scholarly journals Linguocultural approach as means of managing learning strategies when teaching a foreign language

2021 ◽  
Vol 97 ◽  
pp. 01041
Author(s):  
Anastasia Sinichkina ◽  
Lilya Faizrahmanova ◽  
Rezeda Muhtarova
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Positive Impact ◽  
Social Strategies ◽  
English Grammar ◽  
Questionnaire Method ◽  
Learning English

The article deals with the survey conducted upon the basis of the Pedagogical University with the students learning English as a foreign language. The study is aimed at finding the correlation between applying the linguocultural approach and improving students’ leaning strategies implication. Thus, the study defined the positive impact of the linguocultural approach upon the frequency of learning strategies usage by the students. The study deals with such types of learning strategies as common, metacognitive, affective, and social strategies implemented by the students learning English grammar and phonetics. The authors of the article used a questionnaire method to assert the fact that linguocultural approach has positive impact upon the development of the students’ learning strategies depending upon their gender and national peculiarities.

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals Learning English in the elderly: an analysis of motivational factors and language learning strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 234 ◽  
Author(s):  
Vítor Romário Monticelli Garcia
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
The Elderly ◽  
Motivational Factors ◽  
Placement Test ◽  
Language Learning Strategies ◽  
Language Strategies ◽  
Learning English

This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.

scholarly journals THE USE OF YOUTUBE VIDEO IN TEACHING ENGLISH FOR FOREIGN LANGUAGE AT VOCATIONAL HIGH SCHOOL

2020 ◽  
Vol 8 (2) ◽  
pp. 1-11
Author(s):  
Agus Agung Canis Cahyana
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Assessment Process ◽  
Vocational High School ◽  
Teachers And Students ◽  
Tenth Grade ◽  
Youtube Videos ◽  
Skill Improvement ◽  
Learning English

The study aimed to investigate the use of YouTube video in learning English as a foreign language in terms of the implementation, students' opinion in English skill improvement after the implementation of YouTube video, the problem faced by teachers and students, and students' perception toward the use of YouTube video in learning English. The respondents were 5 tenth grade English teachers and 35 tenth grade students. This study used embedded mixed-method as the research design. The data were gathered by distributing questionnaires, and were analyzed by using SPSS. The result of the study revealed that: a) the teachers could implement the technique since the teachers used YouTube video technique to target several skills in English. The students had positive opinion about the improvement obtained in learning English. The students also mentioned that the implementation of this technique was able to decrease the monotonous teaching and increase the motivation in learning English. However, some problems occurred while the preparation of the assessment process in implementing YouTube video technique such as the internet connection and the students' readiness. The teachers needed to develop the technique to increase the students better understanding of the topic. The result of this study was found out the implementation of YouTube videos in teaching and learning English was showed a positive impact on students' English acquisition and helpful for teachers in delivering the topic to students and the result was in line with the finding of the previous study. However, there were some additional findings in this present study such as the problem the way teachers implemented this technique, the students' opinion in English skill improvement, and the students' perception toward the implementation of the YouTube video technique.  

scholarly journals The relationship between the anxiety level of Iranian elementary EFL learners and their vocabulary learning strategies

2021 ◽  
Vol 11 (4) ◽  
pp. 161-175
Author(s):  
Ghasem Tayyebi
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Anxiety Level ◽  
Placement Test ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
The Relationship ◽  
Learning English

The current study aimed at examining the relationship between anxiety level of Iranian elementary English as a foreign language learners and the strategies that they adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning (VL) strategies questionnaire was administered. Also, the Spearman correlation was run to determine the correlation between various levels of anxiety and different VL strategies. The findings of the current study indicated that the effects of anxiety can adversely affect a person’s use of VL strategies. Likewise, when there is an increase in anxiety, VL strategy use decreases to a significant extent. Keywords: Vocabulary learning, strategies, foreign language, classroom, anxiety scale.

scholarly journals An Arabic text as content in an Indonesian EFL setting: Trans-language

2020 ◽  
Vol 2 (2) ◽  
pp. 128-142
Author(s):  
Safi Aini
Keyword(s):  
Foreign Language ◽  
Teaching Material ◽  
English Learning ◽  
Arabic Text ◽  
Teaching Materials ◽  
Passive Voice ◽  
Islamic School ◽  
Parts Of Speech ◽  
English Grammar ◽  
Learning English

Maynard and Furlong (1995) state that teaching materials should be something that students can relate to, and that occupy students’ interests. They assert that teachers must recognise what students already know about material to be learnt, and introduce teaching material which students are somewhat familiar with. This study was conducted at an Islamic school where the English teachers fostered a culture of English learning using content embedded in Islamic theme. This was manifested in Arabic textbooks, which were used as a resource for learning English, and as a basis for translation and communicative language activities. The purpose of this study is to examine learners’ perceptions about the use of Arabic texts as a resource for learning English as a foreign language (EFL). The results show that through a trans-language approach, learners can improve their English vocabulary, understand parts of speech of translated English words, improve their use of English grammar, especially regarding tenses, learn how to translate, and speak English more fluently, since they understand the content of the textbooks. However, they also have difficulty in making English sentences in the passive voice, and in pronouncing English words.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

scholarly journals An Evaluation of the Psychological Factors influencing the Students’ Anxiety in Speaking English

