scholarly journals Different Methods of Evaluating Student Translations: The Question of Validity

2002 ◽  
Vol 46 (2) ◽  
pp. 311-325 ◽  
Author(s):  
Christopher Waddington
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Validation Study ◽  
Holistic Approach ◽  
University Teachers ◽  
Second Year ◽  
Different Sources ◽  
Main Factor

Abstract This article examines the criterion-related validity of the results obtained by the application of four different methods of assessment to the correction of a second-year exam of translation into the foreign language (Spanish-English) done by 64 university students. These four methods are based on types currently used by university teachers, and the validation study is based on 17 external criteria taken from six different sources. In spite of this variety, a factor analysis reveals the presence of one main factor which is clearly identifiable as Translation Competence . The hypotheses regarding differences between the validity of the methods are verified as null, since all the systems, whether based on error analysis or a holistic approach, prove to correlate significantly with this main factor.

scholarly journals The Impact of Topic Selection on Writing Fluency: Making a Case for Freedom

2014 ◽  
Vol 18 (1-2) ◽  
pp. 31-40
Author(s):  
Joshua Cohen
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Significant Influence ◽  
Writing Fluency ◽  
Free Writing ◽  
Language Classrooms ◽  
Second Year ◽  
The Impact ◽  
Writing Task ◽  
Writing Activity

This study sought to test the hypothesis that topic-selection control influences fluency in writing. A total of 29 second-year university students (9 men, 20 women) in two separate classrooms engaged in a free writing activity using different topics (both teacher-selected and self-selected) in order to determine which approach was more likely to increase writing fluency. Participants’ written output was then textually analyzed for fluency using a type/token formula. A total of 116 samples written by participants over four weeks were examined to measure their writing fluency by counting the total number of unique words produced in a free writing task. Participants’ writing samples were then analyzed by conducting a correlated-samples t-test. The results showed the effect of topic-selection had a statistically significant influence on increasing students’ writing fluency. The results also support the claim that fluency development deserves a prominent role in second and foreign language classrooms and curriculums. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10328 Journal of NELTA, Vol 18 No. 1-2, December 2013; 31-40

scholarly journals Analysis of Errors Made by Iraqi University Students in the Area of English Relativization System

2020 ◽  
Vol 2 (1) ◽  
pp. 107-115
Author(s):  
Abbas Naethel
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Relative Clause ◽  
Native Language ◽  
Target Language ◽  
The University ◽  
Made In ◽  
Learning English

This study aims at giving an account of an analysis of errors made by Iraqi university students in the area of English Relativization system. It focuses mainly on dealing with the investigation of the syntactic errors committed by Iraqi students in English relative clause. This causes a major problem for university students learning English as a foreign language. This comes from the students' interlingual and intralingual strategies. This also indicates that the university students seem to depend on the target language (TL) system rather than on that of the native language (NL). The technique used is an error analysis which Wilkins (1972) highlights its value in giving "greater understandings of the difficulties that learners face, and will perhaps assist in the development of pedagogic strategies." (p. 206). After analyzing and interpreting the errors made in the 100 students' compositions, some recommendations are given.

scholarly journals Development of Foreign Language Lesson Satisfaction Scale (FLSS): Validity and Reliability Study

2018 ◽  
Vol 7 (2) ◽  
pp. 66 ◽  
Author(s):  
Adnan Tasgin ◽  
Murat Korucuk
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
University Students ◽  
Face Validity ◽  
Measurement Tool ◽  
Teaching Staff ◽  
Validity And Reliability ◽  
Spring Semester ◽  
Satisfaction Scale ◽  
Expert Opinions

