scholarly journals Fossilized Use of Active and Passive Simple Present by Iraqi M.A. Students

2019 ◽  
Author(s):  
Nawal Fadhil Abbas ◽  
Lina Laith Younus ◽  
Huda Hadi Khalil
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
English Language ◽  
Current Problem ◽  
College Of Education ◽  
Language Transfer ◽  
Foreign Language Learners ◽  
Master Of Arts

Interlanguage fossilization is a crucial dilemma that foreign language learners may fall in. The problem of the present study is shown clearly in the answers of Iraqi students of Master of Arts in the College of Education for Women University of Baghdad. In spite of all the previous years of studying English language, some still have the problem of fossilized active and passive simple present tense. The present study aims at shedding light on the reasons behind the Iraqi students’ problem. An error analysis is applied to critically examine the students’ answers in their final course exam of two courses namely; pragmatics and discourse analysis. Depending on Selinker’s model (1972) of error analysis, students errors are all traced back to the language transfer of their native language. Among the results of analysis the researchers have arrived at a suitable solution for the current problem embodied by Sharwood’s Consciousness-Raising Approach (1981). It is recommended as a psycholinguistic model for defossilization. It is very suitable for mentally matured learners and help to solve the dilemma.

Analysis and classification of errors when shifting from general English to ESP teaching at University (the case of legal translation)

2018 ◽  
Vol 5 (1) ◽  
pp. 148-155 ◽  
Author(s):  
Karine Chiknaverova
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
Introductory Course ◽  
Foreign Language Learners ◽  
Legal Translation ◽  
Sociocultural Characteristics

Teaching legal translation at university causes a number of challenges which are caused by linguistic and sociocultural characteristics of the corresponding original and translation texts and psycholinguistic peculiarities of the second language acquisition process. There are some aspects in teaching legal translation that are rarely under investigation, among them there are issues that arise when shifting from general English to legal translation teaching. The article aims to comprehensively analyse and classify errors that students make during the introductory course of legal translation as well as to reveal the causes thereof. The author is guided by a set of methods including inter alia analysis of research on errors made by foreign language learners, observation and representative method. It concludes with recommendations related to teaching legal translation at the introductory level, summarises sources, types of errors and the ways to minimise and avoid them. Keywords: Teaching legal translation, ESP, ESL, error analysis.

scholarly journals THE USE OF LEXICAL COLLOCATIONS IN SOME ARTICLES OF SEVENTEEN.COM WEBSITE

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Marsya Aprila Tayibnapis ◽  
Lina Meilinda ◽  
Yessy Purnamasari
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Technique ◽  
Lexical Collocations

Collocations are one of the problems faced by EFL (English as a Foreign Language) learners when learning English language. This study is intended to help the EFL Learners and non-native English speakers to add knowledge about collocations. Therefore, this study is aimed to find the use of lexical collocations and their meaning. This study used a descriptive qualitative research technique. The source of the data is eleven articles from eight sections in seventeen.com. om the research, there were 79 lexical collocations and they were classified as six out of seven types that Benson et al. (2010) proposed. The data showed that the most used type is L3 (adjective + noun) and the least used is L4 (noun + verb). The meaning of the lexical collocations was defined from the contexts. 

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

scholarly journals The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge

2018 ◽  
Vol 169 (1) ◽  
pp. 142-168 ◽  
Author(s):  
Elke Peters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Positive Relationship ◽  
Vocabulary Knowledge ◽  
The Internet ◽  
Vocabulary Test ◽  
Foreign Language Learners ◽  
Print Books

Abstract The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of instruction (three or six years), gender, and out-of-class exposure to English language media affect Flemish learners’ vocabulary. Data were collected with 79 English-as-a-foreign language learners. They were administered a frequency-based vocabulary test and a questionnaire. The findings of this study show that Flemish English-as-a-foreign language learners are frequently exposed to English language media. The results also indicate a positive relationship between learners’ vocabulary knowledge and exposure to non-subtitled TV programs and movies, the Internet, and written print (books, magazines). Finally, both length of instruction and current out-of-class exposure to English language media had an effect on learners’ vocabulary knowledge, but out-of-class exposure had a larger effect than length of instruction.

