scholarly journals A Comparative Study Between China and Malaysia: Investigating the Influence of First Language (L1) Syntax in Speaking English (L2) among Primary School Students

2021 ◽  
Vol 11 (10) ◽  
pp. 500-510
Author(s):  
Mahendran Maniam ◽  
Mardhiyah Ridzuan ◽  
Santhia A/P Subramaniam ◽  
Vigneshwary A/P Sagathivan ◽  
Yom Saridatul Najwa Bt Abd Lahsan ◽  
...  
Keyword(s):  
Primary School ◽  
English Language ◽  
Mother Tongue ◽  
Sentence Structure ◽  
Primary School Students ◽  
School Students ◽  
Esl Teachers ◽  
Academic Communication ◽  
L1 And L2 ◽  
Malaysian Students

For Malaysian students, speaking in English is one of the most challenging skills to master, especially if they do not have a strong command of the language. Meanwhile in China, the English language is primarily employed as a means of academic communication and teaching. This paper aims to identify which linguistic items have been transferred positively and negatively from L1 (Bahasa Melayu and Mandarin) in speaking English (L2) among primary school students. A qualitative study among primary school students from China and Malaysia was carried out using purposive sampling. Based on the findings, four types of syntactic errors from the Malaysian students' speech were identified. It was evident that the students had difficulties to speak correctly in terms of sentence structure. The four syntactic errors found are simple past, simple present, verb ‘to be’ and subject-verb-agreement. Meanwhile, it has been found that Chinese students frequently produce linguistic mistakes during their utterances of L2 speech as a result of L1 interference. This research also exposed that the students are still unconsciously relying on their mother tongue to translate their sentence into L2. The study is expected to help ESL teachers to draw the analogies between corresponding L1 and L2 syntax constructions. The findings will contribute and direct the learners’ attention to cross-language syntactic similarities and differences and thus guide them to a deeper understanding of underlying linguistic structure.

scholarly journals The effect of using an active learning strategy in teaching the English language on the achievement level of primary school students: أثر استخدام استراتيجية التعلم النشط في تدريس اللغة الانجليزية على مستوى التحصيل لدى طالبات المرحلة الابتدائية

2021 ◽  
Vol 5 (33) ◽  
pp. 166-145
Author(s):  
Shorouq Ali Al-Ghamdi, Afrah Hafiz Al-Oweidi Shorouq Ali Al-Ghamdi, Afrah Hafiz Al-Oweidi
Keyword(s):  
Active Learning ◽  
Primary School ◽  
English Language ◽  
Learning Strategy ◽  
Classroom Interaction ◽  
Primary School Students ◽  
Achievement Level ◽  
School Students ◽  
Study Population ◽  
Active Learning Strategy

The study aimed to identify the effect of using an active learning strategy in teaching the English language on the level of achievement of primary school students. To achieve the study objectives, the researcher used the descriptive analytical approach through utilizing the questionnaire to collect data from the targeted sample. The study population included all primary stage female teachers in Bisha Governance, who account for (109) teachers, where the researcher conducted a full survey of the population. The results of the study showed that using moral incentives to promote positive behavior among primary school students leads to improving their academic achievement, active learning increases classroom interaction between teachers and primary school students. In light of the obtained results, the researcher recommended the utilization of an active learning strategy in teaching the English language, and that English teachers should continuously focus on updating their teaching techniques and methods to boost students learning.

scholarly journals The impact of blogging on Hong Kong primary school students' bilingual reading literacy

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Shek Kam Tse ◽  
Allan Hoi-kau Yuen ◽  
Elizabeth Ka-yee Loh ◽  
Joseph Wai-ip Lam ◽  
Rex Hung-wai Ng
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Mother Tongue ◽  
Reading Proficiency ◽  
Primary School Students ◽  
School Students ◽  
Reading Tests ◽  
English Reading ◽  
The Impact ◽  
Chinese And English

<span>This study looked at the types of blog consulted by 1,298 Primary 4 students in Hong Kong and whether such consultation influenced performance on standardised tests of Chinese and English reading comprehension. When students were asked if they consulted Chinese and English blogs, 42% said they looked at Chinese blogs and 19% said they looked at English blogs. This difference was anticipated since Chinese is the mother tongue of most primary school students in Hong Kong and English is a second language. The themes of sites consulted were categorised into types: the Chinese blogs being able to be categorised into three types, and the English blogs into two. Boys and girls differed in their choice of Chinese and English blog topics and the strength of the students' Chinese and English reading proficiency clearly had some influence on the choice of blogs consulted. Factor analysis was used to group together types of blog and analysis of variance was applied to test differences in performance. With over half of the students saying they did not consult either Chinese or English blogs, it is unwise to draw weighty conclusions about the influence of blogging on reading standards. There was little evidence that regularly consulting the Internet was associated with high grades on either Chinese or English reading tests. Given the large number of students who said they had never consulted blogs, discussion of the analytical outcomes and conclusions are guarded but recommendations are offered.</span>

scholarly journals The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different

2020 ◽  
Vol 25 ◽  
pp. 43-55
Author(s):  
Yusuf Kızıltaş ◽  
Mustafa Yildiz
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Reading Fluency ◽  
Working Group ◽  
Mother Tongue ◽  
Primary School Students ◽  
School Students ◽  
Comprehension Skills ◽  
Fluency And Comprehension ◽  
Reading Comprehension Skills

The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish.  

scholarly journals Oral Communicative Competence of Primary School Students

2017 ◽  
Vol 6 (4) ◽  
pp. 57
Author(s):  
Isabel Cantón Mayo ◽  
Elena Pérez Barrioluengo
Keyword(s):  
Primary School ◽  
Primary Education ◽  
English Language ◽  
Communicative Competence ◽  
Reliability And Validity ◽  
Semantic Field ◽  
Primary School Students ◽  
School Students ◽  
Private Lessons ◽  
Oral Expression

Oral communicative competence enables speakers of a language to interact effectively with each other. Oral communicative competence includes a wide semantic field since the oral expression is a way of expression for the thought and it provides feedback and develops by means of the linguistic function (Vygotsky, 1992; Piaget, 1983a, 1983b; Pinker, 2003). English communicative competence is based on the use of the language as a tool of communication, both oral and written, of representation, of interpretation and of reality comprehension. This investigation aims to analyse the oral communicative competence in English of students who have finished the stage of Primary Education. It also tries to know if the center where students study, the students’ gender, the attitude towards the English language and attendance to private lessons increase the oral communicative competence. The sample was intentional and stratified (rural-urban and ordinary-bilingual). It is composed by 265 students and the instrument is a questionnaire provided with reliability and validity. The results show high levels of competence, higher than expected, and with light differences that favor the girls and the urban bilingual schools in the acquisition of the oral communicative competence in English.

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