scholarly journals La Inteligencia Intrapersonal en el aula de E/LE: una propuesta didáctica para alumnos sinohablantes

2020 ◽  
Author(s):  
Marta Martínez Ruber
Keyword(s):  
Mother Tongue ◽  
Chinese Students ◽  
Chinese Student ◽  
Target Language ◽  
Cultural Issues ◽  
Acquisition Process ◽  
Differential Group ◽  
Palabras Clave ◽  
Intrapersonal Intelligence ◽  
Teaching Learning

Resumen: El proceso de adquisición del español como LM de los estudiantes sinohablantes se ve dificultado por el elevado índice de variables conflictivas de índole lingüística y cultural que entran en juego. La importancia que estas variables tienen en el desarrollo de su proceso de enseñanza-aprendizaje convierte a los alumnos chinos en un grupo diferencial dentro del conjunto de aprendientes de E/LE. Con una lengua materna tipológicamente distante del español y educados en un sistema educativo organizado a partir del estructuralismo y del método de gramática-traducción, estos alumnos presentan unas necesidades específicas de aprendizaje que los docentes deberán tener en cuenta si desean ayudarles a completar con éxito el proceso de adquisición lingüística. Esta unidad didáctica representa, por lo tanto, un intento de llevar al aula un modelo de intervención pedagógica que atienda dichas necesidades basándose en el trabajo sobre las variables afectivas autorreferenciales como la autoestima y la motivación personal. Palabras clave: estudiante sinohablante, inteligencia intrapersonal, choque cultural, método comunicativo. Intrapersonal intelligence in the classroom of Spanish as a Foreign Language: a didactic proposal for Chinese students Abstract: The acquisition process of Spanish as a target language for Chinese students is hindered by the variety and complexity of linguistic and cultural issues which take place throughout the teaching-learning process. The significance of these issues reveals Chinese students as a differential group among their fellow students. Given the fact that their mother tongue is typologically distant from Spanish and them having been educated in a structuralist and grammar-translation-based educational system, their teachers will have to carefully take into account their learning special needs if they are willing to assist them for them to successfully achieve their language acquisition process. Therefore, the purpose of this didactic unit is to introduce in the classroom a pedagogic approach as a guideline to meet the mentioned needs. It is based on detecting and identifying their own emotions such as self-esteem and personal motivation. Key words: Chinese student, intrapersonal intelligence, cultural shock, communicative approach.

scholarly journals Analysis on the Error Types and the Causes of the Construction of “X??(Y)+?+Z”

2021 ◽  
Vol 5 (8) ◽  
pp. 118-123
Author(s):  
Siyun Li
Keyword(s):  
Negative Transfer ◽  
Mother Tongue ◽  
Chinese Students ◽  
Target Language ◽  
Research Subjects ◽  
Immature Development ◽  
Questionnaire Surveys ◽  
Error Types

Using intermediate and advanced Chinese students as the research subjects, HSK corpus and questionnaire surveys were used to explore the error types in the construction of “X??(Y)+?+Z.” The types of errors can be divided into component errors, relationship errors between components, and collocation errors between components and sentences. The main reasons for the errors are the particularity of the construction, the immature development of construction teaching, the negative transfer of students’ mother tongue, as well as the generalization and avoidance of the target language.

scholarly journals Teacher’s target language use in classroom discourse: teacher’s point of view

EDUPEDIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Puspa Sari ◽  
Syahrir Syahrir ◽  
Husnani Aliah
Keyword(s):  
Classroom Discourse ◽  
Language Use ◽  
Mother Tongue ◽  
First Language ◽  
Point Of View ◽  
Target Language ◽  
Language Class ◽  
Language Knowledge ◽  
Students First ◽  
Teaching Learning

The language class is closely related to the assumption that students will learn and generate the target language. Students are supposed to be able to relate, at least, with the language they have studied. The teacher hopes to not only teach but also use the target language in their teaching-learning process and show the students how to use it. This research explores the teacher's target language in the classroom discourse from the teacher’s point of view—a Qualitative approach employed in this research. The teacher believed that the use of the target language has to be in a maximum way. However, drawn away by the situation of students’ target language knowledge, the use of target language becomes infrequently used. She only used target language for simple words or sentences, which is she knew her students able to comprehend. She needed to use the target language and the students’ first language and mother tongue to help the students more comfortable comprehending the lesson.

