Acquisition Of Language Skills Research Articles

Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach

This research investigated the effects of using multimodal teaching methods on the acquisition of English language skills in dyslexic students residing in the Asir area of Saudi Arabia. A quantitative study methodology was used to evaluate the language competency of 30 dyslexic learners before and after the application of the strategies. The learning outcomes were assessed by a comprehensive study that included paired t-tests, Pearson's correlation, multiple regression analysis, and ANCOVA. The findings demonstrated a substantial enhancement in students' performance after the intervention. Moreover, it was observed that the frequency of using the strategies directly correlated with the speed of development. The findings of the multiple regression analysis showed that the frequency of use was the most important predictor of the learning outcomes. Finally, the ANCOVA analysis revealed that different strategies are efficacious when considering students' beginning competence levels. Teachers are advised to include these tactics in their teaching methods and get individualized training on the topic. Ultimately, this research enhances the area of special education by providing substantiated proof that the use of multimodal instruction may provide positive outcomes when educating dyslexic adolescents.

The Overview of the Natural Approach

The Natural Approach is an educational method for teaching languages that emphasizes meaningful communication and acquisition of language skills in a naturalistic manner. It is widely used in language teaching. In this passage, the author interprets the Natural Approach, analyzes the principles, characteristics, theories, advantages of the Natural Approach by the literature method. The main purpose is that understanding the Natural Approach more deeply, and providing some theoretical references for how to use the natural teaching method in the future, so as to better combine theory with practice.

TAHLIL AL- AKHTO’ FII KITABATIL LUGGHOTIL AROBIYYAH FII TA’LIMIL IMLA’ BIMADROSATI DARUT TAUHID ZAINUL HASAN GENGGONG

Writing is one of the four skills in Arabic language acquisition. Improving writingproficiency can be achieved through spelling instruction. Dictation, an exercisecommonly used in Arabic instruction, involves the teacher reciting a text or passage,and the student transcribing it. This study aims to delineate the fundamental types ofwriting errors among first-grade students in a religious school. Employing a qualitativedescriptive research approach, the study utilizes error analysis as its methodologicalframework. Multiple data collection methods, including tests, observations, interviews,and documentation, were employed by the researcher. The results of this study showthat the errors identified in this study encompass mistakes in writing hamza, hamzaomission, letter deletion, letter addition, as well as errors in letter substitution and thewriting of taa. The primary factors contributing to these errors include students'unfamiliarity with correct writing forms, inadequate Arabic writing practice, anddeficiencies in grammar and morphology skills.

The interaction between language identity, pedagogy, and the effects on indigenous languages (Urdu and Sindhi): A case study of undergraduate institutes of Sindh, Pakistan

The purpose of the article is to examine the correlation between language and identity, as well as the influence of English language instruction in Pakistan on Pakistani linguistic identities. While English language learners use a variety of teaching and learning strategies, they also come from a range of socioeconomic backgrounds and have varied learning objectives. The data collection involved two hundred undergraduates from each of the two campuses of the University of Sindh, one located in Jamshoro and the other in Hyderabad, Sindh, Pakistan. Additionally, interviews were conducted with five English language instructors who were all affiliated with the University of Sindh. Qualitative methods were utilized by the researcher for this investigation. The researcher employed two survey questionnaires, one for teachers and one for students, as a crucial tool for data gathering. The findings of the article demonstrate that language plays a significant role in expressing one’s social or personal identity, serving as a single characteristic of language usage for identification. Moreover, the article also examined the influence of English on two Pakistani languages, Urdu and Sindhi. Following the acquisition of English language skills, individuals may perceive changes in their level of competence, communication style, and value systems. The inclination towards code-mixing in public discourse can be attributed to the English language, as Pakistanis are highly conscious of their social status and aspire to appear well-educated.

