scholarly journals BRIDGING THE REAL WORLD ENGLISHES IN THE RURAL ESL CLASSROOM THROUGH TRANSLATION

2015 ◽  
Vol 1 (2) ◽  
pp. 87-104
Author(s):  
Nik Zaitun Mohamed ◽  
Hamzah Md Omar2 ◽  
Suhaida Omar
Keyword(s):  
Second Language ◽  
Qualitative Content Analysis ◽  
First Language ◽  
Primary Teachers ◽  
World Englishes ◽  
Esl Students ◽  
Translation Strategies ◽  
Knowledge And Practice ◽  
Communicative Abilities

Translation can play a role in the development of communicative abilities since speakers are often engaged in the work of sharing and negotiating meaning. It fosters speculation and discussion, apart from developing abilities considered fundamental for communication, such as interpretation, negotiation, and expression of meaning. However, there are views against translation in the ESL classrooms even though the method has been applied in the pedagogical process. As a result, ESL students who are weak in English are not given the opportunity to excel in the second language from their own bilingual strength. This paper attempts to study and disclose in what ways pedagogogical translation in rural ESL classrooms in Sabah is reflected into practice, thereby assessing whether the gap between pedagogical translation and translation pedagogy has beeen been bridged. In this case study, five primary teachers were selected and their knowledge and practice of translation were assessed through qualitative content analysis in pre- teaching, while teaching and post-teaching activities. A translation framework has been designed and used in assessing the teachers’ performances in using translation. This pilot study reveals that teachers have translated from the first language (L1) into the second language (L2) as a means to help students to understand the content of the English lesson. They did not have adequate knowedge on translation strategies. Thus, the designed translation framework may be used by teachers as a guide in using translation in the ESL context.

A Study on Students' Problems in ESL Writing Classes in the Arts College/ Kuwait University

2018 ◽  
Vol 1 (1) ◽  
pp. 1-11
Author(s):  
Mona Salem Rashed
Keyword(s):  
Second Language ◽  
First Language ◽  
Word Choice ◽  
Esl Students ◽  
Esl Writing ◽  
Kuwait University ◽  
Writing Classes ◽  
The Arts ◽  
The Difference ◽  
At Home

This paper discusses the influence of the first language (Arabic) on the second language (English) in the writing pieces of ESL students in Arts College/ Kuwait University. Going over some writing papers taken from the students' work in class, the reader would notice a 'different English'. The overall layout of the paper, the ideas presentation, the personal expression, the syntax and word choice, the punctuation and other elements make this new language on students' papers. From papers written in class and at home, I conducted an analysis to see the difference between the two languages techniques, and to find solutions for that. I also interviewed students and they assured that Arabic has a massive influence on them. They disclosed that they read the topic in English, and think/analyze in Arabic. Some participants mentioned that their limited competence of vocabulary in English hindered them from expressing well on paper. Another group mentioned that the idea of 'being explanatory' prevailed their thinking while writing. They said that they wanted to explain their ideas well and repeatedly so that the reader/teacher would understand their points. They also had troubles in organizing the sentences according to the English paragraph style.

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

scholarly journals How Can Digital Storybooks Foster EAL Children’s Reading Motivation: A Multiple Case Study

2021 ◽  
Author(s):  
Jui-Fang Kuo
Keyword(s):  
Second Language ◽  
First Language ◽  
Reading Motivation ◽  
Multiple Case Study ◽  
Qualitative Approach ◽  
L2 Reading ◽  
Multiple Case ◽  
Children's Reading ◽  
Children’S Reading

<p>This paper explores the features of digital storybooks that can help foster English as an additional language (EAL) children’s motivation in reading English as a second language (L2) or as an additional language. Prior research suggests digital storybooks are conducive to children’s reading motivation in their first language (L1); however, research on the effectiveness of story apps fostering children’s reading motivation in additional languages is relatively scarce. This research adopted a qualitative approach to investigate how storybook applications designed for English as a First Language (L1) and English as an Additional Language (EAL) differ and influence EAL children’s reading motivation in L2, specifically, reading English as an additional language. This study explores the perspectives and voices of EAL children as well as their parents in relation to their experiences and attitudes toward the use of digital storybook apps to foster their L2 reading motivation. </p>

