scholarly journals How Foreign Students Learn ‘Bahasa Indonesia’ as a Second Language

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Singgih Widodo Limantoro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Real World ◽  
Foreign Students ◽  
Communicative Competence ◽  
Daily Lives ◽  
Language Competence ◽  
Cultural Exposure ◽  
Language Environment ◽  
Bahasa Indonesia

Foreigners who learn 'Bahasa Indonesia' in Indonesia actually learn Indonesian as a Second Language in the real-world settings. They practice Indonesian in Indonesian-speaking culture so that they expect to improve their Indonesian proficiency in a conducive language environment. In this paper, the writer would like to investigate why and how the foreign students learn it at Ubaya Language Center in Surabaya, Indonesia for about one semester. As a matter of fact, a language is also a part of culture, therefore, when they learn the Indonesian cultural activities, they might also learn the Indonesian language through cultural exposure. Based on his overall survey findings, the participants or the foreign students learning Indonesian at ULC had some reasons, such as chance for working career, for travelling, and for improving the language competence. They also used the Indonesian skills in their daily lives. This conducive language environment, their motivation and strategies in learning Indonesian in Indonesia would also enhance the success of their language learning. Keywords: communicative competence, foster, how to learn, linguistic environment

scholarly journals IMPLEMENTATION OF THE COMMUNICATE METHOD OF TEACHING UKRAINIAN LANGUAGE LESSONS AS A FOREIGN LANGUAGE (ON THE MATERIAL OF THE LESSON «OUR FAMILY»)

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 19-22
Author(s):  
Liudmyla Sheremeta
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Professional Training ◽  
Language Competence ◽  
Communicative Skills ◽  
Initial Stage ◽  
Language Environment ◽  
Further Development ◽  
Selection Of

In the article presents a system of methodical work on the formation of communicative skills in foreign medical students while studying the topic «My Family». The content of teaching Ukrainian as a foreign language is outlined, peculiarities of mastering oral and written forms of language are analyzed. It has been proved that the formation of the Ukrainian language competence of foreign students is based on language training, which at the initial stage of language learning involves free fluency in vocabulary. The necessity to study the main aspects of studying the topic «My Family», aimed at finding the best means and methods to meet the basic communicative needs of students in everyday and educational and professional spheres (mastering linguistic and speaking skills and developing communication skills and topical for service in the Ukrainian language environment). The basic aspects of forming of communicative and skills skills will help to optimize the process of education of foreign students in higher education institutions of Ukraine and can be used in the further development of new methods of assessing the level of professional training of future medical professionals. Provided special educational equipment and innovative approaches to the study of the Ukrainian language. Development a system of exercises aimed at enriching the vocabulary of foreigners development of oral and written, monologue and dialogical speech, improving skills from all types of speech activities. The author’s method of mastering the material, aimed at the optimal selection of ways to improve the efficiency of the lesson, is described. Methodical recommendations are given for the development of a medical profile of foreign students in the medical profile of dialogue.

Budaya dalam Pengajaran Bipa: Respons Orang Asing terhadap Budaya Sunda dalam Hubungan Lintas Budaya

Metahumaniora ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 281
Author(s):  
Muhamad Adji
Keyword(s):  
Foreign Students ◽  
Descriptive Study ◽  
Cross Cultural ◽  
Basic Knowledge ◽  
Local Culture ◽  
Cultural Relations ◽  
Daily Lives ◽  
International Language ◽  
Foreign Speakers ◽  
Bahasa Indonesia

