Level A2 Research Articles

USING MIND MAPPING IN WRITING DESCRIPTIVE TEXT FOR STUDENTS WITH DIFFERENT LEVELS OF ENGLISH WRITING SKILLS

The aim of this research are to find out how mind mapping techniques can help and how students with different skills respond when using Mind Mapping in writing descriptive text activities. Writing is one of the basic skills that must be mastered by English learners. In fact, learners often have difficulty in writing activities, especially in conveying their ideas into written form. However, students' writing skills are not always the same skills. In this study, the writer used a case study with descriptive data analysis to achieve the goals of this research. The participants of the research were students from one of the vocational high schools in Cimahi with the writing skills on A1 and A2. The research instrument used in this research is learning log and interview. The result findings show that students with A1 and A2 abilities stated that the application of Mind Mapping techniques was helped them because they could formulate ideas when writing descriptive texts and also Mind Mapping was easy to use. There were difficulties faced by all participants, one of participant with skill level A1 had difficulty due to lack of ideas, and the other participant had difficulty in vocabulary. However, all participants A1 and A2 stated that Mind mapping is an interesting technique. In conclusion, Mind Mapping is easy to use and helps students in writing activities because they can arrange ideas from the main topic to the subtopic. In addition, students showed a positive response to the Mind Mapping technique.

A, The Al-DirᾹsah Al-TahlῙliyyah Li MuhtawᾹ Al-KitᾹb Al-MadrasῙy Li Ta’lῙm Al-Lugah Al-’Arabiyyah FῙ Al-Marhalah Al-ṠᾹnawiyyah ’AlᾹ AsᾹs Cefr (Al-Iṭar Al-Marja’Ῑ Al-Aurubbiy Al-Musytarak)

Knowing the level of content of Arabic textbooks at the high school level is important because it is the starting point in preparing Arabic teaching materials at the university level. Without knowing the level, repetition can occur in determining the level and cause delays in increasing the linguistic level to a higher level. The purpose of this study was to analyze the description of the content of textbooks at the general secondary level based on the Common European Terms of Reference. In writing this research, the researcher used a descriptive approach to describe the contents of the book, analyzed it and then measured it based on the Common European Framework of Reference (CEFR) to determine the language level of this textbook. In this study, the researcher achieved the following results: First, the contents of the first textbook at the general secondary level for the tenth semester were at levels A1, A2, B1, and secondly that the second and third books echoed between two levels, namely: B1 and B2 language level.

Meanings of the preposition “of” in the oral interlanguage of A2 and B2 Brazilian learners

Prepositions are challenging for non-native speakers because of the idiosyncratic behavior of such words which do not follow any predictable pattern in similar contexts (FELICE; PULMAN, 2008). In addition, prepositions are difficult to acquire because their usage is influenced by the speakers’ mother tongue (L1) (KOOSHA & JAFARPOUR, 2006; COWAN et al., 2003; TANIMURA et al., 2004). In order to verify how non-native English speakers use prepositions, this study aims to describe how prepositional profiling of the word “of” are represented in the spoken interlanguage of Brazilian English learners within the proficiency levels A2 and B2 and whether the nature of inappropriate representation is affected by the equivalents in L1. The preposition “of” has been selected as the object of analysis because it is highly frequent in English language corpora (CHODOROW et. al., 2010; DAVIES, 2008; LEECH et. al., 2001). As the corpus for this research, the BraSEL Corpus (Brazilian Spoken of English Learners Corpus) is divided by the learners’ proficiency level according to the Common European Framework of Reference for Languages (CEFR). The major finding was that, even though some errors occurred, the use of the preposition “of'” tended to be well-entrenched in the interviewed Brazilian learners’ grammar. Through this result, we may conclude that “of” and its semantic meanings are stable and acquired since the earlier stages of the learning process.

