Zeitschriftenartikel: „English language learning“

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Tambile, Rajendra K. „Language Laboratory and English Language Learning“. Indian Journal of Applied Research 3, Nr. 6 (01.10.2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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Park, Eun-Soo. „Pre-service English Teachers’ Beliefs about English Language Learning“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 24 (31.12.2022): 551–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.551.

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Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels. Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used. Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels. Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.

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Seker, Emrullah. „Multiple language learning“. Global Journal of Foreign Language Teaching 6, Nr. 4 (11.11.2016): 196–205. http://dx.doi.org/10.18844/gjflt.v6i4.1670.

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English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological ambiguity in the field. In this context, based on the current theories of Universal Grammar on lexical and grammatical learning and theoretical and applied studies on multilingualism and multilingual individuals, we put forth approaches and strategies suggested for simultaneous or successive learning of multiple languages. The results obtained from the study not only contribute to the terminology but also understanding of the simultaneous and successive learning of multiple languages. Keywords: languages, learning, strategies, multilingualism.

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Hapsari, Astri. „Language Learning Strategies in English Language Learning: A Survey Study“. Lingua Pedagogia, Journal of English Teaching Studies 1, Nr. 1 (19.03.2019): 58–68. http://dx.doi.org/10.21831/lingped.v1i1.18399.

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Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study

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Kan, Pui Fong, und Kathryn Kohnert. „Preschoolers Learning Hmong and English“. Journal of Speech, Language, and Hearing Research 48, Nr. 2 (April 2005): 372–83. http://dx.doi.org/10.1044/1092-4388(2005/026).

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Picture naming and picture identification tasks were used to investigate lexical-semantic skills in young children learning Hmong as a first language (L1) and English as a second language (L2). A total of 19 children, ages 3;4 (years;months)-5;2, participated in this study. Performance on lexical tasks was analyzed as a function of development (older and younger participants), language (Hmong and English), modality (receptive and expressive skills), and the nature of total or "composite" vocabulary scores (translation equivalents or singles, reflecting comparable forms in both languages as compared to concepts lexicalized into only 1 language). Older participants outperformed younger participants in English, but not Hmong, indicating a relative stabilization of L1 skills, alongside more robust growth in L2. The difference between expressive and receptive performance was also much greater in Hmong than English. Composite scores were always greater than single language scores and the proportion of translation equivalents increased with age.

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Johari, Aiza, Affidah Morni, Siti Huzaimah Sahari, Thalany Kamri und Awang Rozaimie Awang Shuib. „Interactive English Language Learning: DishZle Language Game“. International Journal of Service Management and Sustainability 3, Nr. 2 (02.03.2020): 1. http://dx.doi.org/10.24191/ijsms.v3i2.8105.

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English language learning is often perceived as a static mode of classroom learning activities. Hence, interactive teaching materials are necessary for grabbing learners’ attention span and interests, and in enhancing their involvement. DishZle - a 2-in-1 self-designed language game, focuses on vocabulary and sequencing activities. DishZle deals with various local traditional Malaysian dishes. Hence, the game introduces the learners tothe special and unique ingredients and the processes involved in preparing the dishes. They can develop their knowledge of local dishes and improve their proficiency in the English language (speaking, vocabulary and linkers). The game is suitable for beginner to intermediate learners of English (as lead-in activity or post activity of a lesson) in which itintroduces cultural topics, which are related to local dishes to their students. This study is a preliminary study to identify the participants’ reactions towards DishZle (effectiveness of using this game in learning the vocabulary and sequencing skills), language learning challenges they face during the game and suggestions to improve the game. The method used was a semi-structured interview, involving 17 participants (diploma students). Most participants claimed that both games were interesting, fun, interactive (communicate with team members) and informative (learn new words and steps to prepare local dishes). It is recommended that language games can often be used as part of teaching methods in ESL classroom as they enhance fun learning, communicative competency, teamwork and cooperation as well as develop English language components (vocabulary and sequencing , in the context of this study.)

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Dr.Vishalakshi K K, Dr Vishalakshi K. K. „Significance of Language Laboratory in Learning English as a Second Language“. Indian Journal of Applied Research 4, Nr. 5 (01.10.2011): 162. http://dx.doi.org/10.15373/2249555x/may2014/50.

