Segui questo link per vedere altri tipi di pubblicazioni sul tema: English language learning.
Articoli di riviste sul tema "English language learning"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "English language learning".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.
1
Tambile, Rajendra K. "Language Laboratory and English Language Learning." Indian Journal of Applied Research 3, no. 6 (October 1, 2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.
Testo completo
2
Asadullaeva, Visola Bekhzod Qizi. "ENGLISH LANGUAGE LEARNING." «Zamonaviy dunyoda ijtimoiy fanlar: nazariy va amaliy izlanishlar» nomli ilmiy, masofaviy, onlayn konferensiya 1, no. 25 (November 24, 2022): 91–94. https://doi.org/10.5281/zenodo.7355140.
Testo completoAbstract (sommario):
This article provides the information why learning the English language is so important these days. There are given some advice from the personal experience of the author, some researches are also explained with proofs. Children have the great ability of doing the things which they like and in this article you can read the ways of teaching the language using children hobbies.
3
Akbar, Ali. "Language Learning Strategy Use and English Language Proficiency." Global Social Sciences Review 3, no. 2 (June 30, 2018): 439–53. https://doi.org/10.5281/zenodo.4346683.
Testo completoAbstract (sommario):
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.
4
Akbar, Ali, Zaman Aleena, and Alam Khan Fatima. "Language Learning Strategy Use and English Language Proficiency." GLOBAL SOCIAL SCIENCES REVIEW (GSSR) III, no. II (June 30, 2018): 439–53. https://doi.org/10.31703/gssr.2018(III-II).25.
Testo completoAbstract (sommario):
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.
5
Geoghegan, Leah. "Language learning motivation in multilingual CLIL." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 41 (January 31, 2024): 137–51. http://dx.doi.org/10.30827/portalin.vi41.26620.
Testo completoAbstract (sommario):
Motivation has long been acknowledged as an undeniably important factor in language learning, and recent research indicates that it may play an even more important role in CLIL than non-CLIL settings (Navarro Pablo & García Jiménez, 2018). However, given the lack of research into CLIL in languages other than English, Dalton-Puffer, Nikula and Smit (2010) have called for a comparison across additional languages, so as to determine the strengths and weaknesses of CLIL language-independently. This comparison is particularly necessary with respect to L2 motivation, given that the spread of English as a global language has led to qualitative differences between learning English compared with other languages (Dörnyei & Ushioda, 2013). The current study thus investigates the language learning motivation of students taking both English and French CLIL classes to determine if there are quantitative differences between the participants’ English and French language learning motivation. Results indicate that the participants exhibited a higher level of language learning motivation towards English than French. The findings highlight the need to better prepare CLIL methodologies when languages such as French are taught alongside English.
6
Park, Eun-Soo. "Pre-service English Teachers’ Beliefs about English Language Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 551–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.551.
Testo completoAbstract (sommario):
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.
7
Seker, Emrullah. "Multiple language learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 196–205. http://dx.doi.org/10.18844/gjflt.v6i4.1670.
Testo completoAbstract (sommario):
English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological ambiguity in the field. In this context, based on the current theories of Universal Grammar on lexical and grammatical learning and theoretical and applied studies on multilingualism and multilingual individuals, we put forth approaches and strategies suggested for simultaneous or successive learning of multiple languages. The results obtained from the study not only contribute to the terminology but also understanding of the simultaneous and successive learning of multiple languages. Keywords: languages, learning, strategies, multilingualism.
8
Mirzabekova, Nargiza Rakhmatovna. "ENGLISH LANGUAGE TEACHING METHODOLOGY." Multidisciplinary Journal of Science and Technology 4, no. 1 (January 12, 2024): 77–80. https://doi.org/10.5281/zenodo.10498531.
Testo completoAbstract (sommario):
This research paper aims to identify the methodology of teaching English language at Primary School children and strategies to enhance the language skills. It is obvious that more than 50% of world population is bilingual. Thus, demand on language learning is growing up to day. The acceleration of globalization processes in the world, the transition to free market relations and the promotion of the introduction of high technologies in production increase the need for "linguistic capital", i.e. specialists who have a perfect command of foreign languages (especially English). In order to ensure quality and efficiency in foreign language education, the experience of reducing the age of learning/teaching foreign languages is becoming popular. This was caused by the widespread concept of "the younger the better / early is better". Hence, the authors try to scrutinize deeply the methodology of teaching English language and means of enhancement of language skills. It can be summed up that according to the research results, at present, that the results are unsatisfied. The authors find research gap in the field of language learning process. Below, some suggestions and language learning strategies are given for further investigations.
9
Klicheva, Nafisa Tashevna. "English language teacher." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 5 (May 1, 2023): 38–41. https://doi.org/10.5281/zenodo.7884285.
Testo completoAbstract (sommario):
Nowadays science and ICT (Data and Communication Innovation) have cleared out their affect on each viewpoint of human life. Most of the noteworthy improvements that one can watch nowadays can be credited to the affect of science and innovation. Indeed in instruction segment, we witness that mechanical headway and developments have made a unmistakable affect and have changed a situation. Conventional strategies of giving higher instruction have ended up less persuading. Here, innovation plays an imperative part in making development and inspiration for the learners tockwell, 2016). The word ‘ICT’ incorporates any communication gadget such as computer, versatile phones, radio, and tv and adherent framework. It needs to do with the Web offices. Presently, the partand utilize of innovation as a device for instructing of the English dialect is expanding as educators have caught on its capacity to form both autonomous and collaborative learning environment in which understudies can learn English with much ease. The utilize of ICT in instructing and learning handle is the require of an hour and instructor is anticipated to be imaginative and excited in his/her instructing learning prepare by coordination ICT. A educator ought to think of utilizing innovation in conferring instruction.
