Journal articles: 'English language skills'

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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (June 19, 2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.

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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilingualism was calculated for the bilingual participants. Data and analysis: Paired sample t-tests compared the bilinguals’ skills in English to their skills in Spanish. Hierarchical regression evaluated factors related to their degree of bilingualism. Independent sample t-tests compared bilinguals’ single-language skills to monolinguals. Findings/conclusions: The bilinguals’ English skills were stronger than their Spanish skills on every measure. Thus, degree of bilingualism was largely a function of level of Spanish skill and was associated with concurrent Spanish exposure. Bilinguals’ English skills were not different from the monolinguals except in speed of lexical access. The bilinguals’ Spanish skills were significantly lower than the Spanish monolinguals on every measure except in accuracy judgments for grammatically correct sentences. Originality: Previous studies of bilingual adults have focused on sequential bilinguals and previous studies of heritage language speakers have focused on their grammatical skills. This is the first study, to our knowledge, to assess a wide range of functionally relevant skills in adults with early exposure to a heritage and societal language. Significance/implications: These findings demonstrate that early exposure to and continued use of a home language does not interfere with the achievement of societal language and literacy skills, while also demonstrating that even a widely and frequently used home language may not be acquired to the same skill level as a societal language used in school.

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PALERMO, FRANCISCO, ARIANA M. MIKULSKI, RICHARD A. FABES, CAROL LYNN MARTIN, and LAURA D. HANISH. "Cross-language associations and changes in Spanish-speaking preschoolers’ English and Spanish academic abilities." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 347–70. http://dx.doi.org/10.1017/s0142716416000217.

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ABSTRACTWe examined the cross-language relations among Spanish-speaking preschoolers’ (N= 125;Mage = 53 months,SD= 4.58) English and Spanish vocabulary, letter–word, and math skills; the changes they exhibited in those skills during 1 year of preschool; and the extent to which Spanish skills were associated with English skill gains. The results revealed that children's Spanish and English vocabulary skills were unassociated across languages, whereas their letter–word and math skills were positively associated. Children exhibited gains in vocabulary, letter–word, and math skills in English, with letter–word and math skills in Spanish at the start of preschool being positively associated with the development of those skills in English. Children also gained math skills in Spanish. However, their Spanish vocabulary and letter–word skills did not appear to change. Vocabulary skills showed positive within-language relations with children's letter–word and math skills. The findings highlight cross-language linkages between Spanish-speaking preschoolers’ academic skills in English and Spanish and how Spanish skills associate with their English academic readiness.

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Moharana, Jyoshnamayee. "Learning Language through Interactive Language Laboratories: An ESL Perspective." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2200–2209. http://dx.doi.org/10.15864/ijelts.3303.

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English is taught as a second language in India but it is widely used in the length and breadth of the country. The English curriculum is highly text based which focuses on the writing skills. This results in the poor speaking skills of the students in English. Good communication skill in English is the need of the day. The students need to be given enough exposure in the natural atmosphere to practice English communication skills. With the advent of technology this has become very easy. The language laboratories provide various interactive activities in the audio-visual mode that attracts the attention of the students and keep them engaged in learning the language in a natural atmosphere. The educational institutes should provide this facility to the students to help them enhance their language skills. This paper discusses the advantages and disadvantages of the language labs and compares the facilities of various language lab softwares.

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Al Farisi, M. Firas, and Godefridus Bali Geroda. "Improving Speaking Skills in English through Advertising Language." Borneo Educational Journal (Borju) 2, no. 2 (August 29, 2020): 55–59. http://dx.doi.org/10.24903/bej.v2i2.626.

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The entry of social life, human communicate with Language, there are many Languages made by agreement from the community of people, in the era of industrial technology, Advertising Language is one of the Languages that use ability to speak, The ability to handle conversations in real-time through advertising skills. The purpose of this study is to investigate features of advertising Language as a method of learning speaking English. This paper utilized Observation and Interview to gather the data. There are take Primary and Secondary data. The results of this study show the used of Advertising Language on the video assignment by the students are containing the features of advertising Language, and the result of the interview session that student helpful with the advertising Language to speech and supporting that can improve speaking English skills. Advertising Language have basic representations of perception that are interesting. Therefore, the researcher found that the function of the advertising Language features used had helped the subject speak both consciously and unconsciously, as a result of observations and in-depth interviews, the students have their own narrative that they fully supported the advertising Language itself use as a method of improving speaking English skills on the future.

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Gámez, Perla B. "Classroom-based English exposure and English Language Learners’ expressive language skills." Early Childhood Research Quarterly 31 (2015): 135–46. http://dx.doi.org/10.1016/j.ecresq.2015.01.007.

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Judd, Elliot L., Marc Helgesen, Steven Brown, and Thomas Mandeville. "English Firsthand: Expanding Communicative Language Skills." TESOL Quarterly 23, no. 1 (March 1989): 134. http://dx.doi.org/10.2307/3587513.

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Morrow, Alyse, Brian A. Goldstein, Amanda Gilhool, and Johanne Paradis. "Phonological Skills in English Language Learners." Language, Speech, and Hearing Services in Schools 45, no. 1 (January 2014): 26–39. http://dx.doi.org/10.1044/2013_lshss-13-0009.

