scholarly journals English Language Anxiety and its impact on the Communicative Performance of the Learners w.r.t the Students of B-Schools in Delhi NCR, India

2019 ◽  
Vol 8 (3S3) ◽  
pp. 30-41
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Anxiety ◽  
Spoken English ◽  
Indian Context ◽  
The People ◽  
Communicative Performance ◽  
The Status ◽  
Regional Languages ◽  
The Relationship

English is the co-official language of India and the diversified nature of the country makes it imperative for the people to know English language even to communicate within the country. There are more than 30 regional languages spoken in India and English has become a kind of link language. In addition to this, English, in India, is required to get good jobs and promotions. This demand makes the students anxious and leads to English Language anxiety. In the Indian context, English also determines, to a large extent, the status of the people. People who speak good English are considered more educated and intelligent. English Language anxiety has a very debilitating effect on the performance of the students especially in spoken English. When the students are not able to perform well in terms of speaking; they become more anxious and lose confidence. This lack of confidence further sways them away from language learning. It has been observed that such students start refraining from even participating in conversations and discussions. The present paper aims at investigating the relationship between English language anxiety and the communicative performance of the learners. Finally, the study will make pedagogical recommendations in order to alleviate the English language anxiety of the students.

Apprehension in Language Learning Anxiety as Significant Correlate of Oral Performance in English of College Freshmen

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
ELDEN D. ORBETA ◽  
ARIEL E. SAN JOSE
Keyword(s):  
Language Learning ◽  
English Language ◽  
College Freshmen ◽  
Language Anxiety ◽  
Oral Performance ◽  
Telephone Conversation ◽  
Spoken English ◽  
Freshmen Students ◽  
Learning Anxiety ◽  
Language Learning Anxiety

The study was conducted to understand the language learning anxieties and how these affect students’ speaking performance. It also attempted to give clarifications on the conflicting researches on the relationship between language anxiety and oral performance. Data was collected among 150 college freshmen enrolled in a semestral six-unit English course at the University of Mindanao, Panabo Campus. Using the Foreign Language Classroom Anxiety Scales (FLCAS) by Howritz, Howritz, and Cope (1986) and standardized telephone conversation activity test to determine the language anxiety and oral performance of respondents respectively, the researchers found that language anxiety specifically apprehension had an effect on oral performance in pronunciation, grammar, comprehension, fluency, and vocabulary while tension impinged grammar. However, results generally revealed no significant relationship between language learning anxiety and oral performance. It is noteworthy to point out that tension, nervousness, and worry do not affect respondents’ oral performance. The researchers attributed this result to the respondents’ awareness of their weaknesses in the spoken English, to the length of time they were exposed in learning the English language and to the type of learning environment the respondents had.Keywords: Language learning anxiety, Oral Performance, College Freshmen students, University of Mindanao Panabo Campus

scholarly journals Exploring Employment Trend and Relationship With Individual and Family-Related Factors in 65 or Older Koreans

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 65-65
Author(s):  
Yeonji Ryou ◽  
Ryou Yeonji
Keyword(s):  
Employment Status ◽  
Secondary Data ◽  
Educational Background ◽  
Health Condition ◽  
Related Factors ◽  
The People ◽  
Close Relationship ◽  
Working People ◽  
The Status ◽  
The Relationship

Abstract The purpose of this study is to identify the trend of the employment status in 65 years or older adults who reside in South Korea and to explore the relationship between the status of employment and individual and family-related factors. This study utilized 10-year and 6-wave secondary data from the Korean Longitudinal Study of Ageing (KLoSA). The original panel sample is a random sample of 10,254 adults who are 45 or older, but for the aim of this study, the participants younger than 65 years were excluded. The number of samples in each wave is different, ranging from 4,013 to 4,335 due to the death of the participant, the rejection of additional interviews, and the refreshment participant collected in Wave 5. The findings indicate that the absolute employment of the people aged 65 or older and the proportion of working people among those have increased over the past decade. In this study, it is also found that there is a close relationship between employment status and individual factors such as gender, educational background, health condition, region, etc. Moreover, the results suggest that there are various facets of the relationship between employment status and family-related factors including whether living with children, the number of the member whom I help with daily activities, the total amount of financial support from/to children/parents/other family or whether participating social activities, etc. The implications of the need for employing the older population and the consideration family-related factors in the policy-making process in Korea are discussed.

scholarly journals English Language Teacher Education: Notes on The Past And Future

Linguaculture ◽  
2013 ◽  
Vol 2013 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Guy Cook
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
English Language ◽  
Communication Technologies ◽  
Linguistic Landscape ◽  
Language Teacher Education ◽  
Political Views ◽  
The 1960S ◽  
The Relationship ◽  
Contemporary Context

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals The Relationship between Language Learning Strategies and Lexical Complexity Measures

