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learners</title> <meta name="description" content="Search results for: very young learners"> <meta name="keywords" content="very young learners"> <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="very young learners"> <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> 3434</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: very young learners</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3434</span> The Perspective on Data Collection Instruments for Younger Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hatice%20K%C3%BCbra%20Ko%C3%A7">Hatice Kübra Koç</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For academia, collecting reliable and valid data is one of the most significant issues for researchers. However, it is not the same procedure for all different target groups; meanwhile, during data collection from teenagers, young adults, or adults, researchers can use common data collection tools such as questionnaires, interviews, and semi-structured interviews; yet, for young learners and very young ones, these reliable and valid data collection tools cannot be easily designed or applied by the researchers. In this study, firstly, common data collection tools are examined for ‘very young’ and ‘young learners’ participant groups since it is thought that the quality and efficiency of an academic study is mainly based on its valid and correct data collection and data analysis procedure. Secondly, two different data collection instruments for very young and young learners are stated as discussing the efficacy of them. Finally, a suggested data collection tool – a performance-based questionnaire- which is specifically developed for ‘very young’ and ‘young learners’ participant groups in the field of teaching English to young learners as a foreign language is presented in this current study. The designing procedure and suggested items/factors for the suggested data collection tool are accordingly revealed at the end of the study to help researchers have studied with young and very learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20collection%20instruments" title="data collection instruments">data collection instruments</a>, <a href="https://publications.waset.org/abstracts/search?q=performance-based%20questionnaire" title=" performance-based questionnaire"> performance-based questionnaire</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=very%20young%20learners" title=" very young learners"> very young learners</a> </p> <a href="https://publications.waset.org/abstracts/169544/the-perspective-on-data-collection-instruments-for-younger-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169544.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">92</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">3433</span> Teaching Young Learners How to Work Together: Pedagogical Ideas for Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Kos">Tomas Kos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can collaborate and support each other, other studies indicate that young learners may lack the ability to work together and support one another when interacting on classroom tasks. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on classroom tasks. To fill this gap, this “how-to” article proposes that teaching young learners how to work together is a powerful pedagogical tool that can greatly improve collaborative behavior and a sense of mutuality among young learners. This article will pay particular attention to primary schools and the context of English as a foreign language. It will first review literature related to patterns of interaction and peer support conducted in the cognitive and sociocultural framework. It will then address what it actually means to collaborate. At the heart of the article, it will discuss some practical pedagogical ideas for language teachers, which entail teaching collaborative principles and strategies that will help their students to support each other and engage in communication with each other. <p class="card-text"><strong>Keywords:</strong> <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=peer%20collaboration" title=" peer collaboration"> peer collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20interaction" title=" peer interaction"> peer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=patterns%20of%20interaction" title=" patterns of interaction"> patterns of interaction</a> </p> <a href="https://publications.waset.org/abstracts/147980/teaching-young-learners-how-to-work-together-pedagogical-ideas-for-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147980.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">157</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">3432</span> Motivational Strategies for Young Learners in Distance Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saziye%20Darendeli">Saziye Darendeli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation has a significant impact on a second/foreign language learning process, so it plays a vital role while achieving the learning goal. As it is defined by Simon (1967, p. 29), motivation is “a goal terminating mechanism, permitting goals to be processed serially.”AccordingtoSimon, if a learning goal is activated and enough attention is given, the learner starts learning. In connection with this view, the more attention is given on a subject, and the more activation takes place on it, the quicker learning will occur. Moreover, today almost every teacher is familiar with the term “distance education” regardless of their student's age group. As it is stated by Visser (2002), when compared to the traditional classrooms, in distance education, the rate and success of language learningdecreasesandone of the most essential reasons is that motivating students in distance education contexts, in which interaction is lower, is much more challenging than face-to-face training especially with young learners(Lim& Kim, 2003). Besides, there are limited numbers of studies conducted on motivational strategies for young learners in distance education contexts since we have been experiencing full time the online schooling process recently, yet online teaching seems to be permanent in our lives with the new technological era. Therefore, there appears to be a need for various strategies to motivate young learners in distance education, and the current study aims to find out the strategies that young learners’ teachers use to increase their students’ motivation level in distance education. To achieve this aim, a qualitative research approach and a phenomenological method with an interpretive design will be used. The participants, who are teachers of young learners, will be interviewed using a structured interview format consisting of 7 questions. As the participants are young learners’teacherswhohavebeenexperiencingteaching online, exploring thestrategiesthattheyusetoincreasetheirstudents’ motivationlevelwillprovidesomesuggestionsaboutthemotivationalstrategiesforfuture online classes. Also, in this paper, I will move beyond the traditional classrooms that have face-to-face lessons and discuss the effective motivational strategies for young learners in distance education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</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=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/137247/motivational-strategies-for-young-learners-in-distance-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137247.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">191</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">3431</span> Using Storytelling Tasks to Enhance Language Acquisition in Young Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sinan%20Serkan%20%C3%87a%C4%9Fl%C4%B1">Sinan Serkan Çağlı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the effectiveness of incorporating storytelling tasks into language acquisition programs for young learners. The research investigates how storytelling, as a pedagogical tool, can contribute to the enhancement of language acquisition skills in children. Drawing upon relevant literature and empirical data, this article examines the impact of storytelling on vocabulary development, comprehension, and overall language proficiency in early childhood education in Turkey. The study adopts a qualitative approach, including classroom observations and interviews with teachers and students. Findings suggest that storytelling tasks not only foster linguistic competence but also stimulate cognitive and socio-emotional development in young learners. Additionally, the article explores various storytelling techniques and strategies suitable for different age groups. It is evident that integrating storytelling tasks into language learning environments can create engaging and effective opportunities for young learners to acquire language skills in a natural and enjoyable way. This research contributes valuable insights into the pedagogical practices that promote language acquisition in early childhood, emphasizing the significance of storytelling as a powerful educational tool, especially in Turkey for EFL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storytelling" title="storytelling">storytelling</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=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</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/174032/using-storytelling-tasks-to-enhance-language-acquisition-in-young-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174032.