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Ohta, Nobuo, Hidetsugu Tajika, Yasuyuki Sakuma, Wataru Suzuki, Syuichi Takagi, Keiro Maeda und Satoru Saito. „English language learning × Cognitive psychology“. Proceedings of the Annual Convention of the Japanese Psychological Association 78 (10.09.2014): SS—006—SS—006. http://dx.doi.org/10.4992/pacjpa.78.0_ss-006.

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Juhary, Jowati. „MyLinE for English Language Learning“. International Journal of Interdisciplinary Social Sciences: Annual Review 5, Nr. 2 (2010): 461–72. http://dx.doi.org/10.18848/1833-1882/cgp/v05i02/51558.

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Willyarto, Mario Nugroho. „Learning Polygons using English Language“. Humaniora 8, Nr. 4 (31.10.2017): 391. http://dx.doi.org/10.21512/humaniora.v8i4.4102.

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The authors conducted a study related to using English in learning mathematics, for grade 7 junior high school students in a private national plus school. The purpose of this study was for the reader to open up further insights related to the topic. This study was carried out with experimental design, by doing different treatment between classes in the same level. The subjects of the study consisted of 63 students spread into three classes; 7A, 7B, and 7C. Class 7C was a control group, using Bahasa Indonesia (mother tongue) in learning Mathematics. Class 7A and 7B were the experimental groups, where 7A was in English and 7B used bilingual (English and Indonesian). Results of the study include the following; using English is not detrimental to the students in mark achievement that is shown by the average of the final mark of Mathematics that is not significantly different. The challenges that arise from learning Mathematics need to be reviewed from the process, readiness, independence, motivation of students and needs to be followed up critically so that students can achieve better results. Short and long-term programs need to be created and observed in order to support the learning process of Mathematics for students, such as training teachers to be able to teach mathematics in English, in supporting action study by teachers, managed by the school.

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Mao, Yuping, Martin Guardado und Kevin R. Meyer. „Podcasts and English-Language Learning“. International Journal of Information Communication Technologies and Human Development 11, Nr. 1 (Januar 2019): 20–35. http://dx.doi.org/10.4018/ijicthd.2019010102.

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There are three ways to use podcasts in education: accessing podcasts created by others, teacher-created podcasts, and student-created podcasts. This chapter focuses on the use of teacher-created and student-created podcasts in an English as a second language (ESL) class. Existing literature on the use of podcasts in learning primarily focuses on formal educational settings, while nontraditional students in freely available language programs provided by non-profit organizations (NPOs) remain unexplored. Thus, the authors examine how podcasting enhances immigrants' English language learning experience in an ESL course offered by an NPO that provides community services to immigrants in Canada. This chapter addresses pedagogical and organizational affordances and challenges of using podcasts in language learning and provides recommendations for their implementation in NPOs.

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Summer, Farraj. „Motivation in English Language Learning“. Studia Universitatis Babeș-Bolyai Philologia 63, Nr. 3 (30.09.2018): 201–8. http://dx.doi.org/10.24193/subbphilo.2018.3.16.

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Li, Yueyue. „John Locke’s Educational Theory on Gentlemen’s Language Learning“. International Journal of Languages, Literature and Linguistics 7, Nr. 2 (Juni 2021): 50–53. http://dx.doi.org/10.18178/ijlll.2021.7.2.286.

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Classical languages represented by Latin and Greek have always been an essential part of gentlemanly education. However, with the rapid development of the bourgeoisie and the rise of empirical science in the 17th and 18th centuries, social needs began to change, and traditional learning courses could not adapt to society's development. John Locke conceives that the focus of language learning should be shifted from classical languages to English. An English gentleman should learn his own mother tongue. Moreover, English learning is not only about grammar but also about propriety and civility. English is not only a tool to learn knowledge but also a symbol of one's social rank. Therefore, a gentleman should show his propriety in the conversation.

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Smalley, William A. „Missionary Language Learning in a World Hierarchy of Languages“. Missiology: An International Review 22, Nr. 4 (Oktober 1994): 481–88. http://dx.doi.org/10.1177/009182969402200405.

