scholarly journals The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School: A Narrative Review and Empirical Study

2020 ◽  
Vol 70 (4) ◽  
pp. 1091-1135
Author(s):  
Jürgen Baumert ◽  
Johanna Fleckenstein ◽  
Michael Leucht ◽  
Olaf Köller ◽  
Jens Möller
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Narrative Review ◽  
Late Starters ◽  
Learning English

scholarly journals Predictors of the Czech learners’ acquisition of selected English phonemes

2017 ◽  
Vol 5 (3) ◽  
pp. 22-45
Author(s):  
Monika Černá ◽  
Jaroslava Ivanová ◽  
Jaroslav Myslivec
Keyword(s):  
Regression Analysis ◽  
Foreign Language ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Negative Influence ◽  
Autonomous Learning ◽  
Positive Attitudes ◽  
Language Context ◽  
Learning English

Abstract The study investigates predictors of the acquisition of selected English phonemes in a foreign language context. Czech students’ pronunciation was diagnosed by two tests; their ability to produce seven selected phonemes was assessed. Furthermore, data regarding the students’ learning histories was obtained through a questionnaire. Then a multiple regression analysis was conducted in order to identify predictors of the acquisition of the selected phonemes. The analysis uncovered several factors, the most significant being pre - school exposure to English and positive attitudes to English in adolescence, which appeared to influence the subjects’ pronunciation positively. Interestingly, several factors which relate to learning English at school appeared to exert a negative influence on the acquisition of the selected phonemes. Furthermore, besides the importance of long-term exposure to English starting before the age of six, the study also underscored the importance of metacognition in relation to autonomous learning.

scholarly journals Motivating EFL Learners Comprehensively: Applying Dörnyei’s Taxonomy of Classroom Motivational Strategies

2019 ◽  
Vol 4 (1) ◽  
pp. 117
Author(s):  
Ernita Raharja ◽  
Ashadi Ashadi
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Motivational Strategies ◽  
Language Aptitude ◽  
Efl Learners ◽  
Efl Teachers ◽  
Efl Students ◽  
Single State ◽  
Learning English

<p><em>Learning English as a foreign language is considered as a long-term process. During the period of learning, students might undergo ‘ups’ and ‘downs’ issue related to motivation swings. It is believed that motivated learners likely to outperform others who have high language aptitude but possess low motivation. For this reason, EFL teachers are required to involve strategies that captivate EFL students’ motivation. Motivating students should not only rely on immediate teaching strategies or a single activity since learning English as a foreign language is not an immediate process. Students tend to show fluctuated motivation in a time while in the other occasions could suffer in learning. </em><em>Hence, how motivation is considered as a process rather than a single state is described. Examining other perspective about motivation and the changing of focus in researching motivation show that seeing motivation as a process indicates more promising results for EFL students’ learning accomplishment. </em><em>Pointing out the importance of motivation in English learning attainment and the need of continuum process in motivating students, this paper offers the practical and comprehensive classroom motivational strategies by applying </em><em>Dörnyei’s motivational taxonomy</em><em>. </em></p>

scholarly journals Presentation as an efficient component in the organization of students’ individual work in learning English

2021 ◽  
pp. 179-185
Author(s):  
L. O. Okunkova ◽  
◽  
D. A. Bashynska ◽  
Ye. O. Okunkova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Long Term Memory ◽  
Visual Aids ◽  
Individual Work ◽  
Language Communication ◽  
The Individual ◽  
Main Component ◽  
Learning English

The article is devoted to defining the role of presentation as an efficient component in the organization of students’ individual work in learning English. The development of creative abilities of the individual in the modern educational space is considered to be more effective with the use of presentations during display topics individual work. The article emphasizes that individual work is an individual search for educational material according to the topic of study, which allows students to be creative. The work pays attention to creativity, which is not only the search for the latest, extraordinary ideas but also the appropriate use of already studied material. Despite the large number of project methods related to speaking, writing and other communicative approaches to mastering foreign language communication, the presentational method is considered to be the main component in the preparation of individual work. The article highlights the fact that such activities teach students to speak in public, to feel the audience, to respond adequately to criticism, to answer provocative questions and to respond to various remarks with a sense of humor. The most important thing in the presentation work is the result, which satisfies both parties: the speaker and the evaluator. The article identifies the role of slides as visual aids that attract students' attention, develop long-term memory, and encourage a creative approach in choosing material for demonstration. The article also focuses on the possibility of using computer technology, typical for modern youth, during distance learning or learning on an individual schedule.

