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Foreign language</title> <meta name="description" content="Search results for: English as a Foreign language"> <meta name="keywords" content="English as a Foreign language"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/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="English as a Foreign language"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1156</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: English as a Foreign language</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1156</span> Prospective English Language Teachers’ Views on Translation Use in Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ozlem%20Bozok">Ozlem Bozok</a>, <a href="https://publications.waset.org/search?q=Yusuf%20Bozok"> Yusuf Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The importance of using mother tongue and translation in foreign language classrooms cannot be ignored and translation can be utilized as a method in English Language Teaching courses. There exist researches advocating or objecting to the use of translation in foreign language learning but they all have a point in common: Translation should be used as an aid to teaching, not an end in itself. In this research, prospective English language teachers’ opinions about translation use and use of mother tongue in foreign language teaching are investigated and according to the findings, some explanations and recommendations are made.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Exposure%20to%20foreign%20language" title="Exposure to foreign language">Exposure to foreign language</a>, <a href="https://publications.waset.org/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/search?q=foreign%0D%0Alanguage%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/search?q=prospective%20teachers%E2%80%99%20opinions" title=" prospective teachers’ opinions"> prospective teachers’ opinions</a>, <a href="https://publications.waset.org/search?q=use%20of%20L1." title=" use of L1."> use of L1.</a> </p> <a href="https://publications.waset.org/10000057/prospective-english-language-teachers-views-on-translation-use-in-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000057/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000057/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000057/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000057/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000057/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000057/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000057/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000057/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000057/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000057/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000057.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">2466</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1155</span> Teaching English under the LMD Reform: The Algerian Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Naouel%20Abdellatif%20Mami">Naouel Abdellatif Mami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since its independence in 1962, Algeria has struggled to establish an educational system tailored to the needs of the population it may address. Considering the historical connection with France, Algeria has always looked at the French language as a cultural imperative until late in the seventies. After the Arabization policy of 1971 and the socioeconomic changes taking place worldwide, the use of English as a communicating vehicle started to gain more space within globalized Algeria. Consequently, disparities in the use of French started to fade away at the cross-roads leaving more space to the teaching of English as a second foreign language. Moreover, the introduction of the Bologna Process and the European Credit Transfer System in Higher Education has necessitated some innovations in the design and development of new curricula adapted to the socioeconomic market. In this paper, I will try to highlight the important historical dimensions Algeria has taken towards the implementation of an English language methodology and to the status it acquired from second foreign language, to first foreign language to “the language of knowledge and sciences". I will also propose new pedagogical perspectives for a better treatment of the English language in order to encourage independent and autonomous learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20English%20as%20a%20foreign%20language" title="Teaching English as a foreign language">Teaching English as a foreign language</a>, <a href="https://publications.waset.org/search?q=Globalization" title=" Globalization"> Globalization</a>, <a href="https://publications.waset.org/search?q=post-colonial%20Algeria.%20the%20educational%20system." title=" post-colonial Algeria. the educational system."> post-colonial Algeria. the educational system.</a> </p> <a href="https://publications.waset.org/13738/teaching-english-under-the-lmd-reform-the-algerian-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13738/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13738/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13738/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13738/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13738/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13738/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13738/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13738/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13738/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13738/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13738.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">5530</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1154</span> Teaching Speaking Skills to Adult English Language Learners through ALM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wichuda%20Kunnu">Wichuda Kunnu</a>, <a href="https://publications.waset.org/search?q=Aungkana%20Sukwises"> Aungkana Sukwises</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Audio-lingual Method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Thai as the medium language of instruction. The participants are consisted of 9 adult learners. They were allowed to speak English more freely using both the materials presented in the class and their background knowledge of English. At the end of the course, they spoke English more fluently, more confidently, to the extent that they applied what they learnt both in and outside the class.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20English" title="Teaching English">Teaching English</a>, <a href="https://publications.waset.org/search?q=Audio%20Lingual%20Method." title=" Audio Lingual Method."> Audio Lingual Method.</a> </p> <a href="https://publications.waset.org/9999623/teaching-speaking-skills-to-adult-english-language-learners-through-alm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999623/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999623/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999623/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999623/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999623/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999623/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999623/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999623/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999623/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999623/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999623.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">3950</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1153</span> English Language Teaching and Learning Analysis in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Zarrabi">F. Zarrabi</a>, <a href="https://publications.waset.org/search?q=J.%20R.%20Brown"> J. R. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although English is not a second language in Iran, it has become an inseparable part of many Iranian people’s lives and is becoming more and more widespread. This high demand has caused a significant increase in the number of private English language institutes in Iran. Although English is a compulsory course in schools and universities, the majority of Iranian people are unable to communicate easily in English. This paper reviews the current state of teaching and learning English as an international language in Iran. Attitudes and motivations about learning English are reviewed. Five different aspects of using English within the country are analysed, including: English in public domain, English in Media, English in organizations/businesses, English in education, and English in private language institutes. Despite the time and money spent on English language courses in private language institutes, the majority of learners seem to forget what has been learned within months of completing their course. That is, when they are students with the support of the teacher and formal classes, they appear to make progress and use English more or less fluently. When this support is removed, their language skills either stagnant or regress. The findings of this study suggest that a dependant approach to learning is potentially one of the main reasons for English language learning problems and this is encouraged by English course books and approaches to teaching.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20in%20Iran" title="English in Iran">English in Iran</a>, <a href="https://publications.waset.org/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/search?q=evaluation." title=" evaluation."> evaluation.</a> </p> <a href="https://publications.waset.org/10007318/english-language-teaching-and-learning-analysis-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007318/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007318/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007318/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007318/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007318/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007318/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007318/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007318/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007318/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007318/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007318.