Integration in the Czech Republic as Seen from the Perspective of Intercultural Workers

This text focuses on aspects of the integration of immigrants from the perspective of intercultural workers. The qualitative research explored how intercultural workers in the Czech Republic perceive and understand integration, with special emphasis on their interpretation of what makes a successfully integrated immigrant. Our conclusions indicate the predominance of a dualistic view of integration based on the acquisition of Czech language skills and the achievement of self-sufficiency. The culturally determined behavior of immigrants can significantly influence their cooperation with the majority society in areas such as education and their orientation in the social system. This research contributes to understanding the integration of immigrants and reveals a complex interplay of language, self-reliance, cultural prejudices, and the role of intercultural workers in facilitating mutual understanding between new arrivals and the majority population.

The impact of an augmented reality application on EFL learners’ oral proficiency

ABSTRACT Purpose This study investigated the effects of an AR application (Civilisations AR) on EFL learners' oral proficiency in the dimensions of content, fluency, vocabulary, pronunciation, and grammar, as well as their attitudes and perceptions toward AR technology. Design Utilizing a quasi-experiment, twenty-four EFL learners engaged in a role-playing activity as museum guides for six artifacts over a semester: twelve with the AR application and twelve without. Data collection included oral presentations recorded at six different times of the semester, the AR technology acceptance questionnaire, participants' reflection papers, and individual interviews at the end of the semester. Findings Participants' oral proficiency has been improved in terms of content, vocabulary, and pronunciation when using the AR application compared to when not using it. They felt that the AR-assisted method encouraged active learning and stimulated their learning interest, and they were willing to incorporate the AR tool into their future education. Originality and Value This study indicates that AR has the potential to enhance speaking skills in second language acquisition though it still needs improvement to meet more needs.

Review of the Effects of Foreign Language Classroom Anxiety on Learners' Development of a Second Language Acquisition

Adult and teenage second language learners are very interested in foreign language classroom anxiety (FLCA). In language classes all across the world, foreign language anxiety (FLA) is a significant issue. It is especially directly tied to expressive abilities in a second language. There are many subjective and objective factors that affect foreign language performance. Anxiety in FLA is one of the emotional elements, and it is the key factor among the factors impacting students' second language learning. Based on previous research and scholarly papers, this study conducts a literature review to organise the pertinent material on anxiety in the foreign language classroom (FLC), including its definition, causes, and effects on students' learning and performance. Anxiety in the classroom when learning a foreign language typically results from oral activities and has a detrimental impact on language abilities including listening, reading, and writing. Moderate anxiety has been shown to occasionally boost positive learning motivation, but excessive worry is still harmful to learning. Therefore, teachers need to adopt appropriate strategies in dealing with FLCA. The key to lowering anxiety in the FLA is creating a friendly and encouraging classroom atmosphere and developing positive teacher-student connections. Overall, this paper endeavors to provide educators with insights into anxiety in the FLC and how to cope with this affective factor in their educational practices to promote better student learning and acquisition of foreign language skills. This topic has important social and educational implications on a global scale and deserves further research and study.

Formation of the semiotic component of speech in senior preschool children with logopathology

The scientific publication presents a theoretical and experimental-comparative analysis of the formation of the semiotic component of speech in senior preschool children with speech disorders. The purpose of the study is to investigate the dynamics of the development of the semiotic component of speech in senior preschool children with speech pathology after correctional educational and developmental intervention. The methods of the study are: theoretical − analysis of scientific sources to solve the problematic issue; empirical − use of diagnostic tools (tasks − educational, game, research, during which children with speech disorders study phonemic, lexical, grammatical and prosodic levels of speech; analysis; comparison), formative (game, verbal, exercises, etc.) and variable statistical (quantitative and qualitative) ones. Results of the study. Corrective educational and developmental work on the formation of the semiotic component of speech in senior preschool children with speech pathology took place at the propedeutic-foundational (preparing the child for the acquisition of basic speech and language knowledge and skills), variably sequential (providing a combination of visual and speech actions), speech-active (involving the child in the speech environment) stages. Additionally, the methods and techniques of correctional educational and developmental work are substantiated. The compared materials of the study of the ascertaining and formative experiments testified to the dynamics of the development of the semiotic component of speech in children with logopathology. The children studied improved their phonemic (perception, analysis and representation), lexical (expressive and impressive speech), grammatical (composing stories, agreeing verbs with the subject in number, declining nouns and adjectives, modifying verbs by person and number, use diminutives and pet forms of nouns in all genders and cases) and prosodic (normative voice power, speech rate, expressive intonation and clear diction) levels of speech

