scholarly journals The Effects of Motivation and Other Factors on Second Language Acquisition: A Case Study on Achieving Advanced Oral Proficiency in English

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Rose Fowler Al-Hawamdeh ◽  
Rajai Al-Khanji
Keyword(s):  
Second Language Acquisition ◽  
Language Proficiency ◽  
English Language ◽  
Oral Proficiency ◽  
Language Learner ◽  
Target Language ◽  
Studying Abroad ◽  
Multiple Data ◽  
Integrative Motivation

This paper is based on a case study of Raya, a Palestinian Arab undergraduate student, at the University of Jordan, who has achieved level B1 according to The Common European Framework of Reference for Languages (CEFR) in listening and reading comprehension (‘accomplished’) and CEFR level B2 (‘superior’) in language form and meaning in English according to the TOEFL Junior Exam. Based on multiple data sources (i.e. interviews, observation, questionnaires and document analysis), the study aims to highlight how Raya's multiple identities as a language learner, avid film watcher, YouTube user and online gamer, and a (non) member of a target language community have contributed to her oral proficiency in English. The study also aims to emphasize some personal attributes that Raya has as a language learner in order to uncover the factors which have assisted or hampered her acquisition of English. The main finding of the case study is that Raya's English language proficiency has been enriched because of two overriding factors: firstly, integrative motivation (i.e. her love of English) highlighted through her immersion in the target language by her online identity, films and social interaction; and, secondly, instrumental motivation (i.e. using the language as a means to academic and professional advancement) in the sense she realized English was a way of helping her to achieve her goal of leaving her hometown and studying abroad. It is hoped that this study will inspire and inform both language learners and educators alike, as to some of the steps to success in acquiring proficiency in English or any other language.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Vol 12 (2) ◽  
pp. 540-550
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals HOW COMMUNICATIVE LANGUAGE TEACHING METHOD ACTIVATE STUDENTS LEARNING PROCESSES IN SECONDARY SCHOOLS IN TANZANIA

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Irene Mollel
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Learner ◽  
Target Language ◽  
Unique Contribution ◽  
Qualitative And Quantitative

Purpose: The purpose of this study was to make a thorough assessment of how communicative language teaching method activates student learning process in secondary schools in Tanzania, particularly Arusha district. Methodology: This study employed both qualitative and quantitative approaches under case study design and data were gathered through questionnaires and interviews. Data obtained were analyzed using descriptive and thematic analysis. Findings: Results from the study reveals that, CLT promotes learner’s self-expression abilities using a target language; build learners communicative competences; Create and maintain the interaction between language, learner and the speaker and enhance easy assessment of the learners' practices and development.   Unique contribution to theory, practice and policy CLT method is the best approach to be adopted by all teachers on instructing learners’ new language particularly the English language. The scrutiny of this study will help the policymakers to review the curriculum and add utmost CLT activities to be done in and outside the classroom thus enable students to get more time to practice the language.

scholarly journals Second Language Acquisition and Mother Tongue Influence of English Language Learners – A Psycho Analytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 497
Author(s):  
A. Delbio ◽  
R. Abilasha ◽  
M. Ilankumaran
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Learner ◽  
Target Language ◽  
Second Language Learner

Language is a tool used to convey one’s thoughts, feelings and needs. Mother tongue is the language acquired by everyone ever since his birth. A learner encounters mother tongue influence while learning or speaking a foreign language or target language. Mother tongue influence is something that affects a person’s thought process in a sense that he thinks in mother tongue and expresses in English or a second language. People use incorrect pronunciation of words while communicating in English language as they are influenced by the sound patterns of their mother tongue. A second language learner has an unconscious preference to convey his customs from his first language to the target language. The influence of mother tongue has become a significant region and is generally referred to as ‘Language Interference’. Every language learner comes across this issue. Students, sometimes, use words from their parent language while communicating in English. This paper speaks about the difficulties faced by the learners of the second language and the causes of first language influence. This paper attempts to bring out the ways to avoid the overwhelmed influence of mother tongue and gives some notions to the students to develop their second language skills.  

scholarly journals Why do sparkles make a sound in English?

Jezikoslovlje ◽  
2019 ◽  
Vol 20 (3) ◽  
pp. 447-473
Author(s):  
Mateja Hendrih ◽  
Stela Letica Krevelj
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Learner ◽  
The Media ◽  
High Competence ◽  
L2 Vocabulary

Due to their features of multi-modal presentation and their abundance in terms of availability and diversity, the media have been assumed to have a distinct effect on second language acquisition (SLA). Although their beneficial effect on overall SLA has been found in various studies, very few of them examined the characteristics of different types of media in relation to how they may influence second language (L2) vocabulary acquisition at an early age. We present a case study of a 9-year-old Croatian girl who had achieved high competence in the English language primarily through exposure to television (TV) content in English. We examined her production for the evidence that some features of television as a medium might have influenced the development of her vocabulary and the way she experienced and used the L2. The production data was collected in a series of unstructured conversations in the informal atmosphere of the participant’s home. Additional data on the participant’s language learning background were collected in interviews with the participant and her parents. The results suggest that exposure to TV as a medium, which provides opportunities for repeated exposure to rich input, contextualized language, and a combination of visual and aural stimuli, may have an important influence on L2 vocabulary acquisition. However, it has to be emphasized that the influence was evidenced in the production of a highly motivated language learner in an environment that was truly supportive of her language development.

scholarly journals Effects of sequence and storytelling methods on EFL development of an adult learner

2021 ◽  
Vol 101 (1) ◽  
pp. 86-92
Author(s):  
S.J. Lee ◽  
◽  
D. Pak ◽  
Keyword(s):  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Language Learner ◽  
Research Approach ◽  
Cultural Experience ◽  
Learner Participation ◽  
Speaking Proficiency ◽  
Learning Enjoyment

