scholarly journals Musical and Language Proficiency of Students Majoring in Singing

2017 ◽  
Vol 12 (2) ◽  
pp. 71-85
Author(s):  
Veronika Bocsi ◽  
Andrea Ujvarosi
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Parental Education ◽  
Language Skills ◽  
Central Position ◽  
Main Body ◽  
Chi Square ◽  
Original Language ◽  
Musical Skills ◽  
Sociocultural Background

Abstract The aim of our study is to give an overview about language and musical skills of students in musical traning courses and we try to outline the effects of the sociocultural background in these fields. We would like to show the main patterns of language proficiency (the number of langugages they speak and levels of the language skills) and we also analyse the efficiency of language learning. The institutional language courses and the practices of interpretation in the original language will be analysed as well. Our questionnare was used in this analysis in the spring of 2017. Students from six higher educational institutions were the respondents. The number of the respondents was 90 and from the answers a database was created with the help of SPSS 19 Programme. Percents, means and chi-square statistics were used. We have verified our hypothesis which refers to the effects of students’ sociocultural background because these variables (parental education, economic capital, type of the settlement) have formed the chances and forms of the music learning (e.g. the starting date of learning music) and language skills. If we analyse the patterns of the language proficiency the central position of the English is obvious, but this pattern is not in line with the expectations of singing in the original language because the main body of vocal literature is composed in Italian, French, Russian and German. In our opinion this gap should be covered by the institutions as well and these requirements should be incorporated in the curricula.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Enriching Cognizance at the Tertiary Level Students During Transition

2018 ◽  
Vol 7 (4.36) ◽  
pp. 665
Author(s):  
K. Jeyagowri ◽  
R. Abilasha ◽  
M. Ilankumaran
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Educational Background ◽  
Cognitive Skill ◽  
English Language Proficiency ◽  
Tertiary Level ◽  
College Level ◽  
Learning Skills

English language, as a global lingua franca, has its own respect and importance throughout the world. It is considered to be the shrine of knowledge. It is significant to acquire the English language proficiency, to be placed in good jobs. Though every college gives prime importance to English language, unfortunately most of the students fail to acquire good command over the language. In certain cases, students have the poor ability to comprehend learning at the college level because of their different educational background or capability. There are certain hurdles that affect the students from learning the language. Cognizance is an important component of the tertiary level students. Enriching cognizance of students refers to how the learners develop their knowledge in order to get a better idea of learning, awareness of the language skills they notice, and the observation of language learning. The objective of cognizance is to provide more knowledge to students. It promotes self-motivation of the students and enhances their basic skills of learning. Cognitive skill develops the student’s learning skills, notice, recollection and thoughts. This article deals with how cognizance in language learning is developed and thereby to sharpen their skills of learning. Furthermore, this paper analyses the causes and effects of the students’ transitional dilemma at the tertiary level in acquiring language efficacy. It offers some ideas and results based on the problems among the students in attaining the fluency in communication through developing cognition skills. Moreover, the study proposes to help the students to achieve the objective of education.   

scholarly journals HOLISTIC APPROACH FOR ARABIC LANGUAGE LEARNING IN INDUSTRY 4.0: STUDY ON AL-‘ARABIYAH LI AL-NÂSYI`ĪN VOLUME 5

2020 ◽  
Vol 8 (3) ◽  
pp. 868-878
Author(s):  
Ade Kosasih
Keyword(s):  
Language Learning ◽  
Character Education ◽  
Language Proficiency ◽  
Industry 4.0 ◽  
Qualitative Method ◽  
Language Skills ◽  
Software Tool ◽  
Holistic Approach ◽  
Arabic Language ◽  
Holistic Model

Purpose of the study: This research focuses on the link between Arabic language skills with the development of character education. It is aimed at finding a new holistic model in comprehending, developing, and improving Arabic language learning in the context of industry 4.0. Methodology: The research uses a descriptive exploratory qualitative method that links the topics of learning with possible characters that are the potential to be developed. The data collection methodology involves observations as well as interviews. The later author analyzed the data and drew inferences. No software tool is used for data analysis Main findings: This research both reveals and analyses learning materials and methods using the textbook `al-‘arabiyyah li al-nâsyi’în volume 5. In as much as the book is concerned, it contains holistic content on Arabic language skills and the development of character education due to the inclusion of inspiring texts and phases of textual and contextual comprehension. Applications of this study: The research shows that the use of `al-‘arabiyyah li al-nâsyi’în proves to qualify as the new model of holistic Arabic language learning. Novelty/Originality of this study: The use of this book as teaching material is very relevant to the current era. Arabic instructors may consider the paper for teaching language proficiency to non-Arabs by obeying all the determined stages and learning procedures, as found in the teacher's handbook.

scholarly journals Establishing Learning Resource Center in the Department of Languages and Translation at the University of Tabuk

2021 ◽  
pp. 8-14
Author(s):  
Dr. Abdulrahman Alfahadi
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
English Language Learning ◽  
Learning Resource ◽  
Resource Center ◽  
Frequent Use ◽  
The University

