scholarly journals A Contrastive Study of English and Arabic Vowel Phonemes

2021 ◽  
Vol 14 (5) ◽  
pp. 58
Author(s):  
Ehsan Mohammed Abdelgadir
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Practical Experience ◽  
Segmental Analysis ◽  
Contrastive Study ◽  
New Ideas ◽  
Arabic And English ◽  
Teaching Learning ◽  
L1 And L2 ◽  
Sound Features

Consequently, the present study sheds light on a very important aspect that is a contrastive analysis of segmental vowel phonemes of both L1 and L2. As one of the Problems, that is affecting the teaching/learning process of ELT. Then to clarify the different areas between the segmental vowel phonemes of Arabic and English. It also aims at making a comparative segmental analysis in the vowel phonemes of both L1 - L2, in order to shed light on the areas of difficulties. Taking into account the different forms of sounds in relation to their spellings. Also the sound systems of both languages L1 and L2. Particular the areas of common mistakes. Thus, it encourages teachers to check English pronunciation before teaching and predict problems before they happen. Also the use of advanced methods and pronunciation dictionary for (IPA). It also helps learners to master all the significant sound features and basic structural patterns. On the phonological levels, differences cause difficulties e.g. The areas of Arabic /p/ and /v/ ,and English front vowels phonemes /i:/-/i/- /e/- /æ/, central /ə:/- /ə/-/Λ/,and back/a:/-/o/-/ ﬤ:/-/u/-/u:/ phonemes in English, they do not exist in Arabic. In addition to the English vowel /e/ which doesn’t exist in Arabic. This observation can't be only linguistically, but it will also confirm by L2 learners. These theories need to be clarified in order to allow rules to be expressed. In the English language, there are 26 alphabetical letters which are totally different than their sounds. Another drawback is the alphabetical method which is intended to teach reading by means of spelling. There is no one –to- one correspondence between sounds and letters. That is to say, each different sound cannot be represented by the same letter. There are also words which are spelt differently but sound the same. Therefore, the present study concentrates on the difficulties that Learners and beginners face in using English segmental vowel phonemes. It also tries to get new methods and new ideas. This study is based on the practical experience of the writer, being specialized in English phonology, a lecturer and an author of a phonetics textbook for beginner learners who learn English as a foreign language. And as a supervisor who follows undergraduate students in the field of experience. That is, in order to find out possible remedial solutions, better suggestion and recommendations. Then follows a descriptive method to achieve this purpose. With the sample of twenty student girls. As a case study of undergraduate trainees of Majmaah Universitiy in the training field, to collect data from the subjects’ real environment during talks, speeches, presentations and teaching in the Field Experience. The results were recorded to be analyzed. In particular, the areas of English vowels and diphthongs that are totally different than in Arabic.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

scholarly journals Exploring the perceptions of Kurdish EFL university students towards culture as the fifth language skill

2020 ◽  
Vol 7 (1) ◽  
pp. 70-82
Author(s):  
Omar Fouad Ghafor
Keyword(s):  
University Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Cultural Awareness ◽  
English Language ◽  
Human Life ◽  
Theoretical Background ◽  
Language Skill ◽  
Teaching Culture ◽  
Teaching Learning

Culture has been defined and viewed in different ways. These differences are due to its involvement with various facets of human life. Some of these definitions and viewpoints are related to the process of teaching/learning a language and understanding the habits of the native speakers of the language. In this regard, many linguists consider it the fifth language skill alongside the other four traditional skills that help language learners to master the language better. This paper addresses this issue by exploring the perceptions of Kurdish EFL university students concerning the role of English culture in learning the language. The researcher attempts to achieve this aim by providing a theoretical background about culture and culture as the fifth language skill and utilizing a questionnaire to a sample of senior undergraduate students selected for this purpose. The findings of the study show that cultural awareness has an essential role in the process of English language learning. Hence, culture should always be integrated with the process because it is an inseparable part of language teaching/learning. Teaching culture is as crucial as teaching other aspects and skills of the language.

