scholarly journals Una aproximación empírica al español escrito por escolares inmigrados

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
María del Carmen Quiles Cabrera ◽  
Mar Campos Fernández-Fígares
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Immigrant Students ◽  
Children Of Immigrants ◽  
The Other ◽  
Writing Practices ◽  
Language Class ◽  
New Immigrants ◽  
Linguistic Integration

Resumen: La realidad multicultural en las aulas españolas está exigiendo convertirse en foco de atención de docentes e investigadores desde hace ya algunos años. Almería es una de las provincias donde hay un mayor porcentaje de alumnos inmigrados y una mayor variedad de nacionalidades. Tras los años de inmigración acceden a las aulas un número muy importante de estudiantes “hijos e hijas de emigrantes” que ya son propiamente españoles pero cuya integración social y lingüística aún no es plena, por lo que se convierte en el escenario ideal para el análisis. En esta ocasión el estudio de caso se centra en el lenguaje y su aprendizaje como lengua segunda de este conjunto de estudiantes, que queremos considerar no ya descendientes de inmigrantes sino nuevos españoles. Planteamos un estudio cualitativo sobre la base de un trabajo empírico que nos permita obtener muestras escritas en las aulas de adaptación lingüística (ATAL) y ofrecer una descripción de los rasgos más significativos de su manejo del código escrito. Abstract: The multicultural reality in Spanish classrooms is demanding become focus of teachers and researchers from several years ago. Almeria is a province where there is a higher percentage of immigrant students and a greater variety of nationalities. After years of immigration, there is a significant number of students "children of immigrants" who are already properly Spanish but whose social and linguistic integration is not complete yet, so it becomes the perfect setting for analysis. Nowadays it focuses on language and language learning as two of this group of students, we want to consider not only new immigrants but descendants of Spanish. We propose a qualitative (and in some way quantitative) research, based on an empirical study focused on two sources: first the characteristics of applications written in the second language by these students, and the other in the types of writing practices in Spanish as a second language class that are held in several schools in the area studied (Almeria East).

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

scholarly journals Pengaruh Program Kelas Bahasa Arab pada Lembaga CELAD terhadap Penguasaan Mufrodat (Kosa Kata) Mahasiswa

2019 ◽  
Vol 16 (1) ◽  
pp. 58-77
Author(s):  
Mawardi Ahmad ◽  
Ismail Akzam ◽  
Yenni Yunita
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Quantitative Descriptive Analysis ◽  
Islamic Studies ◽  
Language Class ◽  
Language Classes ◽  
Language Mastery

This study was motivated by the problem of mastering Arabic in the Faculty of Islamic studies (FAI), Islamic university of Riau (UIR). This problem focused on the students’ quality and learning interest of FAI UIR on language mastery, both Arabic and English. This foreign language or second language mastery program such as Arabic or English is made in the form of language classes. Language classes are initially unattended by a special institution such as a language center now under the supervision of the FAI UIR language center, the forerunner of the UIR language center called CELAD (Center for Languages ​​and Academic Development). Formulation The problem of this research is how the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic Studies UIR. The purpose of this study was to find out the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic studies. The type of this research is descriptive as well as qualitiative and quantitative research. The literature review used is language learning, the influence of the Arabic language class, and vocabulary mastery (al-mufradat). Then based on the results of the study using quantitative descriptive analysis, it found that the implementation of Arabic learning and the influence of the Arabic class on students’ vocabulary mastery of FAI UIR can be said to be "good".

scholarly journals An examination of the placement of adverbials in the academic writing of fresh undergraduate students in the University of Cape Coast, Ghana

2020 ◽  
Vol 7 (1-2) ◽  
pp. 110-128
Author(s):  
Philip Arthur Gborsong ◽  
Anita B. Appartaim
Keyword(s):  
Second Language ◽  
Research Design ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Random Sampling ◽  
Quantitative Research ◽  
Simple Random Sampling ◽  
The Other ◽  
Cape Coast ◽  
The University

Rules have been formulated on how adverbials are used. Such rules as stated by Quirk and Greenbaum (1973), Hornby (1975) and Swan (1995) are silent on how a few adverbials that have no restrictions regarding their position and order in sentences should be used. This paper, relying on language variation in the second language setting as a theoretical framework, explored how undergraduate students used these kinds of mobile adverbials. The quantitative research design and a simple random sampling were applied to select a total of 100 essays and exercises from fresh undergraduates of the University of Cape Coast, Ghana. Analysing these essays and exercises, we concluded that although the adverbial is an optional clausal element, the undergraduate students used it in providing further information on the other clausal elements. In addition, the undergraduate students often placed the adverbials in the mid position of their sentences. Keywords: Adverbials, GE, Undergraduate students, Clausal elements, Effective communication

