scholarly journals ESP Learners Pronounce in New Trend (You Tube) Application: Instructor's Perception and Practice

2021 ◽  
Vol 6 (1) ◽  
pp. 66-74
Author(s):  
Yani Faturrachman ◽  
Siti Maria Ulva
Keyword(s):  
Adult Learners ◽  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Basic Knowledge ◽  
Interview Guide ◽  
Specific Teaching ◽  
Field Notes ◽  
Tube Application ◽  
Teaching Situations

The aim of teaching English for Specific Purposes (ESP) is not to imitate the native speakers or to develop the British or American accents. English communication influences the first language or mother tongue for ESP learners. Meanwhile, According to Evan (1997), ESP has some characteristics, such as: firstly, ESP may be related or designed for specific disciplines, secondly, ESP may be used in specific teaching situations and has different methodology from that of General English (GE); thirdly, ESP is likely to be designed for adult learners, either at a tertiary level education or in a professional work situation; fourthly, most ESP courses take on some basic knowledge of the language systems. This research used descriptive qualitative research as a design to gather or collect the data because of the current phenomenon to explain the error of pronunciation and the causes of error in pronouncing words. This paper will be done by researchers at Management Class who learn the ESP program in Kaltara University. This research also used observation field notes and interview guide as the instruments. Hence, the researchers found that there were fifteen pronunciation errors who were presented by ESP learners’ mother tongue in learning speaking through YouTube Application. Besides, there were four materials in You Tube Application that pronounced by ESP Learners such as: Promotion, Bargaining, Complaining, and Response.  

Salvaging the Mother Tongue in Exile

2017 ◽  
Vol 14 (2-3) ◽  
pp. 187-204
Author(s):  
Tomás Espino Barrera
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Language Attrition ◽  
The Past ◽  
Progressive Loss ◽  
First Language Attrition ◽  
Lost In Translation ◽  
Deliberate Effort ◽  
Deep Sense

The dramatic increase in the number of exiles and refugees in the past 100 years has generated a substantial amount of literature written in a second language as well as a heightened sensibility towards the progressive loss of fluency in the mother tongue. Confronted by what modern linguistics has termed ‘first-language attrition’, the writings of numerous exilic translingual authors exhibit a deep sense of trauma which is often expressed through metaphors of illness and death. At the same time, most of these writers make a deliberate effort to preserve what is left from the mother tongue by attempting to increase their exposure to poems, dictionaries or native speakers of the ‘dying’ language. The present paper examines a range of attitudes towards translingualism and first language attrition through the testimonies of several exilic authors and thinkers from different countries (Vladimir Nabokov's Speak, Memory, Hannah Arendt's interviews, Jorge Semprún's Quel beau dimanche! and Autobiografía de Federico Sánchez, and Eva Hoffman's Lost in Translation, among others). Special attention will be paid to the historical frameworks that encourage most of their salvaging operations by infusing the mother tongue with categories of affect and kinship.

The Pronouncation Erros Interferences of Nias L1 in L2

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Asniar Duha ◽  
Line Sihombing ◽  
Sumarsih Sumarsih
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
First Language

This study is aimed to find out the factors in the pronunciation errors interference of Nias (First language; L1) with Indonesian as a (Second language; L2). The objectives of the study is to see how affect pronounciation errors interference of Niasnese L1 In Indonesian as a L2, to describe the types of pronunciation errors interference dominantly used by Niasnese speakers in Nias L1 In Indonesian as a L2 and understand why the pronounciation errors interference happen to the Niasnese in Indonesian as a L2. This research used a qualitative research to find out pronunciation errors interference of Niasnese native speakers. The data obtained from ten students and the parents of Nias speakers as the samples. Based on the observation result, it is found that the pronunciation errors interference at Nias in Indonesian as a L2: Deletion, addition and blends. There are three factors affect the Niasnese pronunciation error interference in Indonesian as a L2 in Sibolga, they are Intermarriage ( same culture marriage), The sound and the letters differences between Nias Language and Indonesian, Parents speak Nias language to the children or mother tongue, environment. Keyword : Errors, Interferenc, and Pronunciation.

scholarly journals Pragma-linguistic Difficulties in the Recognition of Phrasal Verbs by Iraqi EFL University Learners

2018 ◽  
Vol 9 (6) ◽  
pp. 148
Author(s):  
Mohanad A. Amret ◽  
Sinan A. Yousif
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
First Language Transfer ◽  
Culture Gap

