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learners</title> <meta name="description" content="Search results for: low vision learners"> <meta name="keywords" content="low vision learners"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="low vision learners"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2261</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: low vision learners</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2261</span> Expert Review on Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurulnadwan%20Aziz">Nurulnadwan Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariffin%20Abdul%20Mutalib"> Ariffin Abdul Mutalib</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Mahfuzah%20Sarif"> Siti Mahfuzah Sarif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports an ongoing project regarding the development of Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) learners. Having developed the intended model, it has to be validated prior to producing it as guidance for the developers to develop an AC4LV. This study requires two phases of validation process which are through expert review and prototyping method. This paper presents a part of the validation process which is findings from experts review on Conceptual Design Model of AC4LV which has been carried out through a questionnaire. Results from 12 international and local experts from various respectable fields in Human-Computer Interaction (HCI) were discussed and justified. In a nutshell, reviewed Conceptual Design Model of AC4LV was formed. Future works of this study are to validate the reviewed model through prototyping method prior to testing it to the targeted users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assistive%20courseware" title="assistive courseware">assistive courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20design%20model" title=" conceptual design model"> conceptual design model</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%20review" title=" expert review"> expert review</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20vision%20learners" title=" low vision learners"> low vision learners</a> </p> <a href="https://publications.waset.org/abstracts/17221/expert-review-on-conceptual-design-model-of-assistive-courseware-for-low-vision-ac4lv-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17221.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">546</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2260</span> Survey of Rate and Causes of Literacy Preservation in Adult Newly Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Narimani">Mohammad Narimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Rostamoghli"> Zahra Rostamoghli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this study is the survey of rate and causes of literacy preservation in adult newly learners. Statistical sample consists of 384 adults who are newly learners of literacy, at 2002, who were selected by stratified sampling method. This is a correlation cross-sectional survey research, in which authors-constructed measures were used for data collection. Results of survey showed that learners' literacy preservation rate after two years was 70%, 61% and 57%, in reading, dictation and mathematic tests, respectively.Following can be noted as factors correlated with literacy preservation; repetition of subjects and learners' subjective review, access to and using the library and publications, feeling of need to and interest in educated matters, socio cultural class of learners, and literacy level of learners' family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy%20preservation" title="literacy preservation">literacy preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20learner" title=" new learner"> new learner</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20improvement%20movement" title=" literacy improvement movement"> literacy improvement movement</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic%20test" title=" mathematic test"> mathematic test</a> </p> <a href="https://publications.waset.org/abstracts/27161/survey-of-rate-and-causes-of-literacy-preservation-in-adult-newly-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2259</span> Using English Discourse Markers by Saudi EFL Learners: A Descriptive Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fayza%20Al%20Hammadi"> Fayza Al Hammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nassr%20Almaflehi"> Nassr Almaflehi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The language of EFL learners is of special interests to linguists. Little research has been tackled on issues concerning English Discourse Markers (EDMs) among Saudi EFL learners. Aims: Employing a corpus-based descriptive analysis, the current study attempts at detecting EDMs in the talk of Saudi EFL learners, their frequency, use, usage, etc., in comparison to other EFL learners as well as native speakers. Methods: Two hundreds Saudi EFL learners were randomly selected from 20 public and private schools (ten students from each school) across the Kingdom of Saudi Arabia (KSA). Subjects were individually recorded while they were studying English in class. Recordings were then linguistically and statistically analyzed by the researchers. Conclusion: Results illustrate that EDMs “and”, “but” and “also” are the most frequent EDMs in the talk of Saudi EFL learners. These devices are randomly used by Saudi EFL learners who mix their use (appropriateness) with usage (correctedness) due to the influence of their L1 (Arabic). In compare to other EFL learners (native and non-native), Saudi EFL learners use less EDMs. These results confirmed the claims that EFL learners use EDMs less than native speakers. This paper, although preliminary in nature, can help arrive a better understanding of using EDMs by Saudi EFL learners. Further, it can also assist in getting appropriate insights into the way how these EDMs are used in Arab Gulf countries. The researchers decided to conduct an in-depth study into the use of EDMs in the oral work of Saudi EFL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20discourse%20markers" title="English discourse markers">English discourse markers</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20EFL%20learners" title=" Saudi EFL learners"> Saudi EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=use" title=" use"> use</a>, <a href="https://publications.waset.org/abstracts/search?q=usage" title=" usage"> usage</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers" title=" native speakers"> native speakers</a> </p> <a href="https://publications.waset.org/abstracts/186630/using-english-discourse-markers-by-saudi-efl-learners-a-descriptive-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2258</span> Teachers' Emphatic Concern for Their Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this exploratory study is on whether teachers demonstrate emphatic concern for their learners in planning, implementing and assessing learning outcomes in their regular classrooms. Empathy must be shown to all learners equally and not only for high-risk learners at the expense of other ability learners. Empathy demonstrated by teachers allows them to build a stronger bond with all their learners. This bond based on trust leads to positive outcomes for learners to be able to excel in their work. Empathic teachers must make every effort to simplify the subject matter for high risk learners so that these learners not only enjoy their learning activities but are also successful like their more able peers. A total of 87.5% of the participants agreed that empathy allows teachers to demonstrate humanistic values in their choice of learning materials for learners of different abilities. It is therefore important for teachers to select content and instructional materials that will contribute to the learners’ success in the mainstream of education. It is also imperative for teachers to demonstrate empathic skills and consequently, to be attuned to the emotions and emotional needs of their learners. Schools need to be reformed, not by simply lengthening the school day or by simply adding more content in