scholarly journals Reading Difficulties in English as a Second Language in Grade Five at a Saint Patrick’s High School for Boys, Hyderabad- India

2022 ◽  
Author(s):  
Zena Abdulameer Mohammad ◽  
Muhamad Hasbi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
Reading Difficulties ◽  
Ability Test ◽  
Essential Components ◽  
High Level

Reading is one of the essential components of the English language. Countries that use English as a second language (ESL) sometimes have difficulties in reading and comprehension. According to many researches, mother tongue has proved some interferences with learning a second language. This study investigated the results of reading difficulties of young second language learners in terms of accuracy, comprehension, and rate using the Neale Analysis of Reading Ability test. The study was carried out in one of the High Schools for Boys in Hyderabad, India and included Grade five, aged 10-12 years. In order to understand the reading difficulties of English as a second language, a qualitative approach was employed. Interview, reading tests, and observation were conducted as a data collection tool. The findings showed that these subjects had no specific language impairments but they had different degrees of language exposure and usage that led to poor accuracy, comprehension, and reading rate during reading English language texts. Five students (50%) were classified at a low level of readers, three (30%) at a high level, and two (20%) at a mild level after evaluation of their compatibility between their chronological and reading age. It is suggested that the teachers should first assess students who struggle in reading accuracy and comprehension and then assist them with their language learning and acquisition that take place at school and home.

scholarly journals Reading Difficulties in English as a Second Language in Grade Five at a Saint Patrick’s High School for Boys, Hyderabad- India

2021 ◽  
Vol 12 (4) ◽  
pp. 521-535
Author(s):  
Zena Abdulameer Mohammad ◽  
Muhamad Hasbi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
Reading Difficulties ◽  
Ability Test ◽  
Essential Components ◽  
High Level

Reading is one of the essential components of the English language. Countries that use English as a second language (ESL) sometimes have difficulties in reading and comprehension. According to many researches, mother tongue has proved some interferences with learning a second language. This study investigated the results of reading difficulties of young second language learners in terms of accuracy, comprehension, and rate using the Neale Analysis of Reading Ability test. The study was carried out in one of the High Schools for Boys in Hyderabad, India and included Grade five, aged 10-12 years. In order to understand the reading difficulties of English as a second language, a qualitative approach was employed. Interview, reading tests, and observation were conducted as a data collection tool. The findings showed that these subjects had no specific language impairments but they had different degrees of language exposure and usage that led to poor accuracy, comprehension, and reading rate during reading English language texts. Five students (50%) were classified at a low level of readers, three (30%) at a high level, and two (20%) at a mild level after evaluation of their compatibility between their chronological and reading age. It is suggested that the teachers should first assess students who struggle in reading accuracy and comprehension and then assist them with their language learning and acquisition that take place at school and home.

scholarly journals Positive Evidence and Parameter Resetting in the Teaching of English Grammar to Libyan University Students

2021 ◽  
pp. 8-28
Author(s):  
Aisha F. Abugharsa ◽  
Fatma M. Elzawawi ◽  
Majdi A. Zarmuh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
Great Difficulty ◽  
Positive Evidence ◽  
English Grammar ◽  
Parameter Resetting ◽  
Verb Raising

This study builds on Chomsky’s principles and parameters framework (Chomsky, 1986) by applying it to the study of second language (L2) acquisition. In other words, it makes use of a parameter resetting model to explain aspects of the second language learning process. It aims to investigate whether classroom instruction which presents only positive evidence, that is to say grammatically correct samples of the L2, is sufficient to enable adult second language learners to acquire certain properties of L2 parameters which differ from their mother tongue (L1). The participants in the study have Arabic as their L1, and are learning English as an L2. The study hypothesizes that the participants, who are all adult students studying English language at an advanced level in Misurata University, Libya, will not be able to reset the pro-drop parameter and the verb raising parameter from their properties in Arabic to their different properties in English. The hypothesized reason is that they are taught using only positive evidence-based samples of English, and that is not sufficient to lead to parameter resetting. The results show that the students had great difficulty in resetting the pro-drop parameter and the verb raising parameter from Arabic to English.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

scholarly journals A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

2019 ◽  
Vol 10 (3) ◽  
pp. 603
Author(s):  
Xiaoyu Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
Language Transfer ◽  
English Writing ◽  
Chinese Learners ◽  
Major Section

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

scholarly journals Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology

2022 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Antonija Šarić
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
First Language ◽  
Food Technology ◽  
Subordinate Clauses ◽  
Last Stage

In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Although PT is not concerned with the errors made by the second language learners, this paper will try to identify the origin of errors that appear in the students' interlanguage and the acquisition of the last stage, i.e. the word order in subordinate clauses. In that way, it will be determined whether the errors (inter- or intralingual) made by the students prevent them from acquiring the last stage of PT.

scholarly journals Exploring the Perceptions of Moroccan EFL Teachers Towards Task-Based Language Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Mohammed Mettar
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Classroom Practices ◽  
Mother Tongue ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Level Of Use ◽  
Efl Teachers ◽  
High Level