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Purpose The purpose of this study was to examine the English phonological skills of English language learners (ELLs) over 5 time points. Method Sound class accuracy, whole-word accuracy, percentage of occurrence of phonological patterns, and sociolinguistic correlational analyses were investigated in 19 ELLs ranging in age from 5;0 (years;months) to 7;6. Results Accuracy across all samples was over 90% for all sound classes except fricatives and increased for all sound classes across time. Whole-word accuracy was high and increased across time. With the exception of cluster reduction, stopping, and final consonant deletion, the frequency of occurrence for phonological patterns was less than or equal to 5% at every time point. Sociolinguistic variables such as age of arrival, age of exposure, and age were significantly related to phonological skills. Conclusions The results were consistent with the hypotheses outlined in Flege's (1995) speech learning model in that the phonological skills of ELLs increased over time and as a function of age of arrival and time. Thus, speech-language pathologists (SLPs) also should expect phonological skills in ELLs to increase over time, as is the case in monolingual children. SLPs can use the longitudinal and connected-speech results of this study to interpret their assessments of the phonological skills of ELLs.

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Akramovna, Muminova Dilafruz, and Kholmurodova Dilnoza Kholmurodovna. "The English language skills assessment (elsa)." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 1825–28. http://dx.doi.org/10.5958/2249-7137.2021.00817.x.

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Sari Baso, Rachmie. "Exploring Indonesian Graduates’ English Language Skills and Companies’ English Language Skills Requirements in East Kalimantan, Indonesia." IOSR Journal of Humanities and Social Science 19, no. 6 (2014): 44–56. http://dx.doi.org/10.9790/0837-19664456.

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Francis, Kristina, Bharathi Mutty, Malvin Kaur, Ranjini Kunalan, and Nurullashkeen Mohd Anis. "UNDERGRADUATES’ AWARENESS AND OBSTACLES ON ENGLISH LANGUAGE SPEAKING SKILL." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 176–88. http://dx.doi.org/10.35631/ijepc.5340014.

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The English language is a global language as it’s the most commonly spoken language in the world by many people around the world. Nevertheless, it is also the language of international business and a necessity for people to speak English if they are to enter a corporate workforce. The English language is significant for employment as organizations are requiring and accepting applicants with good English proficiency. Therefore, it is vital for a student to learn and enhance their English language for a promising future. In learning and becoming proficient in the English Language, students are unable to grasp all of the language skills, especially when it comes to speaking skills. They face multiple challenges in communicating the language in the tertiary level of education as speaking skills is a stepping stone to their career. Thus, future graduates are unaware of the importance of English Language speaking skill as it is one of the necessities to be competitive in a global workforce. This research investigated the undergraduates’ perception and challenges on the importance of English language skill and mixed-method was adopted in this study. The results showed that the students understand the importance of English Language speaking skill and also, they have highlighted the challenges of improving their speaking skills.

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Bunta, Ferenc, and Michael Douglas. "The Effects of Dual-Language Support on the Language Skills of Bilingual Children With Hearing Loss Who Use Listening Devices Relative to Their Monolingual Peers." Language, Speech, and Hearing Services in Schools 44, no. 3 (July 2013): 281–90. http://dx.doi.org/10.1044/0161-1461(2013/12-0073).

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PurposeThe present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared.MethodThe language skills of 40 children with HL (20 bilingual Spanish–English-speaking and 20 monolingual English-speaking) were examined using the Auditory Comprehension, Expressive Communication, and total language scores from the Preschool Language Scale, Fourth Edition (Zimmerman, Steiner, & Pond, 2002a, 2002b).ResultsThe English language skills of the bilingual participants were commensurate with those of their monolingual English-speaking peers on all 3 measures. The Spanish and English total language scores of the bilingual group were also comparable and highly correlated.ConclusionBoth languages of bilingual children with HL can be supported without having adverse effects on the children's language development. Moreover, supporting both languages in bilingual children with HL may have multifarious positive ramifications.

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Simon-Cereijido, Gabriela, and Lucía I. Méndez. "Using Language-Specific and Bilingual Measures to Explore Lexical–Grammatical Links in Young Latino Dual-Language Learners." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 537–50. http://dx.doi.org/10.1044/2018_lshss-17-0058.

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Purpose This study examined the nature of the relation between language-specific vocabulary and conceptual lexical–semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method Sixty-one typically developing, Spanish–English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments. Hierarchical linear regressions using baseline cross-sectional data were completed to determine the association of language-specific vocabulary and bilingual lexical and semantic abilities to grammatical skills measured by sentence repetition tasks in Spanish and English both within and across languages. Results Results from the study revealed that a considerable percentage of the variance in the grammatical ability of these Latino DLL preschoolers in both Spanish and English was explained by lexical variables in the same language (54% in English and 16% in Spanish). In the strong language (Spanish), bilingual semantic skills also played a role, explaining an additional 8% of the variance. Conceptual vocabulary was a significant predictor of English grammar in the model that excluded the language-specific vocabulary measures. Conclusions These findings suggest that grammatical skills in the Latino preschoolers examined in the study are strongly related to language-specific measures of vocabulary. In contrast, no evidence supporting the relation between vocabulary and grammar skills across languages was observed. Findings from this study provide insight into the impact of bilingual lexical–semantic knowledge on the grammatical skills of dual-language preschool children developing language abilities in their 2 languages. Clinical implications are also discussed.

