Second/Foreign Language Immersion and At-Risk English-Speaking Children

1992 ◽  
Vol 25 (3) ◽  
pp. 199-213 ◽  
Author(s):  
Fred H. Genesee
Keyword(s):  
At Risk ◽  
Foreign Language ◽  
Language Immersion ◽  
Foreign Language Immersion ◽  
English Speaking

scholarly journals Affective variables in a foreign language immersion programme: a quantitative study

2020 ◽  
Vol 47 ◽  
pp. 77-93
Author(s):  
Marta Del Pozo Beamud
Keyword(s):  
Foreign Language ◽  
Quantitative Study ◽  
Language Immersion ◽  
Affective Variables ◽  
Foreign Language Immersion ◽  
Educación Primaria

La inmersión lingüística ha cobrado mucha importancia durante las últimas décadas, ya que muchos estudiantes de todo el mundo se han beneficiado de esta experiencia tan motivadora. Por tanto, el objetivo principal de este estudio es determinar si una semana de inmersión en inglés tiene una influencia positiva en los niveles de motivación extrínseca e intrínseca, ansiedad en LE y los yoes en LE (Deci Ryan 2000, Dörnyei, 2005, Horwitz, Horwitz Cope 1991). Nuestros participantes son estudiantes de educación primaria (M: 11,5) que participaron en dicho programa. Estos cumplimentaron un cuestionario cuantitativo al llegar (test) y antes de terminar la semana (retest). Con el fin de comparar los resultados obtenidos en ambos momentos se utilizaron análisis ANOVA de un factor. Los resultados indicaron que después de la experiencia, la motivación aumenta, mientras que la ansiedad disminuye y la presencia de los yoes en los participantes se debilita.

scholarly journals FOREIGN LANGUAGE IMMERSION SEBAGAI REPRESENTASI PENDIDIKAN BILINGUAL DI SD MBF AL ADZKIYA WONOSOBO

2018 ◽  
Vol 5 (2) ◽  
pp. 128-133
Author(s):  
Atinia Hidayah
Keyword(s):  
Foreign Language ◽  
Language Immersion ◽  
Foreign Language Immersion

Sebagai sekolah swasta, Al Adzkiya hadir dengan jenis pembelajaran istimewa yang merupakan pendidikan bilingual. Penggunaan bahasa Inggris diterapkan hampir setiap hari yang melibatkan beberapa program khusus untuk mendukung pendidikan dwibahasa. Penelitian ini bertujuan untuk mendeskripsikan bagaimana Foreign Language Immersion dipraktekkan di sekolah ini, dan menghasilkan hasil pemenuhan keterampilan Bahasa Inggris pada tiga program besar yang diadakan yang meliputi English Morning Menu, English Day, dan English Week. Studi ini berfokus pada program-program, guru, siswa, dan lingkungan sekolah. Studi ini menunjukkan bahwa tiga program yang dianggap sebagai bagian dari Foreign Language Immersion yang disebutkan di atas memenuhi kemampuan bahasa Inggris utama yaitu keterampilan menyimak, berbicara, membaca, dan menulis.

Phonological development in two-way bilingual immersion

2017 ◽  
Vol 3 (1) ◽  
pp. 80-108 ◽  
Author(s):  
Mandy Renee Menke
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speaker ◽  
Language Immersion ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Foreign Language Learners ◽  
Immersion Programs ◽  
Foreign Language Immersion

In spite of the well-documented advantage of an early age of acquisition, findings from one-way (foreign language) immersion programs suggest that this instructional context is insufficient for acquisition of nativelike articulations by child foreign language learners. It has been suggested that the lack of exposure to native speaking peers may contribute to reported non-native pronunciation. This study expands upon the previous research with child second language learners of Spanish, exploring how children, who learn academic content in Spanish, alongside native Spanish-speaking peers produce the Spanish vowels. Few differences are observed between the learner and peer native speaker groups, suggesting that the direct contact with native speakers of Spanish afforded by two-way bilingual immersion promotes phonological acquisition.

Developing Intercultural Awareness and Language Speaking Proficiency for Foreign Language Learners through Cross–Cultural Voicemail Exchange

2011 ◽  
Vol 1 (4) ◽  
pp. 17-32 ◽  
Author(s):  
Amber Yayin Wang ◽  
Wan-Jeng Chang
Keyword(s):  
Foreign Language ◽  
Online Communication ◽  
The United States ◽  
Cross Cultural ◽  
Intercultural Awareness ◽  
Foreign Language Learners ◽  
Speaking Proficiency ◽  
Before And After ◽  
Efl Students ◽  
English Speaking

To expand global and intercultural communication, the effectiveness of asynchronous online communication devices, especially email, have been discussed in the area of foreign language teaching. A lack of specific research exists that addresses the application of online voicemail. This paper reports on a five month period of voicemail exchanges between 53 EFL learners in Taiwan and 56 CFL learners in the United States. The authors examine the responses of EFL students to this cross–cultural voicemail project and assess their progress in intercultural awareness and English speaking proficiency before and after the project. This study concludes that the use of voicemail creates an impact on the English speaking performance and intercultural awareness of EFL students and increases the motivation of EFL students in using English to express ideas. Further implications for teaching are discussed.

scholarly journals English Oral Communication Apprehension in Students of Indonesian Maritime

2017 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Nur Aeni ◽  
Baso Jabu ◽  
Muhammad Asfah Rahman ◽  
John Evar Strid
Keyword(s):  
Foreign Language ◽  
Public Speaking ◽  
Communication Apprehension ◽  
Oral Communication ◽  
First Year ◽  
Workplace Performance ◽  
First Year Students ◽  
Sound Communication ◽  
Language Classroom ◽  
English Speaking

Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories. 

scholarly journals Contemporary approaches to informatization of educational process in higher education in Ukraine

2015 ◽  
Vol 2 ◽  
pp. 322
Author(s):  
Roman Pavliuk
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Educational Environment ◽  
Educational Process ◽  
The Self ◽  
Self Organization ◽  
Educational Institutions ◽  
English Speaking ◽  
Distance Courses ◽  
Self Learning

The article describes the modern approaches to the informatization of educational process in higher educational institutions of Ukraine. The relevance of introducing of and its regulatory framework are investigated and the views of scientists to the definitions of "distance learning" and "information-educational environment" are summarizes. The system of work with students using distance learning courses "Business Foreign Language" and "Modern children's literature English-speaking countries" is shown on the example of BorysGrinchenko Kyiv University (Kyiv, Ukraine). The results of investigation based on a survey of students at the beginning and end of the distance courses work demonstrated that the use of distance learning coursespromotes to the self-organization of the student, improving computer skills, facilitates the process of self-learning.

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