scholarly journals The Verbal Component of Mathematical Problem Solving in Bilingual Contexts by Early Elementary Schoolers

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 564
Author(s):  
Pilar Ester ◽  
Isabel Morales ◽  
Álvaro Moraleda ◽  
Vicente Bermejo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Elementary Education ◽  
First Graders ◽  
Mother Tongue ◽  
International Schools ◽  
Mathematical Problem ◽  
Language Of Instruction ◽  
Verbal Component ◽  
Improve Instruction

The main aim of the present study is to analyze the differences that may exist when students address the resolution of verbal problems in their mother tongue and in the language of instruction when these are different. We understand that knowing the type of verbal problems and their semantic structure can be helpful for students’ contextual and mathematical understanding and will allow teachers to improve instruction during the first years of elementary education in bilingual schools specialized in the area of second language acquisition as well as in CLIL (Content and Language Integrated Learning). This study shows how children, as they are acquiring a greater command of the second language, show similar effectiveness to those students who work on mathematics in their mother tongue. This transversal study was conducted on 169 bilinguals studying in international schools. The sample was made up of 80 1st grade students (39 girls, mean age of 7.1 years and 41 boys, mean age of 7.3 years); and 89 2nd grade students (38 girls, mean age 8.2 years, and 51 boys, mean age 8.2 years). The exploratory analyses let us show how 1st grade students demonstrate lower effectiveness in solving problems when they do it in a second language, compared to 2nd grade students whose effectiveness is higher in carrying them out. It is also relevant that in first graders, the largest number of errors are found in the simplest tasks as students’ effectiveness is less when they are taught in a second language, since it takes them longer to create effective resolution models. This fact will allow us to reconsider appropriate strategies and interventions when teaching mathematics in bilingual contexts.

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).

scholarly journals A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

2019 ◽  
Vol 10 (3) ◽  
pp. 603
Author(s):  
Xiaoyu Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
Language Transfer ◽  
English Writing ◽  
Chinese Learners ◽  
Major Section

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

scholarly journals When the first language feels like a second language: Challenges for learners of Norwegian Nynorsk

2019 ◽  
pp. 141-164
Author(s):  
Jens Haugan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Secondary School ◽  
Social Power ◽  
Mother Tongue ◽  
First Language ◽  
Written Language ◽  
The Other ◽  
Language Varieties ◽  
Power Motivation

Norway has two official written language varieties: Bokmål (DanoNorwegian) and Nynorsk (New Norwegian). Normally, all Norwegian pupils must learn both varieties of the written Norwegian language in school, and at the end of secondary school, they obtain two separate grades in written Norwegian. However, one of the varieties is considered to be and is taught as the main written language, whereas the other variety is the second or alternative written language. Approximately 85 percent of the pupils in school have the DanoNorwegian variety as their main written language and many of these pupils develop antipathies toward the other variety with the result that they do not master it very well at the end of secondary school. In fact, many pupils achieve better results in English than in the alternative variety of their own so-called mother tongue. In this paper, I will discuss some of the challenges that are related to learning Nynorsk in the Norwegian educational system and society. With reference to Norton (2013) and others, I will argue that these challenges may actually be best understood from the perspectives of identity, social power, motivation, investment and second language acquisition.

Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects

2000 ◽  
Vol 70 (3) ◽  
pp. 302-347 ◽  
Author(s):  
Herbert Marsh ◽  
Kit-Tai Hau ◽  
Chit-Kwong Kong
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
High Schools ◽  
Second Language Acquisition ◽  
Growth Models ◽  
Theoretical Models ◽  
Negative Effects ◽  
Language Of Instruction ◽  
Positive Effects ◽  
Hong Kong Students

In this article, Herbert Marsh, Kit-Tai Hau, and Chit-Kwong Kong evaluate the effects of instruction in the first language (Chinese) and the second language (English) on achievement using multilevel growth models for a large representative sample of Hong Kong students during their first three years of high school. For nonlanguage subjects, late immersion in English as the language of instruction had large negative effects. Immersion in English did have positive effects on English and, to a smaller extent, Chinese language achievement, but these effects were small relative to the large negative effects in nonlanguage subjects. Whereas previous research has shown positive effects for early-immersion programs that start in kindergarten where language demands are not so great, negative effects for this late-immersion program challenge the generality of these findings to high schools and, perhaps, theoretical models of second-language acquisition.

