scholarly journals Code-switching as Identity Marker: A Sociolinguistic Study of Kurdish EFL University Students

2019 ◽  
Vol 5 (3) ◽  
pp. 57
Author(s):  
Soma Nawzad Abubakr ◽  
Zana M. Hassan ◽  
Bekhal L. Muhedeen
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Quantitative Data ◽  
Mother Tongue ◽  
Code Switching ◽  
Major Focus ◽  
Efl Learners ◽  
Strongly Connected ◽  
Efl Students ◽  
University Level

Being able to know English along with a mother tongue would inevitably lead into code-switching. Whether intentional or unintentional, it is revealing to investigate codeswitching among English EFL learners. This study, however, focuses specifically on the issue of learner’s identity with codeswitching. Language as identity expresser, or even identity maker, is thought to be strongly connected with identity. This study targets Kurdish EFL students at university level to mainly investigate the reason(s) for code-switching between their mother tongue and English as a foreign language. To this end, quantitative data, through a questionnaire, has been collected. The model adopted for designing the questions is based on a well-known theory by Bloom and Gumperz (1972) known as ‘situational codeswitching’. This study hypothesizes that Kurdish EFL learners code switch from English to Kurdish due to the lack of knowledge in English, or they do code switch from Kurdish to English to mark a different identity, which is the major focus of this study. To validate or refute these claims, the data collected for this paper has been qualitatively verified to reach some conclusions.

scholarly journals Reverse Transfer Of L2 To L1: The Case Of Code-Switching

2018 ◽  
Vol 1 (7) ◽  
pp. 57-68
Author(s):  
Shima Ghobadi ◽  
Mohammad Reza Talebinejad
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Code Switching ◽  
Reverse Transfer ◽  
Efl Learners ◽  
Language Classroom ◽  
Convenience Sampling ◽  
And Control ◽  
Academic Year

Issues related to the learners’ use of the foreign language and the mother tongue (code-switching) in the foreign language classroom and their role in language teaching and learning processes have been a common area of research. This study aimed at investigating Reverse Transfer of L2 to L1.To this end, 50 Iranian intermediate EFL learners (25 males, 25 females) at Islamic Azad University, Shahreza Branch studies in the second semester of the academic year 2016-2017 were selected through the convenience sampling method. They were then assigned randomly to the experimental and control groups.

scholarly journals Contrastive error analysis of Turkish EFL learners in writing

2020 ◽  
Vol 2 (4) ◽  
pp. 236-242
Author(s):  
Şahin GÖK
Keyword(s):  
Error Analysis ◽  
Negative Transfer ◽  
Mother Tongue ◽  
The Other ◽  
Final Examination ◽  
Contrastive Analysis ◽  
Efl Learners ◽  
Efl Students ◽  
University Level ◽  
The University

The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors.  Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other hand, they made a mean of %85.4 developmental errors which are not related to L1. So the results of T?Test indicate that Turkish EFL students made significantly more (p<.001) developmental errors.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals EXPLORING ENGLISH LISTENING PROBLEMS AMONG EFL STUDENTS AT IAIN KUDUS

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Azizah Maulina Erzad
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Listening Comprehension ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Learners ◽  
Physical Conditions ◽  
Efl Students ◽  
Listening Process

Listening comprehension becomes one of the most difficult skills for most of English learners especially EFL learners. As a foreign language, English is rarely used in communication by EFL learners in their daily life. Therefore, the learners or students always face some difficulties/problems in listening comprehension. It can be seen from the results of their tests. The purpose of this study is to investigate the problems occur in listening class of EFL students at IAIN Kudus and the solutions to overcome those problems. The EFL students in this study refer to the English Education Department students of IAIN Kudus. The participants of this study are the second semester of English Education Department students. This study is a qualitative research. Observation, interview and documentation were conducted to collect the data. By conducting this study, several problems in listening comprehension can be revealed. The listening problems encountered by the EFL students are the pronunciation (accents), speedy delivery and length of the listening, physical conditions, unfamiliar vocabularies and terminologies, and limited facility for listening. Some actions should be done to overcome these obstacles occurred during listening process. The solutions to overcome the problems are students should be focus, practice more in listening English, memorize vocabularies, and prepare a language laboratory.

scholarly journals Reading Accuracy in EFL Students with a Transparent L1 Background – a Case Study from Poland

2015 ◽  
Vol 1 (2) ◽  
pp. 35-40
Author(s):  
Monika Łodej
Keyword(s):  
Foreign Language ◽  
Reading Ability ◽  
Mother Tongue ◽  
Regular Instruction ◽  
Language Competence ◽  
L2 Reading ◽  
Reading Accuracy ◽  
Efl Students ◽  
L1 And L2

Research indicates that L2 reading competence is influenced by L1 reading ability, L2 proficiency, and L2 decoding competence. The present study investigates the significance of two variables, regularity and frequency, in relation to English as a Foreign Language (EFL) reading accuracy in students with a transparent L1. Fifteen 6th grade students in their sixth year of regular instruction in English took part in this study. Their mother tongue is Polish whereas English is their foreign language; thus, their language competence in L1 and L2 differs substantially. The research design followed Glusko (1979), Plaut (1996), and Wang and Koda (2007). There are four sets of real words. Two features of real words are manipulated for regularity and frequency. The study reveals that both conditions of script, regularity and transparency, affect reading accuracy in EFL students. However, the dimension of regularity is a stronger predicator of accuracy than the frequency with which the students encounter a word. From the pedagogical perspective, the collected data supports the use of structured reading instructions in the EFL classroom in order to restrain negative transfer of L1 to L2 reading strategies.

To Whom Do We Write?

2015 ◽  
pp. 197-208 ◽  
Author(s):  
Shaker Ali Al-Mohammadi ◽  
Emira Derbel
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Current Level ◽  
Complex Process ◽  
Composition Classes ◽  
Efl Students ◽  
Audience Awareness ◽  
The Relationship

Writing is a complex process and used of course for an incalculable range of purposes and audiences. Teaching students to write in their mother tongue is hard, but teaching them to do this in a second or foreign language is even harder. This chapter focuses on the question of audience in teaching and learning writing, arguing that it is vital for students to be aware of an audience that eventually determines what, why, and how they will write. It seeks to provide a thorough understanding of Omani EFL students' conception of audience and their current level of audience awareness and also to explore the relationship between audience awareness and students' performance in composition classes and tests.

scholarly journals Investigating the Needs and Drawbacks of L1 in L2 Education: Students’ Perception

2019 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
AbdulMahmoud Idrees Ibrahim
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Relevant Literature ◽  
Vital Role ◽  
Education Students ◽  
Analysis And Evaluation ◽  
L2 Learning ◽  
Efl Students ◽  
L1 And L2

This paper aims at exploring the EFL Students’ Perspective of the Use of the Arabic (L1) in English language (L2) learning. The relevant literature reviewed concerning the development of some fundamental issues in L1 usage shows that this technique plays a vital role in breaking the language barriers, promoting better communication, and contributing to linguistic competence. The statistical analysis and evaluation of the responses of the questionnaire exhibited that the need for (L1) in L2 was rated higher. The students claimed that their mother tongue is effective since it increases their awareness of similarities and differences between (L1) and (L2) and helps in explaining the difficult areas in the foreign language. Likewise, they confessed that L1 has drawbacks. It could be said that (L1) is a helpful technique in (L2) learning process, but it should be handled with care.

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