scholarly journals On College Students’ Listening Anxiety and Listening Strategy

2021 ◽  
Vol 11 (11) ◽  
pp. 1467-1473
Author(s):  
Zhen Zhou
Keyword(s):  
College Students ◽  
Second Language Acquisition ◽  
Empirical Study ◽  
Language Learning ◽  
Qualitative Method ◽  
Quantitative Method ◽  
Cognitive Strategy ◽  
Appropriate Use ◽  
Listening Anxiety ◽  
Listening Ability

Research on college students’ listening anxiety and listening strategy has become a hot issue and attracts much concern of scholars and experts in the second language acquisition. Some researches prove that listening anxiety is universal and pervasive in the language learning process and listening strategy plays a crucial role in lowering or reducing college students’ listening anxiety and improving their listening ability. In order to study college students’ listening anxiety, listening strategy and the correlation between college students’ listening anxiety and listening strategy, an empirical study is carried out on the 2020th English majors. This study combines quantitative method and qualitative method and adopts “Questionnaire about English listening strategy” and “Questionnaire about English listening anxiety”. The study reveals that: firstly, among the listening strategy, meta-cognitive strategy is the most frequent strategy that college students use; cognitive strategy is more frequent than social or affective strategy used by college students; social or affective strategy is the least frequent strategy that college students use. Secondly, although college students suffer from universal listening anxiety, the level of listening anxiety is low. Thirdly, the correlation between college students’ listening anxiety and listening strategy is not significant. It also means that listening anxiety is not related to social or affective strategy, related to meta-cognitive strategy. This study aims to help Chinese college educators and students to realize the effect of listening anxiety and the appropriate use of listening strategy.

scholarly journals A Study of Negative Language Transfer in College Students’ Writing from Cultural Perspective

2018 ◽  
Vol 8 (3) ◽  
pp. 306 ◽  
Author(s):  
Lin Bai ◽  
Jie Qin
Keyword(s):  
College Students ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Cultural Difference ◽  
Negative Transfer ◽  
Mother Tongue ◽  
Positive Transfer ◽  
Language Transfer ◽  
Aesthetic Perception ◽  
Cultural Perspective

Language and culture are closely related with each other and they are inseparable. Language, as a vehicle of culture, is as well culture’s manifestation. Transfer, as an important notion in Second Language Acquisition (SLA), states the situation of previously existing knowledge being extended and expanded to the gaining of new knowledge. Language transfer can be classified into positive, negative and zero transfer. As for the definition of positive transfer, it is the transfer that helps or facilitates language learning in another situation. Negative transfer is one that interferes with language learning in another situation. How to utilize the positive transfer and avoid negative transfer is of great significance in Foreign Language Teaching (FLT). Aiming to improve college students’ English writing, the author tries to analyze the negative transfer from the cultural perspective. With the guidance of the theory of Language Transfer, the author carries out a research on the students’ writing tasks. Based on the research, author has discovered the interference of their mother tongue in students’ writings shown in idioms, cultural terms and conventions in expression. Therefore, the students are not free to use language to explain their arguments. The study also found these negative transfer are mostly generated by cultural difference. The sources of negative transfer include in the three aspects which are thinking mode, aesthetic perception and religious belief. Thus students should find some solutions and avoid negative transfer efficiently.

scholarly journals APPLYING TEXT-BASED APPROACH USING ECOTEXT TO IMPROVE DESCRIPTIVE WRITING SKILL OF THE 7TH GRADERS OF SMP KRISTEN PAYETI, EAST SUMBA

2018 ◽  
Vol 25 (2) ◽  
pp. 147
Author(s):  
Melkyanus Dju Rohi ◽  
I Wayan Simpen ◽  
Ni Wayan Sukarini
Keyword(s):  
Language Learning ◽  
Qualitative Method ◽  
Quantitative Method ◽  
Language Use ◽  
English Teacher ◽  
Content Organization ◽  
Embedded Design ◽  
Writing Skill ◽  
Before And After ◽  
Descriptive Writing

