Level Of Language Proficiency Research Articles

WILLINGNESS TO SPEAK: WHAT FACTORS INFLUENCE EFL LEARNERS?

The online learning mode has dramatically altered the manner of the way how communication is conducted in learning at higher education or schools for the past two years. It has led to a considerable change in how learning is carried out, transferring it from an offline to an online setting that permits long distance connection and communication. However, this has an effect on students’ engagement in class as many of them exhibit passive or unresponsive behavior in participating the online learning sessions. This qualitative study aims to explore the influencing factors affect students' willingness to participate in zoom sessions during online classes at English Department, Universitas Jambi. The data was gathered through the online classroom observations and interviews with the six EFL learners, and the data was then analyzed based on the theoretical built-themes of Willingness to Communicate (WTC). The finding reveals that 1) The demotivating factors influence EFL learners’ willingness to speak in zoom class were derived by the situational factor such as difficult task types and models, the unfamiliar topic of class discussion, the lecturers’ personal characteristics, the inconvenienced time or schedule of the class meeting and a trouble Internet connection. While 2) The depressing factors influenced by the psychological component, were comprised by the lack of self-confidence, low level of English language proficiency, L2 learning anxiety and students’ individual personality.

English Learners and Constructed-Response Science Test Items Challenges and Opportunities

ABSTRACT This article reports on two quantitative studies of English learners’ (ELs) interactions with constructed-response items from a Grade 5 state science test. Study 1 investigated the relationships between the constructed-response item-level variables of English Reading Demand, English Writing Demand, and Background Knowledge Demand and the performance of ELs vs. non-ELs on those items. English Writing Demand was the strongest predictor of Differential Item Functioning favoring non-ELs over ELs for constructed-response items. In Study 2, we investigated the student-level variable of English language proficiency level and found that lower English language proficiency was related to greatly increased odds of omitting a response to a constructed-response item, even when controlling for science proficiency. These findings challenge the validity of scores on constructed-response test items as measures of ELs’ science proficiency.

Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom

Dyslexia is a specific learning disability that affects not only students’ first-language literacy skills but also foreign language learning. It is characterized by difficulties with accurate and/or fluent word recognition as well as poor spelling and decoding abilities. It does not indicate a lack of intelligence or idleness, but rather it is a typical condition that influences the manner the brain processes written and spoken language. In order to ensure that dyslexic students successfully acquire the necessary levels of foreign language proficiency, they need additional support. A total of forty-seven teachers took part anonymously in an online study. A questionnaire was used to provide a descriptive account of the training requirements of EFL teachers who face the challenge of teaching dyslexic students within the mainstream classroom in the six largest universities in Morocco. The findings indicated that foreign language teachers often lack adequate understanding of the nature of dyslexia and the challenges it poses in foreign language learning, and they are unfamiliar with the relevant teaching techniques and methods to support dyslexic students’ language learning processes. However, they expressed their interest in some courses that would help them expand their knowledge and skills and be able to teach dyslexic students more effectively and inclusively.

The Comparative Impact of Focus on Forms vs. Focus on Form Instructions on the Receptive Skills of Reading and Listening: An Experimental Study of Iraqi Intermediate EFL Learners

This study was an attempt to investigate the effects of the two forms of instruction, namely, FonF and Fonfs on developing listening and reading abilities and skills of Iraqi intermediate EFL learners. The research is by nature a two dimensional study which covers both a macro study on teaching professionalism and micro study of learning development. Before starting the treatment, in order to test the homogeneousness of the students, a PET was piloted among 80 students being at the same language proficiency level of the main participants of this study and showed high reliability and validity indices. Subsequently, the listening and reading sections of IELTS test were administered to the selected participants of the study and then they were divided into three experimental and control groups receiving the treatments in one term of six weeks. The experimental groups were taught through the FonF and Fonfs teaching strategies and the conventional group enjoyed the routine classroom schedule and syllabus. The researchers employed independent samples t test and the results indicated significant difference among the mean rank of the experimental and control groups on the listening post-test (p = 0.049<0.05). Moreover, she used ANOVA and univariate analyses were used and the results indicated that there was a significant difference among the mean rank of the experimental groups on the use of FonF and Fonfs post-test. Therefore, the multiple comparisons exposed that teaching FonF was basically more operational for exercising reading skills and tasks in an EFL classroom than teaching Fonfs for developing listening skills. All in all, teaching either FonF or Fonfs can be to the benefit of Iranian EFL learners since the differences between the numerical values obtained have not been greatly different to reject the treatment effects of Fonfs.

