scholarly journals Phonological Errors and L1 Interference: A Case Study of Jordanian Learners of English as a Foreign Language

2021 ◽  
Vol 11 (3) ◽  
pp. 116
Author(s):  
Fatima Al-Shalabi
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
First Language ◽  
Future Research ◽  
Jordanian Arabic ◽  
Phonological Errors

This study investigates the phonological errors made by Jordanian learners of English as a foreign language. It aims to explore the role played by the learners’ first language in committing such errors. The researcher collected data from 20 Jordanian learners of English; all were in Grade 10 and speak Jordanian Arabic (JA) as their native language. The researcher asked each participant to read a list of words and recorded their pronunciation. The analysis of data showed that participants made two types of errors: insertion errors and substitution errors. The results also revealed that learners’ first language interference is the major source of both insertion and substitution errors. The study made some suggestions to eliminate errors and recommendations for future research.

scholarly journals Balinese Students Pronunciation in Learning English: A Case Study of Sixth-Grade Students at SDN 1 Petulu Ubud

HUMANIS ◽  
2021 ◽  
Vol 25 (2) ◽  
pp. 166
Author(s):  
Ni Kadek Suantari ◽  
I Made Suastra ◽  
I Gusti Agung Istri Aryani
Keyword(s):  
Foreign Language ◽  
Qualitative Methods ◽  
Native Language ◽  
First Language ◽  
Field Research ◽  
Sixth Grade ◽  
Language Structure ◽  
Sixth Grade Students ◽  
Learner Differences

This study is aimed to identify how the Balinese students pronounce English consonants and to analyse the factors that influenced the Balinese student’s pronunciation in pronouncing English consonants. This study was conducted as field research and the data was collected from the Balinese student’s pronunciation by recording their voices in pronouncing the target phonemes. Besides, interviewing was also done to know the factors that influence them in pronouncing the target phonemes. Data of this research was descriptively analysed by using qualitative methods and analysed by the theory proposed by Roach, Brown, and Harmer. The consonants chosen were the consonants that mostly do not occur in their native language structure such as /f/, /?/, /?/, /?/, /v/, /ð/, /z/, /?/, /?/ and the chosen English consonants that are pronounced differently from what it has written is /k/. The Balinese students were not familiar with those phonemes caused they found difficulties when they pronounced those phonemes sound. Foreign language pronunciation of the students was influenced by some factors: Age, First language interference, Learner differences (student’s aptitude and intelligence), and Motivation (teacher and other students).

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

scholarly journals The Perception of Tone and Focus in Mandarin by Indonesian Learners: A Case Study

2019 ◽  
Vol 4 (1) ◽  
pp. 11-26
Author(s):  
Hana Nurul Hasanah
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
Identification Accuracy ◽  
Tone Language ◽  
Mandarin Language ◽  
Perceptual Ability ◽  
The Mean ◽  
Better Than

 In a tone language, the interface between tone, intonation, and focus will affect the pitch height and contour of tones. Previous perceptual studies revealed the potential conflicts in perceiving pitch variations at lexical and post-lexical levels that were experienced by either native listeners or listeners who speak Mandarin language as a second or foreign language. Rarely we find research in Indonesia that provides evidence for Mandarin language learners’ perceptual ability at a post-lexical level. This paper investigated how well learners with distinct first language (L1) background identify tones that are affected by the realization of focus and the presence and location of focus in distinct intonation types. Perceptual experiments were conducted towards two groups of listeners: Mandarin learners with Indonesian L1 and learners with a tone language L1 background (Hakka or Hokkien). Their identification accuracy (IA) rate in recognizing the tone type for the last syllable with a narrow focus was compared with their IA in identifying the location of the focus. In general, identifying tone type was easier than identifying focus position for both groups. However, the Mean from each group showed that learners with a tone language L1 were slightly better than the other group. Results exhibited more similarities between the two groups of the listener, which indicates that L1 background only has a mild effect on the perceptual ability of Indonesian learners of Mandarin as a foreign language.  

scholarly journals Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

2018 ◽  
Vol 11 (4) ◽  
pp. 52
Author(s):  
Ahmed Abdulateef Al Khateeb
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
First Century ◽  
Future Research ◽  
Educational Systems ◽  
English Language Teachers ◽  
Future Research Directions

The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.

scholarly journals Question Formation Problems Encountered by Students of English as a Foreign Language: A Case Study

2021 ◽  
Vol 3 (3) ◽  
pp. 12-16
Author(s):  
Fatima Elnaeem Mohammed
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Significant Influence ◽  
Word Order ◽  
English Language ◽  
First Language ◽  
Past Tense ◽  
Parts Of Speech ◽  
Question Formation