Learning english through YouTube as a self-development factor for future officers

The aim of the article was to assess the effectiveness of learning English through YouTube as a factor in improving the future officers’ language skills. The study involved the following methods: survey, pedagogical experiment, Score-Rating System of Performance Control; Scale of Assessing the Need to Achieve the Goal by Yu. M. Orlov; Adapted Method of T. I. Ilina — Examining Motivation to Study in a higher educational institution (HEI); Diagnosis of the Level of Reflexivity Development by A. V. Karpov. The dynamics of change in the level of foreign language competence is very insignificant for students in the traditional form of education (control group), and it applies only to levels A1 (-8%) and A2 (+8%), that is, the lowest of the represented ones. Learning through the proposed model helps increase student involvement in foreign language learning, which is reflected in the increased number of completed assignments. The quality of education is growing, which is reflected in the increased level of student performance.

The Effect of the Cooperative Learning Model in Improving the Ability to Recognize Number Symbols for Students with Intellectual Disability

A number symbol is a symbol that expresses an amount using numbers. a number symbol is a value that is an abstract or symbol of a number to determine an amount as an enumeration or measurement. Introducing this symbol of numbers to children with mild mental disabilities is not in an easy way, because this mildly impaired child has an IQ below average, therefore teachers must be patient and the learning media used by teachers is also creative and innovative so that children with mental disabilities are not bored and understand during learning. Therefore, this study will examine the influence of the horay course review (CRH) type cooperative learning model can improve the ability to recognize the number symbol one to five for children with mild mental impairment. This type of research is experimental research with a single subject or Single Subject Research (SSR), designed A-B-A. This study was conducted using a Creative Learning model of the Course Review Horay (CRH) type as a free variable, and related variables in the form of recognizing the symbol of numbers one to five. This study uses analysis in conditions and between conditions which can be described in benthic tables and figures. The results of this study can be proven from the tendency to stability at the mean level A1, which is 0%. Then there was an increase when given an intervention (B) where the mean level was 49% and after being given the intervention, namely the condition A2 mean level was 72%. So it can be concluded that there is an increase in each condition which means that the child is able to recognize the symbol of the numbers one to five.

Content Analysis Of Books In Learning Arabic For Primary School On The Basis Of The Common European Framework Of Reference (CEFR)/ تحليل محتوى الكتب في تعليم للغة العربية للإبتدائية على أساس الإطار المرجعي الأوروبي المشترك ( CEFR)

Textbooks have an essential role in the educational process. They are the essential means necessary to achieve the objectives of the educational curriculum and their active role in the success of the educational process. In addition, textbooks contain materials for educational objectives and attention to the level of thinking, knowledge, skills, and affection that students must learn in order to obtain the relevant basic competency. A good textbook should have standards that conform to the standard. Indonesia did not have a specific standard for teaching Arabic or competencies in Arabic. The reference frameworks in the world have varied in this field, including the European Common Reference Framework. This research aims to analyze the content of books teaching Arabic for first, second, and third graders based on the Common European Framework of Reference (CEFR). The use of this research is qualitative research, and the method of data collection uses the library research method using a tool from the book of highlights, while data analysis uses the analytical techniques of the content and the standard of the universality of the typical European frame of reference and the results of the research is the analysis of the contents based on the standard of the universality of the typical European frame of reference which are six contents (7,69%) fit at level A1 pra (not matched with level efficiency), 66 contents (84.62%) fit at level A1 (beginner), and 6 contents (7.69%) fit at level A2 (Elementary).

Use of selected materials for aphasia therapy in teaching Polish as a foreign language at lower levels of language proficiency (A1 and A2)

The author takes up issues concerned with teaching Polish as a foreign language with the use of speech therapy tools present in the treatment of patients suffering from aphasia. On the example of selected rehabilitation materials, she shows the extent to which they can be used in classes of Polish as a foreign language at levels A1 and A2. The enumerated tools can be used in PFL didactics to develop lexical, grammatical, and cultural competences. Keywords: Polish as a foreign language – aphasia – didactics – language competence – speech therapy

تحليل محتوى كتاب اللغة العربية بالمدرسة الثانوية الإسلامية على أساس الإطار المرجعي الأوروبي المشترك (CEFR)

