scholarly journals The Role of Pashto (as L1) and Urdu (as L2) in English Language Learning

2018 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Ayesha Saddiqa
Keyword(s):  
Language Learning ◽  
English Language ◽  
National Language ◽  
Capital City ◽  
Target Language ◽  
English Language Learning ◽  
Sentence Structure ◽  
The North ◽  
Facilitative Role

Pashto is one of the dominant languages in the north of Pakistan. Its speakers prefer to communicate in L1with their peers in non-pashto speaking regions like Lahore, which is the capital city of Punjab, Pakistan. Along with Pashto, they communicate in Urdu (the national language) and English (the most prestigious academic language) for higher education, employment and business. With this background in mind, the current study investigates: (a) what are the common syntactic properties (sentence structure, aspect, preposition, article and mood) in Pashto, Urdu and English languages?, (b) What are the advantages and/ or disadvantages to Pashto speakers in English language learning? and (c) What is the potential role of Urdu in English language learning? Linguistic Proximity Model was used as a theoretical framework to analyze the data. The data was gathered from 19 Bachelor of Science Pashto students of different programs from three universities located in Lahore. The participants were asked to translate sentences from Urdu to English and from Pashto to English to find interference of both Pashto and Urdu in learning the English language. Unlike many studies, the present study negates the facilitative role of background languages in learning the target language. Apparently, although Urdu serves as a base for learning the English language, the present study recommends an independent investigation to explore the role of the Urdu language in learning English.

scholarly journals Peran Media Sosial Instagram sebagai Strategi Menjaga Eksistensi Bahasa Indonesia

2018 ◽  
Author(s):  
Nadia Salsabila
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Language ◽  
Qualitative Approach ◽  
National Language ◽  
English Language Learning ◽  
Bahasa Indonesia ◽  
Over Time ◽  
Descriptive Qualitative

Language is a medium that is used to convey information both orally or in writing from one individual to another individual. In Indonesia we use Indonesian as a national language and unifying language of our nation. However, over time, Indonesian language began to experience a shift in its use and was replaced by English. Language learning can also be obtained through social media namely Instagram. The main purpose of this article is to identify the role of social media Instagram as a strategy to maintain the existence of Indonesian language. The type of this research is descriptive qualitative approach from the account @bahasbahasa_. Based on the research, the data taken from the account @ bahasbahasa_ turns out that Instagram plays a role in improving the existence of Indonesian language. This is evident from some of his submissions which show how the Indonesian language is used properly and correctly. Data is classified based on the type of content sent by the account, namely the use of punctuation, standard words, and affixes. With the existence of this article, the researcher hopes that readers can find out the role of the Instagram in maintaining the existence of the language and using the best instagram for learning.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

scholarly journals Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

2016 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Julia Sevy
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
English Language ◽  
Language Teachers ◽  
English Language Learning ◽  
Sentence Structure ◽  
Work Task ◽  
English Language Teachers ◽  
Common Problems ◽  
Multi Level

Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

scholarly journals HIGHER EDUCATION TEACHING STRATEGIES: AN OVERVIEW OF ENGLISH CLASSES

2018 ◽  
Vol 11 (2) ◽  
pp. 183
Author(s):  
L. Angelianawati
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
English Education ◽  
English Teachers ◽  
Target Language ◽  
English Language Learning ◽  
English Classes ◽  
Higher Education Teaching

ABSTRAk   Salah satu komponen utama dalam perencanaan pendidikan tinggi adalah pengajaran. Berkaitan dengan pembelajaran bahasa Inggris, pengajaran berpengaruh terhadap keberhasilan siswa di kelas bahasa Inggris. Pemilihan strategi mengajar yang tepat, yang dilakukan oleh guru bahasa Inggris, membantu pembentukan proses pembelajaran Bahasa yang efektif dan tepat sasaran. Terdapat banyak strategi mengajar yang sesuai untuk pembelajaran bahasa Inggris di pendidikan tinggi. Dalam tulisan ini akan diuraikan beberapa strategi mengajar tersebut, termasuk persyaratan dan hambatannya. Pemahaman tentang strategi mengajar terbaik yang sesuai dengan kelas bahasa Inggris sangat penting bagi guru bahasa Inggris. Ulasan dalam tulisan ini diharapkan dapat menghasilkan perbaikan dalam praktik mengajar pendidikan bahasa Inggris di perguruan tinggi.   Kata Kunci: Pendidikan Tinggi, Metode Pengajaran, Pendidikan Bahasa Inggris     ABSTRACT   One of the main components in higher education planning is teaching. Regarding to English language learning, teaching distributes influences toward the learners’ successfulness in English classes. The appropriate selection of teaching strategies conducted by the English teachers help shaping effective and on-target language learning processes. There are many teaching strategies applicable to English language learning in higher education. The present writing elaborates discussions about those teaching strategies, including its requirements and barriers. Understanding the best teaching strategies which fit the English classes is considerately important for English teachers. It is expected that the discussion will result in the betterment on English teaching practices in higher education.   Key Words: Higher Education, Teaching Strategies, English Education

scholarly journals FAKTOR YANG MEMPENGARUI KEBERHASILAN PESERTA DIDIK DALAM PEMBELAJARAN BAHASA INGGRIS (Teori Linguistik dan Al-Qur’an)

2018 ◽  
Vol 12 (1) ◽  
pp. 105-124
Author(s):  
Andi Muhammad Dakhalan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
School Facilities ◽  
School Curriculum ◽  
English Language Teaching ◽  
English Language Learning ◽  
English Language Education ◽  
Learning English

