scholarly journals NEGATIVE TRANSFER OF INDONESIAN COLLOCATIONS INTO ENGLISH AND IMPLICATIONS FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE

2012 ◽  
Vol 6 (2) ◽  
Author(s):  
Mashadi Said
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Empirical Analysis ◽  
Negative Transfer ◽  
Native Language ◽  
Teaching English ◽  
English Writing ◽  
Lexical Collocations ◽  
Efl Students ◽  
Direct Teaching

One of the most challenging problems for EFL students is to be able to express themselves not just grammatically but also acceptably and naturally in English in appropriate contexts.  The ability to produce acceptable and natural expressions in English is closely related to the EFL students’ competence in collocation—which words go together in normal usage. The present study provides an empirical analysis on negative transfer made by Indonesian EFL students in lexical collocation and recommends practical ways to help students improve their competence in collocation.  Data for the study was collected from essays written by 40 EFL university students majoring in English in Indonesia whose native language is Indonesian. The students were asked to write a two- to three-page essay on an assigned topic. Of 445 lexical collocation errors found in the English writing, 321 (72%) were negative transfers of Indonesian lexical collocations into English. The findings suggest the necessity of direct teaching of collocations, the use of The Collins WordbanksOnline, and the need to design bilingual collocation dictionaries.<br />Keywords: Negative Transfer, Lexical Collocation, Indonesian Collocation, Acceptable Collocation<br /><br />

scholarly journals Investigating English Academic Writing Problems Encountered by Arab International University Students

2019 ◽  
Vol 9 (3) ◽  
pp. 300
Author(s):  
Sarah Al-Mukdad
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Academic Writing ◽  
Teaching English ◽  
English Writing ◽  
Proficiency Level ◽  
Writing Problems ◽  
International University ◽  
The Difference ◽  
English Academic Writing

This study is in the area of Teaching English as a Foreign Language (TEFL). It aimed to investigate the academic writing problems encountered by students at Arab International University (AIU) who are taking the Academic Writing module (AWR). The purpose of the study is to investigate this problem from the perspective of students in order to suggest possible treatments to deal with it. The data was collected through distributing a questionnaire to 50 students from different majors at AIU. Upon analyzing and discussing the obtained data, results suggest that students tend to perceive all aspects of academic writing to be difficult. One reason is that they poorly recognize the difference between academic and general English writing due to the lack of background knowledge about writing academically. Another prime reason is attributed to having problems in different linguistic elements even at this supposedly high proficiency level. The study concludes with suggesting a number of ways to address this issue.

scholarly journals Enjoying Learning Writing through Facebook Group

2019 ◽  
Vol 13 (2) ◽  
pp. 115
Author(s):  
Zulfadli Abdul Aziz ◽  
Husnul Khatimah
Keyword(s):  
Foreign Language ◽  
Thematic Analysis ◽  
Writing Skills ◽  
Situational Interest ◽  
Individual Interest ◽  
English Writing ◽  
Research Findings ◽  
Efl Students ◽  
Interactive Feedback ◽  
Group 1

This research showed many English as a Foreign Language (EFL) students in Aceh struggle in learning English writing as they had a lack of interest in it. This descriptive qualitative study aimed to find out in what ways Facebook Group might facilitate the enjoyment of the students in learning this skill. The data were collected using interviews and was analyzed through thematic analysis. The interview was done one by one at a time. Ten students from UIN Ar-Raniry were purposely chosen for the interviews in this research. The research findings show that there are four themes found that caused the participants enjoyment of the learning writing in the group: (1) it provides unlimited timing; (2) it facilitates the participants’ freedom and creativity; (3) it provides the interactive feedback; and (4) it helps them in brainstorming the ideas. These four themes directly enhance the students’ situational interest in learning writing that related to an environmental factor, but it results in the development of their individual interest. This research suggests that the teacher should combine the learning process in the classroom with the Facebook group media to fasten the enhancement of the learners’ writing skills. For the learners, it is suggested that they should utilize their social media such as Facebook group not only as their communication media but also for developing their learning in writing.