scholarly journals Teachers’ Beliefs on Students’ Home Language as a Resource in EFL Classroom

2021 ◽  
Vol 1 (1) ◽  
pp. 116-126
Author(s):  
Uma Nath Sharma
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Practical Experience ◽  
Community Schools ◽  
Language Teachers ◽  
Home Language ◽  
Theoretical Understanding ◽  
Teachers Beliefs ◽  
English Language Teachers ◽  
Teaching Learning

This is the age of multilingual turn. It advocates the inclusion of indigenous languages that the children bring to school from home as resource. At present, use of students’ home language as a resource in teaching and learning of a new language has become a vexing issue. The teachers’ beliefs on any issue determine the types of teaching learning activities that they use in the classroom. In this context, this paper aims at exploring the Nepalese English language teachers’ beliefs regarding the use of students’ home language in English as a foreign language (EFL) classroom, and why or how they form their respective beliefs. For this, I collected data from five ‘Grade ten’ English language teachers of different community schools in Kathmandu, taking in-depth interview with them. The data were analyzed qualitatively creating themes. The analysis shows that the English language teachers regard home language as a resource in EFL classroom, and they do so on the basis of their own theoretical understanding and practical experience in teaching.

scholarly journals Challenges of Teaching English Communication to Arabic Students

2019 ◽  
Vol 12 (4) ◽  
pp. 179
Author(s):  
Ehsan Mohammed Abdelgadir
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Design Method ◽  
Communication Problems ◽  
Experimental Design Method ◽  
Correct Pronunciation ◽  
New Ideas ◽  
Arab Students ◽  
Teaching Learning

The present study carries out to investigate and identify the communication problems that affecting the Teaching / Learning process of ELT. It aims to help teachers and learners to know the cause of these problems and to use and practice (IPA) in English pronunciation. It also sheds light on the most common mistakes of English sounds in relation to their spellings. That the teacher’s knowledge of these errors makes him /her, able to avoid them. The researcher investigates the topic title: Challenges of teaching communication to Arab students. As a type of problems affecting the Teaching /Learning process of ELT. She follows an experimental design method to achieve this purpose. The subjects for the study were undergraduate students from University of Majmaah (Hotat Sudair College of Science and Humanities for girls). With the sample of two groups of fifty students of the same sex, standard, number, and degree of education. A case study in Hotat Sudair College for girls, to collect data from the subjects by observation through an oral test and statistical analysis. The study arrives at the following results: Only 13% of students care for segmental phonemes. Only 21% of students care for the correct pronunciation of words. Few learners use dictionaries to check English words’ sound in their daily presentations. On the other hand, care for transcriptions of sounds when speaking. Many students lack the basics that are supposed to be learned for acceptable pronunciation then mispronounce words. Then the researcher suggests some steps. She also finds new ideas for further investigations to improve the teaching/learning process and to achieve the aims of English communication.

scholarly journals ANALYSIS ON THE USE OF ENGLISH IN ECONOMIC MATHEMATICS TEACHING AND LEARNING (EXPERIMENTAL STUDY IN UNIVERSITAS ADVENT INDONESIA)

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Louise M Saija ◽  
Ronny B Sihotang
Keyword(s):  
Experimental Study ◽  
Undergraduate Students ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
International Language ◽  
Local Medium ◽  
Mathematics Teaching And Learning ◽  
Teaching Learning

English language is an International language. This makes the use of English in teaching-learning process in countries, where English is generally not a local medium of communication, become important. Mathematics is also very important for every student, but several previous research showed that students had difficulty in learning this subject. The purpose of this experimental study is to see the effectiveness of the use of English in teaching-learning process of economic mathematics towards economic undergraduate students. The result shows us that students who learn mathematics with English-medium system have better achievement than students who learn mathematics with local language. Another finding was students learn mathematics more enthusiastic when the teaching-learning process is made with the language they chose.Keyword: English language, economic mathematics, teaching learning.