the curriculum, but by making school more satisfying to learners. This must be consistent with their diverse learning needs and interests so that they gain a sense of power, fulfillment, and importance in their regular classrooms. Hence, teacher - pupil relationships based on empathic concern for the latter’s educational needs lays the foundation for quality education to be offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%E2%80%99%20emotional%20needs" title=" learners’ emotional needs"> learners’ emotional needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20empathic%20skills" title=" teachers’ empathic skills"> teachers’ empathic skills</a> </p> <a href="https://publications.waset.org/abstracts/29363/teachers-emphatic-concern-for-their-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2257</span> Visual Improvement with Low Vision Aids in Children with Stargardt’s Disease</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anum%20Akhter">Anum Akhter</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumaira%20Altaf"> Sumaira Altaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: To study the effect of low vision devices i.e. telescope and magnifying glasses on distance visual acuity and near visual acuity of children with Stargardt’s disease. Setting: Low vision department, Alshifa Trust Eye Hospital, Rawalpindi, Pakistan. Methods: 52 children having Stargardt’s disease were included in the study. All children were diagnosed by pediatrics ophthalmologists. Comprehensive low vision assessment was done by me in Low vision clinic. Visual acuity was measured using ETDRS chart. Refraction and other supplementary tests were performed. Children with Stargardt’s disease were provided with different telescopes and magnifying glasses for improving far vision and near vision. Results: Out of 52 children, 17 children were males and 35 children were females. Distance visual acuity and near visual acuity improved significantly with low vision aid trial. All children showed visual acuity better than 6/19 with a telescope of higher magnification. Improvement in near visual acuity was also significant with magnifying glasses trial. Conclusions: Low vision aids are useful for improvement in visual acuity in children. Children with Stargardt’s disease who are having a problem in education and daily life activities can get help from low vision aids. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stargardt" title="Stargardt">Stargardt</a>, <a href="https://publications.waset.org/abstracts/search?q=s%20disease" title="s disease">s disease</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20vision%20aids" title=" low vision aids"> low vision aids</a>, <a href="https://publications.waset.org/abstracts/search?q=telescope" title=" telescope"> telescope</a>, <a href="https://publications.waset.org/abstracts/search?q=magnifiers" title=" magnifiers"> magnifiers</a> </p> <a href="https://publications.waset.org/abstracts/24382/visual-improvement-with-low-vision-aids-in-children-with-stargardts-disease" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24382.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">539</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2256</span> The Design and Implementation of Interactive Storybook Reading to Develop the Reading Comprehension of ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20van%20Staden">A. van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20van%20Rhyn"> A. A. van Rhyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The numerous challenges South African, ESL learners experience were highlighted by the results of several literacy surveys and tests, which demonstrated that our learners’ literacy abilities are far below standard and very weak compared to other international countries. This study developed and implemented an interactive storybook intervention program to support the reading development of ESL learners. The researchers utilized an experimental pre-test/post-test research design, whereby 80 ESL learners from five participating schools, were purposively sampled to take part in this study. This paper, inter alia, discusses the key features of this intervention program whilst also reporting the results of the experimental investigation. Results are promising and show a significant improvement in the mean scores of the learners in the experimental group. Moreover, the results show the value of interactive storybook reading in creating responsive literacy environments to develop the literacy skills of ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20learners" title="ESL learners">ESL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Interactive%20story%20book%20reading" title=" Interactive story book reading"> Interactive story book reading</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/108821/the-design-and-implementation-of-interactive-storybook-reading-to-develop-the-reading-comprehension-of-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2255</span> L2 Acquisition of Tense and Aspect by Cantonese and Mandarin ESL Learners of Different Proficiency Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mable%20Chan">Mable Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study about the acquisition of tense and aspect by Cantonese and Mandarin ESL learners aims to investigate the relationship between knowledge, the role that classroom input plays in the development of that knowledge, and learners' use of the L2 knowledge they acquire (i.e. their performance). Chinese has been argued as a tenseless language and Chinese ESL learners have to acquire the property from scratch. The study of acquisition of tense and aspect is a very fruitful research area in second language acquisition for a number of reasons. First, tense and aspect are notorious for being difficult for Chinese ESL learners. Second, to our knowledge, no studies have been done to compare Cantonese and Mandarin ESL learners and age effects in one single study. Data are now being collected and the findings from this comparison study of tense-aspect acquisition will shed light on both theoretical and pedagogical issues in second language acquisition, and contribute to a better understanding of both theoretical aspect concerning L2 acquisition of tense and aspect, and pedagogy of tense for L2 Chinese ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aspect" title="aspect">aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=tense" title=" tense"> tense</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20grammar" title=" universal grammar"> universal grammar</a> </p> <a href="https://publications.waset.org/abstracts/46891/l2-acquisition-of-tense-and-aspect-by-cantonese-and-mandarin-esl-learners-of-different-proficiency-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2254</span> The Use of Authentic Videos to Change Learners’ Negative Attitudes and Perceptions toward Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaldi%20Youcef">Khaldi Youcef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This investigation seeks to inquire into the effectiveness of using authentic videos for grammar teaching purposes. In this investigation, an English animated situation, Hercules, was used as a type of authentic multimedia to teach a particular grammatical structure, namely conditional sentences. This study also aims at investigating the EFL learners’ attitudes toward grammar learning after being exposed to such an authentic video. To reach that purpose, 56 EFL learners were required ultimately to respond to a questionnaire with an aim to reveal their attitudes towards grammar as a language entity and as a subject for being learned. Then, as a second stage of the investigation, the EFL learners were divided into a control group and an experimental group with 28 learners in each. The first group was taught grammar -conditional sentences- using a deductive-inductive approach, while the second group was exposed to an authentic video to learn conditional sentences. There was a post-lesson stage that included a questionnaire to be answered by learners of each group. The aim of this stage is to capture any change in learners' attitudes shown