2021 ◽  
pp. 37-52
Author(s):  
Ervin Kovacevic
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
English For Academic Purposes ◽  
Language Learning Strategies ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
The Relationship

This study examines the hypothesis that language learning strategies (LLS) partly account for the level of L2 proficiency (i.e. the level of L2 lexical complexity produced in the written output of English language learners). To test the hypothesis, 152 English-proficient freshman students of Bosnian L1 linguistic background were surveyed utilizing the Strategy Inventory for Language Learning (SILL) designed by Rebecca Oxford (1990). Their lexical output was collected through short essays that were written during formal exams held in English for Academic Purposes undergraduate courses at the International University of Sarajevo. The written samples were converted to an electronic format and analyzed with the Web-based Lexical Complexity Analyzer (Lu, 2012; Ai & Lu, 2010). Relationships between six SILL subscales and twenty-five lexical complexity (LC) measures were assessed through applying the principles of correlational design. The results confirmed the hypothesis. Statistically significant correlations were found between memory strategies and three LC measures, cognitive strategies and twenty LC measures, compensation strategies and nine LC measures, and affective strategies and three LC measures. It is concluded that the relationship between LLS and LC levels is mostly conditioned by LLS types.

scholarly journals Dialect Levelling: A Case Study of Ìkàr??-Àkókó Dialect

2021 ◽  
Vol 3 (3) ◽  
pp. 290-315
Author(s):  
Esther Olayinka Bamigbola ◽  
Fadekemi Rukayat Umar
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Indigenous Languages ◽  
Work Place ◽  
The People ◽  
Restricted Domains ◽  
The Status ◽  
Lack Of Commitment

This study investigates the factors that are responsible for the levelling of Ìkàr??-Àkókó dialect. Specifically, the paper examines the impacts of Nigerian indigenous languages, especially Yorùbá, on the dialect. The study aims at identifying the patterns of changes in the dialect and their impacts on the ethnic identities of the people. The work is based on the variationist approach pioneered by William Labov in the late 1960s and early 1970s. The tools used for data collection include questionnaire, oral interview and observation. The findings of the study reveal that the dialect manifests different stages of changes, vital domains like home, school and work place, which are supposed to be the strongholds of this dialect are being encroached upon by languages other than the mother tongue in the study area. It was found that the changes in the dialect are not due to the influence of English language only, but to indigenous Nigerian languages, mostly Yorùbá. It was concluded that the gradual levelling of Ìkàr??-Àkókó dialect is caused in part by restricted domains of use, increase in population; lack of commitment to indigenous language use by the native speakers; and suppressive language policy in the nation. The study recommends sensitization campaigns as a way of maintaining and sustaining the status of indigenous languages.

scholarly journals Rhetorical Reading for Writing Strategies

2019 ◽  
pp. 1
Author(s):  
Irena Kuzborska
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Relationship ◽  
Rhetorical Reading ◽  
Reading Texts

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.

scholarly journals What Do ‘We’ Know That ‘They’ Don’t? Sociologists’ versus Non-Sociologists’ Knowledge

2009 ◽  
Vol 34 (3) ◽  
pp. 671-696 ◽  
Author(s):  
Anne Mesny
Keyword(s):  
Social World ◽  
Public Sociology ◽  
Social Scientists ◽  
The Public ◽  
The People ◽  
Embedded Knowledge ◽  
The Social ◽  
The Status ◽  
Critical Policy ◽  
The Relationship

This paper attempts to clarify or to reposition some of the controversies generated by Burawoy’s defense of public sociology and by his vision of the mutually stimulating relationship between the different forms of sociology. Before arguing if, why, and how, sociology should or could be more ‘public’, it might be useful to reflect upon what it is we think we, as sociologists, know that ‘lay people’ do not. This paper thus explores the public sociology debate’s epistemological core, namely the issue of the relationship between sociologists’ and non-sociologists’ knowledge of the social world. Four positions regarding the status of sociologists’ knowledge versus lay people’s knowledge are explored: superiority (sociologists’ knowledge of the social world is more accurate, objective and reflexive than lay people’s knowledge, thanks to science’s methods and norms), homology (when they are made explicit, lay theories about the social world often parallel social scientists’ theories), complementarity (lay people’s and social scientists’ knowledge complement one another. The former’s local, embedded knowledge is essential to the latter’s general, disembedded knowledge), and circularity (sociologists’ knowledge continuously infuses commonsensical knowledge, and scientific knowledge about the social world is itself rooted in common sense knowledge. Each form of knowledge feeds the other). For each of these positions, implications are drawn regarding the terms, possibilities and conditions of a dialogue between sociologists and their publics, especially if we are to take the circularity thesis seriously. Conclusions point to the accountability we face towards the people we study, and to the idea that sociology is always performative, a point that has, to some extent, been obscured by Burawoy’s distinctions between professional, critical, policy and public sociologies.

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