An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach

2014 ◽  
Vol 37 (4) ◽  
Author(s):  
Youmei Gao ◽  
Yun Zhang
Keyword(s):  
Statistical Analysis ◽  
Empirical Study ◽  
Foreign Language ◽  
Classroom Teaching ◽  
Cognitive Approach ◽  
Efl Learners ◽  
Cognitive Linguistic ◽  
Linguistic Approach ◽  
Learning English

AbstractAn empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

An Empirical Study of Long-Term Unemployment in Australia

1987 ◽  
Vol 5 (1) ◽  
pp. 20-42 ◽  
Author(s):  
P. K. Trivedi ◽  
W. T. Hui
Keyword(s):  
Empirical Study

scholarly journals Duration of Bisphosphonate Drug Holidays in Osteoporosis Patients: A Narrative Review of the Evidence and Considerations for Decision-Making

2021 ◽  
Vol 10 (5) ◽  
pp. 1140
Author(s):  
Kaleen N. Hayes ◽  
Elizabeth M. Winter ◽  
Suzanne M. Cadarette ◽  
Andrea M. Burden
Keyword(s):  
Surrogate Marker ◽  
Femoral Fractures ◽  
Osteonecrosis Of The Jaw ◽  
Bisphosphonate Therapy ◽  
Narrative Review ◽  
Drug Holiday ◽  
Future Research ◽  
Mineral Density ◽  
First Line Therapy

Bisphosphonates are first-line therapy for osteoporosis, with alendronate, risedronate, and zoledronate as the main treatments used globally. After one year of therapy, bisphosphonates are retained in bone for extended periods with extended anti-fracture effects after discontinuation. Due to this continued fracture protection and the potential for rare adverse events associated with long-term use (atypical femoral fractures and osteonecrosis of the jaw), a drug holiday of two to three years is recommended for most patients after long-term bisphosphonate therapy. The recommendation for a drug holiday up to three years is derived primarily from extensions of pivotal trials with alendronate and zoledronate and select surrogate marker studies. However, certain factors may modify the duration of bisphosphonate effects on a drug holiday and warrant consideration when determining an appropriate time off-therapy. In this narrative review, we recall what is currently known about drug holidays and discuss what we believe to be the primary considerations and areas for future research regarding drug holiday duration: total bisphosphonate exposure, type of bisphosphonate used, bone mineral density and falls risk, and patient sex and body weight.

scholarly journals Gestational weight gain and medical outcomes of pregnancy

2015 ◽  
Vol 8 (3) ◽  
pp. 133-137 ◽  
Author(s):  
Zachary M Ferraro ◽  
Fernanda Contador ◽  
Afaf Tawfiq ◽  
Kristi B Adamo ◽  
Laura Gaudet
Keyword(s):  
Weight Gain ◽  
Gestational Weight Gain ◽  
Narrative Review ◽  
Medical Complications ◽  
Medical Outcomes ◽  
Gestational Weight ◽  
Pregnancy Weight

This narrative review discusses gestational weight gain (GWG) and medical outcomes of pregnancy, including metabolic, cardiovascular, respiratory, musculoskeletal and psychiatric systems. Taken as a whole, the available evidence shows that excessive GWG increases the risk of all medical complications of pregnancy, and negatively impacts the long-term health and weight of both mothers and their offspring. Briefly, interventions to encourage appropriate GWG are discussed and readers are directed to resources to facilitate discussion of pregnancy weight.

Teaching and Learning English as a Foreign Language

1946 ◽  
Vol 30 (1) ◽  
pp. 55
Author(s):  
Robert A. Hall ◽  
Charles C. Fries
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning English
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