Journal articles on the topic 'English language proficiency'
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Kirubai, Mrs Joyce Deva, and Dr J. Joel Dr.J.Joel. "Assessing English Language Proficiency." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 309–10. http://dx.doi.org/10.15373/2249555x/may2014/89.
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SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano, and Maryam Iqbal. "ENGLISH LANGUAGE PROFICIENCY;." Professional Medical Journal 19, no. 02 (February 22, 2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.
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Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.
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Boyd, Monica, and Xingshan Cao. "Immigrant Language Proficiency, Earnings, and Language Policies." Canadian Studies in Population 36, no. 1-2 (December 31, 2009): 63. http://dx.doi.org/10.25336/p6np62.
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This paper addresses two questions: 1) what are the impacts of language proficiency on the earnings of Canadian adult immigrants; 2) what are the current policy responses. Using a five-level scale of English/French language use, our analysis of Public Use Microdata File for the 2001 census confirms the positive association between proficiency in Canada’s charter language(s) and immigrant earnings. Compared to permanent residents who are highly proficient in English and/or French, those with lower levels of proficiency have lower weekly earnings. Quantile regressions reveal that the relative advantage of English/French language proficiency is higher for those in the top quarter of the earnings distribution; conversely, greater penalties exist for immigrants with low levels of language proficiency at the upper end of the earnings distribution. The likely impacts of federal policies on increasing English/French language proficiency of immigrant workers are discussed, focusing on two federal government initiatives for language training and two recent immigration policy changes.
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Foiles Sifuentes, Andriana M., Maira A. Castaneda-Avila, and Kate L. Lapane. "English language proficiency, complete tooth loss, and recent dental visits among older adults in the United States." SAGE Open Medicine 8 (January 2020): 205031212096299. http://dx.doi.org/10.1177/2050312120962995.
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Objectives: This study sought to provide population-based estimates of complete tooth loss and recent dental visits among older adults in the United States by English language proficiency. Methods: We conducted a cross-sectional analysis of the 2017 Medical Expenditure Panel Survey among participants ⩾50 years of age (n = 10,452, weighted to represent 111,895,290 persons). Five categories of language proficiency were created based on self-reported English language ability and language spoken at home (Spanish, Other). Results: The prevalence of complete tooth loss was higher among those with limited English proficiency (Spanish speaking: 13.7%; Other languages: 16.9%) than those proficient in English (Spanish speaking: 5.0%; Other languages: 6.0%, English only: 12.0%). Complete tooth loss was less common among participants for whom Spanish was their primary language, with limited English proficiency relative to English only (adjusted odds ratio: 0.56; 95% confidence interval: 0.42–0.76). Among those without complete tooth loss, dental visits in the past year were less common among participants with primary language other than English as compared to those who only speak English. Conclusions: Complete tooth loss varied by English language proficiency among adults aged ⩾50 years in the United States. Suboptimal adherence to annual dental visits was common, more so in those with complete tooth loss, and varied by English language proficiency.
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Wang, Cen, Sarah Verdon, Sharynne McLeod, and Van H. Tran. "Profiles of Linguistic Multicompetence in Vietnamese–English Speakers." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1711–27. http://dx.doi.org/10.1044/2021_ajslp-20-00296.
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Purpose Speech-language pathologists work with increasing numbers of multilingual speakers; however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. Method This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report questionnaire (available in English and Vietnamese) regarding their language proficiency and associated factors. Results Participants were largely (76.6%) first-generation migrants to Australia. Three distinct profiles of linguistic multicompetence were statistically identified using a cluster analysis: (a) Vietnamese proficient ( n = 81, 31%), (b) similar proficiency ( n = 135, 52%), and (c) English proficient ( n = 43, 17%); that is, half were proficient in both languages. Multinomial logistic regression analyses compared participants profiled as having similar proficiency with those who were more dominant in one language. Factors associated with the Vietnamese proficient group (compared with the similar proficiency group) were that the participants used Vietnamese much more than English with different people across different situations, were more likely to believe that maintaining Vietnamese helped them communicate in English, and earned less. Participants in the English proficient group used English more than Vietnamese with different people across different situations, were more likely to have lived in English-speaking countries longer, were younger in age, and were less likely to believe that maintaining Vietnamese helped improve academic study than those with similar proficiency. Conclusion Undertaking a comprehensive language profile is an important component of any multilingual assessment to enable speech-language pathologists to develop an understanding of different presentations of linguistic multicompetence, engage in culturally responsive practice, and acknowledge that high levels of competence can be achieved across multiple languages. Supplemental Material https://doi.org/10.23641/asha.14781984
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Yustitiasari, Hilda, Esti Junining, and Sahiruddin Sahiruddin. "The Relationship between Language Learning Strategies used by Vocational Students and Level of Proficiency." e-Journal of Linguistics 14, no. 1 (January 31, 2020): 128. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p13.
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The vocational college students instructed by the teacher to used self-directed learning in learning English outside classroom or during the internship. Due to the requirement of graduation which they should pass the TOEFL test after the internship. The self-directed learning is exercised by managing students’ Language Learning Strategies (LLS) which known could improve language proficiency. Hereby, this study identifies: (1) the language learning strategy used by vocational college learners based on high and low proficient, (2) the relationship between language learning strategy and English proficiency of high proficient, (3) the relationship between language learning strategy and English proficiency of high proficient. The participant of this study is 52 students of Politeknik Kota Malang which willing to complete the Strategy Inventory of Language Learning (SILL) and done the TOEFL test. This study employed correlational research design to identify the relationship between variables which is multiple regression analysis employed in this study. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. The result showed that Although, language learning strategy cannot simultaneously predict the English proficiency of high proficient and low proficient, compensation strategy reported as high frequently used by high proficient learners. While metacognitive strategies reported used by low proficient learners.
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Sijali, Keshab Kumar. "English language proficiency level of Higher Secondary level students in Nepal." Journal of Advanced Academic Research 3, no. 1 (February 11, 2017): 59–75. http://dx.doi.org/10.3126/jaar.v3i1.16618.