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Languages are organized into a hierarchy of multilingualism based on patterns of learning and use. Native speakers of English, at the top of the hierarchy, find the popularity of English to be convenient. However, it is also detrimental to the work of English-speaking missionaries, as many are inhibited by hierarchical assumptions from gaining the level of skill which they need in the languages of the people to whom they want to minister. Missionary language competence therefore seems to be decreasing throughout the world as English increases, and only conversion of the typical Anglo missionary worldview can reverse the decline.

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Kydyrmoldina, M., und Zh Nurzhanova. „The Importance of Learning and Teaching English Language“. Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 123, Nr. 2 (2018): 105–8. http://dx.doi.org/10.32523/2616-678x-2018-123-2-105-108.

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Iswahyuni, Iswahyuni. „COMPUTER SCIENCE STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING“. Education of English as a Foreign Language 1, Nr. 2 (30.07.2018): 43–53. http://dx.doi.org/10.21776/ub.educafl.2018.001.02.05.

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Seftiawan, Fery. „Mother Tongues Roles' In English Language Learning“. Langkawi: Journal of The Association for Arabic and English 4, Nr. 1 (08.06.2018): 1. http://dx.doi.org/10.31332/lkw.v4i1.747.

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The Indonesian language as the medium of instruction indirectly affects all sectors of life across the nation. Starting from business, workplace, and entertainment to education, Indonesian language is used as the main standard language. The usage of the Indonesian language leads the hypothesized thought that it may in one side eradicate the existing tribal languages gradually. While in another side it may also have beneficial aspects like helping people (different ethnic group) to communicate as well as assisting remote learners to study English better. Due to the cases happen in two divergent conditions, this paper examines the use of Indonesian language in facilitating learners to study English. The result of this short paper shows that Indonesian language implication to some extent helps learners to study English better than those who use tribal language as their daily language to communicate. In term of second language acquisition, Indonesian language helps learners achieve some words through translation. Children in different region have different language acquisition as well as their style of learning a foreign language. Those who live in a “sophisticated” area are likely familiar with the Indonesian language that leads them learn English better than those who live in a suburban area.

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Wulandari, Dwi, und Afif Noor. „Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity“. E3S Web of Conferences 202 (2020): 07043. http://dx.doi.org/10.1051/e3sconf/202020207043.

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This study is aimed at looking at how the environment of foreign language learnings affect the identity formation of the teenage learning them. English and Arabic languge, the language learnt formally by teenage at madrasa, are compared to find out which influences what in learners identity. The study shows that learners see both languages in a positive attitude, though in a different manner. English is seen with pretty much respct of the symbols of modernization, and therefore the learners are more cautious in using them, although some studies report that there is no negative influence of English on learners’ identity. On the other hands, Arabic language is easily view as part of learners’ identity as it is closely related with Islam. Though the learners perceive the language in a quite different manner, the result of their learning aimed at communication show quite similar result, as both processes show the difficulty in enhancing quick achivements.

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Yang, Minghui, und Yuhui Zhai. „Exploring the Relationship Between Conception of Language Learning and Foreign Language Learning Burnout“. International Journal of Cognitive Informatics and Natural Intelligence 16, Nr. 1 (01.01.2022): 1–12. http://dx.doi.org/10.4018/ijcini.309133.

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This study explores the relationship between college students’ conception of language learning and foreign language learning burnout and tries to solve the following problems: How does learners’ conception of language learning affect their English learning burnout? How to relieve English learning burnout? Data were collected through two questionnaires, English learning burnout and conception of language learning, among 363 non-English majors in two universities in central part of China. The findings provide empirical evidence linking college students’ conception of language learning with their English learning burnout: “Testing” is the key factor that leading to burnout in English learning, which positively predicts “Exhaustion”, “Apathy” and “Reduced self-efficacy”; “Memorizing” positively influences “Reduced Self-efficacy” and negatively predicts “Apathy”; “Language knowledge” negatively predicts “Exhaustion” and “Understanding and Seeing in a new way” negatively predicts “Apathy”.

