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language</title> <meta name="description" content="Search results for: second language"> <meta name="keywords" content="second language"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="second language"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3776</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: second language</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3506</span> The Influence of Modernity and Globalization upon Language: The Korean Language between Confucianism and Americanization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raluca-Ioana%20Antonescu">Raluca-Ioana Antonescu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The field research of the paper stands at the intersection between Linguistics and Sociology, while the problem of the research is the importance of language in the modernization process and in a globalized society. The research objective is to prove that language is a stimulant for modernity, while it defines the tradition and the culture of a specific society. In order to examine the linguistic change of the Korean language due to the modernity and globalization, the paper tries to answer one main question, What are the changes the Korean language underwent from a traditional version of Korean, towards one influenced by modernity?, and two secondary questions, How are explored in specialized literature the relations between globalization (and modernity) and culture (focusing on language)? and What influences the Korean language? For the purpose of answering the research questions, the paper has the main premise that due to modernity and globalization, the Korean language changed its discourse construction, and two secondary hypothesis, first is that in literature there are not much explored the relations between culture and modernity focusing on the language discourse construction, but more about identity issue and commodification problems, and the second hypothesis is that the Korean language is influenced by traditional values (like Confucianism) while receiving influence also of globalization process (especially from English language). In terms of methodology, the paper will analyze the two main influences upon the Korean language, referring to traditionalism (being defined as the influence of Confucianism) and modernism (as the influence of other countries’ language and culture), and how the Korean language it was constructed and modified due to these two elements. The paper will analyze at what level (grammatical, lexical, etc.) the traditionalism help at the construction of the Korean language, and what are the changes at each level that modernism brought along. As for the results of this research, the influence of modernism changed both lexically and grammatically the Korean language. In 60 years the increase of English influence is astonishing, and this paper shows the main changes the Korean language underwent, like the loanwords (Konglish), but also the reduction of the speech levels and the ease of the register variation use. Therefore the grammatical influence of modernity and globalization could be seen at the reduction of the speech level and register variation, while the lexical change comes with the influence of English language especially, where about 10% of the Korean vocabulary is considered to be loanwords. Also the paper presents the interrelation between traditionalism and modernity, with the example of Konglish, but not only (we can consider also the Korean greetings which are translated by Koreans when they speak in other languages, bringing their cultural characteristics in English discourse construction), which makes the Koreans global, since they speak in an international language, but still local since they cannot get rid completely of their culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Confucianism" title="Confucianism">Confucianism</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20linguistic%20change" title=" language and linguistic change"> language and linguistic change</a>, <a href="https://publications.waset.org/abstracts/search?q=modernism" title=" modernism"> modernism</a>, <a href="https://publications.waset.org/abstracts/search?q=traditionalism" title=" traditionalism"> traditionalism</a> </p> <a href="https://publications.waset.org/abstracts/72359/the-influence-of-modernity-and-globalization-upon-language-the-korean-language-between-confucianism-and-americanization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3505</span> The Importance of Outside Classroom Activities in Developing Oral Fluency in an EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a study abroad context, students have the advantage of immersing themselves in the environment of the target language and being exposed to it. However, in and a stay home context, where English is not the mother tongue, students’ exposure to the second language is often times restricted to the classroom. Although language teachers are keen to develop inside class room activities and practices that increase the suitability of students to acquire a second language (Cook & Singleton, 2014), many would agree that class time is too limited to enhance students’ oral fluency skills. Consequently, creating opportunities outside the classroom for students to speak English is an effective strategy in compensating for students’ limited use of the L2. In an argument by Ortega (2012) external classroom activities have equal significance in enabling students learn English as a second language. The author further asserts that the activities provide a non-educational environment from which a student may feel free and comfortable to acquire new language skills. This study investigates the significance of outside classroom activities in promoting students’ oral proficiency. In addition, it reports on students’ perceptions of such activities. 15 participants from the American University of Kuwait took part in this study. Open-ended interviews were done to find out what the participants thought of these activities, and what they gained from them. Interview results show that students found outside classroom activities very effective in improving not only their oral fluency skills, but their confidence and critical thinking skills as well. The implications of this research study are for language practitioners and language programs in the EFL context to be aware of the benefits of incorporating outside classroom activities in language teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20fluency" title=" oral fluency"> oral fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=outside%20classroom%20activities" title=" outside classroom activities"> outside classroom activities</a> </p> <a href="https://publications.waset.org/abstracts/25679/the-importance-of-outside-classroom-activities-in-developing-oral-fluency-in-an-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3504</span> English Classroom for SLA of Students and SME Entrepreneurs in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Yordchim">S. Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Anugkakul"> G. Anugkakul</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Gibbs"> T. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English competence of Thai people was examined in the context of knowledge of English in everyday life for SME entrepreneurs, and also integrated with SLA students’ classroom. Second language acquisition was applied to the results of the questionnaires and interview forms. Levels of the need on English used for SME entrepreneurs in Thailand, satisfaction on joining the street classroom project were shown to be significantly high for some certain language functions and satisfaction. Finding suggests that the language functions on etiquette for professional use is essential and useful because lesson learned can be used in the real situation for their career. Implications for the climate of the street classroom are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20classroom" title="English classroom">English classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=SME%20entrepreneurs" title=" SME entrepreneurs"> SME entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20students" title=" Thai students "> Thai students </a> </p> <a href="https://publications.waset.org/abstracts/19525/english-classroom-for-sla-of-students-and-sme-entrepreneurs-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3503</span> Women’s Language and Gender Positioning in the Discourse of Indonesian Instagram Videos</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haira%20Rizka">Haira Rizka</a>, <a href="https://publications.waset.org/abstracts/search?q=Imas%20Istiani"> Imas Istiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The way women and men use language is an interesting topic to discuss. Nowadays, Instagram shows many videos which illustrate the difference of women’s and men’s language. Furthermore, the videos show how different genders behave in daily communication. This research aims to (1) investigate conversational characteristics of women represented in Indonesian Instagram videos, and (2) investigate how different genders behave in daily communication. To analyze the two research problems, this research employs Tannen’s theory of language and gender (1996). This is a descriptive qualitative research which describes phenomena of language and gender shown in Indonesian Instagram videos. The data were collected through observation. The collected data were then analyzed by employing ethnography and textual analysis. The research results show that in Indonesian Instagram videos, women dominate the conversation than men. Women’s are portrayed as a figure who are talkative, never wrong, and sensitive. Women’s dominating men proves that women always want to be understood, produce more words than men, and are more creative in producing verbal communication. Meanwhile, men are portrayed as calm, gentle, and patient creature who listen to women’s talk. Furthermore, men are portrayed to prefer being silent for avoiding conflict. