Young Students' Success and Failure Attributions in Language Learning

2011 ◽  
Vol 39 (7) ◽  
pp. 879-885 ◽  
Author(s):  
Sehnaz Sahinkarakas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Causal Attributions ◽  
Language Teachers ◽  
Self Assessment ◽  
Young Learners ◽  
Specific Focus ◽  
Young Students ◽  
Students Success

The factors that affect young students' successes and failures in learning a foreign language with specific focus on the role of perceived causal attributions were examined. The content of self-assessment papers of 52 young learners studying English was analyzed to investigate the students' success and failure attributions. It was found that both attributions were linked mostly to internal and unstable factors, with listening to the teacher and doing homework being the most significant. The results highlight the importance of language teachers' awareness of their students' attributions.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

The Role of Social-emotional skills among kindergarteners in Foreign Language Learning

2015 ◽  
Vol 1 (4) ◽  
pp. 364
Author(s):  
Chalak Ghafoor Raouf ◽  
Ranjdar Hama Sharif
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
Young Learners

Nowadays, second language learning among young learners is considered to be one of the main subjects in the field of education around the world. A lot of researches dealt with this subject, and focused on the processes of second language learning among young learners. Researchers were trying to understand and diagnose young language learners’ strengths and weaknesses. They came up with some evidences which show that language aptitude, gender, age, creativity, and motivation are among the elements that make a young student be different from other students. Unlike the other researches, this paper investigated the role of social-emotional skills among young learners in second language learning. It examined the influences of these skills in the process of foreign language learning. For this study a kindergarten was chosen, and 20 children were randomly selected as representatives of the 60 children who applied for an English language course in this kindergarten. Thirteen of the selected children were male learners, while the rest were females, and the age of the participants were between 4-5 years old. At the beginning of the English course a group of socialworkers conducted a pretest to measure the young learners’ social and emotional skills, and after the English course a group of English language teachers conducted the second test to measure the learners’ language proficiency. After the data collection, the finding showed a significant relationship between social-emotional skills and foreign language learning. Those students who showed a high level of social-emotional skills were more active in learning the new language, and passed the test of English proficiency with high degrees, while those students who showed a low level of social-emotional skills couldn’t pass the English proficiency test or passed with low degrees.

Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms

2016 ◽  
Vol 7 (4) ◽  
pp. 716 ◽  
Author(s):  
Soheila Kabiri Samani ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Code Switching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English Classrooms ◽  
Speaking Skill

Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.

scholarly journals The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Qian Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Achievement ◽  
Foreign Language Teachers

It is preserved that one of the noteworthy influential subjects of success and achievement is emotions, and enhancing emotions is dominant in promoting the language learning of students in the classroom. Although emotions are an integral part of the practices of both educators and students, their function has been sidelined due to the emphasis on intellectual instead of emotional scopes of foreign language learning. Therefore, the present theoretical review tries to refocus on the role of emotions of teachers and learners and their effects on language success and achievement. Successively, the effectiveness of verdicts for educators, students, syllabus designers, and future researchers are deliberated.

scholarly journals Using Technologies to Foster the Reading Habit in L2 (English)

2021 ◽  
Vol 1 (1) ◽  
pp. 72-97
Author(s):  
Roberto Martínez Mateo ◽  
Maria De las Mercedes Chicote Beato
Keyword(s):  
Cognitive Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Reading Habit ◽  
Specific Focus ◽  
Reading Frequency ◽  
Interest And Motivation ◽  
Educational Field

In a society which is becoming more and more globalized, it is essential to promote teaching processes that enable the meaningful acquisition of knowledge, emphasizing the learning of English, as the main goal of the teachers. Reading in education is the paradigm of culture and is part of the language learning process. Nevertheless, its practice has declined in recent years. Consequently, through this Project, with the aim of motivating the Reading frequency, we intend to take a deeper look into the role of technologies in order to foster the Reading habit in a foreign language, highlighting the importance of reading for the student cognitive development. For that reason, an innovation proposal for promoting reading based on the use of ICT in the educational field is presented, with a specific focus on the Booktube community, as a tool to increase interest and motivation in reading.

