scholarly journals Simplification in Language Learning: What Do Learners Simplify?

2014 ◽  
Vol 2 (3) ◽  
pp. 275 ◽  
Author(s):  
Abdulmoneim Mahmoud
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Communication Strategies ◽  
Learning Task ◽  
Language Teachers ◽  
Communication Strategy ◽  
Target Language ◽  
Cognitive Limitations ◽  
Transfer Strategies

<p><em>This article focuses on the notion of 'simplification' in language learning from the perspective of the learner and that of the teacher. Instead of using the term to refer to a learning and communication strategy whereby learners drop certain linguistic elements, we believe that it can be reserved for the caretakers and language teachers who 'simplify' their language to communicate with the learners. The learners' use of a reduced system is due either to cognitive limitations or the use of various learning and communication strategies which lead to the omission, insertion, substitution or mis-ordering of linguistic elements. Language learners use interlingual and intralingual transfer strategies in an attempt to facilitate the task of learning and communicating in the target language. Omission of linguistic elements is not intended to 'simplify' the language. The linguistic elements that learners add due to transfer may be more than those they omit. Hence, linguistic simplification by caretakers and language teachers needs to be distinguished from the simplification of the learning task by the learners</em>.</p>

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 125-132
Author(s):  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
The Other ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

An Investigation into Chinese College English Teachers' Beliefs of Students' Web-based Informal Language Learning

2016 ◽  
Vol 12 (3) ◽  
pp. 26-37
Author(s):  
Jiahong Jiang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching Effectiveness ◽  
Rapid Development ◽  
English Teachers ◽  
Language Teachers ◽  
Target Language ◽  
Web Based ◽  
College English ◽  
Teachers Beliefs

With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have experienced informal online language learning. Therefore, teachers may change their teaching strategies in order to achieve their teaching effectiveness. The present study investigated 30 Chinese in-service college English teachers' beliefs of WILL in order to provide for teachers the insight into the current consciousness language teachers should have of these practices.

An Investigation Into Chinese College English Teachers' Beliefs of Students' Web-Based Informal Language Learning

2019 ◽  
pp. 1717-1729
Author(s):  
Jiahong Jiang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching Effectiveness ◽  
Rapid Development ◽  
English Teachers ◽  
Language Teachers ◽  
Target Language ◽  
Web Based ◽  
College English ◽  
Teachers Beliefs

With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have experienced informal online language learning. Therefore, teachers may change their teaching strategies in order to achieve their teaching effectiveness. The present study investigated 30 Chinese in-service college English teachers' beliefs of WILL in order to provide for teachers the insight into the current consciousness language teachers should have of these practices.

scholarly journals Knowing Communication Strategy for Better Communication

2021 ◽  
Vol 2 (2) ◽  
pp. 137-146
Author(s):  
Rona Merita ◽  
Sony Eko Adisaputro
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Communication Strategies ◽  
Oral Communication ◽  
Communication Strategy ◽  
Target Language ◽  
Communication Ability

Nowadays, the importance of communication is undeniable. In oral communication, the learners employ speaking skills which requires the mastery of communication strategies in order to solve the communication problems which they found during oral communication and to get across the communicative goals to the interlocutors. Unfortunately, speaking is still considered one of the most difficult skills to be acquired by English language learners. English learners need more practices and also strategies in communication. In addition, communication ability also influenced by some factors such as target language proficiency, learning and communicating contexts, task types, gender differences and learners’ personality. Driven by this condition, this paper is aimed to discuss theoretical framework about communication strategies and its development since firstly proposed by Tarone (1977). This paper is beneficial for English language practitioner and English language learners, ELT researcher as well.

scholarly journals PEMANFAATAN DIGITAL LIBRARY LET’S READ SEBAGAI MATERI BAHAN AJAR BAHASA INGGRIS UNTUK READING AND SPEAKING

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Siti Maria Ulfa ◽  
Hendra Sudarso
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Learning Task ◽  
Language Teachers ◽  
Information Communication ◽  
Teaching Materials ◽  
Modern Language

AbstractThe breakthrough in Information Communication Technology (ICT) has brought new opportunities to restructure language learning. At present, ICT has opened new avenues and brought new challenges for language learners and also teachers. The responsibility of the learning task has shifted towards students and this has dramatically changed the role of the teacher. However, it should be noted that modern language teachers determine the quality of the learning process, not ICT itself. This paper tries to highlight the potential of ICT as a powerful tool for teaching foreign languages and the effect of this technology on second language learning. The community service program emphasizes the use of the Lets Read link as a forum to find teaching materials for Excellent Course teachers. Along with the development of technology as it is today, teachers must also be more flexible in finding teaching materials for their students, especially in learning English. Therefore, it is necessary for teachers to know useful links that can be used in learning in their class.Keywords: Language Learning, ICT, Let’s Read Application  AbstrakTerobosan Teknologi Komunikasi Informasi (TIK) telah membawa peluang baru untuk merestrukturisasi pengaturan pembelajaran / pengajaran bahasa. Saat ini, TIK telah membuka jalan baru dan membawa tantangan baru bagi pembelajar bahasa dan juga guru. Tanggung jawab tugas belajar telah bergeser ke arah peserta didik dan ini telah secara dramatis mengubah peran guru. Namun, perlu dicatat bahwa guru bahasa modern menentukan kualitas proses pembelajaran, dan bukan TIK. Makalah ini mencoba untuk menyoroti potensi TIK sebagai alat yang kuat untuk pengajaran bahasa asing dan efek dari teknologi ini pada pembelajaran bahasa kedua. Program pengabdian masyarakat menekankan pada pemanfaatan link Lets Read sebagai wadah pencarian bahan ajar bagi guru-guru LKP Excellent Course. Seiring dengan berkembangnya teknologi seperti sekarang ini, guru juga harus lebih luwes dalam mencari bahan ajar untuk siswanya kususnya dalam pembelajaran Bahas Inggris. Maka dari itu, perlu bagi guru-guru mengetahui link yang bermanfaat yang dapat digunakan dalam pembelajaran dikelas mereka.Kata kunci: Pembelajaran Bahasa, Telnologi Komunikasi dan Informasi,l Aplikasi Let’s Read

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects

2019 ◽  
Vol 12 (8) ◽  
pp. 54
Author(s):  
Oksana Kharlay ◽  
Martin Bagheri ◽  
Jeremy D. Philips
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Learning Motivation ◽  
Target Language ◽  
Comparative Case Study ◽  
Language Community ◽  
Language Learning Motivation ◽  
Chinese Learners ◽  
Integrative Motivation

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students&rsquo; interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.

scholarly journals Reading Strategies, Reading Comprehension, and Translation

2018 ◽  
Vol 10 (2) ◽  
pp. 55-67
Author(s):  
Gabriella Kovács
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Reading Skills ◽  
Language Teachers ◽  
Target Language ◽  
Border Crossings ◽  
Comprehension Skills ◽  
Intercultural Mediators ◽  
Reading Comprehension Skills

AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

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