in the pre-lesson questionnaire. The findings of the first stage revealed learners' negative attitudes towards grammar learning. And the third stage results showed the effectiveness of authentic videos in entirely turning learners' attitudes toward grammar learning to be significantly positive. Also, the utility of authentic videos in highly motivating EFL learners can be deduced. The findings of this survey asserted the need for incorporation and integration of authentic videos in EFL classrooms as they resulted in rising effectively learners’ awareness of grammar and looking at it from a communicative perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20videos" title=" authentic videos"> authentic videos</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20attitudes" title=" negative attitudes"> negative attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20learning" title=" grammar learning"> grammar learning</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/150040/the-use-of-authentic-videos-to-change-learners-negative-attitudes-and-perceptions-toward-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2253</span> Involving Participants at the Methodological Design Stage: The Group Repertory Grid Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Art%20Tsang">Art Tsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In educational research, the scope of investigations has almost always been determined by researchers. As learners are at the forefront of education, it is essential to balance researchers’ and learners’ voices in educational studies. In this paper, a data collection method that helps partly address the dearth of learners’ voices in research design is introduced. Inspired by the repertory grid approach (RGA), the group RGA approach, created by the author and his doctoral student, was successfully piloted with learners in Hong Kong. This method will very likely be of interest and use to many researchers, teachers, and postgraduate students in the field of education and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=repertory%20grids" title=" repertory grids"> repertory grids</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20methods" title=" research methods"> research methods</a> </p> <a href="https://publications.waset.org/abstracts/168489/involving-participants-at-the-methodological-design-stage-the-group-repertory-grid-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2252</span> Listening Anxiety in Iranian EFL learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samaneh%20serraj">Samaneh serraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Listening anxiety has a detrimental effect on language learners. Through a qualitative study on Iranian EFL learners several factors were identified as having influence on their listening anxiety. These factors were divided into three categories, i.e. individual factors (nerves and emotionality, using inappropriate strategies and lack of practice), input factors (lack of time to process, lack of visual support, nature of speech and level of difficulty) and environmental factors (instructors, peers and class environment). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=listening%20Comprehension" title="listening Comprehension">listening Comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Listening%20Anxiety" title=" Listening Anxiety"> Listening Anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=Foreign%20language%20learners" title=" Foreign language learners "> Foreign language learners </a> </p> <a href="https://publications.waset.org/abstracts/14284/listening-anxiety-in-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14284.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">470</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2251</span> Optimizing Machine Vision System Setup Accuracy by Six-Sigma DMAIC Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joseph%20C.%20Chen">Joseph C. Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Machine vision system provides automatic inspection to reduce manufacturing costs considerably. However, only a few principles have been found to optimize machine vision system and help it function more accurately in industrial practice. Mostly, there were complicated and impractical design techniques to improve the accuracy of machine vision system. This paper discusses implementing the Six Sigma Define, Measure, Analyze, Improve, and Control (DMAIC) approach to optimize the setup parameters of machine vision system when it is used as a direct measurement technique. This research follows a case study showing how Six Sigma DMAIC methodology has been put into use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DMAIC" title="DMAIC">DMAIC</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20vision%20system" title=" machine vision system"> machine vision system</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20capability" title=" process capability"> process capability</a>, <a href="https://publications.waset.org/abstracts/search?q=Taguchi%20Parameter%20Design" title=" Taguchi Parameter Design"> Taguchi Parameter Design</a> </p> <a href="https://publications.waset.org/abstracts/68243/optimizing-machine-vision-system-setup-accuracy-by-six-sigma-dmaic-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68243.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">437</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2250</span> Challenges for Adult English to Speakers of Other Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Zaman">Halima Zaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper identifies real-life challenges faced by non-English-speaking learners. The author focuses on challenges both inside and outside the classroom. A qualitative approach has been applied to conduct the study with two different groups of ESOL (English to Speakers of Other Languages) learners. The author pays attention to the reasons behind the difficulties in controlling the learners’ focus within the classroom. Learners’ lifestyles, motivations, and previous educational backgrounds have been considered while determining the challenges they face within the classroom. Some existing challenges of teaching English to adults have been discussed in this paper; however, the primary focus is to observe those two groups of learners to identify their challenges. In this paper, the author has applied the academic knowledge of her Master of Arts in English Language teaching program to support and strengthen the observation of this case study. The paper ends with a number of recommendations that can be beneficial for newcomers to ESOL teaching and a scope of further exploratory research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESOL" title="ESOL">ESOL</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/160207/challenges-for-adult-english-to-speakers-of-other-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2249</span> Experiences of Trainee Teachers: A Survey on Expectations and Realities in Special Secondary Schools in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Cheptanui%20Sambu">Mary Cheptanui Sambu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching practice is an integral component of students who are training to be teachers, as it provides them with an opportunity to gain experience in an actual teaching and learning environment. This study explored the experiences of trainee teachers from a local university in Kenya, undergoing a three-month teaching practice in Special Secondary schools in the country. The main aim of the study was to understand the trainees’ experiences, their expectations, and the realities encountered during the teaching practice period. The study focused on special secondary schools for learners with hearing impairment. A descriptive survey design was employed and a sample size of forty-four respondents from special secondary schools for learners with hearing impairment was purposively selected. A questionnaire was administered to the respondents and the data obtained analysed using the Statistical Package for the Social Sciences (SPSS). Preliminary analysis shows that challenges facing special secondary schools include inadequate teaching and learning facilities and resources, low academic performance among learners with hearing impairment, an overloaded curriculum and inadequate number of teachers for the learners. The study findings suggest that the Kenyan government should invest more in the education of special needs children, particularly focusing on increasing the number of trained teachers. In addition, the education curriculum offered in special secondary schools should be tailored towards the needs and interest of learners. These research findings will be useful to policymakers and curriculum developers, and will provide information that can be used to enhance the education of learners with hearing impairment; this will lead to improved academic performance, consequently resulting in better transitions and the realization of Vision 2030. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hearing%20impairment" title="hearing impairment">hearing impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20secondary%20schools" title=" special secondary schools"> special secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=trainee" title=" trainee"> trainee</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a> </p> <a href="https://publications.waset.org/abstracts/96380/experiences-of-trainee-teachers-a-survey-on-expectations-and-realities-in-special-secondary-schools-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96380.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">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2248</span> Linguistic Attitudes and Language Learning Needs of Heritage Language Learners of Spanish in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheryl%20Bernardo-Hinesley">Sheryl Bernardo-Hinesley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage language learners are students who have been raised in a home where a minority language is spoken, who speaks or merely understand the minority heritage language, but to some degree are bilingual in the majority and the heritage language. In view of the rising university enrollment by Hispanics in the United States who have chosen to study Spanish, university language programs are currently faced with challenges of accommodating the language needs of heritage language learners of Spanish. The present study investigates the heritage language perception and language attitudes by heritage language learners of Spanish, as well as their classroom language learning experiences and needs. In order to carry out the study, a qualitative survey was used to gather data from university students. Analysis of students' responses indicates that heritage learners are motivated to learn the heritage language. In relation to the aspects of focus of a language course for heritage learners, results show that the aspects of interest are accent marks and spelling, grammatical accuracy, vocabulary, writing, reading, and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language%20learners" title="heritage language learners">heritage language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20attitudes" title=" linguistic attitudes"> linguistic attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20in%20the%20US" title=" Spanish in the US"> Spanish in the US</a> </p> <a href="https://publications.waset.org/abstracts/104167/linguistic-attitudes-and-language-learning-needs-of-heritage-language-learners-of-spanish-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104167.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">212</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2247</span> Error Analysis of the Pronunciation of English Consonants and Arabic Consonants by Egyptian Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marwa%20A.%20Nasser">Marwa A. Nasser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an empirical study that provides an investigation of the most significant errors of Egyptian learners in producing English consonants and Arabic consonants, and advice on how these can be remedied. The study adopts a descriptive approach and the analysis is based on audio recordings of two groups of people. The first group includes six volunteers of Egyptian learners belonging to the English Department at Faculty of Women who learn English as a foreign language. The other group includes six Egyptian learners who are studying Tajweed (how to recite Quran correctly). The audio recordings were examined, and sounds were analyzed in an attempt to highlight the most common error done by the learners while reading English or reading (or reciting) Quran. Results show that the two groups of learners have problems with certain phonemic contrasts. Both groups share common errors although both languages are different and not related (e.g. pre-aspiration of fortis stops, incorrect articulation of consonants and velarization of certain sounds). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consonant%20articulations" title="consonant articulations">consonant articulations</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20learners%20of%20English" title=" Egyptian learners of English"> Egyptian learners of English</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20learners%20of%20Quran" title=" Egyptian learners of Quran"> Egyptian learners of Quran</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical%20study" title=" empirical study"> empirical study</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20problems" title=" pronunciation problems"> pronunciation problems</a> </p> <a href="https://publications.waset.org/abstracts/91815/error-analysis-of-the-pronunciation-of-english-consonants-and-arabic-consonants-by-egyptian-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2246</span> Acquisition of the Attributive Adjectives and the Noun Adjuncts by the L3 Learners of French and German: Further Evidence for the Typological Proximity Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of the prior acquired languages, Persian and English, concerning the acquisition of the third language (L3) French and German at the initial stages. The data were collected from two groups of L3 learners: 28 learners of L3 French and 21 learners of L3 German, in order to test the placement of the attributive adjectives and the noun adjuncts through a grammaticality judgment task and an element rearrangement task. The aim of the study was to investigate whether any of the models proposed in the L3 acquisition could account for the case of the present study. The results of the analysis revealed that the learners of L3 German and French were both affected by the typological similarity of the previous languages. The outperformance of the German learners is an indication of the facilitative effect of L2 English (which is typologically more similar to the German than that of French). English had also a non-facilitative role in the acquisition of French and this is proved in the lower performance of the French learners. This study provided evidence for the TPM as the most accepted model of L3 acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title="cross-linguistic influence">cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20language%20acquisition" title=" third language acquisition"> third language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/104680/acquisition-of-the-attributive-adjectives-and-the-noun-adjuncts-by-the-l3-learners-of-french-and-german-further-evidence-for-the-typological-proximity-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2245</span> The Perspective on Data Collection Instruments for Younger Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hatice%20K%C3%BCbra%20Ko%C3%A7">Hatice Kübra Koç</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For academia, collecting reliable and valid data is one of the most significant issues for researchers. However, it is not the same procedure for all different target groups; meanwhile, during data collection from teenagers, young adults, or adults, researchers can use common data collection tools such as questionnaires, interviews, and semi-structured interviews; yet, for young learners and very young ones, these