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Instagram%20videos" title=" Instagram videos"> Instagram videos</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20variety" title=" language variety"> language variety</a>, <a href="https://publications.waset.org/abstracts/search?q=women%27s%20language" title=" women's language"> women's language</a> </p> <a href="https://publications.waset.org/abstracts/80655/womens-language-and-gender-positioning-in-the-discourse-of-indonesian-instagram-videos" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80655.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3502</span> Peace through Language Policy as a Solution to the Ethnic Conflict in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20W.%20Rajapakshe">R. M. W. Rajapakshe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sri Lanka, which is officially called the Democratic Socialist Republic of Sri Lanka is an island nation situated near India. It is a multi-lingual, multi- religious and multi – ethnic country, where Sinhalese form the majority and the Tamils form the largest ethnic minority. The composition of the population (ethnic basis) in Sri Lanka is as follows: Sinhalese: 74.5%, Tamil (Sri Lankan): 12.6%, Muslim: 7.5 %, Tamil (Indian): 5.5%, Malay: 0.3%, Burgher: 0.3 %, other: 0.2 %. The Tamil people use the Tamil language as their mother tongue and the Sinhala people use the Sinhala language as their mother tongue. A very few people in both communities use English as their mother tongue and however, a large number of people use English as a second language. The Sinhala Language was declared the only official language in Sri Lanka in 1959. However, it was not acceptable to Tamil politicians as well as to the common Tamil people and it was the beginning of long standing ethnic crisis which later became a military war where a lot of blood was shed. As a solution to the above ethnic crisis the thirteenth amendment to the constitution of Sri Lanka was introduced in 1987 and according to it both Sinhala and Tamil were declared official languages and English as the link language in Sri Lanka. Thus, a new programme namely, second language teaching programme under which Sinhala was taught to Tamil students and Tamil was taught to Sinhala students, was introduced at government schools. Language teaching includes knowledge of the culture of the target language. As all cultures are mixed and have common features students have reduced their enmity about the other community and learned to respect the other culture. On the other hand as all languages are mixed, students came to the understanding that there are no pure languages. Thus, they learned to respect the other language. In the case of Sri Lanka the Sinhala language is mixed with the Tamil language and vice versa. Thus, the development of second language teaching is the prominent way to solve the above ethnic problem and this study clearly shows it. However, the above programme suffers with lack of trained second language teachers, infrastructure facilities and insufficient funds and, they can be considered as the main obstacles to develop the second language teaching programme. Yet, there are no satisfactory answers to those problems. The data were collected from relevant books, articles and other documents based on research and forty five recordings, each with one hour duration, of natural conversations covering all factions of the Sinhala community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20crisis" title="ethnic crisis">ethnic crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20teaching" title=" second language teaching"> second language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Sinhala" title=" Sinhala"> Sinhala</a>, <a href="https://publications.waset.org/abstracts/search?q=Tami" title=" Tami"> Tami</a> </p> <a href="https://publications.waset.org/abstracts/65301/peace-through-language-policy-as-a-solution-to-the-ethnic-conflict-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3501</span> Characterizing Content Language Integrated Learning (CLIL) Teaching in an EFL Primary School: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfia%20Sari">Alfia Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of the Content Language Integrated Learning (CLIL) approach in Indonesia has shown positive impacts in several educational institutions. Several studies have proven the benefits of implementing the CLIL approach, including the development of students’ language and content subject knowledge. Interestingly, one primary school in Surabaya, Indonesia, has been successfully implementing the CLIL approach. The students achieved high content and language subject scores, and the school was accredited A. A study on how the CLIL approach was practiced is important to investigate how teachers implemented it and how students benefited from it. Therefore, this present study attempted to investigate the implementation of the CLIL approach in this school to characterize good practices that can be implemented in other schools. A case study was conducted to observe its implementation in the third-grade classes (English, Science, and Math) by using the Protocol for Language Arts Teaching Observation (PLATO). The findings indicated that the CLIL teaching in this school accommodated the content and language well (scores 3-4). The content and language were clearly integrated, and the teachers successfully carried out the subjects in English. Teachers offered students opportunities to listen, speak, read, and write using the target language. This study described some characteristics of CLIL teaching in primary school that can be used as examples for future CLIL teachers to integrate the content and language in their teaching practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CLIL" title="CLIL">CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT" title=" ELT"> ELT</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/186770/characterizing-content-language-integrated-learning-clil-teaching-in-an-efl-primary-school-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3500</span> The Impact of Motivation on English Language Learning: A Study of HSC Students of Jatir Janak Bangabandhu Sheikh Mujibur Rahman Government College, Dhaka, Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farina%20Yasmin">Farina Yasmin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is an important issue in an EFL setting where very little exposure to English in everyday life is clearly evident. In Bangladesh, English is taught as a foreign language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on foreign language learning. The main purpose of this research is to explore the fact why HSC students are less motivated towards English language learning, what factors are affecting motivation, how to motivate them and the role of motivation in their success. The research questions were (a) what are the reasons of lack of motivation? and (b) what are the impacts of motivation on English language learning? The study was both qualitative and quantitative in nature. The data was collected via pretest - posttest, interviews, and a questionnaire on the five point Likert scale. Triangulation of the data was made for the validity of the research. The population of this research consisted of 50 HSC level students from Jatir Janak Bangabandhu Sheikh Mujibur Rahman Government College, Dhaka, Bangladesh. The data was analyzed with means, comparison and t-test. The results showed that there is a strong relation between motivation and success in foreign language learning. Finally, some pedagogical implications and suggestions were presented to arouse the students’ motivation to learn English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=HSC" title=" HSC"> HSC</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=success" title=" success"> success</a> </p> <a href="https://publications.waset.org/abstracts/56594/the-impact-of-motivation-on-english-language-learning-a-study-of-hsc-students-of-jatir-janak-bangabandhu-sheikh-mujibur-rahman-government-college-dhaka-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56594.