scholarly journals An Analysis of the Linguistic Errors Made by Students in Saudi Arabian Schools in the Acquisition of the Auxiliary “Do”: A Comparison Between Boys’ and Girls’ Performances

2021 ◽  
pp. 1-92
Author(s):  
Rasha Mussa’ad Khalid Aslaim
Keyword(s):  
Language Learning ◽  
Foreign Students ◽  
English Language ◽  
Mother Tongue ◽  
Kingdom Of Saudi Arabia ◽  
Language Students ◽  
Difficult Area ◽  
The Many ◽  
Auxiliary Verb ◽  
Verb Tense

Recently there has been an upsurge in research into why students of foreign languages make mistakes. There have been many reasons given including interference of the mother tongue and over-generalisation of the rules of the language being studied. This research is concerned with the reasons for mistakes but will concentrate on a particular focus, i.e. the mistakes made by English language students regarding the auxiliary verb “do”. This is seen as a particularly difficult area for many foreign students of English language as this linguistic term does not feature in many other languages and is, therefore, a problem for some language students to grasp.It is hoped that reasons for the many mistakes (i.e. omissions, incorrect verb tense, etc.) can be identified and that from this identification, methods can be found to teach this term in a way that will allow students to grasp the concept and retain it throughout their language- learning careers.This dissertation is based on an error analysis of English written performances by students in the Third Grade (equivalent to Ninth Grade elsewhere) of the Intermediate Boys and Girls’ schools in the Kingdom of Saudi Arabia. It focuses on the examination and analysis of the students’ performances in a translation test. This should reveal information about some of the students’ errors in the acquisition of the auxiliary “do”, and other factors which might affect their English language learning. Furthermore, this dissertation seeks to find out whether there are any disparities in the responses of each of the two groups to the translation test which may be attributable to gender.

scholarly journals An Analysis of the Linguistic Errors Made by Students in Saudi Arabian Schools in the Acquisition of the Auxiliary “Do”: A Comparison Between Boys’ and Girls’ Performances

2021 ◽  
Author(s):  
Rasha Mussa’ad Khalid Aslaim
Keyword(s):  
Language Learning ◽  
Foreign Students ◽  
English Language ◽  
Mother Tongue ◽  
Kingdom Of Saudi Arabia ◽  
Language Students ◽  
Difficult Area ◽  
The Many ◽  
Auxiliary Verb ◽  
Verb Tense

Recently there has been an upsurge in research into why students of foreign languages make mistakes. There have been many reasons given including interference of the mother tongue and over-generalisation of the rules of the language being studied. This research is concerned with the reasons for mistakes but will concentrate on a particular focus, i.e. the mistakes made by English language students regarding the auxiliary verb “do”. This is seen as a particularly difficult area for many foreign students of English language as this linguistic term does not feature in many other languages and is, therefore, a problem for some language students to grasp.It is hoped that reasons for the many mistakes (i.e. omissions, incorrect verb tense, etc.) can be identified and that from this identification, methods can be found to teach this term in a way that will allow students to grasp the concept and retain it throughout their language- learning careers.This dissertation is based on an error analysis of English written performances by students in the Third Grade (equivalent to Ninth Grade elsewhere) of the Intermediate Boys and Girls’ schools in the Kingdom of Saudi Arabia. It focuses on the examination and analysis of the students’ performances in a translation test. This should reveal information about some of the students’ errors in the acquisition of the auxiliary “do”, and other factors which might affect their English language learning. Furthermore, this dissertation seeks to find out whether there are any disparities in the responses of each of the two groups to the translation test which may be attributable to gender.

scholarly journals English language students’ productive and receptive knowledge of collocations

ExELL ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 46-67 ◽  
Author(s):  
Mirna Begagić
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Poor Performance ◽  
L2 Acquisition ◽  
Language Performance ◽  
Lexical Collocations ◽  
Language Students

Abstract The importance of collocations in second language learning has been recognized in the past few decades. There have been numerous studies in L2 acquisition research that investigated how the knowledge and use of collocations at different levels of proficiency affect learners’ communicative competence and language performance. Moreover, it seems important to mention that most of the studies investigating the collocational knowledge of students learning English as their L2, indicated students’ poor performance (Fayez-Hussein 1990; Aghbar 1990; Bahns and Eldaw 1993; Stubbs 2002; Wray 2002; Nasselhauf 2005; Ozaki 2011). The aim of this paper is to explain the notion of collocation as well as its most common classification, and to point out the importance of its proper use for English language students who are native speakers of the Bosnian/Croatian/Serbian (BCS) language. Furthermore, this study examines the productive and receptive knowledge of lexical collocations in order to access students’ collocational competence. The results indicate students’ poor collocational knowledge. This can be due to the fact that collocations of the language students are learning are interfering with the collocations of their mother tongue, but also due to the way students are taught English (vocabulary negligence in comparison with grammar and unawareness of the importance of collocations in language learning).