Text based approach is one of the approaches implemented in 2013 curriculum which is ignored by the English teacher in teaching. Besides, the teacher has not yet related the materials taught with the learners` environment, especially the local excellences.  This research aims to give a description both quantitatively and qualitatively on how the result of descriptive writing skill of the 7th graders’ of SMP Kristen Payeti before and after the implementation of text-based approach using ecotext with the theme of horse `njara` is. The data were collected through pretest, observation during the treatment, and posttest. This research uses concurrent embedded design in which the qualitative method is embedded or nested within the quantitative method. The results show that before the treatment the average achievement of the learners in composing descriptive text was 62. It is below the minimum completion criteria (KKM), that is 70. Individually, only 10 of 32 learners passed the exam. After the treatment, the average achievement became 78.69 or increased by 16.69 on five aspects analyzed, content, organization, vocabulary, language use, and mechanic. Only 3 of 32 learners failed. In addition, the treatment is suitable with the perspective of ecolinguistics in language learning, mainly the relation, the context, the emergence, the quality, the variability, and the activity. In conclusion, text based approach using ecotext can be implemented to improve the learners skill in writing descriptive text.      

scholarly journals Foreign Language Listening Anxiety: Its Dimensionality and Group Differences

2008 ◽  
Vol 30 (2) ◽  
pp. 173 ◽  
Author(s):  
Harumi Kimura
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Listening Anxiety ◽  
Learning Anxiety ◽  
Affective Processes ◽  
And Gender ◽  
Japanese Learners ◽  
Spoken Interaction ◽  
Korean Learners

This paper investigates foreign language listening anxiety (FLLA) in line with social and interpersonal anxiety studies. Language-learning anxiety has been conceptualized as a unique, situation-specific entity, and recent research in second language acquisition (SLA) has examined anxiety with respect to such skill domains as reading and writing as well as in terms of spoken interaction. Too much emphasis on specificity, however, might have led researchers and practitioners to miss common features of anxiety as affective processes under tension. A Japanese translation of the Foreign Language Listening Anxiety Scale (FLLAS), which was created for Korean learners of English by Kim (2000), was administered to 452 Japanese learners. Data reduction through factor analysis indicated that this construct, as measured by the FLLAS, has three factors which were labeled Emotionality, Worry, andAnticipatory Fear. University major and gender were chosen as independent variables, and only the levels of the former were found to be significantly different in terms of one of the factors, Emotionality. Math students experienced more arousal of fear than social science students in this dimension of the FLLAS. 本論では、日本人大学生の英語のリスニングに関する不安感を因子分析と分散分析を用いて研究する。韓国語を母国語とする学習者向けに開発されたスケールを基にして作成した日本語版尺度を用い、この心理的概念の適切なモデルの構築を目指し、三つの因子を仮定する。また、専攻分野によって学生の不安感の構成にも統計的有意差が見られることも報告する。

scholarly journals Second Language Acquisition: A Framework and Historical Background on Its Research

2020 ◽  
Vol 13 (8) ◽  
pp. 200
Author(s):  
Fahad Hamad Aljumah
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Qualitative Method ◽  
Longitudinal Research ◽  
Historical Background ◽  
Efl Learners ◽  
English As Foreign Language

Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study's data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (i) second language acquisition still has several doubts and ambiguities in its many different aspects, (ii). In this study, the researcher summarizes second language acquisition (SLA) research's main goals and draws comparisons on the scholars' dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.

scholarly journals Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness

2021 ◽  
Vol 11 (4) ◽  
pp. 491-515
Author(s):  
Lanxi Wang ◽  
Peter MacIntyre
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Listening Comprehension ◽  
Metacognitive Awareness ◽  
Negative Effects ◽  
Holistic View ◽  
Listening Anxiety ◽  
Second Language Listening ◽  
L2 Listening

Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.

scholarly journals Vocabulary Learning Assisted with Smart Phone Application

2018 ◽  
Vol 8 (11) ◽  
pp. 1511
Author(s):  
Zhimei Lei
Keyword(s):  
College Students ◽  
Empirical Study ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Smart Phone ◽  
Smart Phones ◽  
Mobile Assisted Language Learning ◽  
Before And After ◽  
Smart Phone Application

Plenty of study has been done about the Mobile Assisted Language Learning (MALL), which still hasn’t found its way into the English vocabulary learning. This empirical study aims to explore an effective way of vocabulary learning through the APP of WeChat on smart phones which are prevalently used among college students. 30 students participated in a WeChat group and were given word tests before and after the research respectively. A questionnaire survey was done a month later. The empirical result shows that it is easy for students to accept this new way of learning and most of them could follow the schedule. They have enhanced their self-regulation study ability and are encouraged to explore various methods to improve their study via smart phone Apps.

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