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This document discusses a proposed research study that will analyze how intonation patterns in Spanish affect English spoken by Spanish speakers. Specifically, it will look at how Spanish intonation patterns influence English tag questions. The study will select 4 Spanish-speaking English language learners at the B2 level to observe their speaking tasks, recordings, and interviews. It will use a case study approach and data triangulation to compare observations with interviews and tasks. The goal is to determine which aspects of Spanish phonology influence English intonation acquisition and identify differences in intentions between Spanish and English tag questions.
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The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies a learner employs. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
Lala's presentation
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies students employ. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
1Annotated Bibliography 2Tense Errors in
1) Tense errors are common among immigrants learning English as a second language due to influences from their native language and educational background. Their ability to distinguish verb types and correctly match tenses to contexts is negatively impacted.
2) Formal schooling can help immigrants improve their English skills over time as they advance to higher levels. However, current systems may not adequately address the diverse needs of learners from different native language and cultural backgrounds.
3) To reduce tense errors, English teaching methods need to emphasize verb morphology and the 'be' auxiliary. Teachers also require training to understand how native languages affect tense acquisition and design culturally competent instruction.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
Factors affecting second language strategy use
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
Researching language learning beyond the classroom
This document summarizes research on language learning beyond the classroom. It finds that while 30% of research articles in one journal were classroom-based, most language learning occurs outside formal instruction. Research in this area examines topics like self-directed learning, media exposure, study abroad, and communities of practice. However, measurement studies and aptitude research typically rely on classroom samples, potentially biasing findings. More research is needed on variables, settings, and learner experiences beyond traditional classrooms.
The Errors Made in the Pronunciation of Moroccan EFL Learners
Abstract
The ultimate goal of this thesis is to describe the patterns of errors made by Moroccan EFL learners in terms of pronunciation. In contrast to the previous accounts in theoretical linguistics which have tried to describe the linguistic competence of the native speaker, the framework adopted in this study is that of error analysis which describes the so-called phonological interlanguage of EFL learners in order to set a universal grammar of language learners, so to speak. In this regard, the spoken language of Moroccan EFL learners has been analyzed in terms of the frequency, the types, the factors, the gravity and the appropriate remedy for errors. In order to realize these procedures, mixed-method research has been adopted in order to generate the necessary oral data. The findings drawn from the current study reveal that Moroccan EFL learners display a common pattern of errors that indicate the frequent mispronunciation in vowels, and especially in diphthongs. Moreover, substitution errors are predominant in the spoken language of Moroccan EFL learners in that the schwa is replaced by other vowels due to the inconsistency between spelling and pronunciation. Other explanations provided for errors are attributed to linguistic factors such as the L1 and L2 transfer and extralinguistic factors such as the first encounter with new words and other affective factors such as anxiety. The gravity of errors depends on whether the affected speech sound is phonemic or phonetic. The appropriate remedial work that is suggested for the treatment of errors include recasts in the form of providing the correct pronunciation. In general, the findings of the current study are helpful for the researcher, the teacher and the learner in that they can understand the internal mechanisms involved in the so-called phonological interlanguage development of Moroccan EFL learners.
Action research , complete..docx white paper
This document discusses the effects of phonological awareness on English reading abilities in English language learners. It defines key terms like phonological awareness, morphological awareness, and language interference. Phonological awareness refers to the ability to identify and manipulate units of speech like syllables and phonemes, while morphological awareness is understanding word structures like prefixes and suffixes. The document argues that developing these types of linguistic awareness can help reduce interference from students' first language and improve English reading fluency. Speaking, writing, and word analysis activities are recommended to help English learners build phonological and morphological skills in their second language.
Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males. Other studies found no significant differences or that males use strategies like English courses more.
3) Cultural background - Learners from different cultures prefer certain types of strategies, like Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of strategies, like students focusing on grades using more rule-based strategies.
Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males. Other studies found no significant differences or that males use strategies to improve skills more.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of strategies, such as students focusing on grades using different strategies than those aiming for communication.
