scholarly journals Longitudinal Trajectories of Emotions in Four Dimensions Through Language Advisory Sessions

2019 ◽  
pp. 79-110
Author(s):  
Ryo Moriya
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Emotional Support ◽  
Dimensional Model ◽  
Multiple Perspectives ◽  
School Students ◽  
Four Dimensions ◽  
Longitudinal Trajectories ◽  
The One ◽  
Capture Trajectories

Through advising in language learning, this study describes two Japanese secondary school students’ (Ai and Yu: both pseudonyms) longitudinal trajectories of socioculturally mediated emotions in four dimensions. To investigate types of emotions, the research integrates multiple qualitative methods and Plutchik’s wheel of emotions, thus acknowledging both contextually complex and longitudinally dynamic aspects of emotions. Throughout a year of 19 advisory sessions, the amount of time spent was 1,263 minutes (Ai’s 12 sessions = 891 minutes; Yu’s 7 sessions = 372 minutes), and the number of emotional incidences identified was 358 (201 for Ai; 157 for Yu). Among multiple findings, the most notable was that both participants experienced convergence of emotions: the one process from diversified to less diversified emotions was caused by longitudinal dynamics of emotions in Ai’s case and by contextual complexity of emotions in Yu’s case. The study concludes by suggesting a tentative four-dimensional model of emotions to capture trajectories of advisees’ emotions from multiple perspectives. This model can help advisors to understand advisees’ emotionality and, therefore, to implement emotional support appropriately and continuously.

scholarly journals Phonemic Awareness in English as a Foreign Language

EL LE ◽  
2018 ◽  
Author(s):  
Michela Gronchi
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Phonemic Awareness ◽  
Classroom Practice ◽  
Research Study ◽  
Foreign Language Learning ◽  
Learning Program ◽  
School Students ◽  
Early Deprivation

The present paper discusses the results of an action-research study involving a 15-year-old student who was diagnosed with severe dyslexia after coming to Italy through international adoption. The study investigates the literature on language acquisition in cases of early deprivation and the implications of the phonological deficit in students with dyslexia in a foreign language learning environment. The essay also reports the results of a learning program concerning phonological awareness that has been delivered in a two-month period to the student. The program outlines a possible methodological and practical framework for raising phonemic awareness in secondary school students with dyslexia and offers suggestions for classroom practice.

scholarly journals Secondary School Students’ Understanding of and Strategies for Vocabulary Acquisition: A Phenomenographic Approach to Language Learning

2018 ◽  
Vol 9 (5) ◽  
pp. 895 ◽  
Author(s):  
Cathrine Norberg ◽  
Anna Vikström ◽  
Emma Palola Kirby
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Word Knowledge ◽  
Learning Context ◽  
School Students ◽  
New Words ◽  
How People Learn

Studies on vocabulary learning have provided valuable knowledge of what it means to know a word and how people learn. Few studies have focused on what students’ understanding of word knowledge and vocabulary acquisition can contribute with in a language-learning context. Considering the vital importance of vocabulary in language learning, this study explores students’ experiences of word knowledge and vocabulary learning with a point of departure in phenomenographic research. By interviewing a group of Swedish secondary school students about their understanding of word knowledge and what strategies they employ to learn new words in English, categories of description emerged showing that although the majority of the students reported that they perceive word knowledge as contextual, they primarily employ decontextualised strategies when studying vocabulary. This discrepancy seems to be closely connected to how vocabulary is tested and assessed in school.

scholarly journals Investigation the attitudes of secondary school students towards the use of saying and words of wisdom in learning English at secondary level in Gaza

2021 ◽  
Vol 4 (3) ◽  
pp. 169-199
Author(s):  
Wafaa Ibrahim Alnajjar ◽  
◽  
Reem Yahya Mahmoud Shehadh
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Secondary School Students ◽  
English Language ◽  
Cultural Knowledge ◽  
School Students ◽  
Efl Learners ◽  
Secondary Female ◽  
Learning English

This paper examined the attitudes of secondary school students towards the use of saying and words of wisdom in learning English as a foreign language in secondary schools in Gaza. Saying and words of wisdom play a significant role in language learning as a part of gaining cultural knowledge. In addition, this study attempted to find out whether they could motivate students to learn English then improve language acquiring through time. 40 secondary female EFL learners were assigned in questionnaires and interviews. Through observation, the researcher convinced that saying and words of wisdom is an important segment in the English Language, and it is a useful piece that has been used to spread wisdom and truths about life. The study reveals the effectiveness and higher rate of retaining of learning vocabulary through the strategy of sayings and words of wisdom compared to the traditional method.

scholarly journals Islamic Self-Identity Formation Through Language Learning: A Study of Religious Secondary School Students in Malaysia