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The objective of this study is to investigate the proficiency level of English language of higher secondary level students in Nepal regarding their gender, nature of institution, medium of instruction and stream. The subject of this study comprises 529 learners from 22 higher secondary school of academic year 2015/6 among whom an English language proficiency test was conducted. The data obtained were analyzed using mean, Mann-Whitney U-test and Kruskal Wallis H-test of non-parametric test. The result showed that the English language proficiency level of higher secondary level students in Nepal was poor (M = 10.4490). Regarding the gender, the result showed that there was no statistically significant difference between female and male ELT students in their English language proficiency level. However, ELT students of government higher secondary level were found statistically significantly less proficient in English language than that of private higher secondary level .Similarly, the Nepali medium ELT students were found statistically significantly highly less proficient in English language than that of English medium. The result further showed that there was statistically significant difference in the English language proficiency level of higher secondary level students in Nepal from different streams
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Schwarz, Amy Louise, Maria Resendiz, Laura Catarina Herrera, and Maria Diana Gonzales. "A novel approach to assessing language proficiency in adults: A pre-pilot classification accuracy study." International Journal of Bilingualism 25, no. 3 (March 15, 2021): 812–32. http://dx.doi.org/10.1177/1367006921999452.
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Aims and objectives/purpose/research questions: Speech–language pathologists who speak more than one language and who are members of the American Speech–Language–Hearing Association self-identify in one yes/no question whether they have the proficiency level to be bilingual service providers. This research note describes a preliminary attempt to address the very practical issue of whether and in what circumstances Spanish–English bilinguals can accurately judge their proficiency levels in both languages. The research question is: Will bilingual adults accurately identify their first language and second language proficiency levels using a self-assessment when compared to a commonly used standardized norm-referenced test (SNRT) in both formal and informal contexts across the following outcome measures: (a) overall proficiency; (b) listening; (c) speaking; (d) reading; and (e) writing? Design/methodology/approach: Classification accuracy studies require at least 34 participants. Thirty-nine participants completed the commonly used Language Use Questionnaire (LUQ) self-assessment and the commonly used Woodcock–Muñoz Language Survey SNRT (WMLS-III). For this pre-pilot study, participants were Spanish–English bilingual university students. Data and analysis: Forty likelihood ratios (LRs) were calculated. Benchmarks for interpreting LRs for classification accuracy studies were applied to identify the likelihood of an individual being proficient or non-proficient in two languages. Findings/conclusions: For the overall proficiency and formal speaking proficiency outcomes in Spanish, positive LRs met the benchmark for strong agreement. Originality: The current study is the first to show that Spanish–English bilingual adults can accurately judge their Spanish proficiency levels for two specific outcome measures. Significance/implications: These results are important for two reasons. First, they suggest that Spanish–English bilingual adults can accurately judge their overall proficiency levels in Spanish. Second, they identify which outcome measures from the LUQ and WMLS-III should be considered in a future classification accuracy study.
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Andrew, Anthony. "English Medium Instructions on English Language Proficiency." Asian Research Journal of Arts & Social Sciences 4, no. 4 (January 10, 2017): 1–10. http://dx.doi.org/10.9734/arjass/2017/37756.
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a Dominguez De Quezada, Cristina, Danita Alfred, Melinda Hermanns, Danice Brown Greer, Shellye Vardaman, and Maria Amaya. "Language Proficiency and Academic Success of Bilingual Hispanic Nursing Students along the US-Mexico Border." Journal of the American Nurses Association - New York 2, no. 2 (August 23, 2022): 49–59. http://dx.doi.org/10.47988/janany.4491588158643655.2.2.
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Background: The Texas Department of State Health Services reported an enrollment of 29.7% Hispanic heritage students in nursing schools in 2020. Hispanics comprise of 18.5% of the total US population. Hispanic communities are less likely to speak proficient English than non-Hispanic Whites due to lack of language concordance. A diverse nursing workforce is necessary to accommodate the changing community. English as an additional language is frequently identified as a barrier to a nursing degree. This study examined how English proficiency affects nursing academic success of non-BSN and BSN nursing students. Methodology: Non-experimental descriptive quantitative research with two open-ended questions were employed. Students from 27 non-BSN and BSN programs along the U.S.-Mexico border were surveyed. Participants (N = 158) self-reported Grade Point Average (GPAs) on a 4.0 scale and completed two language proficiency instruments, the Language Experience and Proficiency Questionnaire (LEAP-Q) and the English Language Acculturation Scale (ELAS). Participants responded to questions related to strategies that were either beneficial or barriers to their learning and success. Results: Regression of GPA on predictors of English proficiency yielded non-significant models. Convergent validity between the two language proficiency instruments was supported, and reliability was similarly high. MANOVA analysis revealed students on a BSN versus non-BSN program hold higher GPAs. Non-BSN students showed higher Spanish language proficiency than those on a BSN program. Seven themes emerged from the question data, three themes showed that English as an Additional Language (EAL) benefits students (support, communication, and academic resources) and four were barriers to learning (finances, time management, language, and self-perception). Conclusion: A diverse bilingual nursing workforce is essential to meet the future needs of the US. Even though language proficiency did not predict academic success, students enrolled in non-BSN and BSN students who utilized both languages were academically successful.
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Jalili, Simin. "Parents’ Educational Level and Children’s English Language Proficiency." Language Teaching Research Quarterly 3 (July 2017): 25–39. http://dx.doi.org/10.32038/ltrq.2017.03.03.