This article presents the effects of sequence and storytelling methods on an adult beginner learner’s English language development. Being a powerful and natural way to learn, convey, and retain information, these methods offer a number of benefits, such as improving learners’ language proficiency, increasing learner participation, providing learners with cultural experience and encouraging creativity. The following research questions guided the study: 1) How do sequence and storytelling methods motivate an adult language learner to improve English? 2) What linguistic aspects do sequence and storytelling methods develop in the learner’s English? A qualitative research approach, specifically a case study, was used to investigate these questions. The findings demonstrate that sequence and storytelling methods of teaching EFL positively contribute to English speaking proficiency and empowerment by motivating the learner. The participant of this case study appreciated the benefits of sequence and storytelling teaching techniques as they addressed her individual needs and increased her learning enjoyment, cultural awareness, and language ability.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

Japanese English Majors’ Experiences and Attitudes to Study Abroad: A Case Study of Students at a Private University in Tokyo

2020 ◽  
Vol 13 (2) ◽  
pp. 38-52
Author(s):  
Anthony Tobin
Keyword(s):  
Study Abroad ◽  
English Language ◽  
Private University ◽  
Studying Abroad ◽  
Short Term Study ◽  
Overseas Travel ◽  
Recent Trends ◽  
English Speaking ◽  
Japanese English

This study investigates both the benefits of and recent trends in studying abroad for Japanese students and examines the results of a survey on study abroad taken by students majoring in English at a private university in Tokyo. Statistics from JASSO showed that the trend in study abroad before 2020 was for an increasing number of Japanese university students to spend a period of time studying abroad, though most of the increase was in short-term study. The English language questionnaire sought to discover what proportion of a group of seventy-two students had already studied abroad, or planned to do so, and to establish whether those who had gained experience had benefited from it, as well as detailing student anxieties which may have deterred students from studying abroad. The survey on study abroad, taken in January 2018, had a 100% response rate. Twenty-three (32%) of the students answered that they had already studied abroad, mostly for short durations in English-speaking countries. Most of the students who studied abroad had a positive experience, reputedly improved their English skills and recommended that other students study abroad. Twenty-six (53%) of the students without study abroad experience were planning to study abroad, even though they had some issues which concerned them, such as their ability to communicate in English, personal safety, and financial matters. The main reason for not electing to study abroad for this particular sample was found to be related to the overall costs of overseas travel, accommodation, and tuition. この研究では日本人学生に対する留学の利点および最近の留学の傾向を調べ、さら に東京の私立大学で英語を専攻している学生に対して実施した留学についての調査 の結果を検討している。JASSO の統計によると、２０２０年までは留学する日本人 大学生の数は増加傾向であったが、そのほとんどは短期留学であった。英語で行わ れたアンケート調査の目的は、著者の三つのクラスの７２名の学生のうちの何割が 留学経験がある、もしくは留学の予定があるか、またすでに留学した学生はその経 験から恩恵を受けたと感じているか、学生は留学をするにあたってどのような不安 を持つか、さらに留学しないと答えた学生の場合は留学しない理由を明らかにする ことである。２０１８年１月に行われた調査の回答率は１００パーセントであっ た。２３人（３２パーセント）の学生は留学経験があり、ほとんどの場合が英語圏 の国への短期留学である。留学経験のある学生の大半数が有益な経験ができ、英語 力が上達したと感じており、他の学生に留学を勧めると答えている。留学経験のな い学生の２６人（５３パーセント）が留学する予定だが、英語のコミュニケーショ ン、安全、金銭などについて不安を感じていた。留学しない理由については、旅 費、宿泊代、授業料など経済的な理由が大半であった。

scholarly journals Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. p36
Author(s):  
Taraneh Sabouri ◽  
Chris Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Instructional Strategies ◽  
English Language ◽  
Language Learner ◽  
Social Studies Teachers ◽  
Marginal Effect ◽  
Instructional Approaches ◽  
Learner Centered

Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.

scholarly journals Elementary English Language School Teachers Self Evaluation: A Case Study from Real Life Application

2021 ◽  
Vol 2 (1) ◽  
pp. p64
Author(s):  
Salwa H. Al Darwish
Keyword(s):  
English Language ◽  
Real Life ◽  
Target Language ◽  
Female Teacher ◽  
Self Evaluation ◽  
Teacher Trainees ◽  
Public Elementary Schools ◽  
Teacher Trainee ◽  
Central Tool

Self- evaluation is a central “tool” to express how we know what we do when we teach, and as we make decisions on our own while we teach, self- evaluation has the power to help us link knowledge and theoretical information and to use each area of expertise more professionally. This paper will discuss primary school English Language teacher trainee’s self- evaluation which will be carried out between the instructor (researcher/ mentor) and the student teacher trainees. This study aims to explore the benefits of the process of self-evaluation during the student trainees while teaching English as a foreign language in public elementary schools in the form of the practice classes (Practicum Course). Another purpose of this research will be to find out more about students’ perceptions, problems and difficulties of teaching the target language (English) to young learners in order to find the instrument that will help the teacher trainees to better prepare, monitor and evaluate their own teaching through the self-evaluation and peer evaluation. The chosen instrument for this research will be observation for each individual by the instructor (mentor) and the teacher trainees, followed by a questionnaire distributed among the teacher trainees. The sample will consist of 30 female teacher trainees. Each participant is assigned four classmates to be observed and evaluated; followed by the mentor observation and evaluation for each teacher trainee. The results were not similar between the teacher trainees and the mentor.

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