scholarly journals Implementasi Metode Alamiah (Natural Method) dalam Pembelajaran Keterampilan Berbicara Berbasis Cerita di SMAN CMBBS

2021 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Mahesya Destira
Keyword(s):  
Second Language ◽  
Mother Tongue ◽  
Language Of Instruction ◽  
The Third ◽  
Knowing That ◽  
Teachers And Students ◽  
Skills Learning ◽  
Natural Method ◽  
Speaking Skills

The implementation of the Natural Method in learning Arabic is very helpful for students to get the experience of learning a second language as in getting their mother tongue. Teachers in this case should not use the language of instruction. Arabic is the language used by both teachers and students in learning. The aims of this research are: first, to find out the implementation of natural methods in learning speaking skills. Second, knowing the steps for implementing natural methods in learning speaking skills. The third is knowing that story-based learning can make students easy to remember vocabulary and easy to use it in sentences. Fourth, knowing the supporting factors in the implementation of natural methods in story-based speaking skills learning. The results of the research that the natural method has been carried out but the teacher is still not consistent in learning that is still translating some sentences in Indonesian. This requires the firmness of the teacher in terms of giving meaning in the mother tongue. The spirit of students in Arabic needs to be motivated by continuing to use Arabic fluently and pleasantly.

scholarly journals Second Language Acquisition and Mother Tongue Influence of English Language Learners – A Psycho Analytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 497
Author(s):  
A. Delbio ◽  
R. Abilasha ◽  
M. Ilankumaran
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Learner ◽  
Target Language ◽  
Second Language Learner

Language is a tool used to convey one’s thoughts, feelings and needs. Mother tongue is the language acquired by everyone ever since his birth. A learner encounters mother tongue influence while learning or speaking a foreign language or target language. Mother tongue influence is something that affects a person’s thought process in a sense that he thinks in mother tongue and expresses in English or a second language. People use incorrect pronunciation of words while communicating in English language as they are influenced by the sound patterns of their mother tongue. A second language learner has an unconscious preference to convey his customs from his first language to the target language. The influence of mother tongue has become a significant region and is generally referred to as ‘Language Interference’. Every language learner comes across this issue. Students, sometimes, use words from their parent language while communicating in English. This paper speaks about the difficulties faced by the learners of the second language and the causes of first language influence. This paper attempts to bring out the ways to avoid the overwhelmed influence of mother tongue and gives some notions to the students to develop their second language skills.  

scholarly journals Dialectic Second language acquisition and optimal learning age: جدلية اكتساب اللغة الثانية والعمر الأمثل للتعلم

2021 ◽  
Vol 5 (9) ◽  
pp. 40-26
Author(s):  
Muhammad Ismail Amayreh Muhammad Ismail Amayreh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Mother Tongue ◽  
Language Education ◽  
Neutral System ◽  
Optimal Learning ◽  
The Social ◽  
Human Reality ◽  
History Of ◽  
The Individual

The issue of language education is one of the most delicate human issues. It is very relevant to the social and political history of society and is also one of the issues imposed by human reality. It is also one of the issues that has intensified the differences between linguists and psychologists in the ways of acquiring them. Perhaps there are things that stand in front of the acquisition of the second language, language is not a neutral system or a tool to be used in a timely manner or in a generation and that’s it, but is a language with its luster and heritage and attractiveness, what are the factors that stand in front of the acquisition of the second language? Is there a real conflict between languages ​​affecting the acquisition of language in children? What are the most important stages of growth in children and their relation to linguistic development? In fact, there is a difference between mother tongue, second language and foreign language, differentiating between these concepts will make it easier for us to reach the appropriate age to acquire the language. The reason is that the acquisition or learning of any language stems from the goals related to the life of the individual, whether professional, economic or social. The bilingual issue raises an important question: Are the two linguistic systems of the human brain separate or connected?

scholarly journals Cut-offs and Gestures: Analytical Tools to Understand a Second Language Speaker

