scholarly journals English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition

2018 ◽  
Vol 3 (2) ◽  
pp. 207
Author(s):  
Haida Umiera Hashim ◽  
Melor Md Yunus
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary Students ◽  
English Language ◽  
School Students ◽  
Related Factors ◽  
School Settings ◽  
Field Note ◽  
The Right

Early exposure to English is very important as it is crucial for learners to acquire English language at early age as English is a global language that is used not only in the level of primary and secondary school but also in tertiary level of education. Schools can be one of the important roles in influencing second language acquisition, particularly English language. However, most schools did not consider acquiring English from the perspective of learners’ fluency and rarely consider movements or approaches that they can take to improve ESL learning among students. This study intended to investigate the influence of school settings and routines on ESL learning among secondary students. A qualitative method is used in this study as data were collected through the method of observation and interview. The observation period throughout the process of collecting data has been conducted based on a field note specifically prepared for this study. The participants involved in this study were all-girl school students located in Selangor. The gathered data were then interpreted in the findings analysis. Based on this study, it was proven that there are co-relations between the school settings and routines on ESL learning among secondary students. It was found that school settings and routines do influence ESL learning among secondary students. Discussion and recommendations are further explained in this study. Thus, it is hoped for future researchers to conduct further research on related factors that might help to contribute in ESL learning among ESL learners.

scholarly journals Problems in Teaching English in Indian Classrooms: Issues and Remedies

2020 ◽  
Vol 1 (1) ◽  
pp. 97-109
Author(s):  
Sarita Jain
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Second Language Learners ◽  
Remedial Measures ◽  
English Classes ◽  
The Moment ◽  
The Right

This paper examines the present status of English as a second language in India. It defines language and identifies the factors that affect second language learning. It discusses different problems faced by learners of English and what is the right way of language acquisition for second language learners in India. Language acts as an instrument to express effectively in various communicative situations. However, it is the very second language which requires a conscious and diligent, systematic efforts to acquire or master it. Second language acquisition is really a big challenge for all native speakers of that language who really deal with it. The majority of Indian students, particularly from rural pockets, especially in the states of Bihar, eastern U.P. and Maharashtra, consider this seven –letter word as a magical and mystical word. A feeling of uneasiness sets in, the moment they hear something in English. As a result of this, teachers who handle English classes face insurmountable difficulties. Students find it difficult to listen and to understand the English language. What are the reasons for this? What are the remedial measures to be taken to alleviate these problems? This paper is an attempt to discuss the nature of second language acquisition and the factors responsible for its slow acquisition. Appropriate and adequate remedial measures are cited for the successful rectification of these problems.

scholarly journals Learning Poetry: Attitudes and Challenges Faced by ESL Students

2020 ◽  
Vol 7 (2) ◽  
pp. 55-69
Author(s):  
Hafilah Zainal Abidin ◽  
Taufik Lock Kim Wai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Attitude ◽  
English Language ◽  
Language Skills ◽  
Esl Students ◽  
Selection Of

Learning literature, as part of the English Language Syllabus, has been practiced in many countries. In Malaysia, literature is incorporated as a component and an authentic means of learning the language with the hope that students acquire the desired language skills. However, poetry, one of the genres in the component, is the least favourable among students. This paper investigates students’ attitude towards learning poetry and the challenges they encountered learning poetry. Data from 120 respondents were collected through questionnaire and interviews. The findings revealed that the selection of texts for poetry in the literature component and teacher’s methodology play a role in cultivating students' interest in learning not only the language but also the context, culture, and values as well as inculcating a positive attitude towards learning poetry in second language acquisition.

scholarly journals ENGLISH LANGUAGE IMMERSION BERBASIS KEARIFAN LOKAL BAGI SISWA SEKOLAH DASAR

Sarwahita ◽  
2017 ◽  
Vol 14 (02) ◽  
pp. 140-144 ◽  
Author(s):  
Yusup Supriyono ◽  
Nita Sari Narulita Dewi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Portfolio Assessment ◽  
National Curriculum ◽  
Language Immersion ◽  
School Level ◽  
Cultural Learning ◽  
Young Learners