An Ethnographic Approach to Exploring Personality, Language Learning Strategies, and Second Language Acquisition

Relay Journal ◽  
2019 ◽  
pp. 149-157
Author(s):  
Yukiko Oki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Esl Students ◽  
Language Learning Strategies ◽  
The Relationship ◽  
Japanese English

This paper is a case study examining the relationship between two individual difference (ID) factors, namely personality and language learning strategies (LLS), and language learning of two Japanese English-as-a-second-language (ESL) students. A qualitative analysis of their language learning histories, learner diaries, and interviews aims to uncover the role of personality in language learning and how personality seems to be reflected in their uses of LLS.

scholarly journals Language Analysis -A Case Study-

2017 ◽  
Vol 2 (6) ◽  
pp. 52-63
Author(s):  
Evelyn Almeida ◽  
Andrea Rosero
Keyword(s):  
Second Language ◽  
Adult Learner ◽  
First Language ◽  
Code Switching ◽  
Language Analysis ◽  
The Subject ◽  
The Common ◽  
Leave Taking

The aim of this study was to analyze, the development of a second language adult learner. Pedro who was the subject of this study is A1 user according to the Common European Framework of Reference, it means that he can make an introduction and use basic greeting and leave-taking expressions. The analysis was based on an interview where the researchers focused their attention on aspects related to phonology, morphosyntax, vocabulary and pragmatics, code-switching, and other anomalies. The results showed that in the participant’s speaking there are theories, methods, and concepts that are presented implicitly or explicitly. It was also found out that our participant Pedro had many first language interference errors as they were explained along the analysis.

scholarly journals How Can Digital Storybooks Foster EAL Children’s Reading Motivation: A Multiple Case Study

2021 ◽  
Author(s):  
Jui-Fang Kuo
Keyword(s):  
Second Language ◽  
First Language ◽  
Reading Motivation ◽  
Multiple Case Study ◽  
Qualitative Approach ◽  
L2 Reading ◽  
Multiple Case ◽  
Children's Reading ◽  
Children’S Reading

<p>This paper explores the features of digital storybooks that can help foster English as an additional language (EAL) children’s motivation in reading English as a second language (L2) or as an additional language. Prior research suggests digital storybooks are conducive to children’s reading motivation in their first language (L1); however, research on the effectiveness of story apps fostering children’s reading motivation in additional languages is relatively scarce. This research adopted a qualitative approach to investigate how storybook applications designed for English as a First Language (L1) and English as an Additional Language (EAL) differ and influence EAL children’s reading motivation in L2, specifically, reading English as an additional language. This study explores the perspectives and voices of EAL children as well as their parents in relation to their experiences and attitudes toward the use of digital storybook apps to foster their L2 reading motivation. </p>

ESL matching cloze deletion types and their relationship to vernacular language background

1980 ◽  
Vol 3 (2) ◽  
pp. 131-144
Author(s):  
Richard B. Baldauf ◽  
Robert L.T. Dawson
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Papua New Guinea ◽  
First Language ◽  
Esl Students ◽  
Seventh Grade ◽  
Language Background ◽  
Vernacular Language ◽  
Cloze Procedure ◽  
Language Students

Abstract In recent years, research with both first and second language students has suggested that the standard nth word cloze -procedure could be improved as a measure of reading comprehension through the introduction of multiple-choice or matching cloze formats. In addition, research conducted mainly with first language students, has suggested that the every nth word deletion procedure should be restricted so as to delete only the lexical words in the passage. In this study, three different deletion systems, presented in a matching cloze format, were evaluated as measures of reading comprehension for seventh grade ESL students from Papua New Guinea. The possible interaction of the three deletion types with these students’ vernacular background was also investigated.

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