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Passoni, Taisa Pinetti. „Language Without Borders (English) Program: A Study on English Language Ideologies“. Revista Brasileira de Linguística Aplicada 19, Nr. 2 (Juni 2019): 329–60. http://dx.doi.org/10.1590/1984-6398201913661.
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ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.
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Dahl, Anne. „University language students' motivations for their language of study“. Nordic Journal of Language Teaching and Learning 10, Nr. 1 (12.09.2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.
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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary.
Keywords: foreign language, motivation, language studies, English, French, Spanish, German
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Salixovna, Kodirova Kamola, und Azimova Anisa Abroriddinovna. „A COMPARATIVE STUDY OF LINGUISTIC TERMS IN ENGLISH AND ARABIC“. Eurasian Journal of Academic Research 03, Nr. 02 (01.02.2023): 95–98. http://dx.doi.org/10.37547/ejar-v03-i02-p1-16.
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The third and fifth most spoken languages in the world respectively are Arabic and English. About 700 million people speak English as a second language, along with 379 million native speakers. Arabs make for around 319 million people worldwide. Due to their very diverse linguistic ancestries—the Arabic language descended from Semitic languages, whereas the English language came from the Indo-European family—both languages share some parallels and contrasts. The article is meant to draw attention to the similarities and differences between the two languages.
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Kasimova, Malika. „Comparative Study Of Bilingual And Monolingual Children In Acquiring Grammar Strategies“. American Journal of Applied sciences 03, Nr. 01 (31.01.2021): 128–47. http://dx.doi.org/10.37547/tajas/volume03issue01-19.
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Foreign languages have been taught worldwide starting from elementary schools. While some children learn English as a second language, there are many bilinguals who study English as the third language. This small scale study aims to illustrate the dissimilarities between bilingual and monolingual students in learning the English language, specifically, acquiring English Grammar strategies. Two 3rd grade primary school pupils attended in this study. The research compiled three stages and data analysis revealed accordingly.
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Kayam, Orly, und Tijana Hirsch. „Socialization of Language Through Family Language Policy: A Case Study“. Psychology of Language and Communication 18, Nr. 1 (01.05.2014): 53–66. http://dx.doi.org/10.2478/plc-2014-0004.
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Abstract Challenges of heritage language maintenance and benefits of bilingualism have been widely acknowledged. Heritage language maintenance research most oft en focuses on heritage languages in English-dominant societies. This paper presents a case study on family language policy experiences, strategies, and outcomes led by an American-born mother in her effort to maintain and promote English, her heritage language, within the home in the Hebrew-dominant environment in Israel
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Gómez Calderón, María José. „EMI and the Teaching of Cultural Studies in Higher Education: A Study Case.“ Language Value 14, Nr. 2 (02.12.2021): 87–113. http://dx.doi.org/10.6035/languagev.6130.
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This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.
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Sugianto, Sugianto, Kamarudin Kamarudin und Muhamad Sarifuddin. „THE ENGLISH AND SASAK DERIVATIONAL MORPHEME ON STUDY COMPARATION“. Cordova Journal : language and culture studies 9, Nr. 1 (30.06.2019): 72–128. http://dx.doi.org/10.20414/cordova.v9i1.1777.
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The researcher is aimed at comparing the derivational morphemes exist in sasak language and English language. This comparison leads into the construction of new words variation to build a complete sentence bot in English and in Sasaknese. By comparing the derivational morphemes between Sasak language and English language, some similarities and differences of both languages truly revealed. The similarities between them brought the easiness to the students of Sasak while learning English. Conversely, the differences caused difficulties the students who are learning English. The comparison between these two languages derivational morphemes hopefully brought some positive effects on students’ English mastery particularly the mastery of vocabularies and the process that made them up. An in-depth study on how those derivational morphemes in both languages are different were conducted for the sake of the data complete of the study. The interview section of the research was conducted among the experts of those two languages to support the filed data needed in the research. The data collected through the interview process istranscribed and reduced based on research need for the sake of answering the research question. The research conclusion said that some derivational morphemes exited in the Sasak were also found in English derivational morpheme process which then translated into some easiness can be found during English study process of the students who speak Sasak as their first language.
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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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Chris Ajibade, Adetuyi,, und Adeniran, Adeola Adetomilayo. „Aspects of Semantics of Standard British English and Nigerian English: A Contrastive Study“. English Linguistics Research 6, Nr. 3 (04.09.2017): 5. http://dx.doi.org/10.5430/elr.v6n3p5.
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The concept of meaning is a complex one in language study when cultural features are added. This is mandatory because language cannot be completely separated from culture in which case language and culture complement each other. When there are two varieties of a language in a society, i.e. two varieties functioning side by side in a speech community, there is tendency for misconception. It is therefore imperative to make a linguistic comparative study of varieties of such languages. In this paper, a semantic contrastive study is made between Standard British English (SBE) and Nigerian English (NE). The semantic study is limited to aspects of semantics: semantic extension (Kinship terms, metaphors), semantic shift (lexical items considered are ‘drop’ ‘befriend’ ‘dowry’ and escort) acronyms (NEPA, JAMB, NTA) linguistic borrowing or loan words (Seriki, Agbada, Eba, Dodo, Iroko) coinages (long leg, bush meat; bottom power and juju). In the study of these aspects of semantics of SBE and NE lexical terms, conservative statements are made, problems areas and hierarchy of difficulties are highlighted with a view to bringing out areas of differences. The study will also serve as a guide in further contrastive studies in some other levels of languages.
