade County Public Schools, Miami, FL.

    Developed as a high school quinmester unit on persuasive speaking, this guide provides the teacher with teaching strategies for a course which analyzes speeches from "Vital Speeches of the Day," political speeches, TV commercials, and other types of speeches. Practical use of persuasive methods for school, community, county, state, and…

  2. Observing Pair-Work Task in an English Speaking Class

    Science.gov (United States)

    Achmad, Diana; Yusuf, Yunisrina Qismullah

    2014-01-01

    This paper reports on students' pair-work interactions to develop their speaking skills in an ELT classroom which consisted of international learners. A number of 16 learners of intermediate proficiency with IELTS score band 5.5 were observed. The teacher had paired those he considered among them to be the more competent ones (hereafter, stronger)…

  3. MAIN ASPECTS IN LANGUAGE TRAINING OF NON-ENGLISH SPEAKING AIRMEN

    Directory of Open Access Journals (Sweden)

    Nataliya Pazyura

    2016-12-01

    Full Text Available In the globalized world and rapid development of technical progress aviation industry has been gaining more importance for humanity and requires a deeper understanding of the English language, its basic characteristics and mechanisms of functioning. Purpose: The aim of the article is to study the influence of the proficiency of English on flight safety, to consider the main communication problems of non-English speaking aviation personnel, highlight possible directions for training English-speaking personnel. In the article the author tries to show the disadvantage at which non-English speaking airline staff work in case of emergency. The article highlights the issue about high level aviation English proficiency necessary to avoid communication problem. Methods: For the research scientific general methods have been used which are main ways of studying scientific sources, and comparative method for synchronic comparison of events in the different regions. Results: The author concludes that at the same time it is necessary for aviation personnel to master plain language for understanding context of communication, to minimize uncertainty and improve understanding between the controller and pilot. Discussion: It stresses the idea that the language proficiency level that exceeds the minimum standards according to ICAO, contributes significantly to the reduction of communication problems and in such a way ensures safety.

  4. Effectiveness of "Scaffolding Instruction" to English Speaking and Writing in Senior High School%Effectiveness of"Scaffolding Instruction"to English Speaking and Writing in Senior High School

    Institute of Scientific and Technical Information of China (English)

    元嘉瑛

    2016-01-01

    English speaking and writing both embody the students' English proficiency and thinking skills. Scaffolding Instruction is a teaching mode which can provide appropriate assistance when the learners are faced difficulties during the learning. In this paper, first the overview of Scaffolding Instruction will be discussed. Then the application of Scaffolding Instruction in classroom teaching will be introduced based on a case analysis of an English speaking and writing lesson.

  5. A Brief Analysis of English Public Political Speaking from the Perspective of Structure and Strategies of Discourse

    Institute of Scientific and Technical Information of China (English)

    宋爽; 邵晓波

    2008-01-01

    Discourse analysis is the study of how stretches of language comidered in their full textual, the aim of discourse analysis is to explain how people construct and comprehend various coherent discourses. English public speaking occurs when one person speaks in English to an different types. Consequently, English public political speaking, the subject of this thesis, is one sub-component in terms ofchssification of content. This thesis intends to use the methods of discourse analysis to deal with English public political speaking. The analysis reveals that effective public speaker should employ consistent structure and strategies with the subject, content, purpose and situation of speech. This study is of a certain value in instructing how to be a good English public speaker and how to be an effective communicator in English.

  6. The Relationship of Phonological Skills to Language Skills in Spanish-English-Speaking Bilingual Children

    Science.gov (United States)

    Cooperson, Solaman J.; Bedore, Lisa M.; Pena, Elizabeth D.

    2013-01-01

    These two studies investigate the relationship between phonological production skills and performance in other domains of language in Spanish-English-speaking bilingual children. We examine the relationship between scores on a single-word phonology test and language measures selected from formal testing and narrative samples in Spanish and…

  7. Improve Oral Training: The Method of Innovation Assessment on English Speaking Performance

    Science.gov (United States)

    Wang, Li-Jyu; Chang, Hung-Fan

    2011-01-01

    The advantages of portfolios come from observing the student learning process and recording feedback. Students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of…

  8. The Effects of Video SCMC on English Proficiency, Speaking Performance and Willingness to Communicate

    Science.gov (United States)

    Iino, Atsushi; Yabuta, Yukiko

    2015-01-01

    This paper introduces a case course with videoconferencing as a way of Synchronous Computer Mediated Communication (SCMC) for foreign language education in Japan. Research questions were to see the effects of videoconferencing on the learners' speaking ability and general English language proficiency, and also to see how the learners'…

  9. Effects of Using Mobile Devices on English Listening Diversity and Speaking for EFL Elementary Students

    Science.gov (United States)

    Hwang, Wu-Yuin; Huang, Yueh-Min; Shadiev, Rustam; Wu, Sheng-Yi; Chen, Shu-Lin

    2014-01-01

    This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language…

  10. Orthography-Induced Transfer in the Production of English-Speaking Learners of Spanish

    Science.gov (United States)

    Rafat, Yasaman

    2016-01-01

    This article reports on a study on the effect of orthography on L1-based phonological transfer in L2 production in 40 novice English-speaking learners of Spanish. In particular, the role of auditory-orthographic training and production and the influence of grapheme-to-phoneme correspondences are examined. Data elicited via a picture-naming task…

  11. Improve Oral Training: The Method of Innovation Assessment on English Speaking Performance

    Science.gov (United States)

    Wang, Li-Jyu; Chang, Hung-Fan

    2011-01-01

    The advantages of portfolios come from observing the student learning process and recording feedback. Students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of…

  12. Infinitives or Bare Stems? Are English-Speaking Children Defaulting to the Highest-Frequency Form?

    Science.gov (United States)

    Räsänen, Sanna H. M.; Ambridge, Ben; Pine, Julian M.

    2014-01-01

    Young English-speaking children often produce utterances with missing 3sg -s (e.g., *He play). Since the mid 1990s, such errors have tended to be treated as Optional Infinitive (OI) errors, in which the verb is a non-finite form (e.g., Wexler, 1998; Legate & Yang, 2007). The present article reports the results of a cross-sectional…

  13. An Investigation into the Consequential Validity of a Diagnostic College English Speaking Test

    Science.gov (United States)

    Zhao, Zhongbao

    2013-01-01

    This paper reports the verification of the consequential validity of a Diagnostic College English Speaking Test. A case study was conducted with 28 sophomore students from a national key university in China engaged in seven sets of DCEST tests. The analysis of the DCEST scores of the students in the experiment group indicates that progress has…

  14. Beginning Science Curriculum for English Speaking Tropical Africa (African Primary Science Program). Final Report.

    Science.gov (United States)

    Education Development Center, Inc., Newton, MA.

    The African Primary Science Program, which was established in 1960 as part of the African Education Program, has operated widely in English-speaking African countries. Science centers have been established with program assistance in seven of these: Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, and Uganda. Its goals have been centered on…

  15. Effects of Using Mobile Devices on English Listening Diversity and Speaking for EFL Elementary Students

    Science.gov (United States)

    Hwang, Wu-Yuin; Huang, Yueh-Min; Shadiev, Rustam; Wu, Sheng-Yi; Chen, Shu-Lin

    2014-01-01

    This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language…

  16. Assessing Learning Control of English Hedges among Tertiary Cantonese-Speaking EFL Students

    Science.gov (United States)

    Siu, Fiona Kwai-peng

    2014-01-01

    This project was designed to try to investigate the difficulties EFL learners would have in learning to use hedging as a rhetorical device in academic writing. The participants were 136 native Cantonese-speaking EFL students who enrolled in the one-year course "English for Academic Purposes" offered by a language centre at a university…

  17. The Comparison of Politeness Strategies in Chinese Culture and in Eng-lish Speaking Context

    Institute of Scientific and Technical Information of China (English)

    李庆龄

    2015-01-01

    In contemporary society, as the development of globalization a growing tendency of how to communication effective⁃ly between different culture and languages has becoming a matter of fact. Even though a great number of communication strate⁃gies used to reduce the culture shock, obstacles in cultural exchanges still remains due to the culture differences. Politeness theory, as an important communication strategy, is still the most important and influential theory for cross-cultural communication. While there still has a few controversial arguments being conducted. It results in the issue of this article:Is there different compar⁃ing Chinese culture with English Speaking Culture in Terms of Politeness Strategies? In this paper, I will present a general review of classic politeness theories including Brown&Levinson, Leech’s research in English speaking culture and Gu and Xu’s findings in Chinese culture. Among their theories some specific politeness strategies such as face-saving strategy, politeness principle and its maxims will be used to give an image of the difference between Chinese culture and English speaking culture in terms of po⁃liteness strategies. In the definition of‘politeness’, two characteristics are worth mentioning:universality as well as culture-specif⁃ic. Therefore the article concludes by the arguing that, in spite of a few similarities, there are differences between in Chinese cul⁃ture and in English speaking context in politeness.

  18. The Relationship of Phonological Skills to Language Skills in Spanish-English-Speaking Bilingual Children

    Science.gov (United States)

    Cooperson, Solaman J.; Bedore, Lisa M.; Pena, Elizabeth D.

    2013-01-01

    These two studies investigate the relationship between phonological production skills and performance in other domains of language in Spanish-English-speaking bilingual children. We examine the relationship between scores on a single-word phonology test and language measures selected from formal testing and narrative samples in Spanish and…

  19. A Classroom-Based Assessment Method to Test Speaking Skills in English for Specific Purposes

    Science.gov (United States)

    Alberola Colomar, María Pilar

    2014-01-01

    This article presents and analyses a classroom-based assessment method to test students' speaking skills in a variety of professional settings in tourism. The assessment system has been implemented in the Communication in English for Tourism course, as part of the Tourism Management degree programme, at Florida Universitaria (affiliated to the…

  20. Do Chinese- and English-Speaking Preschoolers Think Differently about Language?

    Science.gov (United States)

    Guan, Yao; Farrar, M. Jeffrey

    2016-01-01

    Metalinguistic awareness is the ability to identify, reflect upon, and manipulate linguistic units. It plays a critical role in reading development. The present study investigated Chinese- and English-speaking preschoolers' metalinguistic awareness development and the role of cognitive and linguistic abilities in its development. Forty-two…

  1. A Needs-Based Approach to the Development of a Diagnostic College English Speaking Test

    Science.gov (United States)

    Zhao, Zhongbao

    2014-01-01

    This paper investigated the current situation of oral English teaching, learning, and assessment at the tertiary level in China through needs analysis and explored the implications for the development of a diagnostic speaking test. Through random sampling, the researcher administered both a student questionnaire and a teacher questionnaire to over…

  2. Psychometric Properties of the Working Memory Rating Scale for Spanish-Speaking English Language Learners

    Science.gov (United States)

    Guzman-Orth, Danielle; Grimm, Ryan; Gerber, Michael; Orosco, Michael; Swanson, H. Lee; Lussier, Cathy

    2015-01-01

    The Working Memory Rating Scale (WMRS) was designed as a behavioral rating tool to assist teachers in identifying students at risk of working memory difficulties. The instrument was originally normed on 417 monolingual English-speaking children from the United Kingdom. The purpose of this study was to test the reliability and validity of the WMRS…

  3. ENGLISH AS A SECOND LANGUAGE FOR FRENCH-SPEAKING STUDENTS IN SECONDARY SCHOOLS.

    Science.gov (United States)

    Ontario Curriculum Inst., Toronto.

    THIS REPORT WAS SUBMITTED IN JULY 1965 BY THE FRANCAIS SUB-COMMITTEE AND THE MODERN LANGUAGE COMMITTEE TO THE ONTARIO CURRICULUM INSTITUTE. THE SUBJECT WAS A SURVEY UNDERTAKEN IN 1964 TO STUDY THE TEACHING OF ENGLISH IN CANADIAN SECONDARY SCHOOLS ATTENDED BY FRENCH-SPEAKING STUDENTS. THE FUNDAMENTAL ISSUE INVOLVED IN THE SECONDARY EDUCATION OF…

  4. Haunting Native Speakerism? Students' Perceptions toward Native Speaking English Teachers in Taiwan

    Science.gov (United States)

    Wu, Kun-huei; Ke, Chung

    2009-01-01

    This paper intends to explore how Taiwanese university students perceive their native-speaking English teachers (NESTs). Mutual expectations between the NESTs and students are also investigated. Collected data include questionnaires from 107 students and interviews with three NESTs and 19 students who have filled out the questionnaire. The result…

  5. Index of Productive Syntax for Children Who Speak African American English

    Science.gov (United States)

    Oetting, Janna B.; Newkirk, Brandi L.; Hartfield, Lekeitha R.; Wynn, Christy G.; Pruitt, Sonja L.; Garrity, April W.

    2010-01-01

    Purpose: The validity of the Index of Productive Syntax (IPSyn; Scarborough, 1990) for children who speak African American English (AAE) was evaluated by conducting an item analysis and a comparison of the children's scores as a function of their maternal education level, nonmainstream dialect density, age, and clinical status. Method: The data…

  6. Cultural Differences In Politeness Principle Between China and English-speaking Countries

    Institute of Scientific and Technical Information of China (English)

    张蕾

    2009-01-01

    Therw are many cultural differences in China and English-speaking Countries.They will cause communication problems if you don't know them.This paper states one of thenr-the differences in politeness principle.And it helps people communicate properly when you are in different cultural background.

  7. Ideas for Teachers of Non-English-Speaking Children. A Handbook.

    Science.gov (United States)

    Chicago Board of Education, IL. Dept. of Curriculum.

    A series of lesson ideas for school teachers with both monolingual English-speaking and bilingual students in the same class includes 18 cultural and cross-cultural topics. They include: the island of Cuba, the flag of Cuba, the flag of Mexico, the development of Mexican music, Benito Juarez, the flag of Puerto Rico, the seal of Puerto Rico, a…

  8. What if There Is Nobody Around to Speak English? Then Keep Your Voice Diary

    Science.gov (United States)

    Yaman, Ismail

    2016-01-01

    This study aims to explore English Language Teaching (ELT) prep-class students' perceptions of keeping personal voice diaries via a voice recorder as a way to extend speaking practice beyond the classroom walls. Following a ten-week treatment under which 12 voluntary students attending ELT prep-class at Ondokuz Mayis University kept voice diaries…

  9. The Challenges and Opportunities for Chinese Overseas Postgraduates in English Speaking Universities

    Science.gov (United States)

    Liu, Xu

    2015-01-01

    An increasing number of Chinese students pursue their higher education degree in an overseas university. This research paper sets out to raise a discussion about some of the major challenges that such Chinese postgraduates might experience when studying at universities in English speaking countries drawing from ethnographic and sociological…

  10. Psychometric Properties of the Working Memory Rating Scale for Spanish-Speaking English Language Learners

    Science.gov (United States)

    Guzman-Orth, Danielle; Grimm, Ryan; Gerber, Michael; Orosco, Michael; Swanson, H. Lee; Lussier, Cathy

    2015-01-01

    The Working Memory Rating Scale (WMRS) was designed as a behavioral rating tool to assist teachers in identifying students at risk of working memory difficulties. The instrument was originally normed on 417 monolingual English-speaking children from the United Kingdom. The purpose of this study was to test the reliability and validity of the WMRS…

  11. Gesture and Symbolic Representation in Italian and English-Speaking Canadian 2-Year-Olds

    Science.gov (United States)

    Marentette, Paula; Pettenati, Paola; Bello, Arianna; Volterra, Virginia

    2016-01-01

    Analyses of elicited pantomime, primarily of English-speaking children, show that preschool-aged children are more likely to symbolically represent an object with gestures depicting an object's form rather than its function. In contrast, anecdotal reports of spontaneous gesture production in younger children suggest that children use multiple…

  12. Does Learning Spanish Grammatical Gender Change English-Speaking Adults' Categorization of Inanimate Objects?

    Science.gov (United States)

    Kurinski, Elena; Sera, Maria D.

