scholarly journals The Role of Motivation in Second Language Learning in King Khalid University, Saudi Arabia

2020 ◽  
Vol 11 (6) ◽  
pp. 893
Author(s):  
Rafiq Shamiry ◽  
Mohammad Al Fuad
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Second Language Learning ◽  
Extrinsic Motivation ◽  
Tertiary Level ◽  
Saudi Students ◽  
Life Long Learning ◽  
Set Up ◽  
Shed Light

This paper attempts to shed light on Saudi college students’ internal motivational set up and how it negatively impacts their learning outcomes at the tertiary level at King Khalid University. To investigate that, a questionnaire that consists of ten questions was conducted on 90 (ninety) students selected from level four and eight in the Department of English of the same university. The responses of the learners indicate that the majority of the respondents are not highly motivated and chose English as a major- for their B.A. course- against their will as there were no other alternatives for several reasons. The results show- not surprisingly though- that most of the students are driven by extrinsic motivation to study English in order to get good jobs.The statistics obtained from the Department, of deprived and withdrawn students are quite high and that confirm the researchers' hypothesis of students' demotivation in the Department of English. Finally, researchers have suggested some remedial academic initiatives to help these undergraduate Saudi students in the Department of English at King Khalid University to overcome the difficulties and problems resulting from extrinsic motivation and showing ways of attaining positive (intrinsic) motivational make up that initiates true, life-long learning.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

scholarly journals Errors in Second/Foreign Language Learning and Their Interpretations

2017 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Julia Falla Wood
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Mother Tongue ◽  
Meta Analysis ◽  
Cognitive Strategies ◽  
Reliability And Validity ◽  
Foreign Language Learning ◽  
Theoretical Foundations ◽  
Possible Cause

The aim of this article is to try to understand why the results of studies on errors in second language learning undertaken for several decades are diverse or even divergent. Some of these studies state that the mother tongue (L1) plays an important role in the learning process not only at the beginning, but also at higher levels of competency while others deny the influence of the mother tongue. The results of 60 studies on errors over a period of 40 years were contrasted to find out if a link existed between the theoretical foundations, and the interpretation of data, and conclusions of those studies. The results of the meta-analysis of studies whose theoretical foundations were related to operational cognitive strategies showed a continuum from partial to an important role of L1, and those related to order of acquisition, universal sequences showed a non-influence of L1. Another possible cause for this discrepancy was found in the method used to classify the errors. Finally, a possible cause could have been the methodological difficulties concerning the reliability and validity of the data. Only one third of the studies applied the control of bias and the triangulation of data.

scholarly journals Investigating the Role of Google Classroom as an LMS in Tertiary Level EAP Classes

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 1-12
Author(s):  
S. M. Sanzana Rahman ◽  
Lubaba Sanjana
Keyword(s):  
Language Learning ◽  
Diffusion Of Innovations ◽  
Private University ◽  
Computer Assisted ◽  
Tertiary Level ◽  
Computer Assisted Language Learning ◽  
Academic English ◽  
Mixed Methods Approach ◽  
Attitudes And Perceptions

Using an online platform, such as Google Classroom to engage learners, is a recent practice in the field of Computer Assisted Language Learning (CALL). It can be used to engage learners to learn academic English skills at the tertiary level in Bangladesh. This paper examines adoption of Google Classroom through the lens of Rogers’ (2003) diffusion of innovations to investigate learners’ experiences, attitudes, and perceptions towards Google Classroom as a Learning Management System (LMS) to engage students to learn the four skills of English. The researchers have undertaken a mixed methods approach to collect data from 105 tertiary level students who are taking EAP courses in a private university. The findings suggest that the participants have strong positive attitude towards the use of different features of Google Classroom due to the availability of training and technological tools. This study is crucial for understanding the importance of using instructional technology (IT) in reshaping English teaching practices in Bangladesh.

Epilogue: A tale of two copulas

2008 ◽  
Vol 11 (3) ◽  
pp. 383-385 ◽  
Author(s):  
EVE ZYZIK ◽  
SUSAN GASS
Keyword(s):  
Language Learning ◽  
20Th Century ◽  
Language Contact ◽  
Second Language Learning ◽  
Past Century ◽  
Lexical Development ◽  
The Past ◽  
Context Of Learning

The five papers in this issue cover a range of perspectives on the acquisition and use of the Spanish copulasserandestarin a variety of contexts, including language contact, bilingual language acquisition, and classroom second language learning. The fact that these papers cite work in this area as far back as the early part of the 20th century with each subsequent decade being represented suggests the continual importance and complexity of the distinction between the two copular forms and shows how this complexity is played out in acquisition and bilingual use. Over the past century different perspectives have been taken on this multifaceted issue with linguistic explanations and the role of the native language being primary. In this epilogue, we focus on some of these same issues, but expand our commentary to include the new dimensions represented in this collection of papers: (i) context of learning (input), (ii) prior knowledge as represented by other language(s) known, (iii) item-learning and lexical development, and (iv) innovations in methodology.

scholarly journals Cooperation Networks as a Driver of Sustainability-Oriented Innovation

2020 ◽  
Vol 12 (7) ◽  
pp. 2820
Author(s):  
Alberto Melane-Lavado ◽  
Agustín Álvarez-Herranz
Keyword(s):  
Absorptive Capacity ◽  
Joint Analysis ◽  
Differential Impact ◽  
Knowledge Framework ◽  
Set Up ◽  
National Networks ◽  
Geographical Scope ◽  
Shed Light ◽  
Heterogeneous Knowledge

Companies can contribute to sustainable development in a dynamic and globalized market, such as today’s, through Sustainability-Oriented Innovation (SOI). However, to do this implies meeting specific requirements and dealing with greater complexity because of the higher level of sophistication of cooperation networks for this kind of innovation. In this context, to meet the requirements demanded by SOI, Foreign Direct Investment (FDI) is considered fundamental. However, it is not known whether their capacity to focus more on heterogeneous knowledge sources, which, thanks to their cooperation networks, are broad and geographically diverse, would have a differential impact on SOIs. Through comparative analysis, this paper attempts to shed light on the possible network differences for companies, with and without FDI, looking to undertake SOI. It focuses on the knowledge framework and geographical scope stemming from cooperation for successfully undertaking sustainable developments. To this end, three networks had to be set up, which include diversity, scope, experience, and frequency of national, European, and global cooperation. The results lend strength to the theory that SOI is favored by European and global cooperation networks if companies have FDI, and by national networks if there is no foreign participation. For this, the role of absorptive capacity is key, understood as a joint analysis of R&D intensity and the skills and education of employees tasked with innovation, and the implementation of new organizational methods. Lastly, it is confirmed that having FDI allows companies to have qualified employees, and better methods and organizational practices in connection with an openness to innovation.

scholarly journals Scholastic Grammar in College English Teaching

2017 ◽  
Vol 7 (4) ◽  
pp. 191
Author(s):  
Yanghua Peng
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
College English ◽  
English Teaching ◽  
Vital Part ◽  
Long Time

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

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