scholarly journals An Investigation into Hufi English-Majored Students’ Issues with Translation and Interpretation

2021 ◽  
Vol 3 (6) ◽  
pp. 72-79
Author(s):  
Nguyen Thanh Hien
Keyword(s):  
Language Proficiency ◽  
Teaching Methods ◽  
English Language ◽  
Language Skills ◽  
Simple Task ◽  
Language Programs ◽  
Word Translation ◽  
Translation Methods ◽  
English Language Skills ◽  
English Language Programs

English Language programs that seek to offer learners adequate English skills and translate strategies to conduct in multilingual environments include translation and interpretation. However, translating effectively is not a simple task because English language skills are not the only factor to consider; other factors also play a role. Owing to their poor language proficiency and comprehension of translation methods, many HUFI English-majored students have no experience with translation and interpretation. Therefore, this paper looked at how HUFI English-majored students approach translation and interpretation tasks and how successful those translated versions are in relation to the original Vietnamese documents. The results showed many incorrect translated items caused by “word-by-word” translation or meta-phrase technique and the influence of the Vietnamese language on two translated texts and talks from ten participants. Teachers of translation and interpretation subjects and students will get advice on improving the curriculum and teaching methods.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2019 ◽  
pp. 323-360
Author(s):  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
Barry R. Chiswick ◽  
George J. Borjas ◽  
...  
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This chapter is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non-English-speaking countries. Linguistic concentrations reduce the immigrant’s own English language skills. Moreover, immigrants’ earnings are lower the lower their English language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

scholarly journals OMANI SCHOOL SUPERVISOR PERSPECTIVES OF CONTEXTUAL FACTORS IMPACTING UPON STUDENTS’ LIMITED ENGLISH PROFICIENCY: AN EXPLORATORY STUDY

2016 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
RAHMA AL-MAHROOQI ◽  
CHRISTOPHER DENMAN ◽  
FAISAL AL-MAAMARI
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Proficiency ◽  
Limited English Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Language Skills ◽  
Contextual Factors ◽  
School Students ◽  
English Language Skills

Since the beginning of Oman’s “modern era” in 1970, English has assumed a central role in the country’s education system and has acted as a lingua franca across a variety of domains. However, despite this, graduates of Omani public schools are often reported as lacking the English-language linguistic and communicative abilities demanded by higher education institutions and the world of work. Consequently, most high school graduates entering tertiary education are required to enrol in foundation programs to improve their English language skills, while the employability of graduates seeking jobs straight from high school has also been reported as being negatively affected. Within this context, the current research explored the ways in which contextual factors relate to Omani school graduates’ development of English language skills. To achieve this, eight high school English language teaching supervisors responded to an on-line, open-ended question about the contextual factors they believed caused Omani school students to graduate with low English language proficiency. Results indicate that participants believed families, parents, and “Englishness” are the most important contextual factors contributing to this issue. The practical implications of these findings are discussed.

scholarly journals Do Enclaves Matter in Immigrant Adjustment?

2005 ◽  
Vol 4 (1) ◽  
pp. 5-35 ◽  
Author(s):  
Chiswick Barry R. ◽  
Paul W. Miller
Keyword(s):  
Adverse Effects ◽  
Language Proficiency ◽  
Adult Male ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Ethnic Concentration ◽  
English Speaking ◽  
English Language Skills

This paper is concerned with the determinants and consequences of immigrant/linguistic concentrations (enclaves). The reasons for the formation of these concentrations are discussed. Hypotheses are developed regarding “ethnic goods” and the effect of concentrations on the immigrant's language skills, as well as the effects on immigrant earnings of destination language skills and the linguistic concentration. These hypotheses are tested using PUMS data from the 1990 U.S. Census on adult male immigrants from non‐English speaking countries. Linguistic concentrations reduce the immigrant's own English language skills. Moreover, immigrant's earnings are lower the lower their English‐language proficiency and the greater the linguistic/ethnic concentration in their origin language of the area in which they live. The adverse effects on earnings of poor destination language skills and of immigrant concentrations exist independently of each other. The hypotheses regarding ethnic goods are supported by the data.

scholarly journals Mind Your Language: Factors Enhancing Students’ English Language Skills in an International Medical Programme (IMP) 

2021 ◽  
Author(s):  
Sharon Min Hui Chan ◽  
Norul Hidayah Mamat ◽  
Vishna Devi Nadarajah
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Language Proficiency ◽  
English Language ◽  
Medical Training ◽  
Language Skills ◽  
International Medical ◽  
Group Interviews ◽  
Context Specific ◽  
English Language Skills

Abstract Background Language proficiency is crucial for doctors as they communicate with patients, peers and other healthcare professionals. Although proficiency in English is part of admission requirements, there is a gap of knowledge on medical students’ perception of factors enhancing English language (EL) skills during training in international medical programmes (IMP). The gap prevents educators and policy makers from helping students who struggle with communication skills during medical training. This study therefore explores factors that enable enhancement of English language skills from medical students’ perspectives Methods Six focus group interviews with 24 medical students of an IMP were conducted. Data were analysed using Braun and Clarke’s framework of thematic analysis. Results Results established three main factors enhancing EL skills namely use of EL in medical training and practice, influence of university culture in EL mastery and individual EL proficiency with eight themes demonstrating the factors as perceived by medical students Conclusions Findings of this study informs how students perceived enhancement of EL skills as a professional and social requirement during medical training and for future practice. It also informs that setting English language admission pre requisites needs to be complemented with opportunities to practice context specific communication skills. Thus, international medical programmes should embed diverse and inclusive strategies to support and develop medical students’ English language skills.

