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Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.

Innovative concepts coupled with cutting-edge digital advancements have ushered in a transformative era for English language learners worldwide. This research delves into the efficacy of the WordUp mobile application in facilitating the acquisition of new English vocabulary. The application has notably organized English words based on their utility, thus streamlining the learning process. By identifying areas of knowledge deficit, WordUp tailors individualized learning pathways, focusing on one word at a time and prioritizing the most beneficial terms. This paper aims to assess students' perspectives regarding the utility of this application. To achieve this objective, a combination of focus group interviews and survey analysis was conducted among a cohort of students at Singidunum University in Belgrade. The findings underscored students' desire for innovative and engaging methods for mastering English vocabulary. The palpable enthusiasm among students suggests a compelling case for integrating mobile language learning applications into educational curricula. Notably, WordUp emerges as a preferred alternative to traditional dictionaries, offering a flexible and dynamic approach to enhancing English vocabulary skills for learners of all backgrounds.

Morphology plays a crucial role in students' language acquisition. This study delves into the distinctions between inflectional and derivational morphemes, aiming to enhance comprehension of these concepts. By investigating word creation processes and observed alterations, the study illustrates the profound impact of prefixes and suffixes on words, shedding light on their significance in language learning. Students frequently require clarification when distinguishing between inflectional and derivational morphemes during learning. To enhance comprehension of this subject, this present study initially investigated the definitions and subcategories of these two terms outlined in various literary sources. Next, it provided a concise overview of the critical distinctions between inflectional and derivational morphemes. These analyses aim to determine the word created by derivational morphemes, the word formed by inflectional morphemes, the process by which the specified word is formed, and the types of observed alterations. The author implements the descriptive qualitative approach. It will discover that each morpheme possesses its function and influences the base word's meaning, word class, or grammatical function. This study illustrates the impact of prefixes and suffixes on words. [ABSTRACT FROM AUTHOR]

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey. [ABSTRACT FROM AUTHOR]

Innovative concepts coupled with cutting-edge digital advancements have ushered in a transformative era for English language learners worldwide. This research delves into the efficacy of the WordUp mobile application in facilitating the acquisition of new English vocabulary. The application has notably organized English words based on their utility, thus streamlining the learning process. By identifying areas of knowledge deficit, WordUp tailors individualized learning pathways, focusing on one word at a time and prioritizing the most beneficial terms. This paper aims to assess students' perspectives regarding the utility of this application. To achieve this objective, a combination of focus group interviews and survey analysis was conducted among a cohort of students at Singidunum University in Belgrade. The findings underscored students' desire for innovative and engaging methods for mastering English vocabulary. The palpable enthusiasm among students suggests a compelling case for integrating mobile language learning applications into educational curricula. Notably, WordUp emerges as a preferred alternative to traditional dictionaries, offering a flexible and dynamic approach to enhancing English vocabulary skills for learners of all backgrounds. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on total classroom scores, considering lessons with a two-week interval and pre-lesson and post-lesson measurements. The sample comprised 27 right-handed students from an English-intensive school program. To assess functional hemispheric asymmetry before and after two English classes, computer laterometry based on a 'two-source' lead–lag dichotic paradigm was employed. Results revealed that leftward asymmetry in lability (brainstem-related) and excitability (primary auditory cortex-related) predicted higher total scores in classroom activities. The interaction between leftward lability and excitability asymmetries was a significant predictor of improved performance. These findings suggest that multiple regions of the left hemisphere are involved in supporting various linguistic tasks and emphasize the dynamic nature of functional hemispheric asymmetry. No significant relationship was observed between rightward asymmetry and classroom scores. However, future research may explore specific language tasks and sex-related differences in lateralization. The study underscores the importance of considering individual cognitive profiles in language learning and teaching, potentially improving language acquisition outcomes. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between functional hemispheric asymmetry at various brain levels and the performance of fourth-grade students in English as a second language classroom activities. Specifically, the study explored the impact of leftward and rightward asymmetry patterns on total classroom scores, considering lessons with a two-week interval and pre-lesson and post-lesson measurements. The sample comprised 27 right-handed students from an English-intensive school program. To assess functional hemispheric asymmetry before and after two English classes, computer laterometry based on a ‘two-source’ lead–lag dichotic paradigm was employed. Results revealed that leftward asymmetry in lability (brainstem-related) and excitability (primary auditory cortex-related) predicted higher total scores in classroom activities. The interaction between leftward lability and excitability asymmetries was a significant predictor of improved performance. These findings suggest that multiple regions of the left hemisphere are involved in supporting various linguistic tasks and emphasize the dynamic nature of functional hemispheric asymmetry. No significant relationship was observed between rightward asymmetry and classroom scores. However, future research may explore specific language tasks and sex-related differences in lateralization. The study underscores the importance of considering individual cognitive profiles in language learning and teaching, potentially improving language acquisition outcomes.