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Laureano-Alvarenga, Manuel de Jesús, und Silvia Maricela Ramos. „English Language Learning in English Language Teacher Education in El Salvador“. Entorno 1, Nr. 71 (24.06.2022): 80–90. http://dx.doi.org/10.5377/entorno.v1i71.14325.

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Esta investigación consistió en describir las historias de éxito de docentes de inglés en preservicio durante el desarrollo de competencias lingüísticas en universidades salvadoreñas. La metodología utilizada fue cualitativa con un enfoque fenomenológico, con el propósito de comprender las experiencias de vida durante el aprendizaje del inglés. Los participantes fueron 62 catedráticos, 57 docentes en formación, 16 coordinadores y 5 graduados de programas de inglés, quienes asistieron al simposio de lingüística aplicada realizado en septiembre de 2016. El instrumento aplicado fue una guía de entrevista semiestructurada con preguntas abiertas y cerradas. El análisis de datos se realizó por medio del software NVivo 10. Los hallazgos establecen que a) el énfasis de la preparación de maestros de inglés debe enfocarse en comprensión auditiva, expresión oral y adquisición de vocabulario, b) las asignaturas que contribuyen al desarrollo de competencias lingüísticas son expresión oral, comprensión lectora y gramática, c) la evaluación de competencias lingüísticas se realiza a través del examen TOEFL-ITP, entrevistas y exámenes escritos, d) las estrategias de éxito en exámenes estandarizados son la práctica y el estudio constante, e) las estrategias que las universidades emplean para desarrollar competencias lingüísticas son la práctica, cursos de refuerzo, oportunidades de desarrollo profesional y facilitar materiales, y f) las principales actividades que docentes en preservicio realizan fuera del aula son ver películas, escuchar música y la práctica constante.

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Patria, Aditya Nur. „Vocational English Students’ Perceptions of Learning English Grammar“. International Journal of English Language Studies 4, Nr. 4 (14.12.2022): 62–66. http://dx.doi.org/10.32996/ijels.2022.4.4.9.

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The vocational college is commonly known as a place to prepare students to be ready for work in the industry. Hence, the English language taught in this institution should be more functional or applicable rather than theoretical and analytical. The present study aims to investigate the perception of students taking the English language stream in the Applied Foreign Languages program at a vocational college toward learning English grammar. There are 40 student participants involved. The data are collected using a 13-item questionnaire to identify students’ perception of the importance of learning grammar, the relevance to their study and future career, and their feeling toward learning grammar. Analyzed using descriptive statistics, the data indicate that students consider learning grammar important. Their perception tends to be positive regardless fields of their future career. However, translation is the field career in which many students choose and seem to demonstrate a positive perception toward learning English grammar.

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Sadouki, Fatiha. „The Effect of the Second Language on Metalinguistic Awareness in Third Language Vocabulary Learning“. Romanian Journal of English Studies 18, Nr. 1 (01.12.2021): 98–109. http://dx.doi.org/10.1515/rjes-2021-0011.

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Abstract This study aims at investigating the effect of second language in third language learning. It focuses on metalinguistic awareness, which reflects the extent to which learners can use their background languages in the process of third and additional language learning. The study gives insights into the issue of metalinguistic awareness by testing the participants’ vocabulary knowledge in learning English as a foreign language. The number of participants in this study is 30; they are all middle school students who have Arabic/Berber as native languages, French as a second language, and English as a third language. Two translation tasks were designed to find out how participants use their background languages in learning English: translating words in the first task and paragraph translation (from English into Arabic) and think-aloud protocols in the second task. Additionally, a semi-structured interview is conducted with 8 participants. The findings reveal how participants possess greater cognitive control in language acquisition due to language relatedness between the foreign languages they learn.

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Man, Laura, Gavin Bui und Mark Feng Teng. „From second language to third language learning“. Australian Review of Applied Linguistics 41, Nr. 1 (12.10.2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.

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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.

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DZHUMANOVA, L. S., und A. E. DARIBAEVA. „LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH“. Iasaýı ýnıversıtetіnіń habarshysy 123, Nr. 1 (15.03.2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.

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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.