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The expansion of the English Language utilization, the concept of Lingua Franca, and the English language proficiency’s role in children’s social and vocational future, make children’s learning English a vital affair for parents all around the world. Minding the role of parents’ educational level is an understudied issue in children’s English language proficiency level. To address this unexpected topic, the purpose of this study is finding the relationship between parents’ educational level and children’s English language proficiency. For this study, the researcher gave a TOEFL test (for evaluating the children’s English language proficiency) and a questionnaire (for determining their parents’ educational level) to eighty participants both female and male who are in their twenties and thirties. They were students in Intermediate and Upper Intermediate level in Gatt Language Center (GLC) in Tehran. After collecting the data the researcher considered each participant’s score two times: First regarding to their fathers’ educational level, second regarding to their mothers’ educational level. The researcher ran Independent Sample t-Test for differentiation between children whose parents have university education and children whose parents do not have university education. This study showed that children whose mothers have university education have higher level of English language proficiency. But there is no significant difference of English language proficiency level between children whose fathers have university education and those whose fathers do not have university education. In accordance with this study, unlike fathers’, mothers’ educational level, especially university education, could affect children’s English language proficiency level. So all parents especially mothers who desire to have children with high English language proficiency level, should take the prominence of their own educational level into account.
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LAWRENCE, JOSHUA F., LAUREN CAPOTOSTO, LEE BRANUM-MARTIN, CLAIRE WHITE, and CATHERINE E. SNOW. "Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program." Bilingualism: Language and Cognition 15, no. 3 (January 4, 2012): 437–51. http://dx.doi.org/10.1017/s1366728911000393.
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This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-language status such that English-proficient students from language-minority homes improved more than English-proficient students from English-speaking homes. Limited English-proficiency students, however, did not realize gains equivalent to those of more proficient students from language-minority homes during the instructional period. We administered follow-up assessments in the fall after the instructional period ended and in the spring of the following year to determine how well students maintained and consolidated target academic words. Students in the intervention group maintained their relative improvements at both follow-up assessments.
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Adler, Sol. "Assessment of Language Proficiency of Limited English Proficient Speakers." Language, Speech, and Hearing Services in Schools 22, no. 2 (April 1991): 12–18. http://dx.doi.org/10.1044/0161-1461.2202.12.
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This article presents an assessment instrument relevant to the speech-language skills of limited English proficient children. The function of the speech-language specialist as a member of the assessment team is stressed.
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SANTOS, ANNIE, VANESSA FERNANDEZ, and RAMIL ILUSTRE. "English Language Proficiency in the Philippines: An Overview." International Journal of English Language Studies 4, no. 3 (July 13, 2022): 46–51. http://dx.doi.org/10.32996/ijels.2022.4.3.7.
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The Philippines is considered one of the largest English-speaking nations in the world. In fact, English is one of the official languages in the Philippines. But throughout the years, a gradual deterioration in English language proficiency can be observed among Filipinos based on the EF English Proficiency Index, Test of English for International Communication (TOEIC), and the average score of Filipino IELTS takers. This paper aims to discuss the different factors behind the descending Filipino English proficiency, such as learners’ motivation, parental involvement, learning environment, teaching strategies, comprehensive input, learners’ socio-economic status, and learners' age. Several articles have been reviewed and examined for the authors to come up with the following conclusions: 1) Continuous practice and usage of the English language could help us further cement our economy; 2) there is still a huge room for improvement in terms of grammar which could also help alleviate learners’ anxiousness, and 3) we still need to strike a balance in polishing the English language education and nurturing our local and cultural languages. This review will help the teachers in planning and implementing English classes to improve students' English proficiency, the educational institutions that aim to uplift the quality of English language teaching, and curriculum developers in constructing innovative English proficiency learning materials.
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Yustitiasari, Hilda _. "THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY." Lingual: Journal of Language and Culture 8, no. 2 (February 8, 2020): 39. http://dx.doi.org/10.24843/ljlc.2019.v08.i02.p07.
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Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy.
Keywords: Language Learning Strategies, EFL Learners, English Proficiency.
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Ali, Akbar, Aleena Zaman, and Fatima Alam Khan. "Language Learning Strategy Use and English Language Proficiency." Global Social Sciences Review III, no. II (June 30, 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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Miller, Lauren. "The relationship between language proficiency and language attitudes." Spanish in Context 14, no. 1 (April 10, 2017): 99–123. http://dx.doi.org/10.1075/sic.14.1.05mil.
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Abstract To determine how attitudes toward the minority language change with age, sixty-five Spanish/English bilingual children completed an attitude questionnaire. Results show that first graders have roughly equal attitudes to Spanish and English, while second, third, and fourth graders increasingly state a preference for English. However, among fifth graders, a decrease in this preference for English is found. Results from a matched guise task show that the Spanish and English versions are not rated significantly differently, suggesting that, while children prefer speaking English, they may not project negative attitudes onto Spanish-speakers themselves. Finally, a shift in language preference is found before a shift in language dominance, which may suggest that negative attitudes toward the heritage language lead to a dominance shift.
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Hu, Min. "An Assessment of Chinese Adult Learners’ English Phonological Awareness." Theory and Practice in Language Studies 8, no. 10 (October 1, 2018): 1319. http://dx.doi.org/10.17507/tpls.0810.09.
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The present study aims to conduct a valid comprehensive assessment of Chinese adult learners’ phonological awareness (PA) in English. To do so, 408 college students were classified into three groups based on their English proficiency; four tasks (oddity, segmentation, blending, and deletion) with varying complexity employed to test all three levels of PA (syllable awareness, onset-rhyme awareness, and phoneme awareness). The results revealed that 1) overall PA improved with English proficiency; 2) among four tasks, only the performances on oddity were not significantly affected by English proficiency; 3) English proficiency attained significance for all three levels of PA; and 4) in terms of subtest where task and PA interacted, English proficiency’s impact was mediated by the complexity of task and level of PA. This study is meant to guide PA researchers on a valid PA assessment and Chinese English teachers on PA training for their Chinese English learners.
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JIA, GISELA, DORIS AARONSON, and YANHONG WU. "Long-term language attainment of bilingual immigrants: Predictive variables and language group differences." Applied Psycholinguistics 23, no. 4 (November 19, 2002): 599–621. http://dx.doi.org/10.1017/s0142716402004058.
