scholarly journals The English Language Of Multitasking Librarian Candidates: Tips For Cultivating Interest In English Through Friendly Atmosphere Approach

Edulib ◽  
2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Doddy Rusmono
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Impact Factor ◽  
Language Learners ◽  
English Language ◽  
Information Science ◽  
Native Speaker ◽  
Target Language ◽  
Cultural Barriers ◽  
English Department

Abstract. Ideas expressed by LIS (Library and Information Science) students in the form of writing are incomprehensible to some extent. The work of LIS students of UPI, the librarians to-be, needs to be examined. These students are learners categorized as SNED (Students of Non English Department) gaining experience through learning English in the EFL (English as a Foreign Language) environments worth investigating. Lack of skill to bridge a gap between their native language (Indonesian) and target language (English) creates a room for inadequacy especially to native speakers. Paragraphs written by these students as ELLs (English Language Learners) are not easily understood due to the constraints dealing with linguistic and cultural barriers. A very small number of studentshave been willing to write their answers in English language when it comes to  options of answering in English or answering in Indonesian language in the mid-termexamination.This phenomenon gives a picture of competency in expresing ideas in English which is still far from being sufficient. Approach using a qualitative method of research with interview and observation as instruments to collect data from informants results in facts that they lack of confidence leading to an impact factor of low quality of writing. Hence, facilitators should take necessary steps to help with warm and friendly conduct toward betterments in working out English instead of Indonesian English. Librarians as professionals in practice should have a good command of English and exercise it in their daily routines. Their “at-homeness” proves to be very low making it possible for a native speaker to misinterpret the original ideas of the ELLs. Culture as a factor influences and builds a sense, attitude, and response of the ELLs in interacting with a native speaker of the target language. It is found out that efforts with friendliness and pleasing approach bythe facilitators to make the ELLs feel comfortable plays an important part toward betterments.Key words: friendly atmosphere, paragraph writing, linguistic consraints, culture, SNED.Abstrak. Gagasan yang disampaikan dalam bentuk tertulis menggunakan Bahasa Inggris oleh Mahasiswa Program Studi Perpustakaan FIP-UPI, yang adalah calon Pustakawan, memerlukan penelitian. Para Mahasiswa ini adalah pembelajar yang berkategori SNED (Students of Non-English Department) yang belajar Bahasa Inggris dengan lingkungan EFL (English as a Foreign Language) yang menarik untuk diteliti. Kekurangmampuan menjembatani kesenjangan antara Bahasa Ibu mereka (Bahasa Indonesia) dengan Bahasa Penerima (Bahasa Inggris) menghambat keberterimaan oleh khususnya Penutur Asli (native speaker). Paragraf karya tulis SNED sebagai Pembelajar Bahasa Inggris (ELLs –English Language Learners) sering sulit dimengerti karena kendala linguistik dan kultur. Sedikit sekali Mahasiswa yang mau menulis didalam Bahasa Inggris pada UTS (UjianTengah Semester). Kenyataan ini menggambarkan betapa kemampuan Mahasiswamenyusun kalimat masih jauh dari memadai. Pendekatan menggunakan metode kualitatif dengan intrumen wawancara bersama informan menghasilkan simpulan bahwa lack of confidence onthe students' part merupakan impact factor. Teramati bahwa Bahasa Inggris yang digunakan masih merupakan Bahasa Inggris “Indonesia”. Pada prakteknya, status Pustakawan Multitasking menuntut profesional Pustakawan untuk dapat berbahasa Inggris didalam rutinitas kesehariannya. Dalam hal ini, “at-homeness” mereka masih rendah sehingga seorang native speaker yang mencoba memahami bahasa tulisan karya Pustakawan melakukan penafsiran yang keliru. Selain itu, pengetahuan ELLs mengenai kultur sasaran (Bahasa Inggris) memainkan peran sangat penting didalam berkomunikasi.Didalam menyampaikan gagasan mereka, para pembelajar ini mengalami kesulitan karena terkendala oleh kultur bahasa sasaran. Kultur ini mempengaruhi dan membentuk perasaan, sikap, dan respon ELLs didalam berinteraksi dengan penutur asli bahasa sasaran. Ditemukan bahwa upaya yang ramah dan menyenangkan dari pengajar selaku fasilitator untuk memperbaiki Bahasa Inggris para calon Pustakawan ini merupakan suatu keniscayaan.Kata kunci: ramah suasana, penulisan paragraf, kendala linguistik, kultur, SNED,.

