scholarly journals ARISTOTLE’S TRIAD OF PERSUASIVENESS IN ENGLISH LANGUAGE WRITERS' WRITTEN TEXT

2021 ◽  
Vol 6 (41) ◽  
pp. 14-22
Author(s):  
Wan Hurani Osman ◽  
Mohammad Aqmal Hafidz Musa ◽  
Sabariah Abd. Rahim ◽  
Bernadette Tobi
Keyword(s):  
Second Language ◽  
English Language ◽  
Tertiary Education ◽  
Education Level ◽  
Daily Activities ◽  
English As Second Language ◽  
Written Text ◽  
Written Assignments

In order to convince someone of what one is saying or writing about, the use of the appropriate persuasive technique is very important. At tertiary education level, academics who focus on teaching communication either in the written or spoken form emphasises on being persuasive. In communication, either in daily activities, academic or workplace, persuading someone is often used. The sender of the message needs to persuade the receiver to believe, agree, acknowledge and obey the message that one wants to convey. In this study, Aristotle’s triad of ethos, pathos, and logos is usually used to explore whether a text is persuasive. Aristotle's triad focuses on credibility (ethos), emotion (pathos), and facts (logos) in persuading a person on a certain issue that is being presented. The present study attempts to identify how ESL writers write to persuade. Samples of English as Second Language writers’ written assignments produced for an English for Occupational Purpose Module are used in this study. The assignment is in the form of a proposal paper written to propose an activity. The objective of a proposal paper is to propose an idea, and it is written in the hope of persuading the person reading the proposal to agree, approve and support the proposal. By studying the use of Aristotle’s triad of persuasive appeals, it is hoped that it will assist academicians to focus on what to teach in their communication class and to be able to produce competent ESL writers who are able to persuade and make one agree with their ideas and issues.

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

Blended Approach for Learning English as Second Language

2020 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Rajesh Lankapalli ◽  
Y.V.G. Nukeswara Rao
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Education System ◽  
English Language ◽  
English Language Teaching ◽  
Learning Activities ◽  
English As Second Language ◽  
Face To Face ◽  
Subject Areas ◽  
Face To Face Learning

This article describes how over the years, education systems, academics, and students have undergone many modifications with the appearance of the latest technologies. This variation is clear particularly in implementation within the pedagogic structures of the education system. On par with different subject areas especially in English language teaching is additionally taking advantage of the blended mode of learning. Blended learning is for people who would like to advance their skills through face-to-face learning, while supporting their learning with online and remote learning activities.

scholarly journals Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

2016 ◽  
Vol 9 (9) ◽  
pp. 134
Author(s):  
Charles Gibson
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Development ◽  
The United States ◽  
Language Learner ◽  
Achievement Gaps ◽  
English As Second Language ◽  
Language Students

<p>Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for to better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.</p>

scholarly journals Measuring the Frequency of Critical Thinking in a Second Language Academic Discussion Course

2021 ◽  
pp. 237-268
Author(s):  
Samuel Reid ◽  
◽  
Travis West ◽  
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
English Language ◽  
Tertiary Education ◽  
Qualitative Difference ◽  
Ministry Of Education ◽  
Spoken Discourse ◽  
Language Courses ◽  
Categorization System ◽  
Objective Reasoning

As technology and globalization increase the chances of exposure to information, learners’ Critical Thinking (CT) and researchers’ ability to measure it will play an important role in developing modern educational experiences. This is particularly the case for English language learners who wish to enter tertiary education in English-speaking countries (Liaw, 2007; Wagner, 2010). Emphasis on such skills is increasingly a facet of language education in Japanese contexts. This can be seen in changes implemented by the Japan Ministry of Education, Culture, Sports, Science, and Technology which have encouraged a focus on CT in English language courses during recent years (MEXT, 2011). However, it can be difficult for second language (L2) learners to exhibit CT in an L2 (Bali, 2015; Luk & Lin, 2015). Measuring CT in learner output has also proven difficult, which can be an obstacle to further integrating CT in L2 pedagogy. Studies exploring ways of measuring CT in an L2 have largely focused on written work (e.g., Davidson & Dunham, 1997; Floyd, 2011; Stapleton, 2001), while analysis of CT in spoken L2 discourse has seen little attention. As a result, little advice can be found on practical steps for teachers to help learners display CT when speaking in an L2. This chapter describes a study of arguments made during group discussions in an L2 English Discussion course at a Japanese university. A corpus of spontaneous spoken discourse recorded during class was analyzed to measure the frequency of CT displayed in an academic setting where CT was not an explicit focus of the course. Arguments in the corpus were identified using Ramage et al.’s (2016) model of argument criteria, and a categorization system was developed in which discourse was classified as displaying either objective reasoning or subjective reasoning. Participants were found to have used approximately 72% objective and 28% subjective reasoning. However, further analysis revealed an important qualitative difference in arguments identified as incorporating objective reasoning. The results of the study suggest two areas that may help teachers promote an increase in student usage of CT: the importance of question prompts in orienting learners towards CT in their answers, and a specific focus on the role of pronoun usage in taking a subjective or objective stance.