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">4674</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1152</span> Behavioral and EEG Reactions in Native Turkic-Speaking Inhabitants of Siberia and Siberian Russians during Recognition of Syntactic Errors in Sentences in Native and Foreign Languages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tatiana%20N.%20Astakhova">Tatiana N. Astakhova</a>, <a href="https://publications.waset.org/search?q=Alexander%20E.%20Saprygin"> Alexander E. Saprygin</a>, <a href="https://publications.waset.org/search?q=Tatiana%20A.%20Golovko"> Tatiana A. Golovko</a>, <a href="https://publications.waset.org/search?q=Alexander%20N.%20Savostyanov"> Alexander N. Savostyanov</a>, <a href="https://publications.waset.org/search?q=Mikhail%20S.%20Vlasov"> Mikhail S. Vlasov</a>, <a href="https://publications.waset.org/search?q=Natalia%20V.%20Borisova"> Natalia V. Borisova</a>, <a href="https://publications.waset.org/search?q=Alexandera%20G.%20Karpova"> Alexandera G. Karpova</a>, <a href="https://publications.waset.org/search?q=Urana%20N.%20Kavai-ool"> Urana N. Kavai-ool</a>, <a href="https://publications.waset.org/search?q=Elena%20Mokur-ool"> Elena Mokur-ool</a>, <a href="https://publications.waset.org/search?q=Nikolay%20A.%20Kolchano"> Nikolay A. Kolchano</a>, <a href="https://publications.waset.org/search?q=Lyubomir%20I.%20Aftanas"> Lyubomir I. Aftanas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to compare behavioral and EEG reactions in Turkic-speaking inhabitants of Siberia (Tuvinians and Yakuts) and Russians during the recognition of syntax errors in native and foreign languages. Sixty-three healthy aboriginals of the Tyva Republic, 29 inhabitants of the Sakha (Yakutia) Republic, and 55 Russians from Novosibirsk participated in the study. EEG were recorded during execution of error-recognition task in Russian and English language (in all participants) and in native languages (Tuvinian or Yakut Turkic-speaking inhabitants). Reaction time (RT) and quality of task execution were chosen as behavioral measures. Amplitude and cortical distribution of P300 and P600 peaks of ERP were used as a measure of speech-related brain activity. In Tuvinians, there were no differences in the P300 and P600 amplitudes as well as in cortical topology for Russian and Tuvinian languages, but there was a difference for English. In Yakuts, the P300 and P600 amplitudes and topology of ERP for Russian language were the same as Russians had for native language. In Yakuts, brain reactions during Yakut and English language comprehension had no difference, while the Russian language comprehension was differed from both Yakut and English. We found out that the Tuvinians recognized both Russian and Tuvinian as native languages, and English as a foreign language. The Yakuts recognized both English and Yakut as foreign languages, but Russian as a native language. According to the inquirer, both Tuvinians and Yakuts use the national language as a spoken language, whereas they do not use it for writing. It can well be a reason that Yakuts perceive the Yakut writing language as a foreign language while writing Russian as their native. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/search?q=brain%20activity" title=" brain activity"> brain activity</a>, <a href="https://publications.waset.org/search?q=syntactic%20analysis" title=" syntactic analysis"> syntactic analysis</a>, <a href="https://publications.waset.org/search?q=native%20and%0D%0Aforeign%20language." title=" native and foreign language."> native and foreign language.</a> </p> <a href="https://publications.waset.org/10002775/behavioral-and-eeg-reactions-in-native-turkic-speaking-inhabitants-of-siberia-and-siberian-russians-during-recognition-of-syntactic-errors-in-sentences-in-native-and-foreign-languages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002775/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002775/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002775/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002775/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002775/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002775/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002775/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002775/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002775/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002775/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002775.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">2064</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1151</span> Creating a Space for Teaching Problem Solving Skills to Engineering Students through English Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mimi%20N.%20A.%20Mohamed">Mimi N. A. Mohamed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The complexity of teaching English in higher institutions by non-native speakers within a second/foreign language setting has created continuous discussions and research about teaching approaches and teaching practises, professional identities and challenges. In addition, there is a growing awareness that teaching English within discipline-specific contexts adds up to the existing complexity. This awareness leads to reassessments, discussions and suggestions on course design and content and teaching approaches and techniques. In meeting expectations teaching at a university specified in a particular discipline such as engineering, English language educators are not only required to teach students to be able to communicate in English effectively but also to teach soft skills such as problem solving skills. This paper is part of a research conducted to investigate how English language educators negotiate with the complexities of teaching problem solving skills through English language teaching at a technical university. This paper reports the way an English language educator identified himself and the way he approached his teaching in this institutional context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20Language%20Teaching" title="English Language Teaching">English Language Teaching</a>, <a href="https://publications.waset.org/search?q=Teacher%20Agency" title=" Teacher Agency"> Teacher Agency</a>, <a href="https://publications.waset.org/search?q=Problem%20Solving%20Skills" title=" Problem Solving Skills"> Problem Solving Skills</a>, <a href="https://publications.waset.org/search?q=Professional%20Identities." title=" Professional Identities."> Professional Identities.</a> </p> <a href="https://publications.waset.org/5/creating-a-space-for-teaching-problem-solving-skills-to-engineering-students-through-english-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5.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">2479</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1150</span> Learning Mandarin Chinese as a Foreign Language in a Bilingual Context: Adult Learners’ Perceptions of the Use of L1 Maltese and L2 English in Mandarin Chinese Lessons in Malta</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Christiana%20Gauci-Sciberras">Christiana Gauci-Sciberras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The first language (L1) could be used in foreign language teaching and learning as a pedagogical tool to scaffold new knowledge in the target language (TL) upon linguistic knowledge that the learner already has. In a bilingual context, code-switching between the two languages usually occurs in classrooms. One of the reasons for code-switching is because both languages are used for scaffolding new knowledge. This research paper aims to find out why both the L1 (Maltese) and the L2 (English) are used in the classroom of Mandarin Chinese as a foreign language (CFL) in the bilingual context of Malta. This research paper also aims to find out the learners’ perceptions of the use of a bilingual medium of instruction. Two research methods were used to collect qualitative data; semi-structured interviews with adult learners of Mandarin Chinese and lesson observations. These two research methods were used so that the data collected in the interviews would be triangulated with data collected in lesson observations. The L1 (Maltese) is the language of instruction mostly used. The teacher and the learners switch to the L2 (English) or to any other foreign language according to the need at a particular instance during the lesson.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/search?q=bilingual" title=" bilingual"> bilingual</a>, <a href="https://publications.waset.org/search?q=pedagogical%20purpose%20of%20L1%20and%20L2" title=" pedagogical purpose of L1 and L2"> pedagogical purpose of L1 and L2</a>, <a href="https://publications.waset.org/search?q=CFL%20acquisition." title=" CFL acquisition. "> CFL acquisition. </a> </p> <a href="https://publications.waset.org/10011445/learning-mandarin-chinese-as-a-foreign-language-in-a-bilingual-context-adult-learners-perceptions-of-the-use-of-l1-maltese-and-l2-english-in-mandarin-chinese-lessons-in-malta" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011445/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011445/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011445/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011445/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011445/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011445/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011445/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011445/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011445/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011445/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011445.