2021 ◽  
Vol 11 (1) ◽  
pp. 38
Author(s):  
Mohd Nazri Latiff Azmi ◽  
Isyaku Hassan ◽  
Engku Muhammad Tajuddin Engku Ali ◽  
Ahmad Taufik Hidayah Abdullah ◽  
Mohd Hazli bin YahaAlias ◽  
...  
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Identity Formation ◽  
School Environment ◽  
Secondary School Students ◽  
English Language ◽  
Sampling Technique ◽  
English Language Learning ◽  
School Students ◽  
Self Identity

Self-identity formation becomes increasingly challenging for students as they are exposed to different norms in the school environment. Education, language, and religion are crucial in the process of self-identity formation. Therefore, this study aims to explore how English language learning and the school environment influence Islamic self-identity formation among students in selected religious secondary schools in Terengganu, Malaysia. The study employed a qualitative approach in which 90 religious secondary school students in the State of Terengganu were selected using a purposive sampling technique. Focus group interviews were used as a data-gathering instrument. The students were divided across different sessions to ease the process of data collection. The data were transcribed and analyzed using inductive thematic analysis. The study found that English language learning does not influence the students’ Islamic self-identity formation negatively. Instead, certain morals such as respect, self-esteem, and cooperation, are instilled in the students’ self-identity. This study provides evidence on the students’ ability to construct Islamic self-identity despite the challenges of second language learning.

scholarly journals The Structure of the Signs of Giftedness in a Sample of Secondary School Students

2020 ◽  
Vol 10 (2) ◽  
pp. 23-33
Author(s):  
Pjotr Yanjshin
Keyword(s):  
Secondary School ◽  
Strong Correlation ◽  
School Environment ◽  
Secondary School Students ◽  
Psychological Adaptation ◽  
Motivational Factor ◽  
School Students ◽  
Depth Of Knowledge ◽  
Characteristic Features ◽  
The One

The article deals with the theoretical task of testing the correctness of distinguishing creative giftedness as a special type of giftedness. As well as that, the presence of a correlation between the characteristic features of giftedness, on the one hand, and the signs of social psychological adaptation/maladaptation, on the other, is investigated on a sample of 583 secondary school students. The data was drawn from interviews with the teachers. A strong correlation was revealed between the instrumental factor of “Spontaneous Creative Activity” and the motivational factor of “Research Enthusiasm”, however the individuals who demonstrated these giftedness signs accounted for only 3.4% of the sample. An equally strong correlation was observed between the motivational factor "High Cognitive Motivation" and the instrumental factor "Efficiency and Depth of Knowledge Acquisition" which characterize "academic giftedness". The orthogonality of factors calls into question the possibility of deducing academic productivity and creativity from the same source. The factors of academic giftedness are positively associated with the adaptive characteristics of behavior in school environment. The factors of creative giftedness correlate negatively with adaptive behavioral traits.

scholarly journals Nyelvi tudatosságot fejlesztő pályázat középiskolásoknak

2021 ◽  
Vol 47 ◽  
pp. 73-89
Author(s):  
Zsófia Ludányi ◽  
Ágnes Domonkosi
Keyword(s):  
Public Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Management Theory ◽  
Language Management ◽  
School Students ◽  
Language Problems ◽  
Real Language ◽  
The One ◽  
Methodological Aspects

Education of Hungarian as L1 requires an approach and methods that place much greater emphasis on students’ own language experiences. The aim of this article is to present the principles and methodological aspects of a competition that invited secondary school students to submit language diaries. The aim of this competition was to test a model of teaching Hungarian as L1 which focuses on real language problems and is based on the one hand on the theory of problembased learning (PBL) and on the other hand on Language Management Theory (LMT). The competition was motivated by the fact that the method had not been tested before, based on the language experiences and reflections of students in public education.

scholarly journals Smoking intervention programme for male secondary-school students in south-western Saudi Arabia

2021 ◽  
Vol 3 (1) ◽  
pp. 90-100 ◽  
Author(s):  
Mostafa A. Abolfotouh ◽  
Mostafa Abdel Aziz ◽  
Ibrahim A. Badawi ◽  
Wale Alakija
Keyword(s):  
Saudi Arabia ◽  
Secondary School ◽  
Intervention Programme ◽  
School Students ◽  
Public Action ◽  
Smoking Intervention ◽  
Marked Variability ◽  
Post Test ◽  
The One ◽  
The Impact

A one-day antismoking programme was conducted for 289 students in a male secondary school in Abha, Saudi Arabia. The one-group pretest/post-test design to evaluate the programme was based on an Arabic version of the WHO standard questionnaire for young people. The results showed that the prevalence rate of regular smoking was 14.5%. The students showed marked variability in correct responses to various factual items. The programme had a significant impact on nonsmokers [P < 0.01] and prespecialty students [P < 0.01]. With the exception of smokers, the students showed an overall positive attitude towards public action, but the impact of the one-day programme was less than satisfactory

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