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Tong, Chengshou. „Status Quo and Comparative Study of Fujianese College Students’ Language Abilities, Language Attitudes and Language Use“. Scientific and Social Research 3, Nr. 6 (29.12.2021): 36–49. http://dx.doi.org/10.36922/ssr.v3i6.1277.
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The study undertakes a diachronic comparative analysis of college students’ Mandarin, dialect, English use status, language aptitude, and language attitudes between 2015 and 2020 using data from a questionnaire of Fujian Province college students. The findings show that: (1) Mandarin’s function and status are increasing, resulting in a situation in which Mandarin is the dominant language and multiple language codes, such as dialects and English, coexist; (2) Mandarin use is increasing, while dialect use is decreasing; (3) Mandarin and English listening, speaking, reading, and writing skills are improving, while dialect listening and speaking skills are deteriorating; (4) Although Fujianese college students have a higher overall opinion of Mandarin, dialects, and English, their views toward Mandarin, dialects, and other languages are deteriorating. Based on this, the paper proposes curriculum ideology and politics in foreign language classes, as well as a variety of strategies to preserve Fujian’s strong dialects and scientifically protect weak dialects and endangered minority languages.
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Salih, Abeer Hadi. „Approval and Disapproval Expressions in English and Arabic: A Contrastive Study“. European Journal of Interdisciplinary Studies 4, Nr. 3 (29.11.2018): 14. http://dx.doi.org/10.26417/ejis.v4i3.p14-20.
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Any language in the world wide has different expressions and terms that convey approval or disapproval that language speakers may use in their daily life. English language for instance, is full of such expressions and can be found in any situation needs to. The present research studies approval and disapproval in English with their counterparts in Arabic as a contrastive study. It tries to search for those terms or sentences that are used to express approval and disapproval in English with their counterparts in Arabic. It aims to highlight the points of similarities and differences between those expressions that are used to state approval and disapproval in the two languages. Also the study includes a contrastive analysis to the expressions of approval and disapproval in English with their equivalents in Arabic in order to come up with the conclusions. It concluded that the approval and disapproval expressions in English language are similar to their counterparts in Arabic language but differ in two points. Firstly in Arabic language main verbs are used to convey approval and disapproval whereas in English are not. Secondly, in English language the exclamatory style is used to express approval in contrast, Arabic language is not. Researchers, teachers, translators and any who cares about English language and linguistics can get benefit from this study, precisely because it includes a comparison between two languages, English language and Arabic, with several types of expressions and terms that are being actually used to express approval and disapproval.
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Ginsberg, Daniel, Maya Honda und Wayne O'Neil. „Looking beyond English: Linguistic inquiry for English Language Learners“. LSA Annual Meeting Extended Abstracts 1 (02.05.2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.
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Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education.
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Fiestas, Christine E., und Elizabeth D. Peña. „The Dynamic Assessment of Narratives: A Bilingual Study“. Journal of Cognitive Education and Psychology 17, Nr. 1 (Dezember 2018): 97–111. http://dx.doi.org/10.1891/1945-8959.17.1.97.
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This study applied the dynamic assessment (DA) of narratives in a bilingual Spanish- and English-speaking early elementary population. We examined transfer and change in narrative performance within and across languages after mediated learning experience (MLE) in Spanish or English. Sixty-eight bilingual children were randomized to two groups: Spanish (n = 24) or English mediation (n = 25), while a control group (n = 19) participated in regular academic activities. The MLE Spanish and English groups participated in mediated learning focusing on storytelling ability, and children’s modifiability was rated. Pre- to posttest narrative macro- and microstructure change was measured for all children. Both MLE groups demonstrated significant gains in macrostructure compared to the no-treatment control group. Children’s stories were stronger in Spanish overall. Children in both MLE groups demonstrated transfer of narrative macrostructure across both languages regardless of the language of the MLE. When the language of MLE matched language of story production, children did not make greater posttest gains than when unmatched. Finally, MLE in English had a small effect on children’s modifiability ratings. For English-language learners, DA may be a valid method to assess children’s modifiability, language learning, and transfer of skills across languages in an academically relevant task.
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Haider, Ahmad S., und Faurah Alrousan. „Dubbing television advertisements across cultures and languages: A case study of English and Arabic“. Language Value 15, Nr. 2 (22.12.2022): 54–80. http://dx.doi.org/10.6035/languagev.6922.
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The differences between Arab and English cultures make the task of Translating English advertisements into Arabic challenging. This study investigates the strategies used by translators to dub English advertisements into Arabic. Six English advertisements and their Arabic translation were compiled from YouTube and then compared their contents, Brand's name, and catchphrases. The findings showed that the translators opted for using various translation strategies such as cultural adaptation, substitution, loan, transliteration, explicitation, addition, omission, and paraphrasing. The analysis also revealed that translators sometimes use the literal translation approach to preserve the foreignness spirit and stay faithful to the original message. They also followed the free approach of translation to bridge the cultural gap. The study recommends future researchers to examine other advertisements in different domains.