reliable and valid data collection tools cannot be easily designed or applied by the researchers. In this study, firstly, common data collection tools are examined for ‘very young’ and ‘young learners’ participant groups since it is thought that the quality and efficiency of an academic study is mainly based on its valid and correct data collection and data analysis procedure. Secondly, two different data collection instruments for very young and young learners are stated as discussing the efficacy of them. Finally, a suggested data collection tool – a performance-based questionnaire- which is specifically developed for ‘very young’ and ‘young learners’ participant groups in the field of teaching English to young learners as a foreign language is presented in this current study. The designing procedure and suggested items/factors for the suggested data collection tool are accordingly revealed at the end of the study to help researchers have studied with young and very learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20collection%20instruments" title="data collection instruments">data collection instruments</a>, <a href="https://publications.waset.org/abstracts/search?q=performance-based%20questionnaire" title=" performance-based questionnaire"> performance-based questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=very%20young%20learners" title=" very young learners"> very young learners</a> </p> <a href="https://publications.waset.org/abstracts/169544/the-perspective-on-data-collection-instruments-for-younger-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169544.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2244</span> Iranian EFL Learners' Attitudes towards Computer Assisted Language Learning (CALL)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Shayeghi">Rose Shayeghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Pejman%20Hosseiniun"> Pejman Hosseiniun</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghasem%20Ghorbanirostam"> Ghasem Ghorbanirostam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was conducted to investigate the Iranian EFL learners’ attitudes toward the use of computer technology in language classes as a method of improving English learning. To this end, 120 male and female Iranian learners participated in the study. Instrumentation included a 20-item questionnaire. The analysis of the data revealed that the majority of learners had a positive attitude towards the application of CALL in language classes. Moreover, independent samples t-tests indicated that male participants had a significantly more positive attitude compared with that of the female participants. Finally, the results obtained through ANOVA revealed that the youngest age group had a significantly more positive attitude toward the use of technology in language classes compared to the other age groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20learners" title=" Iranian learners"> Iranian learners</a>, <a href="https://publications.waset.org/abstracts/search?q=CALL" title=" CALL"> CALL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/13612/iranian-efl-learners-attitudes-towards-computer-assisted-language-learning-call" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13612.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">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2243</span> Anxiety Caused by the Single Mode of Instruction in Multilingual Classrooms: The Case of African Language Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stanle%20Madonsela">Stanle Madonsela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For learning to take place effectively, learners have to use language. Language becomes a critical tool by which to communicate, to express feelings, desires and thoughts, and most of all to learn. However, each individual’s capacity to use language is unique. In multilingual countries, classrooms usually comprise learners from different language backgrounds, and therefore the language used for teaching and learning requires rethinking. Interaction in the classroom, if done in a language that is understood by the learners, could maximise the outcomes of learning. This paper explores the extent to which the use of a single code becomes a source of anxiety to learners in multilingual classrooms in South African schools. It contends that a multilingual approach in the learning process should be explored in order to promote learner autonomy in the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual "> multilingual </a> </p> <a href="https://publications.waset.org/abstracts/26790/anxiety-caused-by-the-single-mode-of-instruction-in-multilingual-classrooms-the-case-of-african-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26790.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">536</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2242</span> Passive Voice in SLA: Armenian Learners’ Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emma%20Nemishalyan">Emma Nemishalyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is believed that learners’ mother tongue (L1 hereafter) has a huge impact on their second language acquisition (L2 hereafter). This hypothesis has been exposed to both positive and negative criticism. Based on research results of a wide range of learners’ corpora (Chinese, Japanese, Spanish among others) the hypothesis has either been proved or disproved. However, no such study has been conducted on the Armenian learners. The aim of this paper is to understand the implication of the hypothesis on the Armenian learners’ corpus in terms of the use of the passive voice. To this end, the method of Contrastive Interlanguage Analysis (hereafter CIA) has been used on native speakers’ corpus (Louvain Corpus of Native English Essays (LOCNESS)) and Armenian learners’ corpus which has been compiled by me in compliance with International Corpus of Learner English (ICLE) guidelines. CIA compares the interlanguage (the language produced by learners) with the one produced by native speakers. With the help of this method, it is possible not only to highlight the mistakes that learners make, but also to underline the under or overuses. The choice of the grammar issue (passive voice) is conditioned by the fact that typologically Armenian and English are drastically different as they belong to different branches. Moreover, the passive voice is considered to be one of the most problematic grammar topics to be acquired by learners of the English language. Based on this difference, we hypothesized that Armenian learners would either overuse or underuse some types of the passive voice. With the help of Lancsbox software, we have identified the frequency rates of passive voice usage in LOCNESS and Armenian learners’ corpus to understand whether the latter have the same usage pattern of the passive voice as the native speakers. Secondly, we have identified the types of the passive voice used by the Armenian leaners trying to track down the reasons in their mother tongue. The results of the study showed that Armenian learners underused the passive voices in contrast to native speakers. Furthermore, the hypothesis that learners’ L1 has an impact on learners’ L2 acquisition and production was proved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title="corpus linguistics">corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title=" applied linguistics"> applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20compilation" title=" corpus compilation"> corpus compilation</a> </p> <a href="https://publications.waset.org/abstracts/165348/passive-voice-in-sla-armenian-learners-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165348.