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This study examined the variables related to US immigrants' long-term attainment in English, their second language (L2), and their native language (L1). For 44 Mandarin–English bilinguals, with increasing age of arrival (AOA) in the United States, their accuracy in L2 grammaticality judgment tasks decreased and accuracy in an L1 grammaticality judgment task increased. Moreover, both AOA in the United States and mothers' English proficiency uniquely predicted a significant proportion of the variance for bilinguals' L2 proficiency. Finally, as a group, 72 speakers of three Asian languages showed lower levels of L2 proficiency and stronger AOA effects on the task performance than 32 speakers of six European languages. These differences in language proficiency were associated with differences in language use, language learning motivation, and cultural identification between the two groups. These findings suggest that L2 acquisition in the immigration setting is a complicated process involving the dynamic interactions of multiple variables.
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Stolk, Yvonne, Stephen Ziguras, Trish Saunders, Robyn Garlick, Geoffrey Stuart, and Guy Coffey. "Lowering the Language Barrier in an Acute Psychiatric Setting." Australian & New Zealand Journal of Psychiatry 32, no. 3 (June 1998): 434–40. http://dx.doi.org/10.3109/00048679809065538.
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Objectives: The aim of this paper is to investigate the effectiveness of a training and policy strategy to improve communication opportunities in an acute inpatient unit for patients of non-English-speaking background (NESB) with low English proficiency. Method: A pre- and post-intervention design involved: (i) a survey of the multilingual skills of 80 clinical staff: (ii) recording of patients' ethnic background and proficiency; (iii) pre- and post-intervention data collection of the main outcome measure (communications with patients in a language other than English [LOTE]); and (iv) staff training, and active encouragement, in interpreter use. English proficiency was assessed using the population census proficiency question. Results: Of 257 admissions, 33% were of NESB and 19% preferred to speak a LOTE. The staff survey yielded a 49% return rate and showed that, of 11 LOTEs spoken by patients, seven were also spoken by 17 of the staff. Twenty-nine percent of staff were not clinically proficient in these languages. Compared to the NESB population, a higher proportion of NESB patients rated low on proficiency. Following the intervention, interpreter bookings and booking duration increased significantly. Conclusions: A standard training package and a policy promoting interpreter use improved communication opportunities in an acute setting where language needs are typically poorly met. Failure to ensure effective communicate raises risks of mis-diagnosis and inappropriate treatment. By measuring patients' proficiency directly, the present study identified a higher level of need for interpreter services than estimated by past reports.
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Cadiz-Gabejan, Alona Medalia. "A Comparative Study on the English Proficiency of Students from Public and Private Schools." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (June 27, 2022): 10–23. http://dx.doi.org/10.32996/jeltal.2022.4.3.2.
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Previous studies showed that educational context factors like schools could influence the English proficiency of students. One of the greatest predictors of proficiency among language learners is the type of school they are attending – either public or private. Empirical data also suggested that English proficiency had an impact on students’ performance in science and math courses. Hence, this study examined which type of senior high school (SHS) – public or private school – could produce more proficient students in using the English language. The data gathering process focused on SHS students from both public and private schools, who were enrolled in the academic track of Science, Technology, Engineering, and Mathematics (STEM). The study investigated their English proficiency and looked into their profile variates; the difference in their English proficiency in terms of grammar, vocabulary, and reading comprehension, which turned out to be significant whether they were in a public school or private school; the relationship between their English Proficiency and the type of school they attended which was also significant; and the relationship between their English proficiency and their academic performance in English courses which was found to have nothing to do with the former.
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Hayakawa, Sayuri, Anthony Shook, and Viorica Marian. "When it’s harder to ignorar than to ignore: Evidence of greater attentional capture from a non-dominant language." International Journal of Bilingualism 24, no. 5-6 (April 27, 2020): 999–1016. http://dx.doi.org/10.1177/1367006920915277.
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Aims and Objectives: Imagine you’re driving and you become so distracted by the radio that you miss your turn. Which is more likely to have caught your attention, a broadcast in your native tongue or one in your second language? The present study explores the effect of language proficiency on our ability to inhibit irrelevant phonological information. Methodology: Participants were asked to identify which of two drawings changed color while ignoring irrelevant words in either their native language, English, or a less proficient language, Spanish. The drawings appeared on screen for either 200 or 2000 ms prior to word-onset, which was followed 200 ms later by a color-change. On critical trials, the irrelevant word shared phonological features with the label of the non-target drawing. Trials were blocked by preview time and language. Data and Analysis: Reaction time data from 19 bilinguals were analyzed utilizing generalized linear mixed-effects models, with fixed effects of Competition (competitor vs. control), and Language (English vs. Spanish) and random effects for Subject and Item within each preview window. Findings/Conclusions: No interference was observed when participants heard their native tongue in either preview condition. However, participants in the long-preview condition were significantly slower to respond when there was phonological competition in their less proficient language, despite the fact that the task required no language processing. Originality: Past work has indicated that languages are processed more automatically and cause greater interference as proficiency increases. We propose that though higher-proficiency languages may receive greater activation overall, lower-proficiency languages may be more likely to exogenously capture attention due to both relatively greater salience, and relatively less control. Significance: The present findings have implications for how we understand the dynamic relationship between language proficiency, activation, and inhibition, suggesting that the salience of the less familiar influences our ability to ignore irrelevant information.
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Manuel, Jomel Balinuyus. "English Language Proficiency of Senior High School Students." Multidisciplinary Journal for Education, Social and Technological Sciences 9, no. 1 (April 5, 2022): 71–86. http://dx.doi.org/10.4995/muse.2022.16638.
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This paper aimed to determine the English language proficiency of senior high school students as input for the language extension program at Gammad National High School. Specifically, it determined the students’ proficiency level on the eight (8) parts of speech; the reading comprehension level along literal, interpretative, evaluative, and integrative; and the reading comprehension level on different genres such as a poem, essay, and short story. A descriptive research design was employed in the study. The fifty-one (51) respondents of Grade 11 senior high school students at Gammad National High School were chosen using the total enumeration technique. An 82-item proficiency test was used as an instrument in gathering the data. Weighted mean was used in analyzing the data. Results of the study show that among the eight parts of speech, the senior high school students performed well in using adverbs, prepositions, and interjections but found it problematic of using verbs. On reading comprehension, the respondents excelled under literal level across all genres but not on integration and evaluation levels. The study concluded that the respondents are “Proficient User of English” or “High” level in using grammar and reading comprehension. They have mastered the basics of using the English language; however, they need to be exposed more to meaningful activities and varied texts to attain a high level of proficiency.
