scholarly journals Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei: Establishing psychological foundations for higher levels of Māori language proficiency

2021 ◽  
Author(s):  
◽  
Awanui Te Huia
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Community Support ◽  
Significant Others ◽  
Emotional Process ◽  
Language Studies ◽  
Language Courses ◽  
Language Revitalisation ◽  
Relational Framework

<p>This thesis explores the motivations, enablers and inhibitors that occur for heritage language (HL2) learners of te reo Māori. Rather than applying commonly used integrative/instrumental or intrinsic/extrinsic dichotomies (Gardner, 2007), a relational framework for language motivation was applied as Māori are typically represented as being interdependent/collectivist (Durie, 2001). In interdependent cultures, the self is given meaning through relationships with significant others (Brewer & Chen, 2007) and the boundaries of personal goals and the goals of a group/significant others are less distinct (Markus & Kitayama, 1991). It was predicted that HL2 learners would be motivated to learn te reo Māori in response to the relationships they held with significant others, and that these relationships with significant others would enable learners to reach higher levels of language attainment. The investment language-learners received from peers and mentors was expected to contribute positively to the learning process. Thus, a relational and interdependent approach to Māori HL2 learning is articulated. A mixed methods approach was applied to examine the variety of motivations, enablers and inhibitors associated with HL2 learning. Qualitative aspects of the research involved two groups of language-learners. Undergraduate students (beginner to intermediate level language-learners) enrolled in language courses at Victoria University of Wellington participated as well as advanced level learners who were graduates of Te Panekiretanga o te reo Māori. All participants in the qualitative aspects of the study identified as Māori HL2 learners. The quantitative components included both Māori and non-Māori undergraduate students who were predominantly 100 level learners from Victoria University of Wellington. Findings revealed that Māori HL2 learners were motivated to learn the language due to relationships they held with specific significant others. Responsibilities provided significant motivation for language improvement at higher levels. The relationship between te reo Māori and identity was prominent. Societal factors impacted on both Māori and Pākehā learners separately. For instance, Māori were less likely to instigate learning te reo Māori when they were embedded in environments that were discriminatory toward Māori. Quantitative results supported qualitative findings, whereby Pākehā learners who perceived Māori to be negatively discriminated against by the mainstream experienced high levels of language anxiety. Survey data indicated that Māori HL2 learners were more tenacious, and less disorganised with their language studies when they had language community support, and were engaged with other Māori. Findings from this study led to the development of Te Mauri ka Tau, a model that attempts to describe the factors that are necessary to create a psychological platform from which Māori HL2 learners can seek empowerment during times of potential risk. This model also describes the multiple positive outcomes for HL2 learners who reach this psychological space. This study was designed to provide an indigenous perspective to the highly emotional process of HL2 learning. The journey for Māori HL2 learners is complex and relationally interdependent. Through an improved understanding of HL2 learner experiences, the wider goals of language revitalisation can be achieved.</p>

scholarly journals Whāia te iti kahurangi, ki te tuohu koe me he maunga teitei: Establishing psychological foundations for higher levels of Māori language proficiency

2021 ◽  
Author(s):  
◽  
Awanui Te Huia
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Community Support ◽  
Significant Others ◽  
Emotional Process ◽  
Language Studies ◽  
Language Courses ◽  
Language Revitalisation ◽  
Relational Framework

