scholarly journals CONDITIONS OF BILINGUAL PERSONALITY FORMATION AND ENGLISH SPEECH INTONING SKILLS (SURVEY RESULTS)

2018 ◽  
pp. 208-212
Author(s):  
E. N. Makarova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
English Learning ◽  
Mexican Students ◽  
Survey Results ◽  
Different Levels

The article deals with the results of research of sociolinguistic factors’ effect on English phrasal accentuation in the reading authentic English material by Mexican subjects. It features a survey data analysis of the characteristics of the Mexican testees with different levels of English language proficiency. The survey has supplied information about their age at the beginning period of English learning process and its conditions, intensity of its usage at present and subjects’ attitude to the necessity of English phonetics acquisition. The current paper introduces some results of phonetic experiment aimed at revealing Mexican subjects’ ability to intone English speech, namely to choose nucleus in the English utterance. Mexican students’ linguistic competence is proved to be the crucial factor responsible for the correctness in identifying nucleus location. The results presented can be used to contribute to the effectiveness of the English and Spanish as a foreign language teaching as well as for improvement of survey construction in sociolinguistic studies.

Linguistic Expats and Bounded Fluency

2019 ◽  
pp. 42-57
Author(s):  
Tsedal Neeley
Keyword(s):  
Organizational Culture ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Home Country ◽  
Mother Tongue ◽  
English Language Proficiency ◽  
Conference Call ◽  
Remote Location ◽  
Japanese Employees

This chapter focuses on the Japanese linguistic expats and their linguistic shock, which initially presents a barrier to learning a foreign language. It provides the results of the seemingly insurmountable challenge at the mandate's announcement—base English language proficiency for the Japanese domestic workforce. Here, the term “linguistic expat” is used to describe employees like Kenji who live in their home country yet must give up their mother tongue when they enter their place of employment or sign into a conference call from a remote location. This chapter shows how this twist—a mismatch between language, nationality, and organizational culture—made the Japanese employees uncomfortable. Learning English, at least in the first phase, required that they form new perceptions of themselves, their company, and their jobs. The demands of the mandate made them feel anxious about their productivity and insecure about their future at Rakuten. Although the majority of the linguistic expats progressed in their acquisition of English, few were able to reach a level where fluency was automatic.

scholarly journals Morphological Processing Difficulty of Thai Learners of English with Different Levels of English Proficiency

MANUSYA ◽  
2015 ◽  
Vol 18 (1) ◽  
pp. 73-92
Author(s):  
Sorabud Rungrojsuwan
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Morphological Processing ◽  
Morphological Knowledge ◽  
Matching Technique ◽  
Thai Students ◽  
Processing Difficulty ◽  
Different Levels ◽  
Difficult Subjects

English morphology is said to be one of the most difficult subjects of linguistic study Thai students can acquire. The present study aims at examining Thai learners of English with different levels of English language proficiency in terms of their 1) morphological knowledge and 2) morphological processing behaviors. Two experiments were designed to test 200 participants from Mae Fah Luang University. The results showed that students with low language proficiency (LL group) have less morphological knowledge than those with intermediate language proficiency (IL group). However, those in the IL group still show some evidence of morphological difficulty, though they have better skills in English. For morphological processing behavior, it was found that, with less knowledge, participants in the LL group employ a one-by-one word matching technique rather than chunking a package of information as do those in the IL group. Accordingly, unlike those in the IL group, students in the LL group could not generate well-organized outputs.

Non-native EFL teachers’ email production and perceptions of e-(im)politeness

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Maria Economidou-Kogetsidis ◽  
Helen Woodfield ◽  
Christine Savvidou
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Native Speaker ◽  
English Language Proficiency ◽  
Efl Teachers ◽  
Politeness Strategies

AbstractThe present study investigates the nature of email requests to faculty produced by non-native speaker (NNS) teachers of English as a foreign language (EFL), the importance attached by these teachers to linguistic forms designed to achieve email politeness and status-congruence, and the extent to which perceptions and evaluations by the NNS teachers and native-speaker (NS) lecturers might differ with regard to these emails. The study found that the non-native speaker teachers (NNSTs) evidenced a developed sense of sociopragmatic knowledge in high imposition L2 requests for action, and employed politeness strategies that were indicative of a concern to maintain social and face relationships in virtual consultations. It is argued that despite their advanced English language proficiency, the teachers’ reliance on directness, excessive formality, and lengthy grounders could still put them out-of-status and render their emails as pragmatically inappropriate. The study further confirmed significant differences in how the two groups perceive appropriateness and politeness in direct and unmodified student email requests to faculty. Overall, while the NSs judged the emails primarily according to their content and, to a lesser extent, according to their form and framing devices, the NNSTs focused almost exclusively on form and framing devices (in/formality, in/directness, nature and extent of mitigation, opening/closing moves, forms of address).

