Encounters in Educating English as a Second Language in India

This paper looks at the present status of English as a second language in India. It characterizes language and distinguishes the variables that influence second language learning. It talks about various issues looked by students of English and what is the correct method for language securing for second language students in India. Language goes about as an instrument to express adequately in different informative circumstances. Be that as it may, it is an exact moment the language which involves a cognizant and constant, precise endeavors to gain or use this. The second language obtaining is extremely a major test for every single local speaker of that language who truly manage it. Most of Indian understudies, especially from rustic pockets think about this type of seven – letter word as a supernatural and mysterious word. A sentiment of awkwardness sets in, the minute pupils overhear something in English. Accordingly, instructors who handle English classes face outlandish troubles. Understudies think that its hard to tune in and to comprehend the language in English. What are the determinations behind this? And What is the medicinal measures to be taken to reduce these issues? This research paper is an endeavor to examine the idea of the second language procurement and the components in charge of its moderate obtaining, particularly in the provincial pockets of India. Fitting and satisfactory healing measures are referred to for the fruitful correction of these issues.

Download Full-text

Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

Education and Linguistics Research ◽

10.5296/elr.v6i1.16627 ◽

2020 ◽

Vol 6 (1) ◽

pp. 87

Author(s):

Aisha Bhatti ◽

Habibullah Pathan ◽

Syed Waqar Ali Shah

Keyword(s):

Second Language ◽

Public Sector ◽

Language Learning ◽

Classroom Environment ◽

Second Language Learning ◽

Teaching And Learning ◽

English Language ◽

Nonparametric Test ◽

Research Paper ◽

L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

Download Full-text

Attitudes and Motivation of Turkish EFL Students towards Second Language Learning

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.129-130.01kiz ◽

2000 ◽

Vol 129-130 ◽

pp. 141-168 ◽

Cited By ~ 12

Author(s):

Z. Kiziltepe

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

English Teachers ◽

Foreign Languages ◽

English Teacher ◽

English Classes ◽

Motivational Intensity ◽

Efl Students ◽

Learning English

This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.

Download Full-text

Factors affecting second language achievement in primary school

Australian Review of Applied Linguistics ◽

10.1075/aral.28.1.03iwa ◽

2005 ◽

Vol 28 (1) ◽

pp. 36-51 ◽

Cited By ~ 3

Author(s):

Noriko Iwashita ◽

Irene Liem

Keyword(s):

Second Language ◽

Primary School ◽

Language Learning ◽

Primary Schools ◽

Second Language Learning ◽

Home Language ◽

Language Background ◽

Factors Affecting ◽

English Classes ◽

Chinese Study

Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.

Download Full-text