10
Kan, Pui Fong, and Kathryn Kohnert. "Preschoolers Learning Hmong and English." Journal of Speech, Language, and Hearing Research 48, no. 2 (April 2005): 372–83. http://dx.doi.org/10.1044/1092-4388(2005/026).
Testo completoAbstract (sommario):
Picture naming and picture identification tasks were used to investigate lexical-semantic skills in young children learning Hmong as a first language (L1) and English as a second language (L2). A total of 19 children, ages 3;4 (years;months)-5;2, participated in this study. Performance on lexical tasks was analyzed as a function of development (older and younger participants), language (Hmong and English), modality (receptive and expressive skills), and the nature of total or "composite" vocabulary scores (translation equivalents or singles, reflecting comparable forms in both languages as compared to concepts lexicalized into only 1 language). Older participants outperformed younger participants in English, but not Hmong, indicating a relative stabilization of L1 skills, alongside more robust growth in L2. The difference between expressive and receptive performance was also much greater in Hmong than English. Composite scores were always greater than single language scores and the proportion of translation equivalents increased with age.
11
Tạ Thành, Hưng. "SENTENCE STRUCTURES IN LEARNING ENGLISH." Tạp chí Nghiên cứu Dân tộc 12, no. 3 (September 29, 2023): 51–56. http://dx.doi.org/10.54163/ncdt/189.
Testo completoAbstract (sommario):
Learning sentence structure is an important element in mastering English, as it allows learners to convey thoughts and ideas in a meaningful way. However, mastering sentence structure in English can be difficult for English learners, as English has a unique sentence structure system that is different from other languages. This research aims to explore the role of sentence structure in learning English, the challenges that English learners face when mastering sentence structure and strategies to help English learners overcome these challenges. The research will focus on the challenges that English learners face when mastering sentence structure, such as the influence of native language, the complexity of English sentence structure and the impact of English proficiency. The results of this research will contribute to a deeper understanding of the role of sentence structure in English language learning and provide information for the development of more effective language teaching methods and strategies. The results of this research may be useful to English language lecturers and curriculum developers interested in improving the quality of English language education for English learners. The findings of this study will contribute to a deeper understanding of the role of sentence structures in learning English and inform the development of more effective language teaching methods and strategies. The results of this research can be useful for English language instructors and curriculum developers who are interested in improving the quality of English language education for ELLs. The study highlights the importance of sentence structures in learning English and offers insights into how ELLs can be supported in acquiring this crucial aspect of the English language.
12
Hapsari, Astri. "Language Learning Strategies in English Language Learning: A Survey Study." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (March 19, 2019): 58–68. http://dx.doi.org/10.21831/lingped.v1i1.18399.
Testo completoAbstract (sommario):
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
13
Smalley, William A. "Missionary Language Learning in a World Hierarchy of Languages." Missiology: An International Review 22, no. 4 (October 1994): 481–88. http://dx.doi.org/10.1177/009182969402200405.
Testo completoAbstract (sommario):
Languages are organized into a hierarchy of multilingualism based on patterns of learning and use. Native speakers of English, at the top of the hierarchy, find the popularity of English to be convenient. However, it is also detrimental to the work of English-speaking missionaries, as many are inhibited by hierarchical assumptions from gaining the level of skill which they need in the languages of the people to whom they want to minister. Missionary language competence therefore seems to be decreasing throughout the world as English increases, and only conversion of the typical Anglo missionary worldview can reverse the decline.
14
Sehar, Naveed Rajput, and Hyder Raza Shah Syed. "Computer-assisted English language learning technology for undergraduate university students." International Research Journal of Science, Technology, Education, and Management 1, no. 1 (August 5, 2021): 57–66. https://doi.org/10.5281/zenodo.5201634.
Testo completoAbstract (sommario):
The study purposes at examining the computer-assisted English language learning technology for undergraduate university students. Computer-Assisted English Language Learning (CAELL) is an emerging trend that has highly impacted traditional theories of learning and teaching foreign languages. This new trend has introduced innovative techniques and the latest pedagogies for teachers and students of all levels. This is an attempt to look at teaching and learning practices through CAELL. The study is conducted in the mixed method in which sequential exploratory design is employed. A random sampling technique is used to select the population for this research. Data is collected from both teachers and students. 10 English language teachers are requested for semi-structured interviews to explore the CAELL teaching practices. Furthermore, a questionnaire is adapted for 146 undergraduate students of Shaheed Benazir Bhutto University (SBBU) Shaheed Benazirabad and its campuses. Qualitative data is thematically analyzed and Statistical Package for Social Sciences software (SPSS) 20th version is used to analyzed quantitative data. The findings indicate that there is a positive effect of CAELL technology among university students and teachers. Among four skills of language, students effectively improve their listening skills by using CAELL. This new trend increases students’ motivation and eases them to learn English without pen and paper. Students prefer to use CAELL but most of the participants are unaware of using CAELL because of lack of facilities. Teachers are of the view that effective English language teaching demands CAELL knowledge. Last but not least limitations and delimitations are identified and areas for further studies are recommended.