In this research it is aimed to develop an instrument that could be used to measure university students' satisfactionwith foreign language lessons in a valid and reliable manner. The research was conducted on three separate studygroups consisting of 460 students in the spring semester of the 2017-2018 academic year. In the research, firstly, anexpert opinion was applied for the content and face validity of the scale prepared in accordance with literature review,student and expert opinions. In the final form, exploratory factor analysis (EFA) and confirmatory factor analysis(CFA) were applied. The EFA yielded a construct that consisted of 28 items and three factors that explained the59.97% of the total variance. These factors were named as follows: the Curriculum, Teaching Staff and PhysicalConditions. CFA was performed in the final application phase and the fit indexes were determined to be acceptable.For the criterion validity, the correlations of the factors with the total points of the scale were calculated and a highlevel of meaningful correlation was observed between these values. Internal consistency and split half test values forthe whole scale show that the scale is highly reliable. Based on these findings, it can be said that this scale is a validand reliable measurement tool for university students to measure their satisfaction with foreign language lessons.

scholarly journals How Residents Say They Learn: A National, Multi-Specialty Survey of First- and Second-Year Residents

2016 ◽  
Vol 8 (4) ◽  
pp. 631-639 ◽  
Author(s):  
DeWitt C. Baldwin ◽  
Steven R. Daugherty
Keyword(s):  
Factor Analysis ◽  
International Medical Graduates ◽  
Self Directed Learning ◽  
Medical Graduates ◽  
Directed Learning ◽  
Resident Duty ◽  
Second Year ◽  
Level Of Training ◽  
Attending Physicians ◽  
Different Sources

ABSTRACT Relatively little is known about how, from whom, and under what conditions residents say they most effectively learn. We examined the relationships between residents' self-reported ratings of 11 different sources of learning and a number of empirical variables, using a national, random sample of postgraduate year (PGY) 1 and PGY-2 residents in the 1998–1999 training year. Residents were surveyed by mail. Completed surveys were received from 64.2% of 5616 residents contacted. The most often reported sources of learning were other residents and attending physicians. Ratings varied by specialty, level of training, and US medical graduates (USMGs) versus international medical graduates (IMGs). Factor analysis identified 3 primary modes of learning: faculty-organized, peer-oriented, and self-directed. Residents in different specialties varied in their use of these 3 sources of learning. IMG residents reported significantly less learning from peers and more self-directed learning. Increased resident duty hours were associated with a decrease in faculty-organized and self-directed learning, and an increase in peer-oriented learning.

scholarly journals An Approach to Interface Terminology: The Example of Environmental Economics in English as a Foreign Language

2002 ◽  
Vol 45 (4) ◽  
pp. 628-645 ◽  
Author(s):  
Catherine Resche
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Environmental Economics ◽  
Flexible Approach ◽  
Second Year ◽  
Selection Of

Abstract Interface terminology will increasingly become a challenge for anyone working in disciplines that lie at the crossroads of several fields. Indeed, sciences continue to evolve, broaden their scope and, hence, borrow from one another. This study raises the problem of defining the boundaries of what constitutes an interface, and then studies the conditions for the selection of relevant terms. After reviewing some theoretical aspects of terminology science and calling for a more flexible approach, it examines some practical questions through the case of environmental economics. The target public-consisting of second-year French university students of economics-provides the opportunity to stress the need for the teacher to adapt the selection of interface terms to the situation. The conclusion, i.e. that there is no such thing as a ready-made stock of interface terms, could also be applied to translators, interpreters, terminologists and other potential users of such terminology.

scholarly journals Enhancing EFL learning in college through performance festivals – a holistic approach

2016 ◽  
Vol X (2) ◽  
pp. 49-64
Author(s):  
Yasuko Shiozawa ◽  
Miho Moody
Keyword(s):  
Foreign Language ◽  
Daily Life ◽  
Leadership Skills ◽  
Educational Experience ◽  
Holistic Approach ◽  
Current Status ◽  
English As Foreign Language ◽  
University Teachers ◽  
Global Issues ◽  
Japanese Student

A group of university teachers have worked to organize and host an annual performance festival for 20 years. About a hundred students from several universities gather and perform a variety of oral activities every year. Students engage with everything from everyday events to long-standing global issues through drama, and thus this festival is a unique educational experience. Touching on the current status of EFL (English as Foreign Language) within Japanese Universities, this paper aims to discuss the significance of the festival through briefly describing some sample performances and their process of preparation. While the festival is not in any way competitive, both students and teachers attending are expected to provide some form of feedback to every performance viewed. Expressing themselves at the festival is especially meaningful in the context of EFL, where no immediate need to use the language in their daily life exists for the typical Japanese student. Additionally, participants are likely to gain a sense of achievement and confidence through the process and encouraging response at the festival. Finally, students learn to collaborate efficiently and build leadership skills. Challenges in terms of preparation and management of the festival are also discussed in this paper.