Project-based learning (PBL) is a contemporary educational approach in which students engage in authentic tasks and scenarios while working on various projects. Throughout the process, students are encouraged to participate actively in their learning. Since this methodology is not commonly used in Kosovo, the current study aimed to assess the extent to which information and communication technology (ICT) is utilized during the implementation of PBL in lower secondary English classes in Kosovo. Furthermore, the study aimed to investigate the effectiveness of PBL in enhancing students’ ability to acquire English as a foreign language. The study focused on analyzing teachers’ perspectives on the use of ICT when implementing PBL in English classes. The findings from an online survey show that teachers use ICT to a certain degree when implementing PBL and that a considerable number of teachers are interested in receiving specialized training to enhance their use of technology in future classes. Generally, teachers prefer project-based methods, but PBL is not widely utilized in the Kosovar education system. Finally, teachers and students with a positive attitude towards ICT and PBL are willing to implement them in their school settings.

Project-based learning (PBL) is a contemporary educational approach in which students engage in authentic tasks and scenarios while working on various projects. Throughout the process, students are encouraged to participate actively in their learning. Since this methodology is not commonly used in Kosovo, the current study aimed to assess the extent to which information and communication technology (ICT) is utilized during the implementation of PBL in lower secondary English classes in Kosovo. Furthermore, the study aimed to investigate the effectiveness of PBL in enhancing students' ability to acquire English as a foreign language. The study focused on analyzing teachers' perspectives on the use of ICT when implementing PBL in English classes. The findings from an online survey show that teachers use ICT to a certain degree when implementing PBL and that a considerable number of teachers are interested in receiving specialized training to enhance their use of technology in future classes. Generally, teachers prefer project-based methods, but PBL is not widely utilized in the Kosovar education system. Finally, teachers and students with a positive attitude towards ICT and PBL are willing to implement them in their school settings. [ABSTRACT FROM AUTHOR]

The article focuses on introducing formative assessment to the educational process of professionally oriented English communication and the impact of assessment on students’ motivation to learn English. In the article, various types of motivation are discussed; high and low levels of formative assessment are presented; the relationship between motivation and assessment in learning English is studied. The model of high and low levels of formative assessment implementation in learning English for professional communication is tested. The levels of students’ motivation to English acquisition in the conditions of low and high levels of formative assessment are compared. Special attention is paid to specific pedagogical conditions under which formative assessment has a greater impact on students’ motivation. Experimental training was conducted among students of the pedagogical university who study English for professional communication. The authors compare and analyze the results of the motivation tests and diagnostic tests of language proficiency at the pre- and post- stages of experimental training. The study supports the idea about the relationship between students’ motivation and their English language proficiency assessment. The results show that a high level of formative assessment can be beneficial for overcoming students’ low motivation if students receive immediate feedback, evaluation of their work, teachers’ recommendations and support. It is observed that the reasonable integration of students’ self-assessment into teachers’ formative assessment plays a vital role in increasing students’ motivation to English acquisition. According to the study, regular practical implementation of high-level formative assessment methods in English acquisition increases the level of students’ motivation and, consequently, the level of students’ achievements in mastering professionally oriented English communication.