In recent years, the Common European Framework of Reference (CEFR) for Languages, which is a European reference in language issues, has received a lot of attention from foreign language learning activists, including Arabic teachers in various countries. Meanwhile, Arabic language teachers at Islamic schools in Indonesia prefer to use an independent curriculum based on the Decree of the Minister of Religion No. 183, 2019. This study attempts to analyze the content of Arabic books at Madrasah Aliyah (MA) which are based on KMA 183 and compare them with CEFR which focuses on 4 language skills: listening, reading, speaking, and writing. This study is a qualitative research by using a descriptive analytical approach and documentation techniques in data collection strategies. The result of this study is to classify language skill contents into the CEFR classification as follows: (1) the language skills content in the Class X MA Arabic language book fluctuates between levels A2 and B1, (2) while for class XI MA it is at levels A2, B1, and B2, (3) and for class XII MA it ranges between levels A2, B1, and B2 as well. From these results it can be understood that a small part of the contents of Arabic books at Madrasah Aliyah (MA) are at the beginner level (A2), while most of them are at the intermediate level B1 and B2, while normally the CEFR standard in language learning for the intermediate level must be at levels B1 and B2.

Effect of Coffee Grounds as Compost on The Growth of Vorstenlanden Tobacco

Tobacco is an important commodity in Indonesia because the tobacco industry makes a significant contribution to the Indonesian economy. Tobacco plants need nutrients to grow optimally. One source of nutrients for soil media is compost made from coffee grounds. These coffee grounds are often found as waste from the many coffee shops in Yogyakarta. The purpose of this study was to determine the effect of organic fertilizer made from coffee grounds on soil fertility and the growth of Vorstenlanden tobacco plants on different compositions of growing media. This research was carried out using a non-factorial completely randomized design with 5 levels A0 (Without giving coffee grounds compost), A1 (53 gr compost), A2 (105 gr compost), and A3 (158 gr compost), A4 (210 gr compost). The results showed that the administration of coffee grounds compost with the lowest amount gave the highest growth pattern compared to the treatment with the high amount of coffee grounds compost, and the application of coffee grounds compost did not show a significant increase compared to the treatment with coffee grounds compost. Compost of coffee grounds fermented for 2 weeks should not be applied to Vorstenlanden tobacco plants.

Käyttötaajuus ja tarkkuus toisen kielen kehityksessä

The path of learning a new language must find a route between the need to express oneself and the desire to do so accurately. The article discusses this relationship between learning to use various constructions and getting them right. The pseudolongitudinal data consist of about 1200 texts written by young and adult learners of Finnish as a second language, assessed to represent the functionally determined Common European Framework of Reference (CEFR) levels A1–C2. The results are sifted from a large number of studies which have followed the use and accuracy of a given construction in these texts. The results show that an increase of use often precedes an improvement in accuracy at the next CEFR level. Common constructions peak earlier both in use and accuracy than the less obligatory ones but errors in rarer constructions can function as indicators of high-level language skills.

Gymnasieelevers arbete med och attityder till processkrivning i moderna språk

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts.
 In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

Redesigning a Foreign Language Learning Task Using Mobile Devices: A Comparative Analysis between the Digital and Paper-Based Outcomes

The introduction of mobile devices such as smartphones provides new opportunities to enhance the teaching–learning process of a foreign language. However, its use can affect not only the students’ type and form of writing but also their ability to achieve the academic competencies targeted. Thus, aspects such as the development of linguistic and communicative competencies could be affected. In this paper, a comparative analysis of two different versions (a paper and a digital version) of the same learning task is carried out in order to analyze the impact of each on the development of students’ linguistic and communicative competencies. The study is conducted with undergraduate students enrolled in a course called German II. Modern Language I (level A1.2, Common European Framework of Reference for Languages). The results obtained illustrate, on the one hand, the advantages of the paper version for developing students’ linguistic competence and, on the other hand, that the digital version, despite facilitating students’ interaction amongst each other, does not seem to be more suitable for developing students’ communicative competence. Future studies will, therefore, focus on identifying those features that might increase the potential of the digital version for fostering the targeted competencies.

