scholarly journals Insider Perspective: Attitude and Motivational Orientation among Heritage Learners of Japanese at Colleges in the Philadelphia-area

2017 ◽  
Author(s):  
Miki Gilmore
Keyword(s):  
Language Learners ◽  
Motivational Orientation ◽  
Target Language ◽  
Heritage Learners ◽  
Online Questionnaire ◽  
Motivational Orientations ◽  
Exact Test ◽  
Foreign Language Learners ◽  
Positive Attitudes ◽  
Study Participants

This study investigates the attitudes and motivational orientations of heritage learners of Japanese. Twenty-seven students enrolled in Japanese classes in colleges and universities in the Philadelphia area participated in this study. Participants fell into two categories: heritage learners (N=6) and foreign language learners (N=21). Data was collected through an online questionnaire consisting of both quantitative and qualitative sections. Descriptive statistics were used to determine participants’ attitudes toward Japanese language, people, and culture and primary motivational orientations toward learning Japanese. The Fisher’s exact test was used to determine the effect of heritage status on attitude and motivational orientation. Results show both groups of learners generally have positive attitudes, though heritage learners tended to enjoy studying Japanese less than their counterparts without familial or cultural connection to the target language. Based on the findings and my personal experience, recommendations are made language instructors of Japanese to address the unique needs of heritage learners.

The Use of Mitigation Devices in Heritage Learners of Chinese

2017 ◽  
Vol 14 (2) ◽  
pp. 150-170
Author(s):  
Qiong Li ◽  
Haomin Zhang ◽  
Naoko Taguchi
Keyword(s):  
Language Learners ◽  
Pragmatic Competence ◽  
Linguistic Knowledge ◽  
Power Relationship ◽  
Heritage Learners ◽  
Chinese Speakers ◽  
Foreign Language Learners ◽  
Unique Nature ◽  
Study Participants ◽  
Post Hoc

This study investigated the pragmatic competence of Chinese heritage learners (CHLs) on the use of three Chinese-specific mitigation devices: Chinese sentence final particles (SFPs), yixia/xia “for a while”, and reduplication of verbs. Their performances were compared with those of foreign language learners of Chinese (CFLs) and native Chinese speakers (NSs). Twenty-three NSs and 60 Chinese language learners in the intermediate and advanced-level classes (31 CHLs and 29 CFLs) participated in the study. Participants completed a computerized written production task that included two types of situations (PD-low and high situations) based on two contextual factors: the power relationship (P) and social distance (D). The statistical findings showed no notable significant heritage advantage; however, the post-hoc analysis revealed the unique nature of CHLs’ pragmatic competence, vacillating between CFLs and NSs. Specifically, CHLs outperformed CFLs in the use of SFPs and yixia/xia in both PD-low and high situations, but they fell behind the NSs in certain aspects, especially in their linguistic knowledge on SFPs and yixia/xia.

Pragmatic competence of heritage learners of Chinese and its relationship to social contact

2017 ◽  
Vol 6 (1) ◽  
pp. 7-37 ◽  
Author(s):  
Naoko Taguchi ◽  
Haomin Zhang ◽  
Qiong Li
Keyword(s):  
Language Learners ◽  
Language Contact ◽  
Social Contact ◽  
Pragmatic Competence ◽  
Heritage Learners ◽  
Foreign Language Learners ◽  
Social Settings ◽  
Study Participants ◽  
The Relationship ◽  
Final Particles

AbstractThis study aimed to investigate: (1) Chinese heritage learners’ (CHLs) pragmatic competence in comparison to foreign language learners of Chinese (CFLs) and (2) the relationship between CHLs’ pragmatic competence and their language contact in a range of social settings. Focal linguistic forms included sentence final particles (SFPs) and formulaic expressions (FORs). Sixty Chinese language learners in the intermediate- and advanced-level classes (31 CHLs and 29 CFLs) participated in the study. Participants completed a computerized listening comprehension task, a written production task, and a language contact questionnaire. Findings showed that CHLs outperformed CFLs in both comprehension and production of Chinese sentence final particles and formulaic expressions. The analysis of language contact questionnaire revealed that learners who reported a greater amount of interactive language contact achieved higher scores on the pragmatic tasks, regardless of the constructs and skill domains assessed.

scholarly journals ERROR ANALYSIS OF CONDITIONAL SENTENCES

2020 ◽  
Vol 1 (1) ◽  
pp. 35-42
Author(s):  
Wilna Kristina ◽  
Albert Rufinus ◽  
Masfa Maiza
Keyword(s):  
Language Learners ◽  
Research Method ◽  
English Language ◽  
Language Education ◽  
Analysis Data ◽  
Target Language ◽  
English Language Education ◽  
Study Program ◽  
West Kalimantan ◽  
Foreign Language Learners