    2011-01-01

    Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We…

  13. Ideas for Teachers of Non-English-Speaking Children. A Handbook.

    Science.gov (United States)

    Chicago Board of Education, IL. Dept. of Curriculum.

    A series of lesson ideas for school teachers with both monolingual English-speaking and bilingual students in the same class includes 18 cultural and cross-cultural topics. They include: the island of Cuba, the flag of Cuba, the flag of Mexico, the development of Mexican music, Benito Juarez, the flag of Puerto Rico, the seal of Puerto Rico, a…

  14. Results of the 2015 Relationship Testing Workshop of the English Speaking Working Group

    DEFF Research Database (Denmark)

    Friis, Susanne Lunøe; Hallenberg, Charlotte; Simonsen, Bo Thisted

    2015-01-01

    Annually, members of the English Speaking Working Group of the International Society for Forensic Genetics are invited to participate in a Relationship Testing Workshop. In 2015, 64 laboratories participated. Here, we present the results from the 2015 workshop, which included relationship testing...

  15. Effects of Using Mobile Devices on English Listening Diversity and Speaking for EFL Elementary Students

    Science.gov (United States)

    Hwang, Wu-Yuin; Huang, Yueh-Min; Shadiev, Rustam; Wu, Sheng-Yi; Chen, Shu-Lin

    2014-01-01

    This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language…

  16. Respectful Interactions: Learning with International Students in the English-Speaking Academy

    Science.gov (United States)

    Ryan, Janette; Viete, Rosemary

    2009-01-01

    International students entering postgraduate courses in Australian universities encounter numerous challenges in their new environments. Many relate to the academic literacy and pedagogical practices in the English-speaking academic environment, which international students time and again have reported assume local linguistic and cultural…

  17. Errors on Ghanaian Students' Written English: Is Speaking School ...

    African Journals Online (AJOL)

    2016-10-02

    Oct 2, 2016 ... University of Ghana, cautioned the 2002/2003 fresh students against the use of ... examinations on 'Core English' issue damning reports pointing to poor and .... This is obvious that when graduate from these Polytechnic go for.

  18. Interlanguage Pragmatics: A Study of the Refusal Strategies of Indonesian Speakers Speaking English

    Directory of Open Access Journals (Sweden)

    Novy Amarien

    1997-01-01

    Full Text Available Abstract. This is a pilot study investigating the interlanguage pragmatics of the refusal strategies (RSs of Indonesian Speakers Speaking English (ISSE. The aims of the study are to investigate strategies ISSE use in their refusals of, specifically, offering and requesting initiation acts (IAs. Data were taken from 30 Discourse Completion Tasks undertaken by five males and females in the following groups: Indonesian speakers Speaking Indonesian (ISSI, ISSE and Australian Speakers Speaking English (ASSE. The study revealed that ISSE strategies in refusing offers were `intercultural', that is apparently uninfluenced by L1 patterns and yet not characteristic of L2 patterns. Pragmatic transfer was not in evidence. The data in this study could be the basis for further research in Indonesian interlanguage pragmatics.

  19. Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching

    Directory of Open Access Journals (Sweden)

    Sumru Akcan

    2016-01-01

    Full Text Available This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they star-ted to teach. The study found significant differences between the content of novice teachers’ academic courses in their teacher education programme and the conditions they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools.

  20. Non-native English language speakers benefit most from the use of lecture capture in medical school.

    Science.gov (United States)

    Shaw, Graham P; Molnar, David

    2011-01-01

    Medical education in the United States and Canada continues to evolve. However, many of the changes in pedagogy are being made without appropriate evaluation. Here, we attempt to evaluate the effectiveness of lecture capture technology as a learning tool in Podiatric medical education. In this pilot project, student performance in an inaugural lecture capture-supported biochemistry course was compared to that in the previous academic year. To examine the impact of online lecture podcasts on student performance a within-subjects design was implemented, a two way ANCOVA with repeated measures. The use of lecture capture-supported pedagogy resulted in significantly higher student test scores, than achieved historically using traditional pedagogy. The overall course performance using this lecture capture-supported pedagogy was almost 6% higher than in the previous year. Non-native English language speakers benefitted more significantly from the lecture capture-supported pedagogy than native English language speakers, since their performance improved by 10.0 points. Given that underrepresented minority (URM) students, whose native language is not English, makes up a growing proportion of medical school matriculates, these observations support the use of lecture capture technology in other courses. Furthermore, this technology may also be used as part of an academic enrichment plan to improve performance on the American Podiatric Medical Licensing Examination, reduce the attrition of URM students and potentially address the predicted minority physician shortage in 2020.

  1. Mingle Model for Teaching English Speaking Skill for College Students

    Directory of Open Access Journals (Sweden)

    Darmayenti darmayenti

    2015-02-01

    Full Text Available This paper is a report of a research and development project conducted in a speaking skill for the first-year students of State Institute for Islamic Studies Imam Bonjol Padang, academic year 2012/2013. Mingle as a technique in teaching speaking proposed by Pollard and Hess in 1997 was developed into a new model. Using ADDIE model as proposed by Dick and Carey in 1996, we collected the intended data through observation, questionnaire, and test. The result of the research showed that the implementation of model gave a significant difference in term of the students-learning outcome between the students who are taught through Mingle model and by traditional one or without Mingle model. The development of Mingle model included preparation, warming up, set the rule, act Mingle model, presentation, review and discussion. It is concluded that Mingle model is more effective to improve students on all components of speaking skill. Therefore, it is recommended that this model can be implemented at IAIN Imam Bonjol Padang. Copyright © 2015 by Al-Ta'lim All right reserved

  2. Topic and Background Knowledge Effects on Performance in Speaking Assessment

    Science.gov (United States)

    Khabbazbashi, Nahal

    2017-01-01

    This study explores the extent to which topic and background knowledge of topic affect spoken performance in a high-stakes speaking test. It is argued that evidence of a substantial influence may introduce construct-irrelevant variance and undermine test fairness. Data were collected from 81 non-native speakers of English who performed on 10…

  3. Discriminant accuracy of a semantics measure with Latino English-speaking, Spanish-speaking, and English-Spanish bilingual children.

    Science.gov (United States)

    Peña, Elizabeth D; Bedore, Lisa M; Kester, Ellen S

    2015-01-01

    We explored classification accuracy of English and Spanish versions of an experimental semantic language measure with functional monolingual-bilingual children with and without language impairment. A total of 441 children participated, including 78 balanced bilinguals (15 with language impairment, 63 with typical development); 179 monolingual Spanish (36 with language impairment, 143 with typical development); and 183 monolingual English (49 with language impairment, 134 with typical development) children between 4;0 and 6;11 years. Cut points derived for functionally monolingual children were applied to bilinguals to assess the predictive accuracy of English and Spanish semantics. Correct classification of English monolinguals and Spanish monolinguals was 81%. Discriminant analysis yielded 76% and 90% correct classification for balanced bilingual children in English and Spanish respectively. This semantics-based measure has fair to good classification accuracy for functional monolinguals and for Spanish-English bilingual children when one language is tested. As a result of this study, the reader will describe advantages of lexical-semantic tasks for identification of language impairment. They will be able to describe procedures for conceptual scoring and identify its benefits. Readers will also gain an understanding of similarities and differences in bilingual and monolingual performance on a semantics task in Spanish and English. Copyright © 2014 Elsevier Inc. All rights reserved.

  4. Feasibility and acceptability of advance care planning in elderly Italian and Greek speaking patients as compared to English-speaking patients: an Australian cross-sectional study.

    Science.gov (United States)

    Detering, Karen; Sutton, Elizabeth; Fraser, Scott; Wallis, Kasey; Silvester, William; Mawren, Daveena; Whiteside, Kathryn

    2015-08-28

    To assess the feasibility and acceptability of facilitated advance care planning (ACP) discussions in elderly Italian and Greek-speaking inpatients compared to English-speaking inpatients. This cross-sectional study with convenience sampling was conducted in Melbourne, Australia, and recruited hospital inpatients with medical decision-making capacity, aged 65 years or above, who spoke Greek (25 patients), Italian (24 patients) or English (63 patients). Facilitated ACP was offered, aiming to assists patients to consider and discuss their goals, values, beliefs and future treatment wishes with their family and doctor; to help them consider how they would like healthcare decisions made in the future if they become unable to do this for themselves; and to complete advance care directives. The completion of ACP discussions, their duration, advance care directive completion and utilisation of interpreters. Of 112 patients, 109 (97%) had at least one discussion, 63 (54%) completed advance care directives, either nominating a substitute decision-maker, documenting their wishes or both, and 76 (68%) included family in discussions. The median duration of discussions for all patients was slightly more than 1 h, over two visits. There were no differences between the Greek-speaking and the Italian-speaking patients, or between the Non-English speaking and the English-speaking patients in any of these measures. Only 14 non-English speaking patients, (30%) utilised interpreters, but when utilised, patients were much more likely (pspeaking patients is feasible, acceptable and is similar to that for English-speaking patients. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  5. Spanish-Speaking Children's Spelling Errors with English Vowel Sounds that Are Represented by Different Graphemes in English and Spanish Words

    Science.gov (United States)

    Sun-Alperin, M. Kendra; Wang, Min

    2008-01-01

    Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was…

  6. The Language Growth of Spanish-Speaking English Language Learners

    Science.gov (United States)

    Rojas, Raul; Iglesias, Aquiles

    2013-01-01

    Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…

  7. Address Forms in Chinese and English-Speaking Culture

    Institute of Scientific and Technical Information of China (English)

    王晓茹

    2015-01-01

    Address forms is one of markers of politeness and is an indispensable part of communication. An appropriate address form promotes interpersonal communication smoothly. An address form is polite in one culture, but might be inappropriate in an⁃other culture. The paper contrasts address forms in English and Chinese culture and explores the reasons for their different choice of address terms.

  8. The vowel inherent spectral change of English vowels spoken by native and non-native speakers.

    Science.gov (United States)

    Jin, Su-Hyun; Liu, Chang

    2013-05-01

    The current study examined Vowel Inherent Spectral Change (VISC) of English vowels spoken by English-, Chinese-, and Korean-native speakers. Two metrics, spectral distance (amount of spectral shift) and spectral angle (direction of spectral shift) of formant movement from the onset to the offset, were measured for 12 English monophthongs produced in a /hvd/ context. While Chinese speakers showed significantly greater spectral distances of vowels than English and Korean speakers, there was no significant speakers' native language effect on spectral angles. Comparisons to their native vowels for Chinese and Korean speakers suggest that VISC might be affected by language-specific phonological structure.

  9. Barriers and enablers to healthcare access and use among Arabic-speaking and Caucasian English-speaking patients with type 2 diabetes mellitus: a qualitative comparative study

    Science.gov (United States)

    Alzubaidi, H; Mc Namara, K; Browning, Colette; Marriott, J

    2015-01-01

    Objective The objective of this study was to explore the decision-making processes and associated barriers and enablers that determine access and use of healthcare services in Arabic-speaking and English-speaking Caucasian patients with diabetes in Australia. Study setting and design Face-to-face semistructured individual interviews and group interviews were conducted at various healthcare settings—diabetes outpatient clinics in 2 tertiary referral hospitals, 6 primary care practices and 10 community centres in Melbourne, Australia. Participants A total of 100 participants with type 2 diabetes mellitus were recruited into 2 groups: 60 Arabic-speaking and 40 English-speaking Caucasian. Data collection Interviews were audio-taped, translated into English when necessary, transcribed and coded thematically. Sociodemographic and clinical information was gathered using a self-completed questionnaire and medical records. Principal findings Only Arabic-speaking migrants intentionally delayed access to healthcare services when obvious signs of diabetes were experienced, missing opportunities to detect diabetes at an early stage. Four major barriers and enablers to healthcare access and use were identified: influence of significant other(s), unique sociocultural and religious beliefs, experiences with healthcare providers and lack of knowledge about healthcare services. Compared with Arabic-speaking migrants, English-speaking participants had no reluctance to access and use medical services when signs of ill-health appeared; their treatment-seeking behaviours were straightforward. Conclusions Arabic-speaking migrants appear to intentionally delay access to medical services even when symptomatic. Four barriers to health services access have been identified. Tailored interventions must be developed for Arabic-speaking migrants to improve access to available health services, facilitate timely diagnosis of diabetes and ultimately to improve glycaemic control. PMID:26576809

  10. Integrating Academic Language, Thinking, and Content: Learning Scaffolds for Non-Native Speakers in the Middle Grades

    Science.gov (United States)

    Zwiers, Jeff

    2006-01-01

    The purpose of this action research study was to explore possibilities for scaffolding academic language and historical thinking for non-native English speaking students in two middle school classrooms. The teaching approach focused on six dimensions of historical thinking: background knowledge, cause, effect, bias, empathy, and application. The…

  11. Communicative Functions of the Nurse-Patient Relationship: Observations of Native and Non-Native Nurses in United States Hospitals.

    Science.gov (United States)

    Hadley, Jo Linda

    A study compared the nurse-patient communication of native and non-native English-speaking nurses. Examination of the literature on nurse-patient relationships and a brief survey of native nurses yielded an instrument for observation of nurses. Ten nurses were observed for 3 hourse each. Transcripts of the observations of the five non-native…

  12. Non-National Englishes and Their Alternatives: Academics and the Internet in Tunisia

    Science.gov (United States)

    Hawkins, Simon

    2008-01-01

    This article challenges the categorisation of English into national forms, arguing that this obscures differences in usage within a nation and ignores genres and registers that exist around the world. Further, I suggest that in addition to examining the spread of English around the world, scholars should study the ubiquity of various discourses…

  13. Investigating the impact of SMS speak on the written work of English first language and English second language high school learners

    Directory of Open Access Journals (Sweden)

    Kate Huddlestone

    2011-08-01

    Full Text Available This study examined the impact of SMS speak on the written work of English first language (L1 and English second language (L2 grade 8s and 11s. The aim was to establish whether these learners make use of features of SMS speak in their English written work. The participants, 88 learners from an English-Afrikaans dual medium school, completed questionnaires from which the frequency and volume of their SMS use were determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of their English essays were examined for the following features of SMS speak: (deliberate spelling errors; lack of punctuation; over-punctuation; omission of function words; and use of abbreviation, acronyms, emoticons and rebus writing. The questionnaires indicated that these learners are avid users of the SMS. All participants reported using features of SMS speak in their SMSes, and more than 40% reported using SMS speak in their written school work. Despite this, features of SMS speak infrequently occurred in the written work of the learners, which could indicate that the learners are able to assess when it is and is not appropriate to use a certain variety of language. That said, a number of SMS speak features were indeed present in the samples, which indicates that SMS speak had some impact on the written work of these learners. Not all of the nonstandard features of their written English could, however, necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could have occurred in the written English of high school learners from before the advent of cell phones.