On jeszcze (yet, still) and już (already, yet) in textbooks for teaching Polish as a foreign language at levels A1 and A2

This paper presents an analysis of sentences with language units jeszcze (yet, still) and już (already, yet), contained in textbooks for teaching Polish as a foreign language at levels A1 and A2. The aim of the analysis was to distinguish the meanings of these units. At the lowest levels of command of Polish, analogy particles jeszcze and już and temporal exponents jeszcze and już are the most common units. This paper also proposes preliminary forms of defi nitions adapted to the pre-intermediate level of command of Polish.

The Learning of DaF Subject during the Covid-19 Pandemic: The Perspective of the Teachers

Face-to-face learning has been shifted to online learning during the COVID-19 pandemic. Due to the online learning, learning support tools are needed to facilitate teaching and learning German. This study aims at describing the implementation of online German teaching and learning and the use of platforms to support German language learning in higher education based on pedagogy and technology aspects. The researcher talks about the experience of teaching German in the Deutsch I course through online learning. The German language that students learned was German at level A1. The research method used was qualitative research with a narrative approach. This method was chosen due to it was based on the researcher’s experience while teaching in the Deutsch I course. In this study, the data used were pictures and the results of students’ reflection with data collection techniques of observation, documentation, and questionnaire. The data were explained based on the pedagogical and technological aspects. In the pedagogical aspect, the implementation of German online learning was explained as well as the materials that were taught, whereas, in technological aspects, the applications used to support learning were explained namely WhatsApp, Zoom, Padlet, Quizlet, Kahoot, and Google Form. The results show that obstacles in online learning cannot be avoided. However, to overcome these obstacles, teachers can use other applications to provide and explain the material to students who are left behind, so the materials that have been determined in the curriculum can be delivered properly.

Aspects Influencing ESP Syllabus Design in Lifelong Military Education

This paper aims to identify and compare aspects affecting English language syllabus design at military language centres in six NATO countries. Close attention is devoted to course syllabi for Level 1 (Survival; approximately corresponding to the Common European Framework of Reference for Languages (CEFR) Level A2) and Level 2 (Functional; approximately corresponding to CEFR Level B1). The descriptive quantitative research, conducted in 2019, concentrated on determining which stakeholders participated in creating the English language syllabi presently in use and which critical aspects of syllabus design the creators considered in the process of their compilation. The findings reveal that active teacher participation is one of the most prominent characteristics of the entire syllabus design process in all of the institutions examined, which results from the specific nature of the courses focused on preparing learners for final English examinations in a military context. Integrated syllabi, which are product-oriented and teacher-led, are another defining characteristic typical for both levels in all institutions. The syllabi in the countries studied are designed similarly, considering such crucial aspects as the learners’ entrance level, previous syllabus, exit requirements, and the type and length of courses. The study offers new insight into the organisational structure of courses at the elementary level, and an increase in the number of lessons in courses for Level 1 organised within the Czech army is strongly proposed.

Analysis of Errors in Oral Production of French L3 Learners of Level A2 at a High School in Ecuador

The present study explores the possible sources of the most frequent errors in oral production of teenage native Spanish speakers who are learners of French and have also received instruction in English. To attain this objective, online oral interactions in an interview-like setting of 15 students of a private school of Quito and their teacher have been transcribed and analyzed in search of errors. The results show that the most frequent types of erroneous production have to do with form rather than content and do not represent a major impediment to communication. As for their causes, many errors seem to have their origin in the interference of the first or second language, while some others are independent from such languages since both overgeneralization and oversimplification of the target language rules have been recorded.

Development of a Technology-Assisted Assessment for Sign Language Learning

The goal of a recently concluded project in Switzerland was to pioneer an assessment system for lexical signs of Swiss German Sign Language (Deutschschweizerische Gebärdensprache, DSGS) that relies on automatic sign language recognition. The assessment system gives adult L2 learners of DSGS feedback on the correctness of the manual parameters of signing (handshape, hand position, location, and movement) of isolated signs they produce. In its initial version, the system includes automatic feedback for a subset of a DSGS vocabulary size production test consisting of approximately 100 lexical items at CEFR level A1. The paper at hand reports on the process of selecting the items for the test, compiling training data for the SLR system, and linguistically analyzing errors in the resulting video recordings.

