scholarly journals The Phonological Interference of Students’ First Language in Pronouncing English Sounds (A Case Study on Buginese and Makassarese Students)

2017 ◽  
Vol 4 (2) ◽  
pp. 205
Author(s):  
Dian Hera Utami ◽  
Muhammad Basri Wello ◽  
Haryanto Atmowardoyo
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Oral Test ◽  
English Vowels ◽  
Students First ◽  
Correct Pronunciation ◽  
Phonological Interference ◽  
Manner Of Articulation ◽  
Main Factor

The study indicates the phonological interferences occurred by the Buginese and Makasserese students in pronouncing English sounds and the factors affect pronunciation interference of Buginese and Makasserese students in pronouncing English sounds. The respondents were eight university students majoring English Department. They are four Buginese students which their L1 is Buginese and four Makassarese students which their L1 is Makassarese. This research was conducted through a case study design. The instruments were oral test by reading three different texts to get the data with audio recording and interview about students’ problems in pronouncing English sounds. The result of data analysis showed that there is 46 kinds manner of articulation that the students made when they produced English sounds; 32 vowels and 14 consonants. The data also showed that the main factor that influences the students while pronouncing English words is interlanguage transfer. The implication of this research can be expected upon teaching and learning process. The students should put more awareness toward the L1 interference in pronouncing English vowels and consonant and drill more the correct pronunciation. The study also suggests that the teachers should give an extra attention to this problem. The teacher expected can help the students to reduce the mispronounced. The study also has some contributions to the language field where teachers/lecturers need to take a special attention of this phenomenon.

Towards an understanding of translanguaging in EMI teacher education classrooms

2020 ◽  
pp. 136216882096412
Author(s):  
Rui Yuan ◽  
Min Yang
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
First Language ◽  
Teacher Educator ◽  
University Policy ◽  
Study Approach ◽  
Teaching Context ◽  
Students First

This study aims to explore a teacher educator’s perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students’ first language) to create a ‘translanguaging space’ in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator’s translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students’ resistance and university policy). The study highlights the importance of teacher educators’ reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings.

scholarly journals “Creating the illusion of speaking Romanian well”: Hungarian speakers’ teaching and learning the majority language in Romania

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Krisztina Rácz
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
First Language ◽  
Local Environment ◽  
Language Performance ◽  
Language Competence ◽  
Main Research ◽  
Language And Literature ◽  
Students First

Abstract The case study of the article is translanguaging as an educational strategy in preparation for the graduation exam in Romanian language and literature in a Hungarian school in Miercurea Ciuc/Csíkszereda, Romania. Romanian language competence scores are at the bottom of national rankings in this Hungarian-majority town in Szeklerland. Students who speak a minority language have their knowledge of the majority language evaluated in the graduation exam in Romanian language and literature based on the same criteria as first-language speakers’, which has strong implications for their participation in Romanian society. The main research question of this ethnographically informed article is how translanguaging happens in a classroom where students’ first language is being used with the aim of facilitating performance in their second language. The article argues that in the classrooms where the research was conducted, translanguaging is a strategy that negotiates between students’ educational needs in the local environment and the expectation espoused by the state to perform as if they were monolingual Romanian speakers. Similarly, students use translanguaging to strategize between the curricular expectations and their language performance. Yet, I argue that in this case study the emancipatory potential of translanguaging is limited due to ethnolinguistic hierarchies that remain unchallenged.

Bangla in English Classes in Bangladesh: A Study of Learners’ Attitudes

2019 ◽  
Vol 39 (3_suppl) ◽  
pp. 1S-12S
Author(s):  
Md. Sadequle Islam ◽  
Mamunur Rahman
Keyword(s):  
South Asia ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Language ◽  
Ethnographic Study ◽  
Teaching English ◽  
Short Article ◽  
English Classes ◽  
Positive Attitudes ◽  
Students First

In South Asia, the use of students’ first language while studying English as a second or further language remains a matter of considerable interest and contention. This topic deserves further attention by teachers and researchers in efforts to make the educational and learning experience in often multilingual contexts as productive as possible. This short article addresses the ongoing debates in Bangladesh around the use of the Bangla language while teaching English classes at higher secondary (HSC) level. Presently, Bangla is generally discouraged on pedagogical grounds in the teaching and learning of English. This ethnographic study investigates the attitudes of Bangladeshi HSC level students towards the use of Bangla in English classes. The results indicate positive attitudes among the students towards using Bangla in the learning of English and suggest the necessity of revising the official negative approach.