Language proficiency is best raised through active and frequent use. It is important to provide students with maximum English exposure as well as meaningful and purposeful activities through which they can learn and apply the target language. A rich English language learning environment can be created by making full use of the time and resources both inside and outside the classroom. Based on previous studies and experiences of peer universities, developing learning resource center has become widespread in many universities, colleges, and schools. Accordingly, the current project attempts to develop a learning resource center for the Languages and Translation Department at the University of Tabuk. The project attempts to create a convenient place for the students of Tabuk University to facilitate and develop their language skills through resources and technologies. To achieve this objective of this project, the researcher has designed two questionnaires for the teachers and the students to collect the attitudes toward developing a learning resource center for the Department of Languages and Translation at the University of Tabuk.

scholarly journals Crossing the bridge to literacy in foreign languages: C-test as a measure of language development

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Ingrid Gogolin ◽  
Birger Schnoor ◽  
Irina Usanova
Keyword(s):  
Language Development ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Skills ◽  
Panel Study ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
School Students

Abstract Throughout an educational career, literacy skills become more elaborated. However, little is known about the development of reading and writing skills in foreign languages in adolescents. In this contribution, we focused on the development of language skills in the foreign languages English and French in Germany as measured by a C-Test. Hereby, we aimed to explore the potential of C-tests to provide a differentiated approach to the assessment of foreign language development in secondary school students. We draw on the data from the German panel study “Multilingual Development: a Longitudinal Perspective” (MEZ) on students’ language skills in the foreign languages English (n = 1987) and French (n = 662). We investigated the differences in the means of “classical” and “word recognition” scores in English and French C-tests and the development of these differences. The application of both scores in our study provided differentiated information on students’ receptive and productive aspects of literacy in adolescents and showed that students in secondary school are still on their way of developing spelling skills in both foreign languages. Furthermore, our results reveal that the receptive and productive components of language proficiency show different developmental patterns at various stages of foreign language learning.

scholarly journals A comparative self-assessment of difficulty in learning English and German among Sudanese students

2015 ◽  
Vol 3 (2) ◽  
pp. 32-38 ◽  
Author(s):  
Adil Ishag ◽  
Claus Altmayer ◽  
Evelin Witruk
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Foreign Language Learning ◽  
German Language ◽  
Self Assessment ◽  
Language Difficulty ◽  
Perceived Difficulty ◽  
The University

Abstract It is generally assumed that self-assessment plays a profound role in autonomous language learning and, accordingly, leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process. The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency. The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German grammar was also rated as more difficult. However, students rated the pronunciation and spelling of German language as easier than in English language. Concerning the language skills, reading and speaking skills were reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.

scholarly journals Elements of Professional Translation during the Early Stages of Language Acquisition at Linguistic Universities

2020 ◽  
pp. 49-57
Author(s):  
Е.С. Устинова
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Professional Education ◽  
Language Skills ◽  
Slight Modification ◽  
Semantic Features ◽  
Early Stages ◽  
Foreign Language Acquisition

Задача статьи — доказать, что профессиональная подготовка будущих лингвистов-перевод-чиков начинается с самого начала обучения на первом курсе, то есть уже за два года до начала изучения теории и практики перевода. Если рассматривать лингвистическую составляющую переводческой компетенции с точки зрения вычленения значимых сем и их передачи иными лингвистическими средствами, то готовить к профессиональному переводу можно через «внутриязыковой перевод» и учебный перевод в условиях интеграции языковых и переводческих навыков, которые взаимно подкрепляют друг друга. Принятие творческих переводческих решений, не являясь задачей младших курсов, может применяться как средство более глубокого проникновения в коммуникативную интенцию автора художественного текста. На практических примерах статья призвана показать, что элементы профессиональной подготовки переводчика на младших курсах «врастают» в процесс совершенствования речевой компетенции как на иностранном, так и на родном языках. The author’s goal is to demonstrate that foreign language acquisition at translation/interpretation colleges may incorporate the development of professional skills from the very beginning, rather than wait for two years until students are offered a course in the Theory of Translation. If we regard the linguistic component of translator/interpreter professional education from the viewpoint of rendering the essential semantic features of a message in a different code, it is possible to use “intralinguistic translation”, in R. Jacobson’s idiom, — that is, to paraphrase native language utterances, since paraphrasing is one of the most universal skills, equally necessary for language proficiency and effective translation. It helps to weigh one translation decision against another, to see which semantic components are rendered and which are lost and to decide how the lost components of meaning can be reconstructed in another “translation”. Language acquisition is fostered by the so-called “pedagogical translation”, which has a purely utilitarian purpose of grammar and vocabulary skill formation. And here elements of professional translation may come in unobtrusively. Not only is it feasible to teach standard “algorithmic” translation strategies along with imparting language skills, but also individual (non-standard, “heuristic”) translator decisions. “Infiltration” of professional translation into the early stages of foreign language acquisition enhances language skills and shows students how a slight modification of the structure, wording or intonation can alter the message. Translation-focused semantic awareness makes language learning more motivated and intellectually satisfying.