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3499</span> Dynamics of Hybrid Language in Urban and Rural Uttar Pradesh India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divya%20Pande">Divya Pande</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dynamics of culture expresses itself in language. Even after India got independence in 1947 English subtly crept in the language of the masses with a silent and powerful flow towards the vernacular. The culture contact resulted in learning and emergence of a new language across the Hindi speaking belt of Northern and Central India. The hybrid words thus formed displaced the original word and got contextualized and absorbed in the language of the common masses. The research paper explores the interesting new vocabulary used extensively in the urban and rural districts of the state of Uttar- Pradesh which is the most populous state of India. The paper adopts a two way classification- formal and contextual for the analysis of the hybrid vocabulary of the linguistic items where one element is necessarily from the English language and the other from the Hindi. The new vocabulary represents languages of the wider world cutting across the geographical and the cultural barriers. The paper also broadly points out to the Hinglish commonly used in the state. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assimilation" title="assimilation">assimilation</a>, <a href="https://publications.waset.org/abstracts/search?q=culture%20contact" title=" culture contact"> culture contact</a>, <a href="https://publications.waset.org/abstracts/search?q=Hinglish" title=" Hinglish"> Hinglish</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20words" title=" hybrid words"> hybrid words</a> </p> <a href="https://publications.waset.org/abstracts/59990/dynamics-of-hybrid-language-in-urban-and-rural-uttar-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3498</span> Locomotion, Object Exploration, Social Communicative Skills, and Improve in Language Abilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wanqing%20He">Wanqing He</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study explores aspects of exploratory behaviors and social capacities in urban Chinese infants to examine whether these factors mediate the link between infant walking and receptive and productive vocabularies. The linkage between the onset of walking and language attainment proves solid, but little is known about the factors that drive such link. This study examined whether joint attention, gesture use, and object activities mediate the association between locomotion and language development. Results showed that both the frequency (p = .05) and duration (p = .03) of carrying an object are strong mediators that afford opportunities for word comprehension. Also, accessing distal objects may be beneficial to infants’ language expression. Further studies on why object carrying may account for word comprehension and why infants with autism could not benefit from walking onset in terms of language development may yield valuable clinical implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploratory%20behaviors" title="exploratory behaviors">exploratory behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=infancy" title=" infancy"> infancy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20development" title=" motor development"> motor development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20communicative%20skills" title=" social communicative skills"> social communicative skills</a> </p> <a href="https://publications.waset.org/abstracts/129872/locomotion-object-exploration-social-communicative-skills-and-improve-in-language-abilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3497</span> Authentic Visual Resources for the Foreign Language Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Yeret">O. Yeret</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual resources are all around us, especially in today's media-driven world, which gravitates, more and more, towards the visual. As a result, authentic resources, such as television advertisements, become testaments – authentic cultural materials – that reflect the landscape of certain groups and communities during a specific point in time. Engaging language students with popular advertisements can provide a great opportunity for developing cultural awareness, a component that is sometimes overlooked in the foreign language classroom. This paper will showcase practical examples of using Israeli Television Ads in various Modern Hebrew language courses. Several approaches for combining the study of language and culture, through the use of advertisements, will be included; for example, targeted assignments based on students' proficiency levels, such as: asking to recognize vocabulary words and answer basic information questions, as opposed to commenting on the significance of an ad and analyzing its particular cultural elements. The use of visual resources in the language classroom does not only enable students to learn more about the culture of the target language, but also to combine their language skills. Most often, interacting with an ad requires close listening and some reading (through captions or other data). As students analyze the ad, they employ their writing and speaking skills by answering questions in text or audio form. Hence, these interactions are able to elicit complex language use across the four domains: listening, speaking, writing, and reading. This paper will include examples of practical assignments that were developed for several Modern Hebrew language courses, together with the specific advertisements and questions related to them. Conclusions from the process and recent feedback notes received from students regarding the use of visual resources will be mentioned as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20materials" title="authentic materials">authentic materials</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20awareness" title=" cultural awareness"> cultural awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20resources" title=" visual resources"> visual resources</a> </p> <a href="https://publications.waset.org/abstracts/124438/authentic-visual-resources-for-the-foreign-language-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124438.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3496</span> Detonalization of Punjabi: Towards a Loss of Linguistic Indigeneity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sukhvinder%20Singh">Sukhvinder Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Punjabi language is related to the languages of New Indo-Aryan group that, in turn, is related to the branch of Indo-European language family. Punjabi language covers the areas of Western part (that is in Pakistan) and Eastern part (the Punjab state, Haryana, Delhi Himachal and J&K) and abroad (particularly Canada, USA, U.K. and Arab Emirates), where it is spoken widely. Besides India and Pakistan, Punjabi is the third language spoken in Canada after English, French having more than one hundred millions speakers worldwide. It is the fourth language spoken in Canada after English, French, and Chinese. It is also being taught as second language in most of the community school of British Columbia. The total number of Punjabi speakers is more than one hundred millions including India, Pakistan and abroad. Punjabi has a long tradition of linguistic tradition. A large number of scholars have studied Punjabi at different linguistic levels. Various studies are devoted to its special phonological characteristics, especially the tone, which has now started disappearing in favour of aspiration, a rare example of a language change in progress in its reversal direction. This process of language change in progress in reversal is dealt with in this paper a change towards a loss of linguistic indigeneity. The tone being a distinctive linguistic feature of Punjabi language is getting lost due to the increasing influence of Hindi and English particularly in the speech Urban Punjabi and Punjabi settled abroad. In this paper, an attempt has been made to discuss the sociolinguistics and sociology of Punjabi language and Punjab to trace the initiation and progression of this change towards a loss of Linguistic Indigeneity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20change%20in%20reversal" title="language change in reversal">language change in reversal</a>, <a href="https://publications.waset.org/abstracts/search?q=reaspiration" title=" reaspiration"> reaspiration</a>, <a href="https://publications.waset.org/abstracts/search?q=detonalization" title=" detonalization"> detonalization</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20Indo-Aryan%20group" title=" new Indo-Aryan group"> new Indo-Aryan group</a> </p> <a href="https://publications.waset.org/abstracts/78606/detonalization-of-punjabi-towards-a-loss-of-linguistic-indigeneity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3495</span> The Use of Language as a Cognitive Tool in French Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie-Jos%C3%A9e%20Morneau">Marie-Josée Morneau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A literacy-based approach, centred on the use of the language of instruction as a cognitive tool, can increase the L2 communication skills of