scholarly journals LANGUAGE LEARNING AUTONOMY AND ACTION RESEARCH

2016 ◽  
Vol 2 (2) ◽  
pp. 1-8
Author(s):  
M.V. Joyce Merawati
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Civil Engineering ◽  
Class Discussion ◽  
Cognitive Behaviors ◽  
Learning English

This study attempts to explore the development of learning autonomy of seventeen Civil Engineering students at a state polytechnic in Indonesia when learning English as a foreign language by conducting inductive action research together with the students and was supported by the managing staff of Self-Access Language Learning (SALL). The development was analyzed from learners’ journals, observations, and class discussion or small talks. The results showed that conducting action research with the students for two semesters develops language learning autonomy in various degrees moving from physical to cognitive behaviors.  Keywords: learning autonomy, action research, Self-Access Language Learning (SALL)

The problem of teaching communicative tactics in English-language professional discourse

2021 ◽  
pp. 33-41
Author(s):  
Svetlana S. Andreeva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Engineering Students ◽  
Civil Engineering ◽  
Professional Communication ◽  
Language Documentation ◽  
Written Discourse ◽  
Professional Discourse ◽  
Professional Field ◽  
The Will

The work discusses the problem of teaching students of civil engineering departments English-language civil engineering discourse, in particular, communicative tactics of this type of discourse. We substantiate the need to form students’ skills in using the communicative tactics applied in civil engineering discourse in professional communication. We give an overview of com-municative tactics of written discourse used by the authors of English-language documentation in civil engineering professional field. The purpose of the study is to determine the level of students’ skills in using communicative tactics in a foreign language professional written speech. Theoretical and practical research showed that in a modern technical university, insufficient attention is paid to teaching students this component of professional discourse. At the same time, the level of students’ skills to use communicative tactics in professional communication is quite low, which led us to the conclusion that it is of paramount importance to include this component in the pro-gram of teaching a foreign language in a professional field. The results of the will serve as the ba-sis for the development of a methodic model of teaching civil engineering students the communic-ative tactics of professional civil engineering discourse.

scholarly journals THE IMPLEMENTATION OF FUN FISHING TO TEACH SPEAKING FOR ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Robekka Risten Fransiska Sinaga ◽  
Lulud Oktaviani
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
School Students ◽  
Short Attention Span ◽  
Learning English

To produce competitive students that ready to face the trend of language learning in English as a foreign language, especially speaking skills, teachers should be ready to develop good planning in the teaching process. It can be in the form of strategies that can motivate students in the learning process. Moreover, in teaching elementary school students, teachers should be more creative to encourage students’ motivation in speaking by using attractive teaching media which involves physical activity because young learners usually only have a short attention span. By using teaching media, students will learn a language in such attractive and fun ways. Thus, the researchers want to see the use of Fun Fishing in teaching speaking at one of the Elementary Schools in Lampung to encourage students in learning English. This research used a qualitative method since it disclosed how to implement Fun Fishing media in an Elementary School in Lampung. As a result, the students were divided into four groups consisted of 2-3 members and learned English which involved physical activity. To sum up, using this media in learning English can motivate students to speak in English and make teaching and learning become more fun because they did physical activity.

scholarly journals THE INFLUENCE OF SOCIAL FACTORS ON STUDENTS’ ACHIEVEMENT IN LEARNING ENGLISH

2018 ◽  
Vol 4 (2) ◽  
pp. 53-75
Author(s):  
Suci Farianti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Factors ◽  
Foreign Language Learning ◽  
Education Level ◽  
Economic Level ◽  
The Social ◽  
Occupation Level ◽  
Parents Education ◽  
Learning English

The research focused on the social factors which can influence the students’ achievement in learning English. Social factors are believed as the factors which play a crucial role in language learning and it can give impacts on foreign language learning. In this case, this research was conducted to investigate the impacts of social factors of parents’ economic level, Parents’ education level, parents’ occupation level and the environment on students’ achievement in learning English as a foreign language. The objects of the research were 10 students with special need and their parents at the eighth grade of SLB Negeri Pembina Aceh Tamiang. In conducting the data, the test and the questionnaire were designed. The twenty question items of the test were given to the students and an eighteen item of questionnaire were given to the parents’ to find out the require information on the social factors. In addition, in analyzing the data, all available data were processed by SPSS 17.0 for descriptive, correlation, ANOVA, and predictive analysis. Furthermore, based on the finding and the result of the research, the hypothesis (H0) of the research was rejected. In other word, there was no a significant correlation between social factors namely parents’ economic level, parents’ education level, parent’s  occupation level and environment on students’ achievement in learning English. Therefore, it can be stated that the variety of the students’ scores were not influenced by the social factors discussed on this research in which it was probably influenced by other factors such as the personality of the students, the students’ disability, etc.

scholarly journals The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children

2018 ◽  
Vol 6 (4) ◽  
pp. 25
Author(s):  
Firooz Sadighi ◽  
Shahrzad Chahardahcherik ◽  
Maryam Delfariyan ◽  
Fariba Feyzbar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Production ◽  
Speech Act ◽  
First Language ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Instructional Effects ◽  
Request Strategies ◽  
Learning English