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McGhie, Venicia Flora. "Learning in English: Academic Language Proficiency." International Journal of Learning: Annual Review 12, no. 8 (2007): 35–42. http://dx.doi.org/10.18848/1447-9494/cgp/v14i08/45450.
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Gamboa, Maiden Angel, Eliza Stephanie Monteclaro, Jan France Joy Tabbang, Darin Jan Tindowen, and Jennifer Bangi. "English Language Proficiency Of Elementary Pupils." Journal of Language and Linguistics in Society, no. 12 (November 24, 2021): 12–20. http://dx.doi.org/10.55529/jlls.12.12.20.
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The English language is known to be a universal language as it is used in different parts of the world. It connects nations, links people from different places, is widely used in education and the business world, and is most notably used for globalization. Although people were given all of the chances and opportunities to study the said language, some were still struggling to use it orally or in writing. With all the interventions made, others are yet to improve and have a low or poor English language proficiency. Hence, the objective of this descriptive study is to determine the English language proficiency of elementary pupils. The respondents of the study were all of the grade IV pupils enrolled in the school year 2020-2021 at one private institution in the Northern Philippines. The results revealed that the overall English language proficiency of the pupils is at an advanced level, regardless of whether they are in the transitional year from using their mother tongue to using the English language, which is grade IV. Meanwhile, the profile variables included in the study were not significantly associated with the pupils' English language proficiency. Thus, a manifestation that respondents' profile does not prompt pupils' proficiency level because no relationship was revealed as suggested by the results of this study.
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Gamboa, Maiden Angel, Eliza Stephanie Monteclaro, Jan France Joy Tabbang, Darin Jan Tindowen, and Jennifer Bangi. "English Language Proficiency Of Elementary Pupils." Journal of Language and Linguistics in Society, no. 12 (November 24, 2021): 17–25. http://dx.doi.org/10.55529/jlls.12.17.25.
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The English language is known to be a universal language as it is used in different parts of the world. It connects nations, links people from different places, is widely used in education and the business world, and is most notably used for globalization. Although people were given all of the chances and opportunities to study the said language, some were still struggling to use it orally or in writing. With all the interventions made, others are yet to improve and have a low or poor English language proficiency. Hence, the objective of this descriptive study is to determine the English language proficiency of elementary pupils. The respondents of the study were all of the grade IV pupils enrolled in the school year 2020-2021 at one private institution in the Northern Philippines. The results revealed that the overall English language proficiency of the pupils is at an advanced level, regardless of whether they are in the transitional year from using their mother tongue to using the English language, which is grade IV. Meanwhile, the profile variables included in the study were not significantly associated with the pupils' English language proficiency. Thus, a manifestation that respondents' profile does not prompt pupils' proficiency level because no relationship was revealed as suggested by the results of this study.
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Call, Mary Emily, J. Charles Alderson, Karl J. Krahnke, and Charles Stansfield. "Reviews of English Language Proficiency Tests." Modern Language Journal 74, no. 2 (1990): 224. http://dx.doi.org/10.2307/328129.
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HAYES, S. C., and D. FARNILL. "Medical training and English language proficiency." Medical Education 27, no. 1 (January 1993): 6–14. http://dx.doi.org/10.1111/j.1365-2923.1993.tb00222.x.
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Marvasti, Akbar. "Occupational Safety and English Language Proficiency." Journal of Labor Research 31, no. 4 (August 18, 2010): 332–47. http://dx.doi.org/10.1007/s12122-010-9096-z.
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Wolf, Mikyung Kim, and Molly Faulkner-Bond. "Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance." Educational Measurement: Issues and Practice 35, no. 2 (March 22, 2016): 6–18. http://dx.doi.org/10.1111/emip.12105.
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Martínez García, María Teresa. "Language bias and proficiency effects on cross-language activation." Linguistic Approaches to Bilingualism 10, no. 6 (December 10, 2018): 873–901. http://dx.doi.org/10.1075/lab.17023.mar.
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Abstract Recent research proposes that language bias and proficiency modulate cross-language activation in comprehension and production, but it is unclear how they operate and whether they interact. This study investigates whether stress differences between Spanish-English cognates (material, final-syllable stress in Spanish) affect how native-English second-language-Spanish bilinguals recognize Spanish words (materia “subject/matter,” second-syllable stress in Spanish). In a Spanish-English eye-tracking experiment (and parallel production task), participants heard/produced trisyllabic Spanish targets with second-syllable stress (materia) and saw four orthographic words, including the target and a Spanish-English cognate competitor. Cross-language activation was examined by manipulating the stress of the cognate in English. In comprehension, English cognates with the same stress as the Spanish target (materia vs material) were predicted to cause more cross-language interference than English cognates with a different stress (litera “bunk bed,” vs literal), but the reverse pattern was expected in production. Participants were assigned to a Spanish-bias condition (20% of English (filler) items), or an English-bias condition (65% of English (filler) items). Results indicate that English cognates with the same stress as the Spanish target interfered with the recognition of the Spanish target only in the English-bias condition (but facilitated its production), while increasing Spanish proficiency helped reduce this cross-linguistic interference.
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Marcum, Jared, and Yanghee Kim. "Oral Language Proficiency in Distance English-Language Learning." CALICO Journal 37, no. 2 (April 2, 2020): 148–68. http://dx.doi.org/10.1558/cj.37788.
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LUK, GIGI, ERIC DE SA, and ELLEN BIALYSTOK. "Is there a relation between onset age of bilingualism and enhancement of cognitive control?" Bilingualism: Language and Cognition 14, no. 4 (March 4, 2011): 588–95. http://dx.doi.org/10.1017/s1366728911000010.