scholarly journals Labels and Realities: The Relevance of Terms like ESL and EFL in a Linguistically Complex World

2021 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Complex World ◽  
Special Issue ◽  
Expanding Circle ◽  
Long Time ◽  
Efl Students

For a long time, ELT (‘English language teaching’) scholars and practitioners have used terms like ‘ESL’ (‘English as a second language’) and ‘EFL’ (‘English as a foreign language’) unquestioningly to describe the English used by people outside the so-called ENL (‘English as a native language’) circle. For example, ELT practitioners may conveniently refer to students from places like China, Vietnam and Thailand as EFL students. Interestingly, we find counterparts of such terms in ‘World Englishes’ studies; Braj Kachru’s ‘Inner Circle English’, ‘Outer Circle English’ and ‘Expanding Circle English’ essentially refer to ENL ESL and EFL respectively. Despite the popularity of such terms in scholarly circles, the problems associated with their use have not often been explored in depth. Nevertheless, some authors have described such problems. For example, commenting on the distinction between ESL and EFL, Nayar (1997, p. 10) states, “a great deal of referential fuzziness within the two and denotative overlap between the two are making the terminological distinctions unclear, impractical, and ineffective or, worse still, in some cases inauspicious and irrelevant.” This special issue aims to further examine the use and relevance of these terms.

The role of stylistics in Japan: A pedagogical perspective

2012 ◽  
Vol 21 (2) ◽  
pp. 226-244 ◽  
Author(s):  
Masayuki Teranishi ◽  
Aiko Saito ◽  
Kiyo Sakamoto ◽  
Masako Nasu
Keyword(s):  
Foreign Language ◽  
Literary Criticism ◽  
Teaching Method ◽  
Native Language ◽  
Point Of View ◽  
Literary Texts ◽  
English Studies ◽  
History Of ◽  
Efl Students

This article surveys the history of English studies and education in Japan, paying special attention to the role of literary texts and stylistics. Firstly, the role of literature and stylistics in Japan is discussed from a pedagogical point of view, including both English as a foreign language and Japanese as a native language. Secondly, the way in which stylistics has contributed to literary criticism in the country is examined, with reference to the history of literary stylistics since 1980. Finally, this article considers further applications of stylistics to language study in Japan, offering two examples: analysis of thought presentation in Yukio Mishima’s Megami (2006[1955]), and the teaching of an English poem and a Japanese haiku to Japanese EFL students. The overall aim of this article is to demonstrate that literature as language teaching material and stylistics as a critical and teaching method are significant not only in understanding English, but also in appreciating our own native language if it is not English.

scholarly journals Analysis of Errors Made by Iraqi University Students in the Area of English Relativization System

2020 ◽  
Vol 2 (1) ◽  
pp. 107-115
Author(s):  
Abbas Naethel
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Relative Clause ◽  
Native Language ◽  
Target Language ◽  
The University ◽  
Made In ◽  
Learning English

This study aims at giving an account of an analysis of errors made by Iraqi university students in the area of English Relativization system. It focuses mainly on dealing with the investigation of the syntactic errors committed by Iraqi students in English relative clause. This causes a major problem for university students learning English as a foreign language. This comes from the students' interlingual and intralingual strategies. This also indicates that the university students seem to depend on the target language (TL) system rather than on that of the native language (NL). The technique used is an error analysis which Wilkins (1972) highlights its value in giving "greater understandings of the difficulties that learners face, and will perhaps assist in the development of pedagogic strategies." (p. 206). After analyzing and interpreting the errors made in the 100 students' compositions, some recommendations are given.

scholarly journals Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

2018 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Nur Arifah Drajati
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Target Language ◽  
Language Fluency ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Efl Students ◽  
Speaking Skill

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

scholarly journals INTELLIGIBLE PRONUNCIATION: TEACHING ENGLISH TO VIETNAMESE LEARNERS