Social Communication and Parent Verbal Responsiveness Across Interaction Contexts in Toddlers on the Autism Spectrum.

Interactions with caregivers during the ordinary activities that occur as families go about their everyday lives are critical to supporting children's acquisition of social communication and language skills. The purpose of this study was to examine child communication and parent verbal responsiveness across interaction contexts in 211 children (Mage = 20 months) on the autism spectrum (n = 121), with developmental delay (n = 46), or with typical development (n = 44). Families participated in up to eight activities during an hour-long, video-recorded home observation. We tested differences in the strength of associations between diagnostic group and interaction context using linear mixed-effects models, with child rate per minute of communication and proportions of parent follow-in comments and directives as outcome variables. Child communicative functions expressed across contexts were also examined. Children across groups communicated at significantly higher rates per minute during book sharing and play with people compared to other interaction contexts. Most child communication was for the function of joint attention during book sharing, for social interaction during play with people, and for behavior regulation during necessary activities such as family chores and meals. On average, parents of children responded using proportionally more follow-in comments during book sharing and play compared to necessary activities, during which parents used more follow-in directives. Results provide a glimpse into the dyadic communication that may occur within everyday activities at home, which supports the need for future intervention research and may aid clinicians seeking to identify activities that serve as important contexts for intervention.

Developing Speaking Test through Project Based Learning in Procedure Text Material

This study focuses on the development of speaking tests through project-based learning in procedure text material. The study aims to assess students' speaking abilities by integrating project-based learning into the teaching and learning process. The research follows a research and development (R&D) method, adapting the research cycle proposed by Borg & Gall (1981) and simplifying it into eight stages: (1) Research and Information Gathering (2) Development of the Initial Product (3) Expert Validation (4) Revision (5) Product Trial (6) Revision (7) Field Trial (8) Final Product. The data were collected through a questionnaire. Based on preliminary research and information collection results, the students have difficulty speaking, mainly due to a lack of enthusiasm and the use of learning strategies. Based on the expert’s comments, the developed speaking strategy was generally good and eligible to be used as a strategy for developing the speaking skills of students. So, the use of project-based learning through procedure text that emphasizes practical application and real-life contexts is well suited to optimize language learning outcomes. Overall, the developed strategy proves effective in enhancing students' speaking abilities and creating a conducive learning environment. The study justifies the importance of developing speaking tests through project-based learning due to the significance of speaking skills in language acquisition and the potential of project-based learning to create an engaging and effective learning environment.

Dakwah dan Peran Pembelajaran Bahasa Arab dalam Perubahan Sosial

This paper explores the relationship between Da'wah (Islamic propagation) and the role of Arabic language learning in facilitating social change. Da'wah is a fundamental aspect of Islam, aiming to spread the message of the religion and bring about positive transformations in society. Arabic language, as the language of the Qur'an and the primary medium for Islamic teachings, plays a crucial role in the practice of Da'wah. This study investigates how the acquisition of Arabic language skills can empower individuals to effectively engage in Da'wah activities and contribute to social change. It examines the impact of Arabic language learning on enhancing communication, understanding, and interpretation of Islamic teachings, as well as fostering cultural appreciation and interfaith dialogue. The paper also discusses the challenges and opportunities associated with Arabic language learning in the context of Da'wah, including the availability of resources, pedagogical approaches, and the role of technology. The findings highlight the significance of Arabic language learning as a catalyst for social change through Da'wah, emphasizing the need for comprehensive language education programs that incorporate both linguistic and religious components.