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Young English-speaking monolingual and bilingual adults were examined for English proficiency, language use history, and performance on a flanker task. The bilinguals, who were about twenty years old, were divided into two groups (early bilinguals and late bilinguals) according to whether they became actively bilingual before or after the age of ten years. Early bilinguals and monolinguals demonstrated similar levels of English proficiency, and both groups were more proficient in English than late bilinguals. In contrast, early bilinguals produced the smallest response time cost for incongruent trials (flanker effect) with no difference between monolinguals and late bilinguals. Moreover, across the whole sample of bilinguals, onset age of active bilingualism was negatively correlated with English proficiency and positively correlated with the flanker effect. These results suggest a gradient in which more experience in being actively bilingual is associated with greater advantages in cognitive control and higher language proficiency.
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Serge, Girimbabazi, Mrs Adegoke Oyebimpe, and Dr Hesbon Opiyo Andala. "Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda." Journal of Education 4, no. 7 (November 3, 2021): 104–22. http://dx.doi.org/10.53819/81018102t5030.
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The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda
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Liu, Yu. "Comparative Study Between International and Domestic English Proficiency Standards From a Diachronic Perspective." Theory and Practice in Language Studies 12, no. 4 (April 2, 2022): 744–51. http://dx.doi.org/10.17507/tpls.1204.15.
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This paper intends to explore the relationship between international English-language proficiency scales and the English teaching syllabus for domestic universities by comparing their objectives, standards and definitions of proficiency. The results show that the development of English proficiency standards in China is always accompanied by the evolution of international language proficiency theory, and combined with its practical application in various countries. It is suggested that the college-level standard of English proficiency in China should be set based on the research of domestic and international scholars and organizations on language proficiency scales. At the same time, by drawing lessons from proficiency scales and adapting them to the English language scales used in China, a standard, comprehensive language proficiency system for teaching English can be established.
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Berardo, Marcellino. "How Proficient is Proficient Enough?: A Look at Proficiency in ESL for Academic Success." Issues in Language Instruction 2 (December 19, 2017): 4. http://dx.doi.org/10.17161/ili.v2i0.6930.
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We teach English to international students for the purpose of academic achievement at the University of Kansas. The assumption is that students cannot be successful in university classes without the ability to use academic English well. This is most obvious at the lower levels. If the student cannot understand any spoken or written English, then s/he cannot take notes, read textbook chapters, write papers, take exams, or participate in class discussion. This assumption also implies that as the student’s English improves, proficiency will become less of a factor in academic success.This essay is intended to help us discuss assumptions associated with language proficiency and academic success and to identify how well students need to be able to use English in order to fulfill the university’s ESL requirement and be successful in their chosen academic program, at least as far as language is concerned. To this end, I begin by characterizing different kinds of proficiency. Then I highlight the literature reviews in this issue, one by Jennifer Hornbaker and one by Parul Sood, that bring up issues related to using proficiency tests as the sole indicators of linguistic readiness for academic success at the university.
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Berardo, Marcellino. "How Proficient is Proficient Enough?: A Look at Proficiency in ESL for Academic Success." Issues in Language Instruction 2, no. 3 (December 19, 2017): 4–8. http://dx.doi.org/10.17161/ili.v2i3.6930.
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We teach English to international students for the purpose of academic achievement at the University of Kansas. The assumption is that students cannot be successful in university classes without the ability to use academic English well. This is most obvious at the lower levels. If the student cannot understand any spoken or written English, then s/he cannot take notes, read textbook chapters, write papers, take exams, or participate in class discussion. This assumption also implies that as the student’s English improves, proficiency will become less of a factor in academic success.This essay is intended to help us discuss assumptions associated with language proficiency and academic success and to identify how well students need to be able to use English in order to fulfill the university’s ESL requirement and be successful in their chosen academic program, at least as far as language is concerned. To this end, I begin by characterizing different kinds of proficiency. Then I highlight the literature reviews in this issue, one by Jennifer Hornbaker and one by Parul Sood, that bring up issues related to using proficiency tests as the sole indicators of linguistic readiness for academic success at the university.
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Shi, Lu-Feng. "How “Proficient” Is Proficient? Comparison of English and Relative Proficiency Rating as a Predictor of Bilingual Listeners' Word Recognition." American Journal of Audiology 22, no. 1 (June 2013): 40–52. http://dx.doi.org/10.1044/1059-0889(2012/12-0029).
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Purpose The current study attempted to validate that English proficiency self-ratings predict bilinguals' recognition of English words as reported in Shi (2011) and to explore whether relative proficiency ratings (English vs. first language) improve prediction. Method One hundred and twenty-four participants in Shi (2011) and an additional set of 145 participants were included (Groups 1 and 2, respectively) in this study. All listeners rated their proficiency in listening, speaking, and reading (English and first language) on an 11-point scale and listened to a list of words from the Northwestern University Auditory Tests No. 6 (Tillman & Carhart, 1966) at 45 dB HL in quiet. Results English proficiency ratings by Group 2 yielded sensitivity/specificity values comparable to those of Group 1 (Shi, 2011) in predicting word recognition. A cutoff of 8 or 9 in minimum English proficiency rating across listening, speaking, and reading resulted in the best combination of prediction sensitivity/specificity. When relative proficiency was used, prediction of Group 1 performance significantly improved as compared to English proficiency. Improvement was slight for Group 2, mainly due to low specificity. Conclusion Self-rated English proficiency provides clinically acceptable sensitivity/specificity values as a predictor of bilinguals' English word recognition. Relative proficiency has the potential to further improve predictive power, but the size of improvement depends on the characteristics of the test population.
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Alharbi, Manal F., and Sahar M. Yakout. "English language proficiency and academic performance of Nursing Students speaking English as a second language." Pielegniarstwo XXI wieku / Nursing in the 21st Century 17, no. 4 (December 1, 2018): 5–11. http://dx.doi.org/10.2478/pielxxiw-2018-0035.