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">502</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1149</span> EFL Learners- Perceptions of Computer-Mediated Communication (CMC) to Facilitate Communication in a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lin">Lin</a>, <a href="https://publications.waset.org/search?q=Huifen"> Huifen</a>, <a href="https://publications.waset.org/search?q=Fang"> Fang</a>, <a href="https://publications.waset.org/search?q=Yueh-chiu"> Yueh-chiu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores perceptions of English as a Foreign Language (EFL) learners on using computer mediated communication technology in their learner of English. The data consists of observations of both synchronous and asynchronous communication participants engaged in for over a period of 4 months, which included online, and offline communication protocols, open-ended interviews and reflection papers composed by participants. Content analysis of interview data and the written documents listed above, as well as, member check and triangulation techniques are the major data analysis strategies. The findings suggest that participants generally do not benefit from computer-mediated communication in terms of its effect in learning a foreign language. Participants regarded the nature of CMC as artificial, or pseudo communication that did not aid their authentic communicational skills in English. The results of this study sheds lights on insufficient and inconclusive findings, which most quantitative CMC studies previously generated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=computer-mediated%20communication" title="computer-mediated communication">computer-mediated communication</a>, <a href="https://publications.waset.org/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/9445/efl-learners-perceptions-of-computer-mediated-communication-cmc-to-facilitate-communication-in-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9445/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9445/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9445/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9445/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9445/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9445/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9445/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9445/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9445/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9445/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9445.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">2580</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1148</span> Self-Efficacy, Anxiety, and Performance in the English Language among Middle-School Students in English Language Program in Satri Si Suriyothai School, Bangkok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Christopher%20C.%20Anyadubalu">Christopher C. Anyadubalu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated students- perception of self efficacy and anxiety in acquiring English language, and consequently examined the relationship existing among the independent variables, confounding variables and students- performances in the English language. The researcher tested the research hypotheses using a sample group of 318 respondents out of the population size of 400 students. The results obtained revealed that there was a significant moderate negative relationship between English language anxiety and performance in English language, but no significant relationship between self-efficacy and English language performance, among the middle-school students. There was a significant moderate negative relationship between English language anxiety and self-efficacy. It was discovered that general self-efficacy and English language anxiety represented a significantly more powerful set of predictors than the set of confounding variables. Thus, the study concluded that English language anxiety and general self-efficacy were significant predictors of English language performance among middle-school students in Satri Si Suriyothai School. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anxiety" title="Anxiety">Anxiety</a>, <a href="https://publications.waset.org/search?q=English%20Language%20Anxiety" title=" English Language Anxiety"> English Language Anxiety</a>, <a href="https://publications.waset.org/search?q=Performance%20inEnglish%20Language" title=" Performance inEnglish Language"> Performance inEnglish Language</a>, <a href="https://publications.waset.org/search?q=Self%20Efficacy." title=" Self Efficacy."> Self Efficacy.</a> </p> <a href="https://publications.waset.org/2271/self-efficacy-anxiety-and-performance-in-the-english-language-among-middle-school-students-in-english-language-program-in-satri-si-suriyothai-school-bangkok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2271/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2271/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2271/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2271/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2271/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2271/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2271/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2271/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2271/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2271/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2271.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">4685</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1147</span> Teacher Talk and Language Output</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As an important input and teaching media in foreign language teaching classes, teacher talk (TT) has a great effect on language output. This paper explores the problems related to teacher talk (TT) and language output in practical ELT (English Language Teaching) classroom and presents some suggestions for solving the problems which affect learner' effective language output.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Second%20language%20acquisition" title="Second language acquisition">Second language acquisition</a>, <a href="https://publications.waset.org/search?q=teacher%20talk" title=" teacher talk"> teacher talk</a>, <a href="https://publications.waset.org/search?q=language%20output." title=" language output."> language output.</a> </p> <a href="https://publications.waset.org/9998330/teacher-talk-and-language-output" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998330/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998330/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998330/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998330/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998330/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998330/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998330/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998330/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998330/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998330/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998330.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">2916</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1146</span> Technology Based Learning Environment and Student Achievement in English as a Foreign Language in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Athar%20Hussain">M. Athar Hussain</a>, <a href="https://publications.waset.org/search?q=M.%20Zafar%20Iqbal."> M. Zafar Iqbal.</a>, <a href="https://publications.waset.org/search?q=M.%20Saeed%20Akhtar"> M. Saeed Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The fast growing accessibility and capability of emerging technologies have fashioned enormous possibilities of designing, developing and implementing innovative teaching methods in the classroom. The global technological scenario has paved the way to new pedagogies in teaching-learning process focusing on technology based learning environment and its impact on student achievement. The present experimental study was conducted to determine the effectiveness of technology based learning environment on student achievement in English as a foreign language. The sample of the study was 90 students of 10th grade of a public school located in Islamabad. A pretest- posttest equivalent group design was used to compare the achievement of the two groups. A Pretest and A posttest containing 50 items each from English textbook were developed and administered. The collected data were statistically analyzed. The results showed that there was a significant difference between the mean scores of Experimental group and the Control group. The performance of Experimental group was better on posttest scores that indicted that teaching through technology based learning environment enhanced the achievement level of the students. On the basis of the results, it was recommended that teaching and learning through information and communication technologies may be adopted to enhance the language learning capability of the students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20as%20a%20Foreign%20Language" title="English as a Foreign Language">English as a Foreign Language</a>, <a href="https://publications.waset.org/search?q=Student%20Achievement" title=" Student Achievement"> Student Achievement</a>, <a href="https://publications.waset.org/search?q=Technology%20Based%20Learning" title=" Technology Based Learning"> Technology Based Learning</a> </p> <a href="https://publications.waset.org/7757/technology-based-learning-environment-and-student-achievement-in-english-as-a-foreign-language-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7757/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7757/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7757/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7757/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7757/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7757/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7757/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7757/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7757/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7757/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7757.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">3137</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1145</span> Investigating Iraqi EFL Undergraduates' Performance in the Production of Number Forms in English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Adnan%20Z.