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Wang, Junhui. „A Study on Chinese and English Transfer in French Writing of L3 French Language Beginners“. International Journal of Languages, Literature and Linguistics 9, Nr. 1 (Februar 2023): 42–50. http://dx.doi.org/10.18178/ijlll.2023.9.1.379.
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In order to investigate the language transfer existing in the field of third language acquisition, and to provide effective strategies of learning two or more languages, this research, based on theories related to the third language acquisition and error analysis, collected 32 French compositions written by English majors’ undergraduates as a corpus, analyzed errors in those compositions, and further discussed the negative transfer of Chinese and English in their French learning. Eight types of errors from the lexical and syntactic perspectives were identified in the research findings. What is more, the negative transfer of English and Chinese appeared at both lexical and syntactic level, and the negative transfer of English is more than Chinese. “lexical errors” occupied more than “syntactic errors” in the transfer of English, while syntactic errors existed more frequently than lexical errors in the transfer of Chinese. There are three main reasons for results of transfers: language distance, language exposure, and language frequency, which provide effective strategies for third language acquisition.
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Tumurbat, Oyun-Erdene, und Namuun Sergelen. „STUDY ON ENGLISH LANGUAGE EVALUATION STANDARDS“. UC Journal: ELT, Linguistics and Literature Journal 3, Nr. 2 (16.11.2022): 19–27. http://dx.doi.org/10.24071/uc.v3i2.5365.
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There are several evaluation standards to assess English levels. Through this article, we consider the Common European Framework of Reference (CEFR) as an important tool. We aimed to reveal the evaluation standards used in universities and English language training courses in our country and to clarify how the standard tolerates internationally accepted English language evaluation standards. Within the scope of this goal, 27 teachers who teach English in universities and colleges in Mongolia, 22 teachers of English language training centers (general informants), and 656 students who study English in 21 universities and colleges in Mongolia (casual informants) were randomly selected and a survey with 3 groups of 24 questions was conducted over 2 months using Google Form, and the collected results were processed and compared using SPSS program.96.3% of the teachers of universities and colleges evaluate the English course on a 100-point scale. 55.5% of them agreed that the future use of CEFR assessment standards would provide a more objective assessment of students' language levels. According to the responses of training center teachers, 68.2% of the participating training center teachers evaluate the student's language level according to the CEFR standard, which shows that they use an internationally recognized evaluation method. In this regard, 42.7% of the 656 students who participated in the study agreed that the CEFR assessment standard, rather than the 100-point scale, could fully reflect their language level internationally in the future, which was in line with the researchers' hypothesis.
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Dewey, Dan P., R. Kirk Belnap und Rebecca Hillstrom. „Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives“. Frontiers: The Interdisciplinary Journal of Study Abroad 22, Nr. 1 (15.01.2013): 84–110. http://dx.doi.org/10.36366/frontiers.v22i1.320.
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In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco. Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well. Students’ Arab social networks tended to be small, but there was considerable variation in these networks. The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.
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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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Batubara, Muhammad Hasyimsyah, Vidya Dwi Amalia Zati und Sani Susanti. „Decomposition English And Mandailing Prefixes: A Contrastive Study“. Asian Social Science and Humanities Research Journal (ASHREJ) 3, Nr. 2 (02.12.2021): 67–77. http://dx.doi.org/10.37698/ashrej.v3i2.81.
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This study deals with the decomposition analysis of prefixes in English and Mandailing Natal Language. The purpose is to find out the similarities and differences of prefixes in both languages. The data of this research were obtained by conducting library research and field research. The data were analyzed and compared to find out the similarities and differences. The findings indicated that there are some of them only found in one language. There are types of the prefix in English (e.g., un-, hyper-, under-, in-, mis-, super-, over-, pre-, inter-). In Mandailing Natal Language, there is the prefix (e.g., ma-, pa-, tar-, tarpa-, sa- and sasa-, um-). Both English and Mandailing Natal language can be found prefixes which are used to indicate a positive degree that is not found in English. There are some similarities and differences between prefixes in English and Mandailing Natal language.
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Deng, Fei, und Timothy V. Rasinski. „A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment“. ACM Transactions on Asian and Low-Resource Language Information Processing 20, Nr. 5 (23.06.2021): 1–16. http://dx.doi.org/10.1145/3457987.
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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
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Dr. Ram Avadh Prajapati. „Conceptual Investigation of the Global Significance of English Language: A Contextual Study with Special Reference to India“. Research Ambition an International Multidisciplinary e-Journal 7, Nr. II (30.08.2022): 01–03. http://dx.doi.org/10.53724/ambition/v7n2.02.
