Abstract This paper aims to establish the presence of languagelearninganxiety among students and to identify the factors leading to the development of students' languagelearninganxiety. It then discusses the factors comprising languagelearning achievement. The paper compares languagelearning achievement between students of native and non-native ESL teachers and the level of languagelearninganxiety between students of native and non-native ESL teachers.
Table of Contents:
Introduction
Statement of the Problem
Limitation of the Study
Definition of Terms
Review of Related Literature
Methodology
From the Paper "From McDonald's study, it was established that culture is vital in understanding the true dynamics of language learning, as well as the possible roots of anxiety. However, another important factor that must be delved into is the role that teacher type plays in motivating and changing feelings of anxiety among students of ESL. From Nero's (2005) study on the characteristics and skills of ESL teachers, it was discovered that differences in achievement, aptitude, and anxiety was not dependent on teacher type (native or nonnative), but actually on the techniques and skills that teachers utilize in their everyday teaching of ESL (203)."
Abstract In this article, the writer discusses what link, if any, exists between student learninganxiety and native versus non-native teachers in the EFL / ESL classroom environment. The study identifies key issues surrounding this question in an attempt to identify what factors contribute to Taiwanese students' increases in languagelearninganxiety. Further, it investigates these issues with the intention of fleshing out valuable knowledge for future research and educational advancement. The writer concludes that this comparison of languagelearninganxiety between students of native and non-native ESL teachers in Taiwan intends to seek out what problems exist in the current system. The writer points out that by identifying and examining such problems, administrators can make educated decisions in the recruiting of foreign or native teachers to their ESL / EFL programs.
Table of Contents:
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Definition of Terms
Limitations of the Study
Summary
References
From the Paper "Taiwan is experiencing an increase in English learners. As a result, a higher number of English language teachers are necessary. To meet this need, many foreign teachers specializing in ESL / EFL have flocked to Taiwan to teach classrooms full of English learners. For a variety of reasons, most of these English learners experience an Americanized version of English language training. Lou and Chism relay this Americanized English learning with the inability of young Taiwanese students to make associations between their own culture and experiences and English. This Americanized learning is in part due to the use of American written and published EFL textbooks. Yet, in classrooms where English is taught by a foreign ESL / EFL teacher, it is difficult to know whether the textbooks or the foreign teachers create difficulty in establishing successful language connections."
The following paper examines the theories of bilingualism and multilingalism, language acquisition and languagelearning, making reference to a number of case studies.
Abstract The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in languagelearning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages Interference as a factor in languagelearning.
From the Paper "Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the "Flemish" where the French-speaking Belgians are called "Walloons". Dutch spoken by Belgians is also referred to as "Flemish", which is not a literary form of the language, but a spoken "dialect". They are different varieties of the same language."
Abstract This paper presents a review of literature on the role of motivation in second or foreign languagelearning. It explains that motivation is divided into two basic types to integrate into the target language community. It shows how motivation is comprised of three primary elements: Efforts: Time invested in study of the language and learner drive; Desire: How much proficiency in the language is wanted by the learner; and Effect: Emotional response of the learner in relation to language study. It defines motivation as the learner's orientation with regard to the goal of learning a second language.
Abstract
Purpose
Literature Review
ESL Model
Linguistic and Non-Linguistic Outcomes
Summary & Conclusion
From the Paper "Integrative motivation has been found in studies (Taylor, Meyunard and Theault, 1977; Ellis, 1997; Crookes et al 1991) to sustain long-terms success when learning a second language. Stated is that because motivation is a critical factors in L2achievement and for this very reasons identification of the type and combination of motivation that is key in the successful acquisition of a second language while simultaneously viewing motivation "as one of a number of variables in an intricate model of interrelated individual and situational factors which are unique to each language learner." (Norris-Holt, 2003)"
Abstract In this article, the writer discusses that the No Child Left Behind Act (NCLB) makes it imperative upon the schools to overcome the cultural barrier to English LanguageLearning (ELL) by establishing a means of communication with the parents. The writer suggests that schools could invite the parents of immigrant families to such school activities as classroom demonstrations of different culture or presentations of awards for children's accomplishments. In communicating and coordinating with parents, it is suggested that the schools use the immigrants' language and may thus need to hire special translators for the purpose. The writer notes that a common perception among immigrant parents is that English is the language of a rich and powerful postindustrial society, whereas their native language is less impressive and commands less respect. The writer concludes that languagelearning, according to experts, is an interactive activity as dependent on social context as it is on cognitive transfer.
