scholarly journals Deviation in Academic Speech of Pakistani English Language Learners: A Corpus-Based Study

2020 ◽  
Vol V (II) ◽  
pp. 127-134
Author(s):  
Aqsa Aslam ◽  
Aniqa Rashid ◽  
Amna Aziz
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Languages ◽  
Academic Context ◽  
English Pronunciation ◽  
Phonetic Features ◽  
The Impact ◽  
Basic English

Pakistani English language learners' speech in an academic context has been evaluated in the present research. A catalogue of 350 words that fluctuate in pronunciation from the Basic English pronunciation of these words has been instructed in the present study. Wordlist founded on a remark made over six months has been formulated along with the transcription of these words according to the British, American, and Pakistani phonetic variants to bring out the unique pronunciation of educated Pakistani speakers of English. The deviation may be an outcome of learning rifts or the impact of their native languages such as Urdu, Punjabi, Pashtu and Saraiki. The general contours in the Pakistani pronunciation of these English words have also been examined. The study may not only assist in acquainting the global audience with the distinctive phonetic features of Pakistani English but also make the Pakistani teachers and learners concentrate on these words while teaching or learning how to pronounce them.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners

2007 ◽  
Vol 26 (3) ◽  
pp. 11-20 ◽  
Author(s):  
Rebecca J. Kopriva ◽  
Jessica E. Emick ◽  
Carlos Porfirio Hipolito-Delgado ◽  
Catherine A. Cameron
Keyword(s):  
Decision Making ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The Impact

The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review

2020 ◽  
Author(s):  
Princess-Melissa Washington-Nortey ◽  
Fa Zhang ◽  
Yaoying Xu ◽  
Amber Brown Ruiz ◽  
Chin-Chih Chen ◽  
...  
Keyword(s):  
Systematic Review ◽  
English Language Learners ◽  
Language Development ◽  
Language Learners ◽  
English Language ◽  
Peer Interactions ◽  
The Impact

scholarly journals Peddling Pedagogies: The Winners and Losers of a Standardized Testing Economy

2014 ◽  
Vol 100 ◽  
pp. 153-155
Author(s):  
Lucy Arnold Steele
Keyword(s):  
Public Policy ◽  
English Language Learners ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Urban Students ◽  
Ethnographic Research ◽  
Teacher Roles ◽  
High Stakes ◽  
The Impact

This review compares the ethnographic research of Jessica Zacher Pandya’s Overtested: How High-Stakes Accountability Fails English Language Learners with the programmatic prescriptions of Yvette Jackson’s Pedagogy of Confidence. Both texts are concerned with the impact of standardized testing on urban students, but the focus of each book is quite different in terms of public policy on education and the way teacher roles are construed.

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