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The English language makes the speakers part of the global community. For this reason, no one can claim that English is his own language. It has been seamlessly measured to be the first global as well as comprehensive language with the feasibility of communication. It has become part and parcel of every existing arena of activities and professions. The English language has shown its power in several aspects so it has been adopted as the language of global communication, trade, education, science, aviation, medicine, information technology, entertainment, research, international relations, and other human affairs. Proper acquaintance and efficacy of the English language have become one of the prerequisites of every professional person in the globalized modern age. Most countries have their own native and instinctive languages but for so many activities English is being given preferable positions. Various opportunities are open to those who are efficient in this language. It has the competence to build friendships, economic relationships, social upliftment, advance learning opportunities, and cultural ties as well as communicate thoughts and ideas. In varieties of cultures and activities, it has a very significant role. Many people have a firm belief that there is such a thing as World English but they do not seem to realize that acknowledging it has comprehensive consequences. A language learner may be more sensitive to a few of these effects than others in the near future. We can only make learned estimates about what will happen in the future at this point. World English creates the most desired boarding pass to universalism and global commodity as well as communication. India as a developing country has to take up so many things into consideration. In India, there are hundreds of regional languages and more than twenty languages recognized in its constitution. In spite of having so many languages, the Indian government has adopted the English language as a second language for official activities. Various opportunities are being generated with the help of the English language. The present research article discusses the status of English as a language from a global perspective as well as in the Indian context. The English language became a global language owing to its quality of adaptation, borrowings, feasibility, assimilation, and flexibility.
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Seddik, Mahmoud. „French versus English: A sociolinguistic study of Moroccans’ foreign language attitudinal tendencies“. Macrolinguistics 8, Nr. 13 (30.12.2020): 121–50. http://dx.doi.org/10.26478/ja2020.8.13.8.
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The complexity of the Moroccan language landscape sparks off a power struggle between languages. The focus in this chapter is on the apparent French/English language contest over supremacy. Here comes the current investigation that aims at gauging Moroccan’s perceptions of French and English through a language questionnaire. Responses were subjected to statistical analyses to support or reject the hypothesis that gender, age and language proficiency affect Moroccans’ evaluations of French and English. The study reveals that Moroccans’ attitudes towards English are significantly more favorable than those towards the French language. Age, but not gender, has turned out to have a statistically significant difference in the overall evaluation of French and English. These evaluations have also been shown to correlate with the respondents’ French and English language proficiency. The result of this study is an indication that Moroccans’ attitudes toward French and English are undergoing a change from a conventional preference for French to a recent favor of English whose phenomenal growth globally may have affected language attitudes locally.
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Saidjalalova, Sayyora, und Zulfizar Karimova. „COMPARATIVE STUDY OF FOREIGN AND NATIVE LANGUAGES“. Scientific Journal of Polonia University 32, Nr. 1 (03.04.2019): 107–9. http://dx.doi.org/10.23856/3213.
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This work is focused on a formation of students’ cognitive interest to learn foreign languages, namely English language. Moreover, it is considered that increasing influence of scientific presentation of English language on all types of science, culture, art, and literature becomes main the issue of teaching. Obviously, foreign languages learning approach should be noticeably enhanced, taking into account the emphasis on the development of the oral speech of any student in order to use the language within their specialty. Another problem which is raised in this paper is contrasting and comparative analysis of two languages, native and learning.
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Beratha, Ni Luh Sutjiati, Ni Wayan Sukarini und I. Made Rajeg. „Balinese language ecology: Study about language diversity in tourism area at Ubud village“. Jurnal Kajian Bali (Journal of Bali Studies) 7, Nr. 2 (31.10.2017): 121. http://dx.doi.org/10.24843/jkb.2017.v07.i02.p07.
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Ubud Village in Gianyar Regency is one of the tourism areas in Bali where Balinese people are bilingual because they have mastered more than one languages. In the environment of Balinese language, there also live other languages including national language (Indonesian) and foreign languages (such as English, Japanese, and Mandarin). Balinese people nowadays, especially in tourism area, have difficulties in using Balinese language so they use mixed languages, namely Balinese language with Indonesian language, with English language, or Mandarin. This phenomenon might indicate that Balinese language appears to be marginalized. This article aims at investigating languages that are used in Balinese language environment in Ubud. Qualitative method is applied with sociocultural approach, and theories related to the use of language are applied. The study shows that the marginalization of Balinese language appears to exist because there are various ethnic groups of immigrants who live in this village. The village of Ubud has already been occupied by expatriates who deliberately come to Bali and settle in Ubud. This effects the choice and use of a language.
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Chen, Chen. „A Study on Positive Transfer of Native Language and Second Language Teaching Methods“. Theory and Practice in Language Studies 10, Nr. 3 (01.03.2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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Perić, Marija, und Sanja Škifić. „English Words and Phrases in Croatian: A Small-Scale Study of Language Awareness and Attitudes“. ELOPE: English Language Overseas Perspectives and Enquiries 12, Nr. 2 (29.12.2015): 79–98. http://dx.doi.org/10.4312/elope.12.2.79-98.