Moroccan students do not have many opportunities to use English outside the classroom setting. The adoption of task-based language learning (TBLL) is deemed to be an appropriate language instructional method for the Moroccan EFL context. Hence, teachers are explicitly urged in the official Moroccan English language guidelines documents to adopt tasks in their teaching practices. However, no known empirical research has been conducted to investigate teachers’ perceptions and use of TBLL. To fill this gap, this study attempted to investigate high school EFL instructors’ familiarity with TBLL and their views on the use of tasks in their classrooms. An online survey provided quantitative data from 90 participants. Results showed that although Moroccan EFL teachers have a good understanding of the key concepts of this approach, their use of tasks is limited. Lack of task-based materials, large class sizes, and students’ use of their mother tongue to complete the task are identified as the main obstacles facing a high level of use of tasks in teachers’ classroom practices. Several implications for the successful integration of TBLL in the Moroccan EFL context are suggested at the end of the article.

scholarly journals The analysis of word class and morphology for Stage2 and Stage 4 texts in ESLL context

2021 ◽  
Vol 2 (45) ◽  
pp. 503-512
Author(s):  
Mohammed Abed Saleh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Word Class ◽  
Sentence Structure ◽  
Parts Of Speech ◽  
Stage 4 ◽  
The Right

Abstract   This research is intended to present the writing difficulties that second language learners have encounter through their learning process.  Linguists have proved that English second language learners (ESLL) face some difficulties in their writing because it is hard to understand ESLL perspectives. Many samples of ESLL writing have been examined and proved that their writing lacks some linguistic features. Coherent, accurate and creative text is the goal for English language teachers to be produced by their students. Word class (parts of speech) and morphology are the key features of language that indicate its linguistic system, especially sentence structure. The researcher tries to analyze word class and morphology in two selected texts of stage 2 and stage 4 in a second language learning center. One of the findings of this research is the use of bound grammatical morpheme (inflectional morpheme) for both texts is to some extent justifiable although the writer of S2 text makes some mistakes in producing the right word to give new meaning.

scholarly journals Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners

2021 ◽  
Author(s):  
Mehrzad Eftekhar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Second Language Learners ◽  
Research Question ◽  
Language Learner ◽  
Learning Performance

Through interviews with eight Iranian participants, this Major Research Paper explores second language adult learners’ beliefs about their abilities in performing English language tasks. Primary research questions include: (i) Do learners’ self-efficacy or beliefs about their competency in acquiring a second language affect their language learning performance? (ii) Does gender impact the level of self-efficacy a second language learner might hold? With respect to the first research question the findings demonstrate that unlike the female participants, the male participants’ self-efficacy positively correlates with their second language acquisition. In terms of the second research question, the results of the study show that gender isn’t deemed influential in the formation of self-efficacy among second language learners.

scholarly journals Teaching English As Second Language through Drama for Effective Communication Skills: A Pragmatic Perspective

2018 ◽  
Vol 3 (3) ◽  
pp. 259
Author(s):  
Joseph Agofure Idogho
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Second Language Learners ◽  
Effective Communication ◽  
Teaching English ◽  
English As Second Language

<p>Literatures have reveal that teaching English Language in a conventional classroom with all the available methodology hardly gives the students opportunity to use the language effectively or gain the competence and confidence of using the language in and outside the classroom and probably develop fluency in it: especially when English is a second language other than the learner’s language like the Nigeria situation. This paper thus opines that with the use of drama as a tool or technique in teaching English Language as second language; learners would be equipped with the essential skills of communication and gain fluency in the language. This paper therefore explores the array of models through which language exploration through drama is related to Language Acquisition theories. The paper examines the theories of Language acquisition to establish the relevance of drama-in-education to the domain of teaching and learning and probably language teaching. It further x-rays the mimesis concept of drama as a basis and model for language learning by explaining the three imitative models of language learning among humans as they relates to communicative activities: to prove the relevance of drama as a potent tool for fostering effective communication skills in English as Second Language Learners.</p>

scholarly journals Language Learning Beliefs of Second Language Learners at Graduate Level in Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 104-112
Author(s):  
Qurratulain Ershad ◽  
Maria Shiraz ◽  
Shahzada Qaisar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Graduate Students ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Second Language Learners ◽  
Learning Beliefs ◽  
Language Learning Beliefs ◽  
The Stability

The current research aimed at examining the beliefs of Pakistani graduate students towards English language learning and assessing the stability of their beliefs after six weeks. In the process of language learning beliefs play a pivotal role. Students beliefs about second language acquisition need to be studied so that appropriate approach can be adopted. To collect data, sixty graduate students were selected by purposive sampling. BALLI (Beliefs about Language Learning Inventory, Horwitz, 1987) tool was adopted and administered twice to collect the data. The results showed that the learners are motivated and keen to acquire English language. The respondents were apprised of the significance of foreign language acquisition and highlighted the importance of pronouncing the words correctly, meanings of new words, and the benefits of drills. The results also depicted that there is stability in most of students beliefs after six weeks.

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