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.

The Business of Pragmatics. The Case of Discourse Markers in The Speech of Students of Business English and English Linguistics

2011 ◽  
Vol 161 ◽  
pp. 10-30 ◽  
Author(s):  
Lieven Buysse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Discourse Markers ◽  
Business English ◽  
Foreign Language Learners ◽  
Native Speech

Abstract This paper investigates how foreign language learners use discourse markers (such as so, well, you know, I mean) in English speech. These small words that do not contribute much, if anything at all, to the propositional content of a message but modify it in subtle ways, are often considered among the last elements acquired in a foreign language. This contribution reports on close scrutiny of a corpus of English-spoken interviews with Belgian native speakers of Dutch, half of whom are undergraduates majoring in Commercial Sciences and half of whom are majoring in English Linguistics, and sets it off against a comparable native speaker corpus. The investigation shows that the language learners exhibit a clear preference for “operative discourse markers” and neglect or avoid “involvement discourse markers”. It is argued that in learner speech the former take on functions typically fulfilled by the latter to a greater extent than in native speech, and that in some cases the learners revert to a code-switching strategy to cater for their pragmatic needs, bringing markers from Dutch into their English speech. Finally, questions are raised as to the place of such pragmatic devices in foreign language learning.

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.

Strategic Interaction 2.0

2013 ◽  
Vol 4 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Neil H. Johnson ◽  
Jonathan deHaan
Keyword(s):  
Language Proficiency ◽  
Speech Acts ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Strategic Interaction ◽  
Development Project ◽  
Language Background ◽  
Context Sensitive ◽  
Foreign Language Learners ◽  
Teaching Learning

The potential of web-based 2.0 technology for teaching and assessing intercultural pragmatics has become an area of focus for language educators (Cohen, 2008; Belz, 2005, 2006). Research has highlighted that second and foreign language learners show significant differences from native speakers in language use, in particular, with the execution and comprehension of certain speech acts (Bardovi-Harlig & Mahan-Taylor, 2003). Without effective instruction, differences in pragmatics are evident in the English of learners regardless of their first language background or language proficiency. In EFL contexts, such as Japan, where learners have limited exposure to native speaker norms, teaching and learning pragmatic competence can be particularly challenging. The authors describe an ongoing curriculum development project in a Japanese university context, where the goal is to design and implement an effective approach to teaching interlanguage pragmatics. Digitally enhanced Strategic Interaction (SI) sequences (Di Pietro, 1987) provide opportunities for learners to engage in realistic interactive situations that are mediated by use of model conversations, an online wiki space, and digital video technologies. The online space provides opportunities for learner reflection, peer assisted feedback, and detailed intervention from the instructor. Data analysis from pre- and post- written discourse completion tasks suggests that learners are able to use language in more context sensitive ways having engaged with the teaching/learning cycle design.

Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level

2019 ◽  
Vol 54 (3) ◽  
pp. 221-256
Author(s):  
Shenglan Zhang
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Essay Writing ◽  
Overall Design ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Class Presentation

Abstract This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.

Communication networks of Japanese language learners in their home country

2004 ◽  
Vol 14 (1) ◽  
pp. 153-178 ◽  
Author(s):  
Naomi Kurata
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Communication Networks ◽  
Native Speakers ◽  
Home Country ◽  
Communicative Competence ◽  
Target Language ◽  
Japanese Language ◽  
Language Play ◽  
The Relationship

This paper deals with communication networks of four upper-intermediate level Japanese language learners with in-country experience who are studying at an Australian university, and it also examines the relationship between the learners’ networks and language learning. Utilizing Boissevain’s criteria for network analysis, I compared the characteristics of the informants’ current networks with those that existed prior to their in-country experiences. In addition, this study applied the framework of communicative competence developed by Hymes and Neustupny to analyse the informants’ language learning that occurred within their networks. The study found that a number of characteristics of the informants’ networks, such as their multiplex social roles and the variety of backgrounds of their Japanese network interactants, were probably related to the raising of the learners’ non-linguistic as well as linguistic awareness. It therefore appears that learners’ out-of-class communication networks with native speakers of the target language play an important role in terms of language learning.

scholarly journals THE INVESTIGATION OF PRODUCTIVE AND RECEPTIVE COMPETENCE IN V+N AND ADJ+N COLLOCATIONS AMONG INDONESIAN EFL LEARNERS

2017 ◽  
Vol 7 (1) ◽  
pp. 189
Author(s):  
Saudin Saudin ◽  
Iis Sulyaningsih ◽  
Lina Meilinda
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
Native Speakers ◽  
Test Model ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
Foreign Language Learners ◽  
Important Sign

