scholarly journals Interactive Learning: An Innovation for English Language Acquisition

2019 ◽  
Vol 9 (2) ◽  
pp. 1187-1190
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Language Teachers ◽  
English Language Acquisition ◽  
Interactive Tool ◽  
Second Language Teachers

The education field is constantly venturing into many creative forms. Interactive learning is a hands-on approach to boost students' engagement and confidence. With new innovation, interactive learning enables students to reinforce critical thinking and problem-solving abilities in second language acquisition. Thus, the aim of this research is to design and create new interactive tool for second language teaching which can benefit both teachers and ESL students. This teaching and learning tool can be used for the 4 basic skills in ESL classrooms namely reading, listening, speaking and writing. A total of 30 students from a rural public secondary school were involved in this study. This interactive tool can help in building students’ motivation in learning especially among the low proficiency students and create autonomous learners who enjoyed and have fun while learning English. In conclusion, it is hoped that this research could add knowledge to the field of interactive tools and promotes creativity among second language teachers.

scholarly journals AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY

2016 ◽  
Vol 7 (2) ◽  
pp. 1218-1224
Author(s):  
Ms. Aletta Mweneni Hautemo ◽  
Mr. Lukas Homateni Julius
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
School Context ◽  
Urban School ◽  
Medium Of Instruction ◽  
English Language Acquisition ◽  
English Second Language

Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibian learners.This paper focuses on language acquisition and literacy. It explores factors that contributes to effective English language acquisition as well as investigate and evaluate how the school context supports English language acquisition of the Upper Primary learners at an urban school in Namibia. Since the study targeted young learners, it has covered their reading skills, reading tools and resources such as the library and classroom which provides a rich learning environment. A qualitative interpretive approach was used to explore the factors that contribute to effective learners English second language acquisition. The theoretical framework was informed by Krashens conception of acquisition (1981; 1982). Data collection methods consisted of questionnaires and interviews were used. The findings indicated that the provision of well-structured classroom activities containing comprehensible input structures a bit beyond the learners current level and a low affective filter to allow them to acquire the second language easily. Moreover, error-based activities help learners to test hypothesis, revise and modify them and in the process develop good language awareness skills that help them to acquire and learn the language consciously. This paper suggests that a good supporting environment for reading, which is scaffold by enough assistance by the teachers and peers helps learners develop good language acquisition and learning skills.

scholarly journals Y TÚ, ¿POR QUÉ VAS A CLASE? EXAMEN DE LA MOTIVACIÓN DE ESTUDIANTES DE INGLÉS EN LA UNIVERSIDAD ESPAÑOLA.

2016 ◽  
Vol 1 (1) ◽  
pp. 541
Author(s):  
Alba Gutiérrez Martínez ◽  
José Antonio Del Barrio Del Campo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Motivation Factors ◽  
Learning Success ◽  
Language Learning Motivation ◽  
Second Language Teachers

Abstract:WHY DO YOU GO TO CLASS? A STUDY ABOUT ENGLISH LANGUAGE LEARNING MOTIVATION FACTORS OF STUDENTS IN A SPANISH UNIVERSITY.Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is an important factor not only for our students but also for parents, instructors and editorials (Babaae, 2012). Moreover, Europe is moving into a multilingual society that requires second language teachers not simply to teach English, French or German but to develop a multilingual and multicultural conscience on students (Lorenzo, Trujillo & Vez, 2011). This data can shed light to the issue by explaining what motivates our students.KEY WORDS: MOTIVATION, SECOND LANGUAGE MOTIVATION, ENGLISH TEACHING, FOREIGN LANGUAGE LEARNINGResumen:Gran parte de la investigación en la adquisición de segundas lenguas ha resaltado el papel de la motivación del alumnado como una importante variable individual para el éxito del aprendizaje (Gardner 2001, 2010, Dörnyei y Ushioda 2011, por ejemplo). El presente estudio reporta los factores de motivación de un grupo de alumnos y alumnas de inglés de la Universidad de Cantabria relacionados con su nivel, edad y sexo. Los resultados han sido recogidos a través de cuestionarios y tienen una gran importancia pedagógica ya que conocer la motivación tiene un papel crucial no solo para nuestro alumnado, sino también para padres y madres, profesorado y editoriales (Babaae, 2012). Además, no hay que olvidar que, con los cambios que nos están llevando hacia una sociedad plurilingüe, el profesorado debe ampliar sus competencias docentes y dejar, por tanto, de enseñar solo inglés, francés o alemán, para pasar a desarrollar una conciencia plurilingüe y multicultural en su alumnado (Lorenzo, Trujillo & Vez, 2011). Estos datos pueden contribuir en gran medida a ello arrojando luz sobre qué motiva a nuestros estudiantes.PALABRAS CLAVE: MOTIVACIÓN, MOTIVACIÓN EN SEGUNDAS LENGUAS, ENSEÑANZA DE INGLÉS, APRENDIZAJE DE SEGUNDAS LENGUAS