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Chowdhury, Takad Ahmed. "Book Review: Integrated Language Skills: Writing." BELTA Journal 5, no. 1 (June 1, 2021): 43–45. http://dx.doi.org/10.36832/beltaj.2021.0501.04.

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Integrated Language Skills: Writing is a resourceful book for learning and teaching of writing skill by Dr. Naginder Kaur and Ms. Noorazalia Izha Haron, two lecturers at the Academy of Language Studies, Universiti Technologi MARA (UiTM). The book is tailor made for students pursuing pre-intermediate or intermediate level English language courses and a practical guide for anyone who wants to teach English writing skill at the pre-intermediate or intermediate level.

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YEONG, STEPHANIE H. M., JANET FLETCHER, and DONNA M. BAYLISS. "Impact of early home language exposure on phonological and orthographic skills and their contributions to English literacy abilities in English monolingual and Chinese–English bilingual adults." Applied Psycholinguistics 38, no. 1 (May 5, 2016): 181–210. http://dx.doi.org/10.1017/s0142716416000151.

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ABSTRACTRelatively little is known about the importance of phonological and orthographic processing skills for reading and spelling in monolingual and bilingual adults. We compared these underlying skills, using a series of phonological and orthographic tasks, in English monolingual (n = 28), English first language and Chinese second language bilingual (n = 21), and Chinese first language and English second language bilingual adults (n = 22) who were equally proficient in reading and spelling English, and examined the contributions of these skills to English word reading and spelling for each group. The results showed group differences in phonological processing, with English monolingual adults having better phonological skills than both groups of bilingual adults. No significant group differences were found for orthographic processing. Regression analyses showed phonological skills were a unique predictor of English word reading for both bilingual groups, but not for the English monolingual group. Orthographic skills were a significant predictor of English word spelling, but only for the English monolingual adults. This suggests there may be a long-lasting influence of being exposed to two contrasting languages on skills underlying literacy in bilingual individuals.

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Gottardo, Alexandra, Norah Amin, Asma Amin, Redab Al-Janaideh, Xi Chen, and Johanne Paradis. "Word reading in English and Arabic in children who are Syrian refugees." Applied Psycholinguistics 41, no. 6 (August 11, 2020): 1305–28. http://dx.doi.org/10.1017/s014271642000034x.

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AbstractWord reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.

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Yeshimbetova, Z., and Zh Kulekenova. "STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 70–72. http://dx.doi.org/10.51889/2020-4.1728-7804.13.

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The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.

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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.

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D'ANGIULLI, AMEDEO, LINDA S. SIEGEL, and EMILY SERRA. "The development of reading in English and Italian in bilingual children." Applied Psycholinguistics 22, no. 4 (December 2001): 479–507. http://dx.doi.org/10.1017/s0142716401004015.

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Canadian children (n = 81; 9–13 years) who spoke both English and Italian were administered phonological, reading, spelling, syntactic, and working memory tasks in both languages. There was a significant relationship between English and Italian across all phonological tasks. The relationship was less evident for syntactic skills and was generally absent for working memory measures. Analyses of phonological, syntactic, and memory processes based on levels of skill in English reading showed significantly better performance by skilled readers compared to less skilled readers; this was also true for the 11- to 13-year-olds compared to the 9- to 10-year-olds. Similar results were obtained as a function of levels of skill in Italian reading. On all Italian tasks, the bilingual children lagged behind monolingual children matched on age. However, less skilled and skilled bilingual Italian children had significantly higher scores than monolingual English–Canadian children (with comparable reading skills) on English tasks involving reading, spelling, syntactic awareness, and working memory. The results suggest that English–Italian interdependence is most clearly related to phonological processing, but it may influence other linguistic modules. In addition, exposure to a language with more predictable grapheme–phoneme correspondences, such as Italian, may enhance phonological skills in English.

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Cholifah, Maria. "PENGAJARAN BAHASA BERBASIS TUGAS (TASK BASED LANGUAGE TEACHING): PENDEKATAN YANG EFEKTIF DALAM PENGAJARAN BAHASA INGGRIS." JURNAL ILMIAH BAHASA DAN SASTRA 4, no. 2 (April 4, 2019): 131–39. http://dx.doi.org/10.21067/jibs.v4i2.3187.

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This paper highlights the benefits of implementing Task-Based Language Teaching (TBLT) in teaching-learning of four skills of English. TBLT focuses on how English language is applied in accomplishing a certain task. TBLT also cultivates studenys’ self-efficacy and enthusiasm in learning. Task-based activities create advantageous atmospheres in language learning since they focus on the outcomes of learning by maximizing the use of Engliah language. Furthermore, this paper discusses the essence, the purposes, and the effects of TBLT in enhancing students’ four skills of English. Keywords: TBLT, four skills of English, teaching-learning of English.