Effective methods of teaching a foreign language in the modern educational environment

Relevance. In today�s world, global communication and international cooperation are becoming increasingly important, and therefore knowledge of a foreign language is a key factor in overcoming language barriers and effective communication between different cultures, which makes this study relevant.Purpose. The purpose of this study was to reveal and investigate current trends and strategies of teaching foreign languages aimed at maximising learning efficiency.Methodology. The study employed the methods of analysis, systematisation, and generalisation.Results. The study examined various aspects of effective methods of teaching foreign languages in the modern educational environment, such as Content and Language Integrated Learning (CLIL), immersion, content-based learning, suggestion therapy, the use of computer technology in teaching, flipped classroom, and methods of creating Mind Maps. It was found that these methods allow for effective foreign language teaching in the modern educational environment. This study also revealed the specific features of using innovative technologies, virtual reality, and their contribution to improving foreign language acquisition in the educational process, as the modern educational environment requires the use of the latest technologies to improve access to knowledge and individualise learning.Conclusions. As a result of this study, it was possible to investigate the psychological aspect of foreign language learning, focusing on the role of motivation and emotional state for the successful acquisition of language skills. The findings of this study can be used to create, develop, and improve curricula in the field of foreign language teaching.

The Role of Home Literacy Environment in the Acquisition of Oral Language Skills in the Preschool Years

Parental involvement, home literacy environment, socioeconomic status, and literary resources are some of the factors that positively influence language acquisition. Exposure to materials and activities that support oral language development, such as picture books, alphabet books, stories, songs and shared book reading experiences create a responsive and encouraging home literacy environment. However, there is currently no evidence in Zambia to show how the home literacy environment (HLE) affects the development of oral language in children. Therefore, the overall objective of the study was to examine the extent to which the home literacy environment influenced children’s oral language development. The study further sought to identify the factors within the home environment that supported development of oral language skills. The study used a mixed methods approach because it allowed the researcher to benefit from detailed insights offered by the participants on one hand as well as the generalizable inferential statistics drawn using quantitative data. This was important because it allowed for the triangulation of the data and offered complementary advantage in drawing conclusions. The study used a Familiar Language Test (FLT) and the Peabody Picture Vocabulary Test (PPVT) tests to conduct child assessments while a home structured guide was used to collect socio-economic data and home parent-child practices. The data generated from the study was analysed using the Statistical Package for Social Sciences (SPSS) while qualitative data was analysed thematically. The study comprised 100 preschoolers (50 males and 50 girls) drawn from selected early childhood centres in Lusaka district. The study concluded that activities such as shared book reading, singing, and storytelling were crucial in fostering language development at home. Therefore, it was recommended that parents or caregivers should engage children at home in storytelling, book reading and songs to promote the development of oral language skills in the early years.

The use of the “Talk To Me” application in the therapy of speech development delays

Introduction and aim. Computer techniques are increasingly used in speech therapy. The aim of the work is to present the results of the preliminary evaluation of the new “Talk To Me” application and its functionality in the treatment of speech development delays. Material and methods. The study was conducted in 3 groups of children: the study group with the use of the “Talk To Me” application, the conventional therapy group and the control group - in the case of both groups with the intervention, additional reinforcements were used. All children included in the project showed delays in speech development. The recorded age of children in all analyzed groups ranged from 2 to 6 years. In order to verify language progress, the Scale of Language Skills Acquisition in the Field of Communication Competence was used. Results. Acquisition of language skills varies depending on the group affiliation. The analysis of simple main effects for the time of measurement showed that in each group the differences between successive measurements turned out to be significant. In the study group, the increase in language skills differs from the other two groups (p<0.001). However, there is no difference between the groups with conventional and control therapy (p=1.00). Conclusion. Analysis of the research results allows us to conclude that the “Talk To Me” application is a tool that significantly affects the speed of therapy progress in the case of speech development delays concerning communicative competence.