scholarly journals HAMBATAN SEMANTIK DAN BUDAYA DALAM PROSES TRANSFER IDE OLEH MAHASISWA JURUSAN NON BAHASA INGGRIS DALAM PENULISAN PARAGRAF

Edulib ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Doddy Rusmono ◽  
Susanti Agustina
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Information Science ◽  
Native Speaker ◽  
Written Form ◽  
Good Writing ◽  
The One ◽  
Target Culture ◽  
Bahasa Indonesia

Abstrak. Proses transfer ide dalam bentuk tulisan yang dilakukan oleh mahasiswa jurusan ilmu perpustakaan dan informasi sebagai mahasiswa jurusan non Bahasa Inggris (SNED) yang mempelajari Bahasa Inggris sebagai bahasa asing (EFL) perlu diinvestigasi. Ketidakmampuan untuk menjembatani kesenjangan antara ide dalam bahasa ibu (Bahasa Inggris) dengan ide dalam bahasa pembaca (Bahasa Inggris) menghambat pemahaman pembaca, khususnya pembaca yang merupakan penutur asli Bahasa Inggris. Paragraf yang ditulis oleh mahasiswa SNED sebagai pembelajar Bahasa Inggris tidak dapat dipahami karena hambatan linguistik dan budaya. Sejumlah kecil mahasiswa yang membuat tulisan Bahasa Inggris dalam ujian tengah semester memperlihatkan gambaran ketidaktepatan dalam hal menyusun kalimat sehingga Bahasa Inggris mereka pada tingkatan tertentu terdengar seperti Bahasa Indonesia. Dalam hal ini kemampuan mereka untuk menggunakan Bahasa Inggris seperti layaknya bahasa Indonesia terbukti sangat rendah sehingga seorang penutur asli Bahasa Inggris yang mencoba untuk memahami ide mereka bisa salah memahaminya. Seorang pembelajar Bahasa Inggris harus memiliki kosakata yang cukup banyak dan setidaknya mengetahui aturan gramatikal seperti formulasi 9BP+3CC (Cd,Cx,Cdx) dan PoS misalnya, untuk melengkapi pemahaman sebelum benar-benar dapat mengekspresikan ide dalam tulisan Bahasa Inggris yang dapat dipahami. Selain itu, pengetahuan mahasiswa tentang budaya penutur Bahasa Inggris memainkan peranan yang sangat penting untuk menghasilkan tulisan yang bagus, sebagaimana yang diungkapkan oleh seorang ahli bahasa bahwa seringkali seorang pembelajar bahasa mengetahui aturan tata bahasa tetapi tidak memiliki pengetahuan yang cukup tentang budaya penutur asli. Mahasiswa mengalami kesulitan dalam mengkomunikasikan idenya dikarenakan ekspresi suatu ide terikat oleh budaya yang merupakan entitas independen. Budaya penutur asli mempengaruhi dan membentuk perasaan, sikap, dan respons terhadap pengalaman dan interaksi seorang pembelajar bahasa dengan yang lain. Oleh karena itu, upaya fasilitator untuk memperbaiki kemampuan menulis mahasiswa mungkin untuk dilakukan.Kata kunci: Penulisan paragraf, Bahasa, Kultur , Constraint, Betterment,  SNED. Abstract. Ideas transferred in the written form by Library and Information Science students as SNED (Students of Non-English Department)learning English in the environments of EFL (English as a Foreign Language) need investigating. Inability of bridging the gap between the ideas in their native language (Indonesian language) and the audience language (English language)hampers understanding on the readers' part, as especially a native speaker of English language. Paragraphs written by the SNED as English Language Learners (ELLs) are incomprehensible due to linguistic and cultural constraints. Quite a small number of students  willing to write in English in their Mid-term Examination give some picture of inappropriateness in terms of sentence structuring resulting in their English being “Indonesian” to some extent. Their “at-homeness”, in this case, proves to be so low that a native speaker of English trying to understand their ideas put into a paragraph will be more than likely misled. ELLs should have vocabularies in a sufficient number and know grammatical rules such as the one formulated as 9BP+3CC (Cd,Cx,Cdx) and the PoS at least, for instance, to equip themselves with before actually expressing their ideas in comprehensible English writing mode. Other than that, ELLs' knowledge of target culture (English, that is) plays a great role in producing a good writing as coined by a linguist: Most frequently confronted that students to a great extent know the rules of language, but are not knowledgeable enough about the target culture. In communicating their ideas, students found it difficult to do due to a culture-bound independent entity of idea expressions. The target culture influences and shape the ELLs' feelings, attitudes, and responses to the ELLs' experiences and interactions with others. It is indicated that any facilitator's efforts towards betterments in terms of writing better paragraphs by the ELLs should be a possibility.Key words: paragraph writing, linguistic, cultural, constraint, betterment, SNED.

Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments

2019 ◽  
pp. 162-182
Author(s):  
Hélder Fanha Martins
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
English Language ◽  
Foreign Language Learning ◽  
Role Playing ◽  
Target Language ◽  
Role Playing Games

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.

scholarly journals KIAT MAHASISWA BERKOMUNIKASI DIDALAM BAHASA INGGRIS PASKA PENDEKATAN FRESHNESS DAN ENTHUSIASM

Edulib ◽  
2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Doddy Rusmono
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Foreign Language ◽  
English Language ◽  
Native Speaker ◽  
Positive Impact ◽  
Target Language ◽  
Intended Receiver ◽  
The One ◽  
Learning English

AbstractThrough DIMBI (Diskusi Ilmiah Mahasiswa Berbahasa Inggris – Student’s English Discussion) some can be drawn that learners (i.e. Students) want to have their messages accepted in a proper way by the receiver in the target language. By merely integrating vocabulary and grammar to communicate, the meaning of the expression could not reach the intended receiver and might end up with being incomprehensive on his part. Elelments of culture are neede to make other people understand what you are trying to say, especially when the one you are talking to is a native speaker of English language.  Learners are in the situation in which English fall into the category of a foreign, and not English as a second language. When learning English as a second language takes place, the learners are involved in the language in their daily life ectivities while  learning English as a foreign language as the case in Indonesia, acquisition and usage depend on and are restricted to learning structures as designed for classroom mode with its various impacts. However little any attempts made by the learners, appreciation and good points of view must emerge for the sake of skill developments. Ways of exploring with tricks by the learners everytime they try to communicate in English with a number of mistakesn needs to be ameliorated in such a way that hopes for betterments live a good endeavour. Approach in the light of teacher demeanor brings with it a positive impact. The approach generates freshness and enthusiasm as well and thus encouraging the learners to express with confidencde regardless of possible inaccuracies in their various forms.Keywords: vocabulary, grammar points, communication, culture, target language. AbstrakMelalui DIMBI (Diskusi Ilmiah Mahasiswa Berbahasa Inggris) terperoleh simpulan bahwa para pembelajar (baca: Mahasiswa) ingin agar pesan yang mereka komunikasikan dapat berterima. Dengan menggabungkan kosa-kata dan gramatika saja pesan yang mereka sampaikan sebagai penutur belum cukup untuk memenuhi keberterimaan oleh penerima pesan pada bahasa sasaran (Bahasa Inggris). Diperlukan unsur kultur untuk mencapai bahasa sasaran. Unsur kultur akan sangat menentukan makna yang ditangkap oleh penerima pesan, terutama bilamana penerima pesan tadi adalah penutur asli (native speaker).  Pembelajar berada dalam situasi yang dikategorikan Bahasa Inggris sebagai Bahasa Asing (English As A Foreign Language) , bukan sebagai Bahasa Kedua (English As A Second Language). Ketika bergagas melalui ujaran didalam Bahasa Inggris sebagai bahasa kedua, pembelajar dilibatkan dengan bahasa ini didalam kehidupan sehari-hari mereka sedangkan pembelajaran Bahasa Inggris sebagai bahasa asing seperti misalnya di Indonesia, perolehan dan penggunaan Bahasa Inggris tergantung dan terbatas pada rancangan belajar di ruang kelas dengan segala dampak penyertanya. Upaya sekecil apapun oleh pembelajar harus dilihat dari segi positifnya untuk kemudian dicarikan cara pengembangannya. Kiat penuh kekeliruan sekalipun perlu dihidupkan agar komunikasi tetap berlangsung lancar dan berterima. Pendekatan melalui teacher demeanor yang menyegarkan dan penuh semangat membawa dampak positif bagi pembelajar berupa keberanian berekspresi, terlepas dari ketidakpasan disana-sini.Kata kunci: kosa kata, gramatika, komunikasi, kultur, bahasa sasaran.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