French immersion students. Academic subject areas such as science and mathematics offer an authentic language learning context where students can become more proficient speakers while using specific vocabulary and language structures to learn, interact and communicate their reasoning, when provided the opportunities and guidance to do so. In this Canadian quasi-experimental study, the effects of teaching specific language elements during mathematic classes through literacy-based activities in Early French Immersion programming were compared between two Grade 7/8 groups: the experimental group, which received literacy-based teaching for a 6-week period, and the control group, which received regular teaching instruction. The results showed that the participants from the experimental group made more progress in their mathematical communication skills, which suggests that targeting L2 language as a cognitive tool can be beneficial to immersion learners who learn mathematic concepts and remind us that all L2 teachers are language teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20immersion" title=" French immersion"> French immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy-based" title=" literacy-based"> literacy-based</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a> </p> <a href="https://publications.waset.org/abstracts/155666/the-use-of-language-as-a-cognitive-tool-in-french-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3494</span> Employing Visual Culture to Enhance Initial Adult Maltese Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacqueline%20%C5%BBammit">Jacqueline Żammit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent research indicates that the utilization of right-brain strategies holds significant implications for the acquisition of language skills. Nevertheless, the utilization of visual culture as a means to stimulate these strategies and amplify language retention among adults engaging in second language (L2) learning remains a relatively unexplored area. This investigation delves into the impact of visual culture on activating right-brain processes during the initial stages of language acquisition, particularly in the context of teaching Maltese as a second language (ML2) to adult learners. By employing a qualitative research approach, this study convenes a focus group comprising twenty-seven educators to delve into a range of visual culture techniques integrated within language instruction. The collected data is subjected to thematic analysis using NVivo software. The findings underscore a variety of impactful visual culture techniques, encompassing activities such as drawing, sketching, interactive matching games, orthographic mapping, memory palace strategies, wordless picture books, picture-centered learning methodologies, infographics, Face Memory Game, Spot the Difference, Word Search Puzzles, the Hidden Object Game, educational videos, the Shadow Matching technique, Find the Differences exercises, and color-coded methodologies. These identified techniques hold potential for application within ML2 classes for adult learners. Consequently, this study not only provides insights into optimizing language learning through specific visual culture strategies but also furnishes practical recommendations for enhancing language competencies and skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20culture" title="visual culture">visual culture</a>, <a href="https://publications.waset.org/abstracts/search?q=right-brain%20strategies" title=" right-brain strategies"> right-brain strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=maltese%20as%20a%20second%20language" title=" maltese as a second language"> maltese as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20aids" title=" visual aids"> visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=language-based%20activities" title=" language-based activities"> language-based activities</a> </p> <a href="https://publications.waset.org/abstracts/171163/employing-visual-culture-to-enhance-initial-adult-maltese-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171163.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3493</span> Envisioning The Future of Language Learning: Virtual Reality, Mobile Learning and Computer-Assisted Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasmin%20Cowin">Jasmin Cowin</a>, <a href="https://publications.waset.org/abstracts/search?q=Amany%20Alkhayat"> Amany Alkhayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will concentrate on a comparative analysis of both the advantages and limitations of using digital learning resources (DLRs). DLRs covered will be Virtual Reality (VR), Mobile Learning (M-learning) and Computer-Assisted Language Learning (CALL) together with their subset, Mobile Assisted Language Learning (MALL) in language education. In addition, best practices for language teaching and the application of established language teaching methodologies such as Communicative Language Teaching (CLT), the audio-lingual method, or community language learning will be explored. Education has changed dramatically since the eruption of the pandemic. Traditional face-to-face education was disrupted on a global scale. The rise of distance learning brought new digital tools to the forefront, especially web conferencing tools, digital storytelling apps, test authoring tools, and VR platforms. Language educators raced to vet, learn, and implement multiple technology resources suited for language acquisition. Yet, questions remain on how to harness new technologies, digital tools, and their ubiquitous availability while using established methods and methodologies in language learning paired with best teaching practices. In M-learning language, learners employ portable computing devices such as smartphones or tablets. CALL is a language teaching approach using computers and other technologies through presenting, reinforcing, and assessing language materials to be learned or to create environments where teachers and learners can meaningfully interact. In VR, a computer-generated simulation enables learner interaction with a 3D environment via screen, smartphone, or a head mounted display. Research supports that VR for language learning is effective in terms of exploration, communication, engagement, and motivation. Students are able to relate through role play activities, interact with 3D objects and activities such as field trips. VR lends itself to group language exercises in the classroom with target language practice in an immersive, virtual environment. Students, teachers, schools, language institutes, and institutions benefit from specialized support to help them acquire second language proficiency and content knowledge that builds on their cultural and linguistic assets. Through the purposeful application of different language methodologies and teaching approaches, language learners can not only make cultural and linguistic connections in DLRs but also practice grammar drills, play memory games or flourish in authentic settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20methodologies" title="language teaching methodologies">language teaching methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20language%20learning" title=" computer-assisted language learning"> computer-assisted language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/141073/envisioning-the-future-of-language-learning-virtual-reality-mobile-learning-and-computer-assisted-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141073.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3492</span> Reflections on the Role of Cultural Identity in a Bilingual Education Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lina%20Tenjo">Lina Tenjo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilba%20Rodr%C3%ADguez"> Ilba Rodríguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of cultural identity in bilingual programs has been barely discussed in regards to SLA. This research focuses on providing relevant information that helps in having more knowledge about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This study explores the experience of 18 students in a dual language program, in a public elementary school in Northern Virginia, USA. It examines their dual language experience and the different ways this experience contributes to the formation of their cultural identity. The findings were studied with the purpose of determining the relationship between participants and certain aspects of cultural identity in a multicultural context. The reflections that originate from the voices of children are the key source that helps us to better understand the particular needs that young learners have during their participation in a DLP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acculturation" title="acculturation">acculturation</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20program" title=" dual language program"> dual language program</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/59189/reflections-on-the-role-of-cultural-identity-in-a-bilingual-education-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3491</span> Language and the Politics of Feminism through the Lens