scholarly journals French versus English: A sociolinguistic study of Moroccans’ foreign language attitudinal tendencies

2020 ◽  
Vol 8 (13) ◽  
pp. 121-150
Author(s):  
Mahmoud Seddik ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Attitudes ◽  
English Language Proficiency ◽  
French Language ◽  
Power Struggle ◽  
Significant Difference ◽  
French And English ◽  
Overall Evaluation

The complexity of the Moroccan language landscape sparks off a power struggle between languages. The focus in this chapter is on the apparent French/English language contest over supremacy. Here comes the current investigation that aims at gauging Moroccan’s perceptions of French and English through a language questionnaire. Responses were subjected to statistical analyses to support or reject the hypothesis that gender, age and language proficiency affect Moroccans’ evaluations of French and English. The study reveals that Moroccans’ attitudes towards English are significantly more favorable than those towards the French language. Age, but not gender, has turned out to have a statistically significant difference in the overall evaluation of French and English. These evaluations have also been shown to correlate with the respondents’ French and English language proficiency. The result of this study is an indication that Moroccans’ attitudes toward French and English are undergoing a change from a conventional preference for French to a recent favor of English whose phenomenal growth globally may have affected language attitudes locally.

The Correlation between Iraqi EFL Preparatory School Students’ Language Learning Styles and Language Proficiency

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Khattab Jabbar Jassim Al Saadey ◽  
Prof. Dr. Salam Hamid Abbas ◽  
Prof. Dr. Salam Hamid Abbas
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School

Learning styles usually viewed as having a direct impact on foreign language learning. Knowing of students’ learning styles contributes significantly to the development of the level of students in the foreign language where they deal with language inputs differently and each student has a different learning style. Accordingly, foreign language teachers should be aware of the students’ individual differences in general and learning styles in particular. This study aims to find out: 1. Iraqi EFL preparatory school students’ learning styles. 2. Iraqi EFL preparatory school students’ level of language proficiency. 3. The correlation between Iraqi EFL preparatory school students’ learning styles and level of language proficiency. 4. Which of the learning styles do contribute to the interpretation of variation in language proficiency of Iraqi EFL preparatory school students. This study is a correlational research in which the population consists of 325 students from different Iraqi preparatory schools during the academic year 2020/2021. The data is gathered by employing a questionnaire to assess students' learning styles and an English language proficiency test to assess students’ proficiency represented by language skills. After their validity and reliability are verified, the instruments are applied to the research sample. The results of the statistical manipulation showed the following: 1. Iraqi EFL preparatory school students show weak level of language proficiency. 2. The dominant learning styles of Iraqi preparatory school students are random/intuitive style, followed by impulsive/reflective, while the sequential learning style comes third. While the use of closure/open oriented and deductive/inductive learning styles are not statistically significant. 3. Iraqi EFL preparatory school students’ learning styles are statistically correlated with their English language proficiency. 4. The visual, auditory, impulsive/reflective, and synthetic/analytic styles contribut

scholarly journals Phrasal Verbs in English as a Second/Foreign Language

2019 ◽  
Author(s):  
Rana Abid Thyab
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Native English Speakers ◽  
English Language Proficiency ◽  
English Language Teaching ◽  
English Speakers ◽  
Phrasal Verbs

Phrasal verbs are used very regularly in the English language, and native English speakers are found to use phrasal verbs on a daily basis and cannot do without the use of phrasal verbs in everyday communicative situations. However, phrasal verbs in English language teaching as a second/foreign language is almost non-existent. That is, English as a second language (ESL)/English as a foreign language (EFL) teaching environments, in the Arab world, and specifically in Iraq, hardly teach the meaning of phrasal verbs to students, and neglect teaching the correct ways of using them, despite the fact that they are an essential part of daily native English communication. Therefore, and due to the vitality of phrasal verbs to native speakers of English, ESL/EFL students should be taught and educated to be capable of understanding and using phrasal verbs when interacting in English because knowledge of phrasal verbs would normally lead to better English language proficiency and more native-like communication. Nonetheless, phrasal verbs are not easy, and students often find them difficult, because phrasal verbs carry a specific meaning which is not inferable from the meaning of its composing words inseparable form as well as other reasons which have been explained within this paper. Hence, this paper points to the necessity of including phrasal verbs in English language teaching. Through implementing a qualitative approach, the aim, within this paper, is to identify and list causes of difficulty that learners of the English language may face when it comes to knowledge of English phrasal verbs, with regard to the spontaneous and fluent use of phrasal verbs by native English speakers. The significance, here, is to point out the need of taking this matter into serious concern and to offer suggestions and recommendations for better English as a second/foreign language learning and teaching, all in hope of better English language proficiency and ability.