15
Mendrofa, Elvienna Sally Juwita, Ardi Syah Putra Zebua, and Yaredi Waruwu. "Analysis of Language Learning Strategies in Learning English as a Foreign Language." PESHUM : Jurnal Pendidikan, Sosial dan Humaniora 4, no. 3 (March 22, 2025): 3936–40. https://doi.org/10.56799/peshum.v4i3.8567.
Testo completoAbstract (sommario):
English is the first foreign language in the world that is used as an international language and several countries make this language their daily language. Likewise in Indonesia, English is a language that must be studied in schools. There are several strategies that can be used by school teachers to teach English, including: the TPR method (Total Physical Response Method), story telling, pictures and songs so that it makes it easier for them to like learning English.
16
Johari, Aiza, Affidah Morni, Siti Huzaimah Sahari, Thalany Kamri, and Awang Rozaimie Awang Shuib. "Interactive English Language Learning: DishZle Language Game." International Journal of Service Management and Sustainability 3, no. 2 (March 2, 2020): 1. http://dx.doi.org/10.24191/ijsms.v3i2.8105.
Testo completoAbstract (sommario):
English language learning is often perceived as a static mode of classroom learning activities. Hence, interactive teaching materials are necessary for grabbing learners’ attention span and interests, and in enhancing their involvement. DishZle - a 2-in-1 self-designed language game, focuses on vocabulary and sequencing activities. DishZle deals with various local traditional Malaysian dishes. Hence, the game introduces the learners tothe special and unique ingredients and the processes involved in preparing the dishes. They can develop their knowledge of local dishes and improve their proficiency in the English language (speaking, vocabulary and linkers). The game is suitable for beginner to intermediate learners of English (as lead-in activity or post activity of a lesson) in which itintroduces cultural topics, which are related to local dishes to their students. This study is a preliminary study to identify the participants’ reactions towards DishZle (effectiveness of using this game in learning the vocabulary and sequencing skills), language learning challenges they face during the game and suggestions to improve the game. The method used was a semi-structured interview, involving 17 participants (diploma students). Most participants claimed that both games were interesting, fun, interactive (communicate with team members) and informative (learn new words and steps to prepare local dishes). It is recommended that language games can often be used as part of teaching methods in ESL classroom as they enhance fun learning, communicative competency, teamwork and cooperation as well as develop English language components (vocabulary and sequencing , in the context of this study.)
17
Sharipova, Feruza Negmatullaevna. "USING OF INTONATION IN LEARNING ENGLISH LANGUAGE." Innovative Development in Educational Activities 2, no. 6 (March 30, 2023): 292–300. https://doi.org/10.5281/zenodo.7786227.
Testo completoAbstract (sommario):
<em>Intonation is a universal language. There are no spoken languages in which the prosodic parameters do not change, but intonation works differently in different languages. Instead of focusing on what we say, it’s about how we say it. It is impossible to comprehend the thoughts and expressions that accompany words if intonation is absent. Since it is a feature of every language, the idea we are presenting is not novel. However, intonation suffers when students are too preoccupied with finding their words. All languages share an aspect of pronunciation known as intonation. Stress, rhythm, connected speech, and accent are additional characteristics of pronunciation.</em>
18
Anggraini, Anggraini. "Improving Students' English Language Skills Through Listening to English-Language Podcasts." Jurnal Sosial Humaniora dan Pendidikan 4, no. 1 (May 8, 2025): 20–24. https://doi.org/10.56127/jushpen.v4i1.1984.
Testo completoAbstract (sommario):
Various dynamic approaches have emerged due to advances in computer technology in supporting language learning skills. One innovative method in English language learning is the use of audio media such as podcasts. Podcasting is one of the latest tools employed by educators to deliver educational content and promote learning beyond the classroom. This study aims to describe the influence of listening to English-language podcasts on improving students' English language skills, particularly in the aspects of listening, vocabulary acquisition, and pronunciation. The research method employed is a literature review with a descriptive qualitative approach. The findings indicate that podcasts can serve as an effective, flexible learning medium capable of stimulating English language skills holistically. It is hoped that the results of this study can serve as a foundation for the development of digital media-based learning strategies.
19
Ohta, Nobuo, Hidetsugu Tajika, Yasuyuki Sakuma, Wataru Suzuki, Syuichi Takagi, Keiro Maeda, and Satoru Saito. "English language learning × Cognitive psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): SS—006—SS—006. http://dx.doi.org/10.4992/pacjpa.78.0_ss-006.
Testo completo
20
Juhary, Jowati. "MyLinE for English Language Learning." International Journal of Interdisciplinary Social Sciences: Annual Review 5, no. 2 (2010): 461–72. http://dx.doi.org/10.18848/1833-1882/cgp/v05i02/51558.
Testo completo
21
Willyarto, Mario Nugroho. "Learning Polygons using English Language." Humaniora 8, no. 4 (October 31, 2017): 391. http://dx.doi.org/10.21512/humaniora.v8i4.4102.