Outline:
Introduction
Legal Issues
School Community
Language Issues
From the Paper "English language learners are children of newly arrived immigrants in the US, refugees from war-torn countries or immigrants with a language other than English spoken at home. Whatever the circumstances that drove these families to make the US their new home, their children have even varying levels of education in their primary language, such that their ability to learn English fast and efficiently as their chief means of assimilating into American society becomes an extremely challenging task for the US school system. This shows in national and state surveys indicating that ethnic and racial minority children are the most at-risk group in social institutions, with the most significant academic underachievement, high poverty rates, high teen pregnancy rates, low skill levels, and low-paying employment opportunities. The projection is that by 2015 over 50 percent of all students in K-12 public schools across the US will be ELL students, boosting the number of this school population that has the highest dropout rate and the lowest ranking in academic achievement and expectations. The phenomenon necessarily speaks ill of the American public school system."
An analysis of the benefits of using corpora in the classroom in order to promote second languagelearning and a discussion of how teachers can overcome the difficulties of its use.
Abstract This paper examines how the use of corpora in the classroom would facilitate second languagelearning. The paper also discusses how the English as a second language teachers could overcome the difficulty in teaching English vocabulary in context through the use of the corpora. The paper hypothesizes that use of corpora will facilitate second languagelearning by contextualizing the taught vocabulary and providing a real discourse.
Table of Contents:
Introduction
Definition of the Problem
Importance of the Study
Research Objectives
Research Hypothesis
Literature Review
Computer-based Corpus
Applying Vocabulary
Current Knowledge of Corpus Benefits
Methodology
Subjects
Instrument
Procedures
Data Analysis
Validity and Reliability
Scope and Limitations
From the Paper "The scope of the study is to measure whether there is significant benefit in using corpus based materials over traditional methods for second language vocabulary learning. It is acknowledged that there are various limitations which the study must impose. The first of these is that the study is limited only to the one language school, and although there are a spectrum of students who attend the school, the results of the study may not translate into identical results when the study is taken outside of the school. In order to assess whether current curriculum structure should incorporate such methods outside of the language school in which the study is conducted it may be necessary to conduct a much large longitudinal study, involving several language schools in different areas."
Abstract This paper presents an account of gender differences and the effect on students and teachers learning a second language. It looks at recent instructional dynamics and focuses on the Mexican American community.
From the Paper "The purpose of this research is to examine gender differences and the effect on second-language learning and teaching. The plan of the research will be to set forth the context in which gender second-language acquisition and instructional dynamics have gained currency in recent years and then discuss ways in which the interplay of these three elements are operationalized in the classroom ..."
Abstract This study provides a comparison of languagelearninganxiety between language learners being instructed by both native and non-native English as a second language teachers in Taiwan today. This paper uses a critical and comprehensive review of the peer-reviewed and scholarly literature to develop the background and resources needed to answer the study's guiding research questions. The paper provides a summary of the research, important conclusions and salient recommendations in the concluding chapter.
Contents:
Introduction
Chapter 1:
Definition and Overview of Anxiety LanguageAnxiety and ESL Instructors
Chapter Summary
Chapter 2: Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study
Chapter 3: Data Analysis
Chapter 4: Summary, Conclusions and Recommendations
From the Paper "According to these authors, "Motivation, it now appears, is but one of many individual variables that influence the success of language learning. Anxious students can filter their language learning experience through such thick shielding that often immense amounts of comprehensible input result in limited intake. Risk-takers in terms of language learning progress more quickly and experience greater enjoyment than do their non-risk-taking peers" (emphasis added) (Leaver & Shekhtman, 2002, p. 15). In the classroom setting, a number of interpersonal and small-group issues can enhance or impair the efforts of any individual student in the "visible classroom" (the overt relationships) who reacts poorly to the "invisible classroom" (ubiquitous but covert group dynamics), to use the concept and terminology advanced for this purpose (e.g., the significance of small-group dynamics and rapport may be greater than many teachers realize) (Leaver & Shekhtman, 2002).
The vast majority of research on these variables has been conducted on groups of students with mixed backgrounds and at lower levels of proficiency. Based on their lengthy experience and empirical observations, our seventeen-year experience in extensive and intensive work with Superior-level students, learners at this level, especially those studying in courses and groups, tend to have a different set of anxieties, most of which are more closely tied to linguistic aspects of job performance than to the intellectual risk-taking required of language learning in general (Leaver & Shekhtman, 2002)."
Abstract This study identifies different factors involved in three language learners that appeared to have positive or negative implication for their language acquisition, and discusses how these factors contribute toward successful or unsuccessful languagelearning. The writer argues that it is impossible to draw a single conclusion about the universal characteristics of successful languagelearning since a number of these factors such as individual differences are difficult to measure. Besides, the direction of causal relationship between these factors and the languagelearning remains unclear. The writer concludes that studying a variety of factors that may influence acquisition of target learning is an ongoing process for both learners and teachers to increase the chance of successful learning.