of Ba’s ‘So Long a Letter’ and Alkali’s ‘The Stillborn’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jummai%20Aliyu%20Mohammed">Jummai Aliyu Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sapir-Whorfian hypothesis postulates that the structure of a language determines the way in which species of that language view the world. It also states that the culture of a people finds reflection in their language. Consequently language becomes a vehicle of thought; a channel through which negative stereotypes of women is created and also one through which such images are dispelled. Women are generally portrayed as weaker vessels and inferior to men; a position which draws a counter reaction from women through their writings. In their writings, they attempt to reinvent womanhood and liberate the woman from the hitherto negative light they were portrayed. This position best describes the term feminism which argues that women be given equal rights in all spheres of life as men. This paper attempts to evaluate Ba’s ‘So Long a Letter’ and Alkali’s ‘The Stillborn’ with the view to identify the relationship between language and feminism. In evaluating this relationship, the paper concludes that there are several factors responsible for the variation in the speech pattern of male and female. All of these factors favour the male gender and further condemns the woman to oppression. Although the writers come from two different cultural backgrounds, the works amplify feminism and captured them as apostles of feminism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feminism" title="feminism">feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=Sapir-Whorfian%20hypothesis" title=" Sapir-Whorfian hypothesis"> Sapir-Whorfian hypothesis</a> </p> <a href="https://publications.waset.org/abstracts/75494/language-and-the-politics-of-feminism-through-the-lens-of-bas-so-long-a-letter-and-alkalis-the-stillborn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3490</span> Developing Students’ Intercultural Understanding and Awareness through Adapting an Intercultural Pedagogy in Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guerriche%20Amina">Guerriche Amina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent trends in foreign language teaching -influenced widely by the process of globalization, interculturalism, and global flows and migration- are leaning towards adopting an intercultural perspective to help in developing students who are global citizens able to effectively function across diverse boundaries (cultural, social, geographical). Researchers call for intercultural learning and teaching perspective that would foster and increase intercultural awareness and understanding (e.g., Guilherme, 2002; Byram et al., 2002). The present research aims at unfolding whether including the cultural dimension in foreign language instruction can help in developing students’ intercultural understanding and awareness. In doing so, a cultural pedagogical experiment was designed and conducted for the period of one year at the level of the university. Data were collected qualitatively and analyzed thematically. Results help in drawing important implications for educational institutions, foreign language teachers, and syllabus designers about the importance and effectiveness of perceiving foreign language instruction as a social activity that can nurture interculturally competent individuals who adequately respond to the demands of today’s intercultural and globalized societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title="foreign language teaching">foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20awareness" title=" intercultural awareness"> intercultural awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20culture" title=" language and culture"> language and culture</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20understanding" title=" intercultural understanding"> intercultural understanding</a> </p> <a href="https://publications.waset.org/abstracts/155336/developing-students-intercultural-understanding-and-awareness-through-adapting-an-intercultural-pedagogy-in-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155336.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3489</span> Investigation of Organisational Culture and Its Impacts on Job Satisfaction among Language Teachers at a Language School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Davut%20Uysal">Davut Uysal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Turkish higher education system has experienced some structural changes in recent decades, which resulted in the concentration on English language teaching as a foreign language at high education institutions. However, the number of studies examining the relationship between organizational culture and job satisfaction among language teachers at higher education institutions, who are the key elements of the teaching process, is very limited in the country. The main objective of this study is to find out the perceptions of English language instructors regarding organizational culture and its impact on their job satisfaction at School of Foreign Language, Anadolu University in Turkey. Questionnaire technique was used in data collection, and the collected data was analysed with the help of SPSS data analysis program. The findings of the study revealed that the respondents of the study had positive perceptions regarding current organizational culture indicating satisfaction with co-worker relations and administration, supervision support and the work itself, as well as their satisfaction with the available professional development opportunities provided by their institution. A significant relationship between overall organizational culture and job satisfaction was found in the study. This study also presents some key elements to increase the job satisfaction levels of the language teachers by managing corporate communication and to improve the organisational culture based on the findings of the study as they are two interrelated issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20communication" title="corporate communication">corporate communication</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teacher" title=" English teacher"> English teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20culture" title=" organizational culture"> organizational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/100034/investigation-of-organisational-culture-and-its-impacts-on-job-satisfaction-among-language-teachers-at-a-language-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100034.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">168</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3488</span> Language Learning Strategies to Improve English Speaking Skills among High School Students: A Case Study at Vo Minh Duc High School in Binh Duong Province, Viet Nam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Du%20T.%20Tran">Du T. Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Quyen%20T.%20L.%20Hoang"> Quyen T. L. Hoang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of language learning strategies in second language acquisition has received increased attention across several disciplines in recent years. Language learning strategies have been shown to occur in many studies over the passing years with the aim of improving the efficiency of language learning. Following previous studies, this study endeavors to scrutinize language learning strategies employed by the students at Vo Minh Duc high school and the effect of motivation on students’ learning strategy choices. The responses are examined quantitatively and qualitatively to enhance their validity and reliability. Data are collected from 342 students’ responses to the questionnaire, interviews with ten teachers and fifteen students, and classroom observations. The findings reveal that students’ motivation has an enormous impact on the choice of language learning strategies. The results simultaneously show that students use many language learning strategies to enhance their communicative competence, but the most frequently used ones are cognitive and affective ones. Significant correlations among types of learning strategies and the influence of motivation on the choices of language learning strategies were consistent with previous studies. The study’s results are expected to be beneficial to teachers of English and students in terms of narrowing the gap between the students' language learning strategies and their teaching methodologies preferences and sketching out the best strategies to enhance students’ speaking skills. The implications of these findings and the importance of viewing learners holistically are discussed, and recommendations are made for ongoing research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title="learning strategies">learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=memorization%20strategies" title=" memorization strategies"> memorization strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20strategies" title=" cognitive strategies"> cognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20strategies" title=" affective strategies"> affective strategies</a> </p> <a href="https://publications.waset.org/abstracts/161039/language-learning-strategies-to-improve-english-speaking-skills-among-high-school-students-a-case-study-at-vo-minh-duc-high-school-in-binh-duong-province-viet-nam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3487</span> The Integration of ICT in the Teaching and Learning of French Language in Some Selected Schools in Nigeria: Prospects and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluyomi%20A.