...Hugvísindasvið Second Language Acquisition The Effect of Age and Motivation Ritgerð til BA prófs Einar Garibaldi Stefánsson Maí 2013 Háskóli Íslands Hugvísindasvið Enska Second Language Acquisition The Effect of Age and Motivation Ritgerð til BA prófs í ensku Einar Garibaldi Stefánsson Kt.: 030382-4209 Leiðbeinandi: Ásrún Jóhannsdóttir Maí 2013 Abstract This paper looks into the competence of second language acquisition by investigating how second language is acquired. Furthermore it explores the age factor in learning another language other than mother tongue and also attempts to answer if there is enough current evidence that can demonstrate clearly that starting young makes any real difference in achieving better language competence. Moreover, research such as on motivation in relation to the learning environment along with language exposure and attitudes will be discussed and data analysed to find out if it plays any significant role in aiding learners to achieve successful second language competence. It has been a common belief that starting young to learn a second language makes a significant difference in language learning. However, results indicate that this is not entirely true in all cases since there are further factors that affect successful second language acquisition achievement such as language exposure and motivation. Consequently, if there is not enough language exposure, this might prevent the learners from succeeding in learning the language. Clearly, those...
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...ANXIETY AND SPEAKING ENGLISH AS A SECOND LANGUAGE AMONG MALE AND FEMALE BUSINESS STUDENTS IN UNIVERSITI INDUSTRI SELANGOR Ayu Rita Bt Mohamad and Nadhia Dalila Bt Ab Wahid Industrial University of Selangor Jln Timur Tambahan, 456000 Bestari Jaya E-mail: ayurita@yahoo.com ABSTRACT This study explores the nature and anxiety of speaking English as a second language among male and female Business Degree students in Industrial University of Selangor (Unisel), Berjuntai Bestari, Selangor. This study attempts to identify potential sources of anxiety relevant to the students’ affective needs or concerns in an institution of higher learning through the use of an in-depth qualitative questionnaire. As the pre-administered questionnaire findings indicate, the differences in the level of language anxiety exhibited by the participants seem to vary by gender. Using various studies by previous researchers of language anxiety as a theoretical guideline for data collection and analysis, this study also discusses some of the influences or impact of anxiety-provoking factors on second language learning, along with some implications for further research on language anxiety. 1.0 INTRODUCTION 1.1 Introduction Anxiety is a negative way to present human feelings. When we are anxious, we feel nervous, worried, and fearful. We struggle, tremble, perspire, and our hearts beat quickly. In general, anxiety can be defined as a complex concept dependent upon not only on one’s feelings of selfefficacy...
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...courses to its students. Mainstream English Courses in UNISEL covers Grammar, Reading, Writing, and Speaking skills training during the course, with specific reference to TESL course . By the end of the course, students should be able to use the skills acquired in the respective components in communicating effectively. The lack of interest among students from various courses aside from TESL programme in learning English has become a major concern among English language lecturers because the students are supposed to excel in this subject since the medium of instruction in UNISEL is in English. If the UNISEL students were tested on their attitudes and motivation toward learning English Language, will the same results prevail? There have been some opinions that if a student does not feel the need of acquiring the second language to function either within or outside his/her community, most probably this student will have a negative attitude and will not be interested in learning the. The objectives of this study are two-folds, namely to identify the learners’ motivation, whether it is extrinsic or intrinsic. The term motivation is based on the Latin verb for “move”, which denotes direction, duration and intensity in achieving their aim or goals. Intrinsic motivation is characterized as more of a self-determined event where learners take responsibility for their own learning and have more of a sense of control that cause people to challenge themselves, just as young children do when...
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...Foreign Language Anxiety in in-Class Speaking Activities Two Learning Contexts in Comparison Alessia Occhipinti Written by - Hilde Hasselgård A Thesis Presented to The Department of Literature, Area Studies and European Languages The University of Oslo in Partial Fulfilment of the Requirements Autumn Term 2009 Supervised by 1 Acknowledgments Writing this thesis has been a pleasurable process. I am grateful to my supervisor Hilde Hasselgård for her good advice and continuous support they offered. invaluable help throughout the process of writing this thesis, to the University of Oslo and to the University of Cardiff for useful information. I thank my family, mum, dad and Johannes for the University of Oslo, October 30, 2009 2 Table of contents 1. Introduction……………………………………………………………………………………6 1.1 Motivation……………………………………………………………………………………………………7 2. Theoretical background…………………………………………………………………9 2.1 Foreign Language Anxiety……………………………………………………………………………9 2.1.2 Debilitating and Facilitating Anxiety…………………………………………………………..12 2.1.5 Components and sources of Foreign Language Anxiety ……………………………...16 2.1.4 Different perspectives: Trait, State and Situation Specific Anxiety……………….14 2.1.1 Foreign Language Anxiety in early studies……………………………………………….....11 2.1.3 Foreign Language Anxiety in later studies…………………………………………………..13 2.1.5.2 Test Anxiety………………………………………………………………………………………………....19 2.1.5.3 Fear of Negative Evaluation…………………………………………………………………………...