The article focuses on introducing formative assessment to the educational process of professionally oriented English communication and the impact of assessment on students' motivation to learn English. In the article, various types of motivation are discussed; high and low levels of formative assessment are presented; the relationship between motivation and assessment in learning English is studied. The model of high and low levels of formative assessment implementation in learning English for professional communication is tested. The levels of students' motivation to English acquisition in the conditions of low and high levels of formative assessment are compared. Special attention is paid to specific pedagogical conditions under which formative assessment has a greater impact on students' motivation. Experimental training was conducted among students of the pedagogical university who study English for professional communication. The authors compare and analyze the results of the motivation tests and diagnostic tests of language proficiency at the pre- and post-stages of experimental training. The study supports the idea about the relationship between students' motivation and their English language proficiency assessment. The results show that a high level of formative assessment can be beneficial for overcoming students' low motivation if students receive immediate feedback, evaluation of their work, teachers' recommendations and support. It is observed that the reasonable integration of students' self-assessment into teachers' formative assessment plays a vital role in increasing students' motivation to English acquisition. According to the study, regular practical implementation of high-level formative assessment methods in English acquisition increases the level of students' motivation and, consequently, the level of students' achievements in mastering professionally oriented English communication. [ABSTRACT FROM AUTHOR]

The importance of the English language has been increasing as various fields have become more globalized. When Japanese people try to acquire foreign language such as English, learners find it difficult to perceive speech-sounds such as the phonemes /l/ and /r/ that are absent in their native language (e.g., "light"/lάit/ and "right"/rάit/). Recent studies report that a unique sound that deviates from a repetitive background sound induces pupillary dilation response (PDR) regardless of whether attention is directed to the sound or not. In this study, we investigated whether deviation in higher-order processing such as language processing induces PDR, and the possibility of determining implicit subjective English proficiency. A behavioural auditory distinguishing ability test was performed prior to the main experiment to quantitatively evaluate participants' ability to distinguish English words. Then, by conducting an oddball paradigm-employing stimulus including the phonemes /l/ and /r/ with simultaneous pupil diameter recording, a significant dilation was evoked by /l/-/r/ speech sounds presented as deviant stimuli. Moreover, a strong correlation between the PDR amplitude and participants' ability to distinguish English words was found; that is, individuals with higher ability to distinguish such words displayed a prominent PDR. Also, the PDR difference between the two groups classified by discrimination ability suggests that PDR might be sensitive to higher-order characteristics involved in language processing, which is independent from the aspects of physical sound and cognitive load. [ABSTRACT FROM AUTHOR]

Study abroad destinations for Japanese students, particularly those aiming to improve their English language skills, tend to focus on the "Inner Circle" (Kachru, 1992) of English-speaking countries. However, over the last two decades, Korean and Japaneseowned English language schools in the Philippines started to appear, leading to over 6,700 people from Japan going to study English in the Philippines in 2018. In this paper, I aim to document the effects and self-perceived changes that occurred as a result of studying abroad in the Philippines by drawing on a case study of 103 Japanese university students on a four-week intensive English language program. Data collection was conducted over the course of May to December 2018 by means of interviews, questionnaires, and ethnographic observations. Among the common themes that emerged was a shift in focus from grammatical form and accuracy to communicationoriented goals for learning. Such changes in beliefs toward language learning triggered by a study abroad experience can be accounted for using the concept of language ideologies (Surtees, 2016). While this study only accounts for learner impressions shortly after their return, it illustrates the potential impact of a cross-cultural experience on students' overall belief systems regarding language learning and communication. [ABSTRACT FROM AUTHOR]

Folk narrative (tales) is the reflection of culture for a particular group of people, it's an amalgamation of the traditions common to a particular culture, subculture or group. These include tradition of narrating tales and proverbs. Ever since story telling has been a very alluring feature to understand a culture as well as helps in language learning. The frequent repetitions make them excellent for reinforcing new vocabulary and grammar. The natural rhythm that is associated with the tales is useful to work on stress, rhythm, and intonation in pronunciation. It is difficult for a learner to learn a language which is not his mother tongue. The cultural elements of folktales help to bridge common ground between cultures and bring out cultural differences. It develops cultural awareness that is essential if we are to learn to think in another language and understand the people who speak it. In this paper, it is analysed that can these folktales be used as a language learning tool? First of all, however, we would like to consider the definition of folktales and explain the hidden subtypes behind the term. Apart from looking at folk tales in general, this paper would take a look at their function it also discusses the reasons for using these in school. The main purpose of this study is to examine the role of folk narratives in teaching English to young learners as second language. [ABSTRACT FROM AUTHOR]

