A model of the relationship between second language proficiency using strategy inventory of language learning in Universiti Malaysia Sabah

2018 ◽  
Author(s):  
J. J. Kiram ◽  
J. Sulaiman ◽  
S. Swanto ◽  
W. A. Din
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Language Proficiency ◽  
The Relationship

Study abroad and the development of second language identities

2012 ◽  
Vol 3 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Phil Benson, ◽  
Gary Barkhuizen, ◽  
Peter Bodycott, ◽  
Jill Brown,
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Sense Of Self ◽  
Self Concept ◽  
Second Language Proficiency ◽  
Language Identity ◽  
Hong Kong Students ◽  
Identity Based

AbstractMuch of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) second language-mediated aspects of personal competence. The study found that most of the students reported developments along all three of these dimensions, although there were variations among individuals that were related both to the duration of the programmes and individual goals and purposes.

scholarly journals The Extroverted Vs. the Introverted Personality and Second Language Learning

1987 ◽  
Vol 5 (1) ◽  
pp. 45 ◽  
Author(s):  
Paula Kezwer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Personality Assessment ◽  
Second Language Learning ◽  
Classroom Interaction ◽  
Classroom Teaching ◽  
Clear Correlation ◽  
Assessment Instruments ◽  
Second Language Proficiency

There have been a number of studies done to try to explain the effects of out goingness versus reservedness on second language learning. The results of these studies have often been contradictory with some showing a clear correlation between extroversion and success in learning a second language, others failing to demonstrate that there is a positive correlation between out goingness and second language proficiency. This paper presents a survey of all the major studies dealing with the influence of extroversion on second language learning. It is argued that among the reasons for the discrepancies in research results are the wide variety and dubious validity of the personality assessment instruments used; the nature of the tasks used to determine second language proficiency; and the structure of classroom interaction. The implications of extroversion and introversion for classroom teaching are also considered.

scholarly journals The relationship between students’ second language learning anxiety and language proficiency

10.32698/0141 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Asnadia Binti Alias ◽  
Nur Atikah Binti Noor Rashid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Proficiency ◽  
Second Language Learning ◽  
English Language ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Spearman Test ◽  
The Relationship

Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

The relationship between lexical competence, collocational competence, and second language proficiency

2011 ◽  
Vol 4 (1) ◽  
pp. 113-145 ◽  
Author(s):  
Déogratias Nizonkiza
Keyword(s):  
Second Language ◽  
Proficiency Testing ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Vocabulary Test ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Lexical Competence ◽  
The University ◽  
The Relationship

This paper assesses the relationship between EFL proficiency, lexical competence, and collocational competence (cf. Meara 1996; Pawley & Syder 1983; Read 1993, 1997, 2000; Bonk 2001). Two paper-based tests, a proficiency test and a vocabulary test, were presented to English majors at the University of Burundi. Scores on both tests significantly correlate and distinguish between levels. This confirms that lexical competence is a reliable predictor of L2 proficiency, which strengthens and extends earlier findings (Meara 1996; Bonk 2001; Gyllstad 2005, 2007; Zareva et al. 2005). Furthermore, mastery of collocations is found to be related to frequency and to predict lexical competence. Thus, the findings of this study underline earlier indications that proficiency testing may be simplified.

scholarly journals Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners

2013 ◽  
Vol 36 (2) ◽  
pp. 437-461 ◽  
Author(s):  
KATHLEEN F. PEETS ◽  
ELLEN BIALYSTOK
Keyword(s):  
Second Language ◽  
Standardized Tests ◽  
Language Proficiency ◽  
Academic Discourse ◽  
Bilingual Children ◽  
Linguistic Features ◽  
Second Language Proficiency ◽  
Standardized Measures ◽  
The Relationship

ABSTRACTThis study examined the relationship between performance on standardized measures of language proficiency and conversational measures of the same features used in academic discourse among 24 monolingual and 25 bilingual kindergarteners. Academic discourse performance was considered for both its linguistic and its genre features in two discourse forms: narrative and explanation. Bilinguals performed more poorly than monolinguals on standardized measures of language proficiency, yet they performed similarly to monolinguals in the discourse-based linguistic and genre features. Moreover, genre features were more strongly related to linguistic features assessed through discourse than to standardized tests of these same features. These findings indicate that standardized measures of language proficiency underrepresent the abilities of bilingual children and that children's second language proficiency may be more accurately reflected in conversation.

LANGUAGE APTITUDE AND SECOND LANGUAGE PROFICIENCY IN CLASSROOM LEARNERS OF DIFFERENT STARTING AGES

1997 ◽  
Vol 19 (3) ◽  
pp. 379-400 ◽  
Author(s):  
Birgit Harley ◽  
Doug Hart
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Positive Relationship ◽  
French Immersion ◽  
Language Aptitude ◽  
Second Language Proficiency ◽  
Main Hypothesis ◽  
Immersion Programs ◽  
The Relationship ◽  
Analytical Dimension

This empirical study investigates the relationship between language aptitude components and second language (L2) outcomes among learners whose intensive L2 exposure began at different ages. The learners in this study are 65 11th-grade students in continuing early and late French immersion programs. Evidence is found to support the main hypothesis that in late immersion starting in adolescence there will be a positive relationship between L2 outcomes and an analytical dimension of language aptitude, whereas in early immersion beginning in grade 1 a positive relationship will hold between L2 outcomes and memory ability. A further hypothesis that early immersion students will have higher language aptitude as a result of their early L2 exposure is not supported by the findings.

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