scholarly journals A Comparative Study of Dari Persian and English Language Consonant Sounds

2022 ◽  
Vol 13 (1) ◽  
pp. 73-82
Author(s):  
Mahmood Usmanyar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Persian Language ◽  
Research Article ◽  
Manner Of Articulation ◽  
Listening And Speaking ◽  
Consonant Sounds ◽  
Meaningful Communication

This research article compares the consonant sounds of English and Dari Persian language in terms of state of larynx, place and manner of articulation. This research article aims to determine similarities and differences between the consonant systems of English and Dari Persian language which can be useful for teachers and learners of both languages, especially in listening and speaking skills. In this research article, the qualitative method has been used to find similar and different consonant sounds. In this research article, it was found out that eighteen consonants are similar in between, two consonant sounds are slightly similar, 4 English consonants are not present in Dari Persian, and 3 Dari Persian consonants are not present in English language. It is believed that one’s mother tongue obviously has influence on second or foreign language. That is, one’s own language pronunciation habits are so strong that they are extremely difficult to break. On the other hand, mispronouncing the sounds in spoken language can cause miscommunication or misunderstanding. Therefore, this research article can help teachers and learners of English with Dari Persian as the first language and vice versa to maintain effective and meaningful communication while listening and speaking with more focus on the sounds which are different between the first and the second or foreign language.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

scholarly journals English phonological errors by Kimakunduchi speaking EFL learners in Zanzibar

2020 ◽  
pp. 121-141
Author(s):  
Salim A. Mohamed ◽  
Erasmus A. Msuya
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Quantitative Research ◽  
English Language ◽  
First Language ◽  
Research Approach ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Phonological Errors ◽  
Consonant Sounds

The aim of the present study was to find the phonological errors on segmental level involving selected consonant sounds which are produced by Kimakunduchi speaking English as Foreign Language (EFL) learners in Zanzibar. Specifically, the study sought to provide the evidence of cross-linguistic influence involving phonological transfer on segmental level. The study employed two sampling techniques: stratified and random sampling. The data for this study were collected from three secondary schools located at Makunduchi district in Unguja Island –Makunduchi, Kusini, and Kizimkazi secondary schools – using the oral interview and observation. The data were analyzed with the use of both qualitative and quantitative research approach. The study was guided by the transfer theory (reference needed) which was one of the components of Selinker’s (1992: 209) interlanguage theory. The findings revealed that, to a large extent, native Kimakunduchi speakers of EFL tended to transfer the sounds existing in their L1, or even in Kiswahili, into English. The transfer was done because of the nonexistence of the particular sound in the students’ native language or because of the discrepancy of spelling and pronunciation in English language. The study concludes that an articulation of vowels is more complex compared to consonants because of their absence in the first language (L1) or because of the confusion of spelling and pronunciation in English as FL. Thus, the study recommended that serious measures should be taken from both education holders to make sure that the learners could be able to pronounce English phonemes/words correctly.

Code-Switching and Code Mixing in the Selected Tracks of the Hip Hop Music of Flavour and 9ice

2021 ◽  
Vol 2 (3) ◽  
pp. 55-70
Author(s):  
Balogun Sarah ◽  
Murana Muniru Oladayo
Keyword(s):  
Hip Hop ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Music Industry ◽  
Positive Influence ◽  
Code Switching ◽  
National Language ◽  
Code Mixing ◽  
Unique Identity

This article attempts a comparative analysis of code-switching and code-mixing in the Nigerian music industry, using the lyrics of Flavour and 9ice as a case study. Although the English language is the national language in Nigeria and the language used by most of the musicians for the composition of their songs, and due to the linguistic plurality of Nigeria, most of these musicians tend to lace their songs chunks of words and phrases from their mother tongue or at least one of the three major languages in Nigeria, which are Hausa, Igbo, and Yoruba. The Markedness Model by Myers-Scotton (1993) is used as the framework to interrogate the switching and mixing in the codes used by these selected musicians and we find that while most code-switching is done in three languages – English, Nigerian Pidgin and the artist’ first language (mother tongue)  – their mother tongue plays the prominent role. Code-switching or code-mixing in these songs, therefore, becomes a depiction of the Nigerian state with its diverse languages and it provides the links between the literates and the illiterates thereby giving the artiste the popularity desired. The study concludes that the unique identity created by code-switching and code-mixing in the Nigerian music industry has a positive influence on music lovers, helping artists to achieve wide patronage and reflecting the ethnolinguistic diversity of the Nigerian nation.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