Hearing on 'Comprehensive Immigration Reform: Becoming Americans - US Immigrant Integration,' Subcommittee on Immigration, Citizenship, Refugees, Border Security, and International Law of the Committee on the Judiciary, House of Representatives, Serial No. 110-27. May 16, 2007. Abstract: In this statement to a House Hearing on comprehensive immigration reform focusing on immigrant integration, English and foreign language competencies, preferences and use among immigrants and their children in the United States are examined, based on both historical and contemporary census and survey data. The findings of key studies measuring inter-generational language change are summarized, including longitudinal and cross-generational analyses. Data are then presented from research measuring the “linguistic life expectancies” of immigrant languages in Southern California, the region of main immigrant settlement in the U.S. - that is, the generational point at which an immigrant language (Spanish, Chinese, Korean, Tagalog, Vietnamese) effectively “dies” and is replaced by English language preference and use. Responses are also provided to these post-hearing questions posed by House members: “Is there such a thing as too much immigration? Legal immigration? Illegal immigration? How many immigrants are too many? Is there a limit to how many immigrants we can successfully assimilate? What are the criteria? What are the consequences if the wrong judgment is made about how many immigrants we can assimilate? How did previous generations of immigrants learn English without federal programs?”

According to the Institute of International Education (2013), Chinese students from K-12 to higher education account for approximately 25% of all international students in the United States. As a result, it is imperative that educators show concern and support for them, as they are shaped by the culture of their home country and challenged by the culture of their adopted country. While researchers have explored how to help socialize English language learners into the American education system either for learning or teaching purposes (e.g., Harklau, 2003; Reinhardt & Zander, 2011), few have focused on Chinese students in the United States. Ma and Wang’s (2014) Learners’ Privilege and Responsibility, which includes contributions from several international scholars, fills this gap by presenting a wide scope of research topics on Chinese students from K-12 to higher education. This book aims to reveal “the complexity of this group of students and the challenges they face as a whole” (p. xiii), while at the same time suggesting how their academic and social challenges in the United States can be addressed by taking into account their prior educational and social experiences in China.

This article offers an extended definition of prosody by examining the role of prosody in the production and comprehension of L2 spoken language from mainly a cognitive, interactionalist perspective. It reviews theoretical and empirical L1 and L2 research that have examined and explored the relationships between prosodic forms and their functions at the pragmatic and discourse levels. Finally, the importance and the various dimensions of these relationships in the context of L2 assessment are presented and the implications for L2 testing employing new technologies and automated scoring systems are discussed.

The present review explores the meaning of the term ‘incidental’ in light of how incidental learning is framed, conceptualized, and operationalized in second language (L2) vocabulary research. Three interpretations of incidental vocabulary learning that seem to appear recurrently in the literature are presented and discussed along with examples of empirical studies. These interpretations are labeled as: (1) learner-oriented, (2) method-oriented, and (3) pedagogy-oriented definitions. Significant constructs and theories in the field of second language acquisition (SLA) that motivate these interpretations are also considered. The paper concludes with a brief summary of current views on incidental learning and suggestions for future research.

In Against the Day, Pynchon is obsessed with twoness, double worlds, as well as dual realities, and like Deleuze's concept of repetition, these duplications and twinships are not merely repetition of the same, rather they allow for creativity, reinvention, and becoming. Pynchon's duplication of fictional and spectral characters intends to critique the notion of identity as does Deleuzian concept of repetition. Not attached to the representational concept of identity as the recurrence of the same, Pynchon's duplications decenter the transcendental concept in favor of a perpetual becoming and reproduces difference and singularity. Like Deleuze, Pynchon eschews an identity that is always guaranteed, and shows that the repetition of an object or a subject is not the recurrence of the original self-identical object or person. Moreover, Iceland spar, the mystifying calcite, with its doubling effect provides the reader with a view of a world beyond the ordinary, actual world, which is quite similar to what Pynchon's novel does per se. [ABSTRACT FROM AUTHOR]

The primary aim of the paper is to present an analysis of the perspectives of an English as an L2 instructor on an advanced-level English as Second Language (ESL) course. This ESL course attempted at an integration of the teaching of culture with the teaching of language. A study was conducted on this course to explore the opportunities and the process of culture learning in classroom discourse. The data for this paper is taken from this study. To be more specific, this paper attempts at an analysis of the opinions, goals, perspectives of the instructor in relation to this advanced ESL course. [ABSTRACT FROM AUTHOR]

