scholarly journals An Analysis of Interference from Javanese in the Pronunciation of ,  and  in English by the Students of Faculty of Letters in Gajayana University.

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Pradnya Pramita Dewi
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
First Language ◽  
The State ◽  
Target Language ◽  
Vocal Cords ◽  
English As Foreign Language ◽  
Source Language ◽  
Place Of Articulation ◽  
The Way

English as one of the international languages has been learned by the students of Faculty of Letters in Gajayana University. In learning English as foreign language, most learners have problem in pronunciation, especially in the way they pronounce the sound of the target language. Mispronunciations which are produce by the learners is caused by the interference of the source language or first language. The object of this research is the students of Faculty of Letters in Gajayana University 2005/2006 intake who are native speakers of Javanese and have been done phonology class. Some specific sounds are discussed in these research namely English sounds of inter-dental fricative,  and alveolar approximant. The finding of the research are some interferences occur in pronouncing those sounds, they are 1) voiceless inter-dental fricative  is pronounced using voiceless dental stop , aspirated voiceless dental stop , voiced dental stop , and voiceless palato-alveolar affricate . 2).Voiced inter-dental fricative is pronounce using voiceless dental stop , aspirated voiceless dental stop , voiced dental stop , and voiceless palato-alveolar affricate . 3).Voiced alveolar approximant  is pronounced using voiced alveolar trill. 4). the possible reasons for the interferences made are based on the similarity of characteristics in the state of vocal cords, place of articulation, and manner of articulations.

scholarly journals THE USE OF FIRST LANGUAGE IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Iitha Priyastiti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
Native Speakers ◽  
First Language ◽  
English As Foreign Language ◽  
Efl Context ◽  
Language Classroom ◽  
Language And Education

Discussions of the second language (L2) pedagogy have been studied not only in the language and education fields. Experts working in the psychology field also propose theories on applied linguistics because L2 acquisitions involve external and internal processes. However, despite numerous studies on the field, it appears that an issue regarding the use of first language (L1) still creates continuous debates. Although arguments opposing the use of first L1 present compelling theories as to their rationale, they appear to overlook the context in which teaching and learning process takes place. The studies were either conducted in English as a Second Language (ESL) or English as a Foreign Language (EFL), where teachers are native speakers who do not share the same L1 with students. Considering the uniqueness in classroom contexts, this paper is not going to argue or take sides on the conflicting views on the use of L1. Instead, it attempts to acknowledge the gap of the context in language teaching used in previous studies. Using a sociocultural theory, this article will describe the beneficial use of L1 with a focus on its use by teachers in an EFL context where teachers share the same L1 with students. Keywords: first language, English as a Foreign Language, sociocultural theory

scholarly journals The Non-Native Students’ Motivation in Learning English at STIE Perbanas Surabaya

2018 ◽  
Vol 12 (2) ◽  
pp. 195-202
Author(s):  
Kartika M. Budiana ◽  
Djuwari Djuwari
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Native Speakers ◽  
Descriptive Analysis ◽  
Target Language ◽  
English As Foreign Language ◽  
Compulsory Subject ◽  
English Subject ◽  
Learning English

ow competence in English for the students of Non English native speakers has been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore students ‗motivation in learning English at STIE Perbanas Surabaya. This is a qualitative research and a case study. This study analyzed the data by means of a descriptive analysis. This method was chosen to describe the qualitative data taken from the students at STIE Perbanas Surabaya who were taking English subject. The data were collected using questionnaire. Some of the students were also interviewed in depth to triangualize the data related to their motivation in learning English. It was found that there are two types of motivation by the students of STIE Perbanas in learning English: intrinsic and extrinsic. They agreed (78%) that they are studying English because it is a compulsory subject in this college. Besides that, they have several factors of motivation affecting the students‘ learning English as foreign language such as local education system, attitudes to the target language, and teacher factor.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM

2019 ◽  
Vol 7 (1) ◽  
pp. 12
Author(s):  
Setya Resmini
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Primary Data ◽  
English As Foreign Language ◽  
Advantages And Disadvantages ◽  
Efl Students ◽  
Negative Perceptions ◽  
English Classroom ◽  
Bahasa Indonesia

ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English.  The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed.  The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

scholarly journals An investigation of Semantic Interlingual Errors in the Writing of Libyan English as Foreign Language Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Abdalmonem S. Rajab ◽  
Saadiyah Darus ◽  
Ashinida Aladdin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
English As Foreign Language ◽  
Lexical Choice ◽  
Foreign Language Learners ◽  
L1 Influence ◽  
Semantic Errors ◽  
L1 And L2 ◽  
Insufficient Knowledge

The aim of this paper is to investigate some semantic interlingual errors in the writing performance of Libyan English as Foreign Language Learners (LEFLLS). The study seeks to analyze these errorsthat appear in the learners’ written production. The data was gathered from 25 essays written by 25 Libyan postgraduates majoring in different fields. It was collected and organized according to the errors committed. Errors taxonomy adapted from James’ (1998) and Al-Shormani and Al-Sohbani’s (2012) was used in identifying and analyzing these errors. Semantic errors were classified into five categories namely formal mis-selection, formal mis-formation, lexical choice, collocation and lexico-grammatical choice. The semantic errors identified were 346. These errors were classified into four categories namely, formal misformation (46.7%), distortion due to spelling (32.4%), lexical choice (40.6%) and lexicogrammatical choice (2.4%). The results show that direct translation from the first language (L1), assumed synonym and misselection of letters sub-categories score the highest number of the errors, i.e.14.2%, 13.08% and 12.08% respectively. While the sub-category, both collocations incorrect error was the lowest (0.52%). The other errors take the form of paraphrase (11.5%) and Idiomacity (8.5%). Two main sources have been found to be the cause behind these errors namely, L1 influence and insufficient knowledge about the second language (L2). Moreover, cultural differences between L1 and L2 had its impact in the written products of Libyan students.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals THE COLLOCATION ANALYSIS OF TWILIGHT NEW MOON NOVEL

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 63-85
Author(s):  
Jimmi ◽  
Titin Suprihatin
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Modulation Method ◽  
The Novel ◽  
Source Language ◽  
The Core ◽  
New Moon

Nowadays in globalization era, being able to communicate in a foreign language is of paramount importance due to its role in seeking for jobs, scholarship, etc. Translation is one of English for Specific Purpose, because is challenging and interesting job to be mastered. Because translation is not an easy work, it needs a serious attention and concentration. It can be said that the core of translation is a transfer a message without any left words missing especially the meaning. The translator shall be careful in replacing the meaning from Source Language to Target Language. In translation, some problems appear like usage of collocation in novel Twilight New Moon. The author mostly uses collocation in the novel.. The translator also translate the novel not only by method word by word, but also the translator uses modulation method and context of sentence. The use of collocation in novel makes reader easy to understand meaning of novel, get the point of message of novel

THE INTERACTION OF LANGUAGES AND CULTURES AS AN OBJECT OF POLYPARADIGMATIC RESEARCH

2021 ◽  
Vol 4 (103) ◽  
pp. 118-125
Author(s):  
TATYANA E. VLADIMIROVA
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Native Speakers ◽  
Language And Culture ◽  
Self Development ◽  
Unity Of Language ◽  
Active Communication ◽  
The Trinity ◽  
The Way

The focus of this article is on the integral unity of language and culture, which predetermined the evolution of the person speaking . An appeal to the ancient holistic methodology revealed the trinity of psychological intention and speech itself in the correlation with cultural values. Consequently, teaching a foreign language, focused on active communication with native speakers, is also an object of polyparadigmatic research, which should precede the development of new teaching technologies. The undertaken consideration made it possible to single out a synergetic approach as combining the teaching of a foreign language, culture and the way of beingness formed on their basis with a personal need for self-development and self-realization.

Code Switching in EFL Classrooms: A Bangladeshi Perspective

2016 ◽  
Vol 6 (5) ◽  
pp. 924
Author(s):  
Md. Obaidullah
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Pedagogical Issues ◽  
Common Phenomenon ◽  
English As Foreign Language ◽  
Efl Classrooms

Code switching (CS) in classrooms, especially in bilingual classes, is a common phenomenon. This paper tends to expose the plausible reasons behind the application of first language (L1) in English as Foreign Language (EFL) classrooms where English is considered the medium of instruction in all spheres of pedagogical issues. Another important aspect of this study is to reveal the perception of both students and teachers towards their CS to L1. The findings of this survey show that a switch to L1, whether initiated by the teachers or the students, makes the lesson or topic discussed in the class more comprehensible.

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