scholarly journals Effect of Pragmatic Instruction versus Educational Sojourn on Knowledge of Conventional Expressions

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Vahid Rafieyan
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
English Education ◽  
The United States ◽  
Target Language ◽  
Exchange Program ◽  
Language Class ◽  
Academic Exchange ◽  
Class Instruction ◽  
Pragmatic Instruction

<p>Conventional expressions are crucial for social interactions. However, despite their communicative value, they are not acquired even by advanced language learners. Therefore, some sort of pragmatic intervention in the form of pragmatic instruction or educational sojourn should be provided to help language learners develop their knowledge of target language conventional expressions. To this end, the current study was conducted on two groups of participants including 15 Malaysian undergraduate students of English education at a university in Malaysia and 15 Malaysian undergraduate students of English education from the same Malaysian university on a one-semester academic exchange program at a university in the United States to compare the effect of pragmatic instruction and educational sojourn on the development of knowledge of target language conventional expressions. Knowledge of target language conventional expressions was assessed through a discourse completion task. The results of independent-samples t-test revealed the superiority of the effect of pragmatic instruction to educational sojourn in developing knowledge of target language conventional expressions. The pedagogical implications of the findings suggested incorporation of pragmatic features of the target language into foreign language class instruction.</p>

scholarly journals Discovering Factors of Foreign Language Speaking Anxiety and Coping Strategies

2016 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Vahid Rafieyan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Education ◽  
Negative Impact ◽  
Influential Factors ◽  
Target Language ◽  
Speaking Anxiety ◽  
Foreign Language Learners ◽  
And Coping

<p>Feeling of anxiety is commonly expressed by foreign language learners in learning to speak a foreign language. This feeling is considered to have a negative impact on communication in the target language. This study has attempted to investigate the most influential factors in creating this type of anxiety as well as the most commonly used strategies to cope with it. In this respect, a qualitative research methodology, based on interviews and reflective journals, was used to investigate the issue. A total of 10 female freshman undergraduate students of English education in Universiti Teknologi Malaysia participated in the study. The findings suggested that assessing language learners’ speaking performance was the most anxiety provoking factor and creating a fun environment was the most commonly used strategy to cope with anxiety. The pedagogical implications of these findings suggested the significant role of teachers in creating and/or reducing foreign language speaking anxiety in language learners.</p>

The Modes of Governmentality in Language Education

2011 ◽  
pp. 149-167
Author(s):  
Neriko Doerr ◽  
Shinji Sato
Keyword(s):  
United States ◽  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Language Education ◽  
The United States ◽  
Foreign Language Learners ◽  
Language Class ◽  
Teacher Student

This chapter discusses the validity of incorporating blog activities in language education classes as an equalizing practice. The authors examine blog activities aimed at providing a way for foreign language learners to communicate in a space free from any teacher-student hierarchy as part of a Japanese-as-a-Foreign-Language class at a university in the United States. The authors show that a teacher-student hierarchy still seeps into the blog space, albeit in a different form. Using Michel Foucault’s notion of modes of governmentality, they analyze how the blog’s postings and readers’ comments define the space of a particular blog by evoking modes of governmentality of schooling and of “native” vs. “non-native” speakers. They suggest the importance of acknowledging the existence of relations of dominance in what was initially perceived to be a power-free online space and encourage educators who use blogs in classes to involve learners in the understanding and transformation of such relations of dominance.

Developing beginning language learners’ (meta-)cultural understanding via student-led Linguistic Landscape research

2021 ◽  
Author(s):  
Yu Li ◽  
Hakyoon Lee ◽  
Bumyong Choi
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
The United States ◽  
First Year ◽  
Linguistic Landscape ◽  
Cultural Authenticity ◽  
Student Work ◽  
Cultural Understanding ◽  
Nuanced Understanding ◽  
Beginning Learners