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...system, students are being measured based on assessment ratings and scores. One popular assessment technique would be considered a “Norm- Referenced Test.” Norm-referenced test (NRT) are designed to compare test takers, and their scores, in relation to other test takers (Hidden Curriculum). These tests can be very influential when establishing average student performance rates, but have some negative downfalls when the exams are consistently used with low validity. In addition, norm referenced assessments have a very disadvantageous perspective on students within the groups of low socioeconomic status (SES), students with disabilities, and students with second language acquisition. Regarding norm-referenced testing, low socio economic status can play a role in the overall achievement rate of these students. In comparison to families of high SES, children from those of low SES have a decreased amount of educational academic time (Pettigew, p 32). At a young age, students are exposed to many environments, one being a Day Care or pre-school setting. It has been found that students that have a low SES background miss out on the Day Care environment time, and because of that are more likely to have a lower...
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...Computer Games in Language Instruction A computer game is a formal, rule-based system performed on a computer, with a variable and quantifiable outcome (Tobias, Fletcher, Dai, & Wind, 2011). The computer game engages players by requiring them to influence the outcome using various strategies and to feel the consequences (such as winning the game or certain rewards) (Tobias, et al., 2011). In the classroom, computer games can increase a feeling of involvement and engagement with the game and improve motivation to learn the fundamental material (Tobias, et al., 2011). The history of computer games as an instructive tool is relatively short. The entry of computer games into learning and instruction began in the 1980s, when the design and construction of the games themselves was a popular way to learn about computers (Games & Squire, 2011). However, it was not until the 1990s that the computer game began to be a common tool for instruction. In the mid-1990s, commercial edutainment games were used commonly, and then they were disappeared in the mid-2000s due to the poor management of the sector’s leaders (Games & Squire, 2011). Nowadays, digital game-based learning, focusing on an emphasis of interaction and learning, is more common than only edutainment games (Games & Squire, 2011). Computer games have been used in language...
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...Since parents and their involvement and attitude have a crucial role in children’s achievement in English learning, the present study is to explore and evaluate the impact of Iranian parents’ involvement in and attitude toward their children’s foreign language programs for learning English. In other words, the effectiveness of their high level of involvement and strength of attitude will be evaluated. Besides, this study is to explore whether some factors as parents’ gender, knowledge of English, income, and educational background are related in the parents’ involvement and attitude or not. To this end, first a reliable questionnaire, checked through a pilot study, was distributed among 140 parents to get the level of their involvement in...
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...Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ...............................................................................................
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...department of foreign languages Faculty of Economics and Tourism, Preradovićeva 1, 52100 Pula Marša Bobanović University of Zagreb Student of the Faculty of Economics and Business, Zagreb e-mail: moira.bobanovic@efpu.hr Abstract The purpose of this study was to investigate whether the teaching of affective strategies helps students’ reduce their public speaking anxiety. We used the questionnaire Personal Report of Public Speaking Anxiety (PRPSA) developed by McCroskey (1970; 1992) in order to determine the level of anxiety that a student experiences while holding a speech. At the beginning of the semester, the students were asked to fill out the questionnaire by approximating the level of distress that they experience while holding a public presentation. After the teaching of affective strategies at the end of the semester, the students were given the same questionnaire, with the above described instructions. The results of the study indicate that the students experienced significantly less anxiety after they had been taught how to manage their distress, by means of affective strategies. The implication for future research on assessment and amelioration of public speaking anxiety are considered. Key words: speaking anxiety, affective strategies, public speaking 1. INTRODUCTION Anxiety is defined as a state of uneasiness and apprehension or fear caused by the anticipation of something threatening. Public speaking anxiety is very common among both college students...