  14. The language growth of spanish-speaking English language learners.

    Science.gov (United States)

    Rojas, Raúl; Iglesias, Aquiles

    2013-01-01

    Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples (6,516 Spanish; 5,732 English) produced by 1,723 ELLs during the first 3 years of formal schooling (M age at first observation = 5 years 7 months). Results indicated distinct trajectories of language growth over time for each language differentially impacted by summer vacation and gender, significant intra- and interindividual differences in initial status and growth rates across both languages, and language-specific relations between language growth and initial status. Implications of ELLs' language growth are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  15. Composition Medium Comparability in a Direct Writing Assessment of Non-Native English Speakers

    Directory of Open Access Journals (Sweden)

    Edward W. Wolfe

    2004-01-01

    Full Text Available The Test of English as a Foreign Language (TOEFL contains a direct writing assessment, and examinees are given the option of composing their responses at a computer terminal using a keyboard or composing their responses in handwriting. This study sought to determine whether performance on a direct writing assessment is comparable for examinees when given the choice to compose essays in handwriting versus word processing. We examined this relationship controlling for English language proficiency and several demographic characteristics of examinees using linear models. We found a weak two-way interaction between composition medium and English language proficiency with examinees with weaker English language scores performing better on handwritten essays while examinees with better English language scores performing comparably on the two testing media. We also observed predictable differences associated with geographic region, native language, gender, and age.

  16. Priorities in English Teaching:Listening and Speaking

    Institute of Scientific and Technical Information of China (English)

    曹德珍

    2015-01-01

    <正>I Introduction The traditional English teaching in our country is examination-orientated,which deviates from the right direction of language teaching.The teachers use the model of"explaining,translating,reading,and doing exercises".Grammar,vocabulary and text analysis are taken as the center of teaching and language is taught as theoretical knowledge.Under the influence of the teaching method,many students sink into memorizing pure

  17. ADHD and adolescent EFL learners’ speaking complexity, accuracy, and fluency in English

    Directory of Open Access Journals (Sweden)

    Hamid Marashi

    2016-07-01

    Full Text Available This study was an attempt to investigate the relationships among Attention-Deficit/ Hyperactivity Disorder (ADHD and speaking complexity, accuracy, and fluency (CAF among Iranian EFL learners. To fulfill the purpose of this study, the teachers and parents of 593 male students were given the Farsi version of the CSI-4 ADHD diagnostic questionnaire, out of which 61 students scored above the cut-off score of nine in both the teacher and parent questionnaires. These students then sat for a sample speaking section of the Key English Test (KET; the interviews were scored by two raters according to the measures of CAF. The data were thus analyzed and the results revealed a significant positive correlation between ADHD and speaking fluency; in contrast, a significant negative correlation was observed between ADHD and speaking complexity and ADHD and speaking accuracy. The regressions disclosed that ADHD is a significant predictor of complexity, accuracy, and fluency in speaking. The findings of this study have pedagogical implications for both parents and teachers in contact with students with ADHD with respect to the importance of identifying such students and thus planning and monitoring their progress.

  18. THE REFLECTION OF BILINGUALISM IN THE SPEECH OF PRESCHOOL CHILDREN SPEAKING NATIVE (ERZYA AND NON-NATIVE (RUSSIAN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Mosina, N.M.

    2016-03-01

    Full Text Available This article considers the specific features of Mordovian speech of 16 bilingual children, aged 3 to 7 years, speaking both the Erzya and Russian languages, living in Mordovia. Their language is studied on the example of short stories in pictures, and it attempts to identify the influence of the Russian language on the Erzya one and to detect the occurrences of interference at the lexical and grammatical levels.

  19. Performance of Native and Non-Native Speakers of English on Subtests of the Comprehensive English Language Test.

    Science.gov (United States)

    Aitken, Kenneth G.

    1978-01-01

    The listening comprehension and structure subtests of the Comprehensive English Language Test (CELT) were administered to 211 secondary students from an urban center on Canada's west coast. The subtests appeared to be powerful enough to separate immigrant students of English (Second Language) from Canadian born bilinguals and monolinguals. (EJS)

  20. Linguistic Intervention Techniques for At-Risk English Language Learners

    Science.gov (United States)

    Schneider, Elke; Evers, Tsila

    2009-01-01

    In U.S. public schools, the population of nonnative speakers of English who are at risk for failing language requirements is growing. This article presents multisensory structured language (MSL) teaching strategies to remediate these students' difficulties in reading, writing, and speaking English. These strategies are underscored by recent…

  1. The Effectiveness of Chinese NNESTs in Teaching English Syntax

    Science.gov (United States)

    Chou, Chun-Hui; Bartz, Kevin

    2007-01-01

    This paper evaluates the effect of Chinese non-native English-speaking teachers (NNESTs) on Chinese ESL students' struggles with English syntax. The paper first classifies Chinese learners' syntactic errors into 10 common types. It demonstrates how each type of error results from an internal attempt to translate a common Chinese construction into…

  2. Affordance of English-Medium Instruction Contexts in Taiwan

    Science.gov (United States)

    Huang, Yi-Ping; Jhuang, Wun-Ting

    2015-01-01

    The proliferation of English-medium instruction (EMI) in nonnative English-speaking (NNES) contexts has compelled researchers to explore the challenges students face in such environments. Mostly quantitative in nature with foci on language-related difficulties in one type of institution or curriculum, these studies obscure the complexity of NNES…

  3. The relationship of phonological skills to language skills in Spanish-English-speaking bilingual children.

    Science.gov (United States)

    Cooperson, Solaman J; Bedore, Lisa M; Peña, Elizabeth D

    2013-05-01

    These two studies investigate the relationship between phonological production skills and performance in other domains of language in Spanish-English-speaking bilingual children. We examine the relationship between scores on a single-word phonology test and language measures selected from formal testing and narrative samples in Spanish and English. The first study explores the language and phonology scores of 186 children (mean age = 5 years, 9 months) who represent a range of language ability levels. Phonology scores in both languages were most strongly correlated with performance on the Spanish morphosyntax subtest of the bilingual English-Spanish assessment and grammaticality of utterances in English narratives. The second study focuses on 12 children with low or high phonology skills selected from those who participated in the first study. Children with higher phonological production accuracy in both languages produced grammatical structures of low-phonetic salience with greater accuracy than children with lower phonological skills.

  4. Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners.

    Science.gov (United States)

    Rojas, Raúl; Iglesias, Aquiles; Bunta, Ferenc; Goldstein, Brian; Goldenberg, Claude; Reese, Leslie

    2016-04-01

    The primary objective of this study was to investigate the relationship between language use with different interlocutors, maternal education level and the expressive language skills of US English learners (ELs) in Spanish and English. Two hundred and twenty-four Spanish-speaking ELs in kindergarten provided narrative language samples in Spanish and English. Parents completed a questionnaire of maternal education level and language use with parents, older siblings and peers. Multiple linear regression analyses demonstrated that language used with different interlocutors and maternal education level had unique effects on participants' expressive language skills. ELs' expressive language skills in English were predicted by interactions with older siblings, peers and maternal education level; Spanish expressive language skills were predicted by interactions with older siblings. The findings from this study suggest that the determination of language experience of school-age bilingual children should examine differential language use with multiple interlocutors, particularly interactions with older siblings and peers.

  5. Validation of self-reported health literacy questions among diverse English and Spanish-speaking populations.

    Science.gov (United States)

    Sarkar, Urmimala; Schillinger, Dean; López, Andrea; Sudore, Rebecca

    2011-03-01

    Limited health literacy (HL) contributes to poor health outcomes and disparities, and direct measurement is often time-intensive. Self-reported HL questions have not been validated among Spanish-speaking and diverse English-speaking populations. To evaluate three self-reported questions: 1 "How confident are you filling out medical forms?"; 2 "How often do you have problems learning about your medical condition because of difficulty understanding written information?"; and 3 "How often do you have someone help you read hospital materials?" Answers were based on a 5-point Likert scale. This was a validation study nested within a trial of diabetes self-management support in the San Francisco Department of Public Health. English and Spanish-speaking adults with type 2 diabetes receiving primary care. Using the Test of Functional Health Literacy in Adults (s-TOFHLA) in English and Spanish as the reference, we classified HL as inadequate, marginal, or adequate. We calculated the C-index and test characteristics of the three questions and summative scale compared to the s-TOFHLA and assessed variations in performance by language, race/ethnicity, age, and education. Of 296 participants, 48% were Spanish-speaking; 9% were White, non-Hispanic; 47% had inadequate HL and 12% had marginal HL. Overall, 57% reported being confident with forms "somewhat" or less. The "confident with forms" question performed best for detecting inadequate (C-index = 0.82, (0.77-0.87)) and inadequate plus marginal HL (C index = 0.81, (0.76-0.86); pconfident with forms" question and scale also performed best across language, race/ethnicity, educational attainment, and age. A single self-reported HL question about confidence with forms and a summative scale of three questions discriminated between Spanish and English speakers with adequate HL and those with inadequate and/or inadequate plus marginal HL. The "confident with forms" question or the summative scale may be useful for estimating HL in

  6. PSYCHOLOGICAL PROBLEMS IN ENGLISH SPEAKING CLASSROOM (Problems Relate to Teacher and Students in the Speaking Classroom Activity

    Directory of Open Access Journals (Sweden)

    Win Listyaningrum Arifin

    2017-07-01

    Full Text Available Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.

  7. Novel noun and verb learning in Chinese-, English-, and Japanese-speaking children.

    Science.gov (United States)

    Imai, Mutsumi; Li, Lianjing; Haryu, Etsuko; Okada, Hiroyuki; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Shigematsu, Jun

    2008-01-01

    When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3- and 5-year-old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb-friendly languages (e.g., T. Tardif, 1996). The results also suggest that the input language uniquely shapes verb learning such that English-speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language-specific linguistic factors interact in lexical development.

  8. Predictors of professional placement outcome: cultural background, English speaking and international student status.

    Science.gov (United States)

    Attrill, Stacie; McAllister, Sue; Lincoln, Michelle

    2016-08-01

    Placements provide opportunities for students to develop practice skills in professional settings. Learning in placements may be challenging for culturally and linguistically diverse (CALD) students, international students, or those without sufficient English proficiency for professional practice. This study investigated whether these factors, which are hypothesized to influence acculturation, predict poor placement outcome. Placement outcome data were collected for 854 students who completed 2747 placements. Placement outcome was categorized into 'Pass' or 'At risk' categories. Multilevel binomial regression analysis was used to determine whether being CALD, an international student, speaking 'English as an additional language', or a 'Language other than English at home' predicted placement outcome. In multiple multilevel analysis speaking English as an additional language and being an international student were significant predictors of 'at risk' placements, but other variables tested were not. Effect sizes were small indicating untested factors also influenced placement outcome. These results suggest that students' English as an additional language or international student status influences success in placements. The extent of acculturation may explain the differences in placement outcome for the groups tested. This suggests that learning needs for placement may differ for students undertaking more acculturative adjustments. Further research is needed to understand this and to identify placement support strategies.

  9. The relationships between illness and treatment perceptions with adherence to diabetes self-care: A comparison between Arabic-speaking migrants and Caucasian English-speaking patients.

    Science.gov (United States)

    Alzubaidi, Hamzah; Mc Narmara, Kevin; Kilmartin, Gloria M; Kilmartin, John F; Marriott, Jennifer

    2015-11-01

    To compare illness and treatment perceptions between Arabic-speaking immigrants and Caucasian English-speaking people with type 2 diabetes, and explore the relationships between these beliefs and adherence to self-care activities. A cross-sectional study was conducted in healthcare settings with large Arabic populations in metropolitan and rural Victoria, Australia. Adherence to self-care activities, illness and treatment perceptions, and clinical data were recorded. Bivariate associations for continuous normally distributed variables were tested with Pearson's correlation. Non-parametric data were tested using Spearman's rank correlation coefficient. 701 participants were recruited; 392 Arabic-speaking participants (ASPs) and 309 English-speaking participants (ESPs). There were significant relationships between participants' illness and treatment perceptions and adherence to diabetes self-care activities. ASPs' negative beliefs about diabetes were strongly and significantly correlated with poorer adherence to diet recommendations, exercise, blood glucose testing and foot care. ASPs were significantly less adherent to all aspects of diabetes self-care compared with ESPs: dietary behaviours (P=confidence interval (CI)=-1.17, -0.84), exercise and physical activity (P=speaking migrants' illness and treatment perceptions were significantly different from the English-speaking group. There is a pressing need to develop new innovative interventions that deliver much-needed improvements in adherence to self-care activities and key health outcomes. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  10. Problems with College Students’English Listening and Speaking and Their Solutions-from the Perspective of Sociolinguistics

    Institute of Scientific and Technical Information of China (English)

    刘磊

    2014-01-01

    This study surveyed what problems and puzzles college students have in English speaking and listening. A question⁃naire survey was conducted among 157 English-major students in South-Central University for Nationalities. The result suggests that they seemed to be very anxious in communicating in English. Their problems are analyzed from the perspective of sociolin⁃guistics and traced back to the way they are taught. This study calls for awareness of the current problems in college English listen⁃ing and speaking course and provides solutions to them.

  11. The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud

    Directory of Open Access Journals (Sweden)

    Asnawi Muslem

    2017-01-01

    Full Text Available This study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasiexperimental design with post-test was employed for the study. 80 first-year university students enrolled in English as a foreign language course were selected for this study. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses obtained by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of codeswitching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students.

  12. Applying innovation method to assess english speaking performance on communication apprehension

    OpenAIRE

    Wang, Li-Jyu; Chang, Hung-Fan

    2010-01-01

    A growing number of research studies are now available to shed some light on ELT methods. Currently, educational portfolios are implemented in Science, Mathematics and Geography and also have become widely used in ELT. When the students prepared their own portfolios, they self-monitored their performances. The purpose of this study was to investigate the effects of self-monitoring and portfolios on college students’ English speaking performance. The participants involved in this study were 60...

  13. Teaching Medicine to Non-English Speaking Background Learners in a Foreign Country

    OpenAIRE

    Dhaliwal, Gurpreet

    2009-01-01

    Teaching abroad exposes medical educators to unfamiliar teaching methods and learning styles that can enhance their overall teaching repertoire. Based on the author’s experience teaching residents for one month at a community hospital in Japan and a review of the non-English speaking background (NESB) educational literature, pedagogical principles and lessons for successful international NESB instruction are outlined. These methods include understanding the dissimilar linguistic, cultural, an...

  14. No Habla Ingles: Exploring a Bilingual Child's Literacy Learning Opportunities in a Predominantly English-Speaking Classroom.

    Science.gov (United States)

    Brock, Cindy; McVee, Mary Birgit; Shojgreen-Downer, Angela M.; Duenas, Leila Flores

    1998-01-01

    A monolingual English-speaking teacher and bilingual researchers analyzed the discursive practices in a third-grade classroom that affected the literacy learning opportunities available to a monolingual Spanish-speaking migrant student. Literacy learning opportunities were shaped and influenced by the specific contexts in which the student acted…

  15. No Habla Ingles: Exploring a Bilingual Child's Literacy Learning Opportunities in a Predominantly English-Speaking Classroom.

    Science.gov (United States)

    Brock, Cindy; McVee, Mary Birgit; Shojgreen-Downer, Angela M.; Duenas, Leila Flores

    1998-01-01

    A monolingual English-speaking teacher and bilingual researchers analyzed the discursive practices in a third-grade classroom that affected the literacy learning opportunities available to a monolingual Spanish-speaking migrant student. Literacy learning opportunities were shaped and influenced by the specific contexts in which the student acted…

  16. Language Proficiency and Early Literacy Skills of Cantonese-Speaking English Language Learners in the U.S. and Canada

    Science.gov (United States)

    Uchikoshi, Yuuko; Marinova-Todd, Stefka H.

