scholarly journals American English in Teaching English as a Second Language

2021 ◽  
Vol 3 (2) ◽  
pp. 52-57
Author(s):  
Mammadova Gunay Aqil
Keyword(s):  
Second Language ◽  
Language Learners ◽  
English Learners ◽  
Quantitative Methods ◽  
English Language ◽  
American English ◽  
Contemporary History ◽  
Teaching English ◽  
Qualitative And Quantitative Methods ◽  
The Usa

With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.

scholarly journals A Computer-Aided Analysis on Word Form Errors in College English Writing — A　Corpus-based Study

2016 ◽  
Vol 11 (03) ◽  
pp. 4 ◽  
Author(s):  
Huaqing He
Keyword(s):  
English Learners ◽  
Quantitative Methods ◽  
English Language ◽  
English Language Teaching ◽  
Word Form ◽  
English Writing ◽  
Qualitative And Quantitative Methods ◽  
Form Errors ◽  
Significant Difference ◽  
Computer Aided

Based on contrastive analysis and computer-aided error analysis, this paper uses qualitative and quantitative methods to explore word form errors committed by Chinese non-English majors in their writing, collected in Chinese Learner English Corpus (CLEC). The aim is to offer English learners some help in the methods to improve their English writing proficiency and yield some suggestions on English language teaching. The main findings are as follows: (1) the word form errors account for 29.42% of the total language errors; (2) there is a negative correlation between word form errors and writing quality; (3) there is a significant difference in word form errors committed by college learners of different writing ability. In the end, the reasons for word form errors are analyzed and some pedagogical suggestions are put forward.

scholarly journals Challenges in Teaching English to Young Learners in Primary Stage: A Case Study on the Primary Schools in the State of Kuwait

2019 ◽  
pp. 69-77
Author(s):  
Hussain Al-Ali ◽  
Katy Mann
Keyword(s):  
Primary Schools ◽  
Quantitative Methods ◽  
English Language ◽  
The State ◽  
Hard Copy ◽  
Teaching English ◽  
Primary Stage ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
The State Of Kuwait

The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.

scholarly journals Motivation and Socio-Cultural Milieu of Second Language Learners: Considerations Involved in English Teaching

2020 ◽  
Vol 13 (5) ◽  
pp. 149
Author(s):  
Florentina Halimi ◽  
Cathy E. Daniel ◽  
Iqbal A. AlShammari
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
Cultural Values ◽  
Language Learners ◽  
Cultural Context ◽  
Quantitative Methods ◽  
English Language ◽  
Cultural Dimensions ◽  
Future Research

This study investigates the social, psychological, and cultural dimensions of motivation involved in learning English as a second language in Kuwait. It focuses on students’ experience of motivation, emotions, and their cultural background in search of differences and similarities presented by gender, type of high school, and year in university. The effects of motivation and learning experiences are discussed through using the perpectives of Gardner’s socio-educational model, whereas the influence of learners’ cultural context in second language learning is discussed through using Hofstede’s cultural model. Data were gathered by surveying undergraduate students from a private university in Kuwait, which yielded 233 completed questionnaires. The study employed quantitative methods using SPSS application for descriptive data analysis, correlation analysis, t-tests, and ANOVA. The descriptive statistics were calculated based on the data submitted by the students’ responses. The results revealed significant levels of integrative and instrumental motivation, emphasized by female students, which could be attributed to Hofstede's cultural dimensions of certainty, femininity, and collectivist society. Significant levels were also reported for English classes and English use anxiety, which may be attributed to Hofstede’s power distance, which accounts for the high respect accorded to teachers and teaching. Collectively, the results gained from this study provide guidance to disentangle the multitude of factors that affect English language learners. The findings reported in this study may help instructors who need to understand how learners’ cultural values influence the nature of instruction and point toward future research in analyzing multiple factors that assist language learning.

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>

Writing and Young English Language Learners

2021 ◽  
pp. 251-270
Author(s):  
Hector Manuel Serna Dimas
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Literacy Learning ◽  
Language And Literacy ◽  
K 12

Bilingual education has been based on theories and research stemming from fields of linguistics, psychology, first and second language acquisition while the study of second language acquisition requires a change of paradigm that involves the social and cultural views of language and literacy learning. Within the context of this analysis, the paradigm in question includes the conception of literacy processes based on the ideas of identity, subjectivity, and agency. This study used classroom observations, open interviews, and students' documents to conceptualize the literacy processes of Spanish/English learners in a bilingual K-12 school in Colombia. The data of this study indicate that students have a sense of their identity as bilingual learners. It should be remarked that the variables of these concepts greatly depend on the school culture's official first and second agenda for literacy education, which often overlooks the facts on how students understand their circumstances of being bilingual and biliterate.

scholarly journals Problematic Phonemes for Spanish-speakers’ Learners of English

2019 ◽  
pp. 215-238
Author(s):  
Olga Lucía Uribe-Enciso ◽  
Sol Smith Fuentes Hernandez ◽  
Karla Lizeth Vargas Pita ◽  
Anderson Steve Rey Pabón
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Second Language Learners ◽  
Spanish Speakers ◽  
English Pronunciation ◽  
Causes Of Errors

When learning English, learners might face a challenging task in mastering pronunciation due to differences in both languages such as sound-to-letter correspondence, size of phoneme inventory, allophonic realization of sounds, place and manner of articulation, among others. Therefore, the purpose of this paper is to review both theoretical and research reports on the most problematic sounds for Spanish-speakers English language learners. Approaches to second language learners’ errors like Contrastive Analysis and Error Analysis although being criticized have contributed to identifying likely causes of errors and dealing with them whether anticipating them or providing appropriate feedback on them. Besides, first language interference and age of second language acquisition have been found as complicating factors in the English pronunciation learning process. Finally, some classroom activities have been reported as successful for facilitating English pronunciation in Spanish native speakers.

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

An historical analysis of species references in American English

Corpora ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. 327-349
Author(s):  
Craig Frayne
Keyword(s):  
Environmental Change ◽  
Sentiment Analysis ◽  
Quantitative Methods ◽  
English Language ◽  
Language Use ◽  
American English ◽  
Historical Analysis ◽  
The Past ◽  
Corpus Studies ◽  
Google Books

This study uses the two largest available American English language corpora, Google Books and the Corpus of Historical American English (coha), to investigate relations between ecology and language. The paper introduces ecolinguistics as a promising theme for corpus research. While some previous ecolinguistic research has used corpus approaches, there is a case to be made for quantitative methods that draw on larger datasets. Building on other corpus studies that have made connections between language use and environmental change, this paper investigates whether linguistic references to other species have changed in the past two centuries and, if so, how. The methodology consists of two main parts: an examination of the frequency of common names of species followed by aspect-level sentiment analysis of concordance lines. Results point to both opportunities and challenges associated with applying corpus methods to ecolinguistc research.

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