Second language learning in the classroom
This document discusses several studies on second language teaching methods. It begins by introducing 6 proposals for teaching a second language: 1) Get it right from the beginning, 2) Just listen...and read, 3) Let's talk, 4) Two for one, 5) Teach what is teachable, and 6) Get it right in the end. It then summarizes several classroom examples and research studies that tested these different methods, finding that comprehensive input through listening and reading alone can be effective, but that opportunities for communicative practice also benefit learners. The document analyzes strengths and limitations of various approaches to second language instruction.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Presentation research proposal 9 october
This document outlines a research proposal on student attitudes towards and uses of multiple languages in Timor-Leste. The proposal includes background information on Timor-Leste's demographics and languages. The objectives are to investigate student attitudes towards uses of multiple languages in education, explore factors influencing these attitudes, and inform future language policy. The research design involves a concurrent mixed methods approach using questionnaires and interviews of senior secondary and university students. The proposal provides a timeline and references literature on language attitudes.
Medium of instruction in the L2 classroom
The document discusses different models of medium of instruction in second language classrooms, including monolingual, mixed-language, and bilingual approaches. It reviews research on both sides of the debate around using students' first language in the classroom and recommends a strategic approach that combines inter-lingual methods comparing languages with intra-lingual focus on second language skills.
Applied linguistics
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
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A study on intonation as a means of conveying deontic modality in English.pdf
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Researching language learning beyond the classroom
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The Errors Made in the Pronunciation of Moroccan EFL Learners
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Factors affecting language learning strategies usage
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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Ppt alejandra delgado_mejia
- 1. Which intonation patterns of Spanish language system are Alejandra Delgado Mejia affecting the English that is spoken?
- 2. Research questions • Which intonation patterns of Spanish language system are affecting the English that is spoken? • This will be an analysis about Spanish intonation interference in English intonation of tag questions. • Another question comes up, does Spanish speakers of “English" use tag questions with the similar intention than a native speaker?
- 3. Objectives Analyse how the social context affects students intonation *efl* Determine which phonological aspects of the Spanish system influences intonation when learning English as a second language. Identify the distinct modes, intentions, of tag questions in English and Spanish. • Determine the mode of the Spanish tag questions and identify when learners transfer this mode to the English tag questions
- 4. Variables • English level • Social context • Intentions, mode of the participants • Attitude and aptitude
- 5. Methodology • A case study approach was selected in order to describe the context and the results those have on the pronunciation of phonemes, specifically intonation. • Participants would be selected randomly in a group of students of the B.A.Lic. en Docencia de la Lengua Inglesa in Durango city, the groups would take a proficiency test, then likely results would be selected, four participants at a B2 level according to the Common European Framework of reference. • Instruments: speaking tasks, recordings, interviews, participants observations.
- 6. Data analysis • According to Yin, 1994 “Data analysis consist of examining , categorizing , tabulating, or otherwise recompiling the evidence to address initial propositions of a study”. In this case study, the participants observations, will be compared with the interviews and speaking tasks, this due to triangulation of the research. Data triangulation involves a comparison and analysis of various types of data in order to the results be feasible, with this triangulation, the data collected will come from different sources of the same problem.
- 7. References David Odden, 2005, Introducing phonology, Cambridge University Prees. F. Kugler, C. Fery, R. Van de Vivjer, 2009, Variation and gradience in phonetics and phonology, Mouton de Gruyter, Berlin, Newyork. Martha C. Pennington, 2007, Phonology in context,Palgrave, MacMillan. Bhela B, 1999, Native language interference in learning a second language: Exploratory case study of native language interference with target language usage, Flinders University school of education. Retrieved October 20, 2012, available on:http:education/iej/articles/v1n1/bhela.pdf Catherine T. 1993, Learning to perceive the sound pattern of English, Haskins status report on speech research, p 31 -80. Tellis. W, 1997, Application of a case study methodology. The qualitative method, online serial,. Available at: http://www.nova.edu/ssss/qr/qr3-3/tellis2.html