scholarly journals Possible Motivations for Learning English amongst Kurdish EFL Undergraduate Learners at the University Level

2021 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Farhad Majeed Hama ◽  
Diaman Abdulrahman Ismael ◽  
Aram Kamil Noori
Keyword(s):  
Foreign Language ◽  
Kurdistan Region ◽  
University Environment ◽  
Iraqi Kurdistan ◽  
Different Types ◽  
Communication Goals ◽  
Integrative Motivation ◽  
University Level ◽  
The University ◽  
Learning English

It can be argued that integrative and instrumental kinds of motivation are two prominent factors in learning new languages. Each kind of motivation works differently in various contexts. Besides, several studies have been investigated in EFL (English as a foreign language), and ESL (English as a second language) settings. There are also external factors that have impacts on different types of motivation and learners. There are also obvious reasons for learning English as a foreign language. This study focused on integrative and instrumental kinds of motivation amongst Kurdish EFL undergraduate learners at the University of Sulaimani in the Iraqi Kurdistan Region. The finding showed that getting a job is a major motivator for learning English amongst learners. However, cultural and communication goals were two other important goals that encouraged learners to learn English. In general, the results revealed that instrumental motivation was more significant than integrative motivation. Additionally, some elements affected and increased learner's motivation such as parental aids, teachers, social, personality, and university environment.

scholarly journals Investigating Attitude And Motivation Of Iranian University Learners Toward English As A Foreign Language

2010 ◽  
Vol 3 (1) ◽  
pp. 137 ◽  
Author(s):  
Sima Sayadian ◽  
Anita Lashkarian
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Research Area ◽  
English Language Teaching ◽  
Motivational Orientation ◽  
Gender Influence ◽  
Integrative Motivation ◽  
The University ◽  
Attitude And Motivation ◽  
Learning English

This Paper discusses the attitudes and motivation Iranian learners have toward learning EFL at their university level. Although research of a similar nature has been done in other countries, the present study complements others by following 500 university learners and it provides another avenue for examining the language situation in Iran. To achieve this goal, Gardner’s socio-educational model and the significance of motivation as a contributing factor in second/foreign language (SL/FL) learning are taken into consideration. The questions to be addressed in this paper are: ·                  What are the university learners’ attitudes for learning EFL?·                  What are the university learners’ motivations for learning EFL?·                  Does gender influence attitudes of Iranian learners for learning English as a foreign language?·                  Does gender influence motivation of Iranian learners for learning English as a foreign language?·                  Does a major course of the study influence attitudes of Iranian learners for learning English as a foreign language?·                  Does major course of the study influence motivation of Iranian learners for learning English as a foreign language? The investigation also demonstrates that Iranian learners learn English for ‘instrumental’ reasons and it concludes that ‘integrative motivation’ is the dominant motivational orientation for the Iranian learners to learn English as EFL. This study will possibly provide additional insights in better identifying the existing motivational challenges and in taking a more realistic perspective about the English Language Teaching (ELT) situation in the country. Finally, some recommendations on future directions for this research area in Iran have been highlighted.

scholarly journals Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

2021 ◽  
Vol 5 (1) ◽  
pp. 50-64
Author(s):  
Bahram Sattar Abdulrahman
Keyword(s):  
Kurdistan Region ◽  
Prosodic Features ◽  
Face To Face ◽  
Iraqi Kurdistan ◽  
University Instructors ◽  
The Face ◽  
Efl Students ◽  
The University ◽  
The Impact ◽  
Special Classes

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.

scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

Specifičnosti onlajn nastave leksikologije i sintakse srpskog jezika na Filološkom fakultetu: izazovi i perspektive

2021 ◽  
Author(s):  
Marija Raković ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Insufficient Time ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Case Based

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.

De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 58-71
Author(s):  
Maria Oud-de Glas
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Technical Schools ◽  
Different Types ◽  
Actual Use ◽  
Language Needs ◽  
The University

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation. The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English. The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.

scholarly journals THINK-PAIR-SHARE: ITS IMPLEMENTATION TO IMPROVE STUDENTS’ CAPABILITY ON UNDERSTANDING GRAMMAR ON THE SECOND SEMESTER STUDENTS OF STKIP SILIWANGI

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ningtyas Orilina Argawati
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Mother Tongue ◽  
English As Foreign Language ◽  
Grammar Learning ◽  
Teacher Needs ◽  
Post Test ◽  
University Level ◽  
Abstract Learning ◽  
Learning English

Abstract Learning English as foreign language is considered difficult because it has its own systems and aspects that completely different from our mother tongue, such as the grammar, pronunciation, vocabulary, and cultural background of the language. Vocabuary is an important skill since we can not deliver meaning without words. However, learning English is not dealing only on vocabulary but also on grammar. Learning grammar becomes important since grammar can determine meaning of sentences. In the level of University students, it is quite difficult to make the students master all of the theme on grammar in one semester. Moreover, if it comes to conditional sentences. This topic really relays on the understanding of concepts. Once the students catch the concept, they will be able to solve some problems relate with the topic easily. To build their capability on understanding a concept of such a topic, teacher needs to figure out the appropriate way. Think-pair-share seems to be a good way to teach conditional sentences. The method used in conducting this research is Classroom Action Research. The research was conducted on two cycles with total meetings were seven; three meetings were for tests, and four meetings were for treatment. Each cycle covered the step of planning, acting, observing, and reflecting. From the data collected by the researcher, it can be concluded that the capability on understanding grammar of the second semester students of university level was improved. The improvements cover two points, they are: (1) improvement on their mean score. Mean score of pre-test was 4.1875, mean score of post-test 1 was 5.9625, while mean score of post-test 2 was 7.225. (2) improvement of their attitude and behaviour. It can be seen from their improvement of their activeness, enjoyment, curiousity and knowledge.Key words: CAR, Grammar, Think-Pair-Share 

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.

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