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">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2241</span> A Conundrum of Teachability and Learnability of Deaf Adult English as Second Language Learners in Pakistani Mainstream Classrooms: Integration or Elimination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amnah%20Moghees">Amnah Moghees</a>, <a href="https://publications.waset.org/abstracts/search?q=Saima%20Abbas%20Dar"> Saima Abbas Dar</a>, <a href="https://publications.waset.org/abstracts/search?q=Muniba%20Saeed"> Muniba Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching a second language to deaf learners has always been a challenge in Pakistan. Different approaches and strategies have been followed, but they have been resulted into partial or complete failure. The study aims to investigate the language problems faced by adult deaf learners of English as second language in mainstream classrooms. Moreover, the study also determines the factors which are very much involved in language teaching and learning in mainstream classes. To investigate the language problems, data will be collected through writing samples of ten deaf adult learners and ten normal ESL learners of the same class; whereas, observation in inclusive language teaching classrooms and interviews from five ESL teachers in inclusive classes will be conducted to know the factors which are directly or indirectly involved in inclusive language education. Keeping in view this study, qualitative research paradigm will be applied to analyse the corpus. The study figures out that deaf ESL learners face severe language issues such as; odd sentence structures, subject and verb agreement violation, misappropriation of verb forms and tenses as compared to normal ESL learners. The study also predicts that in mainstream classrooms there are multiple factors which are affecting the smoothness of teaching and learning procedure; role of mediator, level of deaf learners, empathy of normal learners towards deaf learners and language teacher’s training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20English%20language%20learner" title="deaf English language learner">deaf English language learner</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream%20classrooms" title=" mainstream classrooms"> mainstream classrooms</a>, <a href="https://publications.waset.org/abstracts/search?q=previous%20language%20knowledge%20of%20learners" title=" previous language knowledge of learners"> previous language knowledge of learners</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20of%20mediator" title=" role of mediator"> role of mediator</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teachers%27%20training" title=" language teachers' training"> language teachers' training</a> </p> <a href="https://publications.waset.org/abstracts/97388/a-conundrum-of-teachability-and-learnability-of-deaf-adult-english-as-second-language-learners-in-pakistani-mainstream-classrooms-integration-or-elimination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97388.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 paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2240</span> Absence of Developmental Change in Epenthetic Vowel Duration in Japanese Speakers’ English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Takayuki%20Konishi">Takayuki Konishi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kakeru%20Yazawa"> Kakeru Yazawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariko%20Kondo"> Mariko Kondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines developmental change in the production of epenthetic vowels by Japanese learners of English in relation to acquisition of L2 English speech rhythm. Seventy-two Japanese learners of English in the <em>J-AESOP</em> corpus were divided into lower- and higher-level learners according to their proficiency score and the frequency of vowel epenthesis. Three learners were excluded because no vowel epenthesis was observed in their utterances. The analysis of their read English speech data showed no statistical difference between lower- and higher-level learners, implying the absence of any developmental change in durations of epenthetic vowels. This result, together with the findings of previous studies, will be discussed in relation to the transfer of L1 phonology and manifestation of L2 English rhythm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vowel%20epenthesis" title="vowel epenthesis">vowel epenthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20learners%20of%20English" title=" Japanese learners of English"> Japanese learners of English</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20speech%20corpus" title=" L2 speech corpus"> L2 speech corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20rhythm" title=" speech rhythm"> speech rhythm</a> </p> <a href="https://publications.waset.org/abstracts/61343/absence-of-developmental-change-in-epenthetic-vowel-duration-in-japanese-speakers-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61343.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">268</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2239</span> The Effect of Using LDOCE on Iranian EFL Learners’ Pronunciation Accuracy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hadi%20Mahmoodi">Mohammad Hadi Mahmoodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Elahe%20Saedpanah"> Elahe Saedpanah </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since pronunciation is among those factors that can have strong effects on EFL learners’ successful communication, instructional programs with accurate pronunciation purposes seem to be a necessity in any L2 teaching context. The widespread use of smart mobile phones brings with itself various educational applications, which can assist foreign language learners in learning and speaking another language other than their L1. In line with this supportive innovation, the present study investigated the role of LDOCE (Longman Dictionary of Contemporary English), a mobile application, on improving Iranian EFL learners’ pronunciation accuracy. To this aim, 40 EFL learners studying English at the intermediate level participated in the current study. This was an experimental research with two groups of 20 students in an experimental and a control group. The data were collected through the administration of a pronunciation pretest before the instruction and a post-test after the treatment. In addition, the assessment was based on the pupils’ recorded voices while reading the selected words. The results of the independent samples t-test indicated that using LDOCE significantly affected Iranian EFL learners' pronunciation accuracy with those in the experimental group outperforming their control group counterparts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LDOCE" title="LDOCE">LDOCE</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20accuracy" title=" pronunciation accuracy"> pronunciation accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=CALL" title=" CALL"> CALL</a>, <a href="https://publications.waset.org/abstracts/search?q=MALL" title=" MALL"> MALL</a> </p> <a href="https://publications.waset.org/abstracts/19146/the-effect-of-using-ldoce-on-iranian-efl-learners-pronunciation-accuracy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19146.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">548</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2238</span> Interaction Tasks of CUE Model in Virtual Language Learning in Travel English for Taiwanese College EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuei-Hao%20Li">Kuei-Hao Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Eden%20Huang"> Eden Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation suggests the willingness one person has towards taking action. Learners’ motivation has frequently been regarded as the most crucial factor in successful language acquisition. Without sufficient motivation, learners cannot achieve long-term learning goals despite remarkable abilities. Therefore, the study aims to investigate motivation of interaction tasks designed by the researchers for college EFL learners in Travel English class in virtual reality environment, integrating CUE model, Cognition, Usage and Expansion in the course. Thirty college learners were asked to join the virtual language learning website designed by the researchers. Data was collected via feedback questionnaire, interview, and learner interactions. The findings indicated that the course in the CUE model in language learning website of virtual reality environment was effective at motivating EFL learners and improving their oral communication and social interactions in the learning process. Some pedagogical implications are also provided in helping both language instructors and EFL learners in virtual reality environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20language%20learning" title=" virtual language learning"> virtual language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/66125/interaction-tasks-of-cue-model-in-virtual-language-learning-in-travel-english-for-taiwanese-college-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66125.