How Do We Do It? The English Language Proficiency of Second Language Learners in the Foundation Phase of an English Medium School: Challenges and Strategies

2015 ◽  
Vol 43 (3) ◽  
pp. 173-184
Author(s):  
J.W. Badenhorst ◽  
M.M. van der Merwe
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Second Language Learners ◽  
English Language Proficiency ◽  
Challenges And Strategies

Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
Second Language Learners ◽  
Right Hemisphere ◽  
Brain Activation ◽  
Frequency Range ◽  
Second Language Processing ◽  
Language Students

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

scholarly journals A Corpus-based Comparative Study of Learn and Acquire

2015 ◽  
Vol 9 (1) ◽  
pp. 209
Author(s):  
Bei Yang
Keyword(s):  
Second Language ◽  
Comparative Study ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Linguistic Feature ◽  
Natural Discourse ◽  
British National Corpus ◽  
National Corpus

<p>As an important yet intricate linguistic feature in English language, synonymy poses a great challenge for second language learners. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as an analyzing tool, this article compares the usage of <em>learn</em> and <em>acquire </em>used in natural discourse by conducting the analysis of concordance, collocation, word sketches and sketch difference. The results show that different functions of SkE can make different contributions to the discrimination of <em>learn</em> and <em>acquire</em>. Pedagogical implications are discussed when the results are introduced into the classroom.</p>

scholarly journals Sociolinguistic Factors in the Development of English Language Proficiency Among Students in Malaysia

ELT-Lectura ◽  
2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Melvina Melvina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
School Environment ◽  
English Language ◽  
English Language Proficiency ◽  
Contributing Factors ◽  
Home Support ◽  
Native Language Proficiency ◽  
Malaysian Students

Sociolinguistics factors influence the level of English Language proficiency among Malaysian students. Thereare three contextual factors involved which are the participants, the environment and culture. Participants refer to the students who come from different backgrounds with diverse needs and goals of learning the language. Language distance, native language proficiency, prior knowledge of the second language, dialect and register language status and attitudes play a crucial role in this factor. Besides that, the participants’ integrative and instrumental motivations are also contributing factors to the different level of proficiency in second language acquisition. The second factors is the environment which includes home support, the school environment and the community. Home support is concerned with atmosphere that parents create at home regarding language use, the school environment refers to peer groups, teachers and the learningprocess, whereas the community deals with the society that the students interact with. Finally cultural factors such as cultural differences and settings also have brought the different levels of proficiency among students in Malaysia.

scholarly journals A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning

2021 ◽  
Author(s):  
Raghad Fahmi Aajami
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Second Language Learners ◽  
Word Meaning ◽  
New Horizons ◽  
New Vision ◽  
The University ◽  
Lexical Concepts

To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05≤) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.

scholarly journals Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology

2022 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Antonija Šarić
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
First Language ◽  
Food Technology ◽  
Subordinate Clauses ◽  
Last Stage

In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Although PT is not concerned with the errors made by the second language learners, this paper will try to identify the origin of errors that appear in the students' interlanguage and the acquisition of the last stage, i.e. the word order in subordinate clauses. In that way, it will be determined whether the errors (inter- or intralingual) made by the students prevent them from acquiring the last stage of PT.

scholarly journals English language proficiency and academic performance of Nursing Students speaking English as a second language

2018 ◽  
Vol 17 (4) ◽  
pp. 5-11
Author(s):  
Manal F. Alharbi ◽  
Sahar M. Yakout
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Nursing Students ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Correlational Design ◽  
Language Acculturation ◽  
Open Questions

Abstract Introduction. Students who speak English as a second language (ESL) may face considerable challenges at English language universities. Aim. To investigate the English language proficiency and academic performance of ESL bachelor’s degree nursing students. Methods. A correlational design was used with a sample of 136 nursing students who completed a structured questionnaire on socio-demographic characteristics, variables that affect language proficiency, open questions, and English Language Acculturation Scale (ELAS) to identify their English proficiency. Results. Forty-three percent of the participants experienced difficulty in understanding the second language in clinical practice, 68% experienced challenges in studying the second language, and 47% were embarrassed to speak English. Approximately 71% of the participants had low ELAS scores and 58% had a good grade point average (GPA). Regression analysis revealed that internal motivation, study challenge, and entrance GPA were predictors of academic performance. Conclusions. The results suggest that students’ grades were correlated with their use of English to read and write during their studies. Thus, faculty administrators should have concrete plans for improving and monitoring the English language proficiency of students throughout their enrolment.

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