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Ribot, Krystal M., and Erika Hoff. "“¿Cómo estas?” “I’m good.” Conversational code-switching is related to profiles of expressive and receptive proficiency in Spanish-English bilingual toddlers." International Journal of Behavioral Development 38, no. 4 (June 4, 2014): 333–41. http://dx.doi.org/10.1177/0165025414533225.

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Relations between bilingual children’s patterns of conversational code-switching (responding to one language with another), the balance of their dual language input, and their expressive and receptive proficiency in two languages were examined in 115 2½-year-old simultaneous Spanish-English bilinguals in the U.S. Children were more likely to code-switch in response to Spanish than English. Children’s expressive vocabulary scores were higher in English than in Spanish, while their English and Spanish receptive language scores were not different. Analyses of subgroups of children with different but consistent patterns of code-switching confirmed that children who code-switched to English showed greater English skills, specifically in the expressive domain. Children who did not code-switch were more balanced bilinguals in both expressive and receptive skills. Children with other code-switching patterns showed still different profiles of dual language expressive and receptive proficiency. These findings reveal that some, but not all, bilingual children show different profiles of expressive and receptive skill in their two languages and that these proficiency profiles are related to their language choices in conversation.

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Karimnia, Amin, and Mohammad Reza Khodashenas. "Medical Students’ English Language Learning: Needs and Perceptions." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 164–90. http://dx.doi.org/10.2478/sm-2018-0016.

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Summary This study investigated the medical students’ English language learning needs and their perceptions of ESP courses in an academic environment. To do this, 100 medical students studying medical sciences in the faculty of medicine in Mashhad, Iran, were selected as the participants. Hutchinson and Waters’ target language needs analysis framework was drawn on as the analytic model guiding the study. A needs analysis questionnaire was used for data collection. The questionnaire designed to identify the learners’ perceptions of the frequency of English language skills/sub-skills use, the importance of English language learning, their ability in using language skills, their needs of language learning and their preferences of an English language course. After gathering and analyzing the data, it was found that reading skill is given priority by the students in terms of frequency of use, importance and proficiency. It also revealed that students need and prefer training in speaking, listening and communication skills. Considering the students’ perceptions of the current ESP course, the findings implied that the English language skills incorporated in the current ESP book for the medical students and the allocated time for this course are not compatible with the English language learning needs and wants of the students.

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Shobikah, Nanik. "Competences in English." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (January 28, 2020): 23. http://dx.doi.org/10.33474/j-reall.v1i1.5280.

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This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.

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Chovancová, Barbora. "Mediation in Legal English Teaching." Studies in Logic, Grammar and Rhetoric 45, no. 1 (June 1, 2016): 21–35. http://dx.doi.org/10.1515/slgr-2016-0013.

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Abstract Mediation is a language activity that has been unjustly neglected when preparing law students for their future professional careers. When trained in a professional context, students need to develop and improve complex communicative skills. These include not only the traditional language skills such as reading, writing, listening and speaking, but also more advanced skills such as summarizing, providing definitions, changing registers etc. All these are involved in the students’ acquisition of ‘soft skills’ that are particularly important for students of law since much of their future work involves interpersonal lawyer-client interaction. This article argues that mediation is a crucial (though previously underestimated) skill and that law-oriented ESP instruction should provide training aimed at developing this skill. Showing a practical application of this approach, the paper demonstrates that mediation can be successfully integrated in the legal English syllabus and make the learning of legal English more effective.

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Kanodia, Ambika, Anushree Chakraborty, Arunima Saha, and Pousali Ghosh. "Importance of English Language In Competitive Examinations : An Awareness Stduy." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2033–50. http://dx.doi.org/10.15864/ijelts.3208.

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Competitive Examinations are held to examine the IQ, the Logical Quotient and the Analytical Understanding of the candidate. Generally all competitive examinations have few subjects in common like Quantitative Aptitude, Logical Reasoning and English Language. English is a language that is widely spoken and understood by people all over the globe. Being one of the most commonly used languages, English has occupied its place in competitive examinations in order to understand the reading, writing and understanding skills of candidates. Communication skills of a person are evaluated partly on the marks scored in paper of English Language in the various competitive examinations. Most of the educational institutions today have designed their curriculum where English is taught and learned as first language and mother tongue becomes the second language. This is a small example to prove the importance of English in our education system as well as well as our careers. When people sit for competitive examinations either for further studies or for various government or private jobs, English is an unavoidable paper. This somehow depicts the importance of English Language in various Competitive Examinations. Proper use of the language is also regarded as a skill developed with continuous practice and learning techniques. Learning English and gaining a fluency in the language widens the career prospects.

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Kan, Pui Fong, and Kathryn Kohnert. "Preschoolers Learning Hmong and English." Journal of Speech, Language, and Hearing Research 48, no. 2 (April 2005): 372–83. http://dx.doi.org/10.1044/1092-4388(2005/026).

