scholarly journals Secondary school students’ attitudes to phrasal verbs

2020 ◽  
pp. 73-94
Author(s):  
Dorota Góreczna
Keyword(s):  
Secondary School ◽  
English Learners ◽  
Secondary School Students ◽  
English Language ◽  
Native Speakers ◽  
School Students ◽  
Phrasal Verbs ◽  
Upper Secondary ◽  
Students Attitudes ◽  
Upper Secondary Schools

Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.

scholarly journals PERCEPTIONS OF SPEECH COMPETENCES IN FIRST AND FOREIGN LANGUAGE OF SECONDARY SCHOOL STUDENTS (Percepcija govornih kompetencija u materinskome i stranome jeziku kod učenika završnih razreda srednje škole)

2019 ◽  
Vol X (28) ◽  
pp. 203-224
Author(s):  
Ivana Odža ◽  
Mirjana Matea Kovač
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
English Language ◽  
Grammar School ◽  
School Students ◽  
Students Attitudes ◽  
Speech Disfluency ◽  
Insufficient Knowledge ◽  
Speaking Skills

The paper examines the attitudes of secondary school students, e. g. grammar school and craftmanship secondary school, toward their own language competences in the native (Croatian) and foreign (English) language. The testing instrument is a questionnaire with statements compiled according to questionnaires used to study attitudes toward the native and / or foreign language. The aim of the research is to observe the level of awareness of the respondents about their own language competences. The results of the statistical analysis indicate that the students of both populations are satisfied with their speaking skills in both languages. They also claim to recognize their own errors, as well as the errors and speech disfluencies of others. Grammar school students, unlike students from the craftmanship secondary school, find the introduction of a course that would further develop speaking skills useful. The obtained results are not in line with the dominant curricular guidelines for teaching the native language, especially those related to the area of speaking competences, emphasizing the need to strengthen the basic, spoken, and consequently written competences of students. The reasons for such attitudes could be explained by insufficient knowledge of the underlying features of highly developed communication competence and consequently of insufficient awareness of their own, as a necessary prerequisite for successful interaction in the contemporary society. The research results point to the necessity of acquiring a more objective perception of students about their own language competences. Keywords: speaking competences; speech errors; speech disfluency; students’ attitudes.

scholarly journals Subjective Understanding and Individual Interpretation of the Life Value “HEALTH” by the Second-Year Students of Lower Secondary Schools and of the First- and Second-Year Students of Upper Secondary Schools in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Slávka Krásna
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Second Year ◽  
Upper Secondary Schools ◽  
Individual Interpretation ◽  
Lower Secondary Schools

AbstractThe article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia.

scholarly journals A Corpus-based Study on the use of Phrasal Verbs in Malaysian Secondary School Textbooks

2019 ◽  
Vol 8 (6) ◽  
pp. 76
Author(s):  
Ainul Azmin Md Zamin ◽  
Mahmoud Elfeky ◽  
Rafidah Kamarudin ◽  
Faizah Abd Majid
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
English Language ◽  
Language Instruction ◽  
Phrasal Verbs ◽  
Upper Secondary ◽  
English Language Instruction ◽  
Linguistic Approach ◽  
Upper Secondary Schools ◽  
Selection Of

Phrasal verbs (PVs) are one of the most notoriously puzzling aspects of English language instruction. Despite their difficulty and idiosyncrasies, they are of high relevance for ESL/EFL learners because mastery of PVs is often equated with language proficiency. Different from prior researches, this content analysis study seeks to identify the PVs used in the Malaysian upper secondary school textbooks and the frequency count of each PV in each textbook using a corpus linguistic approach. The most frequently PVs in each textbook were compared to the list provided by Biber et al (1999)’s Longman Grammar of Spoken and Written English corpus. Findings from this study revealed that the selection and presentation of these combinations in the secondary school textbooks used in Malaysia depended more on authors’ intuition rather than on empirical findings and pedagogical principles. There were no clear explanations of Phrasal Verbs in both textbooks that were analysed. Despite the large number of PVs in the corpus, their presentation in the textbooks was far from satisfactory with some being over-repeated at the expense of some others. This paper makes a few suggestions to further improve the present treatment of PVs in the textbooks used at upper secondary schools in Malaysia. It is suggested that accurate definitions and appropriate selection and presentation of PVs should be considered. Rather than relying on intuition, Malaysian textbook writers must consider integrating the use of corpus into their selection of PVs to be presented to students.