Teacher’s Perspectives of Creating Storybooks for Primary students

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 137-147
Author(s):  
Ferra Dian Andanty
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
English Language ◽  
Primary Students ◽  
Teaching English ◽  
Young Learners ◽  
Meaningful Context ◽  
Teaching Learning

Storybooks are important materials for teachers in assisting pupils during the teaching learning process in the classroom especially for the young learners because it gives a motivating and meaningful context for language learning. Nowadays, teachers have to be creative and innovative in creating their own storybooks for the teaching learning process. The project of making storybooks had been given to the undergraduate students of 8th semester (2010) at English Language Department, University of PGRI Adi Buana during TEYL (Teaching English to Young Learners) class. Through the results of storybooks project, this research was intended to know whether the undergraduate students’ storybooks met the criteria of a good storybook or not. The authors obtained the data from the questionnaires that distributed to ten English teachers in some elementary schools in Surabaya. The result of this research showed that 75% of students’ storybooks met the criteria of good storybooks, such as the content is suitable for age level, interesting, memorable, attractive, and easily to understand by children. The result of creating a storybook hopefully will support and help teachers in the teaching learning process in class.

scholarly journals ENGLISH LANGUAGE KNOWLEDGE AT LATVIA UNIVERSITY OF AGRICULTURE

2015 ◽  
Vol 1 ◽  
pp. 377
Author(s):  
Inese Ozola ◽  
Anda Zeidmane
Keyword(s):  
Undergraduate Students ◽  
Information Search ◽  
Information Technologies ◽  
English Language ◽  
Information Culture ◽  
Language Of Science ◽  
Language Knowledge ◽  
Teaching Learning ◽  
The University ◽  
The Impact

<p>Information culture of a person is the combination of knowledge, skills and habits of work with information and information technologies. Information culture characterizes the level of a person’s development in the information society. On the other hand, the English language, as “the language of science and technology” serves as a mediator in the information search not only for personal purposes, but also for the study and research purposes online. The aim of the present paper is to examine the impact of e-environment on improving students’ English language knowledge at the tertiary level. The paper describes the results of the research carried out among the undergraduate students to determine their opinion regarding studying English at the university and their habits in using e-environment in English. The results of the study could assist in updating the content of ESP courses, including CLIL elements and innovative activities based on Web 2.0 tools in teaching/learning English.</p>

scholarly journals Assessment of Language Laboratory and Teaching and Learning of English Language Pronunciation among Undergraduate Students in Nigerian Tertiary Institutions

2020 ◽  
Vol 5 ◽  
Author(s):  
AKPAN, FIDELA COSMAS
Keyword(s):  
Sample Size ◽  
Research Design ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Laboratory ◽  
Tertiary Institutions ◽  
Multi Stage ◽  
Teaching Learning

The study made an assessment of language laboratory and teaching and learning of English language pronunciation among undergraduate students in Nigerian tertiary institutions. In order to carry out this study, specified research objective was developed from which and used for the study. The research design for this study is an Expost Facto design. The population of this study consisted of all HND II students in Akwa Ibom State Polytechnic, Ikot Osurua, Ikot Ekepene in 2019/2020 academic session. The sample size for the study is 302 respondents, representing 10% of the student population. The Multi-stage sampling was used to select the respondents. The instrument was validated by two research experts. Data from the completed questionnaires was subjected to percentage analysis. The findings showed and concluded that there is significant effect of language laboratory and teaching and learning of English language pronunciation among undergraduate students in Nigerian tertiary institutions. The study recommended that, Since lecturers quality was significantly related to students’ achievement in English Language pronunciation, lecturers should possess the requisite qualifications before being recruited to teach. Furthermore, the English language lecturers should adopt better teaching strategies during the teaching-learning process.

scholarly journals The Need of language politics for the teaching of English in higher education in Brazil