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">78</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">3430</span> Writing Hybridized Narratives to Enact Scientific Literacy and the Myth of the Scientific Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajaz%20Shaheen">Ajaz Shaheen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaid%20Ahmed%20Siddqui"> Jawaid Ahmed Siddqui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This world has purely become scientific and technological, and therefore it demands more from our young learners to be more intellectual in learning sciences. A point of concern that is dragging the attention of educationists is that young learners are gradually detaching from science and scientific theory. To deal with this matter, we must arrange such engaging activities that may improve the imaginative skills of our young learners. Our ongoing research program highlights the effects of such activities that demand the learners to interpret scientific information in the form of text they possess. These mixed stories are also known as what we call BioStories. Learners upload their narratives on different websites to let their peers go through their manuscripts. That, as a result, brings more refinement to their works. Moreover, stories allow the learners to read, understand and learn on a broader spectrum. We have conducted separate studies with learners from Grades 6, 9, and 12 that involve case studies and quasi-experimental designs. The conclusion we drew from the analysis of Grade 6 learners was that the alignment of stories helped them become more familiar with the scientific issue. Not only this but also the learners of the respective grade built up their interest in the subject and also developed a clear understanding of related subject topics. On the other hand, results from the 8th and 9th grades study support the argument that learners reflected a positive attitude toward writing scientific information. Lastly, we concluded from the 12th-grade learners that they took pride in their writing skills and built up their strength, determination, and interest. The students became self-conscious as they wrote hybridized scientific narratives in science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BioStories" title="BioStories">BioStories</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridized%20writing" title=" hybridized writing"> hybridized writing</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20method" title=" scientific method"> scientific method</a> </p> <a href="https://publications.waset.org/abstracts/161158/writing-hybridized-narratives-to-enact-scientific-literacy-and-the-myth-of-the-scientific-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161158.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">79</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">3429</span> Exploring the Use of Adverbs in Two Young Learners Written Corpora</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chrysanthi%20S.%20Tiliakou">Chrysanthi S. Tiliakou</a>, <a href="https://publications.waset.org/abstracts/search?q=Katerina%20T.%20Frantzi"> Katerina T. Frantzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing has always been considered a most demanding skill for English as a Foreign Language learners as well as for native speakers. Novice foreign language writers are asked to handle a limited range of vocabulary to produce writing tasks at lower levels. Adverbs are the parts of speech that are not used extensively in the early stages of English as a Foreign Language writing. An additional problem with learning new adverbs is that, next to learning their meanings, learners are expected to acquire the proper placement of adverbs in a sentence. The use of adverbs is important as they enhance “expressive richness to one’s message”. By exploring the patterns of use of adverbs, researchers and educators can identify types of adverbs, which appear more taxing for young learners or that puzzle novice English as a Foreign Language writers with their placement, and focus on their teaching. To this end, the study examines the use of adverbs on two written Corpora of young learners of English of A1 – A2 levels and determines the types of adverbs used, their frequencies, problems in their use, and whether there is any differentiation between levels. The Antconc concordancing tool was used for the Greek Learner Corpus, and the Corpuscle concordancing tool for the Norwegian Corpus. The research found a similarity in the normalized frequencies of the adverbs used in the A1-A2 level Greek Learner Corpus with the frequencies of the same adverbs in the Norwegian Learner Corpus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20corpora" title="learner corpora">learner corpora</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=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20adverbs" title=" use of adverbs"> use of adverbs</a> </p> <a href="https://publications.waset.org/abstracts/156823/exploring-the-use-of-adverbs-in-two-young-learners-written-corpora" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156823.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">92</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">3428</span> Negotiation of Meaning among Iranian EFL Learners and the Relationship between the Proficiency Levels and the Transfer of Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20Komeili">Z. Komeili</a>, <a href="https://publications.waset.org/abstracts/search?q=Sh.%20Abadikhah"> Sh. Abadikhah</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Talebi"> H. Talebi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interaction and negotiation of meaning in the foreign language (FL) contexts are crucial to L2 development. Although research studies on children in EFL contexts have increased in recent years, the study of Iranian children negotiating meaning during their communicative task performance still needs further study. The purpose of this study was to investigate young EFL learners' interaction and negotiation of meaning (NoM) during task completion and examine the difference in meaning negotiation between the different proficiency levels and the association between the learners’ proficiency levels and their transfer of knowledge. The participants were twenty-eight young Iranian EFL learners forming 14 proficiency-matched dyads and were assigned into two different groups according to their proficiency levels. The dyads were asked to complete the collaborative task; their interaction was transcribed and analyzed in terms of their NoM. To test the transfer of knowledge to the subsequent performance, tailor-made tests were designed based on the NoM of each individual dyad. The results indicated a significant positive relationship between the learners’ level of proficiency and their transfer of knowledge to the subsequent performance. Our findings suggest that the elementary group had engaged in more negotiation of meaning compared to the intermediate group, and the higher the proficiency level, the better they performed in the post-test and benefited from the NoM. The study has some implications for researchers, teachers, and young learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20tasks" title="collaborative tasks">collaborative tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=negotiation%20of%20meaning" title=" negotiation of meaning"> negotiation of meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20levels" title=" proficiency levels"> proficiency levels</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=tailor-made%20test" title=" tailor-made test"> tailor-made test</a> </p> <a href="https://publications.waset.org/abstracts/140890/negotiation-of-meaning-among-iranian-efl-learners-and-the-relationship-between-the-proficiency-levels-and-the-transfer-of-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140890.