<p>This thesis explores the motivations, enablers and inhibitors that occur for heritage language (HL2) learners of te reo Māori. Rather than applying commonly used integrative/instrumental or intrinsic/extrinsic dichotomies (Gardner, 2007), a relational framework for language motivation was applied as Māori are typically represented as being interdependent/collectivist (Durie, 2001). In interdependent cultures, the self is given meaning through relationships with significant others (Brewer & Chen, 2007) and the boundaries of personal goals and the goals of a group/significant others are less distinct (Markus & Kitayama, 1991). It was predicted that HL2 learners would be motivated to learn te reo Māori in response to the relationships they held with significant others, and that these relationships with significant others would enable learners to reach higher levels of language attainment. The investment language-learners received from peers and mentors was expected to contribute positively to the learning process. Thus, a relational and interdependent approach to Māori HL2 learning is articulated. A mixed methods approach was applied to examine the variety of motivations, enablers and inhibitors associated with HL2 learning. Qualitative aspects of the research involved two groups of language-learners. Undergraduate students (beginner to intermediate level language-learners) enrolled in language courses at Victoria University of Wellington participated as well as advanced level learners who were graduates of Te Panekiretanga o te reo Māori. All participants in the qualitative aspects of the study identified as Māori HL2 learners. The quantitative components included both Māori and non-Māori undergraduate students who were predominantly 100 level learners from Victoria University of Wellington. Findings revealed that Māori HL2 learners were motivated to learn the language due to relationships they held with specific significant others. Responsibilities provided significant motivation for language improvement at higher levels. The relationship between te reo Māori and identity was prominent. Societal factors impacted on both Māori and Pākehā learners separately. For instance, Māori were less likely to instigate learning te reo Māori when they were embedded in environments that were discriminatory toward Māori. Quantitative results supported qualitative findings, whereby Pākehā learners who perceived Māori to be negatively discriminated against by the mainstream experienced high levels of language anxiety. Survey data indicated that Māori HL2 learners were more tenacious, and less disorganised with their language studies when they had language community support, and were engaged with other Māori. Findings from this study led to the development of Te Mauri ka Tau, a model that attempts to describe the factors that are necessary to create a psychological platform from which Māori HL2 learners can seek empowerment during times of potential risk. This model also describes the multiple positive outcomes for HL2 learners who reach this psychological space. This study was designed to provide an indigenous perspective to the highly emotional process of HL2 learning. The journey for Māori HL2 learners is complex and relationally interdependent. Through an improved understanding of HL2 learner experiences, the wider goals of language revitalisation can be achieved.</p>

scholarly journals The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

2021 ◽  
Vol 14 (11) ◽  
pp. 108
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Difficulties ◽  
English Language Proficiency ◽  
Point Of View ◽  
Language Learner ◽  
Language Courses

The term &lsquo;struggling language learner&rsquo; is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the &lsquo;struggles&rsquo; of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was &lsquo;very good&rsquo;, while 20% of these participants believed that their English language proficiency was &lsquo;average&rsquo;. Also, the findings indicated that there was a statistically significant association (i.e., p &lt; .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students&rsquo; continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university. &nbsp;

scholarly journals Understanding the out-of-class English Learning Choices of Students in Taiwan

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Charles Allen Brown
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
English Learning ◽  
English Studies ◽  
Public Places ◽  
Ethnographic Interviews ◽  
Language Studies ◽  
Social Censure ◽  
Socially Situated

<p class="western" style="margin-bottom: 0in; font-weight: normal; line-height: 100%;" align="left"><span style="font-family: Times New Roman,serif;"><span style="font-size: medium;">Research has established that successful foreign language students often seek out opportunities to supplement their language studies with out-of-class language practice. Little is known, however, about the forms of out-of-class English studies in which successful English learners in Taiwan engage with the reasons for these particular choices being especially unclear. To address this gap, this project considered the out-of-class English learning choices of 79 university English majors in Taiwan. Findings based upon ethnographic interviews with these individuals indicate that they believed out-of-class English practice to be important due to the limitations associated with their formal language study. Despite this impetus, their choices of settings and interlocutors for English practice were constrained by beliefs about language circulating in the society, in particular social censure associated with English use in public places and with other Taiwanese. As a result, they tended to practice English in online venues, within the confines of the home, with like-minded peers, and with those perceived as foreigners. These results extend our understanding of out-of-class English study by addressing it as a socially-situated phenomenon, foregrounding the sorts of constraints that even highly-motivated language learners may face in their efforts to build their language proficiency. </span></span></p>