In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners of English as a foreign language. The participants of the study took a two-semester speaking course in an academic setting in Iran. The study had a pretest and posttest design in which 10 conversations were used including polite request strategies of English to analyze instructional effects on the learners’ first language after the posttest, by comparing and measuring the backward transfer against the pretest results. The oral task was in the form of role plays which were also utilized for communicative practice with the learners. The data were rated for the extent of a foreign language effect on the first language by experienced tutors and linguistic analyses were done to identify the foreign language components of request strategies features in the first language production. Results showed that frequent use of English request strategy features in the first language was an indication of L2 students’ beneficial experience in their L1.

scholarly journals Learning English in the elderly: an analysis of motivational factors and language learning strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 234 ◽  
Author(s):  
Vítor Romário Monticelli Garcia
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
The Elderly ◽  
Motivational Factors ◽  
Placement Test ◽  
Language Learning Strategies ◽  
Language Strategies ◽  
Learning English

This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.

Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki

2011 ◽  
Vol 1 (3) ◽  
pp. 70-85 ◽  
Author(s):  
Dongshuo Wang ◽  
Bin Zou ◽  
Minjie Xing
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interactive Learning ◽  
Chinese Students ◽  
Foreign Language Learning ◽  
Target Language ◽  
Legitimate Peripheral Participation ◽  
Chinese As Foreign Language ◽  
English Students ◽  
Learning English

This research investigates the interaction between English students learning Chinese in the UK and Chinese students learning English in China via a wiki platform. Activity theory and legitimate peripheral participation theory were employed as a theoretical framework; wiki was embedded as an interactive learning tool. The findings revealed that Chinese native speakers assisted English students learning Chinese as foreign language (CFL) by means of reorganizing word orders and restructuring sentence patterns. The usages of clarification and elaboration were more frequent than the usages of added and deleted information. Both CFL and English as foreign language (EFL) students interacted with each other in attending to language forms through the essay correction and revision process, and the interaction consequently enhanced their target language learning. The study suggests that wiki provides a dynamic platform, which encourages further integration into the syllabus to support foreign language learning.

scholarly journals Collaborative tasks and learning occasions in English as a foreign language

2011 ◽  
Vol 11 (4) ◽  
pp. 837-852 ◽  
Author(s):  
Marília dos Santos Lima
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Collaborative Dialogue ◽  
Learning English

The study reported here forms part of a program of qualitative research focusing on the use of collaborative tasks in learning English as a foreign language in Brazil. The research examines the concept of collaborative dialogue (SWAIN, 2000), understood as dialogue that constructs linguistic knowledge within a sociocultural view of language learning. The results indicated that the learners reflected upon the target language, tested hypotheses and reformulated their production in order to promote mutual comprehension in the learning process. The results also revealed that the interaction established during the production of the collaborative dialogue stimulated foreign language learning as the students noticed linguistic gaps in the target language, and sought solutions together.

English for Civil Engineering. Student's Book. Part II

2020 ◽  
Author(s):  
Ionela Ionitiu ◽  
Keyword(s):  
Foreign Language ◽  
Engineering Students ◽  
Civil Engineering ◽  
Professional Certification ◽  
Topic Area ◽  
Authentic Texts ◽  
Language Competence ◽  
Communicative Skills ◽  
Engineering Environment ◽  
Civil Engineers

The textbook is a compilation based on the authentic texts adapted from websites and magazines (USA, UK, Canada) and is intended for civil engineering students. One of the aims of this project has been to develop materials both for testing the foreign language competence of civil engineers and for teaching them the language that they need to require for their professional certification. I do not assume that my users will have an in-depth knowledge of civil engineering works. Therefore, the units have been devised to help students improve their knowledge and use of English in an engineering environment. Each unit covers vocabulary related to a certain topic area- ranging from basic civil engineering vocabulary to roads, architecture, bridges, types of foundations and so on- and is designed to reinforce and improve their communicative skills.

Technical Translation for Postgraduate Engineering Students As Foreign Language Course Component

2016 ◽  
Vol 4 (3) ◽  
pp. 57-64
Author(s):  
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T. Sidorenko ◽  
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T. Gorbatova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Language Training ◽  
Course Content ◽  
Technical Translation ◽  
The University ◽  
Content Design ◽  
Goals And Objectives ◽  
University Community

The article investigates the issues of the content of the foreign language training at technical universities. The authors analyze the goals and objectives as well as the requirements and the content of the postgraduate language training to identify some discrepancy, which prevents the university community from achieving the most effi cient outcomes in the training future researchers and engineers in terms of foreign language profi ciency. Based on the examples provided, the authors highlight the necessity to revise the curriculum in order to change its focus and the major components as well as to review the requirements for students at every stage of language learning. The authors do not propose the ready scenario and structure of the course, considering it as the exceptional privilege of each university. However, the model that they propose in the paper and the conclusions they make, might be taken by others as the ground for the course content design.

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