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">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2237</span> Writing Hybridized Narratives to Enact Scientific Literacy and the Myth of the Scientific Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajaz%20Shaheen">Ajaz Shaheen</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaid%20Ahmed%20Siddqui"> Jawaid Ahmed Siddqui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This world has purely become scientific and technological, and therefore it demands more from our young learners to be more intellectual in learning sciences. A point of concern that is dragging the attention of educationists is that young learners are gradually detaching from science and scientific theory. To deal with this matter, we must arrange such engaging activities that may improve the imaginative skills of our young learners. Our ongoing research program highlights the effects of such activities that demand the learners to interpret scientific information in the form of text they possess. These mixed stories are also known as what we call BioStories. Learners upload their narratives on different websites to let their peers go through their manuscripts. That, as a result, brings more refinement to their works. Moreover, stories allow the learners to read, understand and learn on a broader spectrum. We have conducted separate studies with learners from Grades 6, 9, and 12 that involve case studies and quasi-experimental designs. The conclusion we drew from the analysis of Grade 6 learners was that the alignment of stories helped them become more familiar with the scientific issue. Not only this but also the learners of the respective grade built up their interest in the subject and also developed a clear understanding of related subject topics. On the other hand, results from the 8th and 9th grades study support the argument that learners reflected a positive attitude toward writing scientific information. Lastly, we concluded from the 12th-grade learners that they took pride in their writing skills and built up their strength, determination, and interest. The students became self-conscious as they wrote hybridized scientific narratives in science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BioStories" title="BioStories">BioStories</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridized%20writing" title=" hybridized writing"> hybridized writing</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20method" title=" scientific method"> scientific method</a> </p> <a href="https://publications.waset.org/abstracts/161158/writing-hybridized-narratives-to-enact-scientific-literacy-and-the-myth-of-the-scientific-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161158.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2236</span> Frequency of the English Phrasal Verbs Used by Iranian Learners as a Reference to the Style of Writing Adopted by the Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamzeh%20Mazaherylaghab">Hamzeh Mazaherylaghab</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrangiz%20Vahabian"> Mehrangiz Vahabian</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyyedeh%20Zahra%20Asghari"> Seyyedeh Zahra Asghari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study initially focused on the frequency of phrasal verbs used by Iranian learners of English. The results then needed to be compared to the findings from native speaker corpora. After the extraction of phrasal verbs from learner and native-speaker corpora the findings were analysed. The results showed that Iranian learners avoided using phrasal verbs in many cases. Some of the findings proved to be significant. It was also found that the learners used the single-word counterparts of the avoided phrasal verbs to compensate for their lack of knowledge in many cases. Semantic complexity and Lack of L1 counterpart may have been the main reasons for avoidance, but despite the avoidance phenomenon, the learners displayed a tendency to use many other phrasal verbs which may have been due to the increase in the number of multi-word verbs in Persian. The overall scores confirmed the fact that the language produced by the learners illustrates signs of more formal style in comparison with the native speakers of English by using less phrasal verbs and more formal single word verbs instead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=corpora" title=" corpora"> corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=LOCNESS" title=" LOCNESS"> LOCNESS</a>, <a href="https://publications.waset.org/abstracts/search?q=phrasal%20verbs" title=" phrasal verbs"> phrasal verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=single-word%20verb" title=" single-word verb"> single-word verb</a> </p> <a href="https://publications.waset.org/abstracts/80664/frequency-of-the-english-phrasal-verbs-used-by-iranian-learners-as-a-reference-to-the-style-of-writing-adopted-by-the-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80664.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">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2235</span> Efficacy of Clickers in L2 Interaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryoo%20Hye%20Jin%20Agnes">Ryoo Hye Jin Agnes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the efficacy of clickers in fostering L2 class interaction. In an L2 classroom, active learner-to-learner interactions and learner-to-teacher interactions play an important role in language acquisition. In light of this, introducing learning tools that promote such interactions would benefit L2 classroom by fostering interaction. This is because the anonymity of clickers allows learners to express their needs without the social risks associated with speaking up in the class. clickers therefore efficiently help learners express their level of understanding during the process of learning itself. This allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners’ needs. Eventually this tool promotes participation from learners. This, in turn, is believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of Korean expressions with similar semantic functions. The learning achievement of learners in the experimental group was found higher than the learners’ in a control group. A survey was distributed to the learners, questioning them regarding the efficacy of clickers, and how it contributed to their learning in areas such as motivation, self-assessment, increasing participation, as well as giving feedback to teachers. Analyzing the data collected from the questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus not only increasing participation but enhancing the type of classroom participation among learners. This participation in turn led to a marked improvement in their communicative abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title="second language acquisition">second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=clickers" title=" clickers"> clickers</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20response%20system" title=" learner response system"> learner response system</a>, <a href="https://publications.waset.org/abstracts/search?q=output%20from%20learners" title=" output from learners"> output from learners</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%E2%80%99s%20cognitive%20process" title=" learner’s cognitive process"> learner’s cognitive process</a> </p> <a href="https://publications.waset.org/abstracts/7494/efficacy-of-clickers-in-l2-interaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7494.