scholarly journals Võõrkeeleõpe kui sotsiaalne, sünergiline ja teadvustatud protsess

2014 ◽  
Vol 5 (3) ◽  
pp. 37-56
Author(s):  
Mari Kruse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Self Reflection ◽  
Conscious Process ◽  
Role Of Teachers

Kahekümnes sajand oli võõrkeeleõppe jaoks mõneti sama murranguline nagu muudes eluvaldkondades. Tehnika ja ühiskonna areng on loonud olukorra, milles väide „alati on nii tehtud” maksab vähe, kui seda ei põhjendata. Kui keeli on võimalik kodust lahkumata arvuti taga õppida, miks siis selleks klassis istuda? Ja kui kommunikatiivsusel põhinev õpe on ennast tõestanud edasiviivamana kui grammatikareeglite ning sõnade nimekirjade pähe õppimine, nagu varem tavaks oli, milline on siis grammatika ja sõnavara õppimise roll tänapäevases keeletunnis? Artiklis toon välja teadusuuringuid ja keeleteadlaste seisukohti, mis mõtestavad lahti võõrkeeleõpetaja rolli e-ajastul ja juhivad tähelepanu metalingvistilise arutelu edasiviivale rollile õppeprotsessis. Võõrkeele ja emakeele omandamises on olulised erinevused, nagu on erinevad ka lapse ja täis kasvanu kognitiivsed võimed ja vajadused. Grammatikareeglite ja semantika üle arutlemine tõstab teadlikkust ja annab õppijale vahendid ise tõhusamalt õppida.Abstract. Mari Kruse: Foreign language learning as a social, synergetic and conscious process. In foreign language learning, as in other fields of life, the twentieth century proved to be groundbreaking. The development of technology and society has taken us to a point where ”It has always been so” is no longer a valid argument unless supported by other grounds. If we can learn languages in the privacy of our own homes and at our own pace, why bother going to presential lessons? And if communicative language learning has proven to be so much more efficient than memorising of rules and word lists, as was customary earlier, what place do grammar and vocabulary learning have in contemporary language lessons? The article presents evidence from scientific research and linguists’ opinions that substantiate the role of foreign language teachers and call attention to the impelling force metalinguistic reasoning has in the process. There are significant differences between learning a first language and a foreign language; likewise children and adults differ in their cognitive capacities and needs. Reflecting on rules of grammar and semantics raises awareness and provides learners with a powerful tool to improve their learning.Keywords: foreign language learning, role of teachers, metalinguistic reasoning, intralingual comparison, attention, cognitive baggage, self-reflection

scholarly journals Does Acculturation happen in EFL Context?

2015 ◽  
Vol 6 (2) ◽  
pp. 916-926
Author(s):  
Fariba Yari ◽  
Akram Hashemi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Significant Role ◽  
Classroom Practices ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
English Text ◽  
Teaching Culture ◽  
Efl Context

In order to understand the second language culture, understanding the nature of acculturation is necessary. Teaching culture should be integrated into the foreign language textbooks and classroom practices. It is necessary for language teachers to integrate cultural materials and values into their teaching and to make them familiar with the culture of the language they are teaching.The aim of this investigation is to magnify the evidence of English Acculturation in Foreign Language Learning Settings (EAFLLS).And to emphasize the significant role of English text books do and have to play in English as a Foreign Language situations.

Pre-Service English-as-a-Foreign-Language Teachers’ Views on Their Experiences of Project Preparation for Young Learners: “I Felt Like a Real Teacher”

2021 ◽  
pp. 105678792110159
Author(s):  
Gülten Koşar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Project Based Learning ◽  
Language Teachers ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Young Learners ◽  
Qualitative Survey ◽  
Semistructured Interviews

This study targets unveiling junior pre-service English-as-a-foreign-language teachers’ ( N = 80) perceptions of the process they went through as preparing projects for young learners and their views about the effect of project-based learning on teaching English to young learners. The data gathered from a qualitative survey and semistructured interviews were analyzed using an inductive content analysis. The results indicated that while the participants encountered a number of difficulties in the preparation process, they believed the use of project-based learning could promote young learners’ English language learning, and preparing projects for young learners made them feel like a real teacher.

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