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Picture naming and picture identification tasks were used to investigate lexical-semantic skills in young children learning Hmong as a first language (L1) and English as a second language (L2). A total of 19 children, ages 3;4 (years;months)-5;2, participated in this study. Performance on lexical tasks was analyzed as a function of development (older and younger participants), language (Hmong and English), modality (receptive and expressive skills), and the nature of total or "composite" vocabulary scores (translation equivalents or singles, reflecting comparable forms in both languages as compared to concepts lexicalized into only 1 language). Older participants outperformed younger participants in English, but not Hmong, indicating a relative stabilization of L1 skills, alongside more robust growth in L2. The difference between expressive and receptive performance was also much greater in Hmong than English. Composite scores were always greater than single language scores and the proportion of translation equivalents increased with age.

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Kadhim Abid, Aoda. "THE EFFECTIVENESS OF IRAQI LANGUAGE WRITING PROFICIENCY ON FOREIGN LANGUAGE PERFORMANCE (ENGLISH) IN THE WRITING SKILL OF PREPARATORY SCHOOL PUPILS IN IRAQ." Humanities & Social Sciences Reviews 7, no. 6 (December 19, 2019): 807–12. http://dx.doi.org/10.18510/hssr.2019.76122.

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Purposes: This study aims at investigating the relationship between the Effectiveness of Iraqi Language Writing Proficiency on Foreign Language Performance (English) in the Writing Skill of Preparatory School Pupils in Iraq. Novelty: Despite the linguistic distance between English and Arabic, it is postulated that Arabic writing skills can be transferred positively to the target language (English). Methodology: The researchers used the composition prompt test instrument for this purpose; one test was in Arabic and the other was in English. The population was from two preparatory schools in the general directorate of Thi-Qar. The participants were 25 male students who were chosen on the basis of the students' achievement in the previous years. Results: That is, the participants proved to be proficient writers in Arabic after they had had a pretest in which they were asked to write a short paragraph about themselves. In conclusion, the results of the present study showed that there is no statistically significant relationship between the two languages. Those students who got high marks and were proficient in the Iraq language (Arabic) writing performed well in the counter skill (English). Implication/Application: This result supports the theoretical views of Cummins' threshold hypothesis and Chomskian's Interdependence theory. The results of the study indicate that there is no need for integrating the instruction of writing skills between the two languages in textbooks so that the writing level of students in the foreign language (English) can be improved.

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Arjulayana, Arjulayana, and Cut Novita Srikandi. "TEACHING AND LEARNING MOTIVATION IN ENGLISH MASTERY FOR EARLY SEMESTER STUDENT OF ENGLISH DEPARTMENT." JEC (Journal of Education and Counseling) 1, no. 2 (December 22, 2018): 89–103. http://dx.doi.org/10.32665/jec.v1i2.56.

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Student can be said master the English if they can master four skills of language, there are speaking skill, writing skill, listening skill, and reading skill. Those skills are will be impossible to achieve if the student do not have motivation, both internal and external The aims of this research is to explain and describe what kinds of motivations that students required to support their expectable achievement related to four skills of language. This research uses qualitative approach, with field research scheme, because the data and instruments are implemented in real condition. The research instruments consist of observation, interview, script interview, and study document. The interview conducted to 10 English lecturers to find out the students’ problems and lecturers’ suggestion regarding to students’ motivation to support teaching and learning process in English department. The result of this research shows that Early semester students are having trouble in adapting English at their university, because of some problems, such as; unconfident in performing English as their instruction language in the classroom, because of their vocabulary limit, difficult in understanding lecturer’s English explanation, and difficult to interact among others in using English. Therefore, they need motivation, both internal and external.

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Qamili, Shpresë. "The Process of Learning English Speaking Skills." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 440. http://dx.doi.org/10.26417/ejms.v1i2.p440-450.

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Language gives people the opportunity to express their feelings, desires, thoughts and ideas. Language is a tool, whereby is discovered, acquired, transmitted, stored and inherited knowledge about the world and universe. Language is one of the most significant indicator of linguistics and cultural identity of the language community and individual personality. Language is the carrier of a culture, social behaviour and custom of the respective users. One of the four language skills in the process of learning English, is speaking skill as the first and main form of communication. It occupies a central place in the process of people enlightenment. Information is received, understood and easily processed through speaking or discourse than through writing. The speaking skills are donated to human beings in biological way. Speaking is a vital activity. Meanwhile, the language is a structural model of the system we use to convey our message while we are speaking. This study seeks to assess achievements and to determine the problem areas in the process of learning English speaking skills by high school students overall Kosova, suggesting appropriate recommendations for overcoming obstacles encountered. Thus, through it, are identified communication strategies that second-language learners use, whenever there are discovered linguistics deficiency, as well as difficulties in the process of learning verbal communication; interlinguistisc and intralinguistics communication strategies are revealed, that students use during oral communication, and their skills in the field of discourse are assessed

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Goldstein, Brian A., Leah Fabiano, and Patricia Swasey Washington. "Phonological Skills in Predominantly English-Speaking, Predominantly Spanish-Speaking, and Spanish-English Bilingual Children." Language, Speech, and Hearing Services in Schools 36, no. 3 (July 2005): 201–18. http://dx.doi.org/10.1044/0161-1461(2005/021).