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">521</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2234</span> A Corpus Study of English Verbs in Chinese EFL Learners’ Academic Writing Abstracts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shuaili%20Ji">Shuaili Ji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The correct use of verbs is an important element of high-quality research articles, and thus for Chinese EFL learners, it is significant to master characteristics of verbs and to precisely use verbs. However, some researches have shown that there are differences in using verbs between learners and native speakers and learners have difficulty in using English verbs. This corpus-based quantitative research can enhance learners’ knowledge of English verbs and promote the quality of research article abstracts even of the whole academic writing. The aim of this study is to find the differences between learners’ and native speakers’ use of verbs and to study the factors that contribute to those differences. To this end, the research question is as follows: What are the differences between most frequently used verbs by learners and those by native speakers? The research question is answered through a study that uses corpus-based data-driven approach to analyze the verbs used by learners in their abstract writings in terms of collocation, colligation and semantic prosody. The results show that: (1) EFL learners obviously overused ‘be, can, find, make’ and underused ‘investigate, examine, may’. As to modal verbs, learners obviously overused ‘can’ while underused ‘may’. (2) Learners obviously overused ‘we find + object clauses’ while underused ‘nouns (results, findings, data) + suggest/indicate/reveal + object clauses’ when expressing research results. (3) Learners tended to transfer the collocation, colligation and semantic prosody of shǐ and zuò to make. (4) Learners obviously overused ‘BE+V-ed’ and used BE as the main verb. They also obviously overused the basic forms of BE such as be, is, are, while obviously underused its inflections (was, were). These results manifested learners’ lack of accuracy and idiomatic property in verb usage. Due to the influence of the concept transfer of Chinese, the verbs in learners’ abstracts showed obvious transfer of mother language. In addition, learners have not fully mastered the use of verbs, avoiding using complex colligations to prevent errors. Based on these findings, the present study has implications for English teaching, seeking to have implications for English academic abstract writing in China. Further research could be undertaken to study the use of verbs in the whole dissertation to find out whether the characteristic of the verbs in abstracts can apply in the whole dissertation or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing%20abstracts" title="academic writing abstracts">academic writing abstracts</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20EFL%20learners" title=" Chinese EFL learners"> Chinese EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus-based" title=" corpus-based"> corpus-based</a>, <a href="https://publications.waset.org/abstracts/search?q=data-driven" title=" data-driven"> data-driven</a>, <a href="https://publications.waset.org/abstracts/search?q=verbs" title=" verbs"> verbs</a> </p> <a href="https://publications.waset.org/abstracts/72086/a-corpus-study-of-english-verbs-in-chinese-efl-learners-academic-writing-abstracts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72086.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">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2233</span> Teaching–Learning-Based Optimization: An Efficient Method for Chinese as a Second Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qi%20Wang">Qi Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the classroom, teachers have been trained to complete the target task within the limited lecture time, meanwhile learners need to receive a lot of new knowledge, however, most of the time the learners come without the proper pre-class preparation to efficiently take in the contents taught in class. Under this circumstance, teachers do have no time to check whether the learners fully understand the content or not, how the learners communicate in the different contexts, until teachers see the results when the learners are tested. In the past decade, the teaching of Chinese has taken a trend. Teaching focuses less on the use of proper grammatical terms/punctuation and is now placing a heavier focus on the materials from real life contexts. As a result, it has become a greater challenge to teachers, as this requires teachers to fully understand/prepare what they teach and explain the content with simple and understandable words to learners. On the other hand, the same challenge also applies to the learners, who come from different countries. As they have to use what they learnt, based on their personal understanding of the material to effectively communicate with others in the classroom, even in the contexts of a day to day communication. To reach this win-win stage, Feynman’s Technique plays a very important role. This practical report presents you how the Feynman’s Technique is applied into Chinese courses, both writing & oral, to motivate the learners to practice more on writing, reading and speaking in the past few years. Part 1, analysis of different teaching styles and different types of learners, to find the most efficient way to both teachers and learners. Part 2, based on the theory of Feynman’s Technique, how to let learners build the knowledge from knowing the name of something to knowing something, via different designed target tasks. Part 3. The outcomes show that Feynman’s Technique is the interaction of learning style and teaching style, the double-edged sword of Teaching & Learning Chinese as a Second Language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=Feynman%E2%80%99s%20technique" title=" Feynman’s technique"> Feynman’s technique</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/107400/teaching-learning-based-optimization-an-efficient-method-for-chinese-as-a-second-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2232</span> Teaching Young Learners How to Work Together: Pedagogical Ideas for Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Kos">Tomas Kos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can collaborate and support each other, other studies indicate that young learners may lack the ability to work together and support one another when interacting on classroom tasks. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on classroom tasks. To fill this gap, this “how-to” article proposes that teaching young learners how to work together is a powerful pedagogical tool that can greatly improve collaborative behavior and a sense of mutuality among young learners. This article will pay particular attention to primary schools and the context of English as a foreign language. It will first review literature related to patterns of interaction and peer support conducted in the cognitive and sociocultural framework. It will then address what it actually means to collaborate. At the heart of the article, it will discuss some practical pedagogical ideas for language teachers, which entail teaching collaborative principles and strategies that will help their students to support each other and engage in communication with each other. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title="young learners">young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20collaboration" title=" peer collaboration"> peer collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20interaction" title=" peer interaction"> peer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=patterns%20of%20interaction" title=" patterns of interaction"> patterns of interaction</a> </p> <a href="https://publications.waset.org/abstracts/147980/teaching-young-learners-how-to-work-together-pedagogical-ideas-for-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=low%20vision%20learners&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=low%20vision%20learners&page=3">3</a></li> <li class="page-item"><a class="page-link" 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