Attitudes and Motivation of Turkish EFL Students towards Second Language Learning

2000 ◽  
Vol 129-130 ◽  
pp. 141-168 ◽  
Author(s):  
Z. Kiziltepe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Teachers ◽  
Foreign Languages ◽  
English Teacher ◽  
English Classes ◽  
Motivational Intensity ◽  
Efl Students ◽  
Learning English

This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.

scholarly journals Why should a Business English Teacher be a Constructivist Teacher?

2018 ◽  
Vol 34 ◽  
pp. 87-92
Author(s):  
Joanna Lempart
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English For Specific Purposes ◽  
English Teacher ◽  
Constructivist Approach ◽  
Business English ◽  
Learning And Teaching ◽  
Teaching Business ◽  
The Difference

The article provides some considerations related to the issue of learning and teaching Business English in Poland. It explains the difference between Business English, General English and English for Specific Purposes. The main aim of it is to present the characteristics of the Constructivist Business English Teachers. In order to this the constructivist approach to second language learning and teaching is briefly presented and a few. valuable suggestions are provided on how to it can be employed in Business English teaching.

scholarly journals An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

2008 ◽  
Vol 13 ◽  
pp. 2
Author(s):  
David Coniam
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Second Language Learning ◽  
Command Line ◽  
Esl Learners ◽  
The Way ◽  
Learning English ◽  
Esl Classroom

<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

Freed, Barbara F. From the Community to the Classroom: Gathering Second Language Speech Samples. Theory & Practice 6. Virginia: Center for Applied Linguistics, 1978; Morain, Genelle G. Kinesics and Cross-Cultural Understanding. Theory & Practice 7. Virginia: Center for Applied Linguistics, 1978; Keller, Howard H. New Perspectives on Teaching Vocabulary. Theory & Practice 8. Virginia: Center for Applied Linguistics, 1978; Falk, Julia S. Language and Linguistics: Bases for a Curriculum. Theory & Practice 10. Virginia: Center for Applied Linguistics, 1978; Hodge, Virginia D. Personality and Second Language Learning. Theory & Practice 12. Virginia: Center for Applied Linguistics, 1978; Inman, Marianne. Foreign Languages, English as a Second Foreign Language, and the U.S. Multinational Corporation. Theory & Practice 16. Virginia: Center for Applied Linguistics, 1978Freed, Barbara F. From the Community to the Classroom: Gathering Second Language Speech Samples. Theory & Practice 6. Virginia: Center for Applied Linguistics, 1978. Pp. 26. $2.95.Morain, Genelle G. Kinesics and Cross-Cultural Understanding. Theory & Practice 7. Virginia: Center for Applied Linguistics, 1978. Pp. 31. $2.95.Keller, Howard H. New Perspectives on Teaching Vocabulary. Theory & Practice 8. Virginia: Center for Applied Linguistics, 1978. Pp. 26. $2.95.Falk, Julia S. Language and Linguistics: Bases for a Curriculum. Theory & Practice 10. Virginia: Center for Applied Linguistics, 1978. Pp. 27. $2.95.Hodge, Virginia D. Personality and Second Language Learning. Theory & Practice 12. Virginia: Center for Applied Linguistics, 1978. Pp. 31. $2.95.Inman, Marianne. Foreign Languages, English as a Second Foreign Language, and the U.S. Multinational Corporation. Theory & Practice 16. Virginia: Center for Applied Linguistics, 1978. Pp. ix, 37. $4.95.

1980 ◽  
Vol 37 (1) ◽  
pp. 120-120
Author(s):  
Alister Cumming
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Multinational Corporation ◽  
Second Language Learning ◽  
Applied Linguistics ◽  
Curriculum Theory ◽  
Cross Cultural ◽  
Foreign Languages ◽  
And Linguistics

The Cambridge Guide to Learning English as a Second Language

2018 ◽  
Keyword(s):  
Second Language ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Context ◽  
Different Dimensions ◽  
Comprehensive Coverage ◽  
Learning English

This volume provides an up-to-date and comprehensive coverage of second language learning. The focus throughout the book is primarily on language learning, but each chapter also discusses the implications for teaching and assessment, thus informing both understanding and practice. The book contains nine sections, which aim to organise and reflect different dimensions of the diverse and complex scope of learning English as a second or additional language. Four themes which permeate the chapters are: learning and learners; learning and language; learning and language development; learning and learning context. The 36 chapters are up-to-date and authoritative, written by experts in the field. The content is accessibly written, with questions for discussion and follow-up reading suggestions provided.

scholarly journals Intelligent personal assistants for autonomous second language learning: An investigation of Alexa

2020 ◽  
Vol 16 (2) ◽  
pp. 107-120
Author(s):  
Gilbert Dizon ◽  
Daniel Tang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Technology ◽  
Japanese University ◽  
Communication Difficulties ◽  
Efl Students ◽  
Collection Period ◽  
Personal Assistants ◽  
Japanese English