The emergence of today’s role of English as an international language (EIL) and as a global lingua franca (ELF) makes English language education important in many countries. In Indonesia, for example, it has been growing a number of schools ranging from kindergarten to university level which use English as the medium of instructions.Every subject in school curriculum has different objectives including English subject. But some students donot realize that, learning English is really important in their life. It makes them unmotivated in learning English. Lack of learners’ motivation is believed as one of the primary problems of English language teaching, many of them take it as a difficult lesson to learn. As a result, they skip class, and when they attend the class, it is not because they want to learn English but likely because they fear of failure. Moreover, lots of them may lack of attention during class, chatting with classmates, doodling in their note books or gasp in their textbooks. This present study aims at discovering the factors that influence the students’ achievement in English language learning by using linguistic and Al-Qur’an theory. The conclusion of the study is the factors that influence the students’ achievement in English language learning are the students’ intelligence, motivation, school facilities, policies of government and the principal, family, and environment

scholarly journals Medical Students’ English Language Learning: Needs and Perceptions

2018 ◽  
Vol 13 (1) ◽  
pp. 164-190
Author(s):  
Amin Karimnia ◽  
Mohammad Reza Khodashenas
Keyword(s):  
Medical Students ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
Needs Analysis ◽  
English Language Learning ◽  
Learning Needs ◽  
Skills Use ◽  
English Language Skills

Summary This study investigated the medical students’ English language learning needs and their perceptions of ESP courses in an academic environment. To do this, 100 medical students studying medical sciences in the faculty of medicine in Mashhad, Iran, were selected as the participants. Hutchinson and Waters’ target language needs analysis framework was drawn on as the analytic model guiding the study. A needs analysis questionnaire was used for data collection. The questionnaire designed to identify the learners’ perceptions of the frequency of English language skills/sub-skills use, the importance of English language learning, their ability in using language skills, their needs of language learning and their preferences of an English language course. After gathering and analyzing the data, it was found that reading skill is given priority by the students in terms of frequency of use, importance and proficiency. It also revealed that students need and prefer training in speaking, listening and communication skills. Considering the students’ perceptions of the current ESP course, the findings implied that the English language skills incorporated in the current ESP book for the medical students and the allocated time for this course are not compatible with the English language learning needs and wants of the students.

scholarly journals PROMOTING ENGLISH LANGUAGE LEARNING AMONG LIMITED ENGLISH PROFICIENCY LEARNERS THROUGH MOVIES

2021 ◽  
Vol 22 (1) ◽  
pp. 126-138
Author(s):  
ROZMEL ABDUL LATIFF ◽  
NOR HASNI MOKHTAR ◽  
RAJA HANANI RAJA MUSHAHAR ◽  
MICHI FARIDA ABDUL HALIM
Keyword(s):  
Language Learning ◽  
Rural Areas ◽  
Limited English Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
English Proficiency ◽  
Language Skills ◽  
Target Language ◽  
English Language Learning ◽  
Comprehensible Input

English language learning in a non-native environment is always a challenge. This is especially so among limited English proficiency (LEP) learners. Despite having eleven years of instructions in English in primary and secondary school, there are still quite a number of LEP learners entering the university. This may be attributed to lack of exposure to the language, as classroom instruction alone is not sufficient for mastery of a second language. Although English is widely spoken in Malaysia, this does not apply to all communities, especially in rural areas. In such circumstances, watching movies in the target language can provide the necessary exposure, the ample amount of listening and reading in the target language, which provides the comprehensible input essential for language acquisition. Movies also come with closed captions, which not only help the learner recognize the words but also enable them to look up the words in a dictionary. An action research was conducted to investigate the effectiveness of using movies in a Foundation English course. This paper details the implementation of movie viewing in the course and presents the usability and appropriateness of using English movies in the acquisition of English language skills and creating cultural awareness among LEP learners. Finally, this paper highlights the learners’ responses regarding their experience in watching the movies. These responses provide invaluable insights into the impetus for future use of movies in the ESL classroom. Keywords: Comprehensible input; Cultural awareness; Limited english proficiency (LEP) learners; Language skills; Movies.

Examination of connectivist theory in English language learning

2019 ◽  
Vol 36 (4) ◽  
pp. 354-363 ◽  
Author(s):  
Oytun Sozudogru ◽  
Mehmet Altinay ◽  
Gokmen Dagli ◽  
Zehra Altinay ◽  
Fahriye Altinay
Keyword(s):  
Language Learning ◽  
English Language ◽  
Online Communication ◽  
English Language Learning ◽  
Communication Tools ◽  
Content Type ◽  
A Value ◽  
Supplementary Material ◽  
Online Communication Tools

Purpose The purpose of this paper is to examine the role of technology and online communication platforms in English language learning based on connectivist theory. Design/methodology/approach Questionnaire and checklist were used to examine the role of online communication tools in the learning process. The data analysis was done with SPSS. Findings Results showed that being involved in collaborative learning and dialogue increases connectivist knowledge, reflection and negotiation. Online communication tools can be used as an effective supplementary material for learning. Research limitations/implications The limitation of this paper is that the number of participants was limited to 27. Practical implications This paper gives insights on the use of language and technology integration. Social implications New way of learning and language learning become essential for the pedagogy and learner in the higher education. Originality/value The paper is original in its research context and gives a value to contribute new way of learning based on approach.

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