scholarly journals Influence of Native Language Transfer on Senior High School English Writing

2021 ◽  
Vol 11 (2) ◽  
pp. 170
Author(s):  
Yuhang Yuan
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Native Language ◽  
Mother Tongue ◽  
Senior High School ◽  
Language Transfer ◽  
School Students ◽  
Quantitative Research Methods ◽  
English Writing

English writing is one of the important ways to show the comprehensive ability of second language. The native language transfer has long been concerned by language learners since it was proposed. This study adopts qualitative and quantitative research methods to explore the influence of mother tongue transfer on senior high school students' English writing and puts forward corresponding teaching strategies. Through the research, it can be found that native language transfer errors account for a large proportion of errors in English writing error types. In addition, native language transfer has a significant influence on students’ English writing level. It is helpful for students to improve their second language writing ability by adopting comprehensible input and other teaching methods related to mother tongue transfer.

scholarly journals Impact of Language Ego, the Native Language Effect on Oral English Learning of High School Students

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Guo Xiashi ◽  
Yuewu Lin
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Negative Transfer ◽  
Native Language ◽  
Mother Tongue ◽  
English Learning ◽  
School Students

Language transfer, especially the native language effect on the process of second language acquisition, has always been a hot issue of various linguists. Language transfer is inevitable in the process of second language acquisition, which can be divided into positive transfer and negative transfer. The positive transfer will promote the foreign language learning while negative transfer of mother tongue will hinder the second language learning. In English learning, compared with reading and writing, oral English learning is more important and more complex. Chinese high school students are often disturbed by negative effect of their mother tongue in oral English communication. In China, experts and scholars have done a lot of researches on the negative native language effect in English learning, but most of the researches focus on writing and translation skills, while few of them emphasize on listening and speaking skills.At present, English teaching is undergoing a profound reform, and English teachers and learners are paying an increasing number of attention to the study of spoken English. In order to fill the gap and correctly understand the influences of oral English acquisition of high school students, through the analysis of the principle of native language effect, this paper finds that the vocabulary, grammar, pronunciation and pragmatics of mother tongue all have negative transfer to foreign language learning. What’s more, language ego, as an important part of affective principles, has a profound impact on the process of oral English learning. There is a strong and negative correlation between language ego and oral English learning to some extent. The less students´language ego is, the more oral English output students will produce.

The Second Language Exposure and Proficiency of the High School Students in Cebu City

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Ma. Dolores L. Aday
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
Mother Tongue ◽  
School Administrators ◽  
School Students ◽  
Regional Dialects ◽  
Language Proficiency Test

              This study deals on how the Cebuano high school students are exposed to a second language--English and Filipino, their attitudes towards learning the same and their level of proficiency in such languages. A non-probability convenience sampling was conducted in three high schools in Cebu City getting 171 respondents. They were made to take a language proficiency test in Filipino and English. Interviews and focused group discussions were also done to assess clearly their competence in both languages. The study showed that their exposure to a language counts much in achieving language proficiency. The study, however, negates the relationship between the students’ level of proficiency and their attitude towards learning both languages. Further, this study illustrates how the Bilingual Education Policy as well as the new trends of the Mother Tongue-Based Learning had contributed more to the decline of the students’ English   proficiency.  The domains of English are contracting while those of the Filipino language as well as the regional dialects are expanding. School administrators must look into the language policy in schools to improve the English language competency of the students and make them more globally competitive. 

scholarly journals Language Learning Motivation among Senior High School Students

1970 ◽  
Vol 2 (2) ◽  
pp. 57-63
Author(s):  
Gartika Pandu Bhuana
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Senior High School ◽  
Language Learner ◽  
School Students ◽  
Instrumental Motivation ◽  
Senior High School Students ◽  
Learning English