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Purpose: There is a paucity of information detailing the phonological skills of Spanish-English bilingual children and comparing that information to information concerning the phonological skills of predominantly English-speaking (PE) and predominantly Spanish-speaking (PS) children. The purpose of this study was to examine the relationship between amount of output (i.e., percentage of time each language was spoken) in each language and phonological skills in Spanish-English bilingual children and PE and PS children. Method: Fifteen typically developing children, ranging in age from 5;0 (years;months) to 5;5 (mean=5;2), participated in the study. The participants consisted of 5 PE speakers, 5 PS speakers, and 5 bilingual (Spanish-English) speakers. A single-word assessment was used to gather information on phonological skills (consonant accuracy, type and frequency of substitutions, frequency of occurrence of phonological patterns [e.g., cluster reduction], accuracy of syllable types [e.g., CV, CVC, CCV, etc.]), and type and rate of cross-linguistic effects. Results: The results indicated that there was no significant correlation between amount of output in each language and phonological skills either in the Spanish skills of PS children and Spanish-English bilingual speakers or in the English skills of PE children and Spanish-English bilingual speakers. In addition, there was no significant difference in segmental accuracy, syllabic accuracy, or percentage of occurrence of phonological patterns between either the Spanish skills of PS children and Spanish-English bilingual speakers or the English skills of PE children and Spanish-English bilingual speakers. Finally, the children showed a limited number of cross-linguistic effects. Clinical Implications: Results from this study indicate no link between parent estimates of language output and phonological skill and demonstrate that Spanish-English bilingual children will have commensurate, although not identical, phonological skills as compared to age-matched PS and PE children.

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Mahmud, Murni. "LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 172. http://dx.doi.org/10.15639/teflinjournal.v21i2/172-185.

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his paper highlights the impact ofgender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These differentstyles of female and male students in learning English were affected by the notions of women’s language.

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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.

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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.

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Phillips Galloway, Emily, Paola Uccelli, Gladys Aguilar, and Christopher D. Barr. "Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners." AERA Open 6, no. 1 (January 2020): 233285841989257. http://dx.doi.org/10.1177/2332858419892575.

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In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages.

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Armala, Intan, Endang Fauzia, and Abdul Asib. "Pre-Service English Teachers’ Perception on Higher Order Thinking Skills (HOTS) in English Language Teaching." Journal of Language Intelligence and Culture 1, no. 01 (December 31, 2019): 111–22. http://dx.doi.org/10.35719/jlic.v1i01.16.

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Higher order thinking skill is one of the important components for an individual to be able to solve new problems in the 21th century. In the revised Bloom’s taxonomy, HOTS is defined as an incision among the three top levels of ability in the cognitive dimension (analyzing, evaluating, creating), and 3 levels of knowledge dimension (conceptual, procedural, metacognitive). The aim of the present case study was to investigate pre-service English teachers’ perception on Higher Order Thinking Skills in English language teaching. A total of 15 pre-service English teachers in a university in Indonesia participated in this study. The research used questionnaire to collect the data. Data were analyzed using interpretative approach. The result showed that the pre-service English teachers have their perspective about higher order thinking skills by themselves. They are aware towards Higher Order Thinking Skills in English language teaching. They are involving some activities to encourage students in thinking skill. They believed that every student is capable to think critically.

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Haider, Syed Zubair, Rafaquat Ali, and Madiha Ikram. "Analyzing The Effect Of English Subject Teaching On The English Writing Skills Of Secondary School Student." Global Educational Studies Review V, no. I (March 30, 2020): 19–28. http://dx.doi.org/10.31703/gesr.2020(v-i).03.

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English is known as international language for communication. If we talk about Pakistan, English is used as an official language however, the national language of Pakistan is Urdu. In schools, English language is taught as a compulsory subject. It plays a very important role in developing communication skills among students. The present research is related to analyze the effect of English subject teaching on the writing skills of Secondary School Students in South Punjab. In this research 9th class government and private school were taken as study sample. A writing skill test that was related to English language conducted for collecting the data. After collection of data a comparison chart was made. In this chart difference between both school students was clearly visible. Conclusion was made on the basis of result and in the end, suggestions were given for improving the writing skills of students.

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Othman, Murad Sherzad, and Kochar Azad Sadq. "The Attitudes of Medical Students of English Language Teaching." Twejer 4, no. 1 (May 2021): 1287–316. http://dx.doi.org/10.31918/twejer.2141.30.

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This study investigated the medical students' perceptions of English language teaching at Hawler Medical University. It included 382 students, 141 males, and 241 females. A questionnaire was used to obtain information. The data were analyzed through SPSS V. 25. The findings displayed the extreme importance of English to medical students. They needed all the language skills to be taught, and listening was the most significant skill. Furthermore, it demonstrated the most appropriate English course to be general and specific English. Concerning English difficulties, findings noticed a statistically significant difference between the participants' ages and reading skills and no significant difference between the ages and other difficulties.