AbstrakProgram BIPA (Bahasa Indonesia bagi Penutur Asing) memberikan kesempatanpada orang asing untuk mempelajari bahasa Indonesia sebagai pintu gerbang untukmengenal Indonesia lebih dalam lagi. Dengan semakin banyaknya orang asingmengunakan bahasa Indonesia, semakin terbuka kesempatan bagi bahasa Indonesiauntuk menjadi bahasa internasional. Hal itu dapat dilakukan melalui strategi kebudayaan.Strategi kebudayaan yang dapat dilakukan dalam mengenalkan Indonesia dalampembelajaran BIPA adalah melalui pengenalan budaya lokal yang menjadi ujung tombakdari kebudayaan Indonesia. Kebudayaan lokal yang hidup dalam masyarakat setempatmemberi kesempatan bagi orang asing untuk melihat dan memahami kekayaan budayaIndonesia yang beragam. Tulisan ini bertujuan mengetahui pengetahuan dasar mahasiswaasing terhadap budaya Sunda dan bagaimana respon mereka dengan dijadikannya budayaSunda sebagai bagian dari pembelajaran BIPA. Penelitian ini merupakan penelitiandeskriptif dengan pemerolehan data melalui kuesioner dan referensi kepustakaan. Hasilpenelitian menunjukkan bahwa pengenalan aspak-aspek budaya lokal, dalam hal inibudaya Sunda, dalam pengajaran BIPA merupakan kebutuhan utama bagi orang asingagar dapat bertahan hidup dan beradaptasi dalam lingkungan sosial budaya tempatmereka hidup serta membangun kesalingpengertian dalam hubungan lintas budaya. Olehkarena itu, hal-hal yang penting bagi orang asing adalah budaya lokal yang dirasakanlangsung dalam kehidupan keseharian mereka di Indonesia.Kata kunci: budaya Sunda, pengajaran BIPA, respon, orang asing, lintas budayaAbstractThe BIPA program (Indonesian for Foreign Speakers) provides an opportunity forforeigners to learn Indonesian as a gateway to know Indonesia more comprehensively. With theincreasing number of foreigners using Indonesian language, the more open the opportunity forIndonesian language to become an international language. This can be done through a culturalstrategy. The cultural strategy that can be done in introducing Indonesia in BIPA learning isthrough the introduction of local culture that is the spearhead of Indonesian culture. Local culture hat lives in local communities provides opportunities for foreigners to see and understand Indonesia’s diverse cultural richness. This paper aims to find out the basic knowledge of foreign students towards Sundanese culture and how they respond to the use of Sundanese culture as part of BIPA learning. This research is a descriptive study by obtaining data through questionnaires and literature references. The results show that the introduction of aspects of local culture, in this case Sundanese culture, in the teaching of BIPA is a major need for foreigners to survive and adapt in the socio-cultural environment in which they live and build understanding in cross-cultural relations. Therefore, the things that are important for foreigners are the local culture that is directly affected in their daily lives in Indonesia.Keywords: Sundanese culture, BIPA teaching, response, foreigners, cross-cultural

scholarly journals The active dictionary of lexical combinatorics as a means of optimizing language learning

2021 ◽  
pp. 50-60
Author(s):  
Volodymyr Trub ◽  
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
First Language ◽  
Language Competence ◽  
Word Combination ◽  
Translation Equivalent ◽  
Russian Noun ◽  
Lexical Function

An important element of language competence is the knowledge of different features of lexical combinatorics. This article describes the structure of an Active Russian-Ukrainian Combinatory Dictionary of Nouns. The main goal of the Dictionary lies within the systematic representation of lexical combinatorics of a particular entry keyword along with its translation equivalent. A keyword is a Russian noun which designates such situations as an action, activity, process, pro-perty, state, or an event. Each lexeme which denotes a situation usually relates to a number of other lexemes that denote correlation between the participants of a situation, its variable signs, typical impacts, e.g., beginning or terminating a particular situation, its creation or ending, and other impacts constrained by its specifics. It is essential that different names of situations relate to different sets of lexemes attached to them. A combination of words with the name of a situa-tion and a lexeme that this name relates to is called collocation. In corpus linguistics, colloca-tions are described by means of apparatus of lexical functions (LF). Thus, the accompanying lexeme of the word combination conveys the meaning of LF for which the name of situation serves as an argument. In the Dictionary, eасh entry involves not only a Russian noun naming situation and its Ukrainian translation but also a set of collocations that correlate with the noun. Each Russian collocation is accompanied by its Ukrainian equivalent. The use of such a dic-tionary furthers the knowledge of the user’s native (first) language (Russian or Ukrainian). The Dictionary is especially important for learners of Ukrainian as a second language. It contains information about “paradigmatic syntagmatics” in Ukrainian yet not fully represented in bilin-gual dictionaries. Keywords: dictionary, noun, combinatorics, collocation, lexical function, predicate, actant.

scholarly journals Developing Authentic L2 Reading Materials

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Seifoddin Rajabi ◽  
Majid Farahian
Keyword(s):  
Reading Comprehension ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Real World ◽  
Artificial Language ◽  
Authentic Materials ◽  
Daily Lives ◽  
L2 Reading ◽  
Reading Materials