%20Abioye">Oluyomi A. Abioye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 21st century has been witnessing a lot of technological advancements and innovations, and Information and Communication Technology (ICT) happens to be one of them. Education is the cornerstone of any nation and the language in which it is delivered is the bedrock of any development. The French language is our choice in this study. French is a language of reference on the national and international scenes; however its teaching is clouded with myriads of problems. The output of students’ academic performance depends on to a large extent on the teaching and learning the process. The methodology employed goes a long way in contributing to the effectiveness of the teaching and learning the process. Therefore, with the integration of ICT, French teaching has to align with and adapt to this new digital era. An attempt is made to define the concept of ICT. Some of the challenges encountered in the teaching of French language are highlighted. Then it discusses the existing methods of French teaching and the integration of ICT in the teaching and learning of the same language. Then some prospects and challenges of ICT in the teaching and learning of French are discussed. Data collected from questionnaires administered among some students of some selected schools are analysed. Our findings revealed that only very few schools in Nigeria have the electronic and computer-mediated facilities to teach the French language. The paper concludes by encouraging 'savoir-faire' of ICT by the French teachers, an openness of students to this digital technology and adequate provision of electronic and computer-mediated gadgets by the Nigerian government to its educational institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20language%20in%20Nigeria" title="French language in Nigeria">French language in Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=integration%20of%20ICT" title=" integration of ICT"> integration of ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=prospects%20and%20challenges" title=" prospects and challenges"> prospects and challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/53420/the-integration-of-ict-in-the-teaching-and-learning-of-french-language-in-some-selected-schools-in-nigeria-prospects-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3486</span> A Syntactic Errors Analysis in the Malaysian ESL Learners' Written Composition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annie%20Gedion">Annie Gedion</a>, <a href="https://publications.waset.org/abstracts/search?q=Johan%20Severinus%20Tati"> Johan Severinus Tati</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacinta%20Caroline%20Peter"> Jacinta Caroline Peter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Syntax error analysis studies have a significant role in English language teaching especially in the second language. This study investigates the syntax errors in written composition by 50 multilingual ESL learners in Politeknik Kota Kinabalu Sabah, Malaysia. The subjects speak their own dialect, Malay as their second language and English as their third or foreign language. Data were collected from the written discourse in the form of descriptive essays. The subjects were asked to write in the classroom within 45 minutes. 15 categories of errors were classified into a set of syntactic categories and were analysed based on the five steps of the syntactic analysis procedure. The findings of the study showed that the mother tongue interference, as well as lack of vocabulary and grammar knowledge, were the major sources of syntax errors in the learners’ written composition. Learners should be exposed to the differentiation of Malay and English grammar to avoid interference and effective learning of second language writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=errors%20analysis" title="errors analysis">errors analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20analysis" title=" syntactic analysis"> syntactic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title=" English as a second language"> English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%20writing" title=" ESL writing"> ESL writing</a> </p> <a href="https://publications.waset.org/abstracts/56069/a-syntactic-errors-analysis-in-the-malaysian-esl-learners-written-composition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56069.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3485</span> Subtitled Based-Approach for Learning Foreign Arabic Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elleuch%20Imen">Elleuch Imen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, it propose a new approach for learning Arabic as a foreign language via audio-visual translation, particularly subtitling. The approach consists of developing video sequences appropriate to different levels of learning (from A1 to C2) containing conversations, quizzes, games and others. Each video aims to achieve a specific objective, such as the correct pronunciation of Arabic words, the correct syntactic structuring of Arabic sentences, the recognition of the morphological characteristics of terms and the semantic understanding of statements. The subtitled videos obtained can be incorporated into different Arabic second language learning tools such as Moocs, websites, platforms, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arabic%20foreign%20language" title="arabic foreign language">arabic foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visuel%20translation" title=" audio-visuel translation"> audio-visuel translation</a>, <a href="https://publications.waset.org/abstracts/search?q=subtitled%20videos" title=" subtitled videos"> subtitled videos</a> </p> <a href="https://publications.waset.org/abstracts/176446/subtitled-based-approach-for-learning-foreign-arabic-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3484</span> Intercultural Communication in the Teaching of English as a Foreign Language in Malawi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Mayeso%20Jiyajiya">Peter Mayeso Jiyajiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses how the teaching of English as a foreign language in Malawi can enhance intercultural communication competence in a multicultural society. It argues that incorporation of intercultural communication in the teaching of English as a foreign language would improve cultural awareness in communication in the multicultural Malawi. The teaching of English in Malawi is geared towards producing students who would communicate in the global world. This entails the use of proper pedagogical approaches and instructional materials that prepare the students toward intercultural awareness. In view of this, the language teachers were interviewed in order to determine their instructional approaches to intercultural communication. Instructional materials were further evaluated to assess how interculturality is incorporated. The study found out that teachers face perceptual and technical challenges that hinder them from exercising creativity to incorporate interculturality in their lessons. This is also compounded by lack of clear direction in the teaching materials on cultural elements. The paper, therefore, suggests a holistic approach to the teaching of English language in Malawian school in which the diversity of culture in classrooms must be considered an opportunity for addressing students’ cultural needs that may be lacking in the instructional materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20awareness" title="cultural awareness">cultural awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/54177/intercultural-communication-in-the-teaching-of-english-as-a-foreign-language-in-malawi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3483</span> Exploring Language Attrition Through Processing: The Case of Mising Language in Assam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chumki%20Payun">Chumki Payun</a>, <a href="https://publications.waset.org/abstracts/search?q=Bidisha%20Som"> Bidisha Som</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mising language, spoken by the Mising community in Assam, belongs to the Tibeto-Burman family of languages. This is one of the smaller languages of the region and is facing endangerment due to the dominance of the larger languages, like Assamese. The language is spoken in close in-group scenarios and is gradually losing ground to the dominant languages, partly also due to the education setup where schools use only dominant languages. While there are a number of factors for the current contemporary status of the language, and those can be studied using sociolinguistic tools, the current work aims to contribute