Modified Input as an Aid to Comprehension

1985 ◽  
Vol 7 (1) ◽  
pp. 81-90 ◽  
Author(s):  
Ken Kelch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Classroom Discourse ◽  
Native Speakers ◽  
Language Teachers ◽  
Target Language ◽  
Second Language Teachers

Much work in the field of second language acquisition (SLA) has focused on the linguistic adjustments made by native speakers (NSs) when speaking to non-native speakers (NNSs) of that language. Modifications of speech to NNSs are usually assumed to be an attempt to make the target language more comprehensible. The study of second language teachers' classroom discourse has contributed to a thorough description of such modifications, which in general may be termed foreigner talk (FT).

EXPLORING MOTIVATIONAL FACTORS IN TESLTHROUGH THE LENS OF THE SELF-DETERMINATION THEORY

2016 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Abdul Karim Bin Madasa ◽  
Ramiaida Bt Darmi ◽  
Hazleena Bt Baharun
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Relevant Literature ◽  
Self Determination Theory ◽  
Vital Role ◽  
Motivational Factors ◽  
Self Determination

The prominent role of the English language has led to the teachingof the language as a second languageworldwide at tertiary level as a requirement to be assured of better prospects in a student’s life. English language teaching (ELT)has been anever-ending topic as it is seen as an uphill task for teachers due to the motivation factor in the acquisition of the language among the learners.Hence, one of the most valuable concepts used in relation to the success and failure in second language acquisition is motivation. It is apparently one of the most important constructs of individual differences (IDs).As the theories on motivation are countless, this paper is limited to its focuson review of relevant literature andinvestigation on the broad self-determination theory (SDT) that embodies three different types of motivation: (i) autonomous regulation, (ii) controlled regulation, and (iii) amotivation, and its relationship with the acquisition of English as a second language (ESL). It is concluded that the SDT plays a vital role in second language acquisition (SLA) with particular reference to ESL; and its implications could have a positive effect on the implementation ofELT in the higher education institutions (HEIs).This paper is mainly aimed at establishing the motivational factors related to the SDT and its important role in the teaching and learning of ESL in the HEIs.

scholarly journals Second Language Aquisition and The Development through Nature-Nurture

2017 ◽  
Vol 2 (2) ◽  
pp. 164
Author(s):  
Syahfitri Purnama
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Style ◽  
English Language ◽  
Target Language ◽  
Simple Sentence ◽  
English Language Acquisition ◽  
Individual Learner ◽  
Past Tense Form

<p>There are some factors regarding which aspect of second language acquisition is affected by individual learner factors, age, learning style. aptitude, motivation, and personality.<strong> </strong>This research is about English language acquisition of fourth-year child by nature and nurture. The child acquired her second language acquisition at home and also in one of the courses in Jakarta. She schooled by her parents in order to be able to speak English well as a target language for her future time. The purpose of this paper is to see and examine individual learner difference especially in using English as a second language. This study is a library research and retrieved data collected, recorded, transcribed, and analyzed descriptively. The results can be concluded: the child is able to communicate well and also able to construct simple sentences, complex sentences, sentence statement, phrase questions, and explain something when her teacher asks her at school. She is able to communicate by making a simple sentence or compound sentence in well-form (two clauses or three clauses), even though she still not focus to use the past tense form and sometimes she forgets to put bound morpheme -s in third person singular but she can use turn-taking in her utterances. It is a very long process since the child does the second language acquisition. The family and teacher should participate and assist the child, the proven child can learn the first and the second language at the same time.</p>

scholarly journals English Language Acquisition As A Foreign Language on Coachman of Cidomo In Gili Trawangan Lombok

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Jumadil Jumadil ◽  
Emzir Emzir ◽  
Ninuk Lustyantie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
English Language Acquisition ◽  
Analysis Technique ◽  
Depth Interviews