Abstract Practitioners of additional-language (AL) education have consistently argued for the pedagogical benefits of engaging students in Linguistic Landscape (LL) research. The potential of how LL study may contribute to students’ development in (meta-)cultural understanding is yet to be explored. Additionally, while a number of present studies target students at the intermediate or advanced level, student-led LL research projects designed for learners with beginning AL proficiency are under-explored. This paper seeks to fill these gaps by offering a study of undergraduate students learning Chinese and those learning Korean in their first year in the United States. Analysis of student work and pre- and post-project survey data demonstrates that engaging beginning learners of AL in LL research enables them to develop enriched and nuanced understanding of cultural authenticity as well as a deeper appreciation of their target culture. In other words, it is beneficial for promoting their meta-cultural as well as culture-specific learning.

scholarly journals The Effects of Authentic Materials Using Role-playing Activities on Oral Proficiency: A Case Study of Thai Undergraduate Students

2021 ◽  
Author(s):  
Sarath Withanarachchi Samaranayake
Keyword(s):  
Undergraduate Students ◽  
English Education ◽  
Oral Proficiency ◽  
Role Playing ◽  
Target Language ◽  
Control Group ◽  
Authentic Materials ◽  
Oral Fluency ◽  
First Semester

This study investigates the effects of authentic materials and contextually developed role-playing activities on the oral proficiency of Thai undergraduate students. The study was conducted at Prince of Songkhla University, Thailand during the first semester (June to September) of 2010. The study consisted of four research instruments and the data were analyzed using Independent Samples t-test to determine whether the authentic materials and contextually developed role-playing activities had improved the students’ oral fluency and accuracy in the target language. The findings indicated statistically significant differences between the two groups, wherein the experimental group performed better on both fluency and accuracy than the control group. Therefore, based on the findings of the current study, it can be concluded that authentic materials and contextually developed role-playing activities involving a series of sequential events are effective in enhancing learners’ oral proficiency in programs of English as a foreign language in the context of Thailand English education.

scholarly journals Analysis of error sources in L2 written English by Indonesian undergraduate students

2019 ◽  
Vol 6 (1) ◽  
pp. 71-83
Author(s):  
Burhansyah Burhansyah
Keyword(s):  
University Students ◽  
Language Learners ◽  
Undergraduate Students ◽  
Second Language Learners ◽  
Research Field ◽  
Target Language ◽  
Elementary Level ◽  
Error Sources ◽  
Common Problems ◽  
Analysis Of Error

This study investigates second language learners’ production in writing, aiming to understand common problems the learners frequently have with English. The study focuses on the analysis of errors in 100 essays written by 50 Indonesian undergraduate students of English, which is aimed at identifying the commonly occurring errors, classifying them according to a linguistic category, and explaining the causes of the occurring errors. The study shows that a large number of the occurring errors resulted from intralingual sources, the proportion of which account for more than 60% of the total errors. The results conform to a number of earlier studies in this research field which concluded that the majority of errors L2 learners make stem from intralingual interference. Another possible explanation for the phenomena is that because the subjects participating in this study are university students majoring in English, they had at least mastered the basics of English when entering university. As a result, they are more likely to make fewer interlingual errors than students at elementary level who tend to rely more on their native language when dealing with the aspects of the target language which they have not yet mastered.

Fulbright Internationalism

2019 ◽  
pp. 19-31
Author(s):  
Randall B. Woods
Keyword(s):  
United States ◽  
Foreign Policy ◽  
World War Ii ◽  
Foreign Relations ◽  
Active Role ◽  
The United States ◽  
Exchange Program ◽  
Academic Exchange ◽  
Vietnam Era ◽  
The World

For decades after World War II, Senator J. William Fulbright was one of the most influential foreign policy thinkers in the United States. Especially given the importance of the eponymous academic exchange program he founded, he is often held as an avatar of the midcentury American liberal internationalist philosophy that undergirded postwar US foreign policy. From his early notoriety as a leading foreign policy spokesperson to his long-standing perch as chairman of the Senate Foreign Relations Committee, he helped carve out an active role for the United States in the world and an approach that defined American global hegemony. His views were not consistent over time, however, and he would undergo a long period of evolution. Starting out during the war as an early advocate of a “one-world” approach to global cooperationalism, he would become by the Vietnam era a critic of many of the liberal assumptions that he had famously championed. His career thus represents not only key consistencies in US postwar foreign policy but many of the fundamental internal contradictions that bipartisan consensus had disguised for many years.