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Wulandari, Yuni, Indah Damayanti, and Alamsyah Harahap. "THE ANALYSIS OF THE PROPORTION OF LANGUAGE SKILLS IN ENGLISH TEXTBOOK GRADE XI PUBLISHED BY KEMENDIKBUD 2014." Journal of English Education and Teaching 2, no. 3 (February 14, 2019): 40–49. http://dx.doi.org/10.33369/jeet.2.3.40-49.

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This study analyzed the proportion of language skills in English textbook using descriptive quantitative method. This study aimed to find out the proportion of language skills in English textbook grade XI published by Kemendikbud 2014, and to find out the suitability of language skills in English textbook grade XI published by Kemendikbud 2014 and the goal of English subject's syllabus for Senior High School. The object of this research was English textbook for grade XI (Senior High School) published by Kemendikbud 2014 (1st and 2nd semester). The instrument used was evaluation checklist to collect the data about the proportion of language skills. The result showed that the textbook focuses more on writing skills (35%), grammar (32%), speaking (25%), reading (7%), and listening had the lowest proportion of (1%). The result of the evaluation showed that this textbook represent the writing skill that integrated with other skills. This textbook has the appropriate proportion on two skills (writing and speaking) however, it has inappropriate proportion on other two skills (listening and reading).

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Kato, Makiko. "Exploring the Transfer Relationship of Summarizing Skills in L1 and L2." English Language Teaching 11, no. 10 (September 14, 2018): 75. http://dx.doi.org/10.5539/elt.v11n10p75.

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The purpose of the present study is to examine whether the summarizing skills in the first language (L1) of learners of English as a Foreign Language (EFL) affect their summary performances in a second language (L2). To examine the transferring of L1 summarizing skills to L2 summary performance it is necessary to figure out which L1 knowledge and skills EFL learners already possess. A total of 47 Japanese university students with low intermediate English proficiency were asked to write a summary in their L2 (i.e., English) and L1 (i.e., Japanese) of a text written in each of the same languages after they received a quick lecture on how to write a summary. The relationship between their L1 and L2 summarizing skills was examined by using the scores from their L1 and L2 summary performances. The results showed that a small variance of L1 summarizing skill affected the overall summary performances in L2, which supports the Cummins’s (1976) Linguistics Threshold Hypothesis. This study concludes by offering several suggestions for teachers of summary writing, and implications for future research.

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Furotun, Nurus Syamsiyah, Mutmainnah Mustofa, Erfan Efendi, and Nur Jamilah. "THE USE OF WATTPAD IN ENGLISH LANGUAGE TEACHING AND LEARNING: IS IT HELPFUL?" Journal of English for Academic and Specific Purposes 4, no. 1 (June 21, 2021): 189–200. http://dx.doi.org/10.18860/jeasp.v4i1.12620.

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The use of digital applications is very helpful in teaching and learning process, especially for language classes. The existence of technology is very helpful for teachers to increase student interest in learning about English language lesson. The development of the digital world is used by teachers to be used as a tool to facilitate student learning. This research focuses on the role of using a digital application called Wattpad which will make students diligently read English reading texts, so that they become more skilled in learning. In this research, the researchers defined the term digital application to explain the use of digital application in an effort to improve English as a foreign language learning skill. The related review of literature shows that the use of multi-media technology can improve students’ language learning skills because matches their interests. Therefore, their English skills can be better.

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Elshahawy, Khaled Elkotb Mahmoud. "Practicing English Through Digital Devices: Practices and Perceptions of the EFL Undergraduate Students Majoring in English Language." International Journal of Language and Literary Studies 2, no. 1 (March 6, 2020): 21–37. http://dx.doi.org/10.36892/ijlls.v2i1.109.

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This research paper briefly considers the significance of practicing English through digital devices for EFL Saudi undergraduate university students majoring in English language. As the Computer Assisted Language Learning (CALL) acronym is no longer suitable for investigating and describing EFL practices to improve the English language learners' macro skills, namely, listening, speaking, reading and writing .This is because we are now in a ‘post-CALL era’ of Mobile Assisted Language Use (MALU) with digital literacy skills as a defining characteristic for the 21st century English language learners.The current study highlighted the practices and perceptions of Languages and Translation Department students majoring in English Language at Tayma University College in Saudi Arabia. In order to collect the necessary data, the study used a four- point options Lekert scale questionnaire. The study used a mixed method of quantitative and qualitative approaches. The participants of the study were 40 students (20 males and 20 females). The study was conducted in the first semester of the academic year 2018/2019. The findings of the study proved that the students were highly motivated to use the digital devices to improve their English language proficiency macro skills. Based on these results, the study recommends implementing the digital devices in the EFL curricular to improve the EFL learners’ macro skills.

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Kurniawan, Nova Adi, and Sai'in Sai'in. "“How Difficult English Is!” (An Attitude in Learning English for Non-English Students)." MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling 2, no. 1 (January 23, 2019): 65–86. http://dx.doi.org/10.46963/mash.v2i1.26.