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Abstract Introduction. Students who speak English as a second language (ESL) may face considerable challenges at English language universities. Aim. To investigate the English language proficiency and academic performance of ESL bachelor’s degree nursing students. Methods. A correlational design was used with a sample of 136 nursing students who completed a structured questionnaire on socio-demographic characteristics, variables that affect language proficiency, open questions, and English Language Acculturation Scale (ELAS) to identify their English proficiency. Results. Forty-three percent of the participants experienced difficulty in understanding the second language in clinical practice, 68% experienced challenges in studying the second language, and 47% were embarrassed to speak English. Approximately 71% of the participants had low ELAS scores and 58% had a good grade point average (GPA). Regression analysis revealed that internal motivation, study challenge, and entrance GPA were predictors of academic performance. Conclusions. The results suggest that students’ grades were correlated with their use of English to read and write during their studies. Thus, faculty administrators should have concrete plans for improving and monitoring the English language proficiency of students throughout their enrolment.
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Fass-Holmes, Barry, and Allison A. Vaughn. "Evidence that International Undergraduates Can Succeed Academically Despite Struggling with English." Journal of International Students 5, no. 3 (July 1, 2015): 228–43. http://dx.doi.org/10.32674/jis.v5i3.418.
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Many American universities require international applicants whose native language is not English to submit English proficiency exam scores presumably because of proficiency’s potential to predict future academic success. The present study provides evidence, however, that such applicants can succeed academically despite struggling with English. Over 60% of two cohorts of degree-seeking international freshmen at a West Coast public university struggled with English—they failed the university’s English writing proficiency requirement. These international freshmen consequently were required to attend classes in English composition and/or English as a second language. Their average academic marks in these classes were between D+ and C- (18–45% earned less than C), yet their term grade point averages (which excluded the community college classes) were between B and B+. The present findings indicate that these international undergraduates can succeed academically despite apparently inadequate English proficiency.
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Jo, Claire W. "Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing." Written Communication 38, no. 2 (January 19, 2021): 208–46. http://dx.doi.org/10.1177/0741088320986364.
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Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that are measured by traditional assessments) as separate predictors of overall essay quality. In the study, students completed a general English proficiency assessment and an academic language proficiency assessment, and essays were coded for academic writing features at the lexical, syntactic, and discourse levels. Beyond the contribution of academic writing features and general English proficiency, academic English proficiency emerged as a significant contributor to essay quality. Findings suggest that academic English proficiency scores more precisely identified a subset of academic language skills that is relevant to essay writing. The article concludes by discussing implications for strategic writing instruction that articulates the key expectations of academic writing used in and beyond school contexts.
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Tamano, Roseniya G., FatimahSakina A. Otara, and Jamzien M. Umpa. "Languages Spoken and its Influence to the Lexicons and Language Perspectives of ESL Students." International Journal of Linguistics, Literature and Translation 4, no. 5 (May 30, 2021): 83–89. http://dx.doi.org/10.32996/ijllt.2021.4.5.7.
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The linguistic relativity of Sapir-Whorf hypothesis posits how language influences a person’s view of the world. This is where this study is entrenched and attempted to investigate the extent of influence of English language on the vocabulary of the selected English Education major students from a state university in Mindanao, Philippines. Employing survey for their profile, picture-lexicalization, and focus group discussion, data disclosed that roughly 70% perceived themselves to be very proficient in their native language; proficient in Filipino, which is the country's official national language and somewhat proficient in English language. Despite these perceptions of their proficiency in the languages they speak, picture-lexicalization method yielded practically 80% of the respondents use the English language compared to their native and Filipino languages. The participants disclosed that familiarity with the language played a major part in their picture-lexicalization. Finally, the FGD further revealed the respondents’ view that their native language is a reflection of their identity. The Filipino language makes them “real” Filipino or their national identity, while English language is a language of prestige and education that they can use to communicate with other nationalities.
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Inceli, Ozge. "The Perceptions of English Teachers to the SIOP® Model and Its Impact on Limited English Proficiency." Journal of Ethnic and Cultural Studies 2, no. 1 (July 6, 2015): 15. http://dx.doi.org/10.29333/ejecs/13.
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Limited English proficiency is the difficulty in comprehension and production in English. In this study, the efficiency of the Sheltered Instruction Observation Protocol (SIOP) Model was examined to indicate the components that are lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, review and assessment. The basic purpose of the research was to investigate how teachers improve the student’s language performance for limited English proficiency through using the SIOP® Model. In this paper, a qualitative research approach and semi-structured interview were used to discover the teacher’s perceptions about the SIOP® Model, and the research is to find out the problems in limited English proficiency. 10 participants (3 males and 7 females) aged from 26 to 34 (M = 30.9). The results indicate that the factors of SIOP® model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension.
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Rashid, Nur Atikah Binti Noor, and Asnadia Binti Alias. "Language proficiency differences in second language learning anxiety." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 4, no. 2 (December 15, 2018): 83. http://dx.doi.org/10.29210/120182255.
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<p><em>In general, the objective of learning English language in Malaysian education system is to ensure the students can use English in their daily basis, to further study and for the workplace. The main purpose of English course in Polytechnics is to ensure the students are able to communicate effectively and confidently. Therefore, the students should be able to understand the language and use it with confident in their daily lives and for their future employment. However, most of the students are reluctant to communicate in English and many of them prefer to withdraw from participating in any English language activities. The reason for this issue might be due to the feeling of anxiety in learning the second language. Hence, this study aimed to investigate the language proficiency differences between above average and below average students with respect to language learning anxiety. There were 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin participated in this study. SPSS version 22 has been used to analyses collected data consists of a 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS). The t-test has been used to determine if there was a significant difference between above average and below average students in regard of language learning anxiety. The study revealed that below average students were more anxious than above average students for all types of anxiety. However, t-test demonstrated that there was no significant difference between language learning anxiety in regard of students’ level of proficiency. Thus, several implications have been suggested in this study to help the below average students to cater language learning anxiety. One of the examples is by conducting an English Camp for the targeted students serves as an effective method to cope language learning anxiety among below average students.</em></p>
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Paap, Kenneth R., Lauren A. Mason, Brandon M. Zimiga, Yocelyne Ayala-Silva, Matthew M. Frost, Melissa Gonzalez, and Lesley Primero. "Other Language Proficiency Predicts Unique Variance in Verbal Fluency Not Accounted for Directly by Target Language Proficiency: Cross-Language Interference?" Brain Sciences 9, no. 8 (July 24, 2019): 175. http://dx.doi.org/10.3390/brainsci9080175.