scholarly journals INDONESIAN EFL STUDENTS’ PERSPECTIVES TOWARDS LEARNING MANAGEMENT SYSTEM SOFTWARE

2020 ◽  
Vol 1 (1) ◽  
pp. 20-24
Author(s):  
Emiliana Putri ◽  
Fatimah Mulya Sari
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Management System ◽  
English Education ◽  
Learning Management System ◽  
Target Language ◽  
System Software ◽  
Study Program ◽  
Technical Problems ◽  
Learning Management

The use of strategy takes an important role in language learning. The use of Learning Management System software (LMSs) in the EFL classroom enables the students to get their target language. LMSs has a feature that can enhance communication between student to student and between lecturer and students. This study generally explores students’ perspectives toward the use of LMSs as a language learning strategy. This qualitative research was conducted in Universities in Lampung Province, Indonesia. The subjects were 33 undergraduate students in the English Education study program, Faculty of Arts and Education. The data used were questionnaires and interviews. The findings show that the participants give positive feedback toward their experiences in using LMSs. By using LMSs, admitted that LMSs was given improvement to their speaking, reading, listening, and writing skill. However, some students revealed that there were some technical problems founds when they use LMSs, such as bad gateway connection. Nevertheless, learning a language using LMSs as the strategy helps the students to have self-learning experiences.

scholarly journals Willingness to Communicate, Possible Selves, Learner Autonomy, and Academic Target Needs: Implications for Sustainable Development in L2 Pedagogy

2019 ◽  
Vol 21 (2) ◽  
pp. 121-138
Author(s):  
Rajab Esfandiari ◽  
Sepideh Hesani
Keyword(s):  
Sustainable Development ◽  
Language Learners ◽  
Undergraduate Students ◽  
Possible Selves ◽  
Learner Autonomy ◽  
English For Academic Purposes ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Target Language ◽  
Academic Settings

Abstract Life-long learning requires that language learners be well prepared for the target situations they will be operating in. To achieve this goal and to improve education for sustainable development, language teachers and language educators need to motivate language learners to participate in the target language. The present study, therefore, investigated the relationships between willingness to communicate (WTC) and possible selves, WTC and learner autonomy, and WTC and academic target needs in an English for Academic Purposes (EAP) context to open up new horizons for sustainable L2 learning. In addition, the present study was aimed at examining the extent to which WTC, possible selves, and learner autonomy would predict academic target needs. Five hundred and ninety male and female undergraduate students from two state-run universities in Iran participated in this study. The present study used four questionnaires to collect the data, and SPSS (version 25) was used to analyze the data. The findings showed a significant positive relationship between WTC and possible selves. Finally, results from hierarchical multiple regression revealed that WTC, possible selves, and learner autonomy were predictors of academic target needs. The findings suggest that the interplay of several variables should be considered if language learners need to actively communicate in L2 academic settings. Implications for sustainable development in L2 pedagogy are also discussed.

scholarly journals Gegar Bahasa pada Program Pertukaran Mahasiswa Indonesia di Jepang: Sebuah Studi Kasus

2021 ◽  
Vol 4 (4) ◽  
pp. 401-412
Author(s):  
Siti Yulidhar Harunasari ◽  
Nurhasanah Halim
Keyword(s):  
Language Learners ◽  
Language Learner ◽  
Target Language ◽  
Research Subjects ◽  
Descriptive Case Study ◽  
Language And Culture ◽  
Exchange Program ◽  
The Social ◽  
Language Environment

The purpose of this study was to describe the experience of a language learner in an Indonesian student exchange program in Japan aimed to enable students to learn the language and culture directly in their home country. This experience was captured through a descriptive case study conducted to obtain a clear picture of what happened and find out what aspects could cause language concussion; and how the influence of language shock on the social acculturation of language learners. Data were collected through observation and interviews. The results showed that the language shock experienced by the Research Subjects in the target language environment included linguistic aspects at the phonological and morphological levels. Sociolinguistic aspects at the level of the use of a variety of respect. Anxiety also occurs due to the loss of signs and symbols of social relationships commonly known by the Research Subjects. Therefore, cultural differences between Indonesia and Japan should be anticipated so as not to cause difficulties in carrying out social acculturation.

Sign in / Sign up

Export Citation Format

Share Document