Linguistic Expats and Bounded Fluency

2019 ◽  
pp. 42-57
Author(s):  
Tsedal Neeley
Keyword(s):  
Organizational Culture ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Home Country ◽  
Mother Tongue ◽  
English Language Proficiency ◽  
Conference Call ◽  
Remote Location ◽  
Japanese Employees

This chapter focuses on the Japanese linguistic expats and their linguistic shock, which initially presents a barrier to learning a foreign language. It provides the results of the seemingly insurmountable challenge at the mandate's announcement—base English language proficiency for the Japanese domestic workforce. Here, the term “linguistic expat” is used to describe employees like Kenji who live in their home country yet must give up their mother tongue when they enter their place of employment or sign into a conference call from a remote location. This chapter shows how this twist—a mismatch between language, nationality, and organizational culture—made the Japanese employees uncomfortable. Learning English, at least in the first phase, required that they form new perceptions of themselves, their company, and their jobs. The demands of the mandate made them feel anxious about their productivity and insecure about their future at Rakuten. Although the majority of the linguistic expats progressed in their acquisition of English, few were able to reach a level where fluency was automatic.

Language Loss

2019 ◽  
pp. 181-195
Author(s):  
Nilsa J. Thorsos
Keyword(s):  
English Language Learners ◽  
Critical Race Theory ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Loss ◽  
English Only ◽  
The Usa ◽  
First And Second Generation

This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.

scholarly journals Investigating the Needs and Drawbacks of L1 in L2 Education: Students’ Perception

2019 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
AbdulMahmoud Idrees Ibrahim
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Relevant Literature ◽  
Vital Role ◽  
Education Students ◽  
Analysis And Evaluation ◽  
L2 Learning ◽  
Efl Students ◽  
L1 And L2

This paper aims at exploring the EFL Students’ Perspective of the Use of the Arabic (L1) in English language (L2) learning. The relevant literature reviewed concerning the development of some fundamental issues in L1 usage shows that this technique plays a vital role in breaking the language barriers, promoting better communication, and contributing to linguistic competence. The statistical analysis and evaluation of the responses of the questionnaire exhibited that the need for (L1) in L2 was rated higher. The students claimed that their mother tongue is effective since it increases their awareness of similarities and differences between (L1) and (L2) and helps in explaining the difficult areas in the foreign language. Likewise, they confessed that L1 has drawbacks. It could be said that (L1) is a helpful technique in (L2) learning process, but it should be handled with care.

scholarly journals When and Why of Mother Tongue Use in English Classrooms

1970 ◽  
Vol 16 (1-2) ◽  
pp. 42-51 ◽  
Author(s):  
Ashok Raj Khati
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Mother Tongue ◽  
Secondary Level ◽  
Final Part ◽  
Classroom Observations ◽  
Group Discussions ◽  
English Classrooms ◽  
Teachers And Students

It is often felt that teachers and students overuse their mother tongue, in this case, most probably the Nepali in English as a foreign language (EFL) classroom particularly in government-aided (Nepali medium) schools of Nepal. This, in result, minimizes the students' exposure to English. This article starts with defining mother tongue. Then, it presents the use of mother tongue in EFL classroom in the global and Nepalese contexts followed by summary of three classroom observations and two focused group discussions among teachers and students studying at the secondary level. The final part of the paper presents some simple and applicable strategies and ways of enhancing English language use in the classroom on the part of students provided by three teachers' trainers based on their experience. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6128 NELTA 2011; 16(1-2): 42-51

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