Target Language Use and Performance in Project-Based Language Learning(PBLL)

This review identifies patterns of motivation exhibited by Japanese university students by examining a representative selection of survey studies that have mainly employed factor analysis and which have been conducted since 1990. This collection of surveys includes works published in Japanese. Two sets of contrasting motivational concepts highlight the recurring patterns: (a) instrumental and integrative motivation and (b) mastery and performance goal orientation. The research suggests that Japanese university students appreciate a utilitarian value of learning English, and have an interest in communicating with native speakers of the target language. While performance orientation may be important, mastery orientation has been shown to relate more strongly to the use of strategies. The review also demonstrates the relevance and limitations of these constructs. 本論では１９９０年以降に発表された日本人大学生の言語学習モチベーション(L2motivation) に関するアンケート調査（日本語で発表されたものを含む）の報告にみられる傾向を検証する。理解を助ける為、二組の概念が用いられる。一つはすでによく知られているガードナーの道具的及び統合的動機、もう一つは比較的新しいマスタリーとパフォーマンス志向である。先行研究によると日本人学生は英語学習の道具的な価値を認め、旅行やNSとの交流に興味を持っていることがわかる。パフォーマンス志向の存在が認められるもののマスタリー志向の方がより強く学習ストラテジーの使用と関連性があると報告されている。本稿ではこれらのモチベーション概念が日本人大学生の動機づけを理解する上での妥当性及び限界考察する。尚、因子分析の役割と現在の言語学習モチベーションについても言及する。（３７４字）

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Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

Global Expert: Jurnal Bahasa dan Sastra ◽

10.36982/jge.v8i2.963 ◽

2020 ◽

Vol 8 (2) ◽

Author(s):

Desi Surayatika

Keyword(s):

Language Learning ◽

English Language ◽

Language Use ◽

First Language ◽

Language Instruction ◽

Target Language ◽

English Language Learning ◽

Classroom Language ◽

Students First ◽

English Classroom

ABSTRACTStudents’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( L1 ) is combined with the target language ( L2 ) being studied to be a language instruction used by the teacher to conduct an English classroom. The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( EFL ).Keyword : Bilingual, Students’ Perception, language use, EFL classroomABSTRAKPersepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( L1 ) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( EFL ).Kata kunci : Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL

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COMMUNICATIVE TASKS IN TEACHING MILITARY ENGLISH

Review of the Air Force Academy ◽

10.19062/1842-9238.2020.18.2.7 ◽

2021 ◽

Vol 18 (2) ◽

pp. 63-72

Author(s):

Kinga KOLUMBÁN ◽

Keyword(s):

Language Learning ◽

Language Use ◽

Target Language ◽

Teaching English ◽

Efficient Approach ◽

The World

Teaching English through genuine interaction in the target language has represented the trademark of communicative language learning, applied in most classrooms around the world. This approach has generated a shift from the perception of language as a system to the focus on more contextual and meaning-related features of language use. Such aspects are in perfect accordance with the needs of military professionals who use English in specific situations. This study explores some of the possibilities of applying the principles of this efficient approach in learning military English with classes of all levels.

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TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY?

Getsempena English Education Journal ◽

10.46244/geej.v8i1.1295 ◽

2021 ◽

Vol 8 (1) ◽

pp. 134-146

Author(s):

Muhammad Badrus Sholeh ◽

Kisman Salija ◽

Sahril Nur

Keyword(s):

Language Learning ◽

Second Language Learning ◽

Language Use ◽

Language Teaching ◽

Communicative Language Teaching ◽

Target Language ◽

Language Classroom ◽

Real Language ◽

English Classroom ◽

Authentic Language

Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.

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PROSEDUR ANALISIS KESALAHAN BERBAHASA

Diksi ◽

10.21831/diksi.v15i1.6559 ◽

2015 ◽

Vol 15 (1) ◽

Author(s):

Dawud

Keyword(s):

Language Acquisition ◽

Error Analysis ◽

Language Learning ◽

Language Learners ◽

Language Use ◽

Target Language ◽

Contrastive Analysis ◽

Pedagogical Function

An error in language use is an instance of using language in a way whichdiverges from the norms of the target language. Such errors are natural phenomenain the process of language learning. Analyses of such errors have three importantfunctions: a pedagogical function, a methodological function, and a facilitativefunction in a process of language acquisition. Such an analysis is done by goingthrough the procedure of collecting language learners' language samples,identifying the errors, then describing them, and finally explaining them.Keywords: errors in language use, error analysis, contrastive analysis

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Cross-cultural Language Learning: Interpretative Engagement

Arab World English Journal ◽

10.24093/awej/vol12no3.6 ◽

2021 ◽

Vol 12 (3) ◽

pp. 82-96

Author(s):

Anzhelika Solodka ◽

Oksana Filatova ◽

Oksana Hinkevych ◽

Oleksandr Spanatiy

Keyword(s):

Language Learning ◽

Narrative Analysis ◽

Language Use ◽

Meaning Making ◽

Cross Cultural ◽

Language Teachers ◽

Target Language ◽

Semiotic Analysis ◽

Multiple Perspectives ◽

Context Analysis

Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations. The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.