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The focus of this paper is on language attitudes towards English words and phrases in the Croatian language. In order to prevent loanwords, linguistic purism has arisen as a theory about what languages should be like. The tradition of linguistic purism in Croatia has been shaped by various socio-historical factors. English may be viewed as a language of opportunity, or as a threat to the survival of other, usually minority and endangered, languages. In order to provide an insight into the use of English words and phrases in the Croatian context, a questionnaire about language attitudes and awareness was conducted on 534 participants. The aim of the questionnaire was to determine participants’ language attitudes and familiarity with English words and phrases. The results show that although people in Croatia generally like English, many of them are not familiar with English words, especially older participants and those with little or no knowledge of the English language. Moreover, the results indicate that the younger generation is more inclined towards English than the older generation; however, they are not as familiar with Croatian equivalents as they claim.
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Ngarsou, Voudina. „First Language and Second Language in the Multilingual Context“. J-Lalite: Journal of English Studies 3, Nr. 2 (31.12.2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.
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Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, and English is given the status of a foreign language. Many studies in English in non-native English speaking environment considered the students’ mother tongue as L1, but the current research aimed to show that the first language could refer to the second language and rethink what are called first language and second language in research on English language learning by contextualising the situation. Qualitative method was used. It did not involve the collection of data. It was based on literature: books, articles, and opinions. So, from the body of the paper, the findings showed that many studies in English referred to the first language not as the speaker’s mother tongue, but the second language. This meant that L1 in terms of the students’ native languages (indigenous languages) should not be included in studies that involve the influence of L1 on English, unless the L1 that refers to the native language is made clear in the study.
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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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Christie, Frances. „The study of language and subject English“. Australian Review of Applied Linguistics 27, Nr. 1 (01.01.2004): 15–29. http://dx.doi.org/10.1075/aral.27.1.02chr.
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Abstract Applied linguistics has not sufficiently addressed theories of teaching subject English in the mainstream classroom. This is unfortunate because applied linguistic theories can offer a great deal to the development of a theory of subject English. Over the last century, subject English has changed quite fundamentally, and it is increasingly in need of a theory of language to shape its future. At the end of the 19th century, English was a set of discrete English skills. Later, as literature achieved greater status at the university level, its teaching was also brought into school English, though the discrete skills and literary pursuits were at best brought into an uneasy amalgam. By the 1960s, in an effort to overcome the uneasy amalgam, “integrated” models of English teaching were proposed, and it was argued that the goal of the English program should be to promote “growth” through language. Terms like “language development” were adopted in English, though this was ironically at a time that teaching of knowledge about language became discredited. By the 21st century English had become increasingly synonymous with “literacy”, though a robust theory of knowledge about language was badly needed. Subject English needs new directions, of a kind that functional theories of language can provide.
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Uzma Khalil und Amjad Saleem. „The Impact of Language Attitude on the use of Swear Words: A Sociolinguistic Study of Pashtu Non-native Speakers of English“. sjesr 4, Nr. 2 (25.05.2021): 251–57. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(251-257).
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Swear words make an important aspect of any language despite their taboo nature. Taking this feature of language into account, this paper investigates how the language attitude of Pashtu non-native speakers of English towards Pashtu and English languages might impact the use of swear words in these languages in different situations. Data from30 male undergraduate university students were collected through semi-structured interviews. The analysis revealed that Pashtu non-native speakers of English had a positive attitude towards English and Pashtu languages owing to instrumental and integrative motivation, respectively. Swearing in Pashtu and English was shown to be determined by the speakers’ perceptions of the degree of offensiveness of swear words in the languages, social status of the users of the language in the society, and the setting and context in which those words were used. It was concluded that the positive attitude of Pashtu non-native speakers towards English and Pashtu resulted in their swearing-in English and Pashtu for different reasons: swearing-in English was controlled by the high status of the language in the society, whereas swearing-in Pashtu was used as a marker of solidarity and covert prestige.
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Kong, Xiangjun, und Yifeng Liu. „COMPARATIVE STUDY OF ENGLISH AND RUSSIAN FOREIGN LANGUAGE WORDS“. Chronos 7, Nr. 4(66) (13.06.2022): 90–92. http://dx.doi.org/10.52013/2658-7556-66-4-26.
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With the international cultural and economic exchange, some changes have occurred in the languages of different countries, and the increase in the number of foreign-language words has become a common phenomenon. The study of foreign words in English and Russian is based on a comparative study of English and Russian foreign words, a comprehensive and in-depth study of the historical process and influence of foreign words in the two languages is conducted.
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Hong, Lichan, Gregorio Convertino und Ed Chi. „Language Matters In Twitter: A Large Scale Study“. Proceedings of the International AAAI Conference on Web and Social Media 5, Nr. 1 (03.08.2021): 518–21. http://dx.doi.org/10.1609/icwsm.v5i1.14184.
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Despite the widespread adoption of Twitter internationally, little research has investigated the differences among users of different languages. In prior research, the natural tendency has been to assume that the behaviors of English users generalize to other language users. We studied 62 million tweets collected over a four-week period and found that more than 100 languages were used. Only half of the tweets were in English (51%). Other popular languages including Japanese, Portuguese, Indonesian, and Spanish together accounted for 39% of the tweets. Examining users of the top 10 languages, we discovered cross-language differences in adoption of features such as URLs, hashtags, mentions, replies, and retweets. We discuss our work’s implications for research on large-scale social systems and design of cross-cultural communication tools.