2021 ◽  
Vol 11 (4) ◽  
pp. 496-505
Author(s):  
Elinda Umisara ◽  
Abdurrachman Faridi ◽  
Henrikus Joko Yulianto
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Junior High School ◽  
Psychological Factors ◽  
Psychological Factor ◽  
Negative Evaluation ◽  
Language Abilities ◽  
Learning Conditions ◽  
Motivation And Confidence ◽  
Learning English

Speaking is a productive skill that can be directly observed by considering several aspects. It can trigger the students’ anxiety as a psychological factor to communicate foreign language with others. This case has become a unique phenomenon to be analysed because anxiety has a relevance with foreign language abilities. This study aims to evaluate the psychological factor influencing the students’ anxiety in speaking English by using a qualitative approach. The data were collected by using observations, open-ended questionnaires, and interviews. There were 17 students in the ninth-grade of junior high school in Brebes Regency  participating in this research. Three major phases of data analysis, namely data reduction, display, and conclusion drawing established to analyse the data. The researchers found three factors triggering the students’ anxiety in speaking English, namely communication apprehension, test-anxiety, and fear of negative evaluation which were influenced by the situation-specific anxiety. The situation could represent an uncomfortable experience emotionally and physically for some students to speak English in the class. The students felt anxious, frustrated, fearful, nervous, worried when they were unable to speak English. It made the students afraid of making mistakes and like to underestimate their abilities so that this prevents them from doing verbal activities. Therefore, this research discusses waysreduce the specific psychological factors that cause students’ anxiety in speaking English. This result can be used as guidance in managing learning conditions, learning materials, and learning strategies to deal with students’ anxiety in learning English. The teacher can use this research as a reference for analyzing the students’ anxiety symptoms during learning English in order to increase the students’ motivation and confidence in speaking performance.  

scholarly journals THE EFFECT OF ANTI-LANGUAGE METHOD TO IMPROVE THE ABILITY OF ELEMENTARY STUDENTS OF GRADE 5 IN UNDERSTANDING THE ENGLISH GRAMMAR

2019 ◽  
Vol 10 (2) ◽  
pp. 242
Author(s):  
Mery Silalahi
Keyword(s):  
Foreign Language ◽  
Univariate Analysis ◽  
Intervention Group ◽  
Learning Activities ◽  
Control Group ◽  
Class V ◽  
English Grammar ◽  
Grade 5 ◽  
Treatment Data ◽  
Learning English

ABSTRACTStudying English as a foreign language, makes learning English difficult to understand, coupled with grammar that is complicated and far different from our native language, Indonesian. The formulation patterns found in grammar usually have to be memorized by students, but most students memorize just to be able to answer questions in English lessons only. The formulation in grammar usually forms a monotonous pattern that is difficult to memorize. The activity of changing the formula contained in English grammar into words, sentences, and abbreviations that is unique and funny will form an anti-language that can be created by students in accordance with the creativity of each student. This research is an experimental study with a control and intervention group where the use of anti-language methods is carried out on a temporary intervention group in the control group, not given any treatment. Data collection using pretest and posttest was done to the intervention group and the control group. The data obtained were analyzed using univariate analysis and independent T-test. This research was also carried out using a qualitative approach, namely by examining the process of learning English that took place in class V of SD Asisi Medan in grammar material using the antilanguage method. This study produced data on apperception, exploration, discussion and explanation of concepts, as well as the development and application of the antilanguange method for grammar material in English subjects in Class V of Medan Asisi Private Elementary School. The data is generated through observations of student learning activities and teacher performance conducted during the learning of English subjects takes place. The description and summary of various conditions or situations that occur during the learning process in the classroom, then described in writing as a form of research results.

Error Analysis in Intermediate Students of English First (EF) Delta Plaza Surabaya Writing Test

2017 ◽  
Vol 1 (1) ◽  
pp. 9-16
Author(s):  
Pipit Ertika Daristin
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Teaching English ◽  
Intermediate Students ◽  
English Grammar ◽  
Writing Test ◽  
Grammatical Errors ◽  
Learning English

The main purpose of this article is to discuss the importance of error analysis in the teaching of English as a foreign language. Although errors are bad things in learning English as a foreign language, error analysis is advantageous for both learners and teachers. For learners, error analysis is needed to show them in what aspect in grammar which is difficult for them, whereas for teachers, it is required to evaluate them whether they are successful or not in teaching English. In this article, the writer presented some English sentences containing grammatical errors. These grammatical errors were analyzed based on the theories presented by the linguists. This analysis aimed at showing the students the causes and kinds of the grammatical errors. By this way, the students are expected to increase their knowledge on the English grammar.

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