scholarly journals The Functions of Code_Switching in EFL Classrooms

2019 ◽  
Vol 16 (2) ◽  
pp. 135
Author(s):  
Suthagar Narasuman ◽  
Ahmad Zahir Wali ◽  
Zahra Sadry
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Code Switching ◽  
Target Language ◽  
Research Approach ◽  
Cultural Issues ◽  
Interview Method ◽  
Language Classes ◽  
Multilingual Societies

Code-switching is a concept which has existed in bilingual and multilingual societies and it occurs quite frequently in English as a second or foreign language classes. Especially when the learners are all bilinguals or multilinguals and they have to switch back and forth between their mother tongue and a second or foreign language. This paper is driven by the three objectives. First, the study investigates the situations which trigger code-switching in EFL classes in Balkh and Kandahar Universities of Afghanistan. Secondly, it investigates the perception of Afghan EFL lecturers in these universities towards code-switching. Third, to find out how the EFL lecturers use code-switching as an effective strategy while teaching English in their classes. In this study, the qualitative research approach was used to collect data from four Afghan English language lecturers of the two universities via the interview method. The results of this study indicate that these Afghan EFL lecturers have a positive perception regarding code-switching and they are using it in certain situations which facilitate their teaching and students’ learning of the content, however they also hold negative perception towards switching while teaching. The findings also show that the lecturers use code-switching in different situations such as when dealing with cultural issues that tend to be difficult to explain only in the target language, explaining grammar and new vocabulary, giving clear instructions, and instructing English for Specific Purposes (ESP) classes.

Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes atspoguļojums

2020 ◽  
pp. 352-364
Author(s):  
Diāna Laiveniece ◽  
Linda Lauze
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Mother Tongue ◽  
Affirmative Answer ◽  
Target Language ◽  
Communication Process ◽  
Language Usage ◽  
Language Teacher ◽  
Acquisition Process ◽  
Foreign Language Acquisition

Simultaneous learning, usage, convergence, and overlapping of a foreign language is a contemporary feature. In this process, anyone can be a language teacher and everything can serve as a teaching aid. It is not about acquiring a foreign language, but about acquiring it through any appropriate situation and material. People’s attitudes towards foreign language errors and their understanding of what it means to know a foreign language are changing categories that are currently affected by the increasingly widespread idea of plurilingualism. The aim of the research is to find out students’ linguistic attitude towards mistakes in the process of foreign language acquisition and language usage in practice. There are two types of errors in language acquisition: 1) accidental errors due to the influence of an interlanguage, which are fully within the competence of the learner at the time but this competence does not meet the standards of the target language yet; 2) performance errors when the language user is unable to exercise his/her competence adequately (EKPVA 2006, 136). These two types are not separated in Latvian linguodidactics, and there is just one term linguistic error. On the other hand, the English scientific literature distinguishes between error for random error and mistake for performance error. The research was carried out in 2018 and 2019 by interviewing 253 students of different nationalities and specialties from Liepaja, Ventspils and Riga. The survey (which went beyond the scope of this article) dealt with a number of questions regarding the language errors in the process of a foreign language acquisition and usage. - Have you asked a teacher or someone whose mother tongue is the language you are learning to correct your mistake when noticed? More than 76 % of respondents gave an affirmative answer to this question. - Should the teacher correct the mistakes of the learner in the language acquisition process? Almost 97 % of the responses to this question were positive. - Which correction of a mistake (teacher instruction, group mates’ reprimand, individual reprimand in real communication) is better remembered? More than 68 % of respondents believe that individual criticism in the real communication process is remembered better, only slightly more than a third of the respondents consider teacher’s instruction as more durable in the learning process. - Which mistakes (pronunciation, vocabulary, or grammar) do you think cause more confusion when communicating in a foreign language? 41 % of respondents believe that the most misunderstanding in communication is due to ignorance of vocabulary. Pronunciation errors and grammatical inaccuracies are considered less significant. Respondents answered this question mainly by combining answers. - Do you think that errors in the usage of a foreign language can disappear by themselves as knowledge and language usage practice increase? More than 82 % of the responses were positive. - How do you feel when a language teacher or some other foreign language person corrects what you have said or read aloud? The responses show that the majority of respondents perceive reprimand as normal and consider it a natural part of the language acquisition process. Only some respondents think that it is wrong to correct language mistakes. The study shows that students’ linguistic attitudes towards language errors are generally neutral and positive. The combination of answers and the comments made by the respondents have proved to be informative valuable, showing not only their personal experience but also the actual picture of foreign language acquisition: real language usage is the way to qualitative language acquisition.