The important role of collocation in learners’ language proficiency has been acknowledged widely. In Systemic Functional Linguistics (SFL), collocation is known as one prominent member of the super-ordinate lexical cohesion, which contributes significantly to the textual coherence, together with grammatical cohesion and structural cohesion (Halliday & Hasan, 1985). Collocation is also viewed as the hallmark of truly advanced English learners since the higher the learners’ proficiency is, the more they tend to use collocation (Bazzaz & Samad, 2011; Hsu, 2007; Zhang, 1993). Further, knowledge of collocation is regarded as part of the native speakers’ communicative competence (Bazzaz & Samad, 2011); and lack of the knowledge is the most important sign of foreignness among foreign language learners (McArthur, 1992; McCarthy, 1990). Taking the importance of collocation into account, this study is aimed to shed light on Indonesian EFL learners’ levels of collocational competence. In the study, the collocational competence is restricted to v+n and adj+n of collocation but broken down into productive and receptive competence, about which little work has been done (Henriksen, 2013). For this purpose, 49 second-year students of an English department in a state polytechnic were chosen as the subjects. Two sets of tests (filling in the blanks and multiple-choice) were administered to obtain the data of the subjects’ levels of productive and receptive competence and to gain information of which type was more problematic for the learners. The test instruments were designed by referring to Brashi’s (2006) test model, and Koya’s (2003). In the analysis of the data, interpretive-qualitative method was used primarily to obtain broad explanatory information. The data analysis showed that the scores of productive competence were lower than those of receptive competence in both v+n and adj+n collocation. The analysis also revealed that the scores of productive and receptive competence in v+n collocation were higher than those of productive and receptive competence in adj+n collocation. The finding comes as a surprise since it turns out adj+n collocation is more problematic than v+n collocation both productively and receptively. Much research, by contrast, has reported that mistakes in v+n collocation are typical (Al-Zahrani, 1998; Nesselhauf, 2003; Liu, 1999; Sun, 2004). A conclusion has even been drawn that “v+n collocation is more difficult than adj+n collocation” (Kuo, 2009, p. 148). Though more studies are needed to support its finding, this research suggests the type of collocation deserve to get more attention from researchers.

scholarly journals The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language

2019 ◽  
Vol 8 (2) ◽  
pp. 197-225
Author(s):  
Shenglan Zhang
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Engineering Research ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Educational Engineering

AbstractThis study examines the effectiveness of an approach for improving Chinese as a foreign language learners’ language proficiency, especially their speaking ability. Built upon the Educational Engineering Research Theory and its Distributed Design Model, this study used a wiki-enhanced Task-Based Language Teaching (TBLT) approach implemented at the syllabus level, taking into consideration various learning contexts. Different aspects of the design, such as how the wiki was used to extend the students’ learning beyond classroom, how the topics of the tasks were chosen and sequenced, and what strategies were adopted to motivate learners to interact with their co-learners and native speakers are discussed to provide insights on the use of TBLT in a more detailed way for practitioners. Findings show that the implementation of the TBLT syllabus with the support of the wiki significantly improved learners’ language proficiency as well as the fluency, accuracy, and speed of their story narration and the fluency of their problem-solving conversation.

A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment

2021 ◽  
Vol 20 (5) ◽  
pp. 1-16
Author(s):  
Fei Deng ◽  
Timothy V. Rasinski
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
General Tendency ◽  
L1 Transfer ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Major ◽  
Native Speakers Of English

This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.

scholarly journals EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Population ◽  
Smart Devices ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes

MALL (Mobile assisted language learning) affords new opportunities for EFL (English as a foreign language) learners and teachers. Research on MALL is still in its infancy in Slovakia, and this paper attempts to fill in this gap by examining students’ perception and attitudes towards the use of smartphones for the purposes of learning and practicing English. The target population of this study constituted of the Slovak university EFL learners whose major was Teacher Training of English Language and Literature (n = 77) at a Slovak university. The research method employed to achieve the objectives of this study was a 5‑point Likert scale questionnaire, comprising of two sets of statements: general and out‑of‑the‑classroom statements with a total of 29 items. The research results for both sets of statements imply that the participants display moderately positive attitudes towards smartphones in the context of EFL learning. However, the findings also reveal some issues surrounding the perception and potential use of smartphones such as the inability to plan students’ language learning appropriately and effectively, general underuse of smartphone apps, or problems related to practicing speaking skills. The results further suggest the immediate need to develop and enhance the awareness of smartphones and their potential in the process of teaching and learning English so that the EFL learners can utilize considerable opportunities these smart devices offer. Finally, the limitations of this study are recognized, and it is emphasized that conducting further research in this area is urgently needed.

scholarly journals Language Anxiety Among Adult Learners in Uitm Sarawak

2016 ◽  
Vol 6 (1) ◽  
pp. 105
Author(s):  
Siti Huzaimah Binti Sahari ◽  
Aiza Johari ◽  
Affidah Morni
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Anxiety ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
And Coping

Language anxiety is one of the factors that needs to be considered in learning and teaching second or foreign language. Language anxiety can be defined as the feelings of uneasiness, worry, nervousness, self-doubt, frustration and apprehension (Brown, 2001) experienced by non-native speakers when learning or using a second or foreign language. Learners respond to language anxiety differently. This study investigates the language anxiety levels and coping strategies applied by adult learners of UiTM Sarawak in using English as a medium of instruction. The subjects of the study involved those between 45 to 50 years of age. The data collection was carried out through the distribution of questionnaires and semi-structured interviews. The results from the study show that the adult learners have different levels of language anxiety and they have also adopted several strategies in coping with their anxiety. The conclusion of the study presents suggestions and recommendations on ways in handling anxiety in both teaching and learning second language.

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