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Discrepancies of Figurative Language Use Reflected Through Cross-Linguistic and Intercultural Differences in English and Albanian Language

European Journal of Language and Literature ◽

10.26417/ejls.v6i1.p22-30 ◽

2020 ◽

Vol 6 (1) ◽

pp. 22

Author(s):

Lorena Robo

Keyword(s):

Second Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Figurative Language ◽

Language Use ◽

Corpus Analysis ◽

Target Language ◽

Special Effect ◽

Communication Failure ◽

Language System

The present paper aims at highlighting some cultural and cross-linguistic aspects of idioms causing miscommunication in language. Learning a foreign language shapes the language system of communication with its literal and figurative meanings. While the literal meaning is the direct reference of words or sentences to objects, the figurative sense is used for giving an imaginative description or a special effect. Gaining competence in language enrolls a good command of the figurative use of that language together with its frequent, spontaneous and appropriate use of idioms being an indicator of native or near native mastery of the language. When such command of a foreign language lacks then it gives rise to discrepancies in language, and idioms for the sake of truth become often subject to misconstrued utterances in a target language on the part of L2 learners. Using literal senses of words to trigger the recognition of idioms brings some potential problems. Thus, this article brings together the findings and insights of figurative aspect of English and Albanian language system and its cultural aspect to further the understanding of the phenomena of communicative failures and mismatches in language. The study seeks to analyze and present through a corpus analysis idiom occurrences of communication failure in both languages. A variety of figurative use of language is illustrated in certain contexts and situations to lighten up the usage of idiom mismatches in second language acquisition and provide the paper with rich examples as well.

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Cross-cultural Language Learning: Interpretative Engagement

10.31235/osf.io/tb8dp ◽

2021 ◽

Author(s):

Anzhelika Solodka ◽

Oksana Filatova ◽

Oksana Hinkevych ◽

Oleksandr Spanatiy

Keyword(s):

Language Learning ◽

Narrative Analysis ◽

Language Use ◽

Meaning Making ◽

Cross Cultural ◽

Language Teachers ◽

Target Language ◽

Semiotic Analysis ◽

Multiple Perspectives ◽

Context Analysis

Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations. The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.

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Rehearsing, conversing, working it out

Australian Review of Applied Linguistics ◽

10.1075/aral.33.3.03tog ◽

2010 ◽

Vol 33 (3) ◽

pp. 28.1-28.25

Author(s):

Rita Tognini ◽

Jenefer Philp ◽

Rhonda Oliver

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Peer Interaction ◽

Language Use ◽

Language Choice ◽

Target Language ◽

Video Recordings ◽

New Information

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

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Effect of Gender on the Rate of Interaction. Some Implications for Second Language Acquisition and Classroom Practice

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.111-112.07kas ◽

1996 ◽

Vol 111-112 ◽

pp. 155-192 ◽

Cited By ~ 2

Author(s):

Luanga A. Kasanga

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Classroom Practice ◽

Preliminary Analysis ◽

Target Language ◽

Language Access ◽

Independent Variable ◽

And Performance

Abstract In the course of a preliminary analysis of data used in an investigation into the effect on the rate of interaction in the target language of the "level of proficiency" and the "type of task", some unexpected results for participation pattern led the analyst to pursue additional lines of enquiry. A decision was taken to consider gender in a subsequent analysis. Gender had been suggested by previous studies as being capable of affecting the learners' L2 access and performance. Some of the data of the wider investigation were re-analyzed with gender as an independent variable in lieu of, then together with, the level of proficiency. This paper reports on the results of the wider investigation and describes the findings of the analysis of data with gender as an independent variable. To set the scene for the discussion of the results relevant to gender, the paper discusses a sampling of studies on gender and communication. The results of the analysis concurred with those of at least four separate studies in which it had been suggested that gender tended to affect the learners1 target language access and performance in ways that may influence their language learning.

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