Making mistakes when using conditional sentences is common for foreign language learners. Errors in this study are in accordance with the error classification surface strategy taxonomy, namely omission, addition, misform ation and misordering. The purposes of this study are to identify and to classify the types of error and to find the factors causing errors in the use of conditional sentences. The research method used is descriptive qualitative research method that is a case study with taxonomic analysis. Data collection techniques were carried out using test and interview. The research subject was third semester students of the English Language Education Study Program 2018/2019 of Pamane Talino College of Education in Landak Regency, West Kalimantan. The results show that 30.27% of students make omission errors, 21.11% addition errors, 34.86% misformation errors and 13.76% misordering errors. The factors that cause errors are found from the system's own target language (intralingual). The main error factors classified as intralingual errors in this study are: incomplete knowledge in verb forms, incomplete application of rules and false concept hypothesis.

scholarly journals Teaching Sociolinguistics: A Medium for Cultural Awareness of Indonesian University Foreign Language Learners

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 192
Author(s):  
Agnes Herawati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cultural Awareness ◽  
Target Language ◽  
Language Usage ◽  
Research Results ◽  
Foreign Language Learners ◽  
Language Classrooms

This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs. Sociolinguistics provides useful examples of language usage in different genres, including how culture influences people in using a language. The opportunities of learning other cultures through language will take the students to the higher level of appreciation of the culture of the target language. To determine how this outcome can be achieved in the language classrooms, this paper provides a review of closely connected literature about how to bridge the gap between cultures in particular. However, to increase its completeness and relevance, this paper also provides some research results that reveal how teaching Sociolinguistics has taken its new applicability and importance, and furthermore adds the effects on how students become more proficient and enthusiastic about their learning. 

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

scholarly journals Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement

2020 ◽  
Vol 37 (3) ◽  
Author(s):  
Ngo Cong-Lem
Keyword(s):  
Language Learners ◽  
Positive Impact ◽  
Qualitative Content Analysis ◽  
Value Theory ◽  
Control Beliefs ◽  
Structured Interviews ◽  
Motivational Orientations ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Langue Seconde

Whilst previous researchers commonly report on the effect of portfolio-based instruction on L2/EFL (second language/English as a foreign language) learners’ language performance, very few studies examine its impact on their learning motivation. Drawing on expectancy-value theory, the current study examines how the implementation of a portfolio-based listening course may affect language learners’ L2 motivation and skill development. This study adopted a mixed method approach with Vietnamese EFL learners in higher education as its participants who were administered a motivation questionnaire, listening comprehension tests, and semi-structured interviews. Both quantitative statistics and qualitative content analysis were applied for data analysis purposes. The results indicated that the portfolio-based program in this study had a significant positive impact on the participants’ motivational orientations, especially their expectancy components (i.e., their self-efficacy and learning control beliefs) and their L2 listening accomplishment but not on the value aspects. Pedagogical implications are discussed. Alors que les chercheurs précédents font des rapports fréquents à propos des incidences sur la performance langagière des apprenants de L2/ALE (langue seconde/anglais langue étrangère) qu’a l’instruction basée sur le portfolio, très peu d’études examinent son impact sur leur motivation d’apprentissage. En s’inspirant de la théorie de l’expectancy-value, la présente étude examine comment la mise en place d’un cours d’écoute basé sur le portfolio peut affecter la motivation et le développement des compétences des apprenants de langue seconde. Cette étude a adopté une démarche à plusieurs méthodes auprès d’apprenants universitaires d’anglais langue étrangère vietnamiens à qui on a administré un questionnaire de motivation, des tests de compréhension orale et des entrevues semi-structurées. On a appliqué à la fois des statistiques quantitatives et une analyse qualitative du contenu à des fins d’analyse des données. Les résultats ont indiqué que le programme de cette étude, basé sur le portfolio, avait un impact positif significatif sur les orientations motivationnelles des participants, particulièrement sur les composantes de leurs attentes (c’est-à-dire leur efficacité personnelle et leurs croyances dans le contrôle de l’apprentissage) et leurs résultats d’écoute, mais pas sur les aspects de valeur. On discute des implications pédagogiques.

scholarly journals Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions

2020 ◽  
Vol 10 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Livia Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Single Point ◽  
Target Language ◽  
School Students ◽  
Foreign Language Learners ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Item Level ◽  
Group Characteristics

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.

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