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The purpose of the study was to investigate cross-language effects in verbal fluency tasks where participants name in English as many exemplars of a target as they can in one minute. A series of multiple regression models were used that employed predictors such as self-rated proficiency in English, self-rated proficiency in a language other than English, a picture naming task used to measure productive vocabulary, the percentage of English use, and the frequency of language switching. The main findings showed that self-rated proficiency in the non-English language accounted for unique variance in verbal fluency that was not accounted for directly by self-rated proficiency in English. This outcome is consistent with cross-language interference, but is also consistent with an account that assumes bilingual disadvantages in verbal fluency and picture naming are due to bilinguals having weaker links between semantic concepts and their phonological form. The present study is also discussed in terms of a broader framework that questions whether domain-general inhibition exists and also whether it plays an important role in bilingual language control.
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Vélez-Uribe, Idaly, and Mónica Rosselli. "Electrophysiological correlates of emotion word processing in Spanish–English bilinguals." Bilingualism: Language and Cognition 24, no. 1 (July 21, 2020): 31–55. http://dx.doi.org/10.1017/s136672892000036x.
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AbstractWe examined how proficiency influences the processing of emotion words in Spanish–English bilinguals (22 balanced and 20 unbalanced). All unbalanced bilinguals were more proficient in English than Spanish. Participants rated the valence of negative, neutral, and positive words in both languages while EEG was being recorded. ERP latencies and amplitudes were analyzed for two components. The language effect was significant on the late positive component (LPC) amplitude, which was larger for emotion than for neutral words for both groups in English. The unbalanced group presented larger LPC amplitudes for positive than for neutral and for neutral than for negative words in Spanish, suggesting emotion processing differences in these participants’ less proficient language. Valence effects were consistent across languages for the balanced group, but not for the unbalanced group, perhaps reflecting differences in reactivity to emotion words in the less proficient language.
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Chukwudumebi Obiora, Sandra, and Dr Nothando Moyo. "Language Proficiency Capabilities among International Students in an International University Setting." International Journal of Management Science and Business Administration 2, no. 4 (2015): 49–56. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.24.1005.
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In this current day and age, language proficiency and enthusiasm to learn new languages have risen because of several reasons entailing like study, work and business. This phenomenon is even more obvious in international universities where more than half the population of students schooling in that country is foreigners. In many cases, like in the case used for this study; North Cyprus universities, the language used to teach and learn is English language. This therefore entails that on average, almost all students already speak at least 2 languages wherein they speak their own dialects, or cultural languages, while using English language proficiently to communicate with others, learn, study, and write examinations. Thus, in researching this, the aim is to see the extent to which the students are bilingual, or multilingual. Our findings confirm that individual must live, or should have lived in a country in order to proficiently speak that country’s language and second, third, or fourth languages are learned during teenage years rather than in one’s childhood.
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CHEN, JENN-YEU, JUI-JU SU, CHAO-YANG LEE, and PADRAIG G. O'SEAGHDHA. "Linguistically directed attention to the temporal aspect of action events in monolingual English speakers and Chinese–English bilingual speakers with varying English proficiency." Bilingualism: Language and Cognition 15, no. 2 (October 3, 2011): 413–21. http://dx.doi.org/10.1017/s1366728911000320.
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Chinese and English speakers seem to hold different conceptions of time which may be related to the different codings of time in the two languages. Employing a sentence–picture matching task, we have investigated this linguistic relativity in Chinese–English bilinguals varying in English proficiency and found that those with high proficiency performed differently from those with low proficiency. Additional monolingual English data, reported here, showed further that high-proficiency bilinguals performed similarly to the English monolinguals, suggesting that Chinese speakers’ sensitivity to the time of an action event might be modifiable according to the extent of their experience with a tensed language.
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Riazantseva, Anastasia. "SECOND LANGUAGE PROFICIENCY AND PAUSING A Study of Russian Speakers of English." Studies in Second Language Acquisition 23, no. 4 (December 2001): 497–526. http://dx.doi.org/10.1017/s027226310100403x.
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The present study examines the relationship between second language (L2) proficiency and pausing patterns (i.e., pause duration, frequency, and distribution) in the speech of 30 Russian speakers of English performing two oral tasks—a topic narrative and a cartoon description—in Russian and in English. The subjects were divided into two oral English proficiency groups, high and intermediate, on the basis of a standardized test of spoken English. Baseline data were collected from a control group of 20 native English speakers. Statistical analyses were performed to determine: (a) the native norms of pause duration, frequency, and distribution for Russian and English on the two experimental tasks; (b) the effect of the level of L2 proficiency (high and intermediate) on the pausing of Russian speakers in English; and (c) the differences or similarities in pausing exhibited by native English speakers and native Russian speakers (with two different levels of English proficiency) when speaking English. The results of this study indicate that English and Russian informal monologue speech can be characterized as having different pausing conventions, thus suggesting that crosslinguistic differences involve, among many other aspects, contrasts in pausing patterns. Additionally, L2 proficiency was found to affect the pause duration of advanced nonnative speakers in that they were able to adjust the duration of their pauses in English to produce a nativelike pausing norm. It was also found that even highly proficient L2 speakers pause more frequently in their L2 than in their first language (L1). The examination of pause distribution patterns suggests that persons of intermediate to high L2 speaking proficiency make the same number of within-constituent pauses as native speakers. Overall, the findings of this study support the view that adherence to the target language pausing norms may lead to the perception of nonnative speech as more fluent and nativelike. The findings also highlight the importance of exposing L2 students to a richer variety of situations that illustrate native patterns of verbal communication.
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Syahputra, Idham. "LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY." Marwah: Jurnal Perempuan, Agama dan Jender 13, no. 1 (February 5, 2014): 104. http://dx.doi.org/10.24014/marwah.v13i1.884.
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This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process