    2012-01-01

    This study describes the language proficiency and early literacy skills of Cantonese-speaking English language learners (ELLs) in kindergarten. A total of 113 Cantonese-speaking kindergarteners in Canada and the United States, composed of three subsamples from three different locations participated in this study. Results showed that on average,…

  17. The First Years in an L2-Speaking Environment: A Comparison of Japanese Children and Adults Learning American English

    Science.gov (United States)

    Aoyama, Katsura; Guion, Susan G.; Flege, James Emil; Yamada, Tsuneo; Akahane-Yamada, Reiko

    2008-01-01

    This study examined Japanese speakers' learning of American English during their first years of immersion in the United States (U.S.). Native Japanese-speaking (NJ) children (n=16) and adults (n=16) were tested on two occasions, averaging 0.5 (T1) and 1.6 years (T2) after arrival in the U.S. Age-matched groups of native English-speaking children…

  18. Help-seeking characteristics of Chinese- and English-speaking Australians accessing Internet-delivered cognitive behavioural therapy for depression.

    Science.gov (United States)

    Choi, Isabella; Andrews, Gavin; Sharpe, Louise; Hunt, Caroline

    2015-01-01

    Internet treatments may overcome barriers and improve access to mental health services for people who do not access professional help. It may be particularly beneficial for Chinese Australians, a group that tends to delay and underutilize face-to-face treatments. This study explored the appeal of Internet therapy to Chinese- and English-speaking Australians with depression who accessed Internet-delivered cognitive behavioural therapy (iCBT) programs. Data collected from previous randomised controlled trials of iCBT depression programs were used. Using a matched samples design, 55 Chinese- and 55 English-speaking iCBT participants with depression were matched on age, gender, and depression screener scores. They were compared on their symptom severity, previous help-seeking patterns, and reasons for seeking Internet treatment. The Chinese-speaking participants had significantly milder depressive symptoms and were less likely to have previously sought professional help compared to the English-speaking participants (all ps speaking participants were more likely to seek iCBT due to lack of knowledge about face-to-face treatment (p = 0.005), while the English-speaking participants were more likely to report not benefiting from traditional help (p = 0.030). The attraction of iCBT appears to be the reduction of structural barriers to treatment. iCBT may reduce treatment delay and increase access to Chinese Australians who have not sought professional help. English-speaking Australians are seeking iCBT as an additional means of getting help.

  19. Non-native scientists, research dissemination and English neologisms: What happens in the early stages of reception and re-production?

    Directory of Open Access Journals (Sweden)

    Daniel Linder

    2016-11-01

    Full Text Available That the English language is the prevailing language in international scientific discourse is an undeniable fact for research professionals who are non-native speakers of English (NNSE. An exploratory, survey-based study of scientists in the experimental disciplines of neuroscience and medicine seeks to reveal, on the one hand, the habits of scientists who in their research practice come across neologisms in English and need to use them in oral and written scientific discourse in their own languages, and, on the other hand, their attitudes towards these neologisms and towards English as the language of international science. We found that all scientists write and publish their research articles (RAs in English and most submit them unrevised by native speakers of English. When first encountering a neologism in English, scientists tend to pay close attention to these new concepts, ideas or terms and very early in the reception process attempt to coin acceptable, natural-sounding Spanish equivalents for use in the laboratory and in their Spanish texts. In conjunction with the naturalized Spanish term, they often use the English neologism verbatim in a coexistent bilingual form, but they avoid using only the English term and very literal translations. These behaviors show an ambivalent attitude towards English (the language of both new knowledge reception and dissemination of their RAs and Spanish (used for local professional purposes and for popularization: while accepting to write in their acquired non-native language, they simultaneously recognize that their native language needs to preserve its specificity as a language of science.

  20. Initial consonant deletion in bilingual Spanish-English-speaking children with speech sound disorders.

    Science.gov (United States)

    Fabiano-Smith, Leah; Cuzner, Suzanne Lea

    2017-09-13

    The purpose of this study was to utilize a theoretical model of bilingual speech sound production as a framework for analyzing the speech of bilingual children with speech sound disorders. In order to distinguish speech difference from speech disorder, we examined between-language interaction on initial consonant deletion, an error pattern found cross-linguistically in the speech of children with speech sound disorders. Thirteen monolingual English-speaking and bilingual Spanish-and English-speaking preschoolers with speech sound disorders were audio-recorded during a single word picture-naming task and their recordings were phonetically transcribed. Initial consonant deletion errors were examined both quantitatively and qualitatively. An analysis of cross-linguistic effects and an analysis of phonemic complexity were performed. Monolingual English-speaking children exhibited initial consonant deletion at a significantly lower rate than bilingual children in their Spanish productions; however, no other quantitative differences were found across groups or languages. Qualitative differences yielded between-language interaction in the error patterns of bilingual children. Phonemic complexity appeared to play a role in initial consonant deletion. Evidence from the speech of bilingual children with speech sound disorders supports analysing bilingual speech using a cross-linguistic framework. Both theoretical and clinical implications are discussed.

  1. Is there a cognate advantage for typically developing Spanish-speaking English-language learners?

    Science.gov (United States)

    Kelley, Alaina; Kohnert, Kathryn

    2012-04-01

    Cross-linguistic cognates are words that share form and meaning in two languages (e.g., helicopter-helicóptero); translation equivalents are words that share meaning but not form (e.g., house-casa). Research consistently demonstrates a performance speed and/or accuracy advantage for processing cognates versus noncognates in bilingual adults; studies with children are limited, with equivocal results. We investigated the potential for a cognate advantage for processing expressive and receptive vocabulary in the spoken (vs. written) modality in typically developing Spanish-speaking English-language learners (ELLs). Thirty 8- to 13-year-old native Spanish-speaking children learning English as their second language completed standardized vocabulary tests in spoken English. Each test item was classified as a cognate or noncognate based on phonological overlap with its Spanish translation. Group and individual analyses were used to examine the effects of cognates. At the group level, children's test scores were higher for items that were classified as cognates as compared to noncognates of comparable difficulty. However, not all children demonstrated this cognate advantage. Age predicted significant amounts of variance in cognate performance on the receptive test. Overall, typically developing Spanish-speaking school-age ELL students demonstrated a cognate advantage. There was also considerable within-group variation in performance. Clinical implications are discussed, and directions for future study are provided.

  2. Designing English-Medium Classroom Management Course for Non-Natives

    Directory of Open Access Journals (Sweden)

    Tuba Gokmenoglu

    2013-03-01

    Full Text Available This qualitative phenomenological research study explores the practices of instructors teaching through the medium of English as a foreign language, in classroom management course. Data collection instruments are semi-structured interviews and the course syllabi. Phenomenological data analysis techniques (bracketing, determining themes were employed. Results indicate that instructors do not use a specific model for the classroom management course. The challenges faced with design of an English-medium instruction such as difficulty in finding cultural course materials, lack of confidence among local students, adaptation of international students and the solutions (dividing the course into two parts: theory and practice; sharing own experiences; using tentative course syllabus of instructors for these challenges were explored, and suggestions for the designers of English-medium courses were discussed

  3. Nobody seems to speak English here today: Enhancing assessment and training in aviation English

    Directory of Open Access Journals (Sweden)

    Dan Douglas

    2014-07-01

    Full Text Available In 2003 the International Civil Aviation Organization (ICAO strengthened the provisions that English be made available for international radiotelephony communication. ICAO also developed standards for English proficiency for international pilots and air traffic controllers. However, these standards are applied variably from country to country and in no country are native speakers of English tested for their ability to employ what has been termed "interactional competence" when using English for intercultural communication. Problems with this situation are reviewed and suggestions made for improving English assessment and training.

  4. Proficient beyond borders: assessing non-native speakers in a native speakers’ framework

    Directory of Open Access Journals (Sweden)

    Johanna Fleckenstein

    2016-11-01

    Full Text Available Abstract Background English language proficiency is considered a basic skill that students from different language backgrounds are expected to master, independent of whether they are native or non-native speakers. Tests that measure language proficiency in non-native speakers are typically linked to the common European framework of reference for languages. Such tests, however, often lack the criteria to define a practically relevant degree of proficiency in English. We approach this deficit by assessing non-native speakers’ performance within a native speakers’ framework. Method Items from two English reading assessments—the Programme for International Student Assessment (PISA and the National Assessment (NA for English as a foreign language in Germany—were administered to N = 427 German high school students. Student abilities were estimated by drawing plausible values in a two-dimensional Rasch model. Results Results show that non-native speakers of English generally underperformed compared to native speakers. However, academic track students in the German school system achieved satisfactory levels of proficiency on the PISA scale. Linking the two scales showed systematic differences in the proficiency level classifications. Conclusion The findings contribute to the validation and international localization of NA standards for English as a foreign language. Practical implications are discussed with respect to policy-defined benchmarks for the successful participation in a global English-speaking society.

  5. Challenging the Native and Nonnative English Speaker Hierarchy in ELT: New Directions from Race Theory

    Science.gov (United States)

    Ruecker, Todd

    2011-01-01

    Over the past decade, English Language Teaching (ELT) scholars have shown an increased interest in exploring the intersections of racism and native speakerism, leading to more articles, special journal issues, and edited collections dealing with this topic. While this work has been valuable, it has largely been limited to considering one's…

  6. Legitimacy of Teaching English Composition as a Non-Native Speaker

    Science.gov (United States)

    Bulamur, Ayse Naz

    2013-01-01

    I examine how American students respond to foreign instructors, who teach English Composition and Research Writing. I discuss how minority teacher's cultural, lingual, and ethnic differences interfere with classroom dynamics in the United States. I rely on my experiences as a Turkish instructor of composition at the University of Wisconsin,…

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

    Directory of Open Access Journals (Sweden)

    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.

  8. The Development of Comprehension and Reading-Related Skills in Children Learning English as an Additional Language and Their Monolingual, English-Speaking Peers

    Science.gov (United States)

    Burgoyne, K.; Whiteley, H. E.; Hutchinson, J. M.

    2011-01-01

    Background: A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English-speaking pupils call for an exploration of the literacy needs of EAL learners. Aims: This study explores the developmental progression of reading and…

  9. Developmental Differences in Curriculum-Based Measurement (CBM) Reading Aloud Growth Rates between English-Speaking Students and English Language Learners in Grade 8

    Science.gov (United States)

    Yeo, Seungsoo; Park, Sohee

    2014-01-01

    The purpose of this study was to examine the developmental difference in curriculum-based measurement (CBM) reading aloud performance between Grade 8 English-speaking students and English language learners (ELLs) using two theories of reading development: compensatory model and cumulative model. Fifty non-ELLs and 133 ELLs were administered the…

  10. Differential Item Functioning (DIF) among Spanish-Speaking English Language Learners (ELLs) in State Science Tests

    Science.gov (United States)

    Ilich, Maria O.

    Psychometricians and test developers evaluate standardized tests for potential bias against groups of test-takers by using differential item functioning (DIF). English language learners (ELLs) are a diverse group of students whose native language is not English. While they are still learning the English language, they must take their standardized tests for their school subjects, including science, in English. In this study, linguistic complexity was examined as a possible source of DIF that may result in test scores that confound science knowledge with a lack of English proficiency among ELLs. Two years of fifth-grade state science tests were analyzed for evidence of DIF using two DIF methods, Simultaneous Item Bias Test (SIBTest) and logistic regression. The tests presented a unique challenge in that the test items were grouped together into testlets---groups of items referring to a scientific scenario to measure knowledge of different science content or skills. Very large samples of 10, 256 students in 2006 and 13,571 students in 2007 were examined. Half of each sample was composed of Spanish-speaking ELLs; the balance was comprised of native English speakers. The two DIF methods were in agreement about the items that favored non-ELLs and the items that favored ELLs. Logistic regression effect sizes were all negligible, while SIBTest flagged items with low to high DIF. A decrease in socioeconomic status and Spanish-speaking ELL diversity may have led to inconsistent SIBTest effect sizes for items used in both testing years. The DIF results for the testlets suggested that ELLs lacked sufficient opportunity to learn science content. The DIF results further suggest that those constructed response test items requiring the student to draw a conclusion about a scientific investigation or to plan a new investigation tended to favor ELLs.

  11. Designing English-Medium Classroom Management Course for Non-Natives

    OpenAIRE

    Tuba Gokmenoglu; Sevinç Gelmez-Burakgazi

    2013-01-01

    This qualitative phenomenological research study explores the practices of instructors teaching through the medium of English as a foreign language, in classroom management course. Data collection instruments are semi-structured interviews and the course syllabi. Phenomenological data analysis techniques (bracketing, determining themes) were employed. Results indicate that instructors do not use a specific model for the classroom management course. The challenges faced with design of an Engli...

  12. The Impact of a Systematic and Explicit Vocabulary Intervention in Spanish with Spanish-Speaking English Learners in First Grade

    Science.gov (United States)

    Cena, Johanna; Baker, Doris Luft; Kame'enui, Edward J.; Baker, Scott K.; Park, Yonghan; Smolkowski, Keith

    2013-01-01

    This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were…

  13. Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

    Science.gov (United States)

    Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

    2014-01-01

    This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

  14. Development of Reading Skills from K-3 in Spanish-Speaking English Language Learners Following Three Programs of Instruction

    Science.gov (United States)

    Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.

    2012-01-01

    The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in the transitional bilingual and dual-language programs had significantly higher scores than the…

  15. Effects of a Literacy Curriculum that Supports Writing Development of Spanish-Speaking English Learners in Head Start

    Science.gov (United States)

    Matera, Carola; Gerber, Michael M.

    2008-01-01

    This article reports the results of a preliminary study that applied a randomized posttest-only design to evaluate the effectiveness of a literacy curriculum that incorporated explicit opportunities for Spanish-speaking Head Start preschool children (N = 76) to develop writing abilities in English. The study also addressed English language…

  16. Assessment of English- and Spanish-Speaking Students with the WISC-III and Leiter-R

    Science.gov (United States)

    Cathers-Schiffman, Teresa A.; Thompson, Marilyn S.

    2007-01-01

    The Leiter International Performance Scale-Revised (Leiter-R) and Wechsler Intelligence Scale for Children-Third Edition (WISC-III) scores of 47 English- and 47 Spanish-speaking students were analyzed, and the effects of English language ability on these scores were examined. Leiter-R validity was supported for both language groups. WISC-III…

  17. The Impact of a Systematic and Explicit Vocabulary Intervention in Spanish with Spanish-Speaking English Learners in First Grade

    Science.gov (United States)

    Cena, Johanna; Baker, Doris Luft; Kame'enui, Edward J.; Baker, Scott K.; Park, Yonghan; Smolkowski, Keith

    2013-01-01

    This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were…

  18. Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

    Science.gov (United States)

    Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

    2014-01-01

    This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

  19. Mnemonic Value of Orthography for Vocabulary Learning in Monolinguals and Language Minority English-Speaking College Students

    Science.gov (United States)

    Miles, Katharine Pace; Ehri, Linnea C.; Lauterbach, Mark D.

    2016-01-01

    The study examined whether exposure to spellings of new vocabulary words improved monolinguals' and language minority (LM) students' (n = 25) memory for pronunciations, meanings, and spellings of the words. College students who are native English-speaking monolinguals (n = 12) and LM students who learned English as their second language (n = 13)…

  20. A Linguistic Perspective on Communication with Parents Who Speak English as a Second Language: Phonology, Morphology and Syntax

    Science.gov (United States)

    Cheatham, Gregory A.; Ro, Yeonsun Ellie

    2011-01-01

    In this article, we take a linguistic perspective to support effective communication between early educators and parents who speak English as a second language and may have limited English proficiency. Positive communication and partnerships are recognised as important for the education of young children. Because early educators may be unaware of…

  1. Development of Early English Language and Literacy Skills among Spanish-Speaking Children: Does Preschool Make a Difference?