This study presents an 'education for sustainability' curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students' understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA) and Gifted/Talented (GT) students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different--yet equally valid--outlets to express their scientific knowledge. [ABSTRACT FROM AUTHOR]

Background:Reading attitudes are recognised as an influencing factor on the language and literacy achievement of school age monolingual English-speaking children. The relationship between reading attitudes and achievement in young Spanish-speaking English Learners (ELs) remains understudied. Purpose:The aim of the current study was to describe reading attitudes of young Spanish-speaking ELs and to examine the relationship between attitudes and language performance. Method:The investigators utilised the Elementary Reading Attitudes Survey (ERAS) with 204 participants: 100 ELs in kindergarten and 104 in first grade. Investigators administered standardised measures of language and literacy performance. Correlational analyses were conducted to examine the relationship between attitudes and performance on language assessments. Findings:Significant mean differences were observed between girls and boys, with girls showing more positive attitudes towards recreational reading. Phonological awareness skills showed a significant strong correlation with academic reading attitudes for children in kindergarten. Spanish receptive vocabulary showed significant positive correlation with reading attitudes. No significant grade differences were found in overall mean reading attitudes. Conclusions:Overall, students in both grades demonstrated generally positive attitudes towards reading, despite potential language barriers. Findings substantiate a positive relationship between reading attitudes and receptive vocabulary, and phonological awareness skills in young children. [ABSTRACT FROM AUTHOR]

Over five hundred years ago, Copernicus presented findings that revolutionized the world by shifting focus away from the Earth and towards the sun as the center of the universe. Education has been encountering a similar paradigm-altering shift with the center of learning moving from the teacher to the learner. Learning-oriented assessment (LOA) is an emerging framework of that reconceptualization. LOA is, at its core, learner-centric, where attention falls concentrically, beginning with the learner, followed by learner interactions with other agents in the learning process, then moving to factors outside of the learner within the learning space (J. E. Purpura, personal communication, September 12, 2014).

The proficiency dimension of the learning-oriented assessment (LOA) framework addresses the specific linguistic and content knowledge, skills, and abilities (KSAs) possessed by L2 learners -it is the substance, or the “what” of teaching and learning. It raises questions such as: What do learners know? What are they expected to know? What do they actually know (Turner & Purpura, 2015). Proficiency is often conceptualized through theoretical models of L2 ability, such as Lado’s (1961) “Skills-and-Elements” model, Bachman and Palmer’s (1996) model of communicative language ability, and Purpura’s (2004) conceptualization of L2 Proficiency. These proficiency models attempt to identify how KSAs are situated in the minds of learners. In addition to these models, the proficiency dimension also examines the dynamic role of learner proficiency by asking how KSAs change and may be tracked over time.

While learning-oriented assessment (LOA) situates learning as the ultimate goal of assessment, current assessment practices often fail to reflect the role of learning and its bidirectional interactions with assessment. During Teachers College Columbia University Roundtable in Second Language Studies (TCCRISLS) 2014, a number of remarks were made in order to address the importance of understanding the interrelationship of learning, teaching, and assessment.

Traditionally, second or foreign (L2) language assessment has been mainly viewed as the product of large-scale proficiency exams or end-of-term summative tests intended to provide external measures of L2 ability (Turner & Purpura, 2015). To anyone who has taken an L2 test, it often appears that summative assessments “serve to catch learners out and to emphasize their weaknesses, rather than to ensure that every learner has the best set of opportunities to demonstrate their abilities” (Lyons & Tavares, 2011, p. 32). It is no wonder then that stemming in part from the social constructivist theories popularized in the 1970s, the notion of formative assessment (FA) has steadily gained traction for L2 testers, teachers, and researchers who recognize that assessment can and should play a role in learning so that every learner will be able to best demonstrate their abilities.