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">215</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">3427</span> [Keynote Talk]: Computer-Assisted Language Learning (CALL) for Teaching English to Speakers of Other Languages (TESOL/ESOL) as a Foreign Language (TEFL/EFL), Second Language (TESL/ESL), or Additional Language (TEAL/EAL)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Laghos">Andrew Laghos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer-assisted language learning (CALL) is defined as the use of computers to help learn languages. In this study we look at several different types of CALL tools and applications and how they can assist Adults and Young Learners in learning the English language as a foreign, second or additional language. It is important to identify the roles of the teacher and the learners, and what the learners’ motivations are for learning the language. Audio, video, interactive multimedia games, online translation services, conferencing, chat rooms, discussion forums, social networks, social media, email communication, songs and music video clips are just some of the many ways computers are currently being used to enhance language learning. CALL may be used for classroom teaching as well as for online and mobile learning. Advantages and disadvantages of CALL are discussed and the study ends with future predictions of CALL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20language%20learning%20%28CALL%29" title="computer-assisted language learning (CALL)">computer-assisted language learning (CALL)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20English%20as%20a%20foreign%20language%20%28TEFL%2FEFL%29" title=" teaching English as a foreign language (TEFL/EFL)"> teaching English as a foreign language (TEFL/EFL)</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a> </p> <a href="https://publications.waset.org/abstracts/47997/keynote-talk-computer-assisted-language-learning-call-for-teaching-english-to-speakers-of-other-languages-tesolesol-as-a-foreign-language-teflefl-second-language-teslesl-or-additional-language-tealeal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47997.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">434</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">3426</span> The Effectiveness of Using Picture Storybooks on Young English as a Foreign Language Learners for English Vocabulary Acquisition and Moral Education: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Yung%20Hsuan%20Ma">Tiffany Yung Hsuan Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Whole Language Approach, which gained prominence in the 1980s, and the increasing emphasis on multimodal resources in educational research have elevated the utilization of picture books in English as a foreign language (EFL) instruction. This approach underscores real-world language application, providing EFL learners with a range of sensory stimuli, including visual elements. Additionally, the substantial impact of picture books on fostering prosocial behaviors in children has garnered recognition. These narratives offer opportunities to impart essential values such as kindness, fairness, and respect. Examining how picture books enhance vocabulary acquisition can offer valuable insights for educators in devising engaging language activities conducive to a positive learning environment. This research entails a case study involving two kindergarten-aged EFL learners and employs qualitative methods, including worksheets, observations, and interviews with parents. It centers on three pivotal inquiries: (1) The extent of young learners' acquisition of essential vocabulary, (2) The influence of these books on their behavior at home, and (3) Effective teaching strategies for the seamless integration of picture storybooks into EFL instruction for young learners. The findings can provide guidance to parents, educators, curriculum developers, and policymakers regarding the advantages and optimal approaches to incorporating picture books into language instruction. Ultimately, this research has the potential to enhance English language learning outcomes and promote moral education within the Taiwanese EFL context. <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=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</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=picture%20book" title=" picture book"> picture book</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20education" title=" moral education"> moral education</a> </p> <a href="https://publications.waset.org/abstracts/173749/the-effectiveness-of-using-picture-storybooks-on-young-english-as-a-foreign-language-learners-for-english-vocabulary-acquisition-and-moral-education-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173749.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">69</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">3425</span> Enhancing Reading in English through a Phonics-Based Approach and Interactive Whiteboards</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Manuela%20Pereira%20Carneiro%20Lucas">Carmen Manuela Pereira Carneiro Lucas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The milestones on first (L1) and second (L2) language acquisition have fascinated researchers and practitioners for decades. However, the findings from the available research do not always and instantly reflect on the classroom, specifically in Teaching English to Young Learners in Portuguese primary schools. Within this, it is worth highlighting, as per previous studies, the lack of uniformity in terms of syllabus design and implementation in the classroom. Moreover, more continuous professional development opportunities would be welcome. This paper is set out to gather the “best of both worlds”, with the aim of contributing to research-informed teaching, based in actual findings from the classroom, through and after the implementation of an action-research programme for nurturing the seeds in learning how to read in English. Therefore, the purpose of this study was to examine the effectiveness of read-aloud storybooks, associated with the use of interactive whiteboards, further anchored in a phonics-based approach to teach reading and writing to Young Learners of English. Methods: Participants were 80 (n=80) native Portuguese children, attending the second year of primary school, learning English as a Foreign Language (EFL) classes, aged 7 years old. Results and Conclusions: The findings suggest that through the use of storybooks, followed by watching the respective videos, together with follow-up phonics activities are effective strategies which Teachers of English to Young Learners can certainly use to “nurture the seeds” for English language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20English%20to%20young%20learners" title="teaching English to young learners">teaching English to young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=phonics-based%20approach" title=" phonics-based approach"> phonics-based approach</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20for%20language%20and%20integrated%20learning" title=" content for language and integrated learning"> content for language and integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20across%20the%20curriculum" title=" English across the curriculum"> English across the curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20whiteboards" title=" interactive whiteboards"> interactive whiteboards</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/193106/enhancing-reading-in-english-through-a-phonics-based-approach-and-interactive-whiteboards" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193106.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">22</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">3424</span> An Empirical Study on the Integration of Listening and Speaking Activities with Writing Instruction for Middles School English Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xueyan%20Hu">Xueyan Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Liwen%20Chen"> Liwen Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Weilin%20He"> Weilin He</a>, <a href="https://publications.waset.org/abstracts/search?q=Sujie%20Peng"> Sujie Peng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an important but challenging skill For English language learners. Due to the small amount of time allocated for writing classes at schools, students have relatively few opportunities to practice writing in the classroom. While the practice of integrating listening and speaking activates with writing instruction has been used for adult English language learners, its application for young English learners has seldom been examined due to the challenge of listening and speaking activities for young English language learners. The study attempted to integrating integrating listening and speaking activities with writing instruction for middle school English language learners so as to improving their writing achievements and writing abilities in terms of the word use, coherence, and complexity in their writings. Guided by Gagne's information processing learning theory and memetics, this study conducted a 8-week writing instruction with an experimental class (n=44) and a control class (n=48) . Students in the experimental class participated in a series of listening and retelling activities about a writing sample the teacher used for writing instruction during each period of writing class. Students in the control class were taught traditionally with teachers’ direction instruction using the writing sample. Using the ANCOVA analysis of the scores of students’ writing, word-use, Chinese-English translation and the text structure, this study showed that the experimental writing instruction can significantly improve students’ writing performance. Compared with the students in the control class, the students in experimental class had significant better performance in word use and complexity in their essays. This study provides useful enlightenment for the teaching of English writing for middle school English language learners. Teachers can skillfully use information technology to integrate listening, speaking, and writing teaching, considering students’ language input and output. Teachers need to select suitable and excellent composition templates for students to ensure their high-quality language input. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wring%20instruction" title="wring instruction">wring instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=retelling" title=" retelling"> retelling</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20and%20speaking" title=" listening and speaking"> listening and speaking</a> </p> <a href="https://publications.waset.org/abstracts/168631/an-empirical-study-on-the-integration-of-listening-and-speaking-activities-with-writing-instruction-for-middles-school-english-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168631.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">82</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">3423</span> Survey of Rate and Causes of Literacy Preservation in Adult Newly Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Narimani">Mohammad Narimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Rostamoghli"> Zahra Rostamoghli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this study is the survey of rate and causes of literacy preservation in adult newly learners. Statistical sample consists of 384 adults who are newly learners of literacy, at 2002, who were selected by stratified sampling method. This is a correlation cross-sectional survey research, in which authors-constructed measures were used for data collection. Results of survey showed that learners' literacy preservation rate after two years was 70%, 61% and 57%, in reading, dictation and mathematic tests, respectively.Following can be noted as factors correlated with literacy preservation; repetition of subjects and learners' subjective review, access to and using the library and publications, feeling of need to and interest in educated matters, socio cultural class of learners, and literacy level of learners' family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy%20preservation" title="literacy preservation">literacy preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20learner" title=" new learner"> new learner</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20improvement%20movement" title=" literacy improvement movement"> literacy improvement movement</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic%20test" title=" mathematic test"> mathematic test</a> </p> <a href="https://publications.waset.org/abstracts/27161/survey-of-rate-and-causes-of-literacy-preservation-in-adult-newly-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27161.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">478</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">3422</span> Scaling Up Psychosocial Wellbeing of Orphans and Vulnerable Learners in Rural Schools in Lesotho: An Ethnopsychology Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fumane%20Portia%20Khanare">Fumane Portia Khanare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores strategies to improve the psychosocial wellbeing of orphans and vulnerable learners (OVLs) in rural schools in Lesotho that seem essential for their success, in anticipation of, and in the context of global education. Various strategies to improve psychosocial wellbeing are considered necessary in that they are inclusive and buffer other forms of conditions beyond traditional and Eurocentric forms in orientation. Furthermore, they bring about the local experiences and particularly of the learners and schools in rural areas – all of which constitute ethnopsychology. COVID-19 pandemic has enthused the demands for collaboration and responsive support for learners within rural and many deprived contexts in Lesotho. However, the increase of OVLs in the education sector has also sparked the debate of how many rural schools with a lack of resources, inadequate teacher training, declining unemployment and the detriment of COVID-19 throughout Lesotho affected the psychosocial wellbeing of these learners. In some cases, the pandemic has created opportunities to explore existing, forgotten or ignored resources dated back to the pre-colonial era in Lesotho, and emphasizing to have an optimistic outlook on life as a result of collaboration and appreciating local knowledge. In order to scale up the psychosocial wellbeing of OVLs, there is a need to explore various strategies to improve their psychosocial wellbeing, in which all learners can succeed during the COVID-19 pandemic and beyond, thereby promoting the agency of young people from the rural areas towards building supportive learning environments. The paper draws on qualitative participatory arts-based study data generated by 30 learners in two rural secondary schools in Lesotho. Thematic analysis was employed to provide an in-depth understanding of learners' psychosocial needs and strategies to improve their psychosocial wellbeing. The paper is guided by ethnopsychology – a strength-based perspective, which posits that in the most difficult situations, individuals including, young people have strengths, can collaborate and find solutions that respond to their challenges. This was done by examining how various facets of their environments such as peers, teachers, schools’ environment, family and community played out in creating supportive strategies to improve the psychosocial wellbeing of OVLs which buffer the successful completion of their secondary school education. It is recommended that ethnopsychology should recognise and be used under the realm of positive wellbeing in rural schools in Lesotho. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-based%20research" title="arts-based research">arts-based research</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnopsychology" title=" ethnopsychology"> ethnopsychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Lesotho" title=" Lesotho"> Lesotho</a>, <a href="https://publications.waset.org/abstracts/search?q=orphans%20and%20vulnerable%20learners" title=" orphans and vulnerable learners"> orphans and vulnerable learners</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20wellbeing" title=" psychosocial wellbeing"> psychosocial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20schools." title=" rural schools."> rural schools.</a> </p> <a href="https://publications.waset.org/abstracts/139780/scaling-up-psychosocial-wellbeing-of-orphans-and-vulnerable-learners-in-rural-schools-in-lesotho-an-ethnopsychology-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139780.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">207</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">3421</span> Scaling Up Psychosocial Wellbeing of Orphans and Vulnerable Learners in Rural Schools in Lesotho: An Ethnopsychology Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fumane%20Portia%20Khanare">Fumane Portia Khanare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores strategies to improve the psychosocial wellbeing of orphans and vulnerable learners (OVLs) in rural schools in Lesotho that seem essential for their success, in anticipation of, and in the context of global education. Various strategies to improve the psychosocial wellbeing are considered necessary in that they are inclusive and buffer other forms of conditions beyond traditional and Eurocentric forms in orientation. Furthermore, they bring about the local experiences and particularly of the learners and schools in rural areas – all of which constitute ethnopsychology. COVID-19 pandemic has enthused the demands for collaboration and responsive support for learners within rural and many deprived contexts in Lesotho. However, the increase of OVLs in the education sector has also sparked the debate of how much rural schools with lack of resources, inadequate teacher training, declining unemployment and the detriment of COVID-19 throughout Lesotho affected the psychosocial wellbeing of these learners. In some cases, the pandemic has created opportunities to explore existing, forgotten or ignored resources dated back to pre-colonial era in Lesotho, and emphasizing to have an optimistic outlook on life as a result of collaboration and appreciating local knowledge. In order to scale up the psychosocial wellbeing of OVLs there is a need to explore various strategies to improve their psychosocial wellbeing, in which all learners can succeed during COVID-19 pandemic and beyond, thereby promoting agency of young people from the rural areas towards building supportive learning environments. The paper draws on a qualitative participatory arts-based study data generated by 30 learners in two rural secondary schools in Lesotho. Thematic analysis was employed to provide an in-depth understanding of learners' psychosocial needs and strategies to improve their psychosocial wellbeing. The paper is guided by ethnopsychology – a strength-based perspective, which posit that in the most difficult situations, individual including, young people have strengths, can collaborate and find solutions that respond to their challenges. This was done by examining how various facets of their environments such as peers, teachers, schools’ environment, family and community played out in creating supportive strategies to improve the psychosocial wellbeing of OVLs which buffer their successful completion of their secondary school education. It is recommended that ethnopsychology should recognised and be used under the realm of positive wellbeing in rural schools in Lesotho. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-based%20research" title="arts-based research">arts-based research</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnopsychology" title=" ethnopsychology"> ethnopsychology</a>, <a href="https://publications.waset.org/abstracts/search?q=orphans%20and%20vulnerable%20learners" title=" orphans and vulnerable learners"> orphans and vulnerable learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Lesotho" title=" Lesotho"> Lesotho</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20wellbeing" title=" psychosocial wellbeing"> psychosocial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20schools" title=" rural schools"> rural schools</a> </p> <a href="https://publications.waset.org/abstracts/153241/scaling-up-psychosocial-wellbeing-of-orphans-and-vulnerable-learners-in-rural-schools-in-lesotho-an-ethnopsychology-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153241.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">155</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">3420</span> The Development of Explicit Pragmatic Knowledge: An Exploratory Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aisha%20Siddiqa">Aisha Siddiqa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The knowledge of pragmatic practices in a particular language is considered key to effective communication. Unlike one’s native language where this knowledge is acquired spontaneously, more conscious attention is required to learn second language pragmatics. Traditional foreign language (FL) classrooms generally focus on the acquisition of vocabulary and lexico-grammatical structures, neglecting pragmatic functions that are essential for effective communication in the multilingual networks of the modern world. In terms of effective communication, of particular importance is knowledge of what is perceived as polite or impolite in a certain language, an aspect of pragmatics which is not perceived as obligatory but is nonetheless indispensable for successful intercultural communication and integration. While learning a second language, the acquisition of politeness assumes more prominence as the politeness norms and practices vary according to language and culture. Therefore, along with focusing on the ‘use’ of politeness strategies, it is crucial to examine the ‘acquisition’ and the ‘acquisitional development’ of politeness strategies by second language learners, particularly, by lower proficiency leaners as the norms of politeness are usually focused in lower levels. Hence, there is an obvious need for a study that not only investigates the acquisition of pragmatics by young FL learners using innovative multiple methods; but also identifies the potential causes of the gaps in their development. The present research employs a cross sectional design to explore the acquisition of politeness by young English as a foreign language learners (EFL) in France; at three levels of secondary school learning. The methodology involves two phases. In the first phase a cartoon oral production task (COPT) is used to elicit samples of requests from young EFL learners in French schools. These data are then supplemented by a) role plays, b) an analysis of textbooks, and c) video recordings of classroom activities. This mixed method approach allows us to explore the repertoire of politeness strategies the learners possess and delve deeper into the opportunities available to learners in classrooms to learn politeness strategies in requests. The paper will provide the results of the analysis of COPT data for 250 learners at three different stages of English as foreign language development. Data analysis is based on categorization of requests developed in CCSARP project. The preliminary analysis of the COPT data shows that there is substantial evidence of pragmalinguistic development across all levels but the developmental process seems to gain momentum in the second half of the secondary school period as compared to the early period at school. However, there is very little evidence of sociopragmatic development. The study aims to document the current classroom practices in France by looking at the development of young EFL learner’s politeness strategies across three levels of secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=France" title=" France"> France</a>, <a href="https://publications.waset.org/abstracts/search?q=interlanguage%20pragmatics" title=" interlanguage pragmatics"> interlanguage pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a> </p> <a href="https://publications.waset.org/abstracts/38474/the-development-of-explicit-pragmatic-knowledge-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38474.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">424</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">3419</span> Using English Discourse Markers by Saudi EFL Learners: A Descriptive Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fayza%20Al%20Hammadi"> Fayza Al Hammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nassr%20Almaflehi"> Nassr Almaflehi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The language of EFL learners is of special interests to linguists. Little research has been tackled on issues concerning English Discourse Markers (EDMs) among Saudi EFL learners. Aims: Employing a corpus-based descriptive analysis, the current study attempts at detecting EDMs in the talk of Saudi EFL learners, their frequency, use, usage, etc., in comparison to other EFL learners as well as native speakers. Methods: Two hundreds Saudi EFL learners were randomly selected from 20 public and private schools (ten students from each school) across the Kingdom of Saudi Arabia (KSA). Subjects were individually recorded while they were studying English in class. Recordings were then linguistically and statistically analyzed by the researchers. Conclusion: Results illustrate that EDMs “and”, “but” and “also” are the most frequent EDMs in the talk of Saudi EFL learners. These devices are randomly used by Saudi EFL learners who mix their use (appropriateness) with usage (correctedness) due to the influence of their L1 (Arabic). In compare to other EFL learners (native and non-native), Saudi EFL learners use less EDMs. These results confirmed the claims that EFL learners use EDMs less than native speakers. This paper, although preliminary in nature, can help arrive a better understanding of using EDMs by Saudi EFL learners. Further, it can also assist in getting appropriate insights into the way how these EDMs are used in Arab Gulf countries. The researchers decided to conduct an in-depth study into the use of EDMs in the oral work of Saudi EFL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20discourse%20markers" title="English discourse markers">English discourse markers</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20EFL%20learners" title=" Saudi EFL learners"> Saudi EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=use" title=" use"> use</a>, <a href="https://publications.waset.org/abstracts/search?q=usage" title=" usage"> usage</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers" title=" native speakers"> native speakers</a> </p> <a href="https://publications.waset.org/abstracts/186630/using-english-discourse-markers-by-saudi-efl-learners-a-descriptive-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186630.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">46</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">3418</span> Teachers' Emphatic Concern for Their Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this exploratory study is on whether teachers demonstrate emphatic concern for their learners in planning, implementing and assessing learning outcomes in their regular classrooms. Empathy must be shown to all learners equally and not only for high-risk learners at the expense of other ability learners. Empathy demonstrated by teachers allows them to build a stronger bond with all their learners. This bond based on trust leads to positive outcomes for learners to be able to excel in their work. Empathic teachers must make every effort to simplify the subject matter for high risk learners so that these learners not only enjoy their learning activities but are also successful like their more able peers. A total of 87.5% of the participants agreed that empathy allows teachers to demonstrate humanistic values in their choice of learning materials for learners of different abilities. It is therefore important for teachers to select content and instructional materials that will contribute to the learners’ success in the mainstream of education. It is also imperative for teachers to demonstrate empathic skills and consequently, to be attuned to the emotions and emotional needs of their learners. Schools need to be reformed, not by simply lengthening the school day or by simply adding more content in the curriculum, but by making school more satisfying to learners. This must be consistent with their diverse learning needs and interests so that they gain a sense of power, fulfillment, and importance in their regular classrooms. Hence, teacher - pupil relationships based on empathic concern for the latter’s educational needs lays the foundation for quality education to be offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%E2%80%99%20emotional%20needs" title=" learners’ emotional needs"> learners’ emotional needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20empathic%20skills" title=" teachers’ empathic skills"> teachers’ empathic skills</a> </p> <a href="https://publications.waset.org/abstracts/29363/teachers-emphatic-concern-for-their-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29363.