scholarly journals Attitudes towards English Medium Instruction Courses among Second Language Learners in Relation to Learning Anxiety and Learning Achievement

2018 ◽  
Vol 1 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Nurul Farhani Binti Che Ghani
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Pearson Correlation ◽  
Learning Achievement ◽  
Learning Anxiety ◽  
Positive Attitudes ◽  
English Medium Instruction ◽  
Students Attitudes

The purpose of this paper was to examine second language learners’ attitudes towards English Medium Instruction (EMI) courses at University of Selangor (UNISEL) in Malaysia affectively, behaviorally and cognitively. This study also investigated students’ learning anxiety and students’ learning achievement towards EMI courses. This study employed ABC Model of Attitudes (1998) as guidelines to investigate learners’ attitudes towards EMI courses. 100-degree students form Faculty of Science and Information Technology (FSIT) participated in the study by completing a questionnaire of English Medium Instruction courses. A quantitative method was employed to analyze the collected data, performing statistical procedures of descriptive statistic and Pearson correlation using SPSS. The major findings of the study were as follows: (1) most participants demonstrated positive attitudes towards English medium Instruction courses affectively, behaviorally and cognitively, (2) there was no significant relationship between students’ learning anxiety and students’ learning achievement towards EMI courses. It was due to the ways lecturers delivering EMI courses to the students. This situation happened when the way their lecturers conducted the lesson in English medium setting might help the students reduce their learning anxiety of the lesson. In other words, the level of their anxiousness in learning EMI courses depends on how their lecturers deliver the subject during teaching and learning process. Finally, some pedagogical implications that would help tap the students’ attitudes and achievement were demonstrated.Keywords: English Medium Instruction, attitudes, learning anxiety, learning achievement

Teaching Adult Second Language Learners Who Are Emergent Readers

2011 ◽  
Vol 31 ◽  
pp. 120-136 ◽  
Author(s):  
Martha Bigelow ◽  
Patsy Vinogradov
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Learning Needs ◽  
Formal Schooling ◽  
Emergent Readers ◽  
Print Literacy ◽  
Historical Issues

Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.

Literature Review of Second Language Learners’ Acquisition of Chinese Resultative Construction

2017 ◽  
Vol 7 (10) ◽  
pp. 907
Author(s):  
Yanmei Lu
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Research Results ◽  
Semantics And Pragmatics ◽  
Resultative Construction

Chinese resultative construction was the hotspot of grammar researches and also the difficult point of second language teaching and learning. From the aspects of syntax, semantics and pragmatics, this paper analyzed the ontology researches of Chinese resultative construction, reviewed the research results of second language learners’ acquisition of Chinese resultative construction and also provided some references and directions of related researches.

scholarly journals Second-Language Learners from Collectivistic Societies own Self-Efficacy Effects on Performance and Self Perception of Career Success.

2021 ◽  
Vol 24 ◽  
pp. 130-158
Author(s):  
Parra Carlos ◽  
Geriguis-Mina Nanci
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Cultural Practices ◽  
Western Influence ◽  
Group Members ◽  
Perceptions And Expectations ◽  
Prior Experiences

In reference to cultural patterns in collectivistic societies, teaching and learning are greatly influenced by the teachers’ collectivistic or individualistic cultural orientation (Kaur & Noman, 2015). However, in dealing with both audiences and their teaching platforms, a chasm appears between methodologies and their applications since collectivistic societies are reluctant to accept methodologies perceived as mere Western innovations. In other words, a seemingly pedagogical incongruence arises where direct individualistic Western influence is perceived as unsuitable to a collectivistic mindset. One must keep in mind that family members in collectivist societies, who view themselves as part of a group rather than independent individuals, seem to feel more interdependent and mutually responsible for each other. In addition to Vygotski’s assertion that children’s cognitive development is enriched through social interaction with more skilled individuals (1978), Bandura (1982) emphasizes that the degree to which learners believe in their own self-efficacy influences their functioning cognitively, motivationally, emotionally, and their decision making process. Also, self-efficacy is perceived to accelerate the process of adapting to a new environment while learners adopt new cultural practices and consent to norms and expectations. In our exploration, second-language learners (SLLs) from collectivistic societies advance academically—English as a second language included—within the frame of sociocultural theory, since they seem to be motivated by their culturally-induced sense of obligation to honor their parents and other group members. These SLLs are positively influenced by their prior experiences with the group’s perceptions and expectations of their capability to learn an additional language (Bandura & Schunk, 1981; Schunk, 1991). Our research seems to indicate that this outcome is significantly affected by the self-efficacy and self-reliance produced by prior successes in challenging tasks that may have been mandated by the SLL’s elders. In addition, SLLs also seem to succeed in accomplishing more challenging goals as they observe their families’ values and traditions even when they are in a society that enforces individualistic values.

