scholarly journals A Study on the Effect of Rater’s Language Background in Korean Writing Test -Centered on Raters’ Familiarity with L2 Learner’s Native Language-.

2017 ◽  
Vol null (68) ◽  
pp. 173-208 ◽  
Author(s):  
齊曉峰 Qi, Xiao-feng ◽  
張培欣 Zhang, Pei-xin
Keyword(s):  
Native Language ◽  
Language Background ◽  
Writing Test

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

scholarly journals PEMAKAIAN BILINGUALISME DALAM INTERAKSI SISWA DI KELAS RENDAH DI MADRASAH IBTIDAIYAH NEGERI SINGARAJA BALI

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Siti Rahmi
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Language Teaching ◽  
Social Domain ◽  
Language Background ◽  
Everyday Language ◽  
Fifth Generation ◽  
Migrant Families ◽  
Bahasa Indonesia

   Abstrak Pemakaian Bilingualisme dalam Interaksi Siswa di Kelas Rendah di Madrasah Ibtidaiyah Negeri Singaraja Bali. Tulisan ini mengungkapkan realitas dari implikasi bilingualisme dalam pendidikan dasar. Konteksnya tidak hanya memperhatikan pembelajaran bahasa, tetapi terhadap pendidikan dalam arti luas. Hal ini karena bilingualisme <<memaksa>> para guru untuk mempertimbangkan pengajaran bahasa dalam pembelajaran di kelas. Umumnya, siswa dari Madrasah Ibtidaiyah Negeri Singaraja Bali -Sekolah Dasar Islam- memiliki latar belakang bahasa Indonesia (L1). Bahasa Indonesia digunakan dengan berbagai dialek dan kosa kata bahasa Bali. Penggunaan bahasa Indonesia sebagai bahasa sehari-hari mereka disebabkan orang tua mereka berasal dari latar belakang lingkungan dan masyarakat multi-etnis. Orang tua mereka adalah generasi keempat dan kelima dari nenek moyang mereka, dan hampir tidak menggunakan bahasa asli mereka dalam ranah keluarga. Para keluarga migran ini sebagian besar adalah pedagang, buruh, dan beberapa dari mereka adalah PNS. Bahasa Bali, sebagai L2 diperoleh dalam lingkungan sosial terutama di sekolah menengah. Implikasi dari Bahasa Indonesia sebagai bahasa pengajaran lebih “mendidik-akomodatif”, disesuaikan dengan latar belakang bahasa siswa dan tingkat perkembangan bahasanya.Kata kunci: bilingualisme, implikasi, bahasa, pembelajaran     Abstract Bilingualism Implications in Primary Classroom Interactive Students of Madrasah Ibtidaiyah Negeri Singaraja Bali. This paper reveals the reality of these implications. Its context does not concern only in the language learning, but into the education in broadest sense also. It is because bilingualism “force” teachers to consider language teaching in the classroom instruction. Generally, students of Madrasah Ibtidaiyah Negeri Singaraja Bali-as an Islamic Primary School- have Indonesian language background (L1). Indonesian language used with various dialects of Balinese language and its vocabulary. The use of Indonesian as their everyday language is caused their parents from neighborhood background and the multi-ethnic milieu. Their parents are fourth and fifth generation of their forefather, and almost had not used their native language in family domain. The migrant families were mostly traders, laborers, and some of them are civil servants. Balinese language, as L2 acquired in social domain especially in secondary scholl. The implication of Indonesian as language teaching more “educative-accommodative”; adjusted by students’s language background and their level of language development.Keywords: bilingualism, implication, language, learning    

Native language background and academic achievement: Is socioemotional well-being a mediator?

2016 ◽  
Vol 21 (4) ◽  
pp. 251-265
Author(s):  
Kate Niehaus ◽  
Jill L. Adelson ◽  
Aubrey Sejuit ◽  
Jiali Zheng
Keyword(s):  
Academic Achievement ◽  
Native Language ◽  
Well Being ◽  
Language Background

scholarly journals The Effect of English Vocabulary Learning with Digital Games and its Influencing Factors based on the Meta- Analysis of 2,160 Test Samples

2020 ◽  
Vol 15 (17) ◽  
pp. 85
Author(s):  
Qing Wu ◽  
Jingwei Zhang ◽  
Chuanyi Wang
Keyword(s):  
Teaching Method ◽  
Native Language ◽  
Educational Games ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Digital Games ◽  
Effect Sizes ◽  
Asian Students ◽  
Language Background ◽  
Game Platform