Testo completoAbstract (sommario):
The authors conducted a study related to using English in learning mathematics, for grade 7 junior high school students in a private national plus school. The purpose of this study was for the reader to open up further insights related to the topic. This study was carried out with experimental design, by doing different treatment between classes in the same level. The subjects of the study consisted of 63 students spread into three classes; 7A, 7B, and 7C. Class 7C was a control group, using Bahasa Indonesia (mother tongue) in learning Mathematics. Class 7A and 7B were the experimental groups, where 7A was in English and 7B used bilingual (English and Indonesian). Results of the study include the following; using English is not detrimental to the students in mark achievement that is shown by the average of the final mark of Mathematics that is not significantly different. The challenges that arise from learning Mathematics need to be reviewed from the process, readiness, independence, motivation of students and needs to be followed up critically so that students can achieve better results. Short and long-term programs need to be created and observed in order to support the learning process of Mathematics for students, such as training teachers to be able to teach mathematics in English, in supporting action study by teachers, managed by the school.
22
Mao, Yuping, Martin Guardado, and Kevin R. Meyer. "Podcasts and English-Language Learning." International Journal of Information Communication Technologies and Human Development 11, no. 1 (January 2019): 20–35. http://dx.doi.org/10.4018/ijicthd.2019010102.
Testo completoAbstract (sommario):
There are three ways to use podcasts in education: accessing podcasts created by others, teacher-created podcasts, and student-created podcasts. This chapter focuses on the use of teacher-created and student-created podcasts in an English as a second language (ESL) class. Existing literature on the use of podcasts in learning primarily focuses on formal educational settings, while nontraditional students in freely available language programs provided by non-profit organizations (NPOs) remain unexplored. Thus, the authors examine how podcasting enhances immigrants' English language learning experience in an ESL course offered by an NPO that provides community services to immigrants in Canada. This chapter addresses pedagogical and organizational affordances and challenges of using podcasts in language learning and provides recommendations for their implementation in NPOs.
23
Summer, Farraj. "Motivation in English Language Learning." Studia Universitatis Babeș-Bolyai Philologia 63, no. 3 (September 30, 2018): 201–8. http://dx.doi.org/10.24193/subbphilo.2018.3.16.
Testo completo
24
Brinegar, Merrilee. "PERMANENT LANGUAGE LEARNING IN ENGLISH." International Journal of Education and Social Science Research 07, no. 06 (2024): 264–73. https://doi.org/10.37500/ijessr.2024.7619.
Testo completoAbstract (sommario):
This paper presents a brief overview of Seligman’s PERMA framework (positive emotions, engagement, relationships, meaning, and accomplishment) and provides suggestions for its implementation for teaching English as a second language. Practical strategies for each of the five components of the PERMA model are presented, including gratitude exercises, activities for building rapport, goal-setting practices, and creating content that is meaningful to learners.
25
MARECKA, MARTA, JAKUB SZEWCZYK, ANNA JELEC, DONATA JANISZEWSKA, KAROLINA RATAJ, and KATARZYNA DZIUBALSKA-KOŁACZYK. "Different phonological mechanisms facilitate vocabulary learning at early and late stages of language acquisition: Evidence from Polish 9-year-olds learning English." Applied Psycholinguistics 39, no. 1 (October 30, 2017): 1–35. http://dx.doi.org/10.1017/s0142716417000455.
Testo completoAbstract (sommario):
ABSTRACTTo acquire a new word, learners need to create its representation in phonological short-term memory (STM) and then encode it in their long-term memory. Two strategies can enable word representation in STM: universal segmentation and phonological mapping. Universal segmentation is language universal and thus should predict word learning in any language, while phonological mapping is language specific. This study investigates the mechanisms of vocabulary learning through a comparison of vocabulary learning task results in multiple languages. We tested 44 Polish third graders learning English on phonological STM, phonological awareness in Polish and in English, and on three tasks, which involved learning novel word forms in Polish (first language), in English (second language), and in a language that did not resemble any language known to participants (an unknown language). Participants’ English proficiency was controlled through a vocabulary task. The results suggest that word learning engages different mechanisms for familiar and unfamiliar languages. Phonological awareness in English predicted learning second language and unknown language words, and phonological STM predicted learning words of the unknown language. We propose that universal segmentation facilitates word learning only in an unfamiliar language, while in familiar languages speakers use phonological mapping in order to learn new words.
26
Mehrdad, Moradi Mohammadreza Jamili. "Role Of The Motivation And Anxiety In Learning English." Multicultural Education 8, no. 1 (January 20, 2022): 150. https://doi.org/10.5281/zenodo.5884900.
Testo completoAbstract (sommario):
<em>Motivation has an important role for the learners in language learning. On the other hand, the study about motivation and anxiety in learning language have not been discussed adequacy. Motivation is a significant factor for engaging the EFL (English as a Foreign Language) students in their learning process. According to Dornyei (1998), “some researchers agree that motivation is answerable for determining human performance by stimulating it and giving it direction. Engaging learners’ motivation could help them to have a way to achieve their dreams. On the other hand, English learning anxiety had little effect on English learning motivation for the dissimilar levels of language proficiency students, especially for students in the intermediate level. Communication is one of the elementary human nature. According to Levis (Lewis, Simons, & Fennig, 2014) English is the third most widely used languages in the world. So, English plays an important role to link with people all around the world. Gardner (1985) believes that learner’s motivation has long been recognized as one of the key factors affecting English language learning. The study is a literature review to find the students" motivation in learning English. Students had both high integrative and instrumental motivation to learn English and determine how and to what extent foreign language learning motivation and anxiety interact with each other that influence English language learning performances.</em>
27
Mehrdad, Moradi Mohammad Reza Jamili. "Role Of The Motivation And Anxiety In Learning English." Multicultural Education 7, no. 9 (January 23, 2022): 609. https://doi.org/10.5281/zenodo.5895086.