scholarly journals Improving English as a Second Language Learners’ Attitudes to Pronunciation through Motivation

2019 ◽  
Vol 1 (1) ◽  
pp. p56
Author(s):  
Ameen Akeem ◽  
Noor Zainab Bt. Abdul Rasak
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Communicative Competence ◽  
English Learning ◽  
Motivational Strategies ◽  
Perceived Difficulty ◽  
Language Classroom ◽  
The Subject

Pronunciation is an important aspect of English learning. It is however one of the most abandoned or half taught. This is usually due to perceived difficulty in its teaching and learning. Hence, unfavorable attitudes set in, especially in English as a second language situation. In most cases, due to poor technique and methodology employed by the teachers of English, the students are not encouraged to learn pronunciation like other aspects of the subject. This attitude goes a very long way in determining their communicative competence as poor pronunciation could lead a breakdown in communication. It is thus the responsibility of the teachers to help the students learn. This paper thus advocates and presents some motivational strategies that could be employed by the teachers of English to improve the learners’ attitude to learning pronunciation in English as a second language classroom.

scholarly journals Peer Feedback in Translation Training: A Quasi-Experiment in an Advanced Chinese–English Translation Course

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhong Lin ◽  
Xinyu Song ◽  
Jingwen Guo ◽  
Feng Wang
Keyword(s):  
Second Language ◽  
Language Learners ◽  
English Translation ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Positive Impact ◽  
Corrective Feedback ◽  
Peer Feedback ◽  
Whole Process ◽  
Quasi Experiment

Although research on peer feedback in second language teaching and learning has been developed from various perspectives over the past three decades, less is known about feedback in translation settings. This study reports the results of a quasi-experiment with advanced second language learners in a Chinese–English translation course. It examines how effective peer feedback is in improving the quality of translations. The following data were collected from 30 students: their initial translation drafts, the drafts with the feedback of their peers, and the final corrected translations. The whole process was facilitated by computer assistance and under anonymity. It was found that most students drew on direct or indirect corrective feedback while few students drew on metalinguistic corrective feedback. Text genres were also proved to impact the types and counts of peer feedback. An analysis of the accuracy rate of corrections after peer feedback showed that it had a positive impact on translation quality. The findings shed light on the applicability of peer feedback in other pedagogical activities.

scholarly journals THE EFFECTIVENESS OF HUMOUR USED BY TEACHERS IN TEACHING ENGLISH TOWARDS SECOND LANGUAGE LEARNERS (SLL)

2019 ◽  
Vol 2 (8) ◽  
pp. 116-127
Author(s):  
Farah Shalin Amanah
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Teaching English

This paper discusses the effectiveness of humour used by teachers in teaching English towards second language learners (SLL). In addition, it also explores the use of definitions and classifications of humour generally and in-depth which is suggested to be implemented by teachers towards second language learners in implementing the teaching and learning process. The purpose of the study is to review the previous researchers regarding humour used in many factors. Data was gathered based on past studies. The review found that humour is one of the strategies needed to be used by teachers in learning, and the methodologies are adopted vary across studies. The implication of the study is for future researchers to examine more in-depth the humour should be used in teaching especially in the Malaysian context.

scholarly journals Teaching of Pragmatics: Issues in a Global Age

2019 ◽  
Vol 10 (5) ◽  
pp. 1111
Author(s):  
Liwei Zhu
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Skill Acquisition ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Instructional Methods ◽  
Teacher Assessment ◽  
Assessment Instruments ◽  
Teaching Resources ◽  
Implicit Instruction

This article reviews literature on pragmatic teaching in three domains: (1) instructional methods in interpragmatics (2) pragmatic teaching resources (3) test and assessment of pragmatic ability .It aims at providing a comprehensive perspective of the available choices for pragmatics teaching and the ways that second language learners’ pragmatic development can be enhanced in the classroom. In the area of instructional methods, this article reviews researches under the theoretical SLA framework of explicit versus implicit instruction, input processing instruction, and skill acquisition and practice. In the domain of pragmatic teaching resources, two types of pedagogical resources are reviewed: textbooks development and the possibility of the application of CA based research material and electronic corpora to the classroom pragmatics teaching and learning. In the discussion of test and assessment of pragmatic ability, two categories are reviewed. The first is the comparative study of the six types of instruments to test second language learners’ pragmatic ability which is aimed to provide statistical and practical aspects for the test developers and test users. The second reviews the teacher assessment and its related assessment instruments in the application of pragmatic teaching .Finally, this article discusses unique challenges and opportunities pragmatics teaching faces in the current era.

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