The ubiquity of smartphones and the growing popularity of smart speakers have given rise to cloud-based, intelligent personal assistants (IPAs), such as Siri and Google Assistant. However, little is known about the use of IPAs for Autonomous Second Language Learning (ASLL). Thus, the aims of this study were twofold: to assess Japanese English as a Foreign Language (EFL) students’ perceptions towards IPAs, also known as virtual assistants, for ASLL, and to better understand learner behavior of these technologies. A total of 14 Japanese university students were given smart speakers and interacted with a companion IPA, Amazon Alexa, over a two-month period in their homes. Moreover, the participants completed a survey consisting of Likert-scale items and open-ended questions to obtain their views of the IPA for ASLL. While the results indicated that the students had mostly favorable views of Alexa for L2 learning, many of them did not actively engage with the virtual assistant during the data collection period. Furthermore, students tended to give up when faced with communication difficulties with the IPA. These findings highlight the potential of IPAs for ASLL and underscore the gap between what students say, and what they actually do, with language learning technology.

scholarly journals Editorial

2018 ◽  
Vol 8 (3) ◽  
pp. 549-551
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Empirical Studies ◽  
The Other ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Present Issue ◽  
Learning And Teaching

Following two special issues of the journal, one dedicated to emotions in second language learning and the other to language learning strategies, the present issue of Studies in Second Language Learning and Teaching is a regular one, bringing together six empirical studies dealing with different aspects of learning and using second and foreign languages (L2).

scholarly journals Encounters in Educating English as a Second Language in India

2020 ◽  
Vol 8 (4S4) ◽  
pp. 84-86
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Present Status ◽  
Second Language Learning ◽  
Research Paper ◽  
Letter Word ◽  
Correct Method ◽  
English Classes ◽  
Language Students ◽  
Exact Moment

This paper looks at the present status of English as a second language in India. It characterizes language and distinguishes the variables that influence second language learning. It talks about various issues looked by students of English and what is the correct method for language securing for second language students in India. Language goes about as an instrument to express adequately in different informative circumstances. Be that as it may, it is an exact moment the language which involves a cognizant and constant, precise endeavors to gain or use this. The second language obtaining is extremely a major test for every single local speaker of that language who truly manage it. Most of Indian understudies, especially from rustic pockets think about this type of seven – letter word as a supernatural and mysterious word. A sentiment of awkwardness sets in, the minute pupils overhear something in English. Accordingly, instructors who handle English classes face outlandish troubles. Understudies think that its hard to tune in and to comprehend the language in English. What are the determinations behind this? And What is the medicinal measures to be taken to reduce these issues? This research paper is an endeavor to examine the idea of the second language procurement and the components in charge of its moderate obtaining, particularly in the provincial pockets of India. Fitting and satisfactory healing measures are referred to for the fruitful correction of these issues.

Factors affecting second language achievement in primary school

2005 ◽  
Vol 28 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Noriko Iwashita ◽  
Irene Liem
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Second Language Learning ◽  
Home Language ◽  
Language Background ◽  
Factors Affecting ◽  
English Classes ◽  
Chinese Study

Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.

Learning english through musicals: a case study of social economically disadvantaged aboriginal students in Eastern Taiwan

2012 ◽  
Vol 6 (1-2) ◽  
pp. 204-210 ◽  
Author(s):  
Lih-Wei Lei ◽  
Cheng-Fang Huang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Economically Disadvantaged ◽  
Second Language Learning ◽  
Intervention Group ◽  
Control Group ◽  
Aboriginal Students ◽  
Significant Difference ◽  
Learning English

This study explores the possibility of using musicals to teach English with instructional VCD for following practice, and investigates whether it helps social economically disadvantaged aboriginal students overcome their difficulties with English and enhance their learning motivation. A series of surveys and interviews were conducted to investigate the influence of this intervention. The results showed that about 90 per cent of responded students in the intervention group considered learning English through musical interesting and it helped them to be more confident in English. About 80 per cent of students indicated that they would actively practice English through ways such as imitating singers to sing an English song. About 60 per cent of students felt more comfortable speaking English loudly and were less afraid of talking to others in English. Further comparison show that there was a significant difference between students who participated (n=39) and who didn't participate (n=15) in the English musical programme. Only about 60 per cent of those in the control group would actively learn English. Being unaware of the English musical programme, only half of the students considered learning English through acting interesting. The results of this exploratory study show musicals can provide the opportunity for the students to use language meaningfully and appropriately. The use of drama activities in second language learning helps the learners to be more imaginative, creative and less frustrated as they become more confident in the process of learning English as a second language.

Pocket Electronic Dictionaries for Second Language Learning: Help of Hindrance

1997 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Gloria M. Tang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Second Language Learning ◽  
Secondary Level ◽  
Language Teachers ◽  
Esl Students ◽  
Esl Teachers ◽  
Writing Classes ◽  
Learning English

This article reports on a study that addresses the concerns of ESL teachers about their students' use of pocket bilingual electronic dictionaries (EDs). The purpose is to communicate to content and language teachers: (a) the features of the ED, (b) the uses secondary level ESL students make of the pocket ED as a tool for learning English, (c) the effectiveness of the ED in helping ESL students' comprehension and production of English, (d) students' perception of the usefulness of the ED, and (e) the strengths and weaknesses of the ED as perceived by ESL teachers. The findings indicate that not only do a large number of Chinese ESL students own EDs, but they also make consistent use of them during reading comprehension and writing classes. Examples are given of the students' successful and unsuccessful attempts using the ED, and recommendations are made for ESL teachers to teach dictionary skills.

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