%20Mkhelif">Adnan Z. Mkhelif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The production of number forms in English tends to be problematic for Iraqi learners of English as a foreign language (EFL), even at the undergraduate level. To help better understand and consequently address this problem, it is important to identify its sources. This study aims at: (1) statistically analysing Iraqi EFL undergraduates' performance in the production of number forms in English; (2) classifying learners' errors in terms of their possible major causes; and (3) outlining some pedagogical recommendations relevant to the teaching of number forms in English. It is hypothesized in this study that (1) Iraqi EFL undergraduates still face problems in the production of number forms in English and (2) errors pertaining to the context of learning are more numerous than those attributable to the other possible causes. After reviewing the literature available on the topic, a written test comprising 50 items has been constructed and administered to a randomly chosen sample of 50 second-year college students from the Department of English, College of Education, Wasit University. The findings of the study showed that Iraqi EFL undergraduates still face problems in the production of number forms in English and that the possible major sources of learners’ errors can be arranged hierarchically in terms of the percentages of errors to which they can be ascribed as follows: (1) context of learning (50%), (2) intralingual transfer (37%), and (3) interlingual transfer (13%). It is hoped that the implications of the study findings will be beneficial to researchers, syllabus designers, as well as teachers of English as a foreign/second language.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=L2%20morphology" title="L2 morphology">L2 morphology</a>, <a href="https://publications.waset.org/search?q=L2%20number%20forms" title=" L2 number forms"> L2 number forms</a>, <a href="https://publications.waset.org/search?q=L2%20vocabulary%20learning" title=" L2 vocabulary learning"> L2 vocabulary learning</a>, <a href="https://publications.waset.org/search?q=productive%20knowledge." title=" productive knowledge."> productive knowledge.</a> </p> <a href="https://publications.waset.org/10010797/investigating-iraqi-efl-undergraduates-performance-in-the-production-of-number-forms-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010797/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010797/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010797/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010797/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010797/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010797/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010797/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010797/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010797/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010797/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010797.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">655</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1144</span> A Learner-Centred or Artefact-Centred Classroom? Impact of Technology, Artefacts, and Environment on Task Processes in an English as a Foreign Language Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nobue%20T.%20Ellis">Nobue T. Ellis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This preliminary study attempts to see if a learning environment influences instructor’s teaching strategies and learners’ in-class activities in a foreign language class at a university in Japan. The class under study was conducted in a computer room, while the majority of classes of the same course were offered in traditional classrooms without computers. The study also sees if the unplanned blended learning environment, enhanced, or worked against, in achieving course goals, by paying close attention to in-class artefacts, such as computers. In the macro-level analysis, the course syllabus and weekly itinerary of the course were looked at; and in the microlevel analysis, nonhuman actors in their environments were named and analyzed to see how they influenced the learners’ task processes. The result indicated that students were heavily influenced by the presence of computers, which lead them to disregard some aspects of intended learning objectives.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer-assisted%20language%20learning" title="Computer-assisted language learning">Computer-assisted language learning</a>, <a href="https://publications.waset.org/search?q=actor-network%0D%0Atheory" title=" actor-network theory"> actor-network theory</a>, <a href="https://publications.waset.org/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/search?q=task-based%20teaching." title=" task-based teaching."> task-based teaching.</a> </p> <a href="https://publications.waset.org/16539/a-learner-centred-or-artefact-centred-classroom-impact-of-technology-artefacts-and-environment-on-task-processes-in-an-english-as-a-foreign-language-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16539/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16539/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16539/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16539/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16539/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16539/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16539/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16539/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16539/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16539/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16539.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">1610</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1143</span> Investigating Interference Errors Made by Azzawia University 1st year Students of English in Learning English Prepositions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aimen%20Mohamed%20Almaloul">Aimen Mohamed Almaloul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main focus of this study is investigating the interference of Arabic in the use of English prepositions by Libyan university students. Prepositions in the tests used in the study were categorized, according to their relation to Arabic, into similar Arabic and English prepositions (SAEP), dissimilar Arabic and English prepositions (DAEP), Arabic prepositions with no English counterparts (APEC), and English prepositions with no Arabic counterparts (EPAC).</p> <p>The subjects of the study were the first year university students of the English department, Sabrata Faculty of Arts, Azzawia University; both males and females, and they were 100 students. The basic tool for data collection was a test of English prepositions; students are instructed to fill in the blanks with the correct prepositions and to put a zero (0) if no preposition was needed. The test was then handed to the subjects of the study.</p> <p>The test was then scored and quantitative as well as qualitative results were obtained. Quantitative results indicated the number, percentages and rank order of errors in each of the categories and qualitative results indicated the nature and significance of those errors and their possible sources. Based on the obtained results the researcher could detect that students made more errors in the EPAC category than the other three categories and these errors could be attributed to the lack of knowledge of the different meanings of English prepositions. This lack of knowledge forced the students to adopt what is called the strategy of transfer.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Foreign%20language%20acquisition" title="Foreign language acquisition">Foreign language acquisition</a>, <a href="https://publications.waset.org/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/search?q=interference%20system" title=" interference system"> interference system</a>, <a href="https://publications.waset.org/search?q=interlanguage%20system" title=" interlanguage system"> interlanguage system</a>, <a href="https://publications.waset.org/search?q=mother%20tongue%20interference." title=" mother tongue interference."> mother tongue interference.</a> </p> <a href="https://publications.waset.org/9997365/investigating-interference-errors-made-by-azzawia-university-1st-year-students-of-english-in-learning-english-prepositions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997365/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997365/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997365/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997365/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997365/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997365/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997365/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997365/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997365/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997365/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997365.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">5046</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1142</span> Investigating the Influence of L2 Motivational Self-System on Willingness to Communicate in English: A Study of Chinese Non-English Major Students in EFL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wanghongshu%20Zhou">Wanghongshu Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study aims to explore the relationship between the second language motivational self-system (L2MSS) and the willingness to communicate (WTC) among Chinese non-English major students in order to provide pedagogical implications for English as a Foreign Language (EFL) classrooms in Chinese universities. By employing a mixed methods approach, we involved 103 Chinese non-English major students from a typical university in China, conducted questionnaire survey to measure their levels of L2WTC and L2MSS level, and then analyzed the correlation between the two above mentioned variables. Semi-structured interviews were conducted with eight participants to provide a deeper understanding and explanation of the questionnaire data. Findings show that 1) Chinese non-English major students’ ideal L2 self and L2 learning experience could positively predict their L2 WTC in EFL class; 2) Chinese non-English major students’ ought-to L2 self might have no significant impact on their L2 WTC in EFL class; and 3) self-confidence might be another main factor that will influence Chinese non-English major students’ L2 WTC in EFL class. These findings might shed light on the second language acquisition field and provide pedagogical recommendations for pre-service as well as in-service EFL teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Chinese%20non-English%20major%20students" title="Chinese non-English major students">Chinese non-English major students</a>, <a href="https://publications.waset.org/search?q=L2%20Motivation" title=" L2 Motivation"> L2 Motivation</a>, <a href="https://publications.waset.org/search?q=L2%20willingness%20to%20communicate" title=" L2 willingness to communicate"> L2 willingness to communicate</a>, <a href="https://publications.waset.org/search?q=self-confidence." title=" self-confidence."