APPLYING OF DESIGN THINKING APPROACH IN THE DEVELOPMENT OF FOREIGN LANGUAGE COURSE

A lot of people comprehend the necessity to acquire foreign languages and particularly foreign languages for their professional needs, but in most cases, their enthusiasm and motivation decrease and sometimes even disappear when hard work on a regular basis starts. The greatest advantages of the Design Thinking approach in teaching foreign languages are the development of foreign languages’ competencies and the making of the learners more motivated. The aim of the paper is to analyze the development outcomes of communicative competencies by applying the Design Thinking approach to teaching foreign languages to Bachelor level law students who acquire legal English and Bachelor level Information Technology students who study German as a second foreign language. The following methods were used while doing the research: survey data analysis of the foreign languages courses’ target audience and the qualitative analysis of the data content. A questionnaire of the students was developed and carried out, the answers were processed. The research experience was analyzed, the conclusions were drawn and the proposals for future work were worked out. The framework of learning was based on the Stanford method: empathizing, defining the problem, ideating, prototyping, and testing. The results of the study proved that the design thinking approach is effective as the learners solve many real-life problems. This encouraged collaboration and activity as they discussed simulated professional and real-life issues. The results also proved that the design thinking approach is recommended for learners with a higher level of foreign language proficiency. The pros and cons of the approach, based on the learners’ results and questionnaires have been summarized.

Grammar Competence and Writing Performance: A Correlational Study in Higher Education

This research paper examined the relationship between grammar competence and writing performance among first year students studying in the second semester at Ibn Tofail University in Kenitra in Morocco. The main concern of this study is to investigate whether there is a correlation between grammar proficiency and writing. The researcher used two tests as instruments for the purpose of verifying the correlation between the two variables; one test was in grammar and the other was in writing. The participants were 37 male and female students at Ibn Tofail University who were chosen on the basis that they are in the same level of English language proficiency. They constituted an intact group. The results of the study indicated that there is a significant relationship between grammar and writing. It is also found that there is 14.7% of relationship between the two variables. These findings help university students to improve their writing skills and also assist teachers of English as a Foreign Language (EFL) to design their courses, choose their teaching materials, and teach and assess writing and grammar.

Metody prepodavaniya yaponskogo yazyka v vuzah Kitaya: istoriya voprosa

Japanese is one of the most popular languages and one of the most popular foreign languages in China. Despite the fact that many students have a fairly high level of Japanese language proficiency at the time of admission to the university, effective methods of teaching Japanese in Chinese universities are still an open question. This article discusses the methods of teaching Japanese in Chinese universities and identifies the most effective.

Instrumental motivation and Reading goals: Case study of Spanish L2 learners in Chile

Teaching-learning process involves reading texts to construct knowledge. In this context, a certain pedagogical goal is chosen to guide the reading and the way of interacting with texts. Somehow, this interaction used to be attributed to the intrinsic or internal motivation of the reader. However, instrumental motivation to learn a second language was not considered as an influential factor in reading assignments. Objective: Hence, the aim of this investigation is to explore the relationship between instrumental learning motivation and the reading goals of both the learner and the institution hosting the reading activity. Methodology: A qualitative case study has been applied and data were collected from four courses belonging to a Spanish L2 student exchange program in Chile during the first semester of 2019. Results: The results of Nvivo 12 analysis suggest that students learn Spanish for practical reasons that do not match with specific or complex reading content assigned in class by professors. Conclusion: Didactic material should engage students and be coherent with their language proficiency level to guarantee efficient learning process.

Features of the formation of aviation discourse of the future teachers of a foreign language

This article discusses the ways and possibilities of preparing aviation students to study an industry-specific foreign language according to the ICAO language proficiency level scale, which stands for International Civil Aviation Organization and represents a clearly described international set of requirements for knowledge of a foreign language. To improve the real safety of aviation around the world, it is important to develop the international standard for language proficiency requirements. Training on the ICAO language level scale was initiated by the Ministry of Education and Science in 2019, after this study was undertaken. This level scale is designed to determine the content in terms of proficiency in aviation terminology and phraseology in English at the so-called levels. The ICAO language level scale identifies six levels that correspond to the Common European Framework of Reference (CEFR), which defines six levels of foreign language proficiency: A1, A2, B1, B2, C1, C2 (ascending). In this regard, the authors of the article identified the tasks of solving the selection of language materials and structuring them into modules. These tasks and cases are professionally content-oriented and communicative, which could give the opportunity to practise and improve students’ skills and competences.