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English is one of the foreign languages taught from elementary to university. However, English is to be unswallowed bitter pill for non-English students. This is caused by the growing concepts of negative attitude about English, “English is frightening, English is hard to study, etc.” Attitude plays a vital role in learning any disciplines of knowledge includes English. Developing competencies and skills of English will not be achieved without noticing the supporting factors. In line with, this article discusses the concept of attitude, language attitude, students’ attitudes toward English, and the factors that influence students’ attitudes toward English as a foreign language.

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Salimi, Esmaeel Ali, and Hadi Abedi. "Trilinguals' Identity Synergism Through Pragmatic Skills." Journal of Language and Education 6, no. 2 (June 30, 2020): 165–80. http://dx.doi.org/10.17323/jle.2020.10165.

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Recent studies on bilingualism and pragmatics paid little attention to trilingual speakers. This investigation examined the trilinguals' identity synergism by drawing on their linguistic repertoire and discursive identity through pragmatic skills. For this purpose, twenty advanced EFL learners with Persian and Turkish as their mother tongues were homogenized through IELTS and played roles in Persian, Turkish, and English languages. For modeling, three monolingual native speakers of the English language responded to the English version of written discourse completion tests taken from the same role-plays. The data underwent content analysis to extract and codify the themes. The results revealed a synergy among the trilinguals' discursive systems when performing apology, complaint, refusal, and request speech acts. Multidirectional transfers among the trilinguals' Turkish, Persian, and English languages developed a form of English communication that was different from that of the native speakers' model. Gestures and mimes were the non-verbal strategies employed more in the trilinguals' Turkish and English languages than their Persian. This study helps researchers and teachers gain insight into identity, pragmatics, and multilingualism.

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Mkrtchyan, Karine. "Some Skills for Mastering Newspaper Language." Armenian Folia Anglistika 4, no. 1-2 (5) (October 15, 2008): 76–79. http://dx.doi.org/10.46991/afa/2008.4.1-2.076.

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The article highlights certain methodological applications to make English more affordable for students. It offers a number of exercises that can contribute to mastering the specificities of the style.

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Majola, Deborah. "We need to assess english language skills properly." Nursing Standard 24, no. 12 (November 25, 2009): 32. http://dx.doi.org/10.7748/ns.24.12.32.s43.

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Azam, Mehtabul, Aimee Chin, and Nishith Prakash. "The Returns to English-Language Skills in India." Economic Development and Cultural Change 61, no. 2 (January 2013): 335–67. http://dx.doi.org/10.1086/668277.

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Shin, Hyunjung. "Language ‘skills’ and the neoliberal English education industry." Journal of Multilingual and Multicultural Development 37, no. 5 (August 7, 2015): 509–22. http://dx.doi.org/10.1080/01434632.2015.1071828.

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Restrepo, Maria Adelaida, and Mary Towle-Harmon. "Addressing Emergent Literacy Skills in English-Language Learners." ASHA Leader 13, no. 13 (September 2008): 10–13. http://dx.doi.org/10.1044/leader.ftr1.13132008.10.

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Jose, Rexlin, and B. William Dharma Raja. "Techno-Pedagogic Practices For Enhancing English Language Skills." i-manager’s Journal on English Language Teaching 1, no. 1 (March 15, 2011): 1–8. http://dx.doi.org/10.26634/jelt.1.1.1347.

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Pratiwi, Etty. "STRATEGIES OF READING SKILLS FOR ENGLISH LANGUAGE CLASS." Esteem Journal of English Education Study Programme 2, no. 1 (January 14, 2020): 1. http://dx.doi.org/10.31851/esteem.v2i1.3470.

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Andrievskikh, Svetlana, and Valentina Lapina. "Integrating soft skills development into English language class." SHS Web of Conferences 99 (2021): 01026. http://dx.doi.org/10.1051/shsconf/20219901026.

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Many employers around the world express their concerns about recent graduates’ lack of necessary soft skills. They claim that new hires are inadequately prepared for handling some of the common challenges which have to be addressed at the workplace and the skills gap is widening with every passing year. Employers are looking for candidates who can understand and analyse ideas, tackle complex issues, actively contribute and take responsibility when working on projects, and are willing to develop their skills and acquire the new ones throughout their careers. Being aware of the problem, the authors undertook a study and propose some suggestions of integrating soft skills development into university English Language class.

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LAFRANCE, ADÈLE, and ALEXANDRA GOTTARDO. "A longitudinal study of phonological processing skills and reading in bilingual children." Applied Psycholinguistics 26, no. 4 (October 2005): 559–78. http://dx.doi.org/10.1017/s0142716405050307.

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French/English bilingual children (N=40) in French language schools participated in an 8-month longitudinal study of the relation between phonological processing skills and reading in French and English. Participants were administered measures of phonological awareness, working memory, naming speed, and reading in both languages. The results of the concurrent analyses show that phonological awareness skills in both French and English were uniquely predictive of reading performance in both languages after accounting for the influences of cognitive ability, reading ability, working memory, and naming speed. These findings support the hypothesis that phonological awareness is strongly related to beginning word reading skill in an alphabetic orthography. The results of the longitudinal analyses also suggest that orthographic depth influences phonological factors related to reading.

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Journal articles on the topic 'English language skills'

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