scholarly journals Multilingual access: Language hegemony and the need for discoverability in multiple languages

2018 ◽  
Vol 79 (11) ◽  
pp. 617
Author(s):  
Kelly McElroy ◽  
Laurie M. Bridges
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Social Identities ◽  
Educational Institutions ◽  
Growing Up ◽  
English Speaking ◽  
English Speaking World

It is widely accepted that English is the current lingua franca, especially in the scientific community. With approximately 527 million native speakers globally, English ranks as the third most-spoken language (after Chinese and Hindu-Urdu), but there are also an estimated 1.5 billion English-language learners in the world.The preeminence of English reflects the political power of the English-speaking world, carrying privileges for those who can speak, write, and read in English, and disadvantages to those who cannot. This is also the case in scholarly communication. Linguist Nicholas Subtirelu identifies three privileges for native English speakers: 1) easier access to social, political, and educational institutions; 2) access to additional forms of capital; and 3) avoiding negative opinions of one’s speech.For example, we were both born into families that speak American English at home, we were surrounded by English books and media growing up, and our entire education was in English. Even defining who counts as a “native” speaker can be refracted through other social identities. As college-educated white Americans, our English is never questioned, but the same is not true for many equally fluent people around the world. 

The statistics of English in China

English Today ◽  
2012 ◽  
Vol 28 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Rining Wei ◽  
Jinzhi Su
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Turn Of The Century ◽  
National Language ◽  
Chinese People ◽  
The World ◽  
Populous Country

In the mid-1980s, Crystal (1985) lamented that there were no reliable figures available for the number of learners to whom English is taught as a foreign language in many regions of the world, and that ‘China has always been excluded from the statistical reviews, because of the shortage of information from inside the country’ (Crystal, 1985: 9). More recently, Bolton (2008: 6) similarly notes that because of ‘the absence of accurate language surveys’ academics have to make educated guesses regarding the total number of those learning/knowing English. The figure of the total English learners/users in China has been estimated to be somewhere between 200 and 350 million (cf. Bolton, 2003: 48; Kachru, 1997; McArthur, 2003; Zhao & Campbell, 1995; Graddol, 2006: 95). Fortunately, a national language survey in China conducted at the turn of the century does provide some hard statistics on the number of English language learners/users in the world's most populous country, and also sheds some light on the realities of use of English and English proficiency among the Chinese people.

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