scholarly journals Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms

2017 ◽  
Vol 10 (6) ◽  
pp. 12
Author(s):  
Bayan Al-Hashemi Al-Amir
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
English Language Proficiency ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Students First ◽  
Efl Classrooms ◽  
L1 Use

In the literature of second language teaching and learning, the use of students’ first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time. Nevertheless, many studies have recently started to put this belief under question and to give the effectiveness of L1 use, the benefit of doubt. This paper investigates EFL teachers’ perceptions of the use of students’ first language at one of the universities in Jeddah, Saudi Arabia, given the fact that those teachers speak students’ native language and have different English language proficiency levels. The data gathered through a questionnaire were analyzed using the IBM Statistical Package for Social Science (SPSS)® to find frequencies, percentages and mean scores. The overall results of the study show that the majority of teachers agree to the use of students’ first language in their EFL classrooms. Moreover, when investigating the relationship between teachers’ English language proficiency level and their perceptions of L1 use, the results suggest that there is no correlation between the two. Furthermore, the results of the study conclude that EFL teachers are selective when it comes to the areas of language teaching where L1 is used.

scholarly journals Using PRAAT for Analysing Segmental Features of Speech Produced by the Students of English Study Program of Universitas Brawijaya

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Istiqomah Wulandari ◽  
Iis Nur Rodliyah ◽  
Fatimah Fatimah
Keyword(s):  
Teaching And Learning ◽  
Visual Display ◽  
Read Aloud ◽  
Study Program ◽  
Qualitative Research Design ◽  
Minimal Pairs ◽  
Students First ◽  
Correct Pronunciation ◽  
Second Formant ◽  
The Given

Making improvements of the speech feature is possible to do because pronunciation is teachable. Some experts in pronunciation teaching have suggested more comprehensive and contemporary teaching methods and techniques. In narrower context to English Study Program some seemingly cases are found in depicting the condition of how the last semester students who attend thesis seminar are tend to have difficulty in their Pronunciation. Many of them are still struggling in articulating the correct English pronunciation. The problematic speech features are targeted to the segmental part, such as the accuracy of vowel sounds production. For this particular research, the researchers want to investigate the similar problematic features of pronunciation of the second semester students of English Study Program of Universitas Brawijaya and later will try to implement some teaching pronunciation techniques to modify their pronunciation production. For this particular research employs a qualitative research design. The data were analysed into narrative description, interpretation and textual. The participants were asked to read aloud the given 14 minimal pair words list. The recorded data were saved as wave files (.wav) to analyze them by using PRAAT to visual display of the students’ First Formant (F1) and Second Formant (F2). Then, these visual displays were compared to those of native speakers in PRAAT window. The result of this research reveals that due to the lack of how to disambiguate the correct pronunciation of vowel sounds within the given words the participant tend to produce inaccurate pronunciation. Which are reflected by the result of the spectrum score range: F1 and F2. Some proposed techniques of teaching segmental were drilling, teaching minimal pairs, chanting with jazz chant and rhyming with tongue twisters, to modify learners segmental features. As the suggestion all targeted parties (students, Lectures and Authority) should be willing to do what are necessary to maintain the success of the teaching and learning pronunciation in Study program of English. Key words: student’ spoken feature, segment

scholarly journals ENGLISH PRONUNCIATION ERRORS BY SUNDANESE SPEAKERS

2019 ◽  
Vol 1 (2) ◽  
pp. 46-52
Author(s):  
Dwi Warry Octaviana
Keyword(s):  
Native Language ◽  
First Language ◽  
Target Language ◽  
Internal Factors ◽  
Self Confidence ◽  
Reading Material ◽  
English Pronunciation ◽  
Students First ◽  
Correct Pronunciation ◽  
Main Factors

The students’ first language (Sundanese) often interferes with English pronunciation. For example, the students get difficulties to distinguish in pronouncing certain sounds of vowels such as between /e/ in ‘beg’ and /æ/ in ‘bag’, /ei/ in ‘wait’ and /e/ in ‘wet’. Sometimes, the students will be able to identify specific problem sounds and sometimes they will not. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the students’ native language does not contain. Therefore, the study was aimed at finding out the main factors that cause the students’ English pronunciation errors and identifying the types of the students’ English pronunciation errors. In acquiring the data, the research used descriptive method. The data needed are gained through a sample consisting 10 of 32 students. The sample was randomly selected. The students were given ten items of questionnaire asking for their responses in line with the causes of their English pronunciation errors. Then, the students’ English pronunciation errors were found from the analysis of the reading material that had been read by the students. In relation to the data gained, the data findings showed that the main factors that caused the students’ English pronunciation errors were coming from internal factors (lack of practice, lack of self-confidence, and lack of exposure) and from the external factors (the differences in pronunciation between the students’ first language (Sundanese) and their target language (English) and the differences between what the correct pronunciation that should be pronounced and its writing actually). After the investigation, the types of English pronunciation errors made by the students in vowels sound were: long and short vowels, diphthongs, and triphthongs. It was caused by the inability to hear certain English sounds that the students’ native language does not contain.