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Verma, Gaurav, Rohit Mujumdar, Zijie J. Wang, Munmun De Choudhury und Srijan Kumar. „Overcoming Language Disparity in Online Content Classification with Multimodal Learning“. Proceedings of the International AAAI Conference on Web and Social Media 16 (31.05.2022): 1040–51. http://dx.doi.org/10.1609/icwsm.v16i1.19356.

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Advances in Natural Language Processing (NLP) have revolutionized the way researchers and practitioners address crucial societal problems. Large language models are now the standard to develop state-of-the-art solutions for text detection and classification tasks. However, the development of advanced computational techniques and resources is disproportionately focused on the English language, sidelining a majority of the languages spoken globally. While existing research has developed better multilingual and monolingual language models to bridge this language disparity between English and non-English languages, we explore the promise of incorporating the information contained in images via multimodal machine learning. Our comparative analyses on three detection tasks focusing on crisis information, fake news, and emotion recognition, as well as five high-resource non-English languages, demonstrate that: (a) detection frameworks based on pre-trained large language models like BERT and multilingual-BERT systematically perform better on the English language compared against non-English languages, and (b) including images via multimodal learning bridges this performance gap. We situate our findings with respect to existing work on the pitfalls of large language models, and discuss their theoretical and practical implications.

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Kurniawan, Nova Adi, und Sai'in Sai'in. „“How Difficult English Is!” (An Attitude in Learning English for Non-English Students)“. MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling 2, Nr. 1 (23.01.2019): 65–86. http://dx.doi.org/10.46963/mash.v2i1.26.

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English is one of the foreign languages taught from elementary to university. However, English is to be unswallowed bitter pill for non-English students. This is caused by the growing concepts of negative attitude about English, “English is frightening, English is hard to study, etc.” Attitude plays a vital role in learning any disciplines of knowledge includes English. Developing competencies and skills of English will not be achieved without noticing the supporting factors. In line with, this article discusses the concept of attitude, language attitude, students’ attitudes toward English, and the factors that influence students’ attitudes toward English as a foreign language.

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Kang, Jiajia. „Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo“. Learning & Education 10, Nr. 2 (16.09.2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.

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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.

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BHASIN, KAMINI. „Learning English As a Second Language & Role of Digital Language Lab“. International Journal of Scientific Research 3, Nr. 4 (01.06.2012): 1–2. http://dx.doi.org/10.15373/22778179/apr2014/182.

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MARECKA, MARTA, JAKUB SZEWCZYK, ANNA JELEC, DONATA JANISZEWSKA, KAROLINA RATAJ und KATARZYNA DZIUBALSKA-KOŁACZYK. „Different phonological mechanisms facilitate vocabulary learning at early and late stages of language acquisition: Evidence from Polish 9-year-olds learning English“. Applied Psycholinguistics 39, Nr. 1 (30.10.2017): 1–35. http://dx.doi.org/10.1017/s0142716417000455.

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ABSTRACTTo acquire a new word, learners need to create its representation in phonological short-term memory (STM) and then encode it in their long-term memory. Two strategies can enable word representation in STM: universal segmentation and phonological mapping. Universal segmentation is language universal and thus should predict word learning in any language, while phonological mapping is language specific. This study investigates the mechanisms of vocabulary learning through a comparison of vocabulary learning task results in multiple languages. We tested 44 Polish third graders learning English on phonological STM, phonological awareness in Polish and in English, and on three tasks, which involved learning novel word forms in Polish (first language), in English (second language), and in a language that did not resemble any language known to participants (an unknown language). Participants’ English proficiency was controlled through a vocabulary task. The results suggest that word learning engages different mechanisms for familiar and unfamiliar languages. Phonological awareness in English predicted learning second language and unknown language words, and phonological STM predicted learning words of the unknown language. We propose that universal segmentation facilitates word learning only in an unfamiliar language, while in familiar languages speakers use phonological mapping in order to learn new words.

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Walker, Constance L. „Learning English“. Topics in Language Disorders 5, Nr. 4 (September 1985): 53–65. http://dx.doi.org/10.1097/00011363-198509000-00008.

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Marcum, Jared, und Yanghee Kim. „Oral Language Proficiency in Distance English-Language Learning“. CALICO Journal 37, Nr. 2 (02.04.2020): 148–68. http://dx.doi.org/10.1558/cj.37788.