This paper discusses the acquisition of English as a Foreign language on coachman of cidomob. In this study  the researchers applied a case study. The purpose of this study was to find deeper, how Cidomo coaches acquired English, the obstacles faced in acquiring English, and the strategy of English acquisition used. To get the data in these study researchers conducted observations in three months and in-depth interviews with two informants who had been previously chosen. After obtaining the data  the researcher conducted data reduction, data presentation and conclusions by using Mile & Huber man’s data analysis technique. The  result  it  found that  both of  coachman Cidomo  had acquired  English as  foreigners by listening to the native speakers, known through their native friends, imitating it and afterwards practicing with the tourist and their  native friends, while the obstacles faced by them were pronunciation, changing sounds of several phonemes such as phoneme F to P, V to  F and B to  P and the difficulty in memorizing vocabulary because they have been acquiring that second  language since they were  forty years old. Further, the strategy of English acquisition they applied respectively started from  memorizing utterances  such as  greetings, asking for permission, saying  goodbye, and after that they memorizing vocabularies related to their job ranging from objects to the natural environment around them to  complete and improve their second language acquisition.

scholarly journals Language Learnability: An Overview of the Issues

1993 ◽  
Vol 11 (1) ◽  
pp. 53
Author(s):  
John Archibald
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teachers ◽  
Theories Of Mind ◽  
Second Language Teachers ◽  
And Linguistics ◽  
Language Learnability ◽  
Principles And Parameters

In this paper, I summarize an approach to language acquisition that has become extremely influential: language learnability. I argue that knowledge of this approach is beneficial to second language teachers. I present the major characteristics of the principles and parameters model of grammar as it has been applied to second language acquisition. The influence of philosophy (theories of mind), psychology (theories of learning), and linguistics (theories of language) is outlined. I conclude by discussing the research and pedagogic implications of this discipline.

scholarly journals Visual Aids and Multimedia in Second Language Acquisition

2017 ◽  
Vol 10 (6) ◽  
pp. 53 ◽  
Author(s):  
Noha Halwani
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Visual Aids ◽  
Research Project ◽  
English Language Acquisition ◽  
Reading And Writing ◽  
Pull Out

Education involves more than simply passing the final test. Rather, it is the process of educating an entire generation. This research project focused on language learners of English as a Second Language. This action research was conducted in an ESL classroom in H. Frank Carey High School, one of five high schools in the Sewanhaka Central District of Nassau County. The research project explored the question: “Can visual aids improve English language acquisition in reading and writing for a beginner ESL?” The data analyzed were log observation sheets, pull-out focus groups, checklists, and surveys of students. The basic findings were that reading and writing improved when teachers used visual aids, especially when teachers pulled students out of the classroom for individualized instruction. Therefore, the study concluded that the use of visual aids and multimedia can help the students to absorb the content and become interactive in the classroom with no fear of giving wrong answers or, of having trouble being a participant in the class because of shyness.

scholarly journals SECOND LANGUAGE ACQUISITION: KRASHEN’S MONITOR MODEL AND THE NATURAL APPROACH

2020 ◽  
Vol 6 (3) ◽  
pp. 87-99
Author(s):  
Hafizah Hajimia ◽  
◽  
Manvender Kaur Sarjit Singh ◽  
Saralah Devi Mariamdaran Chethiyar ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
First Language ◽  
Good Method ◽  
Language Teachers ◽  
Basic Knowledge ◽  
Natural Approach

The second language can be defined as any other language which is learned or acquired after their first language or their mother tongue. Learning or acquiring a second language can be a difficult task for anybody that wishes to speak or write in a language other than their first language. Teachers should have the basic knowledge of second language acquisition theories to provide a comprehensive teaching and learning environment to students. One of the most applied and well-accepted theories is Stephen’s Krashen’s theory of second language acquisition. The present study was carried out as an observation on students to address the importance of Krashen’s Monitor Model and the Natural Approach in the stages of second language development to ensure effective teaching of the second language. The findings show that the cause of the input factor should be taken into consideration when teaching a second language/foreign language. The findings also indicated that cooperative learning can be a good method for students to get comprehensible input from their classmates.

scholarly journals A Quality Chinese-English Bilingual Education Program: Defining Success

2018 ◽  
Vol 9 (6) ◽  
pp. 1191 ◽  
Author(s):  
Liping Wei
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Bilingual Education ◽  
Education Program ◽  
English Language ◽  
Bilingual Program ◽  
English Language Acquisition ◽  
English Bilingual ◽  
Standardized Exams

This study aims to provide an in-depth case study of a Chinese-English bilingual program in the largest ISD of a Southwestern state, in the hope of shedding light on what makes a bilingual education program successful. Few research studies have systematically delved into an English-Chinese bilingual program as this one. The study illuminates that children in this immersion program have benefited from "additive bilingualism" in that they have learned a second language at no cost to their first language and also out-scored their non-immersion peers in state standardized exams. Employing qualitative methods, narrative inquiry in particular, this research study offers a compelling case that bilingual education does not hinder students’ English language acquisition. Instead, it accelerates students’ English proficiency development while promoting students’ second language acquisition, overall academic achievements, and sociocultural integration.

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