The metalinguistic awareness of bilingual (Persian-Baluchi) and monolingual (Persian) learners of English language

2018 ◽  
Vol 10 (2) ◽  
pp. 249-289
Author(s):  
Mehri Izadi ◽  
Nahid Yarahmadzehi
Keyword(s):  
English Language ◽  
Metalinguistic Awareness ◽  
Syntactic Awareness ◽  
Error Identification ◽  
Grammatical Errors ◽  
Error Explanation ◽  
Oriented Approach ◽  
Learning English

Abstract The present study aimed to explore the metalinguistic awareness of Persian- and Persian-Baluchi-speaking students who were in the process of learning English as their second and third languages, respectively. In order to study learners’ metalinguistic awareness in error identification, correction and explanation they were asked to complete a syntactic awareness test. Findings demonstrated that Baluch respondents noted and corrected a greater proportion of grammatical errors than Persian respondents in English. Moreover, Baluch participants had a more grammar-oriented approach in correcting the errors they noted than the Persian participants, whose approaches were relatively content-oriented for some errors. As for error explanation, Baluch participants produced a greater proportion of error explanations and had a more grammar-oriented approach than did the Persian participants, however, their differences in this case were not statistically significant. These differences were observed on the dimensions that were both similar and dissimilar across the three languages (Persian, Baluchi, and English).

School-Age Children’s Metalinguistic Awareness of Grammaticality in Verb Form

1990 ◽  
Vol 33 (1) ◽  
pp. 84-95 ◽  
Author(s):  
Judith C. Sutter ◽  
Cynthia J. Johnson
Keyword(s):  
School Age Children ◽  
Metalinguistic Awareness ◽  
School Age ◽  
Error Identification ◽  
The Past ◽  
Verb Forms ◽  
Grammatical Errors

This study investigated 6-, 7-, and 8-year-old children’s ability to monitor grammaticality in the past progressive, perfect progressive, and perfect verb forms. The children achieved a significantly higher rate of accurate judgments monitoring grammatical forms that ungrammatical forms. Age was a significant factor in error identification. Eight-year-olds were substantially better at identifying ungrammatical forms than were their younger schoolmates. Verb form, in conjunction with type of anomaly, significantly varied with respect to ease of identification. Errors of the auxiliary and suffix were easier for children to identify than an adverbial error which required a sentence analysis to determine the incompatibility. The context surrounding ungrammatical verb forms significantly affected monitoring ability. Anomalous forms in unrelated sentences were easier to identify as ungrammatical than anomalous forms in sentences taken from a story the children had just heard. It appears that school-age children prefer to maintain the semantic intent of the message rather than critically search for grammatical errors.

scholarly journals The conception of Interaction through Skype Social Networks in Learning English as a Second Language

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Arwa AbdulAziz AL-Dawood
Keyword(s):  
English Language ◽  
Nonnative Speakers ◽  
Discourse Markers ◽  
Communication Tool ◽  
Syntactic Structures ◽  
Online Technologies ◽  
Grammatical Errors ◽  
National University ◽  
Quantitative And Qualitative Methods ◽  
Learning English

This study aimed to investigate the influence of using written interaction through Skype to facilitate learning English Language, It focused on using Skype as a social networking program to act as communication tool for individuals. This study combined the quantitative and qualitative methods to achieve research purposes. Quantitative data was established by using questionnaire. It designed to evaluate the student responses towards the class activity. Qualitative data attempted to analyze the conversations between students through screenshots. Thirty Korean nonnative speakers, both male and female, from Kangwon National University were randomly assigned into five groups, six students for each group. Participants attended two Skype chat sessions per week. It continued for two weeks. Every Skype chat activity spent about twenty minutes. The results of this study illustrated that Learners showed the tendency of using fragmented syntactic structures. They were able to use some of the discourse markers. In addition, a Skype Chat supported participants to recover common grammatical errors. According to SPSS analysis, there were a lot of effective aspects of using Skype for learning English. Some of them were: space of convenience and increasing the motivation between students by using the online technologies.

