scholarly journals THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

2019 ◽  
Vol 1 (2) ◽  
pp. 29
Author(s):  
Dwi Riyanti
Keyword(s):  
Foreign Language ◽  
Secondary Students ◽  
Foreign Languages ◽  
English As Foreign Language ◽  
Teachers And Students ◽  
Compulsory Subject ◽  
Language Context ◽  
Low Motivation ◽  
Learning English

Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through reviewing related literatures to motivation, this paper outlines the role of motivation in learning a foreign language, and the problems of low motivation commonly found in EFL contexts. It also discusses some possible causes of low motivation as well as elaborates ways to increase students’ motivation.

scholarly journals Impact of Learning Content on Secondary Students’ Motivation to Learn English In Lebanese Public Schools: Three Case Studies

2020 ◽  
Vol 1 (2) ◽  
pp. 151-166
Author(s):  
Lama Komayha ◽  
Jihanne Tarhini
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Learning Content ◽  
Mixed Method Design ◽  
Teachers And Students ◽  
High Level ◽  
Level Of Motivation ◽  
Positive Significant Correlation ◽  
Learning English

Purpose: The aim of this research is to investigate the effect of “the learning content” on “students’ motivation” in learning English as a foreign language. Approach/Methodology/Design: A mixed-method design was employed in this study to explore the correlation between the two variables from the perspective of teachers and students. The sample included three secondary public schools in the region of Mount Lebanon. Six classes were examined in each school. Qualitative data was obtained from the interview answers of 18 grade eleven English teachers and 18 one-session class observations in the three schools. Quantitative data was obtained from questionnaires of 355 grade eleven students in the three schools. Findings: Interviews and observations’ content analysis indicated that students show a high level of motivation when they perceive the content as interesting, relevant, and beneficial. Surveys’ SPSS analysis revealed the existence of a strong positive significant correlation between the learning content and students’ motivation. Practical Implications: The study investigates the effect of one of the repeatedly mentioned factors of students’ motivation and demotivation in learning English as a foreign language “the learning content”. Originality/value: It is recommended for teachers and educators to adjust the learning content according to students’ needs and interests in order to create chances of success and achievement for students, build students’ competence, relate students to their society, and allow technology integration.

scholarly journals INNOVATIVE APPROACHES TO TEACHING AND LEARNING ENGLISH AS SECOND AND ENGLISH AS FOREIGN LANGUAGE IN MULTILINGUAL EDUCATION

2019 ◽  
Vol 7 (6) ◽  
pp. 45-48 ◽  
Author(s):  
Diana Rustamovna Sabirova ◽  
Regina Rafael’yevna Khanipova
Keyword(s):  
United States ◽  
Foreign Language ◽  
Teaching And Learning ◽  
The United States ◽  
Approaches To Teaching ◽  
English As Foreign Language ◽  
Multilingual Education ◽  
Teachers And Students ◽  
Innovative Approaches ◽  
Learning English

and English as a second language. In our research, we analyze the works by C. Brown, B. B. Kachru, A. Matsuda, J. Peterson, and others. Methodology: In our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used. Results: The authors hold the idea of the variety of English’s and consider English as an international language. The effectiveness of education depends on the way teachers are trained. In this article, the authors analyze English as a second, English as a foreign language teacher training programs, identify similar and distinctive features of the contents, and demonstrate ways to modernize the system of training teachers of English in the United States. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Innovative approaches to teaching and learning English as Second and English as Foreign Language in Multilingual Education is presented in a comprehensive and complete manner.

scholarly journals The Non-Native Students’ Motivation in Learning English at STIE Perbanas Surabaya