Testo completoAbstract (sommario):
<em>Motivation has an important role for the learners in language learning. On the other hand, the study about motivation and anxiety in learning language have not been discussed adequacy. Motivation is a significant factor for engaging the EFL (English as a Foreign Language) students in their learning process. According to Dornyei (1998), “some researchers agree that motivation is answerable for determining human performance by stimulating it and giving it direction. Engaging learners’ motivation could help them to have a way to achieve their dreams. On the other hand, English learning anxiety had little effect on English learning motivation for the dissimilar levels of language proficiency students, especially for students in the intermediate level. Communication is one of the elementary human nature. According to Levis (Lewis, Simons, & Fennig, 2014) English is the third most widely used languages in the world. So, English plays an important role to link with people all around the world. Gardner (1985) believes that learner’s motivation has long been recognized as one of the key factors affecting English language learning. The study is a literature review to find the students" motivation in learning English. Students had both high integrative and instrumental motivation to learn English and determine how and to what extent foreign language learning motivation and anxiety interact with each other that influence English language learning performances.</em>
28
Yang, Minghui, and Yuhui Zhai. "Exploring the Relationship Between Conception of Language Learning and Foreign Language Learning Burnout." International Journal of Cognitive Informatics and Natural Intelligence 16, no. 1 (January 1, 2022): 1–12. http://dx.doi.org/10.4018/ijcini.309133.
Testo completoAbstract (sommario):
This study explores the relationship between college students’ conception of language learning and foreign language learning burnout and tries to solve the following problems: How does learners’ conception of language learning affect their English learning burnout? How to relieve English learning burnout? Data were collected through two questionnaires, English learning burnout and conception of language learning, among 363 non-English majors in two universities in central part of China. The findings provide empirical evidence linking college students’ conception of language learning with their English learning burnout: “Testing” is the key factor that leading to burnout in English learning, which positively predicts “Exhaustion”, “Apathy” and “Reduced self-efficacy”; “Memorizing” positively influences “Reduced Self-efficacy” and negatively predicts “Apathy”; “Language knowledge” negatively predicts “Exhaustion” and “Understanding and Seeing in a new way” negatively predicts “Apathy”.
29
S., Gomathy. "LEARNING A NEW LANGUAGE – TASKS INVOLVED." International Journal of Applied and Advanced Scientific Research 2, no. 2 (July 17, 2017): 8–9. https://doi.org/10.5281/zenodo.830890.
Testo completoAbstract (sommario):
“Change is the end result of all true learning.” ― Leo Buscaglia Learning means change - a mental change which results in attitudinal change. Learning English as the second language will result in change of attitude. Unlimited languages are there for everyone to learn. India has more than 34 languages of spoken ones. English is the language brought to India before Independence by the British rulers. After Independence also, it has not left Indians as Nehru, Rajaji felt the need for it to be learnt, to make the future generation knowledgeable. As scientific facts and Technological inventions are available majorly in English, it has maintained its prestigious place. Learning English and becoming fluent is an ever tensioning matter for Indians. Though they are knowledgeable in English, the fluency is achieved only when they start speaking. English speaking skill is the prime skill the employers want in their employees. Today’s world has opened the gate for international business on a massive scale and this has necessitated the knowledge and spoken fluency of English. How to learn English in an easier way? is the focus of the paper.
30
Kabir, Md Shahjahan, and Md Inamul Haque Sabuj. "Learning Language through Literature:." Crossings: A Journal of English Studies 6 (December 1, 2015): 125–31. http://dx.doi.org/10.59817/cjes.v6i.201.
Testo completoAbstract (sommario):
This study shows how literature can be used as a tool to develop learners’ knowledge in English. Most of the courses in the Departments of English in Bangladesh are literature-oriented and the teaching and testing systems mainly cover some thematic and philosophical aspects. This paper aims at exploring the effectiveness of learning language through literature, locating the different distinctive linguistic features tightly patterned in a literary text. As literature does not constitute a particular type of language, the effects of literary language and the real life use of it in texts allow the language learners to trace how different linguistic rules are embedded in, and how the learners can develop language skills, unveiling the inseparable bridge between language and literature. This paper, therefore, is a linguistic experimentation on Maugham’s “The Luncheon” and Eliot’s “The Love Song of J. Alfred Prufrock” to demonstrate how they can be used as teaching materials to enrich students’ communicative and linguistic competence in English. This study also focuses on practical uses of some figurative languages such as dramatic monologue, humor, irony, metaphor, paradox, satire, and symbol as well as some idioms and phrases which may help the learners gain a lot of exposure in English.
31
Verma, Gaurav, Rohit Mujumdar, Zijie J. Wang, Munmun De Choudhury, and Srijan Kumar. "Overcoming Language Disparity in Online Content Classification with Multimodal Learning." Proceedings of the International AAAI Conference on Web and Social Media 16 (May 31, 2022): 1040–51. http://dx.doi.org/10.1609/icwsm.v16i1.19356.