scholarly journals How Successful Learners Employ Learning Strategies in an EFL Setting in the Indonesian Context

2016 ◽  
Vol 9 (8) ◽  
pp. 28 ◽  
Author(s):  
Ag. Bambang Setiyadi ◽  
Muhammad Sukirlan ◽  
. Mahpul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Language Skills ◽  
Language Teachers ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Language Performance

<p>Numerous studies have been conducted to correlate the use of language learning strategies and language performance and the studies have contributed to different perspectives of teaching and learning a foreign language. Some studies have also revealed that the students learning a foreign language in Asian contexts have been proved to use different learning strategies compared to students that learn the same language in Western countries. The present study was conducted with 73 students of the seventh semester of an English Department in Indonesia. The subjects had been employing learning strategies in an EFL setting in the Indonesian context. The data in this study were collected by administering a questionnaire of language learning strategies and a test of language proficiency. With the Cronbach’s alpha of the measurement at .92 and the alphas of the skill–based strategies at .78, .75, .79 and .77 for strategies for listening, speaking, reading and writing respectively, the criteria on reliability of internal consistency for the 80 items of the measurement were very high so that the strategies were justified to be grouped into a scale. The empirical data in this study shows that different language skills were significantly correlated with the use of different learning strategies. The skill-based categories of language learning strategies introduced in this study, which cover cognitive, metacognitive and social strategies in each category, can be used to portray learners’ use of language learning strategies when learners learn the four language skills of English as a foreign language in Indonesian context. The findings suggest that language teachers need to condition the process of teaching and learning in order for their students to use effective learning strategies according to the language skills that leaners are learning.</p>

scholarly journals SELF-ASSESSMENT OF LANGUAGE SKILLS AND EVALUATION OF PERFORMANCE IN ENGLISH FOR SPECIFIC PURPOSES CLASSROOMS

2017 ◽  
Vol 3 ◽  
pp. 601 ◽  
Author(s):  
Irena Darginaviciene
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Statistical Treatment ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Formal Testing ◽  
Self Evaluation ◽  
Long Time

Although evaluation has been increasingly used in education for a long time, attention to evaluation and its uses in English language teaching is relatively recent. Essentially, evaluation may be carried out to determine if the students achieved a certain level of language proficiency. Recently self-evaluation of language skills has been used to find out how students assess their accomplishments in language learning. On the other hand, formal testing is the most common way to measure achievement and proficiency in language learning that teachers conduct during an academic year. Formal testing is considered to be an effective tool that can help teachers identify students’ strengths and weaknesses and evaluate the effectiveness of teaching. This article focuses on student’s perceptions of success in learning English for Specific Purposes (ESP) and formal evaluation of their performance in class activities. The methods of the research include the administration of the designed questionnaire, analysis of students’ responses and their statistical treatment by a means of the Statistical Package for Social Sciences (SPSS 19). The self-evaluation data are compared with the results of formal testing. The conclusions are drawn on the merits of self-evaluation in learning ESP.

ADOLESCENT BEHAVIOR IN UNWANTED PREGNANCY PREVENTION

2019 ◽  
Vol 1 (1) ◽  
pp. 41-46
Author(s):  
Arip Ambulan Panjaitan
Keyword(s):  
Sexual Behavior ◽  
Reproductive Health ◽  
Risky Sexual Behavior ◽  
Parental Education ◽  
Unwanted Pregnancy ◽  
Sampling Technique ◽  
Adolescent Behavior ◽  
Cluster Sampling ◽  
Chi Square ◽  
Cross Sectional

Introduction: Adolescent are at high risk of unwanted pragnency, including abortion, STIs, HIV/AIDS. Risky sexual behavior is one of the entrance transmissions of unwanted pregnancy. Such behavior can be influenced by various factors, beyond and within the individual factors. Teens need the support and motivation in deciding not to do risky sexual behavior. The purpose of this study was to investigate the determinants of adolescent behavior in the prevention of unwanted pregnancy.Methods: This research used cross-sectional design. The populations were students of senior high school in District Sintang. The were 123 respondents chosen by cluster sampling technique for this study. All data were collected using questionnaires and then analysed using bivariate (chi square) and multivariate analysis (logistic regression).Results: The results showed that the majority of respondents did not have good knowledge about the prevention of unwanted pregnancy. Related variable is the level of parental education (p=0.001), the support of parents/guardians (p=0.009), support teachers (p=0.005), peer support (p=0.039), residency (p=0.009), a pastime activity (p=0.000), knowledge of adolescents about reproductive health (p=0.016), perception ability of adolescents (p=0.006) and attitude of adolescents (p=0.049). Adolescent self-perception abilities are variables that most influence on the behavior of adolescents in the prevention of unwanted pregnancy.Conclusions: Efforts to improve reproductive health programs should be early and adolescent have responsibilities as well as healthy behaviors.

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