BASIC WAY TO CLEFT SENTENCE// International Journal of Student Research, No. 1, 2018/ OEAPS Inc.(Open European Academy of Public Sciences); Chief Editor Elisa Boanini - Lion, France. 26.12.2018: OEAPS Inc., 2018. - pp. 13-16.

2019 ◽  
Author(s):  
Makhliyo Absamadova ◽  
Nematullo Zuvaydullaev
Keyword(s):  
Learning Style ◽  
English Language ◽  
Chief Editor ◽  
Scientific Article ◽  
Esl Students ◽  
Student Research ◽  
European Academy ◽  
Learning English

While learning English language, ESL students can face some difficulties to make cleft sentences which are going to be discussed in this scientific article. Researchers, who have searched and made easy way to acquire knowledge of this type of sentences, invited this article, which is much more clearly, to ESL students. Although lots of researchers worked on this topic, learners are able to get interesting facts, easy learning style, and vital examples which are explained in an easy and simple way. Thus, this article consistently keeps attention of all readers and not make them confuse as well.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

The emergence of a new phonological feature in Pakistan English

English Today ◽  
2021 ◽  
pp. 1-6
Author(s):  
Nasir A. Syed ◽  
Shah Bibi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Acoustic Analysis ◽  
Foreign Language Learning ◽  
Historical Background ◽  
Ruling Elite ◽  
Phonological Feature ◽  
British Colonial ◽  
Country Specific ◽  
Learning English

English is used as a lingua franca in most parts of the world (Ozaki, 2011). However, problems and issues related to learning English are country specific (Nagamine, 2011), because most of the difficulties in foreign language learning arise from L1 interference (Flege, 1995). Since this study focuses on acoustic analysis of a phonological feature of Pakistan English (PakE), we outline the historical background of the issue very briefly. Pakistan is a linguistically rich country. More than 70 languages are spoken in Pakistan (Rahman, 1996). Saraiki, Balochi, Sindhi, Punjabi and Pashto are the major indigenous languages of the country. More than 90% of the total population speaks these languages. Pakistan came into being in 1947. It inherited English as a language of education, law, the judiciary and media from the British colonial masters. The British rulers also used the English language in India for official correspondence. Therefore, English became a very effective tool and symbol of power in the subcontinent. As a result, people of the subcontinent feel pride in learning English. Although the colonial period has ended and the English rulers have departed to their homeland, English still remains the language of ruling elite in Pakistan and India.

Early emergence of syntactic awareness and cross-linguistic influence in bilingual children’s judgments

2011 ◽  
Vol 15 (4) ◽  
pp. 521-534 ◽  
Author(s):  
Cassandra Foursha-Stevenson ◽  
Elena Nicoladis
Keyword(s):  
Syntactic Structure ◽  
Language Choice ◽  
Preschool Age ◽  
Bilingual Children ◽  
Metalinguistic Awareness ◽  
Syntactic Awareness ◽  
Grammaticality Judgment ◽  
English Bilingual ◽  
French And English ◽  
Better Than

Bilingual children sometimes perform better than same-aged monolingual children on metalinguistic awareness tasks, such as a grammaticality judgment. Some of these differences can be attributed to bilinguals having to learn to control attention to language choice. This study tested the hypothesis that bilingual children, as young as preschool age, would score overall higher than monolingual children on a grammaticality judgment test. French–English bilingual preschoolers judged the acceptability of three constructions in French and English (i.e. adjective–noun ordering, obligatoriness of a determiner, and object pronoun placement). Their performance was compared with that of a group of age-matched English monolinguals. The results showed that the bilingual children scored higher than the monolingual children. These results demonstrate that syntactic awareness develops quite early for bilinguals. Additionally, the bilingual children demonstrated cross-linguistic influence of core syntactic structure in French, as their judgments were affected by English acceptability.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

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