Strategi Pembelajaran Bahasa Arab dalam Upaya Mempersiapkan Calon Mahasiswa Baru ke Timur Tengah (Studi Kasus pada El-Darosah Banten)

This article aims to analyze the Arabic language learning strategies implemented by El-Darosahat Banten in order to prepare prospective new students for the Middle East, especially Al-Azhar as the oldest university in Egypt. As we know that students who want to continue their studies in the Middle East have increased. Therefore, it requires a strategy in preparing Arabic so that they can follow learning in the Middle East well. This research is qualitative using descriptive analysis methods. Data were obtained through observation, interviews, and documentation studies. The qualitative approach according to Creswell allows a researcher to become a key instrument, namely as a data collector, behavioral observation, or participant interview. The object of research in this paper is students at the El-Darosah institution who want to continue their studies to the Middle East. The results of this research show that learning Arabic at this institution is for a specific purpose so that it has implications for several things: First, the implementation of Arabic learning at El-Darosah uses private and classical methods so that learning runs effectively; The material is a compilation of many resources pertaining to learning Arabic related to the acquisition of Arabic language skills; Third, in the grammatical aspect, students are required to identify and express ideas about the grammatical structure and style used in the texts provided, so that learning Arabic is more functional. Another strategy used in learning Arabic at this institution is that teachers always motivate students, so predetermined goals of learning Arabic can be achieved effectively and efficiently because students are present physically and psychologically. We recognize that this study has many flaws. Therefore, we hope that there are researchers who can continue our research, such as how the strategy of mastering the Amiyah language because outside of learning, the language used is the Amiyah language.

Developing oral competence within foreign language acquisition context

In the context of contemporary educational priorities and directions, foreign language competence is considered an integral asset for a successful career. In response, educators are tasked with employing effective pedagogical methods and instructional strategies that expedite the acquisition of language skills among their students. Their goal is to facilitate swift language mastery while ensuring the lasting retention of acquired knowledge, enabling its effective application in various communicative contexts. Concerning the evaluation of the effectiveness of foreign language learning, we emphasize that immersing learners in authentic communication situations greatly enhances productive learning. However, improving oral skills, particularly when encountering intricate psychological and cultural barriers, poses challenges that have yet to receive comprehensive examination. As criteria for determining the complex ratio of various factors in the speakerʼs communicative interaction with the language material, we propose a method that involves analyzing the gradual development of oral intentions, acts, and sequences. These stages include the initial phase, which entails delineating objectives, tasks, and the extent of communication; the second stage, focusing on the speakerʼs collection of information related to the language context; the third stage, oriented toward clarifying the communicative roles of participants and defining the socio-cultural context; and the fourth stage, where the dialogue seamlessly integrates into the sequence of communicative acts and conversational patterns. We assert that during the communication process, there arises a need to generate supplementary lexical resources. At this juncture, it is paramount for the teacher to foster the development of a mechanism enabling students to monitor and self-assess their language proficiency. The selected pedagogical methods should be thoughtfully structured to facilitate the transition of knowledge from the realm of comprehension to that of production, ultimately culminating in the capacity to think and articulate thoughts in a foreign language. Communicative competence in a target language extends beyond the confines of classroom instruction. Therefore, educators should design the learning process in a manner that fosters self-directed skill enhancement and nurtures studentsʼ intrinsic motivation for independent practice.

