scholarly journals Does Volunteering in a Language Learning Centre Help Non-Native English Speaking Students’ Emotional Well-Being?

2021 ◽  
Keyword(s):  
Language Learning ◽  
Well Being ◽  
English Speaking ◽  
Native English Speaking

English language learning and social media: Schematic learning on Kpop Stan twitter

2020 ◽  
pp. 204275302096458
Author(s):  
Zunera Malik ◽  
Sham Haidar
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Online Interaction ◽  
Learning Aids ◽  
English Speaking ◽  
Native English Speaking ◽  
Tv Show

The recent years have observed a notable rise in online activities and interactions. One of the popular online interaction zones are fandom communities comprising fans of any artist, band, TV show, movie, book, and so on. These fans come together on various platforms to enthuse about their favorites with people who share their admiration and interests. One such platform is Twitter and the fandom community is Stan Twitter. Within those fandoms, K-Pop fandom stands out because of the density of English as a second or foreign language speakers in this community. Taking this community as its sample, this study explores the ways in which the non-native English speaking fandom members use English to communicate on this platform. Moreover, the study focuses on the interpretation and usage of meme discourse by these non-native English speaking members. The findings reveal that the fandom members learn memetic discourse by internalizing it in the form of schemas, which means that they learn the whole chunk of interaction rather than learning individual words. The study has also explored overall language-learning within this community, and has discussed the implications of fandom activities as potential learning aids.

scholarly journals Developing Effective English Language Teaching Strategies for Non-Native English Speaking Dyslexic Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Rishi Mishra ◽  
Dr. Mohammad Ashraf Shah
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
Word Reading ◽  
The Body ◽  
English Language Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Dyslexic Students

Dyslexia, or specific reading disability, is a disorder in which children with normal intelligence and sensory abilities show learning deficits for reading. The developments in reading lags behind other academic developments. Achieved reading skill is limited. Reading is slow and non-word reading is impaired. The educational system has difficulties in understanding dyslexia and an even harder time identifying children with dyslexia in order to provide the correct intervention for students who are non – native English speakers. When a school has the added challenge of identifying struggling English language learners (ELLs), the task becomes an even more complicated process, and often, these kids are completely missed. But that does not have to be the case. Children who are learning English are just as likely to have dyslexia as their native-English-speaking counterparts, and there is a way to identify dyslexia in these children. The difference is that dyslexia might appear in the native language quite as vividly as it will when they attempt to learn English. This research paper tries to analyze those teaching strategies which have been very effective in developing English language skills among the non native speakers. It reviews the body of research on difficulties faced by dyslexic students in educational setup and different teaching methods which played an effective role in enhancing the English language learning skills of the students. First, we explore the assessment of comprehension and reading difficulties of these students at initial stages. Next we discuss the methodology used in reviewing the literature on different instructional methods for the students with specific focus on dyslexic students.

scholarly journals Scaffolding Successful Mobile Experiences for Frontline ESL Workers: An Exploratory Study

2019 ◽  
Vol 12 (3) ◽  
pp. 24
Author(s):  
Anne O'Bryan ◽  
Lily Compton ◽  
Juan David Gutiérrez ◽  
Thais Payne
Keyword(s):  
Language Learning ◽  
Community Of Practice ◽  
Exploratory Study ◽  
Technological Literacy ◽  
Fortune 500 ◽  
Front Line ◽  
Self Confidence ◽  
Management Participation ◽  
English Speaking ◽  
Native English Speaking

<p class="0abstract">This 10-week exploratory study investigates the use of a mobile language learning app, Babbel, by 10 ESL front-line employees and 4 managers and native English-speaking employees at a Fortune 500 company. We focused on the participants’ motivations for using the language learning app and the challenges that they faced. Three key thematic findings were convenience of access, instrumental motivation, and state communicative self-confidence, while challenges included technological literacy and accountability. Recommendations emphasize the importance of onboarding procedures for those with low technological literacy, continual support from a community of practice, and management participation.</p>

scholarly journals NATIVE ENGLISH SPEAKING TEACHERS IN ELT ABROAD FROM THE POINT OF VIEW OF LANGUAGE LEARNING STUDENT

2020 ◽  
pp. 95-99
Author(s):  
Mykhailo PODOLIAK ◽  
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Native Speaker ◽  
English Teachers ◽  
Point Of View ◽  
Modern World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers

There is prejudice in the modern world that na- tive English speaking teachers are better than non- native. In this article, we aim to reveal this opinion as well as to determine the effect native or nonnative teacher has on certain language skill development in students. Many scholars worldwide have researched the question. They agreed that nonnative English teachers are underestimated by employers around the globe. Furthermore, about 80% of all English teachers are nonnative speakers. Our research demonstrate that native speaker English teachers are more effective in intermediate and advanced students, while non-native English speaking teachers are good for beginners. Furthermore, according to the results of our questionnaire, native speaking English teacher developed more speaking, listening and writing skills in students, while non-native English speaking teacher explained grammar and vocabulary better. The other thing we would like to present an interesting exercise that can be of great use to those, who learn native language in a country simultaneously teaching English or other foreign language. The exercise rise motivation as well as breaks the communication barrier in nonnative English speaking students. In addition, the exercise can be of great use to all language levels of English learners

The influence of native English-speaking environment on Akan-English bilinguals’ production of English inter-dental fricatives

2019 ◽  
Vol 24 (4) ◽  
pp. 559-571
Author(s):  
Felix Kpogo ◽  
Virginia C Mueller Gathercole
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learners ◽  
Relative Length ◽  
Age Of Acquisition ◽  
Language Teachers ◽  
Second Language Teachers ◽  
The Usa ◽  
English Speaking ◽  
Native English Speaking

Aims and Objectives: This study examined how age of acquisition, immersion in a native English-speaking environment, and phonological environment influence Akan-English bilinguals’ production of English inter-dental fricatives. Design/Methodology: Forty-five Akan-English bilinguals who immigrated to the USA between the ages of 10 and 64 participated. English inter-dental fricatives occurring in word-initial, intervocalic, and word-final positions were elicited through a production task using sentence frames. Accuracy of production was analyzed relative to age of acquisition, relative length of immersion, and phonological environment. Findings/Conclusion: Performance was better overall on the voiceless than the voiced inter-dental, but the phonological environment mattered: performance was at ceiling for both in the medial position, but less good in the initial and final positions. Early age of acquisition conspired with length of residence in the USA to foster better production for both sounds. However, substitutions for target segments were still observed in the most fluent speakers. These results indicate that in determining speakers’ proficiency in the second language, we must consider all of these factors—phonological environment, age of acquisition, and length of stay—together to gain a comprehensive picture of development. Originality: Few studies have examined Ghanaian speakers’ English, even though English is the official language of Ghana. Further, previous studies on second-language speakers’ abilities with inter-dental fricatives have largely focused on word-initial environments. The present study reveals that distinct phonological environments may not show the same effect. Here, speakers were particularly accurate in intervocalic positions. Significance: This study contributes to theoretical debates concerning the roles of input and age of acquisition for second-language learning. It also provides insights on some of the possible hurdles that second-language learners face as they strive to acquire additional languages, which can assist second-language teachers in designing appropriate methodologies to help learners.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Migration fluxes and adjustment disorder: An examination of a native English speaking population in Milan.

2012 ◽  
Vol 6 (1) ◽  
pp. 66-81
Author(s):  
Caterina A. Zaiontz ◽  
Anna Arduini ◽  
Denise Buren ◽  
Giovanna Fungi
Keyword(s):  
Adjustment Disorder ◽  
English Speaking ◽  
Native English Speaking
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