Reading means different things to different people; for some it is recognizing written words, while for others, it is an opportunity to teach pronunciation and practice speaking. However, reading always has a purpose. It is something that we do everyday; it is an integral part of our daily lives, taken very much for granted and generally assumed to be something that everyone can do. The reason for reading depends very much on the purpose for reading. Among aspects which prove positive when using authentic materials is that they are highly motivating, giving a sense of achievement when understood and encourage further reading. One of the main reasons for using authentic materials in the classroom is once outside the controlled language learning environment, the learner will not encounter the artificial language of the classroom but the real world and language the way it is really used (Berardo, 2006).    Keywords: Authenticity; Foreign language (L2) learning; Reading comprehension; Reading materials                                                                                                                                                                      

Budaya dalam Pengajaran Bipa: Respons Orang Asing terhadap Budaya Sunda dalam Hubungan Lintas Budaya

Metahumaniora ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 281
Author(s):  
Muhamad Adji
Keyword(s):  
Foreign Students ◽  
Descriptive Study ◽  
Cross Cultural ◽  
Basic Knowledge ◽  
Local Culture ◽  
Cultural Relations ◽  
Daily Lives ◽  
International Language ◽  
Foreign Speakers ◽  
Bahasa Indonesia

AbstrakProgram BIPA (Bahasa Indonesia bagi Penutur Asing) memberikan kesempatanpada orang asing untuk mempelajari bahasa Indonesia sebagai pintu gerbang untukmengenal Indonesia lebih dalam lagi. Dengan semakin banyaknya orang asingmengunakan bahasa Indonesia, semakin terbuka kesempatan bagi bahasa Indonesiauntuk menjadi bahasa internasional. Hal itu dapat dilakukan melalui strategi kebudayaan.Strategi kebudayaan yang dapat dilakukan dalam mengenalkan Indonesia dalampembelajaran BIPA adalah melalui pengenalan budaya lokal yang menjadi ujung tombakdari kebudayaan Indonesia. Kebudayaan lokal yang hidup dalam masyarakat setempatmemberi kesempatan bagi orang asing untuk melihat dan memahami kekayaan budayaIndonesia yang beragam. Tulisan ini bertujuan mengetahui pengetahuan dasar mahasiswaasing terhadap budaya Sunda dan bagaimana respon mereka dengan dijadikannya budayaSunda sebagai bagian dari pembelajaran BIPA. Penelitian ini merupakan penelitiandeskriptif dengan pemerolehan data melalui kuesioner dan referensi kepustakaan. Hasilpenelitian menunjukkan bahwa pengenalan aspak-aspek budaya lokal, dalam hal inibudaya Sunda, dalam pengajaran BIPA merupakan kebutuhan utama bagi orang asingagar dapat bertahan hidup dan beradaptasi dalam lingkungan sosial budaya tempatmereka hidup serta membangun kesalingpengertian dalam hubungan lintas budaya. Olehkarena itu, hal-hal yang penting bagi orang asing adalah budaya lokal yang dirasakanlangsung dalam kehidupan keseharian mereka di Indonesia.Kata kunci: budaya Sunda, pengajaran BIPA, respon, orang asing, lintas budayaAbstractThe BIPA program (Indonesian for Foreign Speakers) provides an opportunity forforeigners to learn Indonesian as a gateway to know Indonesia more comprehensively. With theincreasing number of foreigners using Indonesian language, the more open the opportunity forIndonesian language to become an international language. This can be done through a culturalstrategy. The cultural strategy that can be done in introducing Indonesia in BIPA learning isthrough the introduction of local culture that is the spearhead of Indonesian culture. Local culture hat lives in local communities provides opportunities for foreigners to see and understand Indonesia’s diverse cultural richness. This paper aims to find out the basic knowledge of foreign students towards Sundanese culture and how they respond to the use of Sundanese culture as part of BIPA learning. This research is a descriptive study by obtaining data through questionnaires and literature references. The results show that the introduction of aspects of local culture, in this case Sundanese culture, in the teaching of BIPA is a major need for foreigners to survive and adapt in the socio-cultural environment in which they live and build understanding in cross-cultural relations. Therefore, the things that are important for foreigners are the local culture that is directly affected in their daily lives in Indonesia.Keywords: Sundanese culture, BIPA teaching, response, foreigners, cross-cultural

“Can I very please borrow it?”: Request development in young Norwegian EFL learners

2015 ◽  
Vol 12 (4) ◽  
Author(s):  
Milica Savić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Communicative Competence ◽  
Efl Learners ◽  
Learning And Teaching