ABSTRACT: Early English mastery for children is very urgent considering Indonesia has an important position in the world's interests, both economically, socially, culturally and politically. Therefore, the global communication capability is one of the national agenda which is affixed to the national curriculum which must be studied from elementary level to university. Local Language Wisdom Immersion approach based on Local Wisdom comes as an effort to face the challenge. The targets of this program are young learners, ranging in age from 10-12 years old, who sit at the elementary school level. Learners learn English using a mix of local and international content, enabling cross-cultural learning, and learning patterns using second language acquisition. Furthermore, the portfolio assessment is used for assessment, including test, questionnaire, observation, and documents. The advantages of English language immersion based on local wisdom, ie learners in addition to mastering basic English, they are also prepared psychologically, socially and culturally. Their future hopes will be the future of national communications capabilities of global communications capabilities.   ABSTRAK: Penguasan bahasa Inggris sejak dini menjadi sangat urgen mengingat Indonesia memiliki posisi penting dalam pencaturan kepentingan dunia, baik secara ekonomi, social, budaya maupun politik. Oleh karena itu, kemampuan komunikasi global menjadi salah satu agenda nasional yang dibubuhkan menjadi kurikulum nasional yang harus dipelajari mulai tingkat dasar sampai perguruan tinggi. Pendekatan English Language Immersion berbasis Kearifan lokal hadir sebagai upaya menghadapi tantang tersebut. Sasaran program ini adalah pebelajar muda (English young learners), dengan rentang usia 10-12 tahun, yang duduk ditingkat sekolah dasar. Peserta didik belajar bahasa Inggris dengan menggunakan perpaduan konten lokal dan internasional, sehingga memungkinkan akan adanya belajar lintas budaya, dan pola-pola belajar menggunakan teori pemerolehan bahasa kedua (Second language acquisition). Selanjutnya portfolio assessment digunakan untuk melihat kemampuan, kinerja dan prestasi yang terukur dengan menggunakan alat assessmen, diantaranya test, kuesioner, observasi, dan dokumen. Kelebihan dari English language immersion berbasis kearifan lokal, yaitu peserta didik disamping dapat menguasai bahasa Inggris dasar, mereka juga dipersiapkan secara psikologis, sosial dan budaya. Harapan kedepan mereka akan menjadi duta bangsa di masa depan yang akan menyampaikan pesan kepada dunia bahwa bangsa Indonsia adalah bangsa yang besar yang memiki keunggulan-keunggulan lokal yang dapat dinilai secara ekonomi maupun politik yang patut dibanggakan ditingkat dunia melalui kemampuan komunikasi global yang mereka kuasai.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

Universal Grammar in the classroom: the effects of formal instruction on second language acquisition

1991 ◽  
Vol 7 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Sascha W. Felix ◽  
Wilfried Weigl
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Learning Situation ◽  
School Students ◽  
Formal Instruction ◽  
L2 Learners

One of the dominating issues in recent second language acquisition research has been the question of whether or not L2 learners have access to principles of Universal Grammar. It seems that currently there is fairly strong evidence both for and against UG-access by L2 learners. Consequently, the question arises what kinds of factors may potentially further or block UG-access and whether such factors can be related to certain properties of the learning environment. In this paper we wish to approach this question by looking at a somewhat extreme learning situation, namely the acquisition (or maybe non-acquisition) of English as a second language by 77 German high school students who learned and were exposed to English exclusively during classroom hours. These students were tested for their ability to correctly judge grammaticality contrasts in English that are standardly attributed to UG principles. The results suggest that - even under a most liberal interpretation - these students did not show any evidence of having UG-access. Rather, they utilized a number of strategies that (a) tied them very tightly to properties of German and (b) prevented them from making any generalizations that went beyond what had been explicitly taught in the classroom.

scholarly journals I English Language

2019 ◽  
Vol 98 (1) ◽  
pp. 1-166
Author(s):  
Viktorija Kostadinova ◽  
Nuria Yáñez-Bouza ◽  
Gea Dreschler ◽  
Sune Gregersen ◽  
Beáta Gyuris ◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Lexical Semantics ◽  
Lingua Franca ◽  
Section 8 ◽  
History Of

Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.

scholarly journals Students' Writing Errors and What Lies Beyond Them

2018 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Fahmy Imaniar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
English Language ◽  
Second Language Learners ◽  
English Language Teaching ◽  
Common Error ◽  
Teachers And Students ◽  
Writing Errors

Writing in second language is demanding that leads learners to make errors in their performance. Fortunately, the view of error has changed into a way of understanding second language acquisition and its practice. Error analysis is an approach of SLA to learn the errors made by the second language learners. However, knowing the errors made is not enough, therefore, it is important to see the factors beyond the errors. This present study aims at knowing what writing errors the learners make and what the most common error occurs are. Furthermore, this study explored what factor lies beyond those errors. Through mixed method design as well as Error Analysis (EA) approach, this study was conducted in one learning course in Sidoarjo, East Java, Indonesia. Through this study, it was revealed that omission was the type of error mostly made. Furthermore, intralingual and interlingual factors were the ones beyond the errors. It is expected that this study will contribute to the knowledge and practice on the fields of not only Second Language Acquisition (SLA) but also English Language Teaching (ELT) involving teachers and students.   

scholarly journals Interactive Learning: An Innovation for English Language Acquisition

2019 ◽  
Vol 9 (2) ◽  
pp. 1187-1190
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Language Teachers ◽  
English Language Acquisition ◽  
Interactive Tool ◽  
Second Language Teachers

The education field is constantly venturing into many creative forms. Interactive learning is a hands-on approach to boost students' engagement and confidence. With new innovation, interactive learning enables students to reinforce critical thinking and problem-solving abilities in second language acquisition. Thus, the aim of this research is to design and create new interactive tool for second language teaching which can benefit both teachers and ESL students. This teaching and learning tool can be used for the 4 basic skills in ESL classrooms namely reading, listening, speaking and writing. A total of 30 students from a rural public secondary school were involved in this study. This interactive tool can help in building students’ motivation in learning especially among the low proficiency students and create autonomous learners who enjoyed and have fun while learning English. In conclusion, it is hoped that this research could add knowledge to the field of interactive tools and promotes creativity among second language teachers.

scholarly journals AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Christina Atika Yulina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Textbook Analysis ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
Material Analysis

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

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