The Language Learning Aptitudes of Jamaican Children at the Beginning of Secondary School

1976 ◽  
Vol 3 (1) ◽  
pp. 1-21
Author(s):  
Dennis Craig ◽  
Sheila Carter
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Language Learning ◽  
Test Performance ◽  
Communication Style ◽  
Specific Factor ◽  
Learning Potential ◽  
Language Aptitude ◽  
Theory Of Language

Against the background of the creole-language situation in Jamaica, the present paper examines the need for a study of language aptitudes. Also examined are the relevance of S. B. Carroll's theory of language aptitudes in the Jamaican situation, and the implications that become evident out of a comparison of children's performance in language-aptitude and learning-potential tests. The findings suggest that performance in both types of test is strongly influenced by social-class factors. It is then further suggested that the communication style of creole-influenced speech is different from that required overtly or covertly in most types of test performance, and that this specific factor could be responsible for the results discussed.

Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls

1996 ◽  
Vol 78 (3) ◽  
pp. 787-793 ◽  
Author(s):  
Alice Montgomery ◽  
Leslie J. Francis
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Semantic Differential ◽  
Attitudes Toward School ◽  
Single Sex ◽  
English Music ◽  
Attitude Toward School ◽  
Catholic Secondary School ◽  
Personal Prayer ◽  
The Relationship

A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.

Applied Linguistics and the Psychology of Instruction – A Case for Transfusion?

1979 ◽  
Vol 1 (2) ◽  
pp. 91-115 ◽  
Author(s):  
M. A. Sharwood Smith
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Psychological Theory ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Applied Psychology ◽  
Theory Of Language ◽  
Learning And Instruction

It has become increasingly evident in recent years that what is by convention termed ‘applied linguistics’, in that it has to do with foreign language learning and instruction, should be as much applied PSYCHOLOGY as applied linguistics to say nothing of other possible types of application. Still, it is by no means unfortunate that linguistics has established itself as the primary discipline since it is, after all, LANGUAGE that is being taught and learned. It is admittedly symptomatic of this, dare one say, historical bias in applied linguistics that a good theory of language applied with a minimal knowledge of psychological theory (plus, one hopes a large amount of common sense) is probably more generally regarded as acceptable than a way of working based on a sound knowledge of psychology and only a brief acquaintance with linguistics. However it would be extremely unwise to presume that by applying just linguistics to problems of second language instruction or learning one had all that one needed as far as sources (content and techniques) are concerned. This would be to ignore all past and present theorising and experimentation within the field of instructional and learning psychology. The bias needs to be corrected.

Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Secondary School ◽  
Language Learning ◽  
Second Language Learning ◽  
Search Strategy ◽  
Research Articles ◽  
English Learning ◽  
Game Based Learning ◽  
English As Second Language

Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.

CLARITY IN SOCIAL INTELLIGENCE OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 66 (1) ◽  
pp. 3-13
Author(s):  
Ngo Phan Trong
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Intelligence ◽  
Secondary School Students ◽  
Communication Style ◽  
School Students ◽  
Teachers And Students ◽  
Medium Level ◽  
Survey Results ◽  
Learning From Others

This study was conducted on 1170 students at 10 secondary schools in 5 provinces in Vietnam. Survey results determined student's clarity on others at medium level. The Clarity to others of surveyed students was correlated with factors such as: communication style, communication trends and temperament of students in communicating and learning from others. The results of multiple linear regresion model of factors have been determined the prediction of the effects of the above factors. The predictive discovered models in the study have been useful suggestions for parents, teachers and students, helping them to improve Clarity in social intelligence of secondary school students.

scholarly journals Motivational trajectories for early language learning across the primary-secondary school transition

2016 ◽  
Vol 42 (4) ◽  
pp. 682-702 ◽  
Author(s):  
Suzanne Graham ◽  
Louise Courtney ◽  
Alan Tonkyn ◽  
Theodoros Marinis
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
School Transition ◽  
Early Language ◽  
Secondary School Transition

scholarly journals An investigation into teacher’s L1 and L2 use in Indonesian EFL classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 72-79
Author(s):  
A Amriana
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Research Result ◽  
Foreign Language Teaching ◽  
Teaching Approach ◽  
Advantages And Disadvantages ◽  
L1 And L2

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of the research that has been conducted on the phenomenon, the focus has often been the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. An Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.

scholarly journals Subiektywne teorie na temat uczenia się języka obcego studentów romanistyki

Neofilolog ◽  
2017 ◽  
pp. 55-71
Author(s):  
Dorota Pudo
Keyword(s):  
Language Learning ◽  
Qualitative Methodology ◽  
Implicit Theories ◽  
Personal Attributes ◽  
Language Aptitude ◽  
Optimal Learning ◽  
Effective Learning ◽  
Subject Categories ◽  
Optimal Learning Environment ◽  
Romance Philology

Research on subjective (implicit) theories, similarly to studies on other kinds of beliefs, has a rich tradition in the SLA field. This study presents the results of a survey conducted among 55 Romance Philology students, containing open-ended questions about different aspects of the language learning process: nature of the language itself, learner's personal attributes facilitating learning, effective learning activities, optimal learning environment, obstacles to learning, role played by other people. Due to the use of a qualitative methodology (open-ended questions), a large variety of different answers was collected. The data were analysed and divided into subject categories, and the answers falling into each category were counted in order to provide an overall view of the group's tendencies. The students' answers mainly confirm that they see learning a language as a long process demanding time and effort. Students' motivation and perseverance prove to be the most important factors whereas features such as intelligence or language aptitude are underestimated.

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