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">436</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">3417</span> The Design and Implementation of Interactive Storybook Reading to Develop the Reading Comprehension of ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20van%20Staden">A. van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20van%20Rhyn"> A. A. van Rhyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The numerous challenges South African, ESL learners experience were highlighted by the results of several literacy surveys and tests, which demonstrated that our learners’ literacy abilities are far below standard and very weak compared to other international countries. This study developed and implemented an interactive storybook intervention program to support the reading development of ESL learners. The researchers utilized an experimental pre-test/post-test research design, whereby 80 ESL learners from five participating schools, were purposively sampled to take part in this study. This paper, inter alia, discusses the key features of this intervention program whilst also reporting the results of the experimental investigation. Results are promising and show a significant improvement in the mean scores of the learners in the experimental group. Moreover, the results show the value of interactive storybook reading in creating responsive literacy environments to develop the literacy skills of ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20learners" title="ESL learners">ESL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Interactive%20story%20book%20reading" title=" Interactive story book reading"> Interactive story book reading</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/108821/the-design-and-implementation-of-interactive-storybook-reading-to-develop-the-reading-comprehension-of-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108821.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">134</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">3416</span> L2 Acquisition of Tense and Aspect by Cantonese and Mandarin ESL Learners of Different Proficiency Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mable%20Chan">Mable Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study about the acquisition of tense and aspect by Cantonese and Mandarin ESL learners aims to investigate the relationship between knowledge, the role that classroom input plays in the development of that knowledge, and learners' use of the L2 knowledge they acquire (i.e. their performance). Chinese has been argued as a tenseless language and Chinese ESL learners have to acquire the property from scratch. The study of acquisition of tense and aspect is a very fruitful research area in second language acquisition for a number of reasons. First, tense and aspect are notorious for being difficult for Chinese ESL learners. Second, to our knowledge, no studies have been done to compare Cantonese and Mandarin ESL learners and age effects in one single study. Data are now being collected and the findings from this comparison study of tense-aspect acquisition will shed light on both theoretical and pedagogical issues in second language acquisition, and contribute to a better understanding of both theoretical aspect concerning L2 acquisition of tense and aspect, and pedagogy of tense for L2 Chinese ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aspect" title="aspect">aspect</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=tense" title=" tense"> tense</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20grammar" title=" universal grammar"> universal grammar</a> </p> <a href="https://publications.waset.org/abstracts/46891/l2-acquisition-of-tense-and-aspect-by-cantonese-and-mandarin-esl-learners-of-different-proficiency-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46891.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">350</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">3415</span> The Use of Authentic Videos to Change Learners’ Negative Attitudes and Perceptions toward Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaldi%20Youcef">Khaldi Youcef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This investigation seeks to inquire into the effectiveness of using authentic videos for grammar teaching purposes. In this investigation, an English animated situation, Hercules, was used as a type of authentic multimedia to teach a particular grammatical structure, namely conditional sentences. This study also aims at investigating the EFL learners’ attitudes toward grammar learning after being exposed to such an authentic video. To reach that purpose, 56 EFL learners were required ultimately to respond to a questionnaire with an aim to reveal their attitudes towards grammar as a language entity and as a subject for being learned. Then, as a second stage of the investigation, the EFL learners were divided into a control group and an experimental group with 28 learners in each. The first group was taught grammar -conditional sentences- using a deductive-inductive approach, while the second group was exposed to an authentic video to learn conditional sentences. There was a post-lesson stage that included a questionnaire to be answered by learners of each group. The aim of this stage is to capture any change in learners' attitudes shown in the pre-lesson questionnaire. The findings of the first stage revealed learners' negative attitudes towards grammar learning. And the third stage results showed the effectiveness of authentic videos in entirely turning learners' attitudes toward grammar learning to be significantly positive. Also, the utility of authentic videos in highly motivating EFL learners can be deduced. The findings of this survey asserted the need for incorporation and integration of authentic videos in EFL classrooms as they resulted in rising effectively learners’ awareness of grammar and looking at it from a communicative perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20videos" title=" authentic videos"> authentic videos</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20attitudes" title=" negative attitudes"> negative attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20learning" title=" grammar learning"> grammar learning</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/150040/the-use-of-authentic-videos-to-change-learners-negative-attitudes-and-perceptions-toward-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150040.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">100</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">3414</span> A Case Study of Meaningful Learning in Play for Young Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baoliang%20Xu">Baoliang Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The future of education should focus on creating meaningful learning for learners. Play is a basic form and an important means of carrying out kindergarten educational activities, which promotes the creation and development of meaningful learning and is of great importance in the harmonious physical and mental development of young children. Through literature research and case studies, this paper finds that: meaningful learning has the characteristics of contextuality, interaction and constructiveness; teachers should pay great attention to the guidance of children's games, fully respect children's autonomy and create a prepared game environment; children's meaningful learning exists in games and hidden in things that interest them, and "the generation of questions The "generation of questions" fuels the depth of children's meaningful learning, and teachers' professional support helps children's meaningful learning to develop continuously. In short, teachers' guidance of young children's play should be emphasized to effectively provide scaffolding instruction to promote meaningful learning in a holistic manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meaningful%20learning" title="meaningful learning">meaningful learning</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20childhood" title=" young childhood"> young childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=game" title=" game"> game</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/162268/a-case-study-of-meaningful-learning-in-play-for-young-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162268.