scholarly journals Perceived View of Teachers Towards Pentaksiran Tingkatan Tiga (PT3) (Form Three Assessment) English Language: A Case Study

2019 ◽  
Vol 15 (3) ◽  
pp. 34
Author(s):  
Fatima Sabbir
Keyword(s):  
Second Language ◽  
Secondary Schools ◽  
English Language ◽  
Language Teachers ◽  
Snowball Sampling ◽  
English As Second Language ◽  
Study Approach ◽  
Second Language Teachers ◽  
The Common

The Standard-Based Curriculum for Secondary Schools (KSSM) was introduced in secondary schools in 2017. Parallel to the changes in the curriculum, Malaysian ESL (English as a Second Language) was revised to align with the Common European Framework of References (CEFR). Similarly, there is a change in the assessment of form three students. Therefore, this study aims to identify the perceived view of teachers towards ‘Pentaksiran Tingkatan Tiga’ (PT3) (Form Three Assessment) English Language. A qualitative research method using snowball sampling was employed in obtaining the data. This study is designed based on a case study approach. Five TESL (Teaching English as Second Language) teachers were interviewed by using open-ended questions to ascertain their perceived view on the PT3 English language. The findings show that the teachers were generally positive on the CEFR-aligned PT3 English language. However, the teachers indicated that the teaching of CEFR-aligned English language in an ESL classroom must be tailored by the teachers according to the proficiency levels of the students. This study also illustrated that teachers faced challenges of facilities and relevant materials in assessing the students. Further research should employ a larger sample size to obtain a broader perspective on the perceived view of teachers towards PT3 English Language.   KEYWORDS: Form Three Assessment (PT3), Pentaksiran Tingkatan Tiga (PT3), Perception of teachers.

scholarly journals Malaysian Tertiary ESL Students' Writing Errors and Their Implications on English Language Teaching

2021 ◽  
Vol 17 (3) ◽  
pp. 235
Author(s):  
Siti Zawani Mehat ◽  
Lilliati Ismail
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Language Production ◽  
English Language ◽  
English Language Teaching ◽  
English As Second Language ◽  
Adult Esl ◽  
Study Results ◽  
Esl Learners ◽  
Writing Errors

Abstract: Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language.   Keywords: Error Analysis, Intralingual, Interlingual, writing problems, writing errors

scholarly journals Teaching English As Second Language through Drama for Effective Communication Skills: A Pragmatic Perspective

2018 ◽  
Vol 3 (3) ◽  
pp. 259
Author(s):  
Joseph Agofure Idogho
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Second Language Learners ◽  
Effective Communication ◽  
Teaching English ◽  
English As Second Language

<p>Literatures have reveal that teaching English Language in a conventional classroom with all the available methodology hardly gives the students opportunity to use the language effectively or gain the competence and confidence of using the language in and outside the classroom and probably develop fluency in it: especially when English is a second language other than the learner’s language like the Nigeria situation. This paper thus opines that with the use of drama as a tool or technique in teaching English Language as second language; learners would be equipped with the essential skills of communication and gain fluency in the language. This paper therefore explores the array of models through which language exploration through drama is related to Language Acquisition theories. The paper examines the theories of Language acquisition to establish the relevance of drama-in-education to the domain of teaching and learning and probably language teaching. It further x-rays the mimesis concept of drama as a basis and model for language learning by explaining the three imitative models of language learning among humans as they relates to communicative activities: to prove the relevance of drama as a potent tool for fostering effective communication skills in English as Second Language Learners.</p>

Sign in / Sign up

Export Citation Format

Share Document