to the understanding of language attrition through language processing in order to establish if the effect of second language dominance is more than mere ‘usage’ patterns and has an impact on cognitive strategies. When bilingualism spreads widely in society and results in a language shift, speakers perform people often do better in their second language (L2) than in their first language (L1) across a variety of task settings, in both comprehension and production tasks. This phenomenon was investigated in the case of Mising-Assamese bilinguals, using a picture naming task, in two districts of Jorhat and Tinsukia in Assam, where the relative dominance of L2 is slightly different. This explorative study aimed to investigate if the L2 dominance is visible in their performance and also if the pattern is different in the two different places, thus pointing to the degree of language loss in this case. The findings would have implications for native language education, as education in one’s mother tongue can help reverse the effect of language attrition helping preserve the traditional knowledge system. The hypothesis was that due to the dominance of the L2, subjects’ performance in the task would be better in Assamese than that of Missing. The experiment: Mising-Assamese bilingual participants (age ranges 21-31; N= 20 each from both districts) had to perform a picture naming task in which participants were shown pictures of familiar objects and asked to name them in four scenarios: (a) only in Mising; (b) only in Assamese; (c) a cued mix block: an auditory cue determines the language in which to name the object, and (d) non-cued mix block: participants are not given any specific language cues, but instructed to name the pictures in whichever language they feel most comfortable. The experiment was designed and executed using E-prime 3.0 and was conducted responses were recorded using the help of a Chronos response box and was recorded with the help of a recorder. Preliminary analysis reveals the presence of dominance of L2 over L1. The paper will present a comparison of the response latency, error analysis, and switch cost in L1 and L2 and explain the same from the perspective of language attrition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attrition" title=" language attrition"> language attrition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20processing" title=" language processing"> language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=Mising%20language." title=" Mising language."> Mising language.</a> </p> <a href="https://publications.waset.org/abstracts/192562/exploring-language-attrition-through-processing-the-case-of-mising-language-in-assam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3482</span> Specific Language Impirment in Kannada: Evidence Form a Morphologically Complex Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shivani%20Tiwari">Shivani Tiwari</a>, <a href="https://publications.waset.org/abstracts/search?q=Prathibha%20Karanth"> Prathibha Karanth</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Rajashekhar"> B. Rajashekhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Impairments of syntactic morphology are often considered central in children with Specific Language Impairment (SLI). In English and related languages, deficits of tense-related grammatical morphology could serve as a clinical marker of SLI. Yet, cross-linguistic studies on SLI in the recent past suggest that the nature and severity of morphosyntactic deficits in children with SLI varies with the language being investigated. Therefore, in the present study we investigated the morphosyntactic deficits in a group of children with SLI who speak Kannada, a morphologically complex Dravidian language spoken in Indian subcontinent. A group of 15 children with SLI participated in this study. Two more groups of typical developing children (15 each) matched for language and age to children with SLI, were included as control participants. All participants were assessed for morphosyntactic comprehension and expression using standardized language test and a spontaneous speech task. Results of the study showed that children with SLI differed significantly from age-matched but not language-matched control group, on tasks of both comprehension and expression of morphosyntax. This finding is, however, in contrast with the reports of English-speaking children with SLI who are reported to be poorer than younger MLU-matched children on tasks of morphosyntax. The observed difference in impairments of morphosyntax in Kannada-speaking children with SLI from English-speaking children with SLI is explained based on the morphological richness theory. The theory predicts that children with SLI perform relatively better in morphologically rich language due to occurrence of their frequent and consistent features that mark the morphological markers. The authors, therefore, conclude that language-specific features do influence manifestation of the disorder in children with SLI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title="specific language impairment">specific language impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=morphosyntax" title=" morphosyntax"> morphosyntax</a>, <a href="https://publications.waset.org/abstracts/search?q=Kannada" title=" Kannada"> Kannada</a>, <a href="https://publications.waset.org/abstracts/search?q=manifestation" title=" manifestation"> manifestation</a> </p> <a href="https://publications.waset.org/abstracts/12567/specific-language-impirment-in-kannada-evidence-form-a-morphologically-complex-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">243</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3481</span> ViraPart: A Text Refinement Framework for Automatic Speech Recognition and Natural Language Processing Tasks in Persian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narges%20Farokhshad">Narges Farokhshad</a>, <a href="https://publications.waset.org/abstracts/search?q=Milad%20Molazadeh"> Milad Molazadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Saman%20Jamalabbasi"> Saman Jamalabbasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamed%20Babaei%20Giglou"> Hamed Babaei Giglou</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Bibak"> Saeed Bibak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Persian language is an inflectional subject-object-verb language. This fact makes Persian a more uncertain language. However, using techniques such as Zero-Width Non-Joiner (ZWNJ) recognition, punctuation restoration, and Persian Ezafe construction will lead us to a more understandable and precise language. In most of the works in Persian, these techniques are addressed individually. Despite that, we believe that for text refinement in Persian, all of these tasks are necessary. In this work, we proposed a ViraPart framework that uses embedded ParsBERT in its core for text clarifications. First, used the BERT variant for Persian followed by a classifier layer for classification procedures. Next, we combined models outputs to output cleartext. In the end, the proposed model for ZWNJ recognition, punctuation restoration, and Persian Ezafe construction performs the averaged F1 macro scores of 96.90%, 92.13%, and 98.50%, respectively. Experimental results show that our proposed approach is very effective in text refinement for the Persian language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Persian%20Ezafe" title="Persian Ezafe">Persian Ezafe</a>, <a href="https://publications.waset.org/abstracts/search?q=punctuation" title=" punctuation"> punctuation</a>, <a href="https://publications.waset.org/abstracts/search?q=ZWNJ" title=" ZWNJ"> ZWNJ</a>, <a href="https://publications.waset.org/abstracts/search?q=NLP" title=" NLP"> NLP</a>, <a href="https://publications.waset.org/abstracts/search?q=ParsBERT" title=" ParsBERT"> ParsBERT</a>, <a href="https://publications.waset.org/abstracts/search?q=transformers" title=" transformers"> transformers</a> </p> <a href="https://publications.waset.org/abstracts/143102/virapart-a-text-refinement-framework-for-automatic-speech-recognition-and-natural-language-processing-tasks-in-persian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3480</span> Teachers' Views on Mother Tongue Language Curriculum Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wai%20Ha%20Leung">Wai Ha Leung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mother tongue language (MTL) curriculum is core to school education in most countries/regions' school curriculum. Through mother tongue language learning, students are expected to enhance their understanding of the nation's culture and foster the sense of cultural and ethnic identity. However, MTL education in Hong Kong is complicated by the colonial history. This study examines Hong Kong Chinese language teachers' perceptions of MTL education, and the implication on MTL curriculum development. The questionnaire was administrated to 97 teachers, and interviews were carried out on 17 teachers. Usually, MTL is both the tool with which knowledge and skills are taught and learned and the vehicle for students to learn about the traditions of the countries' literature and culture. In Hong Kong, 95% of the