Testo completoAbstract (sommario):
Advances in Natural Language Processing (NLP) have revolutionized the way researchers and practitioners address crucial societal problems. Large language models are now the standard to develop state-of-the-art solutions for text detection and classification tasks. However, the development of advanced computational techniques and resources is disproportionately focused on the English language, sidelining a majority of the languages spoken globally. While existing research has developed better multilingual and monolingual language models to bridge this language disparity between English and non-English languages, we explore the promise of incorporating the information contained in images via multimodal machine learning. Our comparative analyses on three detection tasks focusing on crisis information, fake news, and emotion recognition, as well as five high-resource non-English languages, demonstrate that: (a) detection frameworks based on pre-trained large language models like BERT and multilingual-BERT systematically perform better on the English language compared against non-English languages, and (b) including images via multimodal learning bridges this performance gap. We situate our findings with respect to existing work on the pitfalls of large language models, and discuss their theoretical and practical implications.
32
Sadouki, Fatiha. "The Effect of the Second Language on Metalinguistic Awareness in Third Language Vocabulary Learning." Romanian Journal of English Studies 18, no. 1 (December 1, 2021): 98–109. http://dx.doi.org/10.1515/rjes-2021-0011.
Testo completoAbstract (sommario):
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.
33
Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (September 16, 2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
Testo completoAbstract (sommario):
Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.
34
Pandey, Shiv Ram, and Durga Nidhi Kaudal. "Collaborative Learning Environment for English Language Learning." A Bi-annual South Asian Journal of Research & Innovation 11, no. 1-2 (December 31, 2024): 120–30. https://doi.org/10.3126/jori.v11i1-2.77867.
Testo completoAbstract (sommario):
This research article is on ‘Collaborative Learning Environment for English Language Learning in Private Schools in Kathmandu: A Case of Grade Five’. The study explores how private school teachers create collaborative learning environment for the English language learners. The study explores how and why the collaborative learning environment has been created to teach the English language learners in and out of the classroom. The study adopted qualitative research method and case study design to collect and analyze data from a single participant. In-depth interview and observation techniques were used to collect rich data. The participant was selected purposively. It is expected that the research outcome provides a significant ground for rethinking, reforming, planning, designing and implementing educational strategies in Nepal.
35
K., Velu, and M. Farook Dr. "PREDICAMENT OF RURAL STUDENTS IN LEARNING OF ENGLISH AS SECOND LANGUAGE." International Journal of Advanced Trends in Engineering and Technology (IJATET) 6, no. 1 (March 25, 2021): 5–8. https://doi.org/10.5281/zenodo.4637309.
Testo completoAbstract (sommario):
Language is the instrument which can be helpful to share information with one another. In ancient time, people used gestures and symbols to transmit information. The symbols were written and spoken form in the following days. Thus, the language was developed with the help of each period. Many languages are created by human in different places of the world for communication. Today, nearly 6,500 languages are spoken by people all around the world. Among this, English language is considered to be the very important language by the majority of people. English language has a great impact on all fields because of that mass dominant language in the world. Especially it is an undeniable fact that English has a huge impact on education. In many countries, English is taught as a second language. Learning second language is a highly challenging for rural students in comparison to urban students. English language proficiency is negligible in rural students. There are many factors that make rural students lagging in the English language. This paper throws light on the obstacles caused to the rural students in learning English as a second language and the effective remedies to enhance their English language proficiency.
36
Li, Yueyue. "John Locke’s Educational Theory on Gentlemen’s Language Learning." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 50–53. http://dx.doi.org/10.18178/ijlll.2021.7.2.286.
Testo completoAbstract (sommario):
Classical languages represented by Latin and Greek have always been an essential part of gentlemanly education. However, with the rapid development of the bourgeoisie and the rise of empirical science in the 17th and 18th centuries, social needs began to change, and traditional learning courses could not adapt to society's development. John Locke conceives that the focus of language learning should be shifted from classical languages to English. An English gentleman should learn his own mother tongue. Moreover, English learning is not only about grammar but also about propriety and civility. English is not only a tool to learn knowledge but also a symbol of one's social rank. Therefore, a gentleman should show his propriety in the conversation.
37
Siripipatthanakul, Supaprawat, Mohammed Yousif Shakor, Penpim Phuangsuwan, and Somboon Chaiprakarn. "English Language Learning Obstacles to Second Language English Learners: A Review Article." Universal Journal of Educational Research 2, no. 1 (January 1, 2023): 67–77. https://doi.org/10.5281/zenodo.7456051.
Testo completoAbstract (sommario):
English is essential as an effective communication tool in both local and international contexts. In addition to being used in schools, it is also a teaching tool in colleges and universities. ESL (English as a Second Language) classes are now required in all educational institutions and can't be skipped. When learning a second language, anyone must be physically, mentally, and emotionally involved to communicate and understand what is being said. This systematic review employed qualitative documentary research and adopted content analysis. Following a random selection of reliable and legitimate sources, purposive sampling was used to conduct a content analysis of the selected papers. For this systematic review, sources from EBSCO, Google Scholar, Scopus, Web of Science, and ScienceDirect were used. The findings reveal that English-language obstacles in this article include English learners' writing, speaking, listening, reading, translation, and interpretation skills. The conclusion focuses on English learning obstacles and their improvement through teaching methods and educational technology adoption. The recommendation is to look into quantitative and qualitative research for further study.
38
Shakhlo, Khakimovna Kharatova Ishankulova Diyora Allovidinovna. "METHODS OF INDEPENDENT LEARNING ENGLISH. BEST ENGLISH LEARNING TECHNIQUE." THEORETICAL ASPECTS IN THE FORMATION OF PEDAGOGICAL SCIENCES 1, no. 6 (November 17, 2022): 179–82. https://doi.org/10.5281/zenodo.7330191.