2021 ◽  
Vol 37 (1) ◽  
pp. 176
Author(s):  
Do Anh Tuan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Transfer ◽  
First Language ◽  
Foreign Language Learning ◽  
Teaching English ◽  
Teaching Process ◽  
International Language ◽  
Accented English ◽  
Point Of Reference

L1 (first language) phonological transfer in L2 (second/foreign language) learning appears unavoidable; concerns are whether it is positive or negative and which strategies could help to deal with negative transfer. This paper discusses the exploitation of an innovative approach to English pronunciation teaching named the L1 point of reference (L1POR) approach, in which L1 phonological impacts on L2 pronunciation are taken into account in the teaching process. Teaching points and strategies to improve the intelligibility of Vietnamese-accented English are recommended with reference to the L1POR and literature in teaching English as an international language.

scholarly journals A Study of EFL Students’ Interpretations of Cultural Aspects in Foreign Language Learning

2011 ◽  
pp. 38
Author(s):  
Osiris Hernández Castro ◽  
Yolanda Samacá Bohórquez
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Target Language ◽  
Small Scale ◽  
Research Project ◽  
Cultural Aspects ◽  
Efl Students

This article explores the relevance of implementing the cultural aspects of both foreign and own countries as a paramount issue in the teaching of a target language. This small scale research project was developed as a component of the seminar on Bilinguism offered by Universidad Distrital in Bogotá as part of its Master ́s program in Applied Linguistics to the Teaching of English. The authors of this research collected data to find out and compare how university students from Tunja and Bogotá –two major Colombian cities– assess the incorporation of cultural aspects of the foreign country into the teaching of the foreign language. Thus, the guiding question of this research is: How do EFL students interpret cultural aspects embedded in foreign language learning?

Argument structures in Chinese university students’ argumentative writing

2015 ◽  
Vol 8 (1) ◽  
pp. 65-87
Author(s):  
Xinghua Liu ◽  
Clare Furneaux
Keyword(s):  
University Students ◽  
Argument Structure ◽  
English As Foreign Language ◽  
English Writing ◽  
Chinese University ◽  
Efl Students ◽  
Chinese University Students ◽  
Argumentative Essays ◽  
Linguistic Approach ◽  
Chinese Writing

Situated within a Systemic Functional Linguistics genre paradigm, this study adopted a function-based linguistic approach to examine the argument structures in English writing produced by Chinese university students of English as foreign language (EFL). Their English writing was contrasted with three other sets of argumentative essays in order to explore differences and similarities in the use of argument structures. The four sets of essays were produced by three groups of university students: native English- and Chinese-speaking university students and Chinese university EFL students. Participants’ interviews and questionnaire responses were also collected. The study found that most native English-speaking participants used an analytical arguing strategy, while most Chinese-speaking university participants preferred a hortatory argument structure both in their English and Chinese writing. It was also found that Chinese participants’ English writing was influenced by both English and Chinese.

scholarly journals The Teacher’s Role in Telecollaborative Language Learning: The Case of Institutional Integrated Teletandem

2019 ◽  
Vol 19 (3) ◽  
pp. 555-578 ◽  
Author(s):  
Suzi M. S. Cavalari ◽  
Solange Aranha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Teaching English ◽  
Language Teacher Education ◽  
Present Evidence ◽  
Face To Face ◽  
Teacher’S Role ◽  
Efl Students ◽  
Teacher's Role

ABSTRACT Teletandeem is a model of telecollaboration in which pairs of speakers of different languages meet virtually and regularly in order to learn each other’s language. The purpose of this paper is to discuss the pedagogical implications of integrating teletandem into the foreign language syllabus, focusing on the professor’s dual role: teaching English in regular face-to-face lessons and mediating virtual autonomous and collaborative learning in teletandem. Learning diaries, produced by EFL students from a Language Teacher Education course, were collected during eight weeks of an institutional integrated teletandem project between a Brazilian and a British university. Our analysis focused on the teacher’s role in mediating foreign language learning both in the classroom and through the learning diaries. We present evidence on what the professor does so that teletandem practice can contribute to language learning in the classroom and, by the same token, how EFL lessons can aid in autonomous telecollaborative learning.

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