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...Components of Curriculum I. Objectives and Goals: English is the world's second largest native language, the official language in 70 countries. English can be at least understood almost everywhere among scholars and educated people, as it is the world media language, and the language of cinema, TV, pop music and the computer world. Goals: To improve the learning experiences that is more meaningful and appreciable for student’s wisdom and knowledge by providing to them more activities. To improve the English language among the students who are not aware to the second language that we have. To improve the speaking skill, reading skill and writing skill of the each students using the English language as a Universal Language. Objectives: * Provide learning experiences that increase the learner’s awareness, knowledge and self- confidence of every students in society; * Develop the skills, attitudes and values essential for personal development, a productive life and constructive engagement; * Promote experiences that develop the learner’s orientation to the work and prepare the learners to engage in honest work; * Prepare the learners for college; and * Prepare the learner’s in the work field. II. Subject Content Unit 1 First Quarter: * Intonation * Using SVC Pattern * The Diary of a Young Girl (Anne Frank) * I am a Filipino (Carlos Romulo) Second Quarter: * /I/ and /iy/ * Using SV and SVO Patterns * Make Mine a Fine...
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...Anti-Bias Education for Young Children and Ourselves Chapter Reviews Chapter five was centered around learning about culture, language, and fairness. In this chapter, I believe that the most important thing in this chapter to my learning was the figure on page 56. I felt that this was crucial to my learning because it gave me the full picture of the iceberg that is culture. In reading all the different elements that are apart of the bottom of the iceberg, I began to think about what culture really is and what all plays into it. Now knowing the different things that play into culture I can help create a classroom environment that is respectful and consistent for the students. Lastly, I really enjoyed reading the sections about bilingual students. When I was learning a second language, it was challenging for me. I can only imagine how challenging it can be for students and families to learn a second language; therefore, I think that it is truly important to support home languages. In chapter six, Deman-Sparks and Olsen Edwards discuss racial identity and fairness. The language of racial identity was on thing in this chapter that stuck out to me and I felt was important to my learning. By giving children the tools they need to explore racial identity, and by helping facilitate conversations with...
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...problem and its importance Education is the means of learning and for which the society can develop and sustain the people that live in it. In schools and high schools, students must read for any subject, so the reading must be a skill with which they can study properly. However, lately, the students are having reading problems what affects them in the grades and scores. The root of the problem is that the students do not like to read or because they do not feel motivated by their teachers. Many times, the teachers do not use the proper techniques of reading. Also, the students have problems by reading in their own language. This occurs because they really do not like the type of literature used in the high school. On the other hand, learners must read in English, this is another problem because the students find English difficult because English has a different structure from Spanish. In this work, different theories will be cited in order to analyze the problem and what techniques can be useful for improving when reading. Some of those techniques that can help to improve reading in English in the classroom are scanning, skimming, previewing, predicting among others, which will be explained later. Another point is that the students do not read for lack of help of their parents at home. This thesis will encourage the connection of the three elements, teacher-student-parents. The idea is that parents and teachers help the student to read in English in the classroom and at home at...
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...DEVELOPMENT, LEARNING AND MOTIVATION 1. Development, Learning and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. CURRICULUM 2.1. English language arts—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy; 2.3. Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding...
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...Crossing Boundaries – an interdisciplinary journal VOL 1, No 3 - Fall 2002 From Communicative Competence to Language Awareness: An Outline of Language Teaching Principles MANUEL SINOR Department of Linguistics, University of Alberta This essay offers a critical review of some key theoretical issues relevant to second language acquisition and considers the practical implications of these issues on language teaching. The discussion advocates a renewed communicative approach to language pedagogy, which entails the educators’ readiness to act as teacher-researchers, their cautious considerations of individual learner differences, their familiarity with some defining aspects of human learning, and their willingness to encourage the learners’ discovery of formal language properties in a reflective and autonomous manner. 1 Introduction This essay reviews some of the key theoretical notions associated with second language acquisition and considers the pedagogical relevance of these notions. In order to relate the discussion to the practicalities of language teaching, we refer to the hypothetical case of ten adult learners of English, freshly arrived from Japan for a six-month course at a Canadian language school. These learners have earned their title of “mature students” not only from their middle age range, but also because their country’s Foreign Office selected them for their motivation to study English in Canada. Despite this promising background, two burning questions...
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...to the age of 14 years. According to the English Language Arts Standard (2015), One language arts common core standard for first grade is the ability to print the all upper and lower case letters. To allow the students to learn the alphabet, this lesson will be broken up into two sections. For this week long lesson the class will focus on the first fifteen letters of the alphabet (A-O). The K-8 grade specific standards define expectations that should be met at the end of the year as well as the cumulative progression designed that will enable students to meet the expectations for the next school year (Duschl et al, 2008). Measurable learning objectives During this weeklong assignment, the student's in the first grade will have three measurable learning objectives. The first...
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