    Science.gov (United States)

    Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun

    2014-01-01

    This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…

  2. Cross-Linguistic Transfer of Morphological Awareness in Spanish-Speaking English Language Learners: The Facilitating Effect of Cognate Knowledge

    Science.gov (United States)

    Ramirez, Gloria; Chen, Xi; Pasquarella, Adrian

    2013-01-01

    Cross-language effects of Spanish derivational awareness on English vocabulary and reading comprehension were studied in Spanish-speaking English Language Learners (N = 90) in grades four and seven. The role of cognate vocabulary in cross-language transfer of derivational awareness was also examined. Multivariate path analyses controlling for age,…

  3. Cross-Linguistic Transfer of Morphological Awareness in Spanish-Speaking English Language Learners: The Facilitating Effect of Cognate Knowledge

    Science.gov (United States)

    Ramirez, Gloria; Chen, Xi; Pasquarella, Adrian

    2013-01-01

    Cross-language effects of Spanish derivational awareness on English vocabulary and reading comprehension were studied in Spanish-speaking English Language Learners (N = 90) in grades four and seven. The role of cognate vocabulary in cross-language transfer of derivational awareness was also examined. Multivariate path analyses controlling for age,…

  4. Recommendations to Public Speaking Instructors for the Negotiation of Code-Switching Practices among Black English-Speaking African American Students

    Science.gov (United States)

    Greene, Deric M.; Walker, Felicia R.

    2004-01-01

    Six recommendations that instructors can employ to encourage effective classroom code-switching practices among Black English-speaking students in the basic communication course are discussed. These include reconsidering attitudes, communicating expectations, demonstrating model language behavior, affirming students' language, creating culturally…

  5. AN INVESTIGATION INTO PRONUNCIATION PROBLEMS OF HAUSA- SPEAKING LEARNERS OF ENGLISH

    Directory of Open Access Journals (Sweden)

    Mohammad Hossein Keshavarz

    2017-01-01

    Full Text Available There is no dearth of publication on pronunciation problems of different L1-bacground learners in EFL contexts; however, research in ESL situations (where English is spoken outside the classroom in general, and in the Nigerian context, in particular, is scarce. Accordingly, to fill this research gap the present study set out to investigate the pronunciation problems of Hausa speakers of English in Nigeria. To achieve the goals of the research, 60 native speakers of Hausa studying at three universities in Northern Cyprus participated in the study. The participants’ pronunciation problems of English were elicited by mean of a pronunciation test that consisted of a word list, a short paragraph, and 15 individual sentences. Moreover, 15 pictures were shown to the participants to name while being audio-recorded. All the test items contained English consonants and vowels with potential pronunciation difficulties for Hausa speakers of English. The collected data were then transcribed and analyzed, and percentages and frequencies of pronunciation errors were computed. The results revealed that native speakers of Hausa face problems in pronouncing certain English vowels (i.e., /ᴧ/, /ᴐ:/ and /з:/ and consonants ( and /ð/. Theoretically, the findings lend support to the notion of negative transfer as all of the errors were the result of mother tongue interference. The findings are interpreted to have pedagogical implications for ESL teachers and syllabus designers in general and in Hausa- speaking communities, in particular.

  6. Assessing successive bilinguals in two languages: A longitudinal look at English-speaking children in France.

    Science.gov (United States)

    Scheidnes, Maureen; Tuller, Laurice

    2016-10-04

    This study examines longitudinal standardized test scores in both languages of a group of successive bilinguals with L1 English acquiring L2 French. Participants included 22 native English-speaking children living in France. French was evaluated using a standardized receptive vocabulary test, as well as tests of phonology and morphosyntax. English was evaluated using the Core Language Score subtests from the CELF-4-UK. The children varied in age (6;9-12;7) and length of exposure (0;11-3;9) to French and were tested twice at 12-month intervals. At T1, 7 children scored below norms in both languages, while only 3 did so at T2. Two out of these 3 were arguably not typically developing children. Length of exposure to French emerged as an important factor only at T1, when a number of children were in early stages of acquisition (≤18months of exposure). English scores varied by age and weekly use of English. In successive bilingual children, language performance on L2 standardized tests can be expected to be (well) below norms during the first 18 months of exposure. English scores revealed that weak L1 performance is part of typical development in this bilingual context, but that L1 retention is also a possibility.

  7. Utilitarian and Recreational Walking Among Spanish- and English-Speaking Latino Adults in Micropolitan US Towns.

    Science.gov (United States)

    Doescher, Mark P; Lee, Chanam; Saelens, Brian E; Lee, Chunkuen; Berke, Ethan M; Adachi-Mejia, Anna M; Patterson, Davis G; Moudon, Anne Vernez

    2017-04-01

    Walking among Latinos in US Micropolitan towns may vary by language spoken. In 2011-2012, we collected telephone survey and built environment (BE) data from adults in six towns located within micropolitan counties from two states with sizable Latino populations. We performed mixed-effects logistic regression modeling to examine relationships between ethnicity-language group [Spanish-speaking Latinos (SSLs); English-speaking Latinos (ESLs); and English-speaking non-Latinos (ENLs)] and utilitarian walking and recreational walking, accounting for socio-demographic, lifestyle and BE characteristics. Low-income SSLs reported higher amounts of utilitarian walking than ENLs (p = 0.007), but utilitarian walking in this group decreased as income increased. SSLs reported lower amounts of recreational walking than ENLs (p = 0.004). ESL-ENL differences were not significant. We identified no statistically significant interactions between ethnicity-language group and BE characteristics. Approaches to increase walking in micropolitan towns with sizable SSL populations may need to account for this group's differences in walking behaviors.

  8. Nobody Seems to Speak English Here Today: Enhancing Assessment and Training in Aviation English

    Science.gov (United States)

    Douglas, Dan

    2014-01-01

    In 2003 the International Civil Aviation Organization (ICAO) strengthened the provisions that English be made available for international radiotelephony communication. ICAO also developed standards for English proficiency for international pilots and air traffic controllers. However, these standards are applied variably from country to country and…

  9. How to Speak English without a Foreign Accent. Black English Edition.

    Science.gov (United States)

    Catran, Jack

    The transcript of and guide to a two-cassette course designed to assist speakers of Black English in erasure of their accents includes an introduction on Black and Standard English usage, an explanation of the system used in this course, the pronunciation symbols used, and an explanation of how to change or eliminate trouble spots. The course is…

  10. "Speaking English Naturally": The Language Ideologies of English as an Official Language at a Korean University

    Science.gov (United States)

    Choi, Jinsook

    2016-01-01

    This study explores language ideologies of English at a Korean university where English has been adopted as an official language. This study draws on ethnographic data in order to understand how speakers respond to and experience the institutional language policy. The findings show that language ideologies in this university represent the…

  11. The Impact of Clickers Instruction on Cognitive Loads and Listening and Speaking Skills in College English Class

    Science.gov (United States)

    Yu, Zhonggen; Chen, Wentao; Kong, Yong; Sun, Xiao Ling; Zheng, Jing

    2014-01-01

    Clickers might own a bright future in China if properly introduced although they have not been widely acknowledged as an effective tool to facilitate English learning and teaching in Chinese contexts. By randomly selecting participants from undergraduates in a university in China over four academic years, this study aims to identify the impact of clickers on college English listening and speaking skills, and differences in cognitive loads between clickers and traditional multimedia assisted instruction modes. It was concluded that in China's college English class, compared with multimedia assisted instruction, (1) clickers could improve college English listening skills; (2) clickers could improve college English speaking skills; and (3) clickers could reduce undergraduates' cognitive loads in College English Class. Reasons for the results and defects in this study were also explored and discussed, based on learning, teaching and cognitive load theories. Some Suggestions for future research were also raised. PMID:25192424

  12. The impact of clickers instruction on cognitive loads and listening and speaking skills in college English class.

    Directory of Open Access Journals (Sweden)

    Zhonggen Yu

    Full Text Available Clickers might own a bright future in China if properly introduced although they have not been widely acknowledged as an effective tool to facilitate English learning and teaching in Chinese contexts. By randomly selecting participants from undergraduates in a university in China over four academic years, this study aims to identify the impact of clickers on college English listening and speaking skills, and differences in cognitive loads between clickers and traditional multimedia assisted instruction modes. It was concluded that in China's college English class, compared with multimedia assisted instruction, (1 clickers could improve college English listening skills; (2 clickers could improve college English speaking skills; and (3 clickers could reduce undergraduates' cognitive loads in College English Class. Reasons for the results and defects in this study were also explored and discussed, based on learning, teaching and cognitive load theories. Some Suggestions for future research were also raised.

  13. Planning of Hiatus-Breaking Inserted /ɹ/ in the Speech of Australian English-Speaking Children.

    Science.gov (United States)

    Yuen, Ivan; Cox, Felicity; Demuth, Katherine

    2017-04-14

    Non-rhotic varieties of English often use /ɹ/ insertion as a connected speech process to separate heterosyllabic V1.V2 hiatus contexts. However, there has been little research on children's development of this strategy. This study investigated whether children use /ɹ/ insertion and, if so, whether hiatus-breaking /ɹ/ can be considered planned, as evidenced by F3 lowering on V1. Thirteen Australian English-speaking children (7 girls, 6 boys; mean age 6;1 [years;months]) participated in an elicited production task. The stimuli included carrier sentences containing 4 test words (linking /ɹ/ context: door, floor; intrusive /ɹ/ context: paw, claw) followed by of (e.g., "This is the paw of the cat"). After familiarization containing auditory and picture prompts, children produced test sentences upon presentation of picture prompts alone. Eight children produced /ɹ/ insertion; the others used (some) glottalization. The incidence of /ɹ/ did not vary across linking or intrusive contexts, and inserted /ɹ/ was associated with F3 lowering at V1 onset relative to control items without /ɹ/. Six-year-old Australian English-speaking children who use /ɹ/ insertion show evidence of planning ahead and inserting /ɹ/ as a segment. The implications for the development of speech-planning processes and phonological and lexical representations are discussed.

  14. Korean- and English-speaking children use cross-situational information to learn novel predicate terms.

    Science.gov (United States)

    Childers, Jane B; Paik, Jae H

    2009-01-01

    This paper examines children's attention to cross-situational information during word learning. Korean-speaking children in Korea and English-speaking children in the US were taught four nonce words that referred to novel actions. For each word, children saw four related events: half were shown events that were very similar (Close comparisons), half were shown events that were not as similar (Far comparisons). The prediction was that children would compare events to each other and thus be influenced by the events shown. In addition, children in these language groups could be influenced differently as their verb systems differ. Although some differences were found across language, children in both languages were influenced by the type of events shown, suggesting that they are using a comparison process. Thus, this study provides evidence for comparison, a new mechanism to describe how children learn new action words, and demonstrates that this process could apply across languages.

  15. Classroom Interaction in the English Department Speaking Class at State University of Malang

    Directory of Open Access Journals (Sweden)

    Usman Kasim

    2016-02-01

    Full Text Available This study involved the teacher and students who were taking Speaking II class at the English Department of State University of Malang. The data was collected by conducting a non-participant observation, recording, and interview. Based on the analysis, the present study reveals that classroom interaction (CI is the realization of a lesson plan which is organized in patterns of CI. There are five patterns of CI identified. The most dominant pattern is student-student (S-S CI. Nine interactional strategies are used by the teacher and ten by the students. Speaking II class can be facilitated by implementing certain classroom procedures. The students communicative ability is described in terms of the frequency of use of the interactional strategies throughout the semester.

  16. Dialect Density in Bilingual Puerto Rican Spanish-English Speaking Children

    Science.gov (United States)

    Fabiano-Smith, Leah; Shuriff, Rebecca; Barlow, Jessica A.; Goldstein, Brian A.

    2014-01-01

    It is still largely unknown how the two phonological systems of bilingual children interact. In this exploratory study, we examine children's use of dialect features to determine how their speech sound systems interact. Six monolingual Puerto Rican Spanish-speaking children and 6 bilingual Puerto Rican Spanish-English speaking children, ages 5-7 years, were included in the current study. Children's single word productions were analyzed for (1) dialect density and (2) frequency of occurrence of dialect features (after Oetting & McDonald, 2002). Nonparametric statistical analyses were used to examine differences within and across language groups. Results indicated that monolinguals and bilinguals exhibited similar dialect density, but differed on the types of dialect features used. Findings are discussed within the theoretical framework of the Dual Systems Model (Paradis, 2001) of language acquisition in bilingual children. PMID:25009677

  17. Relationships between vocabulary size, working memory, and phonological awareness in Spanish-speaking English language learners.

    Science.gov (United States)

    Gorman, Brenda K

    2012-05-01

    The goals of this study were to evaluate the impact of short-term phonological awareness (PA) instruction presented in children's first language (L1; Spanish) on gains in their L1 and second language (L2; English) and to determine whether relationships exist between vocabulary size, verbal working memory, and PA in Spanish-speaking English language learners (ELLs). Participants included 25 kindergartners who received PA instruction and 10 controls. A 2-way within-subjects repeated measures multivariate analysis of variance (MANOVA) was conducted to evaluate gains. Relationships between PA gains, Spanish and English vocabulary, and memory, as measured using nonword repetition and experimental working memory tasks, were analyzed using correlation and regression analyses. Results indicated significant and equivalent gains in both languages of children in the experimental group and no gains in the control group. Spanish vocabulary size was significantly related to PA gains in both languages and was more strongly related to English gains than was English vocabulary size. The memory tasks predicted gains in each language in distinct ways. Results support the conclusion that PA instruction and strong vocabulary skills in an individual's L1 benefit PA development in both the L1 and L2. Results also indicate that dynamic relationships exist between vocabulary size, storage and processing components of working memory, and PA development in both languages of ELLs.

  18. Design and Implementation of an Intelligent Virtual Environment for Improving Speaking and Listening Skills

    Science.gov (United States)

    Hassani, Kaveh; Nahvi, Ali; Ahmadi, Ali

    2016-01-01

    In this paper, we present an intelligent architecture, called intelligent virtual environment for language learning, with embedded pedagogical agents for improving listening and speaking skills of non-native English language learners. The proposed architecture integrates virtual environments into the Intelligent Computer-Assisted Language…

  19. Beginning English Literacy Development and Achievement among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study

    Science.gov (United States)

    Jiménez-Castellanos, Oscar; Blanchard, Jay; Atwill, Kim; Jiménez-Silva, Margarita

    2014-01-01

    This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under…

  20. Health Care Disparities Among English-Speaking and Spanish-Speaking Women With Pelvic Organ Prolapse at Public and Private Hospitals: What Are the Barriers?

    Science.gov (United States)

    Alas, Alexandriah N; Dunivan, Gena C; Wieslander, Cecelia K; Sevilla, Claudia; Barrera, Biatris; Rashid, Rezoana; Maliski, Sally; Eilber, Karen; Rogers, Rebecca G; Anger, Jennifer Tash

    The objective of this study was to compare perceptions and barriers between Spanish-speaking and English-speaking women in public and private hospitals being treated for pelvic organ prolapse (POP). Eight focus groups, 4 in English and 4 in Spanish, were conducted at 3 institutions with care in female pelvic medicine and reconstructive surgery. Standardized questions were asked regarding patients' emotions to when they initially noticed the POP, if they sought family support, and their response to the diagnosis and treatment. Transcripts were analyzed using grounded theory qualitative methods. Thirty-three women were Spanish-speaking and 25 were English-speaking. Spanish speakers were younger (P = 0.0469) and less likely to have a high school diploma (P speaking women had more concerns that the bulge or treatments could lead to cancer, were more resistant to treatment options, and were less likely to be offered surgery. Women in the private hospital desired more information, were less embarrassed, and were more likely to be offered surgery as first-line treatment. The concept emerged that patient care for POP varied based on socioeconomic status and language and suggested the presence of disparities in care for underserved women with POP. The discrepancies in care for Spanish-speaking women and women being treated at public hospitals suggest that there are disparities in care for POP treatment for underserved women. These differences may be secondary to profit-driven pressures from private hospitals or language barriers, low socioeconomic status, low health literacy, and barriers to health care.

