scholarly journals Interference Errors in Numerical Expression by Vietnamese EFL Speakers

2021 ◽  
Vol 8 (10) ◽  
pp. 438-456
Author(s):  
NHON DANG
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Research Design ◽  
School Students ◽  
Numerical Errors ◽  
Cognitive Research ◽  
English Speaking ◽  
Vietnamese Speakers ◽  
Numerical Expression

This paper aims to investigate numerical expression by Vietnamese speakers of English as a foreign language (EFL). The study identifies and explains the causes of interference errors in expressing number of nouns. A descriptive-cognitive research design was conducted error-oriented investigation of 62 high-school students and 30 employees working in English-speaking companies participating in writing a 45-minute essay for numerical errors from the essays collected. The findings revealed that Vietnamese EFL speakers had difficulty in expressing the number of the entities represented by the nouns due to differences in means and manner of numerical expression in English whose sentences are numerically compulsory and grammatically relevant as opposed to those in Vietnamese whose numerical category is grammatically unimportant, but lexically relevant, and seen with number-neutral nouns or general numbers. Errors also occurred as Vietnamese EFL speakers failed to acquire the count-uncount distinction due in part to differences in perceptualizing the numerical meaning of the entities represented by nouns, ascribing the countability wrong and keeping the same property of countable/uncountable nouns despite having referred to different referents. The paper ended with some pedagogical implications to help Vietnamese EFL speakers improve numerical errors when using English.

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

Repeated Presentation of Stimuli and Production of Original Response by English-Speaking Indian High School Students

1993 ◽  
Vol 77 (1) ◽  
pp. 348-350 ◽  
Author(s):  
Basanti D. Chakraborty ◽  
Joe Khatena ◽  
David T. Morse
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Repeated Presentation ◽  
Original Response ◽  
English Speaking ◽  
Main Effects

Sounds and Images, a measure of originality, was administered to 131 English-speaking high school students of Orissa, India in 1987. The test has two forms, viz., IA and IB. Each form has four sounds which were presented three times. To each the students wrote their verbal images which were scored for originality and analyzed for effects of multiple presentation and differential sounds. The main effects of sounds (IA, IB), of presentation (IA), and the interaction of presentation by sound (IB) were nonsignificant, but presentation (IB) and the interaction of presentation by sound were significant.

scholarly journals La ponctuation des lyceens marocains du FLE : Défauts textuels et dispositifs de remediation

FRANCISOLA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
Moulay Mohamed TARNAOUI ◽  
Boujghagh HASSAN
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Foreign Language ◽  
Future Teachers ◽  
Mots Clés ◽  
School Students ◽  
Written Production ◽  
Textual Cohesion ◽  
Futurs Enseignants

RÉSUMÉ. Dans le cadre de cette contribution, notre objectif est d’analyser les défauts de ponctuation des lycéens marocains pour répondre à la question suivante : les signes de ponctuation erronés ne contribueraient-ils pas à l’incompréhension et à l’opacité textuelle ? Le support qui servira de base au dépouillement des données est la production écrite. Il est donc crucial de repérer et de classer ces déviations localisées dans les copies des lycéens du FLE. Ces erreurs sont des indices des problèmes d'apprentissage du français chez nos sujets. Notons que cet aspect de la langue est souvent marginalisé par les enseignants bien qu’il contribue à la cohésion textuelle. Les résultats de ce travail ont révélé que la ponctuation reste non maîtrisée et bloque ainsi la compréhension du texte. C’est pourquoi, il sera fructueux de proposer quelques remédiations didactiques en faveur des futurs enseignants. Mots-clés : défauts textuels, français langue étrangère, ponctuation, production écriteABSTRACT. As part of this contribution, our objective is to analyze the punctuation defects of the Moroccan high school students to answer the following question: the punctuation marks mistakes not contribute to the misunderstanding and the textual opacity? The support that will be used as the basis for the data analysis is the written production. It is therefore crucial to identify and classify localized punctuation deviations in FFL high school students' copies. These errors are indicative of the problems of learning French in our subjects. Note that this aspect of language is often marginalized by teachers, although it contributes to textual cohesion. The results revealed that the punctuation remains uncontrolled. That is why it will be fruitful to propose some didactic remedies for future teachers. Keywords : textual flaws, French foreign language, punctuation, written production

scholarly journals Difficulties in the Development of English-Language Competence in Reading in High School Students of General Secondary Education

2021 ◽  
Vol 7 (1) ◽  
pp. 71-78
Author(s):  
Iryna V. Vlasiuk
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Foreign Language ◽  
English Language ◽  
Industrial Society ◽  
School Students ◽  
Language Competence ◽  
Personal Skills ◽  
English Competence

The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students

PENGEMBANGAN SOAL HIGHER ORDER THINKING SKILLS SEBAGAI TES DIAGNOSTIK MISKONSEPSI MATEMATIS SISWA SMA

2020 ◽  
Vol 2 (2) ◽  
pp. 176-191
Author(s):  
Benny Anggara
Keyword(s):  
High School ◽  
High School Students ◽  
Research Design ◽  
Mathematics Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Mathematical Misconceptions

The need for developing students' higher order thinking skills is the main indicator in the application of HOTS-based questions in high school mathematics learning. The results of the implementation have not shown satisfactory results. The high level thinking ability of students in Indonesia in Mathematics is still very low. Therefore, a HOTS-based diagnostic test is needed which is able to detect the mathematical misconceptions of high school students as the aim of this study. Based on the research objectives, the method of this study is a qualitative method with research design using the Plomp model research design. The subjects of this study were several students and teachers at a school in Cirebon Regency. The results showed that four HOTS questions could be developed based on three aspects, namely, arithmetic, algebra, and geometry. The problem was developed to detect three forms of misconception, namely, theoretical, classification, and correlational misconceptions. The four questions that have been developed were assessed through the readability test of students and teachers, and CVR and CVI tests were carried out on eight mathematics teachers with valid results. Based on these results it can be concluded that the HOTS questions developed can be implemented for students to detect forms of mathematical misconceptions of high school students. 

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