scholarly journals Analysis of Foreign Learners’ Lexical Errors: A Case Study of Kassala University

2021 ◽  
Vol 4 (6) ◽  
pp. 171-182
Author(s):  
Suad Abdelwahid Fadlallah Ali
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Wide Area ◽  
Writing Test ◽  
Lexical Errors

The aim of this paper is to identify the types of lexical errors made by learners in Sudan in producing English words.  To achieve these purposes, the researcher offered three questions. The data was gathered from free compositions writing test. The study sample consists of 50 students enrolled in the Department of English language at Kassala University. To answer the study questions, the frequency tables and percent were used. The findings of the study indicate that the students committed errors resulting from mother tongue interference and other factors such as overgeneralization and incomplete application of rules. Recommendations are suggested that lexical errors still need more studies and investigation because it is a very wide area and very difficult one.

scholarly journals Dialect Levelling: A Case Study of Ìkàr??-Àkókó Dialect

2021 ◽  
Vol 3 (3) ◽  
pp. 290-315
Author(s):  
Esther Olayinka Bamigbola ◽  
Fadekemi Rukayat Umar
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Indigenous Languages ◽  
Work Place ◽  
The People ◽  
Restricted Domains ◽  
The Status ◽  
Lack Of Commitment

This study investigates the factors that are responsible for the levelling of Ìkàr??-Àkókó dialect. Specifically, the paper examines the impacts of Nigerian indigenous languages, especially Yorùbá, on the dialect. The study aims at identifying the patterns of changes in the dialect and their impacts on the ethnic identities of the people. The work is based on the variationist approach pioneered by William Labov in the late 1960s and early 1970s. The tools used for data collection include questionnaire, oral interview and observation. The findings of the study reveal that the dialect manifests different stages of changes, vital domains like home, school and work place, which are supposed to be the strongholds of this dialect are being encroached upon by languages other than the mother tongue in the study area. It was found that the changes in the dialect are not due to the influence of English language only, but to indigenous Nigerian languages, mostly Yorùbá. It was concluded that the gradual levelling of Ìkàr??-Àkókó dialect is caused in part by restricted domains of use, increase in population; lack of commitment to indigenous language use by the native speakers; and suppressive language policy in the nation. The study recommends sensitization campaigns as a way of maintaining and sustaining the status of indigenous languages.

scholarly journals EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language

2020 ◽  
Vol 13 (8) ◽  
pp. 120
Author(s):  
Enas Abdelwahab Eltom RahmtAllah
Keyword(s):  
English Language ◽  
Research Question ◽  
Writing Skills ◽  
Efl Learners ◽  
Writing Test ◽  
Study Results ◽  
Efl Students ◽  
The Subject ◽  
Undergraduate Programs

Writing is considered an essential learning tool for all content areas. However, to master and have excellent writing skills for EFL students of undergraduate programs is challenging. Cohesion and coherence are both crucial textual elements to master writing. The present study examined coherence in English essays written by 46 female Saudi EFL third year at Unaizah College of Sciences and Arts, Qassim University. Examination of essays by the subject group designed to answer the research question. 1.) To what extent are EFL students competent in achieving coherence in writing skills? Each student was asked to write two essays (a writing test that included two essay questions). The data were analyzed through SPSS. The study results demonstrated that learners are not competent in achieving coherence in their writing tasks. In light of these results, recommendations are presented. The results also recommend further studies to investigate coherence and action research to improve this crucial skill among undergraduate Saudi EFL learners.

scholarly journals Lekcja języka obcego z uczniem niepełnosprawnym miejscem badań metodą indywidualnych przypadków

Neofilolog ◽  
2010 ◽  
pp. 153-162
Author(s):  
Małgorzata Burzyńska
Keyword(s):  
Intellectual Disability ◽  
Foreign Language ◽  
Cognitive Skills ◽  
English Language ◽  
Mother Tongue ◽  
Foreign Language Teaching ◽  
Case Study Method ◽  
Preliminary Results ◽  
Language Classes

The article presents preliminary results of research conducted during English language classes, with the case study method, among pupils with intellectual disability attending a primary special needs school. The research was meant to help answer the questions related to the possibility of incorporating foreign language teaching in the comprehensive process of their rehabilitation, and especially the development of individual cognitive skills as well as the mother tongue command. The article emphasizes the advantages of research based on a case study which enables the researcher to apply the principle of individualization and the treatment of every pupil as a subject no matter what the developmental barriers may be.