AbstractWith the introduction of the notion of communicative competence to second-language learning and teaching (

Communicative competence and personality dimensions in first and second language learners

2002 ◽  
Vol 23 (3) ◽  
pp. 361-374 ◽  
Author(s):  
LUDO VERHOEVEN ◽  
ANNE VERMEER
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Openness To Experience ◽  
Pragmatic Competence ◽  
Personality Factors ◽  
Big Five Personality ◽  
Organizational Skills

The purpose of the present study was to examine the relations between communicative competence and five dimensions of personality in 241 first and second language–learning children in The Netherlands. To determine the underlying communicative competence of the first and second language learners of Dutch, a broad array of linguistic measures and teacher judgments were collected. Observational scales referring to the Big Five personality factors were used to characterize the children's personalities. The results showed that three basic components underlie both the monolingual and bilingual children's communicative competence: organizational competence, involving lexical, syntactic, discourse, and functional abilities; pragmatic competence, involving sociocultural routines and illocutionary force; and strategic competence, involving the planning and monitoring of communicative behavior. The relations between the different dimensions of personality and the components of communicative competence revealed the following patterns to characterize first language learners: conscientiousness and emotional stability correlated with basic organizational skills; openness to experience correlated with pragmatic competence; and a broad range of personality characteristics with the acquisition of communicative strategies. In contrast, primarily openness to experience and, to a lesser extent, conscientiousness and extraversion were found to be related to the buildup of basic organizational skills, the acquisition of pragmatic skills, and the development of monitoring strategies in second language learners.

scholarly journals “Because It Sounds Right”: A Guiding Light of Speaker Knowledge

2019 ◽  
Vol 7 (3) ◽  
pp. p345
Author(s):  
Diana Van Lancker Sidtis
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Structural Information ◽  
Detailed Knowledge ◽  
Special Importance ◽  
Continuous Exposure ◽  
Levels Of Abstraction ◽  
Language Competence ◽  
Multiword Expressions ◽  
Specific Effects

Approaches to second language teaching have included continuous exposure, grammar lessons, and a various combinations of these methods. Recent studies highlight specific, detailed knowledge, in speakers of a language, of the phonetic and structural information of many kinds of phrases. These include formulaic expressions (idioms, proverbs, conversational speech formulas, expletives), lexical bundles (sentence stems, conventional expressions, discourse organizers), and collocations (a range of other unitary, multiword expressions). These exemplars share the feature of familiarity: they are known and recognized by speakers of a language, and stored in mental representation with their concomitant features of structure, phonetic and prosodic shape, meaning, and use. In addition, the linguistic sciences currently advance the perspective that language competence is constituted by knowledge of constructions at various levels of abstraction, implying a larger role of memory in language competence than previously understood. Performance by persons with neurological disorders reveals specific effects on production of these kinds of phrases. Given the putatively extremely large repertory of known, stored expressions and constructions that have been shown to constitute language representation, a guiding principle of speaker use might be that the expression sounds right, implying special importance to listening exercises in second language learning.

scholarly journals SELF-PERCEIVED COMMUNICATIVE COMPETENCE AND DEMOTIVATION

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Hanis Kamarudin ◽  
Nur Ain Abdul Malek ◽  
Wan Nazihah Wan Mohamed ◽  
Siti Ainul Ayzan Ayub
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Correlation Coefficient ◽  
English Language ◽  
Communicative Competence ◽  
Pearson Correlation ◽  
Pearson Correlation Coefficient ◽  
Esl Students ◽  
Language Classes ◽  
The Relationship

Scholars in language learning have recently taken an interest in self-perceived communicative competence (SPCC) and demotivation, albeit the relationship between these notions is rarely investigated. In Malaysia, many educators have encountered students who are unwilling to use their second language for communication and the reasons behind it could be determined by different demotivating factors. Thus, the association between the students' SPCC and demotivation was explored in this present study, specifically in the English language classes. A total of 250 diploma students of Universiti Teknologi MARA Cawangan Kelantan (UiTMCK) participated in the study in which the data were collected via SPCC and a demotivation questionnaire. Notably, SPCC was negatively associated with demotivation based on the Pearson Correlation Coefficient. The study’s outcomes showed that as part of the effort to minimise the English as a Second Language (ESL) students' demotivation, educators are encouraged to develop the students' competency in communicating.

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