scholarly journals IMPROVING THE STUDENTS’ ENGLISH PROFICIENCY THROUGH LITERATURE: LANGUAGE-BASED APPROACH

2018 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
R Bunga Febriani ◽  
Dwi Rukmini ◽  
Ahmad Sofwan ◽  
Issy Yuliasri
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Literary Work ◽  
English Language Proficiency ◽  
Linguistic Competence ◽  
Literary Analysis ◽  
Anton Chekhov ◽  
Teaching Literature ◽  
Literary Works ◽  
Reading Activities

This article presents a library study of an approach of teaching literature that emphasizes on improving the students’ English language proficiency through literature and a practice of the approach in the classroom by using a literary work written by Anton Chekhov entitled ‘A Marriage Proposal’. The study aims at discussing   a theory of an approach for teaching literature which attempts to improve the students’ linguistic competence through literary works. The approach is chosen in accordance to Van (2009)’s review of the approaches to literary analysis, in this case by emphasizing on the approach for improving the students’ language skill through literature which is called Language-based Approach. This study also apply Lazar’s (1993) procedures of language-based approach which cover the pre-reading, while-reading, and post-reading activities.    Keywords: Language-Based technique, , literary works.

A Gamble to Take? Visas and Delegated Legislative Power on English Language in Australia

2019 ◽  
Author(s):  
Dominic Npoanlari Dagbanja
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Legislative Power ◽  
Definition Of ◽  
Policy Engagement ◽  
Different Levels ◽  
English I

Abstract This article seeks to engender scholarly and policy engagement with the neglected but important subject of subsidiary legislative power on different levels of English language capability for Australian visas. The question is, does the Migration Act 1958 (Commonwealth) permit regulations and legislative instruments on different levels of English language capability such as ‘competent English’? I argue that since section 5(2) of the Migration Act defines ‘functional English’ for purposes of the whole of the Act and Regulation 5.17 of the Migration Regulations 1994 (Commonwealth) has been made giving effect to it, the object of the Act on the level of English language proficiency a visa applicant must have is effectively and exhaustively addressed. Therefore, the Governor-General and Minister lack subsidiary legislative power to regulate different levels of English language proficiency. I also argue that the Governor-General cannot subdelegate regulation-making power under the Migration Act. I argue as well that the competent English regulations and instruments do not contain an exhaustive definition of what it takes to prove competent English and that by virtue of sections 54(1) and 55(1) of the Migration Act, the evidence to be used to prove a visa criterion is not limited to only the prescribed evidence.

Scaffolding Feedback Between Cowriters With Different Levels of English-Language Proficiency

2019 ◽  
Vol 34 (2) ◽  
pp. 188-213
Author(s):  
Maria Poznahovska Feuer
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Linguistically Diverse ◽  
English Language Proficiency ◽  
Learning Opportunity ◽  
Different Levels

When students cowrite with others who have different levels of proficiency with the English language, they can experience unproductive conflict related to feedback avoidance. The author interviewed 20 professionals with experience cowriting across such different English proficiencies and found three strategies that can facilitate feedback and collaboration: calibrate genre and reader expectations, establish protocols for reviewing texts, and frame feedback as a learning opportunity. She suggests that these strategies can be a step toward helping students mitigate their anxieties about feedback and feel more empowered to engage with linguistically diverse peers.

A Review of Studies on Cooperative Learning Strategy to Improve ESL Students’ Speaking Skills

2021 ◽  
Vol 12 (3) ◽  
pp. 63-68
Author(s):  
Guganeswary Vellayan Et.al
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Esl Students ◽  
Policy Makers ◽  
Teaching Learning ◽  
Speaking Skills

The research investigates the effects of cooperative learning strategy to ameliorate Malaysian ESL students’ speaking skills. It is not an uncommon issue that ESL/EFL (English as Second/Foreign Language)students face some difficulties to interact fluently in English language, in fact, it is a problem faced by students not only in Malaysia but around the world.The Malaysian Education Ministry is working deliberately on increasing students’ English language proficiency in order to unlock all sort of doors for students to excel in their future endeavors. In order to improve ESL students’ speaking skills, an appropriate strategy is crucial in teaching-learning process. This paper also investigates of the ESL students towards cooperative learning and their motivation towards speaking skills. This study is believed to be beneficial to the students, academicians and also the policy makers.

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