Exploring Learning Autonomy: An Investigation into the Perceptions and Practices of ENCG Students in the Acquisition of English Language Skills

This study investigates the notion of learner autonomy in EFL in the Moroccan School of Business and Management (ENCG). The concept of autonomy aims to empower learners to possess the necessary life skills such as critical thinking, problem solving and creativity to excel both personally and professionally. Learner autonomy was first introduced in the late 1970s and since then has been considered a learning goal in most educational curricula. In Morocco, all educational reforms, especially after 2000, have stressed the urgent need for key life skills to meet the requirements of the job market and globalised world. The present study examines the perceptions and practices of ENCG students towards learner autonomy in EFL. A sample of 662 ENCG students completed an online survey to gather quantitative data. Findings revealed that learners hold positive attitudes towards learner autonomy and they take part in activities depicting autonomous practices and behaviours. These students demonstrate a strong awareness of strategies that contribute to learner autonomy and exhibit motivation to independently acquire English language skills at ENCG. In summary, the research establishes a robust basis for the potential growth and expansion of learner autonomy across various universities in Morocco.

The Effects of Blended Learning Methods on Second Language Acquisition in Paragraph Writing: A Systematic Review of Literature

Scholars have spent many years doing in-depth study on the link between blended learning and various instructional strategies. However, there are very few relevant journal articles that address how content evaluation affects the blended learning paradigm's integrated impact. Therefore, in order to better understand the advantages and disadvantages of using blended instructional methods for language learning, the goal of this conceptual study is to identify patterns in research on paragraph writing skills in second language acquisition. The aim of this research was to create a synthesis of several previously published works utilizing the literature review technique in order to get knowledge of the notion of mixed learning in connection with the capacity to write paragraphs. The several essential elements are included in each of the two separate parts that make up this study. In order to illustrate the pertinent benefits and constraints of blended learning in relation to the instruction of paragraph writing, an examination of the evaluated studies is conducted in the second phase of the procedure. The results of the present research can potentially be used in the future to further investigate the possibility of a relationship between the Blended Learning method and students' paragraph-writing skills.

Early otitis media puts children at risk for later auditory and language deficits

BackgroundOtitis media is a common disorder of early childhood suspected of hindering auditory and language development, but evidence regarding these effects has been contradictory. To examine potential sources of these contradictory past results and explore in more detail the effects of early otitis media on auditory and language development, three specific hypotheses were tested: (1) Variability in children's general attention could influence results, especially for measures of auditory functioning, leading to spurious findings of group differences; (2) Different language skills may be differentially affected, evoking different effects across studies depending on skills assessed; and (3) Different mechanisms might account for the effects of otitis media on acquisition of different language skills, a finding that would affect treatment choices. MethodChildren 5–10 years old participated: 49 with and 68 without significant histories of otitis media. The auditory function examined was temporal modulation detection, using games designed to maintain children's attention; two additional measures assessed that attention. Measures of lexical knowledge and phonological sensitivity served as the language measures. ResultsSustained attention was demonstrated equally across groups of children with and without histories of otitis media. Children with histories of otitis media performed more poorly than peers without those histories on the auditory measure and on both sets of language measures, but effects were stronger for phonological sensitivity than lexical knowledge. Deficits in temporal modulation detection accounted for variability in phonological sensitivity, but not in lexical knowledge. ConclusionWhen experimental factors are tightly controlled, evidence emerges showing effects of otitis media early in life on both auditory and language development. Mechanism of effects on language acquisition appear to involve both delayed auditory development and diminished access to the ambient language.

The impact of CPD (continuous professional development) on novice teachers in Uzbekistan

In an era characterized by unprecedented global interconnectedness and communication, the acquisition of proficient English language skills has evolved from a desirable attribute to an essential requirement for individuals navigating the complexities of a borderless world. In the specific context of Uzbekistan, a country poised at the crossroads of cultural, economic, and technological transformations, the significance of English language proficiency has been amplified, making the quality of English language education a matter of paramount importance. As Uzbekistan strives to cultivate a populace capable of effective cross-cultural communication, the role of English language teachers becomes pivotal in shaping the linguistic competencies of the younger generation.