> self-confidence.</a> </p> <a href="https://publications.waset.org/10013610/investigating-the-influence-of-l2-motivational-self-system-on-willingness-to-communicate-in-english-a-study-of-chinese-non-english-major-students-in-efl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013610/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013610/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013610/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013610/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013610/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013610/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013610/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013610/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013610/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013610/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013610.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">166</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1141</span> Reading Strategy Awareness of English Major Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hsin-Yi%20Lien">Hsin-Yi Lien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfaction of their current English learning. In addition, gender and academic level differences in employment of reading strategies were investigated. The results showed the frequency of reading strategy use increase slightly along with academic years and males and females actually employ different reading strategies. The EFL tertiary learners in the present study utilized cognitive strategies more frequently than metacognitive strategies or support strategies. Male students use metacognitive strategy more often while female students use cognitive and support strategy more frequently.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cognitive%20strategy" title="Cognitive strategy">Cognitive strategy</a>, <a href="https://publications.waset.org/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/search?q=metacognitive%20strategy" title=" metacognitive strategy"> metacognitive strategy</a>, <a href="https://publications.waset.org/search?q=support%20strategy." title=" support strategy."> support strategy.</a> </p> <a href="https://publications.waset.org/9999055/reading-strategy-awareness-of-english-major-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999055/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999055/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999055/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999055/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999055/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999055/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999055/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999055/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999055/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999055/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999055.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">3427</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1140</span> Reciprocal Interferences in Bilingual English-Igbo Speaking Society: The Implications in Language Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ugwu%20Elias%20Ikechukwu">Ugwu Elias Ikechukwu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Discussions on bilingualism have always dwelt on how the mother tongue interferes with the target language. This interference is considered a serious problem in second language learning. Usually, the interference has been phonological. But the objective of this research is to explore how the target language interferes with the mother tongue. In the case of the Igbo language, it interferes with English mostly at the phonological level while English interferes with Igbo at the realm of vocabulary. The result is a new language \"Engligbo\" which is a hybrid of English and Igbo. The Igbo language spoken by about 25 million people is one of the three most prominent languages in Nigeria. This paper discusses the phenomenal Engligbo, and other implications for Igbo learners of English. The method of analysis is descriptive. A number of recommendations were made that would help teachers handle problems arising from such mutual interferences.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bilingualism" title="Bilingualism">Bilingualism</a>, <a href="https://publications.waset.org/search?q=Implications" title=" Implications"> Implications</a>, <a href="https://publications.waset.org/search?q=Language%20Pedagogy" title=" Language Pedagogy"> Language Pedagogy</a>, <a href="https://publications.waset.org/search?q=Reciprocal%20Interferences." title=" Reciprocal Interferences."> Reciprocal Interferences.</a> </p> <a href="https://publications.waset.org/9996724/reciprocal-interferences-in-bilingual-english-igbo-speaking-society-the-implications-in-language-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996724/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996724/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996724/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996724/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996724/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996724/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996724/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996724/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996724/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996724/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996724.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">5662</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1139</span> The Relationship between Learners-Motivation (Integrative and Instrumental) and English Proficiency among Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahshid%20Ghanea">Mahshid Ghanea</a>, <a href="https://publications.waset.org/search?q=Hamid%20Reza%20Zeraat%20Pisheh"> Hamid Reza Zeraat Pisheh</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Hassan%20Ghanea"> Mohammad Hassan Ghanea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aims at investigating the relationship between the learners- integrative and instrumental motivation and English proficiency among Iranian EFL learners. The participants in this study consisted of 128 undergraduate university students including 64 males and 64 females, majoring in English as a foreign language, from Shiraz Azad University. Two research instruments were used to gather the needed data for this study: 1) Language Proficiency Test. 2) A scale on motivation which determines the type of the EFL learners- motivation. Correlatin coefficient and t-test were used to analyze the collected data and the main result was found as follows: There is a significant relationship between the integrative motivation and instrumental motivation with English proficiency among EFL learners of Shiraz Azad University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20proficiency" title="English proficiency">English proficiency</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/3297/the-relationship-between-learners-motivation-integrative-and-instrumental-and-english-proficiency-among-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3297/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3297/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3297/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3297/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3297/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3297/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3297/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3297/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3297/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3297/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3297.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">3972</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1138</span> English Language Learning Strategies Used by University Students: A Case Study of English and Business English Major at Suan Sunandha Rajabhat in Bangkok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pranee%20Pathomchaiwat">Pranee Pathomchaiwat </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research are 1) to study English language learning strategies used by the fourth-year students majoring in English and Business English, 2) to study the English language learning strategies which have an affect on English learning achievement, and 3) to compare the English language learning strategies used by the students majoring in English and Business English. The population and sampling comprise of 139 university students of the Suan Sunandha Rajabhat University. Research instruments are language learning strategies questionnaire which was constructed by the researcher and improved on by three experts and the transcripts that show the results of English learning achievement. The questionnaire includes 1) Language Practice Strategy 2)Memory Strategy 3) Communication Strategy 4)Making an Intelligent Guess or Compensation Strategy 5) Self-discipline in Learning Management Strategy 6) Affective Strategy 7)Self-Monitoring Strategy 8) Self-studySkill Strategy. Statistics used in the study are mean, standard deviation, T-test and One Way ANOVA, Pearson product moment correlation coefficient and Regression Analysis. The results of the findings reveal that the English language learning strategies most frequently used by the students are affective strategy, making an intelligent guess or compensation strategy, self-studyskill strategy and self-monitoring strategy respectively. The aspect of making an intelligent guess or compensation strategy had the most significant affect on English learning achievement. It is found that the English language learning strategies mostly used by the Business English major students and moderately used by the English major students. Their language practice strategies uses were significantly different at the 0.05 level and their communication strategies uses were significantly different at the 0.01 level. In addition, it is found that the poor students and the fair ones most frequently used affective strategy while the good ones most frequently used making an intelligent guess or compensation strategy. KeywordsEnglish language, language learning strategies, English learning achievement, and students majoring in English, Business English. Pranee Pathomchaiwat is an Assistant Professor in Business English Program, Suan Sunandha Rajabhat University, Bangkok, Thailand (e-mail: <a href="/cdn-cgi/l/email-protection" class="__cf_email__" data-cfemail="6c1c1c0d180403010f040d051b0d182c0b010d0500420f0301">[email protected]</a>). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/search?q=language%20learning%20strategies" title=" language learning strategies"> language learning strategies</a>, <a href="https://publications.waset.org/search?q=English%20learning%20achievement" title=" English learning achievement"> English learning achievement</a>, <a href="https://publications.waset.org/search?q=students%20majoring%20in%20English" title=" students majoring in English"> students majoring in English</a>, <a href="https://publications.waset.org/search?q=Business%20English" title=" Business English "> Business English </a> </p> <a href="https://publications.waset.org/11075/english-language-learning-strategies-used-by-university-students-a-case-study-of-english-and-business-english-major-at-suan-sunandha-rajabhat-in-bangkok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11075/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11075/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11075/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11075/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11075/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11075/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11075/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11075/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11075/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11075/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11075.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">3821</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1137</span> Comparing the Willingness to Communicate in a Foreign Language of Bilinguals and Monolinguals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Tarighat">S. Tarighat</a>, <a href="https://publications.waset.org/search?q=F.%20Shateri"> F. Shateri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study explored the relationship between L2 Willingness to Communicate (WTC) of bilinguals and monolinguals in a foreign language using a snowball sampling method to collect questionnaire data from 200 bilinguals and monolinguals studying a foreign language (FL). The results indicated a higher willingness to communicate in a foreign language (WTC-FL) performed by bilinguals compared to that of the monolinguals with a weak significance. Yet a stronger significance was found in the relationship between the age of onset of bilingualism and WTC-FL. The researcher proposed that L2 WTC is indirectly influenced by knowledge of other languages, which can boost L2 confidence and reduce L2 anxiety and consequently lead to higher L2 WTC when learning a different L2. The study also found the age of onset of bilingualism to be a predictor of L2 WTC when learning a FL. The results emphasize the importance of bilingualism and early bilingualism in particular.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bilingualism" title="Bilingualism">Bilingualism</a>, <a href="https://publications.waset.org/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/search?q=L2%20acquisition" title=" L2 acquisition"> L2 acquisition</a>, <a href="https://publications.waset.org/search?q=willingness%20to%20communicate." title=" willingness to communicate."> willingness to communicate.</a> </p> <a href="https://publications.waset.org/10005187/comparing-the-willingness-to-communicate-in-a-foreign-language-of-bilinguals-and-monolinguals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005187/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005187/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005187/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005187/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005187/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005187/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005187/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005187/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005187/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005187/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005187.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">1479</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1136</span> English Classroom for SLA of Students and Small and Medium Entrepreneurs in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Yordchim">S. Yordchim</a>, <a href="https://publications.waset.org/search?q=G.%20Anugkakul"> G. Anugkakul</a>, <a href="https://publications.waset.org/search?q=T.%20Gibbs"> T. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The English competence of Thai people was examined in the context of knowledge of English in everyday life for Small and Medium Entrepreneurs (SMEs), and also integrated with Second language acquisition (SLA) students’ classroom. Second language acquisition was applied to the results of the questionnaires and interview forms. Levels of the need on English used for SME entrepreneurs in Thailand, satisfaction on joining the street classroom project were shown to be significantly high for some certain language functions and satisfaction. Finding suggests that the language functions on etiquette for professional use is essential and useful because lesson learned can be used in the real situation for their career. Implications for the climate of the street classroom are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20classroom" title="English classroom">English classroom</a>, <a href="https://publications.waset.org/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/search?q=Small%20and%20Medium%20Entrepreneurs" title=" Small and Medium Entrepreneurs"> Small and Medium Entrepreneurs</a>, <a href="https://publications.waset.org/search?q=Thai%20students." title=" Thai students."> Thai students.</a> </p> <a href="https://publications.waset.org/10000806/english-classroom-for-sla-of-students-and-small-and-medium-entrepreneurs-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000806/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000806/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000806/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000806/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000806/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000806/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000806/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000806/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000806/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000806/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000806.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">2210</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1135</span> Factors of English Language Learning and Acquisition at Bisha College of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Khalid%20Albishi">Khalid Albishi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acquisition" title="Acquisition">Acquisition</a>, <a href="https://publications.waset.org/search?q=age" title=" age"> age</a>, <a href="https://publications.waset.org/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/search?q=learning." title=" learning."> learning.</a> </p> <a href="https://publications.waset.org/10001696/factors-of-english-language-learning-and-acquisition-at-bisha-college-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001696/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001696/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001696/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001696/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001696/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001696/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001696/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001696/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001696/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001696/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001696.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">2018</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1134</span> English as a Foreign Language Students’ Perceptions towards the British Culture: The Case of Batna 2 University, Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Djelloul%20Nedjai">Djelloul Nedjai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The issue of cultural awareness triggers many controversies, especially in a context where individuals do not share the same cultural backgrounds and characteristics. The Algerian context is no exception. It is extensively important to highlight how culture remains essential in many areas. In higher education, for instance, culture plays a pivotal role in shaping individuals’ perceptions and attitudes. Henceforth, the current paper attempts to look at the perceptions of the British culture held by students engaged in learning English as a Foreign Language (EFL) at the department of English at Banta 2 University, Algeria. It also inquiries into EFL students’ perceptions of British culture. To address the aforementioned research queries, a descriptive study has been carried out wherein a questionnaire of 15 items has been deployed to collect students’ attitudes and perceptions toward British culture. Results showcase that, indeed, EFL students of the department of English at Banta 2 University hold both positive and negative perceptions towards British culture at different levels. The explanation could relate to the student's lack of acquaintance with and awareness of British culture. Consequently, this paper is an attempt to address the issue of cultural awareness from the perspective of EFL students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=British%20culture" title="British culture">British culture</a>, <a href="https://publications.waset.org/search?q=cultural%20awareness" title=" cultural awareness"> cultural awareness</a>, <a href="https://publications.waset.org/search?q=EFL%20students%E2%80%99%20perceptions" title=" EFL students’ perceptions"> EFL students’ perceptions</a>, <a href="https://publications.waset.org/search?q=higher%20education." title=" higher education."