The purpose of this paper is to recognize the level of pragma-linguistic difficulties Iraqi EFL university learners face when handling phrasal verbs. Despite the fact that phrasal verbs are easy to understand by native speakers of English, non-native speakers usually encounter some difficulties in understanding the meaning of a phrasal verb depending on the meaning of the root verb, or different phrasal verbs of the same root. The problem might be attributed to pragma-linguistic knowledge. However, culture gap could be the reason behind such difficulties. The aim of the study is (1) to evaluate the pragma-linguistic level of interpreting phrasal verbs as understood and used by Iraqi EFL university learners, (2) to check the level of difficulty they experience while recognizing phrasal verbs, and (3) to find out reasons behind such misinterpretations. It is hypothesized that (1) the pragma-linguistic interpretation of phrasal verbs tends to play an important role in understanding the message conveyed by the speaker; (2) cultural gap could be the reason that EFL learners recognize phrasal verbs incorrectly, and (3) mother tongue language might make it difficult for EFL learners to understand phrasal verbs. To verify the aforementioned hypothesis, a test has been constructed and administered to a sample of 100 fourth-year Iraqi EFL university learners, morning classes at the department of English Language and Literature, College of Arts, in Mustansiriyah University, during the academic year 2017 – 2018. The responses of the students have been collected and linguistically analyzed according to a model given by Richards and Schmidt (2010). It has been found that Iraqi students’ lack of cultural norms of the target language makes it difficult for them to understand phrasal verbs. The lack of this knowledge is considered as a factor of confusion and then failure. The influence of the first language culture on the recognition of phrasal verbs may be seen as a negative first language transfer. The reason behind this negative transfer is that the norms and principles of first language are different from the norms and principles of the target language. It has been concluded that Iraqi EFL university learners have difficulties in pragma-linguistic knowledge as far as phrasal verbs are concerned. Iraqi EFL university learners face great difficulties in using phrasal verbs while communicating with other people. While using phrasal verbs, Iraqi EFL university learners have been highly influenced by their mother tongue language.

scholarly journals GANGGUAN BUNYI BAHASA KADAZANDUSUN DALAM SEBUTAN ARAB OLEH ETNIK KADAZANDUSUN DI RANAU, SABAH

2020 ◽  
pp. 69
Author(s):  
MOHD. TAQWUDIN BIN MOHD. YAZID ◽  
VERONICA PETRUS ATIN ◽  
SAIDATUL NORNIS HJ. MAHALI
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
The Elderly ◽  
Target Language ◽  
Language Transfer ◽  
Test Results ◽  
Transfer Product ◽  
Sound System ◽  
Consonant Phoneme

Gangguan bahasa ialah produk pemindahan bahasa yang berbentuk negatif daripada bahasa pertama (Kadazandusun) kepada bahasa sasaran (Arab). Berdasarkan perbezaan fonem konsonan yang terdapat dalam sistem bunyi kedua-dua bahasa tersebut, penutur jati Kadazandusun dijangka menghadapi kesukaran ketika menyebut huruf-huruf tertentu. Justeru, kajian ini bertujuan untuk merungkai hakikat gangguan bahasa dari sudut fonetik yang berlaku ketika penutur jati Kadazandusun menyebut huruf tersebut. Oleh itu, objektif pertama kajian ini adalah untuk mengenal pasti huruf bahasa Arab yang sukar untuk disebut berdasarkan gangguan bunyi bahasa Kadazandusun dan sebabnya. Objektif yang kedua pula ialah mengenal pasti huruf bahasa Arab yang mudah disebut oleh etnik Kadazandusun dan sebabnya. Kajian ini berbentuk kajian tindakan yang menggunakan satu set ujian sebutan yang diubah suai berasaskan teori Mahjub untuk mendapatkan skor sebutan sembilan bunyi fonem Arab. Responden kajian seramai 21 orang penutur jati Kadazandusun yang terdiri daripada kalangan remaja, dewasa dan warga tua. Pemilihan responden berasaskan keupayaan membaca al-Quran, penguasaan bahasa ibunda dan kawasan penempatan. Hasil ujian dinilai dengan khidmat nasihat daripada penilai yang pakar dalam bidang ilmu al-Quran dan Qiraat. Dapatan kajian mendapati bahawa   Language interference is the negative language transfer product from the first language (Kadazandusun) to the target language (Arabic). Based on consonant phoneme differences in the sound system of both languages, native speakers of Kadazandusun are expected to have difficulty in pronouncing certain Arabic letters. This study therefore was aimed atinvestigating language interference specifically on the aspect of phonetic that occurred when Kadazandusun native speakers pronounced these particular Arabic letters. The first objective of the study was to identify Arabic letters that posed difficulty in pronunciation due to Kadazandusun language interference and ascertain the reasons for this problem. The second objective was to identify Arabic letters that were easy for Kadazandusun speakers to pronounce and the reasons for this non-difficulty. This action research study utilised an adapted pronunciation test set based on theMahjub theory in order to obtain scores for nine Arabic pronunciations. The respondents consisted 21 Kadazandusun native speakers comprising teenagers, adults and the elderly. The selection of respondents was based on their ability to read the Quran, mother tongue mastery and their locality. Test results were evaluated with consultation from experts in Quran and Qira’at. Findings revealed [ ,[ ط ] ,[ ض ] ,[ صع ] ,[ ظ] ] and [ ح ] as letters that the speakers tend to mispronounce whereas [ أ ] ,[ ز ] ,[ ت ] ,[ د ] ,[ س ] ,[ غ ] ,[ خ ] ,[ ق ] and [ ه ] were easy to vocalise. This study has demonstrated that the level of similarities and differences between the  phonetic systems of the Kadazandusun and Arabic languages determine the level of interference during language transfer process. Hence it is recommended that the learning of Arabic pronunciation among Kadazandusun native speakers should begin with easier-topronounce letters initially and end with those that are more difficult.