This study aims at identifying the problems that face Sudanese university students in forming questions for communicative purposes in the English language; It is an investigation of the difficulties the students find in constructing questions correctly and accurately. Types of errors were analyzed on different linguistic levels. The results have shown that the area of confusion includes the use of the verb ‘be’, present and past tense, parts of speech and word order. The methodology used in this study was based on the students' feedback; linguistic analysis of the questions they formed. The main findings proved that the students face difficulties in forming questions resulting from the fact that their first language has a significant influence on learning English as a foreign language in general and forming questions in particular.   

scholarly journals On Language Processing Shaping Decision Making

2017 ◽  
Vol 26 (2) ◽  
pp. 146-151 ◽  
Author(s):  
Albert Costa ◽  
Marc–Lluís Vives ◽  
Joanna D. Corey
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Processing ◽  
Native Language ◽  
Dual System ◽  
Future Research ◽  
Research Directions ◽  
Decision Making Processes ◽  
Future Research Directions ◽  
The Impact

Recent research has revealed that people’s preferences, choices, and judgments are affected by whether information is presented in a foreign or a native language. Here, we review this evidence, focusing on various decision-making domains and advancing a variety of potential explanations for this foreign-language effect on decision making. We interpret the findings in the context of dual-system theories of decision making, entertaining the possibility that foreign-language processing reduces the impact of intuition and/or increases the impact of deliberation on people’s choices. In closing, we suggest future research directions for progressing our understanding of how language and decision-making processes interact when guiding people’s decisions.

scholarly journals Students' Analyses toward Grammatical Errors on Social Media's Posts: Case Study in Politeknik Negeri Medan

2021 ◽  
Vol 2 (2) ◽  
pp. 320-330
Author(s):  
Orli Binta Tumanggor ◽  
Aprilza Aswani ◽  
Winda Syafitri
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Mother Tongue ◽  
First Language ◽  
Part Of Speech ◽  
Grammatical Errors ◽  
Key Word ◽  
Grammatical Error ◽  
The Subject

Learning a second or foreign language is quite different from acquiring the first language or mother tongue. There are some differences found in different languages including the grammatical pattern. It tends to make the learners have errors in writing or speaking English. This study investigated the students’ analyses toward grammatical error on social media posts. The subject of research are 15 students of Politeknik Negeri Medan majoring computer engineering.There were 20 errors found by students which were further analyzed by using surface taxonomy theory.  This study showed that the students’ analyses were dominantly on misformation analysis, followed by omission, addition, and misordering analysis. Misformation is the highest rate of errors found as it actually covers many grammar topics in english such as tenses, participle, verbal sentence, nominal sentence, part of speech, and others as analyzed by students on social media posts.  Besides, no students found blends analysis, it might due to their lack of knowledge of blends itself. Key word: Grammatical error, social media, surface taxonomy theory

scholarly journals O roli kodu kulturowego i jego komponentów w procesie konstytuowania znaczenia w języku obcym

2020 ◽  
pp. 57-71
Author(s):  
Adam Szeluga
Keyword(s):  
Foreign Language ◽  
Negative Impact ◽  
Native Language ◽  
First Language ◽  
Cultural Relations ◽  
Native Culture ◽  
Foreign Culture ◽  
Language User ◽  
Cultural Code

The article analyses the notion of the so-called cultural code, understood as a complex interweaving of culturally and socially conditioned elements, through the prism of which we give (most often unconsciously) things and phenomena their particular meanings. The native language user acquires this code in the process of upbringing and socialisation in the society and during acquisition of the first language. However, the process of mastering a foreign language is subject to far greater constraints. Hence, the main problem addressed in the text is the issue of ‘learnability’ of the cultural code, which is specific for each language. Although the foreign-language specific elements have a negative impact on the processes of understanding and expressing the intended meanings in the foreign language, they can at the same time positively shape the awareness of native culture as well as the bi-cultural relations between the native and the foreign culture.

scholarly journals Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 112
Author(s):  
Denise M. Osborne ◽  
Miquel Simonet
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Language ◽  
First Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Questions ◽  
A Minor

Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional language? Does engaging in the learning of a foreign language affect the phonetics of one’s native language? The EFL learners were found to differ from the controls in their production of Portuguese voiced (but not voiceless) plosives—prevoicing was longer in learner speech. The learners displayed different VOT targets for voiced (but not voiceless) consonants as a function of the language they were speaking—prevoicing was longer in Portuguese. In EFL learners’ productions, English sounds appear to be fundamentally modeled on phonologically similar native sounds, but some phonetic development (or reorganization) is found. Phonetic development induced by foreign-language learning may lead to a minor reconfiguration of the phonetics of native language sounds. EFL learners may find it challenging to learn the pronunciation patterns of English, likely due to the reduced access to native oral input.

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