The study investigated the students' strategies in increasing intercultural communicative competence (ICC) model. The researchers employed qualitative research method by applying grounded theory design. The participants of this research were four students from different grade levels of English study program of STKIP Yapis Dompu-NTB. There were five data collection techniques used: interview, observation, field note, audio recording, and documentation. The result of this research indicated that the participants have different strategies to improve ICC model. The A.M. participant has sixteen strategies, the Y.A. participant has nine strategies, A.S. participant has seven strategies, and E.D participant has ten strategies. [ABSTRACT FROM AUTHOR]

The English language is a language of "fertility" due to its continuous formation of new words in modern times. However, the Chinese language is "infertile" because it has basically stopped creating totally new words. The general trend in the development of a Chinese character in the Chinese history has been moving from complexity to simplicity. As a result, it leads to the "infertility" of the Chinese language and makes it difficult to combine a limited number of different strokes within a limited space known as 方块字 Fāngkuàizì 'Square Block Word'. What is a totally new word in English is simply a combination of used words in Chinese. The Chinese language's capability of saving horizontal and linear space makes this combination feasible to express a new meaning. Three types of constraint arising from limited type and number of Strokes, General Trend toward Simplicity and Square-Framed Space have made their concurrent contribution to the "infertility" of the Chinese word formation. The preference of the Chinese language for new combinations of used words over the creation of total new Chinese words in modern times constitutes a major difference between the formation of English words and the formation of Chinese words in modern times. [ABSTRACT FROM AUTHOR]

While the number of English Learners (ELs) in the United States is steadily growing in most states, teacher preparation for working with ELs is far from universal. It fact, it is contested terrain as to whether information about topics like Second Language Acquisition (SLA) are helpful generally, and if so, what theories teachers are willing to adopt. The purpose of this study was to learn whether teachers in an SLA theory course would declare intentions to change their notions about SLA and express them as desire to shift practice. We also wondered if there were differences in pre-service versus in-service and international versus domestic students. The results confirmed that the participants were willing to change their initial theories because of participating in a second language acquisition course that presented information about SLA theories at a Completely Different or Somewhat Different level by the end of the course. [ABSTRACT FROM AUTHOR]

This article examines the second language acquisition (SLA) of Spanish dative clitics in clitic doubling (CLD) structures that are closely related to the double object construction (DOC) in English and Dutch. It also addresses the question of how adult English and Dutch speakers learning L2 Spanish in a formal setting develop knowledge and use of the animacy constraint in the target language, which is different from the first language (L1) counterparts. The role of transfer in acquiring new syntactic structures has been taken into account, where dative clitics appear and animate objects are marked by the dative preposition 'to.' New findings are obtained on CLD and the Spanish animacy constraint from a grammaticality judgement task (GJT), completed by English and Dutch learners at B1 and B2 CEFR levels. The difficulties learners experienced were not always due to negative L1 transfer, but also related to the complexity of the argument structure where the clitic is inserted. This has clear implications for the teaching of pronominal elements which are closely related to different syntactic configurations in Spanish. [ABSTRACT FROM AUTHOR]

The case under investigation explores how a participatory action research (PAR) project between three Karen adolescent brothers and their American tutor/coresearcher can effectively promote dialogic (Wong, 2006) second language acquisition by: (1) creating dialogic teacher-student relationships; (2) building second language confidence and; (3) providing a problem posing learning atmosphere that promotes participants' academic literacies and personal transformations. The findings from this study suggest that learning within what Paulo Freire refers to as a problem-posing educational project can promote language acquisition as well as critical consciousness, each of which are key in contributing to immigrant adaptation to the host culture. Furthermore, this study demonstrates how educators can begin to involve students in ways that make education personal, relevant and meaningful to groups who are often marginalized in school and communities. [ABSTRACT FROM AUTHOR]

Teachers College, Columbia University in the City of New York hosted the 3rd Roundtable in Second Language Studies featuring learning-oriented assessment (LOA) in October, 2014. The three-day conference oversaw a total of 19 presentations, including six theoretical papers on LOA in applied linguistics, three theoretical papers on LOA in mainstream education, three application papers on LOA, and seven empirical papers of LOA, as well as two discussant sessions. The theme, learning-oriented assessment (LOA), addresses the recent shift of focus in assessments from teacher-centered to learner-centered, proposing how assessment can, and probably should, facilitate learning.