scholarly journals Error analysis in written narratives by thai university students of elementary Spanish as foreign language

2018 ◽  
pp. 19-42
Author(s):  
Juan Carlos Olmos Alcoy ◽  
Leyre Alejaldre Biel
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Written Narratives ◽  
International College ◽  
Thai University

Desde hace relativamente poco tiempo la enseñanza de ELE está experimentando una creciente demanda en Tailandia, especialmente en el sector turístico. Debido a esta situación, el aprendizaje de (algo de) español se ha convertido en centro de atención en la educación terciaria, entre otros contextos. El presente artículo se centra en los errores que cometen los estudiantes tailandeses de nivel elemental de español como lengua extranjera (ELE). Estos estudiantes también dominan el inglés como lengua extranjera. Después de un trimestre en Mahidol University International College, se ha realizado un meticuloso análisis de los errores que aparecen en redacciones escritas por 83 estudiantes. Los resultados ofrecen prueba irrefutable de interferencia tanto de la lengua materna como de la segunda lengua –tailandés e inglés- en las redacciones escritas por estos estudiantes.

scholarly journals What Makes Difficult to Keep Learning Japanese? Demotivational Factors Affecting on Indonesian University Students

2020 ◽  
Vol 5 (1) ◽  
pp. 1-8
Author(s):  
Junko Yamashita
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
University Students ◽  
Analysis Method ◽  
Speaking Anxiety ◽  
Factors Affecting ◽  
Proficiency Level ◽  
Confirmatory Factor ◽  
The Relationship ◽  
Course Difficulty

Demotivation can negatively influence the learner’s attitudes and behaviors, and result in negative learning outcomes. This paper investigates factors contributing to demotivation in learning Japanese as a foreign language in Indonesia, and the relationship between demotivating factors and present proficiencies. A seventeen-item questionnaire was completed by 157 Indonesian university students. As the result of exploratory factor analysis, questionnaire items consequently grouped to four categories: Course difficulty, Speaking anxiety, Devalued learning, and Boredom.The validity of the four-factor structure was verified by the confirmatory factor analysis method. In addition, two-way ANOVA was performed to investigate the relationship between demotivational factors and proficiency level. As a result, statistically significant differences were found between Low and High groups in all the factors, and between Middle and High groups in the factors expect for Devalued learning. In addition, the scores of Speaking anxiety and Boredom consistently scored the highest among the four factors. However, the degree of demotivation was decreased as the learners’ Japanese proficiency improved. Findings from this study indicated that teachers should strive to make classes not only less anxious but also more interesting. Moreover, teachers should scaffold learners, especially low proficient beginners to prevent or minimize their demotivation.

scholarly journals DO YOU SPEAK GREEK? A CASE STUDY OF L2 SERBIAN LEARNERS OF GREEK

TEME ◽  
2020 ◽  
pp. 251
Author(s):  
Vojkan Stojičić ◽  
Martha Lampropoulou
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Greek Language ◽  
Learning Situation ◽  
Modern Greek ◽  
Second Year ◽  
Materials Used ◽  
The One ◽  
The University

The current study focuses on presenting the learning situation and the development of productive skills, namely, speaking and writing in a sample of second year students of Modern Greek Studies at the University of Belgrade. More specifically, the study consists of two parts. Initially, the paper presents the foreign language approach of teaching Greek at the B1 level as a foreign language and the teaching materials used within a specific Greek language course – Praktikum. Secondly, two tasks are administered to the subjects of the study in order to examine their productive skills and perform an error analysis of their output, followed by a questionnaire where they evaluate themselves and also the teaching process. The aim of the research is twofold: on the one hand, to show whether each student applies the same strategies in speaking and in writing, and to present the different dynamics that affect productive skills.

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