How to select and present cultural data: a challenge to lexicography

2020 ◽  
Vol 36 (1) ◽  
pp. 39-57
Author(s):  
Antoni Nomdedeu Rull
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Spanish Speakers ◽  
Lexicographic Product ◽  
Foreign Language Learners ◽  
Language Technology ◽  
Different Sources ◽  
Cultural Data

AbstractForeign language learners need to get cultural information during their learning process for their oral and written comprehension and expression activities. Current lexicographic products are not characterized by showing explicit, systematic, and organized cultural data about cultural words or expressions found in their vocabularies. Current lexicographic products are not characterized by showing explicit and/or systematically cultural data about cultural words or expressions found in their vocabularies. Consequently, learners’ communicative and cognitive needsare not satisfied when looking up any cultural word and/or expression. One of the challenges of lexicography is how to select and represent cultural data in various lexicographic products. Overcoming this double challenge will depend on how these lexicographic tools cope with the following actions: (1) personalization of the lexicographic product; (2) integration in other tools (e.g. writing assistants); and (3) development of the product as a learning tool and not only a consultation tool. In view of this issue, this paper discusses about how to select cultural data from different sources and how to represent them in Write Assistant, a tool created by the Danish language technology company Ordbogen and published in 2019, though still in progress. Special attention will be given to Spanish speakers learning the English language.

scholarly journals Implementation of Self-Regulated Learning Model In Learning English Writing

2018 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
La Ode Nggawu ◽  
Hartati Muchtar ◽  
Khaerudin Khaerudin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Learning Model ◽  
Albert Bandura ◽  
English Writing ◽  
Self Regulated Learning ◽  
Foreign Language Learners ◽  
Regulated Learning ◽  
Good Learning

<em><span>This Academic article discusses the implementation of self-regulated learning model in English Writing learning, especially on enriching writing skill. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second /foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well<span class="ShortAbstract">.</span></span></em>

scholarly journals Collaborative Learning through Literature Circles in EFL

2016 ◽  
Vol 6 (1) ◽  
pp. 96
Author(s):  
Osman Bedel
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Social Interactions ◽  
Language Learners ◽  
English Language ◽  
Literature Circles ◽  
Balanced Literacy ◽  
Approach To Learning ◽  
Foreign Language Learners

This paper discusses how the introduction of ‘literature circles’ have led to the stimulation of social interaction among language learners. These social interactions happen because members of the literary circles are able to read and understand a book of choice, and assign participating student members their responsibility through structured time and assessment. They are primarily guided by students’ insights and questions and they apply each other's learning, reading, writing, and speaking skills, making this approach to learning flexible and fluid, while initiating collaborative social interaction at the same time. This collaborative learning and social interactions have been applied in classrooms of ‘English as a Foreign Language’ learners. This paper looks into the need for literature circles that promote collaborative learning in the EFL classroom, in order to attain higher levels of language and literary skills. The research also shows that literature circles as reader-response centric have come to constitute a part of a balanced literacy program in learning foreign language in general and the English language in particular.

scholarly journals Metacognitive Reading Strategies Use by English and French Foreign Language Learners

2020 ◽  
Vol 12 (2) ◽  
pp. 243-262
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
French Language ◽  
Foreign Language Learners ◽  
Support Strategies ◽  
Language And Literature ◽  
Metacognitive Reading Strategies ◽  
Global Strategies

he present study aims to investigate the use of metacognitive reading strategies by 240 fourth-year students majoring in English Language and Literature or French Language and Literature at Jordanian universities. The Survey of Reading Strategies Questionnaire (SORS) (Mokhtari and Sheorey, 2002) was used for data collection. It consists of 30 items divided into three reading strategies: Problem Solving strategies, Support strategies, and Global strategies. The findings showed that English language learners and French language learners reported moderate use of metacognitive reading strategies and a tendency towards the use of Global reading strategy (M= 3.06) more than Support (M= 3.01) and Problem Solving (M= 2.88) strategies. Significant differences existed in the categories of metacognitive reading strategies use between the two groups of the study. The findings indicated that foreign language learners might recognize which strategies to use, but they may not have knowledge of how to use them successfully. They need to know how to use reading strategies correctly not only to know which strategies to employ. It is recommended that larger-scale studies be conducted to investigate the relationship among reading strategies of language learners, texts of different difficulties and lengths, and learning styles. Keywords: Metacognitive reading strategies, global strategies, support strategies, problem.

scholarly journals RELATIVE CLAUSE TRANSFER STRATEGY AND THE IMPLICATION ON CONTRASTIVE ANALYSIS HYPOTHESIS

2021 ◽  
Vol 9 (4) ◽  
pp. 452
Author(s):  
Sudarsono Sudarsono
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Master's Program ◽  
Contrastive Analysis ◽  
English Language Education ◽  
Foreign Language Learners ◽  
The University

Foreign language learners may transfer their previous language properties into that of the target language either positively or negatively. The present study was designed to investigate the transfer strategy from the Indonesian relative clauses to the English ones. It was a descriptive study. The data were collected from the theses submitted by the Master's Program students of English Language Education to the university. The study found out that most students relativized subjects successfully but frequently failed to relativize the object of which Indonesian could not do it. The students were not found relativizing indirect objects, oblique, and comparison of which Indonesian did not permit. In conclusion, the study supported the strong contrastive analysis hypothesis. 

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