This paper includes an appendix of interview questions.
Outline:
Introduction
Age
First Language Risk Taking
Personality
Learning Context and Process
Motivation
Acculturalization
Conclusion
From the Paper "In this study, there were no signs of introverted characteristics for the participants, though their overall proficiency in the target language varied. This demonstrates the complexity of language learning processes and again the importance of other affective situational variables such as language teaching methods. However, it appeared that all three participants enjoy having conversations and discussions with others in their first language, though this was not the case when they needed to speak in their target language. Striving for higher self-esteem by the accumulation of positive experiences could be helpful to develop current situations for the participants. Nevertheless, this should not be achieved immediately since such experiences involve not only learners themselves but also others including teachers and speakers of the target language throughout the process of learning."
This paper discusses task based instruction in English languagelearning for English second language (ESL) students and presents a teaching module combining English languagelearning and social issues.
Abstract This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English languagelearning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English LanguageLearning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper "The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
Abstract This paper explains many different methods, which students can use independently, that focus on principles such as motivation, gender, age group, and other factors. The author points out that self-learning is an interesting practice because it is a more natural way of learning a language. The paper demonstrates that the theory behind employing one of these strategies is that there are many words in a language that may be used as triggers to learn newer and related words.
Table of Contents
Thesis
Introduction
Analysis
Motivation
Gender
Cultural Background
Attitudes and Beliefs
Type of Task
Age and l2 Stage
Tolerance of Ambiguity
Conclusion
From the Paper "Associating the appropriate foreign word that matches the picture is a motivating exercise. In addition to this exercise being carried out in the classroom, students may attempt the same strategy at home. They may collect a number of cutouts from magazines and group them up. They may even paste them in a book and label them with the appropriate words."
Abstract This paper contends that, as a result of the ever expanding
globalization process, and with an understanding of the place that English currently holds as the lingua-franca used in international and intercultural communication settings, there is an immediate need to modify, or in some cases scrap previously relied upon second and foreign language teaching methodologies employed in language instruction around the world. According to the paper, a new, more holistic approach to languagelearning and teaching is needed to better foster understanding across cultures and allow for more mutually beneficial intercultural communication. The paper supports this contention through an examination of the shortcomings of contemporary and past language instruction and through an examination of intercultural language teaching and its techniques. The paper concludes with a personal reflection by the other on her teaching experiences in Japan and Korea.
Table of Contents:
Introduction
The Shortcomings of Contemporary and Past Language Instruction
Intercultural Language Teaching
ILT Instruction Techniques
How Can Research Inform Language Teaching
Reflections on Teaching Methodology and Personal Experiences
From the Paper "Viewing culture in this way allows students to realize the connections between culture and individual behavior. Previously invisible and inaccessible culture becomes tangible, and students can come to understand how culture acts as a blueprint for individual behavior. They see a social construct in which the individual has choices that may be differentially appropriate in different social contexts. This approach allows students to relativise their own beliefs, behaviors and values, and see that there are many possible cultural constructs"
Abstract This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second languagelearning efforts.
From the Paper "First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
Abstract This paper reviews the book, "Language Matters" by Donna Jo Napoli. It discusses the author's argument that a specific language mechanism exists for languagelearning that is independent of other types of brain functions.
From the Paper "Using a wide variety of sources that deal with different types of populations, Donna Jo Napoli argues that a specific language mechanism exists for language learning which is independent of any other type of brain functions. In the book "Language Matters" ..."
Abstract A discussion of the negative and fewer positive effects that television has on children and their language skills. Several propositions seem undisputed by all the researchers such as: children are the largest audience for television, television is a continuing interest for most children, and television can provoke a response in children. This paper concludes that television can invigorate the vocabulary of children, encourage their reading, and inspire their writing.
From the Paper "Without doubt, television influences the mental processes and speaking habits of young people who may develop their language skills in the family den as much as they do in the classroom. Indeed, statistics abound on the television habits of children. High school seniors will have watched about 15,000 hours of television by the time they graduate (1986 Nielson Report as cited in Powell 41). To gain perspective, Hal Blythe and Charlie Sweet put it this way: "By the time the vidkids matriculate at their favorite institution of higher learning, almost one-half of their waking life will have been spent being Superseted, Chromacolored, and Colortaked" (22-23). Sister Rosemary Winkeljohann reports this incident: A few seasons ago, on an episode of "Happy Days," Fonzie got a library card as a small part of the overall story. The producers thought nothing of it until they later learned that librarians all over the country were swamped the next day with children coming to the library. Children who had never used the library facilities now wanted library cards! (100) "