> higher education.</a> </p> <a href="https://publications.waset.org/10013160/english-as-a-foreign-language-students-perceptions-towards-the-british-culture-the-case-of-batna-2-university-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013160/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013160/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013160/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013160/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013160/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013160/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013160/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013160/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013160/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013160/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013160.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 publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1133</span> Bilingual Gaming Kit to Teach English Language through Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sarayu%20Agarwal">Sarayu Agarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aims to teach English (secondary language) by bridging the understanding between the Regional language (primary language) and the English Language (secondary language). Here primary language is the one a person has learned from birth or within the critical period, while secondary language would be any other language one learns or speaks. The paper also focuses on evolving old teaching methods to a contemporary participatory model of learning and teaching. Pilot studies were conducted to gauge an understanding of student’s knowledge of the English language. Teachers and students were interviewed and their academic curriculum was assessed as a part of the initial study. Extensive literature study and design thinking principles were used to devise a solution to the problem. The objective is met using a holistic learning kit/card game to teach children word recognition, word pronunciation, word spelling and writing words. Implication of the paper is a noticeable improvement in the understanding and grasping of English language. With increasing usage and applicability of English as a second language (ESL) world over, the paper becomes relevant due to its easy replicability to any other primary or secondary language. Future scope of this paper would be transforming the idea of participatory learning into self-regulated learning methods. With the upcoming govt. learning centres in rural areas and provision of smart devices such as tablets, the development of the card games into digital applications seems very feasible.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/search?q=vocabulary-building" title=" vocabulary-building"> vocabulary-building</a>, <a href="https://publications.waset.org/search?q=learning%20through%20gamification." title=" learning through gamification."> learning through gamification.</a> </p> <a href="https://publications.waset.org/10004403/bilingual-gaming-kit-to-teach-english-language-through-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004403/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004403/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004403/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004403/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004403/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004403/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004403/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004403/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004403/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004403/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004403.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">1356</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1132</span> Internationalization and Multilingualism in Brazil: Possibilities of Content and Language Integrated Learning and Intercomprehension Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kyria%20Rebeca%20Finardi">Kyria Rebeca Finardi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study discusses the role of foreign languages in general and of English in particular in the process of internationalization of higher education (IHE), defined as the intentional integration of an international, intercultural or global dimension in the purpose, function or offer of higher education. The study is bibliographical and offers a brief outline of the current political, economic and educational scenarios in Brazil, before discussing some possibilities and challenges for the development of multilingualism and IHE there. The theoretical background includes a review of Brazilian language and internationalization policies. The review and discussion concludes that the use of the Content and Language Integrated Learning (CLIL) approach and the Intercomprehension approach to foreign language teaching/learning are relevant alternatives to foster multilingualism in that context.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Brazil" title="Brazil">Brazil</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=internationalization" title=" internationalization"> internationalization</a>, <a href="https://publications.waset.org/search?q=multilingualism." title=" multilingualism. "> multilingualism. </a> </p> <a href="https://publications.waset.org/10010377/internationalization-and-multilingualism-in-brazil-possibilities-of-content-and-language-integrated-learning-and-intercomprehension-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010377/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010377/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010377/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010377/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010377/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010377/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010377/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010377/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010377/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010377/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010377.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">804</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1131</span> On Developing a Core Guideline for English Language Training Programs in Business Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=T.%20Ito">T. Ito</a>, <a href="https://publications.waset.org/search?q=K.%20Kawaguchi"> K. Kawaguchi</a>, <a href="https://publications.waset.org/search?q=R.%20Ohta"> R. Ohta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">The purpose of this study is to provide a guideline to assist globally-minded companies in developing task-based English- language programs for their employees. After conducting an online self-assessment questionnaire comprised of 45 job-related tasks, we analyzed responses received from 3,000 Japanese company employees and developed a checklist that considered three areas; i) the percentage of those who need to accomplish English-language tasks in their workplace (need for English), ii) a five-point self-assessment score (task performance level), and iii) the impact of previous task experience on perceived performance (experience factor). The 45 tasks were graded according to five proficiency levels. Our results helped us to create a core guideline that may assist companies in two ways: first, in helping determine which tasks employees with a certain English proficiency should be able to satisfactorily carry out, and secondly, to quickly prioritize which business-related English skills they would need in future English language programs.<o:p></o:p></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Business%20settings" title="Business settings">Business settings</a>, <a href="https://publications.waset.org/search?q=Can-do%20statements" title=" Can-do statements"> Can-do statements</a>, <a href="https://publications.waset.org/search?q=English%20language%20training%20programs" title=" English language training programs"> English language training programs</a>, <a href="https://publications.waset.org/search?q=Self-assessment" title=" Self-assessment"> Self-assessment</a>, <a href="https://publications.waset.org/search?q=Task%20experience." title=" Task experience."> Task experience.</a> </p> <a href="https://publications.waset.org/9997387/on-developing-a-core-guideline-for-english-language-training-programs-in-business-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997387/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997387/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997387/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997387/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997387/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997387/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997387/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997387/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997387/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997387/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997387.