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Ali, Akbar, Aleena Zaman und Fatima Alam Khan. „Language Learning Strategy Use and English Language Proficiency“. Global Social Sciences Review III, Nr. II (30.06.2018): 439–53. http://dx.doi.org/10.31703/gssr.2018(iii-ii).25.

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The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels (low, medium and high proficiency). The data analysis revealed that there is a strong relationship between English language proficiency and the use of language learning strategies.

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Mitchell, Rosamond, und Florence Myles. „Learning French in the UK setting“. Apples - Journal of Applied Language Studies 13, Nr. 1 (19.02.2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.

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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.

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G. B., Najimova, und Kartbaeva N. „Cognitive Linguistics In Language Learning Process“. American Journal of Social Science and Education Innovations 02, Nr. 12 (31.12.2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.

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Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.

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Sundara, Megha, Nancy Ward, Barbara Conboy und Patricia K. Kuhl. „Exposure to a second language in infancy alters speech production“. Bilingualism: Language and Cognition 23, Nr. 5 (29.01.2020): 978–91. http://dx.doi.org/10.1017/s1366728919000853.

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AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.

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Dong, Diwen. „College English Learning Center Planning Based on Language Learning“. Tobacco Regulatory Science 7, Nr. 5 (30.09.2021): 4493–99. http://dx.doi.org/10.18001/trs.7.5.2.15.

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Objectives: Planning for English learning centers for college students can meet the needs of students’ independent learning and achieve the purpose of enhancing students’ comprehensive English practice and application ability. Methods: This study proposed the characteristics and functions of the English learning center, as well as the resources and facilities of the learning center when planning the university English learning center, and explained the construction of the English learning center’s learning materials and the division of functional areas. The influencing factors of the construction of learning center materials mainly include students’ language level, learning needs, authority and applicability of learning materials. Results: On this basis, taking the English learning center plan of a university library as an example, the functional areas are divided into four functional areas: English listening, speaking, reading and writing. Conclusion: It is hoped that this research will provide some reference and reference for the planning study of university English learning center based on language learning.

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Ghareb, Mazen Ismaeel, und Saman Ali Mohammed. „Blended Learning Mobility Approach and English Language Learning“. UHD Journal of Science and Technology 3, Nr. 2 (20.06.2019): 1. http://dx.doi.org/10.21928/uhdjst.v3n2y2019.pp1-9.

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Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

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Rustamovna, Razzakova Gulchekhra. „Teaching English As A Foreign Language To Students With Learning Disabilities“. American Journal of Social Science and Education Innovations 03, Nr. 04 (30.04.2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.

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Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.

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Kiany, G. Reza. „Personality and Language Learning“. ITL - International Journal of Applied Linguistics 115-116 (01.01.1997): 111–36. http://dx.doi.org/10.1075/itl.115-116.05kia.

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Abstract There is a clear contradiction between the predictions of psychologists and applied linguists regarding the relationship between extraversion and learning. Psychologists claim that extraversion is a disadvantage for learning on the ground that an extravert has "less cortical arousal", is more easily "inhibited" and has a "limited long term memory". In contrast, many applied linguists predict that extraversion is an advantage for learning a second/foreign language on the assumption that an extravert elicits more "input" and produces more "output". To resolve this conflict, forty Iranian Ph.D. students who sat for TOEFL and IELTS were given the Persian restandardised form of Eysenck Personality Questionnaire (EPQ) twice. They were also asked to report their Grade Point Averages (GPA) of Diploma, Bachelor and Master. A pattern of negative but nonsignificant relationship was found between extraversion and GPAs. An even weaker but still negative relation emerged between extraversion and both total and subscores of TOEFL & IELTS. It might be concluded that extraversion may not help in developing cither linguistic skills (e.g. Structure section of TOEFL) or even communicative skills (e.g. Speaking of IELTS) in an Iranian EFL situation where there is no exposure to English and non-communicative teaching methods are used in English classes. It would be more interesting to see if extraversion helps learning English in ESL situation where exposure is present and the learners have the chance to communicate in English both inside and outside the class environment. It may also be more revealing to measure English proficiency by administering various tests with different nature.