Markers of oxidative damage lipids and DNA in men with type 1 diabetes mellitus and different levels of albuminuria

BACKGROUND : Diabetic nephropathy is a specific kidney damage that affects up to 40% of type 1 diabetes mellitus patients. There is still insufficient knowledge about oxidative stress at the different levels of albuminuria. AIM : To assess the indicators of oxidative damage to lipids, DNA and antioxidant defense in men with type 1 diabetes mellitus and albuminuria different levels. MATERIALS AND METHODS: The study was conducted during 2018–2019. The main group included 56 men of reproductive age with type 1 diabetes mellitus (T1DM) divided into 2 groups: 24 patients with albuminuria level A1 (group A1) and 32 patients with albuminuria level A2 (group A2). The control group consisted of 28 healthy men. The oxidative stress indicators content, as well as the activity of antioxidant defense system various links was evaluated. Spectrophotometric, fluorimetric and enzyme immunoassay methods were used. RESULTS : In patients of the A1 group there were higher values of the median of primary — conjugated dienes, secondary — ketodienes and conjugated trienes, final — Schiff bases products and 8-hydroxy-2 ’ -deoxyguanosine in comparison with the control. Similar changes in patients of the A2 group were found. Intergroup differences related to increased median values of TBARs and 8-hydroxy-2 ’ -deoxyguanosine in patients of the A2 group compared with A1 group. The activity of the antioxidant defense system in A1 group relative to the control by increased values of the glutathione peroxidase, reduced glutathione, oxidized glutathione median, and retinol was characterized. A2 group had higher values of glutathione peroxidase, reduced glutathione and oxidized glutathione medians in comparison with controls. Correlation analysis in A1 group showed the relationships between the duration of the disease and the products of lipid peroxidation, glycated hemoglobin with 8-hydroxy-2 ’ -deoxyguanosine. In A2 group, there was a relationship between the albumin/creatinine ratio and the duration of the disease, glomerular filtration rate and creatinine level. CONCLUSION : In men with T1DM, regardless of the albuminuria level, there are higher values of the oxidative damage lipids and DNA parameters, as well as the presence of close relationships between these parameters and the duration of the disease, which can be used to develop potential strategies for the prevention and early therapy of diabetic nephropathy.

The Functional Learning of Imperative Constructions in Portuguese as Foreign Language The Didactisation of Authentic Injunctive Materials

Considering the didactic sequence model developed in the context of the glottodidatics to promote the real use of the target language in a socio-discursive perspective, the present work presents two proposals based on the pedagogical transposition process of authentic injunctive materials (‘cooking recipe’ and ‘assembly instructions’), with communicative and collaborative approaches, in order to promote for levels A2 and B1 the Meaningful Learning of imperative constructions in Portuguese as a Foreign Language, whose assimilation difficulty in the cognitive domain is recurrent in Italian-speaking students.

Model pembelajaran pelafalan dengan metode verbo-tonal dalam pembelajaran bahasa Perancis

This research was conducted in the context of developing a learning model with the verbo-tonal method of phonetic correction in pronunciation learning for French language learning students at levels A1 and A2 CECRL (Cadre européen commun de référence pour les langues / The Common European Framework of Reference for Languages). This study aims to describe: (1) the steps of the learning model with the verbo-tonal method in learning French pronunciation for levels A1 and A2 CECRL (2) the flow of pronunciation learning for French learners for levels A1 and A2 CECRL by applying the verb method -tonal (3) the advantages and disadvantages of pronunciation learning models with the verbo tonal method. Researchers used a quantitative approach methodology with the Research Development (RD) method in developing a verbo-tonal method of phonetic correction. The population in this study were all the characteristics of the French Language Study Program students at FPBS UPI. While the sample in this study were all the characteristics that exist in French language learning students at the A1 and A2 CECRL levels in the French Language Education Study Program, FPBS UPI who were selected by purposive sampling technique.