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Fitriati, Anna, und Maria Magdalena Sinta Wardani. „LANGUAGE ATTITUDES AND LANGUAGE CHOICE AMONG STUDENTS IN YOGYAKARTA: A CASE STUDY AT UNIVERSITAS SANATA DHARMA“. International Journal of Humanity Studies (IJHS) 3, Nr. 2 (26.02.2020): 239–50. http://dx.doi.org/10.24071/ijhs.v3i2.2226.
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Yogyakarta is a multicultural city in which people from different regions and ethnicity live and well known as one of the best foreign tourist destinations in Indonesia. This situation gives an excellent opportunity for the community to communicate with others whose different cultural backgrounds, ethnicity, and language. Commonly, they talk in Javanese, the local language spoken in Yogyakarta. Meanwhile, due to the engagement with those who speak in different languages, Indonesian and English are gaining more frequent usage. Concerning this situation, this paper is to investigate the language choice among students in Yogyakarta. This study also scrutinises their language attitude toward English, colloquial Indonesian, and local languages. In achieving the objectives, a sociolinguistic questionnaire is given to 100 sample respondents who are the students of Universitas Sanata Dharma. The results show that the students have appreciative attitudes towards the colloquial Indonesian, English, and local languages. The investigation on the language choice indicates that the students choose to communicate using Indonesian. The dominance of Indonesian shifts the use of local languages.
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Millaku, Shkelqim, Myrvete Dreshaj – Baliu und Xhevahire Topanica – Millaku. „The Compound and Complex Sentence: A Comparative Study of Albanian and English Syntax“. World Journal of English Language 12, Nr. 2 (17.03.2022): 359. http://dx.doi.org/10.5430/wjel.v12n2p359.
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In the emerging geopolitics of the modern world, English has assumed the undisputed status of the preferred international language of communication. Thus, though cultures across the world are keen on self-preservation, allowing English to make inroads into the everyday lives of the people is a bygone conclusion. Albanian and English belong to the same language family (Indo-European) and hence share many commonalities. At the same time, they also exhibit many features of departure from the shared characteristics, and research into these is greatly significant from the language learners’ vantage. This paper has to analyse the compound and the complex sentence between English and Albanian language. Both these languages have the compound sentences. However, between the two languages, the sentences show certain similarities as well as dissimilarities. We have the contrast structure.
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Adeyinka, Olalekan Lawrence, Adeleke Kunle Peter, Joshua Emmanuel Temiloluwa und Godsgift Agboniyehimhen Ehebha. „Review of the Effects of Language Diversity on Learning Biology: A Case Study of Nigeria Ethnic Languages.“ Research and Analysis Journal 5, Nr. 9 (20.09.2022): 24–30. http://dx.doi.org/10.18535/raj.v5i9.340.
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This paper attempts to review the effects of language diversities in learning of biology, restricted its boundaries to Nigeria’s ethnic languages, the paper research objectives such as investigating the language blend in a typical Nigerian biology classroom, ascertaining the pupils' preferences for their preferred language of teaching, assessing the disparity between pupils' academic performance when learning in English compared to Indigenous languages. The paper reviewed several previous works from scholars on different concepts revolving around the research study including; Educational Multilingualism, English as the medium of instruction, Use of indigenous languages as the medium of instruction, Issues associated with the use of English as the language of instruction, Issues associated with the use of indigenous languages as the language of instruction.
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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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Schiff-Myers, Naomi B., Janine Djukic, Janine McGovern-Lawler und Daisy Perez. „Assessment Considerations in the Evaluation of Second-Language Learners: A Case Study“. Exceptional Children 60, Nr. 3 (Dezember 1993): 237–48. http://dx.doi.org/10.1177/001440299406000305.
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The learning of a second language before the primary language is fully developed may result in arrested development or loss of proficiency in the first language. Therefore, the finding that a child is delayed in both languages does not necessarily mean that the child has a language disorder. This article presents a case study of a child who was classified as communication disabled but seems to have suffered from language loss or arrested development of the primary language (Spanish) before attaining full competence in English. The child experienced a temporary delay of development in both languages but eventually mastered English.
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DAUDA, JOHN. „Impact of Krio Language on the Use of English as a Foreign Language: A Case Study of Senior Secondary Schools Pupils in Sierra Leone“. Journal of English Language Teaching and Applied Linguistics 4, Nr. 3 (05.08.2022): 106–13. http://dx.doi.org/10.32996/jeltal.2022.4.3.9.