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ANTONIOU, MARK, ERIC LIANG, MARC ETTLINGER und PATRICK C. M. WONG. „The bilingual advantage in phonetic learning“. Bilingualism: Language and Cognition 18, Nr. 4 (12.11.2014): 683–95. http://dx.doi.org/10.1017/s1366728914000777.

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Numerous factors are thought to be advantageous for non-native language learning although they are typically investigated in isolation, and the interaction between them is not understood. Firstly, bilinguals are claimed to acquire a third language easier than monolinguals acquire a second. Secondly, closely related languages may be easier to learn. Thirdly, certain phonetic features could be universally more difficult to acquire. We tested these hypotheses used as explanations by having adults learn vocabularies that differentiated words using foreign phonetic contrasts. In Experiment 1, Mandarin–English bilinguals outlearned English monolinguals, and the Mandarin-like (retroflex) artificial language was better learned than the English-like (fricative voicing). In Experiment 2, bilinguals again outlearned English monolinguals for the Mandarin-like artificial language. However, only Korean–English bilinguals showed an advantage for the more difficult Korean-like (lenition) language. Bilinguals, relative to monolinguals, show a general advantage when learning ‘easy’ contrasts, but phonetic similarity to the native language is useful for learning universally ‘difficult’ contrasts.

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Ramachandran, Shanthini, und Phillip A. Towndrow. „Commercial e-learning portals in English language learning“. International Journal of Learning Technology 5, Nr. 2 (2010): 130. http://dx.doi.org/10.1504/ijlt.2010.034546.

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Dolidze, Tamar. „Effects of Distance Learning on English Language Learning“. Procedia - Social and Behavioral Sciences 70 (Januar 2013): 1438–41. http://dx.doi.org/10.1016/j.sbspro.2013.01.208.

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joshi, om. „GOOGLE CLASSROOM FOR ENGLISH LANGUAGE LEARNING: AN EXPLORATORY STUDY“. Towards Excellence 11, Nr. 03 (01.12.2019): 1–7. http://dx.doi.org/10.37867/te110301om.

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Ayesha Saddiqa. „The Role of Pashto (as L1) and Urdu (as L2) in English Language Learning“. Linguistics and Literature Review 4, Nr. 1 (30.03.2018): 1–17. http://dx.doi.org/10.32350/llr.v4i1.273.

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Pashto is one of the dominant languages in the north of Pakistan. Its speakers prefer to communicate in L1with their peers in non-pashto speaking regions like Lahore, which is the capital city of Punjab, Pakistan. Along with Pashto, they communicate in Urdu (the national language) and English (the most prestigious academic language) for higher education, employment and business. With this background in mind, the current study investigates: (a) what are the common syntactic properties (sentence structure, aspect, preposition, article and mood) in Pashto, Urdu and English languages?, (b) What are the advantages and/ or disadvantages to Pashto speakers in English language learning? and (c) What is the potential role of Urdu in English language learning? Linguistic Proximity Model was used as a theoretical framework to analyze the data. The data was gathered from 19 Bachelor of Science Pashto students of different programs from three universities located in Lahore. The participants were asked to translate sentences from Urdu to English and from Pashto to English to find interference of both Pashto and Urdu in learning the English language. Unlike many studies, the present study negates the facilitative role of background languages in learning the target language. Apparently, although Urdu serves as a base for learning the English language, the present study recommends an independent investigation to explore the role of the Urdu language in learning English.

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Pazyura, Natalia. „Influence of Sociocultural Context on Language Learning in Foreign Countries“. Comparative Professional Pedagogy 6, Nr. 2 (01.06.2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.

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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

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Shi, Hong. „English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning“. Journal of International Students 8, Nr. 2 (01.04.2018): 724–41. http://dx.doi.org/10.32674/jis.v8i2.101.

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This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

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Dewi, Udiana Puspa, und Criscentia Jessica Setiadi. „Language Attitude and Language Choice in Bilingual Academic Learning Environment“. Lingua Cultura 12, Nr. 4 (29.11.2018): 369. http://dx.doi.org/10.21512/lc.v12i4.4288.