2019 ◽  
Vol 35 (especial) ◽  
pp. 183-199
Author(s):  
Denise Scheyerl ◽  
Flavius Almeida Dos Anjos
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
Language Politics ◽  
Negative Attitudes ◽  
Language Classroom ◽  
Teaching Learning ◽  
Teaching In Higher Education

This paper is about the need to rethink the English language teaching in higher education. The objective is to show how the difficulty to learn this language may be diagnosed through educational research. Under the light of Applied Linguistics and Critical Pedagogy, it develops reasoning to understand that the offer of the English language per se, with the mere presumption of inclusion, may not bring the desired results. To offer the English language it is necessary to plan it, taking into account the logistic factors. When they are disregarded, learners react with negative attitudes, which may hinder learning. This, somehow, signals the need of language politics which redirect the English teaching/learning logistic. This paper aims at making a reflection in this sense, presenting outcomes of an ethnographic research, developed with some undergraduate students, in Brazil, whose data showed negative attitudes toward some logistic factors, in the English language classroom. Thus, this text is aligned with the tenets of language politics, taking into account the logistic factors to reach better results in the English language classroom.  

scholarly journals Aquisição de saberes experienciais por meio do estágio supervisionado em secretariado executivo: um estudo de caso na Universidade Federal de Pernambuco

2021 ◽  
Vol 20 (4) ◽  
pp. 82-107
Author(s):  
Cibelle da Silva Santiago ◽  
Israel Ferreira De Lucena
Keyword(s):  
Practical Experience ◽  
Online Questionnaire ◽  
Internship Experience ◽  
Content Analysis Method ◽  
New Knowledge ◽  
New Ideas ◽  
Practical Experiences ◽  
Student Interns ◽  
Teaching Learning

Esta pesquisa apresenta uma discussão sobre a vivência prática do estudante em meio ao estágio e os conhecimentos que foram somados à sua formação. Problematizando se a experiência no estágio supervisionado dá condições para o estudante adquirir novos saberes. Com isso, o objetivo geral é discutir o aprendizado que o aluno pode adquirir a partir da experiência prática no estágio supervisionado. A pesquisa tem o caráter exploratório e descritivo com estudo de caso, sob a abordagem qualitativa. Os sujeitos desta pesquisa são 40 estudantes-estagiários do curso de Secretariado Executivo, da Universidade Federal de Pernambuco. A coleta de dados foi realizada com a aplicação de questionário online, os quais foram analisados por meio do método da análise de conteúdo. Como principais resultados, verificou-se que o entendimento que os estudantes têm sobre a prática do estágio supervisionado refere-se ao ato de saber fazer, de colocar em prática saberes teóricos, de enxergar no empirismo a teoria aprendida em sala de aula, experimentar o conhecimento científico oriundo de pesquisas científicas ou dos projetos de extensão. Conclui-se, então, que eles adquiriram diversos saberes experienciais com o estágio, proporcionando a absorção de novas ideias. A ênfase está ligada na aquisição de novos saberes por meio de experiências teórico-práticas proporcionada pelo estágio supervisionado.   ABSTRACT This research presents a discussion about the practical experience of the student in the middle of the internship and the knowledge that was added to his training. Problematizing whether the supervised internship experience provides conditions for the student to acquire new knowledge. With that, the general objective is to discuss the learning that the student can acquire from the practical experience in the supervised internship. The research has an exploratory and descriptive character with a case study, under a qualitative approach. The subjects of this research are 40 student-interns from the Executive Secretariat course at the Federal University of Pernambuco. Data collection was performed using an online questionnaire, which were analyzed using the content analysis method. As main results, it was found that the understanding that students have about the practice of supervised internship refers to the act of knowing how to do, putting theoretical knowledge into practice, seeing in empiricism the theory learned in the classroom, experiencing the scientific knowledge derived from scientific research or extension projects. It is concluded, then, that they acquired several experiential knowledge with the internship, providing the absorption of new ideas. The emphasis is on the acquisition of new knowledge through theoretical-practical experiences provided by the supervised internship.   Keywords: Knowledge. Teaching-learning. Interns.

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