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Krio, like other pidgin languages, borrows lexical items from other languages to a greater extent from the English Language. These words “borrowing” and “usage” have resulted in some similarities in the phonological, morphological and syntactic structures of both Languages. These two languages are so linguistically related that the usage differences between them can hardly be realized. As a result, users of both languages unconsciously use Krio lexemes and structures in place of English. This interlanguage phonological, lexical, and syntactic transfer has an enormous impact on the correct use of written and spoken English by senior secondary school pupils. This research is therefore intended to investigate the impact of Krio on the written and spoken English Language of senior secondary school pupils and will also provide recommendations to remedy the situation. This study is of immense relevance to teachers of English, curriculum planners, government, and other education stakeholders as it helps them to identify the extent to which Krio impacts the use of English among pupils. It, therefore, guides them to plan and provide appropriate strategies as solutions to remedy the situation. The study investigates the ways in which Krio impacts the teaching and learning of English in senior secondary school and the extent to which it is being used in schools by pupils and teachers. The study further provides strategies for assessment of the English Language teaching methods used by the teachers of English, and thus gives relevant conclusions and recommendations based on the findings of the study an assessment of the English Language teaching methods used by the teachers of English, and thus gives the relevant conclusion and recommendations based on the findings of the study with the help of well-structured questionnaires, focus group discussions, interviews and personal observations. Forty pupils and eight teachers of English were selected for the study, and the findings showed that pupils’ written and spoken English are marred by incorrect and substandard usage principally as a result of the impact of Krio on the use of the English Language.
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Toth, Jeanette. „English first“. Journal of Immersion and Content-Based Language Education 5, Nr. 2 (06.11.2017): 214–37. http://dx.doi.org/10.1075/jicb.5.2.03tot.
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This case study explores the questions of how national and local education policies address languages of instruction for a Swedish compulsory school offering English-medium instruction (hereafter EMI) as well as how these policies are interpreted and implemented in practice. Critical discourse analysis provides a framework for examining the relationship between stated and enacted policies at the various institutional levels. Methods from linguistic ethnography yielded rich data including classroom observations, interviews, and artifact collection over a period of three school years in grades four through six. Findings from the study reveal discourses of language hierarchies, a native speaker ideal privileging English and practices that reflect varying degrees of language separation. While Swedish is occasionally used to support English-medium content learning, there is little space for students’ mother tongues in the mainstream classroom. The findings from this study have implications for how stakeholders may put language-in-education policies into practice in EMI programs.
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Merritt, Haily. „Language Mode Influences Language-Specific Categorization“. IU Journal of Undergraduate Research 4, Nr. 1 (16.12.2018): 118–23. http://dx.doi.org/10.14434/iujur.v4i1.24536.
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The present study aims to fill a gap at the intersection of the phenomena of language mode—the state of activation of the bilingual’s languages and language processing mechanisms—and the subset problem—issues learners face when the second language has fewer of some kind of contrast than the first language. When the subset problem is present in second language acquisition, learners may struggle to acquire specific contrasts of a language and may map them incorrectly to their first language. By studying advanced learners of Spanish and considering language mode, we are able to investigate whether learners create separate categories for Spanish vowels—as opposed to simply adapting their English categories—and whether the use of such categories depends on the language being perceived. Spanish and English serve as convenient languages for study of these phenomena because Spanish has fewer vowels than English. With this, we ask: “Does language mode influence language-specific categorization?” To investigate this question, we had native English-speaking, proficient Spanish learners perform an AX task in both English and Spanish, where they identified whether two aurally presented vowel stimuli were the same or different. There was no strong effect of language mode across conditions, but we found that reaction times were significantly slower and that error rates were higher in tasks that included stimuli from more than one language. Thus, we conclude that when multiple languages are activated it is more difficult to process a given language.
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Asghari, Ghulam Yahya, Rahimullah Ramish und Ali Akbar Zawuli. „In-depth Study of How Rahim Shah Learned to Speak English and Persian Better Than His Native Language: An Explanatory Case Study“. International Journal of Language and Literary Studies 4, Nr. 3 (05.08.2022): 95–108. http://dx.doi.org/10.36892/ijlls.v4i3.990.
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This mixed-methods case study explores how Rahim Shah learned to speak English and Persian much more fluently than his native language (Pashto). In this study, different aspects of the subject- including his personality, language learning style, language learning history, oral and written language skills- are analyzed to seek patterns and causes of behavior. Accordingly, attempts have been made in this paper to enlighten his exposure to three languages, Pashto (native), Persian (second) and English (foreign). The results drew that he speaks Persian much more confident than his native language mainly because his parents moved to a Persian-speaking community when he was a child of three years old. This makes it clear that non-native speakers use their knowledge of the new language through interaction with others. The results also recovered that he learned how to speak English better than his native language mainly because he was intrinsically motivated, knowing the positive consequences of learning English. In addition to his high motivation, he consistently listened to native speakers as he spent three years with Americans. Therefore, this case study embraces nearly all the aspects of how Rahim Shah managed to speak English and Persian, and how he failed to speak his native language.
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Jie, LIN, und Chili Li. „Characterizing English Language Literacy among Famous English Language Educators in China“. Arab World English Journal 12, Nr. 1 (15.03.2021): 229–38. http://dx.doi.org/10.24093/awej/vol12no1.16.
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The present study explores the features of English language literacy among 12 famous English language educators since the opening-up policy in China, using the narrative research approach. The purpose of this paper is to examine the characteristics of English language literacy among some famous educators in China and the influencing factors in the process of their formations of English language literacy through the analysis of the narrative texts of some foreign language educators. The findings showed that English language literacy among these famous educators is fundamental, developmental, and comprehensive. In addition, it has been found that the formation of their English language literacy is related to social, teacher, and personal factors. This study will be insightful for the cultivation of English language literacy in curriculum reform, teaching practice, and evaluation. Moreover, it will be helpful for the construction of cultivating talents based on the English language literacy, the consummation of the research of English language literacy, and the profound fusion of the talent cultivation.