scholarly journals THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 2 (2) ◽  
pp. 44 ◽  
Author(s):  
Chris Chan ◽  
Preechaya Mongkolhutthi
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
Secondary School Students ◽  
English Language ◽  
Private Tutoring ◽  
Upper Secondary School ◽  
School Teachers ◽  
School Students ◽  
Upper Secondary ◽  
Mainstream School

This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

scholarly journals Influence of the English Language in Shaping Islamic Identity Among Religious Secondary School Students

2019 ◽  
Author(s):  
Ahmad Taufik Hidayah b. Abdullah ◽  
Mohd Nazri B. Latiff Azmi ◽  
Engku Muhammad Tajuddin b. Engku Ali ◽  
Mohd Hazli B. Yah@Alias ◽  
Muzammir B. Anas ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
English Language ◽  
Native Speakers ◽  
School Students ◽  
Self Identity ◽  
Face To Face ◽  
Urban Elite ◽  
Group Interviews

Identity refers to how people understand their relationship to the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future. This research examined some claims made that learners of the English language as a second language have associated themselves with the culture and practices of the native speakers thus eroding the identity of the learners as good Moslems. This research aimed at investigating this phenomenon, to what extent the changes existed, if any. The main topics to discuss were the influence of the English language towards religious secondary school students’ identity and to what extent the students could retain their identity as Moslems. There was one theory employed in this research called Self-Identity Theory. 90 religious secondary students and 8 teachers were used as respondents by conducting focused group interviews and face to face interviews with them. They came from urban, sub-urban, elite and rural schools respectively. The findings revealed that there were mixed responses from the respondents on the issues. 85 students, making up 94.5 % of the whole respondents, asserted that the English language did not change the students’ Islamic identity. Meanwhile only 5 students, comprising 5.6% of the respondents, were of the opinion that the students had been influenced by the culture of native speakers of the English language thus eroding their identity as good Moslems. In a positive note, it was also found that there were some good values instilled in the teaching of the English language such as confidence, helping each other, teamwork, etc.

scholarly journals ADAPTING THE SURVEY OF ATTITUDES TOWARDS STATISTICS (SATS-36) FOR ESTONIAN SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 16 (1) ◽  
pp. 228-239
Author(s):  
CARITA HOMMIK ◽  
PIRET LUIK
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Statistics Education ◽  
Reliability And Validity ◽  
Secondary Level ◽  
School Students ◽  
Upper Secondary ◽  
Students Attitudes ◽  
Upper Secondary Level

The purpose of this study is to adapt the Survey of Attitudes Towards Statistics (SATS-36) for Estonian secondary school students in order to develop a valid instrument to measure students’ attitudes within the Estonian educational context. The SATS-36 was administered to Estonian-speaking secondary school students before their compulsory statistics course. Because the fit indices for confirmatory factor analysis did not indicate a good fit, an exploratory factor analysis was conducted to find a new model. It validated a four-factor structure of the scale, excluding nine items. Good indices for both reliability and validity were obtained. Trends in secondary school students’ attitudes were also examined to investigate the effects of gender and gender combined with the level of education. Results showed that students tended to feel rather positively about statistics at the beginning of the course. All four factors displayed differences between boys and girls. Comparison of lower and upper secondary level students showed that students from the upper secondary level value statistics more highly. The authors recommend SATS with some small proposed changes to make it even more suitable for the secondary level. First published May 2017 at Statistics Education Research Journal Archives

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