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">1448</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1130</span> A Framework for Urdu Language Translation using LESSA</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Imran%20Sarwar%20Bajwa">Imran Sarwar Bajwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internet is one of the major sources of information for the person belonging to almost all the fields of life. Major language that is used to publish information on internet is language. This thing becomes a problem in a country like Pakistan, where Urdu is the national language. Only 10% of Pakistan mass can understand English. The reason is millions of people are deprived of precious information available on internet. This paper presents a system for translation from English to Urdu. A module LESSA is used that uses a rule based algorithm to read the input text in English language, understand it and translate it into Urdu language. The designed approach was further incorporated to translate the complete website from English language o Urdu language. An option appears in the browser to translate the webpage in a new window. The designed system will help the millions of users of internet to get benefit of the internet and approach the latest information and knowledge posted daily on internet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Natural%20Language%20Translation" title="Natural Language Translation">Natural Language Translation</a>, <a href="https://publications.waset.org/search?q=Text%20Understanding" title=" Text Understanding"> Text Understanding</a>, <a href="https://publications.waset.org/search?q=Knowledge%20extraction" title="Knowledge extraction">Knowledge extraction</a>, <a href="https://publications.waset.org/search?q=Text%20Processing" title=" Text Processing"> Text Processing</a> </p> <a href="https://publications.waset.org/15972/a-framework-for-urdu-language-translation-using-lessa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15972/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15972/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15972/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15972/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15972/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15972/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15972/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15972/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15972/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15972/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15972.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">2666</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1129</span> Evaluating the Role of Multisensory Elements in Foreign Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sari%20Myr%C3%A9en">Sari Myréen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this study was to evaluate the role of multisensory elements in enhancing and facilitating foreign language acquisition among adult students in a language classroom. The use of multisensory elements enables the creation of a student-centered classroom, where the focus is on individual learner’s language learning process, perceptions and motivation. Multisensory language learning is a pedagogical approach where the language learner uses all the senses more effectively than in a traditional in-class environment. Language learning is facilitated due to multisensory stimuli which increase the number of cognitive connections in the learner and take into consideration different types of learners. A living lab called Multisensory Space creates a relaxed and receptive state in the learners through various multisensory stimuli, and thus promotes their natural foreign language acquisition. Qualitative and quantitative data were collected in two questionnaire inquiries among the Finnish students of a higher education institute at the end of their basic French courses in December 2014 and 2016. The inquiries discussed the effects of multisensory elements on the students’ motivation to study French as well as their learning outcomes. The results show that the French classes in the Multisensory Space provide the students with an encouraging and pleasant learning environment, which has a positive impact on their motivation to study the foreign language as well as their language learning outcomes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Foreign%20language%20acquisition" title="Foreign language acquisition">Foreign language acquisition</a>, <a href="https://publications.waset.org/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=multisensory%20learning" title=" multisensory learning"> multisensory learning</a>, <a href="https://publications.waset.org/search?q=pedagogical%20approach" title=" pedagogical approach"> pedagogical approach</a>, <a href="https://publications.waset.org/search?q=transcultural%20learning." title=" transcultural learning."> transcultural learning.</a> </p> <a href="https://publications.waset.org/10006481/evaluating-the-role-of-multisensory-elements-in-foreign-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006481/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006481/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006481/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006481/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006481/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006481/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006481/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006481/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006481/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006481/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006481.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">1379</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1128</span> The Importance of Raising Awareness of Collocational Knowledge in ESL/EFL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohammad%20ALAmro">Mohammad ALAmro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The most crucial aspect that is closely related to vocabulary and the one that needs to be emphasized and investigated more than it has been up until now, is the ability to combine words that co-occur frequently in the language. Pedagogically, collocation is one of the error-provoking aspects in foreign language learning. This is indicative of the dire need to provide L2 learners with tools to help them improve their collocational knowledge. This paper pinpoints the role that collocations play in the English language. Furthermore, it presents pedagogical implications for ESL/EFL learners.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Collocation" title="Collocation">Collocation</a>, <a href="https://publications.waset.org/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/search?q=vocabulary%20knowledge." title=" vocabulary knowledge."> vocabulary knowledge.</a> </p> <a href="https://publications.waset.org/10003324/the-importance-of-raising-awareness-of-collocational-knowledge-in-eslefl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003324/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003324/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003324/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003324/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003324/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003324/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003324/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003324/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003324/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003324/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003324.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">2210</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1127</span> Do C-Test and Cloze Procedure Measure what they Purport to be Measuring? A Case of Criterion-Related Validity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Masoud%20Saeedi">Masoud Saeedi</a>, <a href="https://publications.waset.org/search?q=Mansour%20Tavakoli"> Mansour Tavakoli</a>, <a href="https://publications.waset.org/search?q=Shirin%20Rahimi%20Kazerooni"> Shirin Rahimi Kazerooni</a>, <a href="https://publications.waset.org/search?q=Vahid%20Parvaresh"> Vahid Parvaresh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article investigated the validity of C-test and Cloze test which purport to measure general English proficiency. To provide empirical evidence pertaining to the validity of the interpretations based on the results of these integrative language tests, their criterion-related validity was investigated. In doing so, the test of English as a foreign language (TOEFL) which is an established, standardized, and internationally administered test of general English proficiency was used as the criterion measure. Some 90 Iranian English majors participated in this study. They were seniors studying English at a university in Tehran, Iran. The results of analyses showed that there is a statistically significant correlation among participants- scores on Cloze test, C-test, and the TOEFL. Building on the findings of the study and considering criterion-related validity as the evidential basis of the validity argument, it was cautiously deducted that these tests measure the same underlying trait. However, considering the limitations of using criterion measures to validate tests, no absolute claims can be made as to the construct validity of these integrative tests.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Integrative%20testing" title="Integrative testing">Integrative testing</a>, <a href="https://publications.waset.org/search?q=C-test" title=" C-test"> C-test</a>, <a href="https://publications.waset.org/search?q=Cloze%20test" title=" Cloze test"> Cloze test</a>, <a href="https://publications.waset.org/search?q=theTOEFL" title=" theTOEFL"> theTOEFL</a>, <a href="https://publications.waset.org/search?q=Validity." title=" Validity."> Validity.</a> </p> <a href="https://publications.waset.org/12225/do-c-test-and-cloze-procedure-measure-what-they-purport-to-be-measuring-a-case-of-criterion-related-validity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12225/apa" target="_blank" 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