Zur Entwicklung supranationaler Deskriptoren für die zweitsprachliche Alphabetisierung – das LASLLIAM-Projekt des Europarats

2021 ◽  
Vol 48 (6) ◽  
pp. 571-581
Author(s):  
Karen Schramm
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Linguistic Integration

Zusammenfassung Dieser Beitrag stellt das vom Europarat geförderte Projekt Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants (LASLLIAM; 2018–2022) vor, das die Entwicklung von qualitativ hochwertigen Lernangeboten für gering literalisierte erwachsene Migrant*innen unterstützen möchte. Dazu werden zunächst die Zielsetzungen des Projekts und seine Entwicklungsschritte beschrieben, bevor das LASLLIAM-Handbuch und seine Einzelkapitel genauer charakterisiert werden. Im Zentrum stehen dabei die Skalen und domänenspezifischen Tabellen, die an Beispielen aus dem Bereich Lesen illustriert werden.

Multiple Discourses, Multiple Identities: Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students

1996 ◽  
Vol 66 (3) ◽  
pp. 577-609 ◽  
Author(s):  
Sandra Lee McKay ◽  
Sau-Ling Cynthia Wong
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Immigrant Students ◽  
Multiple Identities ◽  
Chinese Adolescent ◽  
Relations Of Power ◽  
Adolescent Immigrant ◽  
Multiple Discourses

In this article, Sandra McKay and Sau-Ling Wong argue for a revision of code-based and individual learner-based views of second-language learning. Their position is based on a two-year qualitative study of adolescent Chinese-immigrant students conducted in California in the early 1990s, in which the authors and their research associates followed four Mandarin-speaking students through seventh and eighth grades, periodically interviewing them and assessing their English-language development. In discussing their findings, McKay and Wong establish a contextualist perspective that foregrounds interrelations of discourse and power in the learner's social environment. The authors identify mutually interacting multiple discourses to which the students were subjected, but of which they were also subjects, and trace the students' negotiations of dynamic, sometimes contradictory, multiple identities. Adopting B. N. Peirce's concept of investment, McKay and Wong relate these discourses and identities to the students' exercise of agency in terms of their positioning in relations of power in both the school and U.S. society.

scholarly journals Editorial

2018 ◽  
Vol 8 (3) ◽  
pp. 549-551
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Empirical Studies ◽  
The Other ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Present Issue ◽  
Learning And Teaching

Following two special issues of the journal, one dedicated to emotions in second language learning and the other to language learning strategies, the present issue of Studies in Second Language Learning and Teaching is a regular one, bringing together six empirical studies dealing with different aspects of learning and using second and foreign languages (L2).

scholarly journals Estrategias para reducir la ansiedad durante las actividades orales en estudiantes de inglés

2017 ◽  
Author(s):  
Damaris Cordero Badilla ◽  
Yuri Morales Rojas
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Oral Communication ◽  
Language Teacher ◽  
Emotional Factors ◽  
Highly Effective

Uno de los principales problemas que un profesor de lengua puede enfrentar en relación con el aprendizaje de idiomas es la ansiedad, factor afectivo que tiene un gran impacto en la comunicación oral de los estudiantes durante las lecciones. Debido a eso, una investigación sobre el nivel de ansiedad que los estudiantes pudieran tener mientras llevan a cabo las actividades orales en inglés se considera importante, con el fin de encontrar posibles técnicas o estrategias que ayuden a que los estudiantes se sientan más seguros al utilizar esta segunda lengua para comunicarse con sus compañeros de clase o con sus profesores. Con este objetivo en mente y para recolectar la información que serviría de apoyo a este trabajo, se realizó una investigación de tipo cuantitativo y un diseño de tipo cuasiexperimental. Una vez analizada la información, se concluyó que el uso de las estrategias para reducir la ansiedad con estos estudiantes en un periodo de cuatro meses fue altamente efectivo, según la opinión expresada por los mismos estudiantes y las observaciones implementadas por las profesoras a cargo de estos grupos de alumnos. One of the main problems that a language teacher may face in relation to language learning is anxiety, which is one of the emotional factors that have a great impact in the oral communication of the students during the lessons. Because of that, an investigation about the level of anxiety that students may have while performing oral English activities is deemed important in order to find possible techniques or strategies to help them feel more secure when using this second language to communicate with their classmates or their teachers. With this objective in mind and to gather the information that would support this work it was thought to make a Quantitative research and a Quasiexperimental design. Having analyzed the information it was concluded that the use of strategies to reduce the anxiety with these students and in a period of 4 months were highly effective, according to the opinion expressed by the students and the observations implemented by the teachers in charge of these groups.

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