Psychological aspects of learning english

2020 ◽  
Vol 42 (1) ◽  
pp. 45-49
Author(s):  
Zakura Makazhanova ◽  
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Psychological Factors ◽  
Real Life ◽  
Psychological Aspects ◽  
Teaching Material ◽  
Factors Affecting ◽  
Effective Learning ◽  
Correct Method ◽  
Learning English

The article discusses issues of effective learning and mastering a foreign language and factors affecting the learning process. The author focuses on the methodological and psychological aspects of this process. The effectiveness of learning and mastering a foreign language, its further professional use, in addition to the teacher’s talent to use the correct method of presenting and activating teaching material, the ability to build trust with students and create a comfortable environment for them in the classroom, depends largely on psychological factors, on the students’ ability to change established ideas about their ability to assimilate and freely use foreign language speech both in class and in real life.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Utilizing Robotics for Learning English as a Foreign Language

2021 ◽  
Vol 102 ◽  
pp. 01013
Author(s):  
Dimitris Ziouzios ◽  
Antonios Chatzisavvas ◽  
Akrivi Chaschatzi ◽  
Nikolaos Baras ◽  
Tharrenos Bratitsis ◽  
...  
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Formal Education ◽  
Information And Communications Technology ◽  
Educational Robotics ◽  
Communications Technology ◽  
Almost All ◽  
Learning English

In recent years, Information and communications technology (ICT) has become a fundamental element of almost all aspects of formal and non-formal education. Educational Robotics (ER) as an ICT subfield has triggered many studies of ER educational utilization as the training of a new foreign language. This paper aims at highlighting another perspective of knowledge, utilizing the ER for learning English as a Foreign Language (EFL). It presents educational scenarios explaining how the robot can be involved in the learning process.

scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

scholarly journals Collaborative tasks and learning occasions in English as a foreign language

2011 ◽  
Vol 11 (4) ◽  
pp. 837-852 ◽  
Author(s):  
Marília dos Santos Lima
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Collaborative Dialogue ◽  
Learning English

The study reported here forms part of a program of qualitative research focusing on the use of collaborative tasks in learning English as a foreign language in Brazil. The research examines the concept of collaborative dialogue (SWAIN, 2000), understood as dialogue that constructs linguistic knowledge within a sociocultural view of language learning. The results indicated that the learners reflected upon the target language, tested hypotheses and reformulated their production in order to promote mutual comprehension in the learning process. The results also revealed that the interaction established during the production of the collaborative dialogue stimulated foreign language learning as the students noticed linguistic gaps in the target language, and sought solutions together.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals Investigating Iraqi EFL Learners' Awareness of Selected English Proverbs

2020 ◽  
Vol 4 (38) ◽  
pp. 12
Author(s):  
Azhar Chassab Jabir
Keyword(s):  
Foreign Language ◽  
Real Life ◽  
Full Understanding ◽  
Efl Learners ◽  
Learning English

       Learning English as a foreign language does  not refer to the mastery of  the rules or merely the grammar of  English  . Rather , it refers to the full understanding of the semantic ( and syntactic ) concepts of that language , and employing this in real life situations . In this sense , the current research represents an attempt at investigating the Iraqi  EFL Learners’ recognition and  production of selected English proverbs . The study is divided into five sections (  an  introduction , three sections and a conclusion ) .  Evidence shows   that English proverbs represent a   very important component in learning English as a foreign language , and that Iraqi EFL learners face considerable  difficulties in understanding and employing them in real life situations .

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 REWARDS AND PUNISHMENTS GIVEN BY THE TEACHER IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIAN CONTEXT

2020 ◽  
Vol 9 (1) ◽  
pp. 75
Author(s):  
Nurvauzati Putri ◽  
Refnaldi Refnaldi
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Junior High School ◽  
Learning Experience ◽  
Nonverbal Cues ◽  
English As Foreign Language ◽  
Effective Learning ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
Learning English

Classroom management is certainly concerned with behavior to create and maintain an effective learning experience. The effective classroom management includes the give of rewards and punishments. Therefore, giving rewards and punishments is important in order to increase students’ motivation in EFL classroom. The purpose of this study is to analyze the types of reward and punishment as well as looking at the possible reasons that use by the teachers. This study employed qualitative research method. The subjects of this research are 3 teachers from Junior high school in Padang. The data were collected through the observation sheets and stimulated recall interviews (SRI). The findings show that (1) teachers mostly used the type of praise (49%) in giving spoken rewards and also teachers mostly used the type of nonverbal cues (54%) in giving spoken punishments. (2) The reasons that teachers give spoken rewards are to enhance students’ enthusiasm in learning English and to increase students’ motivates in learning process. Meanwhile, the reasons that teachers give spoken punishments are to change students’ behavior and to make students afraid to repeat the same mistakes during learning English. Therefore, it can be concluded that the types of spoken rewards and spoken punishments that mostly used by teachers are the first types are Praise and Use nonverbal cues. As a result, there are several reasons teachers give spoken rewards and spoken punishments to the students. 

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