10.29007/tb8k ◽  
2018 ◽  
Author(s):  
Renia Lopez-Ozieblo
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Mother Tongue ◽  
English Speakers ◽  
Communicative Process ◽  
Hong Kong Students ◽  
Analytical Tools ◽  
The Relationship

This paper will focus on one specific type of disfluency (speech less than fluent), that is, interruptions or cut-offs. The research on cut-offs has led to various hypotheses explaining how cut-offs are processed: Seyfeddinipur, Kita & Indefrey (2008) suggested that the cut-off is a controlled action and so on detecting the trouble the stop might be postponed, if necessary, to allow time for the resumption process; Tydgat, Stevens, Hartsuiker and Pickering (2011) added that the stopping and resumption processes are likely to occur concurrently and share the same resources. Therefore, the speaker has to decide whether it is more effective to stop and, if so, where.In Second Language Acquisition (SLA) error has been the topic of much discussion. However, disfluencies have surprisingly aroused less interest. SLA usually takes the view that any repair following a disfluency is the consequence of linguistic difficulties (usually grammar or vocabulary). However, like among native speakers, there are more reasons for disfluency and repair than just linguistic difficulties.A tool to aid disfluency analysis is that of the gesture performed together with speech. McNeill’s gesture theory holds that gesture and speech are two modalities of the same communicative process and that as such should be analysed together (2012). Therefore, the gesture might provide additional analytical information to the observer.The objective of this study was to investigate the nature of cut-offs in speakers using their mother tongue and also a second language. As our specific interest is the acquisition of Spanish by English speakers, our results are based on data from 8 participants, 4 Spanish native speakers and 4 Hong Kong students of Spanish as a foreign language (L2). Our results, based on a combination of qualitative and quantitative analysis, indicate that cut-offs, and the gestures associated with them, are used similarly by native speakers of both English and Spanish, including the relationship between the cut-off and the repair or its absence and the gesture. However, the L2 results are very different, showing a significant increase of within-word cut-offs in Hong Kong participants and a decrease among Spanish native speakers. We observed differences in the length and number of pauses after the cut-offs, as well as differences as to the point at which the cut-off occurred in the word. This paper will provide explanations as to the differences observed as well as providing evidence to support some of the existing hypotheses on cut-off production and gesture-speech relationships.

scholarly journals Patriotic upbringing of younger students in class work

2019 ◽  
Vol 66 (3) ◽  
pp. 14-19
Author(s):  
Christina Bedrii
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Civic Education ◽  
Mother Tongue ◽  
Mathematical Problem ◽  
Deep Understanding ◽  
School Age ◽  
National Interests ◽  
Important Place ◽  
Patriotic Education

The article analyzes the implementation of patriotic education in the content of elementary school lesson work. It has been established that the upbringing of patriotism is one of the priority aspects of the national upbringing system and involves the formation of patriotic feelings, love for its people, a deep understanding of civic duty, and a willingness to defend the national interests of the Motherland. Examples of tasks and exercises in elementary education disciplines designed to educate children by patriots are considered. As, in the Concept of national patriotic education of children and youth it is stated that important patriotic qualities in children of primary school age appear through the prism of educational subjects of elementary school, in particular mother tongue, literary reading (through texts), mathematics (through the condition of mathematical problem) natural sciences (familiarization with traditions, respectful attitude to nature), work training (familiarization with traditional folk crafts, production of vignettes of different regions of Ukraine, decoration with different embroidery techniques ), musical art (comprehending the intonational peculiarities of music of the Ukrainian people), visual arts (forming a culture of feelings). An important place is given to the educational subject "I in the world", aimed at socializing the personality of the younger student, his patriotic and civic education. A program of Ukrainian patriotic upbringing of children and student youth, which outlines the content and basic tendencies of patriotic upbringing of the person, demonstrates that “at an early school age, it is important to shape a child's ability to recognize himself or herself as a member of a family, family, and child group; as a student, city or village resident; nurture her love for her home, school, street, her country, her nature, her native word, life, traditions [1,33]. Modern scholars distinguish the following structural components of a sense of patriotism: spiritual and moral experience and love for their native land; humanistic universal and national values; moral and aesthetic ideals of personality; creative and transformative activity for the benefit of the Motherland.

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