  1. 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.

  2. The development of reading in children who speak English as a second language.

    Science.gov (United States)

    Lesaux, Nonie K; Siegel, Linda S

    2003-11-01

    Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All children received phonological awareness instruction in kindergarten and phonics instruction in Grade 1. By the end of Grade 2, the ESL speakers' reading skills were comparable to those of L1 speakers, and ESL speakers even outperformed L1 speakers on several measures. The findings demonstrate that a model of early identification and intervention for children at risk is beneficial for ESL speakers and also suggest that the effects of bilingualism on the acquisition of early reading skills are not negative and may be positive.

  3. Language Development in Children With Cleft Palate With or Without Cleft Lip Adopted From Non-English-Speaking Countries.

    Science.gov (United States)

    Morgan, Amy R; Bellucci, Claudia Crilly; Coppersmith, Jody; Linde, Sebastian B; Curtis, Arthur; Albert, Meredith; O'Gara, Mary M; Kapp-Simon, Kathleen

    2017-05-17

    The purpose of this study was to determine whether language skills differed between children with cleft palate or cleft lip and palate (CP±CL) who were adopted into an English-speaking home from a non-English-speaking country (late English exposure [LE]) and children with CP±CL raised from birth in an English-speaking home (early English exposure [EE]). Children (51 LE, 67 EE), ages 3;0 (years;months) to 9;0, completed the Clinical Evaluation of Language Fundamentals (CELF), Preschool Second Edition or Fourth Edition. Linear regression analysis was used to assess the impact of age of adoption and time in an English-speaking home on language skills, as measured by the CELF-P2 and CELF-4. Children with CP±CL who were adopted scored less well on all language indices, with mean adjusted differences between LE and EE children ranging from 0.4 to 0.7 SD on the CELF index scales. Only 53% of the EE children and 57% of the LE children obtained scores above 90 on all indices. For LE children, younger age at adoption was associated with better language skills. CP±CL increases risk for language delay, with the highest risk for LE children. LE children with CP±CL should receive language services soon after adoption.

  4. Investigating the Problems of English Speaking of the Students of Islamic Boarding School Program at STAIN Samarinda

    OpenAIRE

    Sitti Hadijah

    2014-01-01

    This study investigated the students’ ability, the problems and their reasons why they faced problems on English speaking. The triangulation of mixed methods was used in this study. The quantitative data gathered from the speaking test result by involving 130 students of Islamic Boarding School Program and the qualitative data gathered from the questionnaire and interview results from the selected students who meet the criteria. The findings showed that the students’ ability was categorized l...

  5. Exploring Knowledge of English Speaking Strategies in 8th and 12th Graders

    Directory of Open Access Journals (Sweden)

    Díaz Larenas Claudio

    2011-11-01

    Full Text Available

    This article presents a research study that analyses eighth and twelfth graders’ knowledge of speaking strategies to communicate in English. The Oral Communication Strategy Inventory, developed by Nakatani in 2006, was applied to 108 students belonging to the public, semi-public and private educational sectors in Chile. The findings show that 8th graders claim to have broader knowledge of speaking strategies than 12th year secondary students, and the knowledge of speaking strategies of elementary and secondary school students does not vary depending on the type of school: public, semi public and/or private.

     

    En este artículo se presenta una investigación en la que se analiza el conocimiento que estudiantes de octavo básico y primero medio declaran tener cuando se comunican en inglés. Se aplicó el Inventario de comunicación oral, propuesto por Nakatani (2006, a ciento ocho estudiantes que pertenecen a sectores educativos públicos, particulares-subvencionados y privados en Chile. Los resultados muestran que los estudiantes de octavo básico declaran tener mayor conocimiento de las estrategias de expresión oral que los estudiantes de grado doce, y el conocimiento de dichas estrategias no varía según el tipo de sector educativo al que pertenecen.

  6. Grammatical Errors in Speaking Made by the Third Year English Department Students STKIP Abdi Pendidikan Payakumbuh

    Directory of Open Access Journals (Sweden)

    Hervina Hervina

    2014-11-01

    Full Text Available Speaking is important skill in the language learning. Many people assumed that study the language must be able to speak using the language. Besides that, language is a system of understanding to communicate with others. The researcher found out the error and hopefully it can be reflection in learning English. The method of this research is qualitative research. It is based on the research focus; to analyze the grammatical errors of English department students’ of STKIP Abdi Pendidikan Payakumbuh. The methods used by the researcher to get the data were observation, interview, and documentation. There were three activities on data analysis; data reduction, data display, and conclusion drawing/ verification. The result shows that the students have not mastered the use of verb groups. It can be seen from the number of the errors made. Although they had been taught about it before, they were still confused which one to use when making a grammatical sentence. Copyright © 2014 by Al-Ta'lim All right reserved

  7. The impact of Pavlov on the psychology of learning in English-speaking countries.

    Science.gov (United States)

    Boakes, Robert A

    2003-11-01

    The translation of Pavlov's lectures (Pavlov, 1927) provided English-speaking psychologists with access to the full scope of Pavlov's research and theoretical ideas. The impact this had on their study of the psychology of learning can be assessed by examining influential books in this area. This reveals that Watson (1924) had been highly effective in promoting the misleading idea that Pavlov was a fellow S-R theorist. This assumption was not questioned by Tolman (1932), Hilgard and Marquis (1940) or by Hull (1943). However, this mistake was not made by Skinner (1938), who also provided the strongest arguments against Pavlov's belief that behavioral effects required explanation in terms of physiological processes. Post-1927 most learning research in the English-speaking countries continued to use instrumental, rather than Pavlovian, conditioning procedures. Nevertheless, many of the issues addressed by this research were ones that Pavlov had been the first to raise, so that his major influence can be seen as that of defining a research program for subsequent students of learning.

  8. Grammatical Errors in Speaking Made by the Third Year English Department Students STKIP Abdi Pendidikan Payakumbuh

    Directory of Open Access Journals (Sweden)

    Hervina Hervina

    2014-11-01

    Full Text Available Speaking is important skill in the language learning. Many people assumed that study the language must be able to speak using the language. Besides that, language is a system of understanding to communicate with others. The researcher found out the error and hopefully it can be reflection in learning English. The method of this research is qualitative research. It is based on the research focus; to analyze the grammatical errors of English department students’ of STKIP Abdi Pendidikan Payakumbuh. The methods used by the researcher to get the data were observation, interview, and documentation. There were three activities on data analysis; data reduction, data display, and conclusion drawing/ verification. The result shows that the students have not mastered the use of verb groups. It can be seen from the number of the errors made. Although they had been taught about it before, they were still confused which one to use when making a grammatical sentence. Copyright © 2014 by Al-Ta'lim All right reserved

  9. Limited English proficient Hmong- and Spanish-speaking patients’ perceptions of the quality of interpreter services

    Science.gov (United States)

    Lor, Maichou; Xiong, Phia; Schweia, Rebecca J.; Bowers, Barbara; Jacobs, Elizabeth A.

    2015-01-01

    Background Language barriers are a large and growing problem for patients in the U.S. and around the world. Interpreter services are a standard solution for addressing language barriers and most research has focused on utilization of interpreter services and their effect on health outcomes for patients who do not speak the same language as their healthcare providers including nurses. However, there is limited research on patients’ perceptions of these interpreter services. Objective To examine Hmong- and Spanish-speaking patients’ perceptions of interpreter service quality in the context of receiving cancer preventive services. Methods Twenty limited English proficient Hmong (n=10) and Spanish-speaking participants (N=10) ranging in age from 33 to 75 years were interviewed by two bilingual researchers in a Midwestern state. Interviews were audio taped, transcribed verbatim, and translated into English. Analysis was done using conventional content analysis. Results The two groups shared perceptions about the quality of interpreter services as variable along three dimensions. Specifically, both groups evaluated quality of interpreters based on the interpreters’ ability to provide: (a) literal interpretation, (b) cultural interpretation, and (c) emotional interpretation during the health care encounter. The groups differed, however, on how they described the consequences of poor interpretation quality. Hmong participants described how poor quality interpretation could lead to: (a) poor interpersonal relationships among patients, providers, and interpreters, (b) inability of patients to follow through with treatment plans, and (c) emotional distress for patients. Conclusions Our study highlights the fact that patients are discerning consumers of interpreter services; and could be effective partners in efforts to reform and enhance interpreter services. PMID:25865517

  10. The Representation of Professionalism in Native English-Speaking Teachers Recruitment Policies: A Comparative Study of Hong Kong, Japan, Korea and Taiwan

    Science.gov (United States)

    Wang, Li-Yi; Lin, Tzu-Bin

    2013-01-01

    The status of English as a global language has played a significant role in contemporary language education policies across the world. In East Asia, the hegemony of English has been reflected in a number of central governments' policies of recruiting native English-speaking teachers (NESTs) to participate in English language education. This…

  11. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students

    Science.gov (United States)

    Chang, Sandy Ming-San

    As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as English language learners (ELLs) and 27 students were fluent-English speakers. Participants read two science passages, answered comprehension questions, and engaged in a retrospective interview which probed their knowledge on the academic language features of vocabulary, grammar, and discourse. Qualitative analysis was used to code students' thoughts about the challenges to reading comprehension and to identify the challenges that were related to academic language. Quantitative analyses were conducted to examine whether students' knowledge of academic language features and reading comprehension differed by students' ELP designations, as well as to investigate the relationship between students' knowledge of academic language features and reading comprehension. Results for the qualitative analysis revealed that students found difficult vocabulary, reading abilities, and prior knowledge as the greatest challenges to comprehending the science passages. Results from the quantitative analyses indicated that ELL students' knowledge of academic vocabulary, grammar, discourse knowledge, and reading comprehension (as measured by multiple-choice questions) were significantly lower than the fluent-English speaking students. The results also indicated that vocabulary, not grammar or discourse features, was significantly related to students' comprehension scores. The results have implications for understanding the features of academic language that influence students' comprehension of expository

  12. On Integrating College Students' English Speaking Contest into English Listening and Speaking Class%论大学生英语演讲比赛与英语听说课的融合

    Institute of Scientific and Technical Information of China (English)

    秦本彬

    2015-01-01

    The relative weak ability of listening and speaking has always been a common problem in our college students' English learning. How to improve the ability and get rid of the "mute English" dilemma has become a teaching key that college and university English teachers have been concerned about. From a practical perspective, English speech contest is conducive to the improvement of English listening and speaking class. The article, combining the author's own teaching practice, discusses how to improve the students' interest and ability in English listening and speaking learning through the combination of English speech contest and English listening and speaking class.%英语听说能力相对较弱一直是我国大学生英语学习中的常见问题。如何有效提升大学生英语听说能力,摆脱哑巴英语困境已成为各高校英语教师所关注的教学重点。从实际层面来看,英语演讲比赛有利于提升英语听说课的学习水平。文章结合作者自身教学实践,探讨了如何将大学生英语演讲比赛与英语听说课融合,提高学生对英语听说学习的兴趣,以提升学生英语听说能力。

  13. Language-Specific Effects on Story and Procedural Narrative tasks between Korean-speaking and English-speaking Individuals with Aphasia

    Directory of Open Access Journals (Sweden)

    Jee Eun Sung

    2015-04-01

    Results suggested that Korean-speaking individuals with aphasia produced more numbers of different verbs, number of verbs per utterance and higher VNRs than English speakers. Both groups generated more words in story. The significant two-way interactions between the language group and task type suggested that there are task-specific effects on linguistic measures across the groups. The study implied that the linguistic characteristics differentially affected language symptoms of aphasia across the different languages and task types.

  14. How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

    Science.gov (United States)

    Li, Hongli; Suen, Hoi K.

    2015-01-01

    This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

  15. An efficient strategy allowed English-speaking reviewers to identify foreign-language articles eligible for a systematic review.

    Science.gov (United States)

    Busse, Jason W; Bruno, Paul; Malik, Keshena; Connell, Gaelan; Torrance, David; Ngo, Trung; Kirmayr, Karin; Avrahami, Daniel; Riva, John J; Ebrahim, Shanil; Struijs, Peter A A; Brunarski, David; Burnie, Stephen J; LeBlanc, Frances; Coomes, Eric A; Steenstra, Ivan A; Slack, Tesha; Rodine, Robert; Jim, Janey; Montori, Victor M; Guyatt, Gordon H

    2014-05-01

    To assess English-speaking reviewers' accuracy in determining the eligibility of foreign-language articles for a systematic review. Systematic review of randomized controlled trials of therapy for fibromyalgia. Guided by 10 questions, English-speaking reviewers screened non-English-language articles for eligibility. Teams of two native-language speakers provided reference standard judgments of eligibility. Of 15,466 potentially eligible articles, we retrieved 763 in full text, of which 133 were published in 19 non-English languages; 53 trials published in 11 languages other than English proved eligible. Of the 53 eligible articles, English-language reviewers guided by the 10 questions mistakenly judged 6 as ineligible; of the 80 ineligible articles, 8 were incorrectly judged eligible by English-language reviewers (sensitivity=0.89; specificity=0.90). Use of a simple three-step rule (excluding languages with less than three articles, reviewing titles and abstracts for clear indications of eligibility, and noting the lack of a clearly reported statistical analysis unless the word "random" appears) led to accurate classification of 51 of 53 articles (sensitivity=0.96; specificity=0.70). Our findings show promise for limiting the need for non-English-language review teams in systematic reviews with large numbers of potentially eligible non-English-language articles. Copyright © 2014 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

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

    2015-01-01

    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…

  17. The Impacts of Globalisation on EFL Teacher Education through English as a Medium of Instruction: An Example from Vietnam

    Science.gov (United States)

    Dang, Thi Kim Anh; Nguyen, Hoa Thi Mai; Le, Truc Thi Thanh

    2013-01-01

    Recent research on language planning and policy highlights the effects of globalisation in spreading the English language as a medium of instruction (EMI) in non-native English speaking (NNES) countries. This trend has encouraged many universities in NNES countries to offer EMI education programmes with the objective of developing national human…

  18. Noninitiation and Noncompletion of HPV Vaccine Among English- and Spanish-Speaking Parents of Adolescent Girls: A Qualitative Study.

    Science.gov (United States)

    Albright, Karen; Barnard, Juliana; O'Leary, Sean T; Lockhart, Steven; Jimenez-Zambrano, Andrea; Stokley, Shannon; Dempsey, Amanda; Kempe, Allison

    The Advisory Committee on Immunization Practices recommends routine human papillomavirus (HPV) vaccination for female adolescents aged 11 to 12 years, yet vaccination rates remain low. We conducted a qualitative study to understand English- and Spanish-speaking parents' reasons for noninitiation or noncompletion of the HPV vaccine series for their daughters. Parents of female adolescents aged 12 to 15 years who had not initiated or not completed the HPV vaccine series were identified through administrative data in 2 large urban safety net health care systems in Colorado. Focus groups and in-depth interviews were conducted with English-speaking parents and in-depth interviews were conducted with Spanish-speaking parents. All data were recorded, transcribed, and analyzed for thematic content by experienced analysts using established qualitative content analysis techniques. Forty-one parents participated in the study. Thirty parents participated in individual interviews and 11 parents participated in 1 of 2 focus groups. The most common reasons for noninitiation and noncompletion among English-speaking parents included a low perceived risk of HPV infection, vaccine safety concerns, and distrust of government and/or medicine. In contrast, Spanish-speaking parents most often reported that providers had either not encouraged initiation of the HPV vaccine series or had not explained the necessity of completing the series. Some noninitiating parents, particularly Spanish-speaking ones, also cited concerns that vaccination would encourage sexual activity. The reasons for noninitiation and noncompletion of the HPV vaccine series differed substantially between English- and Spanish-speaking parents. To maximize uptake of HPV vaccine, varying approaches might be needed to effectively target specific populations. Copyright © 2017 Academic Pediatric Association. All rights reserved.