scholarly journals Language Proficiency and Assessing Classroom Achievement: A Literature Review

2017 ◽  
Vol 2 (3) ◽  
pp. 9-16
Author(s):  
Parul Sood
Keyword(s):  
Literature Review ◽  
Language Proficiency ◽  
English Language ◽  
Target Language ◽  
Placement Tests ◽  
Intensive English ◽  
Language Program ◽  
Language Programs ◽  
Class Assignment ◽  
English Language Programs

The goal of placement tests in language programs is to divide students into homogenous groups for the purpose of class assignment. In most intensive English language programs such as the AEC, the most typical criterion for dividing students into classes is proficiency in the target language (English). Accurate and reliable placement tests are crucial to the successful functioning of any English language program. This literature review discusses the concept of language proficiency and ways to measure it.

scholarly journals Language Proficiency and Assessing Classroom Achievement: A Literature Review

2017 ◽  
Vol 2 ◽  
pp. 9
Author(s):  
Parul Sood
Keyword(s):  
Literature Review ◽  
Language Proficiency ◽  
English Language ◽  
Target Language ◽  
Placement Tests ◽  
Intensive English ◽  
Language Program ◽  
Language Programs ◽  
Class Assignment ◽  
English Language Programs

The goal of placement tests in language programs is to divide students into homogenous groups for the purpose of class assignment. In most intensive English language programs such as the AEC, the most typical criterion for dividing students into classes is proficiency in the target language (English). Accurate and reliable placement tests are crucial to the successful functioning of any English language program. This literature review discusses the concept of language proficiency and ways to measure it.

scholarly journals Diagnosing Engineering Students’ Competence of English Language Skills at Entry Level Academic Programme

2021 ◽  
Vol 3 (9) ◽  
pp. 23-30
Author(s):  
Rajakumar Guduru ◽  
Ramya Devi Bommanaboina
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Engineering Students ◽  
Language Skills ◽  
Economic Education ◽  
School Level ◽  
Entry Level ◽  
Wide Range ◽  
Core Subjects ◽  
English Language Skills

In the Indian context, an academic study program at the Indian Institutes of Technology (IITs) comprises a mixed group of learners coming from various social-economic, education, and a wide range of linguistic backgrounds. These learners secure admission into various engineering programs at IITs, having qualified for the Joint Entrance Exam (JEE), a national-level competitive exam. To qualify for this exam, students prepare rigorously, even at the school level. The JEE exam tests students’ knowledge in the core subjects such as Physics, Chemistry, Mathematics, Aptitude and Reasoning; hence, students seem to focus more on these core subjects but not on the English language. These learners vary widely in their English language proficiency level in terms of oral and written English proficiency. It is believed that the level of language proficiency of learners has a direct influence on their academic performance in the program in which they are admitted. Therefore, the study aims at diagnosing 405 engineering students’ competence of English language skills at the entry-level undergraduate engineering study programs of Bachelor of Technology at the Indian Institute of Technology, Bhubaneswar. A diagnostic test that comprised the components of English language skills was designed and administered to 405 students. The results were analyzed and interpreted qualitatively and quantitatively. It was found that the majority of the students who performed well in the test had better education backgrounds. For the students who performed poorly, the study recommends possible implications besides some remedial measures.

scholarly journals PENINGKATAN KETRAMPILAN BERBAHASA INGGRIS BAGI MAHASISWA PKK DENGAN METODE PEMBELAJARAN LEARNER CENTERED

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Dita Surwanti ◽  
Afria Dian Prastanti
Keyword(s):  
Action Research ◽  
Teaching Methods ◽  
English Language ◽  
Language Skills ◽  
Research Question ◽  
Opportunities To Learn ◽  
Learner Centered ◽  
Positive Attitudes ◽  
The Subject ◽  
English Language Skills

This research implemented learner-centered teaching methods in order to effectively improve students‟ English language skills, specifically for PKK students in Sarjanawiyata Tamansiswa University. Learner-centered teaching methods are used to make students more active and provide students the opportunities to learn independently. These methods can increase students‟ motivation to learn, deeper understanding, and more positive attitudes toward the subject being taught. The formulated research question in this research is “How can learner-centered teaching methods improve PKK students‟ English language skills?” Classroom action research is the chosen method to gather and analyze the data. The data was taken from 70 students of PKK students in the even semester from February till July 2016. Learner-centered teaching methods that were applied are creating procedural texts, conducting interviews in English and performing role plays in the class. These methods are effectively proven to improve students‟ English language skills and turn students into autonomous learners.Keywords : Learner-centered teaching methods, action research.

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