scholarly journals Use of First Language in the Classroom: Non-native EFL Teachers’ Beliefs in Teaching English to Adult Learners in Bilingual Context

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Iftikhar Ahmad ◽  
Noor Raha Mohd Radzuan ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Saudi Arabia ◽  
Adult Learners ◽  
Adult Students ◽  
Quantitative Research ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
English Language Teaching ◽  
Significant Difference ◽  
Efl Teachers

This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers’ and adult learners’ beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students’ questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favour of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers’ use of Arabic is extensive, while non-Arab EFL teachers’ use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.

scholarly journals FROM SEEING ADVERBS TO SEEING VERBAL MORPHOLOGY

2013 ◽  
Vol 35 (2) ◽  
pp. 261-290 ◽  
Author(s):  
Nuria Sagarra ◽  
Nick C. Ellis
Keyword(s):  
Adult Learners ◽  
Associative Learning ◽  
Native Speakers ◽  
First Language ◽  
Inflectional Morphology ◽  
Verbal Morphology ◽  
Advanced Learners ◽  
Shallow Structure Hypothesis ◽  
Verb Inflections ◽  
Shallow Structure

Adult learners have persistent difficulty processing second language (L2) inflectional morphology. We investigate associative learning explanations that involve the blocking of later experienced cues by earlier learned ones in the first language (L1; i.e., transfer) and the L2 (i.e., proficiency). Sagarra (2008) and Ellis and Sagarra (2010b) found that, unlike Spanish monolinguals, intermediate English-Spanish learners rely more on salient adverbs than on less salient verb inflections, but it is not clear whether this preference is a result of a default or a L1-based strategy. To address this question, 120 English (poor morphology) and Romanian (rich morphology) learners of Spanish (rich morphology) and 98 English, Romanian, and Spanish monolinguals read sentences in L2 Spanish (or their L1 in the case of the monolinguals) containing adverb-verb and verb-adverb congruencies or incongruencies and chose one of four pictures after each sentence (i.e., two that competed for meaning and two for form). Eye-tracking data revealed significant effects for (a) sensitivity (all participants were sensitive to tense incongruencies), (b) cue location in the sentence (participants spent more time at their preferred cue, regardless of its position), (c) L1 experience (morphologically rich L1 learners and monolinguals looked longer at verbs than morphologically poor L1 learners and monolinguals), and (d) L2 experience (low-proficiency learners read more slowly and regressed longer than high-proficiency learners). We conclude that intermediate and advanced learners are sensitive to tense incongruencies and—like native speakers—tend to rely more heavily on verbs if their L1 is morphologically rich. These findings reinforce theories that support transfer effects such as the unified competition model and the associative learning model but do not contradict Clahsen and Felser’s (2006a) shallow structure hypothesis because the target structure was morphological agreement rather than syntactic agreement.

How do second language learners build syntactic structure?

2006 ◽  
Vol 27 (1) ◽  
pp. 59-64
Author(s):  
Eva M. Fernández
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Syntactic Structure ◽  
First Language ◽  
Target Language ◽  
L2 Acquisition ◽  
Shallow Structure Hypothesis

Understanding the mechanisms learners use to process target language input is crucial to developing a complete model of both first language (L1) and second language (L2) acquisition. If adult L2 learners are found to process the target language with mechanisms that differ from those used by child L1 learners and adult native speakers, what implications might this have for the developing grammar? Clahsen and Felser review evidence that appears to point to such differences, generalizing their findings under a shallow structure hypothesis about how adult learners process input in L2.