This study was conducted to test the effects of digital games on Asian students’ English vocabulary learning. Data used in this study were collected from Web of Science (WoS) and Education Resources Information Center (ERIC) from 2008 to 2018. A meta-analysis was performed to minimize heterogeneity between studies. The data were analyzed and visualized according to effect sizes. The results of this study showed that digital games played a significant role in promoting Asian students’ English vocabulary learning. This study also examined five factors that influenced students’ English vocabulary learning, including learning stage, game-aided teaching method, native language background, game platform, and game scenario. Effects of these factors were compared by referring to the standards for effect sizes. The result indicated that native language background had the most prominent impact, while negative transfer of native language hindered the vocabulary learning of Asian students. The effects of game platform, game-aided teaching method, and game scenario were not significant. The implication of this study is that creating context-based, high-quality educational games is a promising approach to promote Asian students’ English language learning.

scholarly journals THE ANALYSIS OF COMMON GRAMMATICAL ERRORS IN WRITING NARRATIVE ESSAY OF ENGLISH STUDY PROGRAM STUDENTS AT JAMBI UNIVERSITY

2017 ◽  
Vol 4 (2) ◽  
pp. 83-92
Author(s):  
Reni Heryanti ◽  
Muhammad Hadi Sucipto ◽  
Makmur Makmur
Keyword(s):  
Word Order ◽  
Quantitative Research ◽  
Native Language ◽  
Word Choice ◽  
Grammatical Knowledge ◽  
Error Identification ◽  
Study Program ◽  
Writing Test ◽  
Grammatical Errors ◽  
Verb Tense

The purpose of this quantitative research is to reveal common grammatical errors in writing narrative essay of English Study Program students at Jambi University. The data were collected through writing test. The data were analyzed by using format error identification. This research reveals twelve errors. They were verb-tense, punctuation, capital letters, word choice, spelling, preposition, pronoun, pluralism, redundancy, word order, article, and possessive case. There were 599 errors happened in students’ papers, and the highest amount of error occurred in verb-tense category. There were 303 verb-tense errors (50.58%). Meanwhile, the smallest number of error occurred in article and possessive case category. Both have the same frequency and percentage, which are 6 errors (1.00%) in article and 6 errors (1.00%) in possessive case. The researcher concluded that students made errors because of the lack of grammatical knowledge. Their native language also still influenced the students, which is Bahasa that lead them to made errors.

An Automatic Method to Extract Online Foreign Language Learner Writing Error Characteristics

2018 ◽  
Vol 16 (4) ◽  
pp. 15-30 ◽  
Author(s):  
Brendan Flanagan ◽  
Sachio Hirokawa
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Language ◽  
Language Learner ◽  
Native Languages ◽  
Language Background ◽  
Language Groups ◽  
Language Knowledge ◽  
Foreign Language Learner ◽  
Characteristic Features

This article contends that the profile of a foreign language learner can contain valuable information about possible problems they will face during the learning process, and could be used to help personalize feedback. A particularly important attribute of a foreign language learner is their native language background as it defines their known language knowledge. Native language identification serves two purposes: to classify a learners' unknown native language; and to identify characteristic features of native language groups that can be analyzed to generate tailored feedback. Fundamentally, this problem can be thought of as the process of identifying characteristic features that represent the application of a learner's native language knowledge in the use of the language that they are learning. In this article, the authors approach the problem of identifying characteristic differences and the classification of native languages from the perspective of 15 automatically predicted writing errors by online language learners.

scholarly journals Awareness of L2 American English Word Stress: Implications for Teaching Speakers of Indo-Aryan Languages

2018 ◽  
Vol 8 (3) ◽  
pp. 101
Author(s):  
Abdul Malik Abbasi ◽  
Masood Akhter Memon ◽  
Mansoor Ahmed Channa ◽  
Stephen John
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Native Language ◽  
American English ◽  
English Word ◽  
Language Background ◽  
Word Stress ◽  
Explicit Training

This study aims to investigate the word stress placement in English and Sindhi words in learners from Indo-Aryan language and American English backgrounds. Since correct placement of word stress is key for L2 English intelligibility, and it is known that native language background affects English language learners’ word stress perception and production. The study explores English language learners’ intuition through behavioral data from the native speakers of Sindhi and American native speakers to compare their awareness of word stress in L1 and L2. It further investigates learner’s stress patterns by measuring their reports of word stress location in their Sindhi and in their L2 English. There were twenty native speakers (10 from Sindh, Pakistan-10 from Illinois State, America) who were recruited from the location in their countries. Results of three experiments show that Sindhi native speakers have less awareness of stress location in their native language than native English controls, and this effect carries into their L2 English. Teachers of Sindhi-speaking students should be prepared to provide explicit training on word stress.

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