Testo completo
39
Ayesha Saddiqa. "The Role of Pashto (as L1) and Urdu (as L2) in English Language Learning." Linguistics and Literature Review 4, no. 1 (March 30, 2018): 1–17. http://dx.doi.org/10.32350/llr.v4i1.273.
Testo completoAbstract (sommario):
Pashto is one of the dominant languages in the north of Pakistan. Its speakers prefer to communicate in L1with their peers in non-pashto speaking regions like Lahore, which is the capital city of Punjab, Pakistan. Along with Pashto, they communicate in Urdu (the national language) and English (the most prestigious academic language) for higher education, employment and business. With this background in mind, the current study investigates: (a) what are the common syntactic properties (sentence structure, aspect, preposition, article and mood) in Pashto, Urdu and English languages?, (b) What are the advantages and/ or disadvantages to Pashto speakers in English language learning? and (c) What is the potential role of Urdu in English language learning? Linguistic Proximity Model was used as a theoretical framework to analyze the data. The data was gathered from 19 Bachelor of Science Pashto students of different programs from three universities located in Lahore. The participants were asked to translate sentences from Urdu to English and from Pashto to English to find interference of both Pashto and Urdu in learning the English language. Unlike many studies, the present study negates the facilitative role of background languages in learning the target language. Apparently, although Urdu serves as a base for learning the English language, the present study recommends an independent investigation to explore the role of the Urdu language in learning English.
40
Cholifah, Maria. "PENGAJARAN BAHASA BERBASIS TUGAS (TASK BASED LANGUAGE TEACHING): PENDEKATAN YANG EFEKTIF DALAM PENGAJARAN BAHASA INGGRIS." JURNAL ILMIAH BAHASA DAN SASTRA 4, no. 2 (April 4, 2019): 131–39. http://dx.doi.org/10.21067/jibs.v4i2.3187.
Testo completoAbstract (sommario):
This paper highlights the benefits of implementing Task-Based Language Teaching (TBLT) in teaching-learning of four skills of English. TBLT focuses on how English language is applied in accomplishing a certain task. TBLT also cultivates studenys’ self-efficacy and enthusiasm in learning. Task-based activities create advantageous atmospheres in language learning since they focus on the outcomes of learning by maximizing the use of Engliah language. Furthermore, this paper discusses the essence, the purposes, and the effects of TBLT in enhancing students’ four skills of English.
 Keywords: TBLT, four skills of English, teaching-learning of English.
41
Qaratayeva, Nilufar Faxriddin qizi. "TEACHING ENGLISH LANGUAGE THROUGH COMPUTER SCIENCE." Innovative Development in Educational Activities 2, no. 1 (January 15, 2023): 61–64. https://doi.org/10.5281/zenodo.7539151.
Testo completoAbstract (sommario):
Computer is used in linguistic activity with multiple faces, summarized in three main pictures. Namely: general use, specific use, and specialized linguistic use. This paper tries to highlight the benefits and uses of computers in English Language teaching. Moreover, it aims to raise the consciousness of the benefits of computer technology in enlightening instruction for both teachers and learners.
42
Volk, Hannah, Karl Kellner, and David Wohlhart. "Learning Analytics for English Language Teaching." JUCS - Journal of Universal Computer Science 21, no. (1) (January 1, 2015): 156–74. https://doi.org/10.3217/jucs-021-01-0156.
Testo completoAbstract (sommario):
In recent times, online learning platforms get more and more attention and the number of collected data is growing. Learning analytics is a valuable opportunity to gain specific information for a better understanding of student's learning behaviour and to improve their learning success. In this work, the collected data of the online learning platform www.more-online.at is analysed and first research results are presented. The main objective is to analyse the usage behaviour over a school year and to show the diffusion of the online platform among provinces in Austria, different school types and other characteristics. Furthermore, the content of the online platform is put under closer examination to enable decisions about the efficiency and effectiveness of different types of exercises.
43
Man, Laura, Gavin Bui, and Mark Feng Teng. "From second language to third language learning." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.
Testo completoAbstract (sommario):
Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
44
Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
Testo completoAbstract (sommario):
Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
45
Patria, Aditya Nur. "Vocational English Students’ Perceptions of Learning English Grammar." International Journal of English Language Studies 4, no. 4 (December 14, 2022): 62–66. http://dx.doi.org/10.32996/ijels.2022.4.4.9.
Testo completoAbstract (sommario):
The vocational college is commonly known as a place to prepare students to be ready for work in the industry. Hence, the English language taught in this institution should be more functional or applicable rather than theoretical and analytical. The present study aims to investigate the perception of students taking the English language stream in the Applied Foreign Languages program at a vocational college toward learning English grammar. There are 40 student participants involved. The data are collected using a 13-item questionnaire to identify students’ perception of the importance of learning grammar, the relevance to their study and future career, and their feeling toward learning grammar. Analyzed using descriptive statistics, the data indicate that students consider learning grammar important. Their perception tends to be positive regardless fields of their future career. However, translation is the field career in which many students choose and seem to demonstrate a positive perception toward learning English grammar.
46
Laureano-Alvarenga, Manuel de Jesús, and Silvia Maricela Ramos. "English Language Learning in English Language Teacher Education in El Salvador." Entorno 1, no. 71 (June 24, 2022): 80–90. http://dx.doi.org/10.5377/entorno.v1i71.14325.