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Mehdi, Mohamed Farhat, und Mazen Jaradat. „Adverbs of Time in Arabic and English: Comparative Study“. International Journal of Linguistics 13, Nr. 1 (28.02.2021): 85. http://dx.doi.org/10.5296/ijl.v13i1.18254.
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Adverbs are words that are used to change, modify or qualify several types of other words including adjectives, verbs, or other adverbs. There are five basic types of adverbs in the English language, namely that of Manner, Time, Place, Frequency, and Degree. In the Arabic language, there are just two adverbs namely that of Time and Place. This research aimed to prove that the adverb of time exists in both Arabic and English languages and to compare and state the similarities and differences between the two languages. Most importantly, to show which were more the similarities or the differences? The results showed that the similarities were more than the differences despite the fact that the two languages are not from the same family.
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Meng, Haoping. „A comparative study of British English and American English“. Advances in Education, Humanities and Social Science Research 1, Nr. 1 (09.05.2022): 267. http://dx.doi.org/10.56028/aehssr.1.1.267.
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As the universal language in the world, English is a language platform for us to communicate more with foreign countries, which can let us know more about the dynamics of the world and the most advanced knowledge. Now English has been applied to every corner of the world. If we can speak English well, we will have more chances to succeed. So, the number of people learning English has been growing rapidly. However, due to various factors such as history, culture, politics and economy, English has gradually evolved into all kinds of English, of which British English and American English are more commonly used, but they are easy to be confused. Through a comparative study of American English and British English, this paper is of great significance for a better understanding of English language and culture, and it is useful for better mastering English.
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Patty, Gabrielle M. „Foreign-Language Study for Graduate English Majors“. College English 51, Nr. 7 (November 1989): 688. http://dx.doi.org/10.2307/377904.
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Stribling, Parrill. „Japanese Study Approaches to English Language Learning“. Research in Education 72, Nr. 1 (November 2004): 115–17. http://dx.doi.org/10.7227/rie.72.9.
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Goh, Rachel, und Yanping Fang. „Improving English language teaching through lesson study“. International Journal for Lesson and Learning Studies 6, Nr. 2 (10.04.2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.
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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson. Originality/value This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.
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Mukti, Thomas Wahyu Prabowo, und Retno Muljani. „Code Switching in the Instructions of English Language Education Study Program Lecturers“. LLT Journal: A Journal on Language and Language Teaching 19, Nr. 1 (10.01.2017): 46–60. http://dx.doi.org/10.24071/llt.v19i1.311.
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Language is an essential mean of communication in teaching and learning activities. Specifically, in the English Language Education Study Program (ELESP) that employs English as the main instructional language for teaching and learning activities. Considering that English was not students first language, some lecturers employed code switching to help third-semester students in learning English. With regard to this phenomenon, this study addressed two research questions. First, what the types of code switching ELESP lecturers employ in their instructional languages are and second, what the reasons for ELESP lecturers to employ code switching in their instructional languages are. This study belonged to a basic interpretative study. It employed interview guidelines to understand the experiences of the lecturers who employed code switching. The results of this study showed that the lecturers employed both situational and metaphorical code switching. In addition, the writer found that the participants of the study code-switched for the reasons which can be classified into topic, addressee, emphasis, persuasion, solidarity, affection, nature of the subject and strategy. The results of the study also revealed that the use of code switching in lecturers instructional languages was mainly for the students understanding.DOI: https://doi.org/10.24071/llt.2016.190105
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Supatmi, Ruri, und Desy Awal Mar’an. „AN ANALYSIS OF LEARNER LANGUAGE IN INDONESIAN-ENGLISH TRANSLATION OF ENGLISH EDUCATIONAL STUDY PROGRAM STUDENTS OF UNIVERSITAS NAHDLATUL ULAMA LAMPUNG“. LET: Linguistics, Literature and English Teaching Journal 11, Nr. 1 (30.06.2021): 111. http://dx.doi.org/10.18592/let.v11i1.4652.
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Translation becomes so important since it is the process of replacing the source language into the target language without replacing the intended meaning. The learners usually bring their previous competence of language on performing the second language. The communication process either spoken or written is the way to interpret the other people’s language even in different culture or language. Thus, the purpose of the source language in the text delivered accurately.This research was aimed at describing learner languages phenomena related to the five procedures of translation then showing the precentage of learner language in translation procedures from Indonesian to English.The data collecting methods used interview and documentation. The data was gathered from the students’ result of translation 2 semester test at Universitas Nahdlatul Ulama Lampung. The research was conducted toward thirty three of the sixth semester students of English Educational Study Program of Universitas Nahdlatul Ulama Lampung .the result of the research showed that most of the students’ learner languages and errors were found in translation procedures, the highest percentage of learner language in translation procedure in Indonesian-english translation was transposition, and the students didn’t understand about translation procedures.
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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.