2018 ◽  
Vol 12 (2) ◽  
pp. 195-202
Author(s):  
Kartika M. Budiana ◽  
Djuwari Djuwari
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Native Speakers ◽  
Descriptive Analysis ◽  
Target Language ◽  
English As Foreign Language ◽  
Compulsory Subject ◽  
English Subject ◽  
Learning English

ow competence in English for the students of Non English native speakers has been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore students ‗motivation in learning English at STIE Perbanas Surabaya. This is a qualitative research and a case study. This study analyzed the data by means of a descriptive analysis. This method was chosen to describe the qualitative data taken from the students at STIE Perbanas Surabaya who were taking English subject. The data were collected using questionnaire. Some of the students were also interviewed in depth to triangualize the data related to their motivation in learning English. It was found that there are two types of motivation by the students of STIE Perbanas in learning English: intrinsic and extrinsic. They agreed (78%) that they are studying English because it is a compulsory subject in this college. Besides that, they have several factors of motivation affecting the students‘ learning English as foreign language such as local education system, attitudes to the target language, and teacher factor.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

scholarly journals CZY JESTEŚMY GOTOWI NA EKOGLOTTODYDAKTYKĘ W POLSKIM KONTEKŚCIE EDUKACYJNYM?

Neofilolog ◽  
2020 ◽  
pp. 11-26
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Sense Making ◽  
Main Function ◽  
Important Place ◽  
Nature And Culture ◽  
Language Environment ◽  
Language Context ◽  
The Relationship

The trend for eco-linguistics, which has been dynamically developing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages ​​work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does "strong" affect the "weak" but “weak” reciprocates? "Weak" has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages ​​and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the "teacher of a code" to the "teacher of meaning", which has specific didactic consequences in how language activities are approached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Predictors of the Czech learners’ acquisition of selected English phonemes

2017 ◽  
Vol 5 (3) ◽  
pp. 22-45
Author(s):  
Monika Černá ◽  
Jaroslava Ivanová ◽  
Jaroslav Myslivec
Keyword(s):  
Regression Analysis ◽  
Foreign Language ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Negative Influence ◽  
Autonomous Learning ◽  
Positive Attitudes ◽  
Language Context ◽  
Learning English

Abstract The study investigates predictors of the acquisition of selected English phonemes in a foreign language context. Czech students’ pronunciation was diagnosed by two tests; their ability to produce seven selected phonemes was assessed. Furthermore, data regarding the students’ learning histories was obtained through a questionnaire. Then a multiple regression analysis was conducted in order to identify predictors of the acquisition of the selected phonemes. The analysis uncovered several factors, the most significant being pre - school exposure to English and positive attitudes to English in adolescence, which appeared to influence the subjects’ pronunciation positively. Interestingly, several factors which relate to learning English at school appeared to exert a negative influence on the acquisition of the selected phonemes. Furthermore, besides the importance of long-term exposure to English starting before the age of six, the study also underscored the importance of metacognition in relation to autonomous learning.

scholarly journals Linguistic Awareness of the Prepositional Phrase Complexities in the English as a Foreign Language Context

2021 ◽  
Vol 25 (2) ◽  
pp. 1-17
Author(s):  
Chinger Enrique Zapata-Leal ◽  
María Cecilia Ávila-Portuanto
Keyword(s):  
Foreign Language ◽  
High Frequency ◽  
Language Awareness ◽  
Functional Grammar ◽  
Efl Learners ◽  
Prepositional Phrases ◽  
Teachers And Students ◽  
Multiple Meanings ◽  
Language Context ◽  
Internal Configuration

This essay focuses on a description of the complexities of Prepositional Phrases (PPs) and their challenges for EFL learners. The rationale is to raise language awareness of the multifaceted nature of the PP in teachers and students. The grammatical explanations offered in the literature review are based on Functional Grammar. Moreover, previous research conducted addressing the issues of EFL learners facing problems with PPs are proposed in four configurations: semantic, syntactic, lexical and socio-cultural. Such configurations address scenarios for the identification of multiple meanings, different syntactic functions and structures, regional variations, typology, formal and informal language usage, among others, which represent obstacles and difficulties in the comprehension of the topic by EFL learners. Finally, we conclude that the limited use of syntactic functions, poor internal configuration of PPs, as well as the high frequency of errors reported by previous research indicate PPs are complex to use. Thereby, explicitly reinforcing the teaching of all the configurations of PPs is suggested.

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