scholarly journals International Radiographers in Danger: A Letter to the Editor

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Aahmari A ◽  
Keyword(s):  
Health Care ◽  
International Students ◽  
English Language ◽  
Mother Tongue ◽  
International Health ◽  
Short Period ◽  
Reporting Programs ◽  
The Uk ◽  
Radiography Education

I have published a case study about how British universities −who offer radiographic reporting programs for radiographers− put admission conditions and tuitions on radiographers in three categories which are; British citizens, European citizens, and internationals [1]. I compared the three categories by collecting the data from the universities’ websites directly. The case study has a simple methodology which is clearly explained in the paper [1]. The case study showed that there is no English language requirements for Europeans due to the Bologna Agreement in June 19, 1999 and the Copenhagen Declaration in November 2002. The English language is not the mother tongue of any European country besides the UK. The tuitions for international students are very high compared to the UK/European citizens where they (UK/European) have the same low tuition. In addition, the international students can’t join approved programs from the HCPC, while UK/European citizens can join HCPC approved programs. The interpretation modules are not allowed for international students and they are allowed for UK/ European students. Training, ability to have the HCPC registration, and the ability to work all are allowed for UK/European citizens, while international students are not allowed to do so. After I published this case study which shows the facts in solid data that there is segregation on all levels and discrimination against international Radiographers, the Society and College of Radiographers and the Head of Radiography Education sent two letters threatening the journals Editors and I [2,3]. They said they are so perfect and they do not have any discrimination whatsoever [2,3]. They demanded to remove the paper from the online source and publish an apology [2,3]. They threaten and bullied me and the journal editors that they will legally be suing us for defamation. Therefore, I publish this letter challenging them to sue me. What I have published is accurate 100% and I did not make the numbers from my head. I collected the data from the universities’ websites directly. All that they claimed in their letters are wrong and emotionally driven. They did not stop here, no they continued by sending their trolls to report my researchgate account to suspend my account for more than one month. Is well known that the HCPC and the British media when someone is not British get suspended or not allowed to do any medical practice in the UK for any issue, the British media and HCPC publish their names, age, gender, ethnicity, nationality, and what mistake they did, but when the person is a white British citizen, the HCPC and the media tend to hide their identity and usually they get suspended for a short period of time. The HCPC, Society of Radiographers, and Heads of Radiography Education are discriminating on all levels against us as international radiographers and this is supported by numbers and solid data. They claim that they are so perfect and do not have any issue. This level of denial indicates that there is a massive issue and this is only the tip of the iceberg. The Society of Radiographers did not help the UK or international Radiographers in any way, shape, or form. Instead of denying their discriminatory behaviors against us, they should help the international Radiographers to rebuild their health care sector which collapsed after the pandemic (i.e. SARS II CoV a.k.a Covid-19). They have already a large shortage of Radiographers in the UK and with these behaviors, they will never solve the problems which the British citizens face every day in UK hospitals. No one should forget the number of international health care workers who sacrificed their lives during the pandemic to help the patients in the UK.

Choosing Language

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
Nineteenth Century ◽  
Public Schools ◽  
English Language ◽  
Mother Tongue ◽  
Social World ◽  
Spanish Language ◽  
Important Place ◽  
Spanish Speaking ◽  
The U.S

Formal public schools were not uniform throughout the U.S. Southwest in the nineteenth century that led some treaty citizens to have more opportunities for bilingual education or to remain in a Spanish-speaking social world. Beginning with a case study of the Vallejo family letters, this chapter traces the opportunities available to treaty citizens to choose to learn either English or Spanish. It also considers those who worked to retain the Spanish language. Treaty citizens need for Spanish language translations weakened more quickly in places where robust public schools encouraged or mandated a transition to English. By contrast, in places where schools did not receive funding or lacked an English-language speaker, Spanish remained the major language of society and an important part of politics. Anglos also at times chose to learn Spanish, oftentimes informally and due to their close residence or interactions with treaty citizens. Spanish has a longstanding and important place in the Southwest from place names, to choice phrases, and serves as a marker of identity for residents of the U.S. Southwest, not just those who used it because it was their mother tongue.