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">71</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">3413</span> Involving Participants at the Methodological Design Stage: The Group Repertory Grid Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Art%20Tsang">Art Tsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In educational research, the scope of investigations has almost always been determined by researchers. As learners are at the forefront of education, it is essential to balance researchers’ and learners’ voices in educational studies. In this paper, a data collection method that helps partly address the dearth of learners’ voices in research design is introduced. Inspired by the repertory grid approach (RGA), the group RGA approach, created by the author and his doctoral student, was successfully piloted with learners in Hong Kong. This method will very likely be of interest and use to many researchers, teachers, and postgraduate students in the field of education and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=repertory%20grids" title=" repertory grids"> repertory grids</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20methods" title=" research methods"> research methods</a> </p> <a href="https://publications.waset.org/abstracts/168489/involving-participants-at-the-methodological-design-stage-the-group-repertory-grid-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168489.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">59</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">3412</span> Supporting Young Emergent Multilingual Learners in Prekindergarten Classrooms: Policy Implications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiedan%20Huang">Tiedan Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun%20Zhang"> Chun Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Caitlin%20Coe"> Caitlin Coe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the quality of instructional support for young Emergent Multilingual Learners (EMLs) in 50 Universal Prekindergarten (UPK) classroom in New York City (NYC). This is one of the first empirical studies examining the instructional support for this student population. We collected data using a mixed method of structured observations of teacher-child interactions in 50 classrooms, and surveys and interviews with program leaders and the teaching teams. We found that NYC’s UPK classrooms offered warm and supportive environments for EMLs. Nevertheless, in general, instructional support was relatively low. This study identified large mindset, knowledge, and practice gaps—and a real opportunity—among NYC early childhood professionals, specifically in the areas of providing adequate instructional and linguistic support for EMLs as well as partnering with families in capturing their cultural and home literacy assets. Consistent, rigorous, and meaningful use of data is necessary to support both EMLs’ language and literacy development and teachers’/leaders’ professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20quality%20instruction" title="high quality instruction">high quality instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20and%20linguistically%20responsive%20practices" title=" culturally and linguistically responsive practices"> culturally and linguistically responsive practices</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20development" title=" workforce development"> workforce development</a> </p> <a href="https://publications.waset.org/abstracts/157525/supporting-young-emergent-multilingual-learners-in-prekindergarten-classrooms-policy-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157525.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">80</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">3411</span> Listening Anxiety in Iranian EFL learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samaneh%20serraj">Samaneh serraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Listening anxiety has a detrimental effect on language learners. Through a qualitative study on Iranian EFL learners several factors were identified as having influence on their listening anxiety. These factors were divided into three categories, i.e. individual factors (nerves and emotionality, using inappropriate strategies and lack of practice), input factors (lack of time to process, lack of visual support, nature of speech and level of difficulty) and environmental factors (instructors, peers and class environment). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=listening%20Comprehension" title="listening Comprehension">listening Comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Listening%20Anxiety" title=" Listening Anxiety"> Listening Anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=Foreign%20language%20learners" title=" Foreign language learners "> Foreign language learners </a> </p> <a href="https://publications.waset.org/abstracts/14284/listening-anxiety-in-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14284.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">470</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">3410</span> Child-Friendly Digital Storytelling to Promote Young Learners' Critical Thinking in English Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Setyarini%20Sri">Setyarini Sri</a>, <a href="https://publications.waset.org/abstracts/search?q=Nursalim%20Agus"> Nursalim Agus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integrating critical thinking and digital based learning is one of demands in teaching English in 21st century. Child-friendly digital storytelling (CFDS) is an innovative learning model to promote young learners’ critical thinking. Therefore, this study aims to (1) investigate how child-friendly digital storytelling is implemented to promote young learners’ critical thinking in speaking English; (2) find out the benefits gained by the students in their learning based on CFDS. Classroom Action Research (CAR) took place in two cycles in which each of the cycle covered four phases namely: Planning, Acting, Observing, and Evaluating. Three classes of seventh graders were selected as the subjects of this study. Data were collected through observation, interview with some selected students as respondents, and document analysis in the form individual recorded storytelling. Sentences, phrases, words found in the transcribed data were identified and categorized based on Bloom taxonomy. The findings from the first cycle showed that the students seemed to speak critically that can be seen from the way they understood the story and related the story to their real life. Meanwhile, the result investigated from the second cycle likely indicated their higher level of critical thinking since the students spoke in English critically through comparing, questioning, analyzing, and evaluating the story by giving arguments, opinions, and comments. Such higher levels of critical thinking were also found in the students’ final project of individual recorded digital story. It is elaborated from the students’ statements in the interview who claimed CFDS offered opportunity to the students to promote their critical thinking because they comprehended the story deeply as they experienced in their real life. This learning model created good learning atmosphere and engaged the students directly so that they looked confident to retell the story in various perspectives. In term of the benefits of child-friendly digital storytelling, the students found it beneficial for some enjoyable classroom activities through watching beautiful and colorful pictures, listening to clear and good sounds, appealing moving motion and emotionally they were involved in that story. In the interview, the students also stated that child-friendly digital storytelling eased them to understand the meaning of the story as they were motivated and enthusiastic to speak in English critically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=child-friendly%20digital%20storytelling" title=" child-friendly digital storytelling"> child-friendly digital storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20speaking" title=" English speaking"> English speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=promoting" title=" promoting"> promoting</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a> </p> <a href="https://publications.waset.org/abstracts/65269/child-friendly-digital-storytelling-to-promote-young-learners-critical-thinking-in-english-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65269.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">282</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">3409</span> Challenges for Adult English to Speakers of Other Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Zaman">Halima Zaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper identifies real-life challenges faced by non-English-speaking learners. The author focuses on challenges both inside and outside the classroom. A qualitative approach has been applied to conduct the study with two different groups of ESOL (English to Speakers of Other Languages) learners. The author pays attention to the reasons behind the difficulties in controlling the learners’ focus within the classroom. Learners’ lifestyles, motivations, and previous educational backgrounds have been considered while determining the challenges they face within the classroom. Some existing challenges of teaching English to adults have been discussed in this paper; however, the primary focus is to observe those two groups of learners to identify their challenges. In this paper, the author has applied the academic knowledge of her Master of Arts in English Language teaching program to support and strengthen the observation of this case study. The paper ends with a number of recommendations that can be beneficial for newcomers to ESOL teaching and a scope of further exploratory research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESOL" title="ESOL">ESOL</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/160207/challenges-for-adult-english-to-speakers-of-other-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160207.