THE ROBUSTNESS OF APTITUDE EFFECTS IN NEAR-NATIVE SECOND LANGUAGE ACQUISITION

2008 ◽  
Vol 30 (4) ◽  
pp. 481-509 ◽  
Author(s):  
Niclas Abrahamsson ◽  
Kenneth Hyltenstam
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Adult Learners ◽  
Critical Period ◽  
Native Speakers ◽  
Mother Tongue ◽  
L2 Proficiency ◽  
Language Aptitude ◽  
Positive Effects ◽  
High Degree

Results from a number of recent studies suggest that nativelike adult second language (L2) learners possess a high degree of language learning aptitude, the positive effects of which may have compensated for the negative effects of a critical period in these learners. According to the same studies, child learners seem to attain a nativelike command of the L2 regardless of high or low aptitude, which has led researchers to conclude that this factor plays no role in early acquisition. The present study investigates the L2 proficiency and language aptitude of 42 near-native L2 speakers of Swedish (i.e., individuals whom actual mother-tongue speakers of Swedish believe are native speakers). The results confirm previous research suggesting that a high degree of language aptitude is required if adult learners are to reach a L2 proficiency that is indistinguishable from that of native speakers. However, in contrast to previous studies, the present results also identify small yet significant aptitude effects in child SLA. Our findings lead us to the conclusions that the rare nativelike adult learners sometimes observed would all turn out to be exceptionally talented language learners with an unusual ability to compensate for maturational effects and, consequently, that their nativelikeness per se does not constitute a reason to reject the critical period hypothesis.

scholarly journals PRESERVING THE TINGUIAN CULTURAL HERITAGE: MOTHER TONGUE-BASED MULTI-LINGUAL EDUCATION AS TOOL

2016 ◽  
Vol 2 (01) ◽  
pp. 79
Author(s):  
Elizabeth Valera
Keyword(s):  
Public Schools ◽  
Cultural Heritage ◽  
Heritage Language ◽  
Mother Tongue ◽  
First Language ◽  
Department Of Education ◽  
Language And Culture ◽  
Multilingual Education ◽  
Interview Guide ◽  
Grade 3

Cultural heritage is important to people’s identity and character.Preserving the culture is therefore very important for the future generations. The Tinguians who are the natives of Abra Province have their own culture which is distinct from other Filipino ethnolinguistic groups. Studies on the Tinguians however, show that many of their customs, traditions, practices and beliefs are no longer observed or done. To develop socio-cultural awarenesswhich enhances the pride of the learner’s heritage, language and culture,the Department of Education has institutionalized the Mother Tongue-Based Multilingual Education as its fundamental educational policy and program. This study which is a qualitative research aimed to determine how the program helps in the preservation of the Tinguian culture. The interview guide was used to gather data from the teachers, and officials of the selected public schools in Tinguian communities where the program was piloted.These were complemented by the observations of the researchers when they visited the schools. Based on the findings of the study, the first language or mother tongue of the learners is Ilocano thus the medium of instruction for kindergarten to Grade 3 is Ilocano; some of the teachers are not Tinguians and cannot speak the dialect; there is no working orthography of the Tinguian dialects; there are no available teachers guide, reading and instructional materialsin Tinguian; many of the learners whose parents are Tinguians speak Ilocano with their friends and classmates.

scholarly journals IMPROVEMENT OF CHILDREN’S LANGUAGE SKILLS THROUGH SINGING ACTIVITIES

2021 ◽  
Vol 6 (1) ◽  
pp. 27-35
Author(s):  
Lily Yuntina
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Communication Tool ◽  
Voluntary Work ◽  
Teachers And Students ◽  
Field Notes ◽  
Data Validity ◽  
Learning At Home ◽  
Data Collection Technique ◽  
Group B

Education as a dynamic process in which children develop according to the inner terms of their lives, with their "voluntary work" when placed in an environment that is prepared to give them freedom of self-expression. One aspect that needs to be developed from an early age is language, the most ideal for learning a language other than the mother tongue (first language). The purpose of this research was to find out and get information about children's language improvement through singing activities, Research Subject was students at Kindergarten Al Marjan Bekasi. The type of research methodology is a descriptive qualitative method. Source of the data for this research took from the principal and teachers. The object were 26 students of Group B. Data collection technique through the results of the observations, interviews, documentation and field notes as data supporting. The type of observation used is passive participation observation. The stages of data analysis were consisted of data before, data in the field, and after completion of the field. Data validity checking techniques are based on credibility, transferability, dependability, confirmability. In checking the validity researcher used a degree of trust, with platform learning at home using social media as a communication tool between teachers and students. The result of this research, there is a significant increasing children’s language skill through singing activities.

Sign in / Sign up

Export Citation Format

Share Document