Abstract Motivation is one of main determinant factor in learning second or foreign language. There are two types of motivation, which are integrative and instrumental motivation. Both of them play an essential role of the success in learning second or foreign language. Unfortunately, there is some debate about which kind of motivation is important for second language learner. Therefore, the aim of this study is to investigate the senior high school students’ motivation toward learning English as a second language. The study is quantitative design. The participant of this study was twelve grade students at one of senior high school in Bandung. The data were obtained through questionnaire. The used questionnaire was integrative and instrumental motivation scale of Gardner’s Attitude/Motivation Test Battery (AMTB) that is adapted by Vaezi (2010). The questionnaire has 5-point scale ranged from “strongly disagree” to “strongly agree”. The data gained then was analyzed using SPSS 16.0. The result of the study showed that senior high school students were instrumentally motivated in learning English as a second language. In their point of view, learning English was important for supporting their future job and career. Keywords: Integrative and instrumental motivation, senior high school students

scholarly journals Morphosyntactic influence of spanish on english as a foreign language in high school students

2021 ◽  
Vol 2 (5) ◽  
pp. 7599-7615
Author(s):  
Willian Patricio García Padilla ◽  
Yola Indaura Chica Cárdenas
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Word Order ◽  
Mother Tongue ◽  
Public High School ◽  
School Teachers ◽  
School Students ◽  
English Writing ◽  
Post Test

When learning a foreign language, the mother tongue (L1) influences the learning process either to enhance or to hinder it. The purpose of this study was to ascertain the most common errors high school students make due to the Spanish morphosyntactic interference when developing the English writing skill, to determine the factors that caused those errors and to propose some suggestions to overcome them. The participants of the study were 32 students of an Ecuadorian public high school. A quantitative and qualitative study was carried out; data collection instruments included a pre and a post-test as well as a questionnaire for students and teachers. Four morphosyntactic errors were identified: word order, negation, pluralization, and subject omission.  After the intervention, it was determined that to overcome these errors, school teachers should focus on practicing more writing activities with their students in class and on motivating learners to do English tasks at home. 

scholarly journals The Application of POA-based Reciprocal Teaching Model in Chinese Senior High School English Writing Class

2021 ◽  
Vol 11 (8) ◽  
pp. 891-900
Author(s):  
Guobing Liu ◽  
Hui Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Positive Impact ◽  
Senior High School ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
School Students ◽  
English Writing ◽  
Teacher Student ◽  
Writing Class

In order to effectively improve the efficiency of English writing class in Chinese senior high school, this paper explores the effectiveness of POA-based reciprocal teaching model, i.e. Production-based reciprocal teaching (PBRT). The research instruments include classroom observation, interview and test. It has been found: (1) PBRT has a positive impact on Chinese senior high school students’ interests in English writing. (2) PBRT can significantly improve students’ writing abilities. (3) The application of PBRT in writing class need build a teacher-student community. The teachers should design situational teaching activities in class and promote their knowledge application abilities. There are few researches on reciprocal teaching based on POA in senior high school. This study aims to provide new ideas for improving the efficiency of English writing class in Chinese senior high school.

scholarly journals The Effect of Teacher Feedback on the Simple Past Tense Acquisition in Senior High School Students' English Writing

2019 ◽  
Vol 9 (3) ◽  
pp. 30
Author(s):  
Qin Zhong ◽  
Minwei Yan ◽  
Fangfang Zou
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Teacher Feedback ◽  
Past Tense ◽  
School Students ◽  
English Writing ◽  
Indirect Feedback ◽  
Direct Feedback ◽  
Senior High School Students

Teacher feedback is an essential part which can not be overlooked in English writing teaching. Whether teacherfeedback is effective and which type of feedback is more effective in improving learners’ writing proficiency haveattracted more and more researchers’ attention. Direct feedback is the feedback that teachers correct students’ errorsdirectly under the form or the right using habit of target language. Indirect feedback is the feedback that teachersonly mark out or point out students’ errors but not correct errors. This study explores the effects of two differentkinds of feedback (direct feedback and indirect feedback) on the acquisition of English simple past tense in highschool students’ writing. And it attempts to answer the following three questions: 1) Do teachers’ direct and indirectfeedback in English writing influence senior high school students’ acquisition of simple past tense? 2) If so, whichkind of feedback (direct or indirect feedback) has the greater influence on improving students’ acquisition of simplepast tense in English writing? 3) What perceptions do students have towards teachers’ direct and indirect feedback inEnglish writing?The result showed that the two kinds of feedback have an influence on the acquisition of the target structure,however, there is no significant difference between direct and indirect feedback group, which states that indirectfeedback class was not better than direct feedback class.

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