scholarly journals Successful English Learners in Speaking English at SMAN 2 Surabaya

2016 ◽  
Vol 1 (2) ◽  
pp. 115
Author(s):  
Vevy Liansari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Mother Tongue ◽  
Descriptive Analysis ◽  
Progressive Relaxation ◽  
Target Language ◽  
Self Monitoring ◽  
Social Strategy ◽  
Positive Statements

This study is conducted to investigate the strategies of successful English learners in speaking English. It is aimed to investigate the learning strategies used by successful English learners of SMAN 2 Surabaya to assist in converting controlled process into automatic one.Adopting qualitative descriptive analysis, this study consistently describes the phenomena. Notably, it is designed as a case study since the researcher is interested in describing some aspects of second language performance of the subjects as individuals. The researcher used in collecting the data is an interview and supported by the researcher as the observer of the observation conducted in the classroom. The subjects of this study are two successful English learners of eleventh grade senior high. Thus, the data got from the subjects derived from the observation and interview selected, simplified, and organized to draw the conclusion.Based on the results, successful English learners use both direct and indirect strategies in learning to speak English. In applying direct strategy they make use of compensation and cognitive strategy by switching their target language to his mother tongue, using resources for receiving and sending messages in the target language and use mime or gesture. Indirect strategy is applied by making use metacognitive, affective, and social strategy. They also do activities such as paying attention to the language learning tasks, delaying speech production to focus on listening to the target language, cooperating with peers, cooperating with proficient users of target language, seeking practice opportunities, making positive statements, taking risk wisely, and self monitoring, progressive relaxation and has deep breathing.

scholarly journals THE USE OF VOCABULARY LEARNING STRATEGIES AMONG ESL UNDERGRADUATES

2019 ◽  
Vol 2 (7) ◽  
pp. 66-79
Author(s):  
Siti Nursakina Baharudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Survey Design ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Wide Range

Students need to take control of their learning process by knowing when, where and how to use appropriate learning strategies for effective learning to take place. One of the language learning strategies learners need to take into consideration is vocabulary learning strategy (VLS) as vocabulary is one of the crucial elements that learners need to master in language learning. Vocabulary learning strategies if used effectively will help learners to master a wide range of vocabulary. This study aims to identify the types of VLS which are frequently used among ESL undergraduates according to learners’ gender. Forty ESL undergraduates from various disciplines at a local university were involved in this study and data were collected to achieve the main objective of the study. The survey design was employed, and data were analyzed quantitatively using descriptive analysis to measure the frequency and percentage to identify the most frequent use of VLS and whether it differs from the undergraduates’ gender. The findings of this study found that male undergraduates used VLS more than female undergraduates and memory and social strategy were the most frequently used by female undergraduates while male undergraduates used more of cognitive and metacognitive strategy. Therefore, the findings of the study are indeed beneficial for learners to know which VLS suits them and how they can acquire a vast amount of vocabulary during their second language learning process by applying those vocabulary strategies.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

scholarly journals VOCABULARY ACQUISITION AMONG ESL LEARNERS: A LOOK AT STRATEGIES AND BARRIERS

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Eliyas S. Mohandas
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Target Language ◽  
C Language ◽  
Vocabulary Strategies ◽  
Learning Barriers ◽  
Vocabulary Learning Strategies ◽  
Higher Institution ◽  
Esl Learners

Having good vocabulary can help language learners go a long way towards mastering their target language. Language learners need to know both grammatical aspects as well as the meaning of words in order to communicate effectively. This study investigates the vocabulary learning strategies and also language learning barriers of undergraduates in a higher institution of learning. The instrument used for this study is a survey. The survey has three main sections; (a) personal details, (b) vocabulary strategies, and (c) language learning barriers. Data collected is analysed using SPSS and presented in the form of mean scores. Findings revealed that learners use vocabulary strategies such as metacognitive, guessing, dictionary, note-taking and rehearsal strategies. Findings also revealed that language barriers such as effective, environment and motivation can hinder learners’ learning of vocabulary of the target language. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0767/a.php" alt="Hit counter" /></p>

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

Facebook Discussion to Enhance English Learners' Metacognitive Strategies

2017 ◽  
pp. 132-152
Author(s):  
Pei-Ling Yang
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Learning Strategy ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Research Fields ◽  
Positive Attitudes ◽  
College Learners

The present study aims to investigate the effect of Facebook discussion on EFL learners' metacognitive strategy application. Various language learning strategies suggested in many studies have a positive and significant influence on learners' academic accomplishment. However, there is little research on how to promote the learners' learning strategy applications through the assistance of social networking. Social networking has been drawing huge attention in different research fields. Especially in higher education, it has been applied to promote learning, interaction, and engagement. Thus, in this study, 83 EFL college learners are recruited to participate in the Facebook discussion for the purpose of examining whether learning contexts would have an influence on learners' strategy applications, especially the metacognitive strategies. After a semester's study, the participants in the Facebook discussion group reported to apply more metacognitive strategies and most of them have positive attitudes towards the Facebook-assisted discussion.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

Comprehensie van Vreemdtalige Input

1988 ◽  
Vol 30 ◽  
pp. 21-30
Author(s):  
Diana C. Issidorides
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Comprehension ◽  
Word Order ◽  
English Learners ◽  
Target Language ◽  
Theoretical Issue ◽  
Function Words ◽  
Semantic Cues ◽  
Processing Strategies

Within a psycholinguistic approach to second language learning, an attempt is made to investigate the question of how morphology, syntax (word order phenomena), semantics and pragmatics affect the comprehension of Dutch sentences for normative learners of that language. When talking to nonnative language-learners, native spea-kers often tend to dehberately modify their speech -'simplify' it - in an attempt to make the target language more comprehensible. Omitting semantically redundant function words and copulas, or deliberate-ly modifying the word order in a sentence, are but a few characteris-tics of sucn 'simplifications'. In trying to determine whether, and what kinds of, linguistic simplifications promote comprehension, an important theoretical issue arises, namely, the relationship between linguistic (structural) and cognitive (ease of information processing) simplification. That one form of simplification is by no means a guarantee for the other form is an important assumption that forms the backbone to our approach. The results from research on morphological simplifications (omission of redundant function words in utterances) in two parallel experiments - an artificial and a natural language one (Dutch) - are discus-sed. They suggest that the presence of semantically redundant functi-on words is not experienced as bothersome "noise" in the successful inference of the meaning of unfamiliar utterances, as long as supra-segmental cues are present. The suprasegmental structure provides the listener/learner with cues for locating the potentially meaningful elements of such utterances. Research on syntactic simplifications is also discussed. Its aim was to examine the role and effect of syntactic and semantic cues on sen-tence interpretation. Two important questions were: (a) What are the processing strategies and cues responsible for the interpretation of Dutch sentences by native speakers, and how do they compare to those employed by nonnative speakers? (b) Are the processing stra-tegies and cues that are responsible and decisive for first language comprehension also those employed in second language comprehension? The performance of Dutch control subjects on a Dutch sentence interpretation task is presented, and hypotheses are put forward as to the locus and cause of eventual performance differences in a nonnative subject population (English learners of Dutch). Some relevant theoretical implications of our findings are also mentioned.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

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