scholarly journals Analisis Kefasihan Pembelajar Bahasa Korea dalam Membaca Teks Berbahasa Korea

2019 ◽  
Vol 2 (2) ◽  
pp. 111
Author(s):  
Theresia Avila Rencidiptya Gitanati Firstantin
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Reading Fluency ◽  
Reading Speed ◽  
Korean Language ◽  
Effective Learning ◽  
Qualitative Descriptive ◽  
Text Reading ◽  
Language Proficiency Test

Fluency in reading is one of the important factors in language learning, especially foreign languages. Fluency in reading can be seen from understanding vocabulary, reading speed, rhythm and expression, also understanding the reading’s contents. Reading fluently is one of the effective learning methods to help for understanding the vocabulary and the content of the text. Reading fluency is needed by Korean leaners when working with Korean stakeholders. This study analyzes the fluency of Korean language learners in reading Korean texts using qualitative descriptive methods. This study found that the learning period and the Korean Language Proficiency Test score of the learner are not always directly assesed to leaner’s fluency in reading. Fluency in reading is also influenced by some factors, such as how much intensity and frequency of learners learn new vocabulary through text, and how instructors provide learning about morphology in how to read a word in Korean.

scholarly journals Penggunaan Buku Ajar Nihongo Kirakira I pada Pembelajaran Bahasa Jepang di SMA Kesatrian I Semarang

2020 ◽  
Vol 4 (1) ◽  
pp. 53
Author(s):  
Nita Kusumawati ◽  
Lispridona Diner
Keyword(s):  
High School ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Japanese Language ◽  
Ministry Of Education ◽  
Basic Competencies ◽  
Language Proficiency Test ◽  
Quantitative Descriptive ◽  
Basic Level

Nihongo Kirakira I is a textbook published by The Japan Foundation and compiled by following the Content Competencies and Basic Competencies of the 2013 curriculum for secondary education. This book has fulfilled the requirements of the Ministry of Education and Culture to answer the needs of basic level Japanese language learners, equivalent to the level 5 JLPT (Japanese Language Proficiency Test). Preliminary studies show that there are positive responses regarding to this book from students in Kesatrian 1 High School Semarang. This study aims to investigate the further responses about Japanese language learning by using Nihongo Kirakira I. This research was conducted by using quantitative descriptive methods, involving 72 respondents in Kesatrian High School 1. The data were obtained through open and closed questionnaires, then analyzed by using percentage descriptive techniques. The result shows that 42 respondents (58%) gave "good" response and 30 respondents (42%) gave "not good" response. Poor responses are caused by respondents’ difficulty in pronouncing Japanese vocabulary and in reading hiragana and katakana letters. In general, respondents thought that learning Japanese using Nihongo Kirakira I is adequate. 

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

Maximizing Students' Learning Success Through Lab-on-Line

2020 ◽  
pp. 262-276
Author(s):  
Minda M. B. Marshall ◽  
Simon George Taukeni ◽  
Rheinhold Disho Muruti ◽  
Gibert Likando ◽  
Cynthy Kaliinasho Haihambo ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Reading Fluency ◽  
Visual Processing ◽  
Reading Speed ◽  
Perceptual Development ◽  
Learning Success ◽  
Reading Efficiency ◽  
Comprehension Ability ◽  
On Line ◽  
The University

This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).

scholarly journals Machine Translation in Foreign Language Learning Classroom-Learners’ Indiscriminate Use or Instructors’ Discriminate Stance

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Xiaomin Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Language Proficiency ◽  
Curriculum Design ◽  
Foreign Language Learning ◽  
Technology Tools ◽  
Holistic Understanding ◽  
Self Development

The use of machine translation (MT) tools in language learning classroom is now omnipresent, which raises a dilemma for instructors because of two issues, language proficiency and academic integrity, caused by that fact. However, with the unstoppable development and irresistible use of MT in language learning, rather than entangling with using it or banning it, it is more significant to figure out why learners turn to MT in spite of the prohibition from their instructors and how can instructors guide learners to use it appropriately. Consequently, this paper reviews articles with regard to the reason why learners turn to MT, the practical use of MT in learners’ writing, and some pedagogical solutions for making peace with MT in language learning classroom respectively. Implications can be garnered like that a course for learners of how to use MT tools properly should be included in the curriculum design, and simultaneously, the holistic understanding of these overwhelmingly fast-developed technology tools for instructors should be a part of teachers’ self-development, since instructors without knowledge said technology tools can not fully motivate language learners and implement the pedagogical solutions offered.

Exploring The Complexity Of Classroom Tasks For Language Learning

2008 ◽  
Vol 80 ◽  
pp. 42-47
Author(s):  
Kris Van den Branden
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Task Complexity ◽  
Real Life ◽  
Negotiation Process ◽  
Shared Knowledge ◽  
Multiple Dimensions ◽  
The Social ◽  
Dependent Variables

In task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level of language proficiency. The theoretical literature and empirical research on task complexity has recendy expanded, but much of this work fails to take into account the multiple dimensions that affect task complexity. For one, in authentic, truly functional task performance, key features of the social setting in which tasks are performed, and interlocutor-dependent variables (such as their shared knowledge and experiences) influence actual task complexity. Since in real life interlocutors reinterpret tasks to suit their own needs, motivations and purposes, and dynamically tune the complexity of their performance to the ongoing conversation and negotiation process, predictions about task complexity cannot be as accurate as some applied linguists claim they should be.

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

scholarly journals Improving Reading Skills Using Language Learning Strategies (LLS)

10.32698/0271 ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Nur Yasmin Khairani Zakaria ◽  
Nora Ezzati Azmi ◽  
Norfarizah Adira Abd Hadi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Reading Skills ◽  
General Distribution ◽  
Language Learning Strategies ◽  
School Students ◽  
Tertiary Institution ◽  
Study Results

Language learning strategies are regarded as one of the most classic and conventional learning methods to be employed by language learners. In language learning, reading is regarded as one of the most resourceful method to be employed by language learners to improve their productive skills namely writing and speaking. However, little attention has been given to the aforementioned strategies to be as a mean to improve language proficiency in general. The study aims to discover language learners’ most preferred strategies to be employed in improving their reading skills in general. Distribution of questionnaires was conducted to 37 secondary school students participated in this study.  Results revealed that cognitive and planning strategies are the most preferred strategies by the students as the students were given more time and flexibility in planning their own reading. Further investigation is suggested to be conducted to a different context such as in tertiary institution.

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