  19. Teaching Speaking

    Science.gov (United States)

    Bleistein, T.; Smith, M. K.; Lewis, M.

    2013-01-01

    To meet the needs of students, teachers of oral English have three main tasks: find out all they can about how speaking works, look for ways to introduce their classes to the language of conversation, and provide students with opportunities to practice speaking English. This book covers these three tasks in an easy-to-follow guide that language…

  20. Teaching Speaking

    Science.gov (United States)

    Bleistein, T.; Smith, M. K.; Lewis, M.

    2013-01-01

    To meet the needs of students, teachers of oral English have three main tasks: find out all they can about how speaking works, look for ways to introduce their classes to the language of conversation, and provide students with opportunities to practice speaking English. This book covers these three tasks in an easy-to-follow guide that language…

  1. SOLVING THE STUDENTS’ SPEAKING PROBLEM IN DELIVERING ENGLISH PRESENTATION THROUGH 3-P TECHNIQUE

    Directory of Open Access Journals (Sweden)

    Nadif Ulfia

    2017-01-01

    Full Text Available Abstract: Solving the Students’ Speaking Problem in Delivering English Presentation Through 3-P Technique. The aims of this study were to (1 identify whether and to what extent 3-P Technique can improve the students’ speaking competence in delivering presentation;(2 describe the teaching and learning when 3-P technique is implemented in English class. This research was conducted at the eleventh grades of MAN 1 Bojonegoro. The subjects of the research were the teacher and the students in the academic year 2016/2017. This study applied 3 cycle action research. In collecting the data, the researcher used observations through field notes, video recording, questionnaire and interview. To analyze the quantitative data, the researcher applied descriptive statistics. Besides, to analyze qualitative data, the researcher applied constant comparative method as suggested by Garner. The findings shows that: (1 3-P Technique can improve students’ speaking competence in delivering presentation in terms of students achievement, fluency, pronunciation, ability to express their opinions, arguments, and ideas using appropriate vocabulary and grammatical form, using appropriate body language, voice control, gesture, and eye contact; and (2 3-P technique can improve classroom situation in terms of increasing students’ motivation and participation, creating live teaching atmosphere, and increasing teacher motivation. Key words: Speaking, 3 P technique, Action research Abstrak: Memecahkan Masalah Keterampilan Berbicara Siswa dalam Menyampaikan Presentasi Berbahasa Inggris Melalui Teknik 3-P. Tujuan dari penelitian ini adalah untuk (1 mengidentifikasi dan mengetahui sejauh mana teknik 3-P dapat meningkatkan kemampuan berbicara para siswa dalam menyampaikan sebuah presentasi; (2 mendeskripsikan kegiatan pembelajaran dalam penerapan teknik 3-P dalam pembelajaran Bahasa Inggris. Penelitian ini dilakukan pada kelas sebelas MAN 1 Bojonegoro. Subyek  penelitian ini

  2. Exploration of Open Educational Resources in Non-English Speaking Communities

    Directory of Open Access Journals (Sweden)

    Cristobal Cobo

    2013-06-01

    Full Text Available Over the last decade, open educational resources (OER initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher education sector and explores to what extent the OER discussion has moved beyond the English-speaking world. This study analysed English, Spanish, and Portuguese OER queries over a long-term period (2007-2011. The data retrieval was conducted using four online platforms: two academic journal databases (Web of Knowledge and Scopus, one video-sharing Web site (YouTube, and one document-sharing Web site (Scribd. The number (more than 32,860 of search results collected indicate an increasing interest in online OER discussion across languages, particularly outside academic journal databases. Additionally, a widening ‘language gap’ between OER discussions in English and other languages was identified in several platforms. This research reports some of the cultural and language challenges caused by the expansion of the OER discussion and highlights relevant findings in this field.

  3. When Actions Speak Too Much Louder than Words: Hand Gestures Disrupt Word Learning when Phonetic Demands Are High

    Science.gov (United States)

    Kelly, Spencer D.; Lee, Angela L.

    2012-01-01

    It is now widely accepted that hand gestures help people understand and learn language. Here, we provide an exception to this general rule--when phonetic demands are high, gesture actually hurts. Native English-speaking adults were instructed on the meaning of novel Japanese word pairs that were for non-native speakers phonetically hard (/ite/ vs.…

  4. The Effect of ''GO ENGLISH.ME'' A Virtual Learning Website on Lower Intermediate Iranian EFL Learners Speaking Ability

    Directory of Open Access Journals (Sweden)

    Farideh Peyghambarian

    2014-12-01

    Full Text Available GoEnglish.Me can provide EFL learners with authentic materials in a variety of topics. In addition to authentic materials, the site can offer an opportunity of learning real Spoken  English by American Native Speakers. To achieve the purpose of this study, you can probe the effect of GoEnglish.Me on lower-intermediate EFL learners' speaking ability. 44 female subjects from a language institute in Mashhad were selected and randomly assigned to control (N=22 and experimental (N=22 groups. Participants in experimental group received the internet and were allowed to employ the materials of GoEnglish.Me in order to practice speaking. Participants in control group practiced speaking traditionally, that is, they did not have any access to computer and internet ,and the practice was done through face-to-face conversations, teacher-student interaction and etc. Finally, it was found that experimental group outperformed the control group in posttest (p<.05. Also, the finding provides pedagogical implication for employing GoEnglish.Me as an effective virtual environment in order to help EFL students improve their English language skills.

  5. Internet-based developmental screening: a digital divide between English- and Spanish-speaking parents.

    Science.gov (United States)

    Hambidge, Simon J; Phibbs, Stephanie; Beck, Arne; Bergman, David Aaron

    2011-10-01

    Internet-based developmental screening is being implemented in pediatric practices across the United States. Little is known about the application of this technology in poor urban populations. We describe here the results of focus groups, surveys, and in-depth interviews during home visits with families served by an urban safety-net organization to address the question of whether it is possible to use Internet or e-mail communication for medical previsit engagement in a population that is majority Hispanic, of low socioeconomic status, and has many non-English-speaking families. This study included families in 4 clinics within a safety-net health care system. The study design included the use of (1) parental surveys (n = 200) of a convenience sample of parents whose children received primary care in the clinics, (2) focus groups (n = 7 groups) with parents, and (3) in-depth interviews during home visits with 4 families. We used χ(2) and multivariate analyses to compare Internet access in English- and Spanish-speaking families. Standard qualitative methods were used to code focus-group texts and identify convergent themes. In multivariate analysis, independent factors associated with computer use were English versus Spanish language (odds ratio: 3.2 [95% confidence interval: 1.4-6.9]) and education through at least high school (odds ratio: 4.7 [95% confidence interval: 2.3-9.7]). In focus groups, the concept of parental previsit work, such as developmental screening tests, was viewed favorably by all groups. However, many parents expressed reservations about doing this work by using the Internet or e-mail and stated a preference for either paper or telephone options. Many Spanish-speaking families discussed lack of access to computers and printers. In this economically disadvantaged population, language and maternal education were associated with access to the Internet. Given the potential power of previsit work to tailor well-child visits to the needs of

  6. 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.

  7. 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.

  8. Development and Validation of Extract the Base: An English Derivational Morphology Test for Third through Fifth Grade Monolingual Students and Spanish-Speaking English Language Learners

    Science.gov (United States)

    Goodwin, Amanda P.; Huggins, A. Corinne; Carlo, Maria; Malabonga, Valerie; Kenyon, Dorry; Louguit, Mohammed; August, Diane

    2012-01-01

    This study describes the development and validation of the Extract the Base test (ETB), which assesses derivational morphological awareness. Scores on this test were validated for 580 monolingual students and 373 Spanish-speaking English language learners (ELLs) in third through fifth grade. As part of the validation of the internal structure,…

  9. Oral Language Skills of Spanish-Speaking English Language Learners: The Impact of High-Quality Native Language Exposure

    Science.gov (United States)

    Gamez, Perla B.; Levine, Susan C.

    2013-01-01

    This study examined the relation between young English language learners' (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs' ("n" = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary…

  10. Oral Language Skills of Spanish-Speaking English Language Learners: The Impact of High-Quality Native Language Exposure

    Science.gov (United States)

    Gamez, Perla B.; Levine, Susan C.

    2013-01-01

    This study examined the relation between young English language learners' (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs' ("n" = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary…

  11. Age as an Affective Factor in Influencing Public Speaking Anxiety of English Language Learners at Omar Al-Mukhtar University

    Science.gov (United States)

    Gaibani, Ahmed; Elmenfi, Fadil

    2016-01-01

    The study is to show how age factor can influence public speaking anxiety among English Language Learners at Omar Al-Mukhtar University. To indicate the influence of age factor a questionnaire was distributed to the participants of the study. As well as correlation was also undertaken to the data collected to investigate the influence of age…

  12. Canciones en la clase: The Why and How of Integrating Songs in Spanish by English-Speaking and Bilingual Artists.

    Science.gov (United States)

    Willis, Bruce Dean; Mason, Keith

    1994-01-01

    Instructors are prepared to use Spanish versions of English-speaking and bilingual artists' recordings to teach language structures and enhance the five skill areas. This article reviews the literature and pedagogical use of songs and also provides a list of recordings, recommendations for classroom use, and two sample lesson plans. (Contains 20…

  13. Self-Regulation Abilities and Spanish-Speaking Preschoolers' Vocabulary and Letter-Word Skills in Spanish and English

    Science.gov (United States)

    Palermo, Francisco; Mikulski, Ariana M.; Conejo, L. Diego

    2017-01-01

    Research Findings: This study examined the heterogeneity in Spanish-speaking children's (N = 117; M age = 53 months; SD = 5 months; 57% boys) vocabulary and letter-word skills in English and Spanish after one year of preschool and the extent to which early self-regulation abilities (i.e., executive function and effortful control) were associated…

  14. German Migrant Teachers in Australia: Insights into the Largest Cohort of Non-English Speaking Background Teachers

    Science.gov (United States)

    Bense, Katharina

    2015-01-01

    The research reported in this paper investigates the situation of German migrant teachers in Australia. Although German born teachers represent the largest group of non-English speaking background teachers in Australia, there is no study of the circumstances and experiences of these teachers in Australia. This study aims to fill this gap. It…

  15. Self-Regulation Abilities and Spanish-Speaking Preschoolers' Vocabulary and Letter-Word Skills in Spanish and English

    Science.gov (United States)

    Palermo, Francisco; Mikulski, Ariana M.; Conejo, L. Diego

    2017-01-01

    Research Findings: This study examined the heterogeneity in Spanish-speaking children's (N = 117; M age = 53 months; SD = 5 months; 57% boys) vocabulary and letter-word skills in English and Spanish after one year of preschool and the extent to which early self-regulation abilities (i.e., executive function and effortful control) were associated…

  16. Canciones en la clase: The Why and How of Integrating Songs in Spanish by English-Speaking and Bilingual Artists.

    Science.gov (United States)

    Willis, Bruce Dean; Mason, Keith

    1994-01-01

    Instructors are prepared to use Spanish versions of English-speaking and bilingual artists' recordings to teach language structures and enhance the five skill areas. This article reviews the literature and pedagogical use of songs and also provides a list of recordings, recommendations for classroom use, and two sample lesson plans. (Contains 20…

  17. Pain Management Programmes for Non-English-Speaking Black and Minority Ethnic Groups With Long-Term or Chronic Pain.

    Science.gov (United States)

    Burton, A E; Shaw, R L

    2015-12-01

    Increasing ethnic diversity in the UK means that there is a growing need for National Health Service care to be delivered to non-English-speaking patients. The aims of the present systematic review were to: (1) better understand the outcomes of chronic pain management programmes (PMPs) for ethnic minority and non-English-speaking patients and (2) explore the perspectives on and experiences of chronic pain for these groups. A systematic review identified 26 papers meeting the inclusion criteria; no papers reported on the outcomes of PMPs delivered in the UK. Of the papers obtained, four reported on PMPs conducted outside the UK; eight reported on ethnic differences in patients seeking support from pain management services in America; and the remaining papers included literature reviews, an experimental pain study, a collaborative enquiry, and a survey of patient and clinician ratings of pain. The findings indicate a lack of research into UK-based pain management for ethnic minorities and non-English-speaking patients. The literature suggests that effective PMPs must be tailored to meet cultural experiences of pain and beliefs about pain management. There is a need for further research to explore these cultural beliefs in non-English-speaking groups in the UK. Culturally sensitive evaluations of interpreted PMPs with long-term follow-up are needed to assess the effectiveness of current provision. Copyright © 2015 John Wiley & Sons, Ltd.

  18. The Role of Morphological Awareness in Reading Achievement among Young Chinese-Speaking English Language Learners: A Longitudinal Study

    Science.gov (United States)

    Lam, Katie; Chen, Xi; Geva, Esther; Luo, Yang C.; Li, Hong

    2012-01-01

    The present study examined the development of morphological awareness and its contribution to vocabulary and reading comprehension among young Chinese-speaking English language learners (ELLs). We focused on two aspects of morphological awareness: derivational awareness and compound awareness. Participants included 46 kindergarteners (younger…

  19. On the Second Language Acquisition of Spanish Reflexive Passives and Reflexive Impersonals by French- and English-Speaking Adults

    Science.gov (United States)

    Tremblay, Annie

    2006-01-01

    This study, a partial replication of Bruhn de Garavito (1999a; 1999b), investigates the second language (L2) acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults at an advanced level of proficiency. The L2 acquisition of Spanish reflexive passives and reflexive impersonals by native French and…

  20. Age, Psychological Maturity, and the Transition to Motherhood among English-Speaking Australian Women in a Metropolitan Area

    Science.gov (United States)

    Camberis, Anna-Lisa; McMahon, Catherine A.; Gibson, Frances L.; Boivin, Jacky

    2014-01-01

    In the context of the trend toward delayed parenthood, this study examines whether older maternal age is associated with greater psychological maturity and whether greater psychological maturity provides any adaptive benefit during the transition to motherhood. A sample of 240 predominantly English-speaking Australian women in a metropolitan area…

  1. Results of the 2009 Paternity Testing Workshop of the English Speaking Working Group of the International Society for Forensic Genetics

    DEFF Research Database (Denmark)

    2009-01-01

    Here we present the results of the 2009 Paternity Testing Workshop of the English Speaking Working Group of the International Society for Forensic Genetics. The exercise included paternity testing of blood samples from a mother, a child and two alleged fathers. The laboratories were encouraged...

  2. Results of the 2007 Paternity Testing Workshop of the English Speaking Working Group of the International Society for Forensic Genetics

    DEFF Research Database (Denmark)

    2008-01-01

    We present the results of the 2007 Paternity Testing Workshop of the English Speaking Working Group of the International Society for Forensic Genetics. The exercise included paternity testing of blood samples from a mother, a child and an alleged father. The laboratories were encouraged to answer...