The role of cross-linguistic stress pattern frequency and word similarity on the acquisition of English stress pattern by native speakers of Brazilian Portuguese

2012 ◽  
Vol 12 ◽  
Author(s):  
Amanda Post Silveira
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
American English ◽  
Brazilian Portuguese ◽  
Stress Pattern ◽  
Target Language ◽  
English As Second Language ◽  
Word Similarity ◽  
L1 Transfer

This is a preliminary study in which we investigate the acquisition of English as second language (L2[1]) word stress by native speakers of Brazilian Portuguese (BP, L1[2]). In this paper, we show results of a multiple choice forced choice perception test in which native speakers of American English and native speakers of Dutch judged the production of English words bearing pre-final stress that were both cognates and non-cognates with BP words. The tokens were produced by native speakers of American English and by Brazilians that speak English as a second language. The results have shown that American and Dutch listeners were consistent in their judgments on native and non-native stress productions and both speakers' groups produced variation in stress in relation to the canonical pattern. However, the variability found in American English points to the prosodic patterns of English and the variability found in Brazilian English points to the stress patterns of Portuguese. It occurs especially in words whose forms activate neighboring similar words in the L1. Transfer from the L1 appears both at segmental and prosodic levels in BP English. [1] L2 stands for second language, foreign language, target language. [2] L1 stands for first language, mother tongue, source language.

Exploring Chinese Students’ Push and Pull Motivations in Influencing Life Satisfaction and General Well-being in Thailand

2019 ◽  
Vol 7 (3) ◽  
pp. 178-184
Author(s):  
Cheng-Yi Kuo ◽  
Jehn-Yih Wong
Keyword(s):  
Life Satisfaction ◽  
Personal Growth ◽  
Chinese Students ◽  
Well Being ◽  
Chinese Student ◽  
Jel Classification ◽  
Mental Wellness ◽  
Push And Pull ◽  
Push Factor ◽  
Practical Implications

Objective - General well-being (GWB) is important for students’ mental wellness. This paper explores the motivations of Chinese students who study in Thailand and applies the push and pull model to explain how motivations influence life satisfaction (LS) and GWB. Methodology/Technique – 398 convenience samples from Dhurakij Pundit University were analysed. Finding - The results show that ‘personal growth’ is the most important push factor for motivation, whereas ‘the convenience to go to other cities’ is the most important pull factor for motivation. Moreover, overseas study motivations positively influence LS and GWB. Novelty - The theoretical and practical implications and study limitations are also discussed herein. Type of Paper: Empirical. Keywords: Push and Pull Theory; Life Satisfaction; General Well-being; Chinese Student; Thailand. Reference to this paper should be made as follows: Yi, C; Kuo; Yih, J; Wong. 2019. Exploring Chinese Students’ Push and Pull Motivations in Influencing Life Satisfaction and General Well-being in Thailand, Global J. Bus. Soc. Sci. Review 7 (3): 178 – 184. https://doi.org/10.35609/gjbssr.2019.7.3(2) JEL Classification: M10, M14, M19.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

scholarly journals Chinese students’ participation: the effect of cultural factors

2014 ◽  
Vol 56 (5) ◽  
pp. 430-446 ◽  
Author(s):  
Chris S. Hodkinson ◽  
Arthur E. Poropat
Keyword(s):  
Teaching Effectiveness ◽  
Educational Achievement ◽  
Chinese Students ◽  
Educational Practice ◽  
Chinese Student ◽  
Future Research ◽  
Electronic Interaction ◽  
Content Type ◽  
Cultural Elements ◽  
The Impact

Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.

Strategies to identify intercultural competences in community instructors

2018 ◽  
Vol 12 (4) ◽  
pp. 330-342 ◽  
Author(s):  
Marcela Georgina Gómez-Zermeño
Keyword(s):  
Community Education ◽  
Mother Tongue ◽  
Indigenous Education ◽  
Content Type ◽  
Intercultural Skills ◽  
Intercultural Competencies ◽  
Education Community ◽  
Indigenous Children ◽  
Case Type ◽  
Teaching Learning

Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.

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