The purpose of this study was to identify whether there are any differences in the quality of the notes constructed in English between students for whom English is a first language and those for whom it is a second language. Subsequently we assessed whether this difference, if any, affected their grades. Unsurprisingly, the first-language students produced better structured and more detailed notes; they also performed better academically than their second-language peers. However, when students were provided with training that focused on using writing as a means to promote critical thinking, there was an improvement in the personalisation of their notes. The improvement in grades was significant for secondlanguage students. Thus the university has a pivotal role to play in preparing students for academic success by providing them with supportive measures to aid their transition into first year. [ABSTRACT FROM AUTHOR]

This study focuses on enhancing effective speaking skills among undergraduate students by using effective tools of language learning through activities like role play and tongue twisters. The deficiency in communicative ability among the students is caused due to the students' lack of interest, inadequate practice in learning language and inappropriate environment for teaching EFL learning. Role play and tongue twisters can be quite simple and are good techniques to organize. Role play is highly flexible; it develops the initiative and imagination. It differentiates the individuality. Role play would train students to deal with the unpredictable nature of language. The English language teacher should focus on the factors that can contribute to a roleplay and use tongue twisters to ensure greater success in learning English. They need to make sure that the language achievement demanded is well within the learners' capacity, their own enthusiasm, and careful and clear presentation and instructions. [ABSTRACT FROM AUTHOR]

It is impossible to question the all-pervasive role of English language in India. English is the lingua franca and most importantly the official language of our country where the legislation is framed in English. In such a scenario, it is good for everyone in India to have some knowledge of English in order to understand and convey at least basic day-to-day communication. Student- Centered Learning strengthens student motivation, advocates peer communication, reduces disruptive behaviour, builds student-teacher relationships, and promotes active learning and responsibility for one's own learning. This paper aims at identifying the inhibitions that students from vernacular medium of education encounter at collegiate level education and also proposes solutions for the same using different types of teaching methods. [ABSTRACT FROM AUTHOR]

In the wake of global economy, communication skill in the world of business in English is considered the first and foremost asset of an organisation. Employability of an individual is determined not only by the knowledge in his field but by a set of communication skills including written communication in English as well. Business writing is a highly required skill for all the organisations around the globe. Companies seek employees with good communication skill especially in Business English. This paper focuses on the recruiters' perceptions on teaching writing skill for the MBA students of Anna University affiliated colleges in Tamilnadu. The paper hypothesises that there is a gap between the expectations of the organisations and the outcomes of the written communication course offered by Anna University for the MBA students of its affiliated colleges. The study consists of 10 recruiters of different organisations who are engaged in recruiting the MBA graduates for their organisations. A set of questionnaire has been given to seek their responses on their perceptions, the collected data has been statistically analysed and the outcome is projected in detail. [ABSTRACT FROM AUTHOR]

The current study was conducted to investigate foreign language classroom anxiety among students who are studying English as their major subject and those who are studying English as their non-major subject. Three components of anxiety as communication apprehension, test anxiety, fear of negative evaluation were measured. Participants of the study were 23 students from Institute of English Language and Literature University of Sindh Jamshoro, studying as majoring subject and 23 students studying as non-majoring subject from Department of Public Administration, University of Sindh Jamshoro, Sindh Pakistan. Students took part in the study voluntarily and were provided a questionnaire adopted from Horwitz & Cope (1986) on Foreign Language Classroom Anxiety based on five point Likert scale. The result of the studying indicates majoring learners more effected by foreign language classroom anxiety in comparison of non-majoring learners. [ABSTRACT FROM AUTHOR]

Vocabulary plays an important part in second language learning and there are many existing techniques to facilitate word acquisition. One of these methods is code-switching, or mixing the vocabulary of two languages in one sentence. In this paper the authors propose an experimental system for computer-assisted English vocabulary learning in context using a code-switching based approach for Japanese learners. First they introduce the CO-MIX system, an English vocabulary teaching system that uses code-switching for vocabulary acquisition. Next, they show how they utilize incidental learning techniques with graded readers to increase language proficiency. The authors present the system architecture, underlying technologies, and evaluate the system's performance through user interaction with both a baseline and the proposed system by using a semantic differential scale. They also perform separate factor analysis of participants' attitudes for both systems, an analysis of users' mistakes and compare users' language tests scores. Finally, the authors discuss the evaluation results and further development of this technology. [ABSTRACT FROM AUTHOR]