The role of dialect in mother tongue retention of Slovene Canadians: a case study

2017 ◽  
Vol 25 (1) ◽  
Author(s):  
Nada Šabec ◽  
Mihaela Koletnik
Keyword(s):  
Language Contact ◽  
English Language ◽  
Language Attitudes ◽  
Mother Tongue ◽  
Participant Observation ◽  
General Linguistic ◽  
Historical Profile ◽  
Rapid Shift

AbstractThis article addresses the issue of mother tongue retention in the Slovene Canadian community of Vancouver. A brief social and historical profile of the community is followed by a description of the general linguistic situation, based on the data collected through questionnaires and participant observation. The results show substantial intergenerational variation in terms of the immigrants’ language use and language attitudes and point in the direction of a relatively rapid shift from Slovene to English, but not to the weakening of their sense of ethnic identity.The focus then shifts to the linguistic aspects of Slovene-English language contact themselves. In addition to interference phenomena in the immigrants’ language such as borrowing from English and Slovene-English code switching, special attention is paid to the presence of dialect or standard features in their mother tongue. Lexis in particular is interesting as it shows traces of other languages. Next, we try to identify the most significant factors which affect the immigrants’ choice between Slovene and English in various contexts as well as their use of either dialect or standard in Slovene.

scholarly journals Nigerianism in Nigerian English: A Reflection of Ethnolinguistic Situation

2020 ◽  
Vol 10 (11) ◽  
pp. 1431
Author(s):  
Olusanmi Babarinde ◽  
Ndubuisi Ahamefula
Keyword(s):  
Study Design ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Indigenous Languages ◽  
Standard English ◽  
Case Study Design ◽  
Oral Test ◽  
National Languages

The study discusses the structure of Nigerian English with a view to examining the influence of Nigerian indigenous languages on this variety of standard English. Data for the analysis were obtained from twelve respondents selected from each of the three major national languages, namely; Hausa, Igbo and Yoruba. This study was carried out using a case study design. Oral test by reading three different texts, and observation were used as instrument to elicit data. The corpus revealed that interlanguage transfer is a major factor that influences the students in the pronunciation of English words. A number of grammatical issues borne out of mother tongue interference were equally discovered. The prominent roles ascribed to the English language led to the desperation by Nigerians to speak the language to the extent of inclusion of some linguistic forms from different indigenous languages. However, the paper affirms that Nigerianism should not be seen as evidence of weak proficiency in English. Rather, it should be viewed as possible signs of acculturation, and creative tendency that are associated with first language (L1) and/or mother tongue usage.

scholarly journals An Analysis of Students’ Errors in Writing Negative Sentences

2018 ◽  
Vol 3 (2) ◽  
pp. 352
Author(s):  
Mita Nurmayanti Rohendi ◽  
Herlina Herlina
Keyword(s):  
Qualitative Research ◽  
Mother Tongue ◽  
Descriptive Analysis ◽  
Logical Thinking ◽  
Writing Test ◽  
Qualitative Research Design ◽  
The Subject ◽  
Present Tense ◽  
Made In

This study was carried out to analyze and to classify the kinds and the source of students’ errors in writing negative sentences using simple present tense and simple present continuous tense. The purpose of this study were to describe kinds of the stundents’ errors in writing negative sentences and to find out the source of errors which the students made in writing negative sentences. The method used in this study was descriptive analysis research. Descriptive analysis in form qualitative research design applied in this study was case study. Furthermore, the subject of this study was the students of the seventh grade students of SMPN 13 Cirebon which consisted of 20 students. The data were collected through writing test and interview for students. The result of the analysis of students’ errors process showed that students committed errors into ten kinds of errors are made by students: 1. Omission, 2. Additional, 3. Misformation, 4. Misordering, 5. Omission and misformation, 6. Omission and misordering, 7. Additional and misordering, 8. Additional and misformation, 9. Omission and additional, 10. Misformation and misordering. Based on the finding of analysis, it showed the students made a total of 120 errors in catagory of verb which consist of 21 are omission, 22 are additional, 15 are misformation, 6 are misordering, 8 are omission and misformation, 20 are omission and misordering, 5 are additional and misordering, 10 are additional and mosformation, 10 are omission and additional, and 3 misformation and misordering. These errors were conducted because most of students were still influenced by their mother tongue and their Indonesian logical thinking (interlingual transfer). Besides, errors occurred because students generalized the rule and applied it incompletely (intralingual transfer). To sum up, it showed that the analysis of students’ errors in writing negative sentences using simple present tense and simple present continuous tense is difficult for students.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

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