The Use of Hypertext as a Vocabulary Acquisition Strategy for English as Second Language Learners

2009 ◽  
pp. 147-155 ◽  
Author(s):  
Devshikha Bose ◽  
Dotty Sammons
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Vocabulary Acquisition ◽  
Second Language Learners ◽  
English As Second Language ◽  
Acquisition Strategy

scholarly journals Exploring the Reasons for the Fossilization of Phonological Errors: A case study of the substitution of/o/for/ɔ/by English as Second Language Learners in Sri Lanka

2018 ◽  
Vol 9 (4) ◽  
pp. 105
Author(s):  
Kaushika Premarathne
Keyword(s):  
Second Language ◽  
Sri Lanka ◽  
Language Learners ◽  
Second Language Learners ◽  
Sri Lankan ◽  
English As Second Language ◽  
Phonological Features ◽  
Correct Pronunciation ◽  
Back Vowel ◽  
Phonological Errors

Over the past decades, various teaching methods adopted from time to time have placed pronunciation teaching in the forefront or in the backend. This has resulted in second language facilitators to completely disregard or relentlessly correct pronunciation depending on their intuition due to the lack of research on pronunciation teaching or proper guidance. In Sri Lanka, since there has been no general agreement on pronunciation teaching, it is being considered merely a supplementary task which is often overlooked. As a result of this, certain phonological features have got fossilized in the code repertoire of English as second language learners in Sri Lanka. Past studies on phonology in Sri Lanka bear evidence that phonological deviations can lead to a class distinction in Sri Lankan society which can even have an adverse outcome at a job interview or any social gathering (Parakrama, 1995; Gunesekera, 2005). The aim of this study is to record literature on pronunciation teaching in Sri Lanka and to investigate reasons for fossilization of phonological features. A questionnaire was administered among 25 high proficiency learners who have been pursuing higher studies in English medium to find out reasons for English as Second Language learners in Sri Lanka to substitute the mid back vowel/o/for the low back vowel/ɔ/. According to literature, L1 dominance on L2 attributes for learners to deviate from the codified norms of the Standard Sri Lankan English (SSLE). In line with the Noticing Hypothesis, the Output Hypothesis, and the Interactional model, the findings showcase that the lack of sufficient guidance and the lack of awareness on the part of facilitators and learners respectively are the most salient factors that prevent the formation of new phonological categories which do not exist in the L1. It is recommended for facilitators to make learners aware of their phonological errors to avoid fossilization of erroneous forms.

scholarly journals SITUATIONAL SPEAKING DIFFICULTIES OF ENGLISH AS SECOND LANGUAGE LEARNERS IN THE PHILIPPINES

2020 ◽  
Vol 25 (1) ◽  
pp. 144-167
Author(s):  
Lenis Aislinn C. Separa ◽  
Leonila J. Generales ◽  
Ruby Jean S. Medina
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
The Philippines ◽  
English As Second Language

scholarly journals Ethnic Identity and Acculturation of English as Second Language Learners: Implications for School Counselors

2009 ◽  
Vol 36 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Jose M. Maldonado ◽  
Jason D. Kushner ◽  
Jason Barr ◽  
Kelly Korz
Keyword(s):  
Ethnic Identity ◽  
Second Language ◽  
School Counselors ◽  
Language Learners ◽  
Second Language Learners ◽  
English As Second Language

scholarly journals Assessing the Use of Learning Strategies among Young Malaysian English as Second Language Learners

2021 ◽  
Vol 12 (09) ◽  
pp. 2124-2145
Author(s):  
Sarina Sani ◽  
Hanita Hanim Ismail
Keyword(s):  
Second Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
English As Second Language

scholarly journals Innovative Techniques and the Integrated Model of Teaching the First Accounting Course for English as Second Language learners

2020 ◽  
pp. 255-266
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching Techniques ◽  
English As Second Language ◽  
The World ◽  
Negative Perceptions ◽  
Nontraditional Teaching ◽  
Innovative Techniques

Across the world, the first accounting course provides serious challenges for teaching. These arise from powerful negative perceptions which include the anxiety associated with tertiary-level study and the differing backgrounds or majors of students required to take the course. This paper outlines some examples of nontraditional teaching techniques and highlights how the course could be best structured to overcome such negative views while at the same time responding to the changes in the industry. The design and content of the proposed course emphasizes the USER approach and is directed to English as second language learners. This is a case study in an Australian offshore campus and is the end result of the progressive improvement in the structure and delivery of the course.

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