population is of Chinese descent. Traditionally, education in China was a mixture of philosophy, history, politics and literacy. Chinese as an MTL subject in pre-colonial Hong Kong has always been assigned the mission of developing students' cultural identity in addition to the development of linguistic proficiency. During the colonial period, the Chinese Language curriculum shifted to be more language skills based with less emphasis on Chinese culture and moral education. After the sovereignty of Hong Kong was returned to China in 1997, although a new curriculum was implemented in 2002, teaching and learning in school as well as public examinations seem to be remaining language skills oriented instead of culturally based. This deviation from the trend of both Chinese traditional education and global mother tongue language education makes some Chinese language teachers feel confused. In addition, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker and weaker in recent years. Thus, effectiveness of the skills oriented language curriculum has come under question. How a language teacher views the aims and objectives of the language subject he or she is teaching has a direct effect on the curriculum delivery and pedagogies used. It is, therefore, important to investigate what is the language teachers' perception of MTL education, and whether the current school curriculum can meet the teachers' expectation as well as achieve the aims of MTL education. Given this context, this study explored the views of Hong Kong Chinese language teachers on MTL education. The data indicate that teachers showed a strong resentment towards the current curriculum. Results may have implications on mother tongue language curriculum development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20education" title="Chinese language education">Chinese language education</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20language%20education" title=" mother tongue language education"> mother tongue language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20perception" title=" teachers' perception"> teachers' perception</a> </p> <a href="https://publications.waset.org/abstracts/36797/teachers-views-on-mother-tongue-language-curriculum-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3479</span> Enhancing English Language Skills Integratively through Short Stories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dinesh%20Kumar%20Yadav">Dinesh Kumar Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Short stories for language development are deeply rooted elsewhere in any language syllabus. Its relevance is manifold. The short stories have the power to take the students to the target culture directly from the classroom. It works as a crucial factor in enhancing language skills in different ways. This article is an outcome of an experimental study conducted for a month on the 12th graders where they were engaged in different creative and critical-thinking activities along with various tasks that ranged from knowledge level to application level. The sole purpose was to build up their confidence in speaking in the classroom as well as develop all their language skills simultaneously. With the start of the class in August 2021, the students' speaking skill and their confidence in speaking in the class was tested. The test was abruptly followed by a presentation of a short story from their culture. The students were engaged in different tasks related to the story. The PowerPoint slides, handouts with the story, and tasks on photocopy were used as tools whenever needed. A one-month class exclusively on speaking skills through sharing stories was found to be very helpful in developing confidence in the learners. The result was very satisfactory. A large number of students became responsive in the class. The proficiency level was not satisfactory; however, their effort to speak in class showed a very positive sign in language development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=short%20stories" title="short stories">short stories</a>, <a href="https://publications.waset.org/abstracts/search?q=relevance" title=" relevance"> relevance</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20enhancement" title=" language enhancement"> language enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/158476/enhancing-english-language-skills-integratively-through-short-stories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3478</span> Japanese Language Learning Strategies : Case study student in Japanese subject part, Faculty of Humanities and Social Sciences, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pailin%20Klinkesorn">Pailin Klinkesorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed to study the use of learning strategies for Japanese language among college students with different learning achievements who study Japanese as a foreign language in the Higher Education’s level. The survey was conducted by using a questionnaire adapted from Strategy Inventory for language Learning or SILL (Oxford, 1990), consisting of two parts: questions about personal data and questions about the use of learning strategies for Japanese language. The samples of college students in the Japanese language program were purposively selected from Suansunandha Rajabhat University. The data from the questionnaire was statistically analyzed by using mean scores and one-way ANOVA. The results showed that Social Strategies was used by the greatest number of college students, whereas Memory Strategies was used by the least number of students. The students in different levels used various strategies, including Memory Strategies, Cognitive Strategies, Metacognitive Strategies and Social Strategies, at the significance level of 0.05. In addition, the students with different learning achievements also used different strategies at the significance level of 0.05. Further studies can explore learning strategies of other groups of Japanese learners, such as university students or company employees. Moreover, learning strategies for language skills, including listening, speaking, reading and writing, can be analyzed for better understanding of learners’ characteristics and for teaching applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategies" title="language learning strategies">language learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese" title=" Japanese"> Japanese</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a> </p> <a href="https://publications.waset.org/abstracts/9489/japanese-language-learning-strategies-case-study-student-in-japanese-subject-part-faculty-of-humanities-and-social-sciences-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3477</span> Foreign Language Anxiety: Perceptions and Attitudes in the Egyptian ESL Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaden%20S.%20Attia">Shaden S. Attia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated foreign language anxiety (FLA) and teachers’ awareness of its presence in the Egyptian ESL classrooms and how FLA correlates with different variables such as four language skills, students' sex, and activities used in class. A combination of quantitative and qualitative instruments was used in order to investigate the previously mentioned variables, which included five interviews with teachers, six classroom observations, a survey for teachers, and a questionnaire for students. The findings of the study revealed that some teachers were aware of the presence of FLA, with some of them believing that other teachers, however, are not aware of this phenomenon, and even when they notice anxiety, they do not always relate it to learning a foreign language. The results also showed that FLA was affected by students’ sex, different language skills, and affective anxieties; however, teachers were unaware of the effect of these variables. The results demonstrated that both teachers and students preferred group and pair work to individual activities as they were more relaxing and less anxiety-provoking. These findings contribute to raising teachers' awareness of FLA in ESL classrooms and how it is affected by different variables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20anxiety" title="foreign language anxiety">foreign language anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=situation%20specific%20anxiety" title=" situation specific anxiety"> situation specific anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=skill-specific%20anxiety" title=" skill-specific anxiety"> skill-specific anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20perceptions" title=" teachers’ perceptions"> teachers’ perceptions</a> </p> <a href="https://publications.waset.org/abstracts/129299/foreign-language-anxiety-perceptions-and-attitudes-in-the-egyptian-esl-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=second%20language&page=9" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=second%20language&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=second%20language&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=second%20language&page=7">7</a></li> <li class="page-item"><a class="page-link" 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