scholarly journals The Impact of Using YouTube Videos to Promote Students’ Performance in Speaking Skill: A Case Study of a School in Libya

2020 ◽  
Vol 2 (3) ◽  
pp. 38-46
Author(s):  
Ahmed Sanoussi Himeda Al Jawad
Keyword(s):  
Traditional Method ◽  
Teaching And Learning ◽  
Target Population ◽  
Oral Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Youtube Videos ◽  
Learning Institutions ◽  
The Impact

The main aim of this study is to examine the impact of applying YouTube to promote students’ performance in speaking skill in Kufrah secondary schools. The nature of this problem guided to choose the quasi-experimental research as a research design for this study. To conduct the experiment, the writer chose AL Ahfad Al Mokhtar School as the target population. The writer randomly selected 50 students from the study area. The oral test was the instrument of this study. The study adopts descriptive analytical method to analyse the collected data. The hypotheses were tested by using the t- test. From the analysis of the data, the results proved that, the performance of students taught using YouTube was significantly higher than that of those taught traditional method. Based on the results, recommendations were made on the need to apply YouTube Videos in EFL teaching and learning in various learning institutions in Libya. Finally, the study suggests that YouTube can promote students’ performance in speaking skill.

scholarly journals Nigerianism in Nigerian English: A Reflection of Ethnolinguistic Situation

2020 ◽  
Vol 10 (11) ◽  
pp. 1431
Author(s):  
Olusanmi Babarinde ◽  
Ndubuisi Ahamefula
Keyword(s):  
Study Design ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Indigenous Languages ◽  
Standard English ◽  
Case Study Design ◽  
Oral Test ◽  
National Languages

The study discusses the structure of Nigerian English with a view to examining the influence of Nigerian indigenous languages on this variety of standard English. Data for the analysis were obtained from twelve respondents selected from each of the three major national languages, namely; Hausa, Igbo and Yoruba. This study was carried out using a case study design. Oral test by reading three different texts, and observation were used as instrument to elicit data. The corpus revealed that interlanguage transfer is a major factor that influences the students in the pronunciation of English words. A number of grammatical issues borne out of mother tongue interference were equally discovered. The prominent roles ascribed to the English language led to the desperation by Nigerians to speak the language to the extent of inclusion of some linguistic forms from different indigenous languages. However, the paper affirms that Nigerianism should not be seen as evidence of weak proficiency in English. Rather, it should be viewed as possible signs of acculturation, and creative tendency that are associated with first language (L1) and/or mother tongue usage.

scholarly journals An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students

2017 ◽  
Vol 10 (3) ◽  
pp. 101 ◽  
Author(s):  
Kanyakorn Sermsook ◽  
Jiraporn Liamnimitr ◽  
Rattaneekorn Pochakorn
Keyword(s):  
First Language ◽  
Writing Classes ◽  
English Writing ◽  
English Grammar ◽  
Sentence Construction ◽  
Students First ◽  
English Major ◽  
Efl Students ◽  
Writing Errors

The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students’ sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students’ first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students’ writing errors is genuinely needed.

scholarly journals “Makam” nasi: Language interference of a Japanese young learner in Indonesia

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Kadek Eva Krishna Adnyani ◽  
Ni Wayan Nilam Puspawati ◽  
Ni Komang Arie Suwastini
Keyword(s):  
Second Language ◽  
First Language ◽  
International School ◽  
Common Type ◽  
Language Knowledge ◽  
Grammatical Error ◽  
Old Japanese ◽  
Phonological Interference ◽  
The Subject

In acquiring the second language, children will use their first language knowledge as a base in their attempt of using a new language. This phenomenon is called language interference. This study aimed at identifying specific instances of language interference conducted by a bilingual child during her study in an international school. The subject was a 5-year-old Japanese child who was acquiring Indonesian as her second language. This study was a case study using a descriptive qualitative research method. Data collection was done through observation, interview and note-taking. Furthermore, the data in the form of utterances in Indonesian interfered by Japanese were analyzed descriptively. The results showed that the most common type of language interference that occurred was phonological interference (16 examples), followed by lexical error (4 words) and grammatical error (5 sentences). In short, in this case, Japanese phonological interference with Indonesian pronunciation occurred more frequently than lexical error and grammatical error.

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