scholarly journals LEARNING ENGLISH GRAMMAR ONLINE: THE MAIN RESOURCES

2020 ◽  
Author(s):  
N. Yurko ◽  
M. Vorobel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
English Grammar ◽  
Internet Resources ◽  
Research Perspectives ◽  
Learning Language ◽  
Online Sources ◽  
Learning English

The survey deals with the key means of studying grammar online in a foreign language learning. Appropriate grammar is well recognised to be the foundation of effective communication and language proficiency. Notwithstanding great attention being paid to different educational issues and various aspects of language study, there is current need of a more detailed focus on learning language grammar online. Therefore, the purpose of the survey was to examine the main online resources for English grammar learning. The key online sources for learning English grammar have been explored and defined by the by the methods of monitoring and comparative analysis of internet resources. Considering the survey outcomes, further research perspectives of studying grammar online in a foreign language learning have been specified.

scholarly journals ENCOURAGING STUDENTS TO HAVE POSITIVE ATTITUDES TOWARD LEARNING ENGLISH

2017 ◽  
Author(s):  
Ismail Sangkala
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Affective Factors ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Learning Language ◽  
Learning English

In foreign Language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning language. This study looks into the concept of attitude as one of the major affective factors for success in learning a foreign language.

scholarly journals ONLINE PRACTICE FOR SPEAKING ENGLISH

2020 ◽  
pp. 124-132
Author(s):  
I. Styfanyshyn ◽  
Yu. Kalymon
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Detailed Survey ◽  
Internet Resources ◽  
Research Perspectives ◽  
Language Study ◽  
English Speaking

The study deals with the main resources of online speaking practice in learning a foreign language. Speaking practice is long acknowledged to contribute greatly to the development of fluency, confidence and experience of language learners. Although much research has long been devoted to various educational aspects along with different issues of language study, there is a necessity of more detailed survey of online speaking practice in a foreign language learning. Consequently, the study aimed at examining the key online means of English speaking practice. The key online practice sources for English speaking have been explored by the methods of monitoring and comparative analysis of internet resources. Further research perspectives of English speaking practice online have been specified due to the study findings.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

scholarly journals COMMON ERROR IN USING ENGLISH TENSES BY EFL STUDENTS

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 85-94
Author(s):  
Nurma Dhona
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Motivation To Learn ◽  
Common Error ◽  
First Semester ◽  
English Grammar ◽  
Efl Students ◽  
Auxiliary Verb ◽  
Learning English

Most of English foreign language learners (EFL) in the beginning level face some problems in learning English. They commited different kinds of errors and mistakes in learning English as a foreign language which were due to poor knowledge with grammar. Most of students considered that grammar was difficult, thus their motivation to learn English was also poor. Moreover, problems in foreign language learning especially in English were unavoidable. Therefore, the aim of this study was to identify common error in using English tenses by EFL students in the first semester at Putera Batam University. The instrument used was a test on basic English tenses and the data consisted of 50 students. The data sources were taken from the result of students’ test itself. It showed that students’ errors were categorized into six types; (1) Subject – auxiliary agreement, (2) Pronoun mistake or subject was wrong, meanwhile auxiliary verb or verb was right, (3) Auxiliary verb was correct meanwhile verb still added –es/s, (4) Auxiliary verb was wrong in sentence, (5) Double subject in sentence, (6) The sentence did not have subject or verb. Based on the result, it can be concluded some mistakes that students made were caused of they did not really understand the pattern of English tenses. Therefore, students should be given more attention and motivation to learn kinds of tenses correctly. Keywords : English Grammar, English Tenses, Student’s error.

scholarly journals Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 781
Author(s):  
Maria-Anca Maican ◽  
Elena Cocoradă
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Protective Role ◽  
Teacher Student ◽  
Quantitative Results ◽  
Mixed Approach ◽  
Student Relationship

During the COVID-19 pandemic, the online learning of foreign languages at higher education level has represented a way to adapt to the restrictions imposed worldwide. The aim of the present article is to analyse university students’ behaviours, emotions and perceptions associated to online foreign language learning during the pandemic and their correlates by using a mixed approach. The research used the Foreign Language Enjoyment (FLE) scale and tools developed by the authors, focusing on task value, self-perceived foreign language proficiency, stressors and responses in online foreign language learning during the pandemic. Some of the results, such as the negative association between anxiety and FLE, are consistent with those revealed in studies conducted in normal times. Other results are novel, such as the protective role of retrospective enjoyment in trying times or the higher level of enjoyment with lower-achieving students. Reference is made to students’ preferences for certain online resources during the pandemic (e.g., preference for PowerPoint presentations) and to their opinions regarding the use of entirely or partially online foreign language teaching in the post-COVID period. The quantitative results are fostered by the respondents’ voices in the qualitative research. The consequences of these results are discussed with respect to the teacher-student relationship in the online environment and to the implications for sustainable online foreign language learning.

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

scholarly journals The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

2017 ◽  
Vol 7 (3) ◽  
pp. 419-442
Author(s):  
Anja K. Steinlen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Minority Language ◽  
Vital Role ◽  
Language Background ◽  
English Grammar ◽  
Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

scholarly journals A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition

2014 ◽  
Vol 3 (1) ◽  
pp. 85-111 ◽  
Author(s):  
Franziska Lys ◽  
Alison May ◽  
Jeanne Ravid
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Education ◽  
The European Union ◽  
Foreign Language Study ◽  
Foreign Language Requirement ◽  
Language Requirement ◽  
Important Objective

Abstract In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important objective for many American universities, which require students to study a foreign language as a prerequisite to graduate. Students with documented disabilities affecting the learning of a foreign language or students with poor foreign language learning skills, therefore, pose a significant challenge, since a foreign language requirement may prevent such students from graduating unless universities are willing to make special arrangements such as having students graduate without fulfilling the requirement or letting them take substitution classes. The question of what to do with such students is at the heart of this article. It describes how one mid-sized private university with a two-year language proficiency requirement has approached the problem to ensure that policies are implemented fairly. Rather than pulling students out of the foreign language classroom, the university succeeded in keeping students engaged with foreign language study through advising and mentoring across departments

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.

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