An Exploratory Study of Self Reported Language Learning Behaviors and their Relation to Achievement

1983 ◽  
Vol 6 (1) ◽  
pp. 54-68 ◽  
Author(s):  
Robert L. Politzer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
Classroom Participation ◽  
Learning Behavior ◽  
Learning Behaviors ◽  
Language Courses ◽  
Treatment Interaction ◽  
Foreign Language Courses

Ninety undergraduate students enrolled in Foreign language courses in French, Spanish and German were asked to respond to a questionnaire concerning their engagement in certain selected learning behaviors culled from recent literature on good language learners. The data reported by the students are described and analyzed according to level of language course, and language. They are also related to student's grades and instructors' evaluations of students' progress, effort and voluntary classroom participation. The main finding is that there is some evidence for a link between certain behaviors and student achievement. However, links between learning behavior and achievement seem dependent on course level and methodology, and suggest the possibility of a learning behavior/treatment interaction.

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.

scholarly journals A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 23
Author(s):  
Antoni Fernandez Parera
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
Second Language Learners ◽  
Heritage Language Learners ◽  
Group Feedback ◽  
Feedback Questionnaire ◽  
Spanish Subjunctive ◽  
Post Test ◽  
Based Instruction ◽  
Didactic Models

This article investigates the effects that Mindful Conceptual Engagement (MCE) had on the teaching of the Spanish subjunctive on second (L2) and heritage language learners (HL) of Spanish. A total of 26 university-level undergraduate students participated in the study; 12 were advanced L2 students and 14 were intermediate HL students. The methodology used was MCE, which is based on the principles of Concept-Based Instruction (Negueruela 2003; Negueruela and Lantolf 2006). MCE has its origins in Vygotsky’s sociocultural theory and it proposes that the creation and manipulation of didactic models by students promotes the internalization of complex grammatical concepts that would otherwise require long grammatical explanations. Models need to be generalizable and informative and can include, for example, flowcharts, pictures, or schemas among others. In the present study, the concept of [±EXPERIENCE] (Bull 1965) was used to teach the variable uses of indicative and subjunctive in adjectival relative clauses (Busco unas tijeras que cortan/corten). Students had to create their own models and use them to complete a series of assignments in class and at home. Production and interpretation exercises were used in pre- and post-test questionnaires to gauge their improvement. Feedback questionnaires were administered three weeks after the intervention to measure the attitudes and perceptions towards the use of didactic models. Results indicate that both groups improved their indicative/subjunctive interpretation and production abilities after MCE. However, statistically significant differences exist between HL and L2 students according to type of task and student group. Feedback questionnaire results also show that MCE was regarded as positive and useful by both groups.

scholarly journals The System Analysis in Language Teaching and Learning for Technical Students in Russia

2015 ◽  
Vol 10 (5) ◽  
pp. 22 ◽  
Author(s):  
Tatiana Sidorenko ◽  
Vladimir Yampolsky
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
System Analysis ◽  
Foreign Languages ◽  
Special Focus ◽  
Engineering Programs ◽  
Technical Students ◽  
Language Courses ◽  
University Level ◽  
Personal Skills

Integration of the Russian system of engineering education into the global educational domain compelled Russian universities to enhance the importance of humanities in engineering programs with a special focus on foreign languages. However, it must be admitted that the system of language training in Russia at a university level comes up against serious problems of historical, economic or political backgrounds, for which reason there are processes in the system that hamper a solution of the tasks set before the university and the society. The solution requires strong and decisive initiatives capable to improve the situation with the language proficiency among the graduators. Therefore, there is a rapid need in essentially new approaches to teaching foreign languages attain the desired outcomes for engineers, which reflect not only subject-oriented knowledge but also personal skills and the ability to effectively communicate with an opponent or a partner. The need to identify barriers towards high-quality language courses at a university level motivated the authors to carry out a special research based on the methods that are typical to system analysis.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

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