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

scholarly journals A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

2019 ◽  
Vol 14 (1) ◽  
pp. 84-106
Author(s):  
Alicia Chabert
Keyword(s):  
Primary School ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Teaching ◽  
Ecological Understanding ◽  
Attitude And Motivation ◽  
Initial Results

Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

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>

scholarly journals Illocution on Speech Acts of Foreign Students in Indonesian Learning

2018 ◽  
Vol 6 (2) ◽  
pp. 41
Author(s):  
Latifah Tri Budiasih
Keyword(s):  
Qualitative Study ◽  
Language Learning ◽  
Speech Acts ◽  
Foreign Students ◽  
Foreign Student ◽  
The State ◽  
Illocutionary Force ◽  
Learning Activities ◽  
Data Source ◽  
Language Students

This research discusses illocution on speech acts of foreign students in Indonesian Language learning. Illocution is a speech that shows the state of language relating to the situation in general and aims to express something from the speaker to the partner. This research aims to describe the forms of illocution done by the Indonesian Language students. This is a qualitative study. Observation, interviews, and documentation methods are used to collect data. The data are the utterances containing illocutionary force (assertive, declaration, directives, commissive, and expressive) in learning activities. The data source in this research is the speech acts of a foreign student in Indonesian Language learning.

scholarly journals A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

2019 ◽  
Vol 10 (3) ◽  
pp. 603
Author(s):  
Xiaoyu Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
Language Transfer ◽  
English Writing ◽  
Chinese Learners ◽  
Major Section

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

scholarly journals Peer Mentoring and Development of Student Agency

2020 ◽  
Vol 2019 (1) ◽  
pp. 409
Author(s):  
Hidenori Kuwabara ◽  
Kevin M. McManus ◽  
Mayumi Watanabe
Keyword(s):  
Language Learning ◽  
Peer Mentoring ◽  
English Language ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Student Agency ◽  
Japanese Education ◽  
Report Data ◽  
Learner Agency ◽  
The Many

Peer-mentoring programs have become increasingly popular in recent years due to the many benefits they offer participating students. However, studies on peer mentoring in Japanese education often focus on the benefits afforded to mentees and not the mentors. The development of agency among student participants of a mentoring program in an English-language department at a Japanese university conducted between 2012 and 2018 is investigated in this study. The authors examined how the experience of mentoring a struggling underclassman encouraged learner agency for student mentors. The authors conducted qualitative analysis using the KJ Method of student interviews with four mentors and quantitative analysis of post-mentoring session report data of 316 reports using a co-occurrence network diagram using KH Coder. The results identify eight agency-related categories for mentors, indicating that the mentors’ agency also developed through the experience, particularly with regard to their study behavior and use of available language-learning resources. 学習者が学習者をサポートするピア・メンタリングは，学習者にとって有益であることが認められてきており，実践例も多くみられるようになってきた。本研究はピア・メンタリングの実践において，メンターの自主性の発達を明らかにしようとした。特に下級生を導くのに，メンターを務めた学生がそれまでの自分の経験をどのように活かして自主性を発揮したのかに焦点をあて，メンターへのインタビューと下級生とのセッションの記録を，KJ法とKH Coderの共起ネットワークを用いて分析した。結果として，自主性に強く関連する刺激が8項目あることが認められ，自身の言語学習の知識や経験をメンター活動に活かすことで，メンター自身の自主性に影響があることが分かった。

scholarly journals Exploring the Perceptions of Moroccan EFL Teachers Towards Task-Based Language Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Mohammed Mettar
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Classroom Practices ◽  
Mother Tongue ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Level Of Use ◽  
Efl Teachers ◽  
High Level

Moroccan students do not have many opportunities to use English outside the classroom setting. The adoption of task-based language learning (TBLL) is deemed to be an appropriate language instructional method for the Moroccan EFL context. Hence, teachers are explicitly urged in the official Moroccan English language guidelines documents to adopt tasks in their teaching practices. However, no known empirical research has been conducted to investigate teachers’ perceptions and use of TBLL. To fill this gap, this study attempted to investigate high school EFL instructors’ familiarity with TBLL and their views on the use of tasks in their classrooms. An online survey provided quantitative data from 90 participants. Results showed that although Moroccan EFL teachers have a good understanding of the key concepts of this approach, their use of tasks is limited. Lack of task-based materials, large class sizes, and students’ use of their mother tongue to complete the task are identified as the main obstacles facing a high level of use of tasks in teachers’ classroom practices. Several implications for the successful integration of TBLL in the Moroccan EFL context are suggested at the end of the article.

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