  3. A Study of Effect of Dramatic Activities on Improving English Communicative Speaking Skill of Grade 11th Students

    Science.gov (United States)

    Iamsaard, Prisana; Kerdpol, Sakon

    2015-01-01

    This paper aimed to reexamine the current EFL communicative speaking skill in high school level in Thailand due to the coming of the entry to ASEAN at the end of the year 2015. Thai students need to be well prepared for workforce in the future since English is used as the working language in ASEAN. The purposes of this paper were to study the…

  4. Applying innovation method to assess english speaking performance on communication apprehension

    Directory of Open Access Journals (Sweden)

    Wang, Li-Jyu

    2010-01-01

    Full Text Available A growing number of research studies are now available to shed some light on ELT methods. Currently, educational portfolios are implemented in Science, Mathematics and Geography and also have become widely used in ELT. When the students prepared their own portfolios, they self-monitored their performances. The purpose of this study was to investigate the effects of self-monitoring and portfolios on college students’ English speaking performance. The participants involved in this study were 60 college students majoring in the Department of Applied Foreign Languages at one university of technology in Taiwan. In the study, descriptive statistics and t-tests were used to test the effects of using communication apprehension. In the portfolio group, the students’ communication apprehension was lowered. In conducting this study, the researcher hoped that this research could provide valuable perspective on the use of portfolios and self-monitoring

  5. Teaching medicine to non-English speaking background learners in a foreign country.

    Science.gov (United States)

    Dhaliwal, Gurpreet

    2009-06-01

    Teaching abroad exposes medical educators to unfamiliar teaching methods and learning styles that can enhance their overall teaching repertoire. Based on the author's experience teaching residents for one month at a community hospital in Japan and a review of the non-English speaking background (NESB) educational literature, pedagogical principles and lessons for successful international NESB instruction are outlined. These methods include understanding the dissimilar linguistic, cultural, and academic backgrounds of the learners, emphasizing pace and clarity of speech, presenting a conceptual framework instead of detailed discourse on subjects, and regular visual reinforcement of spoken words. The limitations introduced by the language barrier and the use of interpreters are briefly discussed. As society and institutions of higher learning become more global and multicultural, clinician-educators may benefit from teaching in other countries in order to enhance their teaching skills with NESB learners, both abroad and in their own institutions.

  6. KEY FACTORS OF PROCESS MATURITY IN ENGLISH-SPEAKING CARIBBEAN FIRMS

    Directory of Open Access Journals (Sweden)

    Delroy Chevers

    2014-05-01

    Full Text Available The information system (IS community has been struggling with the delivery of low quality systems. Software process improvement (SPI has been accepted as one of the remedies to overcome this problem, with process maturity being a key element. However, most studies on process maturity and the determinants of IS quality have been conducted in large firms in developed countries. This study assessed the key determinants of process maturity in small software development firms in the English-speaking Caribbean (ESC. Using the established practices in the capability maturity model integration (CMMI as the baseline for the analysis, it was found that project monitoring & control, and verification & validation are key determinants of process maturity in the ESC. These findings can assist IS professionals in their quest to produce higher quality software products, as well as provide a platform for further refinement of the proposed research model by IS researchers.

  7. Brief assessment of cognition in schizophrenia: normative data in an English-speaking ethnic Chinese sample.

    Science.gov (United States)

    Eng, Goi Khia; Lam, Max; Bong, Yioe Ling; Subramaniam, Mythily; Bautista, Dianne; Rapisarda, Attilio; Kraus, Michael; Lee, Jimmy; Collinson, Simon Lowes; Chong, Siow Ann; Keefe, Richard S E

    2013-12-01

    There is a dearth of non-Western normative data for neuropsychological batteries designed to measure cognitive deficits in schizophrenia. Here, we provide normative data for English-speaking ethnic Chinese on the widely used Brief Assessment of Cognition in Schizophrenia acquired from 595 healthy community participants between ages 14 and 55. Means and standard deviations of subtests and composite scores were stratified by age group and sex. We also explored linear regression approaches to generate continuous norms adjusted for age, sex, and education. Notable differences in subtest performances were found against a Western comparison sample. Normative data established in the current sample are essential for clinical and research purposes as it serves as a reference source of cognition for ethnic Chinese.

  8. Pragmatic Competence and Social Power Awareness: The Case of Written and Spoken Discourse in Non-Native English Environments

    Science.gov (United States)

    Pérez-Sabater, Carmen; Montero-Fleta, Begoña

    2014-01-01

    Following one of the new challenges suggested by the Common European Framework of Reference for Languages, a treatment was developed to enhance pragmatic competence, since this competence is not easy to acquire by non-native speakers. Within this context, we focused on pragmatic awareness in the workplace, an area of expertise in growing demand…

  9. Deficits in the pitch sensitivity of cochlear-implanted children speaking English or Mandarin.

    Science.gov (United States)

    Deroche, Mickael L D; Lu, Hui-Ping; Limb, Charles J; Lin, Yung-Song; Chatterjee, Monita

    2014-01-01

    Sensitivity to complex pitch is notoriously poor in adults with cochlear implants (CIs), but it is unclear whether this is true for children with CIs. Many are implanted today at a very young age, and factors related to brain plasticity (age at implantation, duration of CI experience, and speaking a tonal language) might have strong influences on pitch sensitivity. School-aged children participated, speaking English or Mandarin, having normal hearing (NH) or wearing a CI, using their clinically assigned settings with envelope-based coding strategies. Percent correct was measured in three-interval three-alternative forced choice tasks, for the discrimination of fundamental frequency (F0) of broadband harmonic complexes, and for the discrimination of sinusoidal amplitude modulation rate (AMR) of broadband noise, with reference frequencies at 100 and 200 Hz to focus on voice pitch processing. Data were fitted using a maximum-likelihood technique. CI children displayed higher thresholds and shallower slopes than NH children in F0 discrimination, regardless of linguistic background. Thresholds and slopes were more similar between NH and CI children in AMR discrimination. Once the effect of chronological age was extracted from the variance, the aforementioned factors related to brain plasticity did not contribute significantly to the CI children's sensitivity to pitch. Unless different strategies attempt to encode fine structure information, potential benefits of plasticity may be missed.

  10. The Use of Retelling Stories Technique in Developing English Speaking Ability of Grade 9 Students

    Directory of Open Access Journals (Sweden)

    Sasitorn Praneetponkrang

    2014-10-01

    Full Text Available This article aims to advocate retelling stories technique for developing speaking ability of grade 9 students in Thailand. Morrow’s theory (1981 and other scholars in retelling stories technique are presented. This technique is integrated in the lesson plans following Morrow’s framework. Narrative text of short stories which refer to daily life and social including pictures have been used for each lesson plan.  Students are trained to work as a group using story’s mind map, illustrations, and role-playing activities in class. There are three main steps of teaching retelling stories: before retelling (alternative techniques, while retelling (students’ practice by using activities of brainstorming, role play, and discussion and retelling story. The lesson plans will be piloted with 15 9th graders. This preliminary study is expected to provide an example of useful techniques in improving speaking ability, thus, it is expected to be used in other foundation English courses for Thai students.

  11. Reading and reading instruction for children from low-income and non-English-speaking households.

    Science.gov (United States)

    Lesaux, Nonie K

    2012-01-01

    Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for

  12. “When I speak English, I feel international”. Exchange students’ construction of social identity in Denmark

    DEFF Research Database (Denmark)

    Cancino, Rita

    . The theories applied to the data will be identity construction, social identity and internalization/globalization. Literature: Anderson, B. (1983). Imagined Communities. London: Verso Bauman, Z. (1991). Modernity and Ambivalence. Cambridge: Polity Press Burr, V. (2003). Social Constructionism. London......: Routledge Robertson, R. (1992).Globalization: Social Theory and Global Culture. London: Sage.......“When I speak English, I feel international”. Exchange students’ construction of social identity in Denmark. Students from various countries participate in the English courses for Ph.D. and Master students at Aalborg University, Denmark. Here they try to achieve a fluency in English that permits...

  13. The Intelligibility of Natural and LPC-Vocoded Words and Sentences Presented to Native and Non-Native Speakers of English

    Science.gov (United States)

    1990-07-05

    especially important if rapid and/or accurate comprehension is essential. Hence. data from a variety of intelligibility tests should be examined if...through 19). Subjects were also asked to report their TOEFL scores (scores on a standardized test of English as a foreign language), but only three...as they were read at a normal speaking rate and with normal intonation and amplitude. Production of all stimuli was error free. In the DRT. the onset

  14. "It's All about Give and Take," or Is It?: Where, When and How Do Native and Non-Native Uses of English Shape U. K. University Students' Representations of Each Other and Their Learning Experience?

    Science.gov (United States)

    Henderson, Juliet

    2009-01-01

    In this article the author draws on a larger project related to university internationalisation as represented by student voices to explore the part native and non-native speaker uses of English, as a marker of identity and legitimacy, play inside and outside formal curriculum delivery. Through the analysis of student voice constructions of…

  15. The iPad as a Research Tool for the Understanding of English Plurals by English, Chinese, and Other L1 Speaking 3- and 4-Year-Olds.

    Science.gov (United States)

    Xu Rattanasone, Nan; Davies, Benjamin; Schembri, Tamara; Andronos, Fabia; Demuth, Katherine

    2016-01-01

    Learning about what young children with limited spoken language know about the grammar of their language is extremely challenging. Researchers have traditionally used looking behavior as a measure of language processing and to infer what overt choices children might make. However, these methods are expensive to setup, require specialized training, are time intensive for data analysis and can have considerable dropout rates. For these reasons, we have developed a forced choice task delivered on an iPad based on our eye-tracking studies with English monolinguals (Davies et al., 2016, under review). Using the iPad we investigated 3- and 4-year-olds' understanding of the English plural in preschool centers. The primary aim of the study was to provide evidence for the usefulness of the iPad as a language research tool. We evaluated the usefulness of the iPad with second language (L2) learning children who have limited L2 language skills. Studies with school aged Chinese-speaking children show below native performance on English inflectional morphology despite 5-6 years of immersion (Jia, 2003; Jia and Fuse, 2007; Paradis et al., 2016). However, it is unclear whether this is specific only to children who speak Chinese as their first language (L1) or if younger preschoolers will also show similar challenges. We tested three groups of preschoolers with different L1s (English, Chinese, and other languages). L1 Chinese children's performance was below both English monolinguals and children speaking Other L1 languages, providing evidence that English inflections are specifically challenging for Chinese-speaking children. The results provide further evidence to support previous eye-tracking findings with monolinguals and studies with older bilinguals. The study provides evidence for the usefulness of iPads as research tool for studying language acquisition. Implications for future application of the iPad as a teaching and intervention tool, and limitations for the method, are

  16. Higher acceptance rates for abstracts written in English at a national research student meeting in a non-English speaking country.

    Science.gov (United States)

    Khani, Afshin; Zarghami, Amin; Izadpanah, Fatemeh; Mahdizadeh, Hamid; Golestanifar, Leila

    2015-01-01

    The rate of English-written submissions is increasing in local meetings of non-English speaking countries. However, it seems that the quality of research and methodology of the studies has not progressed. This study aimed to evaluate the association of English writing and the acceptance for presentation following the peer-review process in the 13th Annual Research Congress of Iran's Medical Sciences Students (ARCIMSS). All 1817 complete abstracts submitted to the meeting were included in this cross-sectional study. Each was evaluated for the language of the text (English or Persian), final decision after peer review (accepted vs. rejected), presentation type (oral, poster discussion and poster) and the scores of reviewing process. There were 395 (21.7%) abstracts written in English and 1422 (78.3%) in Persian. The acceptance rate for English abstracts was 33.7% and for Persian 24.6% (OR = 1.56, 95% CI: 1.22-1.98). The rate of abstracts' acceptance for presentation in oral panels was significantly higher for English abstracts than for those in Persian (25.6% versus 15.7%, OR = 1.84, 95% CI: 1.14-2.99). By contrast, Persian abstracts were more likely to be accepted as poster panels than were English abstracts (74.9% versus 63.9%, OR = 1.68, 95% CI: 1.10-2.58). English-written abstracts have higher chance of acceptation in a non-English speaker country like Iran.

  17. Students’ attitudes to lecturers' English in English-medium higher education in Denmark

    DEFF Research Database (Denmark)

    Jensen, Christian; Denver, Louise; Mees, Inger M.

    2013-01-01

    proficiency and perceptions of general lecturing competence (defined here as knowledge of subject and teaching skills). Statistical analyses of 1,700 student responses to 31 non-native English-speaking lecturers at a major business school in Denmark revealed that the students’ perceptions of the lecturers....... This effect should be addressed when universities use student ratings to evaluate teaching in English-medium content courses.......This study examines the evaluative reactions of university students to their non-native lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language...

  18. Students' Attitudes to Lecturers' English in English-Medium Higher Education in Denmark

    DEFF Research Database (Denmark)

    Jensen, Christian; Denver, Louise; Mees, Inger M.

    2013-01-01

    This study examines the evaluative reactions of university students to their non-native lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language...... proficiency and perceptions of general lecturing competence (defined here as knowledge of subject and teaching skills). Statistical analyses of 1,700 student responses to 31 non-native English-speaking lecturers at a major business school in Denmark revealed that the students’ perceptions of the lecturers......’ English language proficiency is a significant predictor of their perceptions of the lecturers’ general lecturing competence and vice versa. We interpret this as a two-way relationship caused by speech stereotypes similar to those which have been demonstrated in social-psychological experiments...

  19. L1 Shapes L2 Auditory Representation Elicited Imitation of Arabic-Speaking Learners of English

    Directory of Open Access Journals (Sweden)

    Rajaa Aquil

    2012-05-01

    Full Text Available L1 interference plays a major role in second language acquisition, as evidenced by empirical studies (Kellerman & Sharwood Smith, 1986. The interference could result from a learner's conscious or unconscious judgment that some linguistic features in L1 and L2 are similar (Odlin, 1989, particularly in phonology (MacKain, Best, & Strange, 1981. This paper reports on two experiments using Elicited Imitation and Reading Tasks to investigate whether L1, Cairene Arabic prosodic strategy of epenthesis to break up consonant clusters is transferred to the participants' English output. Results of Experiment A showed that epenthesis took place more in reading than in repetition, as tested by the Elicited Imitation and Reading Tasks. Mimicking was suspected to be behind the results. To control for mimicking, a second experiment (Experiment B was conducted following the same design, but with the addition of a familiarity task to ensure that the participants knew and understood the words of an utterance and did not just mimic them. Results of Experiment B showed that epenthesis instances were the same in repetition as in reading. Epenthesis of a vowel to break consonant clusters suggests that participants of the study reconstructed the utterances based not only on how English words are stored in their mental representation, but also on Cairene Arabic syllable structure rules. This study, through the usage of Elicited Imitation Task, is able to tap into L2 Arabic speaking learners’ auditory mental representation of L2 input and demonstrate the influence of L1 transfer.

  20. Fricative acquisition in English- and Icelandic-speaking preschoolers with protracted phonological development.

    Science.gov (United States)

    Bernhardt, B May; Másdóttir, Thora; Stemberger, Joseph P; Leonhardt, Lisa; Hansson, Gunnar Ó

    2015-01-01

    Few studies have directly compared fricative development across languages. The current study examined voiceless fricative production in Icelandic- versus English-speaking preschoolers with protracted phonological development (PPD). Expected were: a low fricative match (with age effect), highest match levels for /f/ and non-word-initial fricatives, developmentally early mismatch (error) patterns including deletion, multiple feature category mismatches or stops, and developmentally later patterns affecting only one feature category. Crosslinguistic differences in phonetic inventories were predicted to provide different options for mismatch patterns, e.g. affricates in English, [+spread glottis] segments in Icelandic. For each language, native speakers audio-recorded and transcribed single-word speech samples for thirteen 3-year-olds and ten 4-year-olds. Predictions regarding mismatches were generally confirmed. Accuracy data were partially confirmed, /f/ having a lower match than /s/ overall for the Icelandic children. Other results reflected language or group differences. The data provide confirmation that phonological acquisition reflects crosslinguistic, language-specific and child-specific influences.