scholarly journals Why does the English language fail in Indian classrooms?

2019 ◽  
Vol 7 (3) ◽  
pp. 26-27
Author(s):  
B VasanthaKumar
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Second Language Learners ◽  
Natural Order ◽  
Early Language

This paper intends to mitigate the struggles of language learners through the natural learning process. The first part explains language as a system and how it eases the learning for the early language learners; it also presents the different study of what happens when the natural order is reversed. Further, it elaborates how the shorts comings of the academic pattern and classroom setup add to the miseries of the learners. Finally, it suggests specific strategies to impart useful language to second language learners.

Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
Second Language Learners ◽  
Right Hemisphere ◽  
Brain Activation ◽  
Frequency Range ◽  
Second Language Processing ◽  
Language Students

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

scholarly journals A Corpus-based Comparative Study of Learn and Acquire

2015 ◽  
Vol 9 (1) ◽  
pp. 209
Author(s):  
Bei Yang
Keyword(s):  
Second Language ◽  
Comparative Study ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Linguistic Feature ◽  
Natural Discourse ◽  
British National Corpus ◽  
National Corpus

<p>As an important yet intricate linguistic feature in English language, synonymy poses a great challenge for second language learners. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as an analyzing tool, this article compares the usage of <em>learn</em> and <em>acquire </em>used in natural discourse by conducting the analysis of concordance, collocation, word sketches and sketch difference. The results show that different functions of SkE can make different contributions to the discrimination of <em>learn</em> and <em>acquire</em>. Pedagogical implications are discussed when the results are introduced into the classroom.</p>

scholarly journals A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning

2021 ◽  
Author(s):  
Raghad Fahmi Aajami
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Second Language Learners ◽  
Word Meaning ◽  
New Horizons ◽  
New Vision ◽  
The University ◽  
Lexical Concepts

To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05≤) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.

scholarly journals Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology

2022 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Antonija Šarić
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
First Language ◽  
Food Technology ◽  
Subordinate Clauses ◽  
Last Stage

In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Although PT is not concerned with the errors made by the second language learners, this paper will try to identify the origin of errors that appear in the students' interlanguage and the acquisition of the last stage, i.e. the word order in subordinate clauses. In that way, it will be determined whether the errors (inter- or intralingual) made by the students prevent them from acquiring the last stage of PT.

scholarly journals The Attributives Comparison between Chinese and Indonesian

2019 ◽  
Vol 2 (2) ◽  
pp. 216-224
Author(s):  
Arini Junaeny
Keyword(s):  
Second Language ◽  
Comparative Analysis ◽  
Language Learners ◽  
Noun Phrase ◽  
Learning Process ◽  
Word Order ◽  
Second Language Learners ◽  
Chinese Language ◽  
Important Research ◽  
Similarities And Differences

The word order comparative analysis is important research in linguistics studies. It is assisting the second language learners or teachers in learning process. The research mainly shows the word order in noun phrase. Noun phrase consists of head and attributives, the head is noun and the attributives consist of any type of the word or group of words. The attributives order and the head as a core in noun phrase, it can show similarities and differences structures between Chinese Language and Indonesian Language. This article shows relation between head and attributives order in noun phrase. The order of Chinese Language attributives is placed before the head. The order of Indonesian language attributives (except: number-classifier, negation, restriction word) is placed after the head.

scholarly journals Understanding the influence of a second language on the academic performance of learners in information technology : a case study of isiZulu-speaking English second language learners in KwaZulu-Natal

2002 ◽  
Author(s):  
◽  
Mandisa Purity Njobe
Keyword(s):  
Information Technology ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
First Language ◽  
Information Technology Education ◽  
University Of Technology ◽  
English Second Language ◽  
Kwazulu Natal

Over the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.

scholarly journals The analysis of word class and morphology for Stage2 and Stage 4 texts in ESLL context

2021 ◽  
Vol 2 (45) ◽  
pp. 503-512
Author(s):  
Mohammed Abed Saleh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Word Class ◽  
Sentence Structure ◽  
Parts Of Speech ◽  
Stage 4 ◽  
The Right

Abstract   This research is intended to present the writing difficulties that second language learners have encounter through their learning process.  Linguists have proved that English second language learners (ESLL) face some difficulties in their writing because it is hard to understand ESLL perspectives. Many samples of ESLL writing have been examined and proved that their writing lacks some linguistic features. Coherent, accurate and creative text is the goal for English language teachers to be produced by their students. Word class (parts of speech) and morphology are the key features of language that indicate its linguistic system, especially sentence structure. The researcher tries to analyze word class and morphology in two selected texts of stage 2 and stage 4 in a second language learning center. One of the findings of this research is the use of bound grammatical morpheme (inflectional morpheme) for both texts is to some extent justifiable although the writer of S2 text makes some mistakes in producing the right word to give new meaning.

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