This article presents the findings of a case study which explored how English language competency may impact on the academic achievement of migrant students in higher education in Ireland. The research was conducted on a group of first year Social Studies students at an Institute of Technology. A qualitative approach was used as data was analysed from questionnaires completed by lecturers, and interviews with non-native speakers of English on the impact of language competency on their performance. The emerging issues in the context of language impacting on equality of opportunity for students from migrant backgrounds include firstly the higher likelihood of gaining access to institutes of technology rather than universities; secondly, English language deficits become particularly apparent in the area of academic writing and engagement does not always translate into successful outcomes in the examination process; thirdly, underperformance at third level will also impact on opportunities to pursue postgraduate studies and accessing the labour market. The main inequality identified in this article is one of outcomes rather than of opportunities. [ABSTRACT FROM AUTHOR]

This paper analyzes the challenges to implementing Communicative Language Teaching (CLT) in Bangladesh where the introduction of CLT to teach English is a relatively recent phenomenon. The paper starts with a brief history of CLT, followed by its characteristic features and objectives. Next, it explores the role of teachers and learners as well as teaching activities in CLT. Then it discusses the challenges to implementing CLT in some countries of the world and introducing CLT in Bangladesh. Based on the previous research, it shows that large class sizes, mismatches between curriculum and assessment, cultural inappropriateness, lack of training, and poor socioeconomic conditions are the major challenges to implementing CLT in Bangladesh. It also sheds light on the recommendations for overcoming those challenges provided by the researchers. Finally, the paper concludes with the implication for further research to explore the ways to adapt CLT in the large classrooms in Bangladesh. [ABSTRACT FROM AUTHOR]

This paper presents a thorough literature review of the effects of second language competence on student acculturation and adjustment in an international setting. The study stems from a view of globalization as a key factor in today's higher education considering, for instance, the rapid increase of overseas students over the years. A fundamental aspect of studying in a new country is the stipulation of interacting in a different language. With the spread of English as a lingua franca, a large part of the programs taught overseas is undertaken in English. Shedding light on this, the current paper provides a review of recent research efforts aimed at exploring the effects of second language competence on international students' acculturation and academic success. A series of terms and concepts will first be defined, before the findings of various studies are discussed. The paper will then conclude with the author's reflection. [ABSTRACT FROM AUTHOR]

The development of speech rhythm in second language (L2) acquisition was investigated. Speech rhythm was defined as durational variability that can be captured by the interval-based rhythm metrics. These metrics were used to examine the differences in durational variability between proficiency levels in L2 English spoken by French and German learners. The results reveal that durational variability increased as L2 acquisition progressed in both groups of learners. This indicates that speech rhythm in L2 English develops from more syllable-timed toward more stress-timed patterns irrespective of whether the native language of the learner is rhythmically similar to or different from the target language. Although both groups showed similar development of speech rhythm in L2 acquisition, there were also differences: German learners achieved a degree of durational variability typical of the target language, while French learners exhibited lower variability than native British speakers, even at an advanced proficiency level. [ABSTRACT FROM AUTHOR]

Numerous studies, examining the acquisition of non-referential it in [-pro-drop] English by learners of [+pro-drop] languages, have revealed that their participants omit non-referential subjects in English if their L1 allows null-subject position. However, due to the specificity of their focus, these studies have not considered other difficulties native speakers of [+prodrop] languages might encounter when learning non-referential subjects in English settings and have given an impression that omission is the only error L2 learners make while acquiring non-referential subjects. The present study offers a detailed account of the acquisition of non-referential it by native speakers of [+pro-drop] Russian in a classroom setting, investigates which domains of use of non-referential it may cause difficulties for L1 speakers of [+pro-drop] Russian, and examines how error patterns related to the use of nonreferential it change with further exposure to the English language. To this end, the data are collected from two groups of Russian students, fourth- and seventh-year learners of English, who are at the pre-intermediate and upper-intermediate levels of English. The participants were asked to undertake comprehension and production tests. Quantitative and qualitative analyses are used in the study. The findings show that all the participants have difficulties related to the use of non-referential it, and error patterns made by the speakers of [+pro-drop] Russian are not limited to omissions of non-referential it. Moreover, error patterns observed in the students' data differ significantly among the groups. While the preintermediate fourth-year English learners mostly rely on their L1 and make literal translations from Russian, the upper-intermediate seventh-year learners, by and large, have problems in distinguishing between non-referential it and there and, due to this, make numerous errors in some domains. [ABSTRACT FROM AUTHOR]