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The objectives of this research were to observe the language attitude and factors determining language choice of English Department students of Bina Nusantara University. The observation carried out by exploring the motivation, language choice, and language practice of the English Department students. The data were collected through a questionnaire, which was designed to capture the students’ motivation in studying English, language choice, and practice. The result of this research shows that the English department students hold the positive attitude toward English, which are shown through the statement of the majority of the students who argue that English is an international language and offers more career opportunities. The two main factors determining the use of English are the role of the lectures and the English language exposure in the academic environment. This result is expected to provide a context to design an effective English learning process to encourage students in practicing the language.

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Cholifah, Maria. „PENGAJARAN BAHASA BERBASIS TUGAS (TASK BASED LANGUAGE TEACHING): PENDEKATAN YANG EFEKTIF DALAM PENGAJARAN BAHASA INGGRIS“. JURNAL ILMIAH BAHASA DAN SASTRA 4, Nr. 2 (04.04.2019): 131–39. http://dx.doi.org/10.21067/jibs.v4i2.3187.

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This paper highlights the benefits of implementing Task-Based Language Teaching (TBLT) in teaching-learning of four skills of English. TBLT focuses on how English language is applied in accomplishing a certain task. TBLT also cultivates studenys’ self-efficacy and enthusiasm in learning. Task-based activities create advantageous atmospheres in language learning since they focus on the outcomes of learning by maximizing the use of Engliah language. Furthermore, this paper discusses the essence, the purposes, and the effects of TBLT in enhancing students’ four skills of English. Keywords: TBLT, four skills of English, teaching-learning of English.

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Liando, Nihta Vera Frelly, und Devilito Prasetyo Tatipang. „English or Indonesian Language? Parents’ Perception Toward Children's Second Language Learning Context“. Jurnal Lingua Idea 13, Nr. 1 (30.06.2022): 61. http://dx.doi.org/10.20884/1.jli.2022.13.1.5749.

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The phenomenon of teaching English and Indonesian language, especially in North Sulawesi, as a second language overlaps, where some argue that teaching Indonesian language should come first so that children will not forget Indonesian language or, in other words, children will master their national language. In this study, the method used is a descriptive method with a qualitative approach. The sample used as respondents by the researcher is parents in North Sulawesi who have children who can speak English and Indonesian, in addition, to their mother tongue (Manado language/Regional language), and the respondents consisted of 10 parents. The researcher used questionnaires to gather parents' perceptions of whether the children should be taught English or Indonesian Language first. However, some people think teaching English is very important because mastering English as an international language is necessary. English is suitable for children as their second language, but teaching Indonesian language as the national language is also very important. Therefore teaching between these two languages must be balanced so that it does not only English that can be mastered by children or not only Indonesian language.

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Wu, Jiali. „A Study on English Learning Motivation and Vocabulary Learning Strategies of Excellent English Graduates“. International Journal of Languages, Literature and Linguistics 7, Nr. 4 (Dezember 2021): 177–81. http://dx.doi.org/10.18178/ijlll.2021.7.4.308.

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Vocabulary is the basic building block of language, and the acquisition of a language relies on vocabulary. In acquiring vocabulary, the adoption of vocabulary learning strategies is an important affecting factor. The relationship between vocabulary learning strategy and vocabulary knowledge has been the focus of researchers. Motivation also has a significant impact on language learning. The paper aims to explore excellent English graduates’ English learning motivation and vocabulary strategies. Two separate questionnaires are used to investigate different motivations and vocabulary learning strategies of English majors. In designing the motivation questionnaire, Gao Yihong’s questionnaire is used as a reference and in designing the vocabulary learning questionnaire, the paper mainly follows O’Malley and Chamot’s study. Through analysis, the study reveals the following findings: Firstly, with the least mean value exceeded 2.4, all kinds of vocabulary learning strategies were adopted by excellent English majors while learning vocabulary. Meta-cognitive (M=3.614035088) strategies and cognitive (M=3.633684211) strategies were preferred. Secondly, for the situation of learning motivations, situational motivations (M=3.858695652) were the highest. With the mean value of 3.432065217, instrumental motivations were the lowest motivation among the three types of motivations. Especially achievement motivation, it was the least held motivation by excellent English majors.

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