Testo completoAbstract (sommario):
Esta investigación consistió en describir las historias de éxito de docentes de inglés en preservicio durante el desarrollo de competencias lingüísticas en universidades salvadoreñas. La metodología utilizada fue cualitativa con un enfoque fenomenológico, con el propósito de comprender las experiencias de vida durante el aprendizaje del inglés. Los participantes fueron 62 catedráticos, 57 docentes en formación, 16 coordinadores y 5 graduados de programas de inglés, quienes asistieron al simposio de lingüística aplicada realizado en septiembre de 2016. El instrumento aplicado fue una guía de entrevista semiestructurada con preguntas abiertas y cerradas. El análisis de datos se realizó por medio del software NVivo 10. Los hallazgos establecen que a) el énfasis de la preparación de maestros de inglés debe enfocarse en comprensión auditiva, expresión oral y adquisición de vocabulario, b) las asignaturas que contribuyen al desarrollo de competencias lingüísticas son expresión oral, comprensión lectora y gramática, c) la evaluación de competencias lingüísticas se realiza a través del examen TOEFL-ITP, entrevistas y exámenes escritos, d) las estrategias de éxito en exámenes estandarizados son la práctica y el estudio constante, e) las estrategias que las universidades emplean para desarrollar competencias lingüísticas son la práctica, cursos de refuerzo, oportunidades de desarrollo profesional y facilitar materiales, y f) las principales actividades que docentes en preservicio realizan fuera del aula son ver películas, escuchar música y la práctica constante.
47
Thuy, Thu Tran, and Van Ho Han. "Effects of learning culture on English language learning by EFL students at HCMC College of Economics." International Journal of Current Science Research and Review 07, no. 12 (December 26, 2024): 9231–42. https://doi.org/10.5281/zenodo.14558077.
Testo completoAbstract (sommario):
Abstract : The concept of culture encompasses the way people live, including their customs, attitudes, lifestyles, traditions, beliefs, norms, and values within their society (Brown, 2007). Members of a group are aware of the rules of proper and impolite behavior and understand how to use language in various social situations based on a shared set of values, beliefs, and norms. Consequently, languages are used differently depending on the culture. This study aimed to explore the perspectives of Vietnamese students studying English as a Foreign Language (EFL) at HCMC College of Economics on how integrating cultural learning into their English language education influences their learning experience. The research seeks to provide valuable insights into the role of cultural integration in English language education for Vietnamese students. To achieve this, the paper employed quantitative research methods to assess students’ perceptions regarding the importance of incorporating cultural aspects of the English language into their learning process. Additionally, the study examined how the integration of cultural learning impacts the English language proficiency of EFL students. Furthermore, to analyze and interpret the results, the paper recommends employing a qualitative approach, utilizing concepts or findings from previous research to support the data. Based on a population size of 168 students who are third-year English major at Ho Chi Minh City College of Economics, Ho Chi Minh City. The analysis results indicate that students positively value the importance of culture learning in English learning. Also, there is a strong correlation between students’ perceptions for cultural learning, their cultural knowledge, and their English learning progress.
48
Mohanta, Ramkrishna, Ramesh Chandra Mahato, and Aniket Sutradhar. "Use of ICT in Language Learning." International Journal of Research and Review 10, no. 4 (April 12, 2023): 139–43. http://dx.doi.org/10.52403/ijrr.20230418.
Testo completoAbstract (sommario):
Human existence is reflected in language, which also helps to define it. Language is an individual’s voice. In contemporary society, it acts as a cosmic channel for information transfer. English and ICT have evolved into vital tools for a range of non-datum and emotions in daily life. English has developed into a global language as a result of its many applications and popularity relative to many other languages worldwide. English is presently the world’s primary language. The present study focuses on the use of ICT in different areas like e-learning, flipped classroom, internet dependency, internet addiction, artificial intelligence, technology integration etc. for language learning. Keywords: e-learning, flipped classroom, internet dependency, internet addiction, artificial intelligence, technology integration.
49
Kurniawan, Nova Adi, and 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, no. 1 (January 23, 2019): 65–86. http://dx.doi.org/10.46963/mash.v2i1.26.
Testo completoAbstract (sommario):
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.
50
Rustamani, Sanaullah, and Tarique Hassan Umrani. "Perceptions of Sindhi Intelligentsia towards English Language learning." Progressive Research Journal of Arts & Humanities (PRJAH) 4, no. 2 (November 5, 2022): 15–28. http://dx.doi.org/10.51872/prjah.vol4.iss2.224.
Testo completoAbstract (sommario):
This research work aims to explore out the perceptions of Sindhi intelligentsia related to English language learning. English in Pakistan is given much significance and considered as gateway to success. In the private sector schools, English is used as a medium of instruction from Nursery, KG and onwards. The widespread use of English in Pakistan is considered as linguistic imperialism and exploitation of the regional languages. Sindhi is believed to be one of the oldest languages. The British authorities during their reign in Sindh promoted Sindhi language and culture. In order to ease difficulties in Sindhi writing, the British government established a committee to design an appropriate Sindhi script, because previously, it was written in the different scripts. Above all, Sindhi was also designated as an official language of Sindh province. The data of this study was collected through semi- structured interviews. The findings of this study reveal that Sindhi intelligentsia is well- aware of the utilitarian value of English. They also believe that proficiency over English language can help promote their culture and literature across the globe. This study further, reveals that Sindhi intelligentsia has positive attitude towards English language, but they also want to preserve their own language and cultural identity.