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">83</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">3408</span> Linguistic Attitudes and Language Learning Needs of Heritage Language Learners of Spanish in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheryl%20Bernardo-Hinesley">Sheryl Bernardo-Hinesley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage language learners are students who have been raised in a home where a minority language is spoken, who speaks or merely understand the minority heritage language, but to some degree are bilingual in the majority and the heritage language. In view of the rising university enrollment by Hispanics in the United States who have chosen to study Spanish, university language programs are currently faced with challenges of accommodating the language needs of heritage language learners of Spanish. The present study investigates the heritage language perception and language attitudes by heritage language learners of Spanish, as well as their classroom language learning experiences and needs. In order to carry out the study, a qualitative survey was used to gather data from university students. Analysis of students' responses indicates that heritage learners are motivated to learn the heritage language. In relation to the aspects of focus of a language course for heritage learners, results show that the aspects of interest are accent marks and spelling, grammatical accuracy, vocabulary, writing, reading, and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language%20learners" title="heritage language learners">heritage language learners</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=linguistic%20attitudes" title=" linguistic attitudes"> linguistic attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20in%20the%20US" title=" Spanish in the US"> Spanish in the US</a> </p> <a href="https://publications.waset.org/abstracts/104167/linguistic-attitudes-and-language-learning-needs-of-heritage-language-learners-of-spanish-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104167.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">212</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">3407</span> Error Analysis of the Pronunciation of English Consonants and Arabic Consonants by Egyptian Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marwa%20A.%20Nasser">Marwa A. Nasser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an empirical study that provides an investigation of the most significant errors of Egyptian learners in producing English consonants and Arabic consonants, and advice on how these can be remedied. The study adopts a descriptive approach and the analysis is based on audio recordings of two groups of people. The first group includes six volunteers of Egyptian learners belonging to the English Department at Faculty of Women who learn English as a foreign language. The other group includes six Egyptian learners who are studying Tajweed (how to recite Quran correctly). The audio recordings were examined, and sounds were analyzed in an attempt to highlight the most common error done by the learners while reading English or reading (or reciting) Quran. Results show that the two groups of learners have problems with certain phonemic contrasts. Both groups share common errors although both languages are different and not related (e.g. pre-aspiration of fortis stops, incorrect articulation of consonants and velarization of certain sounds). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consonant%20articulations" title="consonant articulations">consonant articulations</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20learners%20of%20English" title=" Egyptian learners of English"> Egyptian learners of English</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20learners%20of%20Quran" title=" Egyptian learners of Quran"> Egyptian learners of Quran</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical%20study" title=" empirical study"> empirical study</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20problems" title=" pronunciation problems"> pronunciation problems</a> </p> <a href="https://publications.waset.org/abstracts/91815/error-analysis-of-the-pronunciation-of-english-consonants-and-arabic-consonants-by-egyptian-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91815.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">269</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">3406</span> Mentoring Writing Skills: A Classroom Friendly Approach </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pradeep%20Kumar%20Sahoo">Pradeep Kumar Sahoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Facilitating writing skill among the young techies seems a bit challenging. Various factors may owe to this difficulty. Inappropriate syllabus, inadequate infrastructure, to some extent, untrained faculty members and above all the background of learners may be treated as the components that make the process challenging. In order to convert/create/prepare writing skill friendly, the focused items will have to be different from the classroom the present day traditional classroom situation. This paper focuses on the multiple contemporary strategies for approaching a wide range of typical problems that the writers face in a specific technical university of Odisha. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=background%20of%20learners" title="background of learners">background of learners</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20friendly%20approach" title=" classroom friendly approach"> classroom friendly approach</a>, <a href="https://publications.waset.org/abstracts/search?q=inappropriate%20syllabus" title=" inappropriate syllabus"> inappropriate syllabus</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20classroom%20situation" title=" traditional classroom situation"> traditional classroom situation</a> </p> <a href="https://publications.waset.org/abstracts/64293/mentoring-writing-skills-a-classroom-friendly-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64293.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">336</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">3405</span> Acquisition of the Attributive Adjectives and the Noun Adjuncts by the L3 Learners of French and German: Further Evidence for the Typological Proximity Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of the prior acquired languages, Persian and English, concerning the acquisition of the third language (L3) French and German at the initial stages. The data were collected from two groups of L3 learners: 28 learners of L3 French and 21 learners of L3 German, in order to test the placement of the attributive adjectives and the noun adjuncts through a grammaticality judgment task and an element rearrangement task. The aim of the study was to investigate whether any of the models proposed in the L3 acquisition could account for the case of the present study. The results of the analysis revealed that the learners of L3 German and French were both affected by the typological similarity of the previous languages. The outperformance of the German learners is an indication of the facilitative effect of L2 English (which is typologically more similar to the German than that of French). English had also a non-facilitative role in the acquisition of French and this is proved in the lower performance of the French learners. This study provided evidence for the TPM as the most accepted model of L3 acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title="cross-linguistic influence">cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20language%20acquisition" title=" third language acquisition"> third language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/104680/acquisition-of-the-attributive-adjectives-and-the-noun-adjuncts-by-the-l3-learners-of-french-and-german-further-evidence-for-the-typological-proximity-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104680.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">183</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=very%20young%20learners&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=very%20young%20learners&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=very%20young%20learners&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=very%20young%20learners&page=5">5</a></li> <li class="page-item"><a class="page-link" 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