Writing Knowledge and Writing Performance of Undergraduate Students

This paper describes an investigation about the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The knowledge process has a strong influence on writing performance. Except for vocabulary knowledge, other aspects and sub-aspects had no significant effect on writing performance. Vocabulary knowledge had a negative impact on writing performance. In other words, while some aspects and sub-aspects of writing knowledge did not significantly influence writing performance, others did. The pedagogical implication is that all aspects of writing knowledge must be explicitly taught in writing instruction in order to improve students' writing quality. However, there must be a priority of aspect as the core of the material to be taught, with the other aspects and sub-aspects serving as complementary materials. This could result in a moderate relationship finding and a low percentage of contribution. Undergraduate English as a Foreign Language students from various institutions and provinces may have varying levels of language proficiency and writing skills.

A needs analysis for an english for occupational purposes (EOP) accounting course

The teaching of English for occupational purposes relies on the insights that a detailed needs analysis on the student-client population provides. The following paper reports the findings of a Needs Analysis conducted on the occupational purposes of accountants in Golfito county in the southern region of Costa Rica, describes the participant population, and narrates the historical development of this academic project. Some NA theoretical principles have been considered during the design and implementation of questionnaires, interviews, a desk analysis, and a focus group. The main objective has been to identify the communicative target situations that accountants and accounting employees face in their workplaces in this rural area. Therefore, adult learners with diverse English language proficiency levels enriched this NA by answering three questionnaires, providing two interviews, and contributing in a focus group. The main findings include the participants’ needs to explain financial statements in English, boost their L2 accounting vocabulary, and describe Costa Rican tax procedures to their stakeholders, especially those who are foreign business owners. In brief, this paper yields promising insights on their occupational needs that would support the language curriculum design process of a twelve-week EOP accounting course.

Strategies employed for information transfer and relation building in intercultural communication – A cross-cultural study

The aim of the study is to examine strategies used in intercultural encounters by Polish and Turkish students of Foreign Languages (n1=50, n2=50, respectively) who have experienced intercultural communication. Intercultural encounters are viewed as ‘language-in-action’ situations because they provide a rich source of information about linguistic devices used during intercultural exchanges, sources of misunderstanding and miscommunication, and strategies implemented to transfer information or maintain conversational involvement of the interlocutors. This study offers some insights into the frequency and variety of the strategies used in intercultural encounters. It was conducted as a small-scale project, with the Critical Incident Technique and questionnaires administered to collect data. The research participants (C1/C2 levels of proficiency) were supposed to produce written narratives describing the most memorable intercultural encounters and report on intercultural communication strategies. Their narratives were later analysed to identify strategies applied to manage intercultural communication and achieve communicative goals (e.g. maintaining contact and/or conveying necessary information). Research findings show that Proactively seeking clarification and Building intercultural connection or relationship were the most frequent strategies used by these two groups. However, research results also suggest that the choice of strategies depends on such factors as the participants’ level of language proficiency, their cultural background or the quality and quantity of intercultural contacts. Cross-cultural analysis indicates that Turkish students are more socially- and culturally oriented, whereas Polish students display a tendency to focus more on cognitive and linguistic aspects of intercultural encounters. Findings from the study can be of help for educators and trainers involved in researching intercultural communication, strategic involvement and training.

TO THE MOON AND THE SUN: VOLUMEN 1

Why have I decided to tell these stories? As an English language educator, I intend to entertain our trilingual learners in Kichwa, Spanish, and English and explore and transmit human values such as love, solidarity, compassion, respect, acceptance, appreciation, affection, and empathy. In other words, to teach and learn through written life experiences human values. Then, leadership and antagonism are common elements in the development of the stories. Therefore, animals, natural phenomena, and human beings are usually part of protagonists or antagonists with human values and behaviors. Even though these particular tales discuss made-up stories, they provide opportunities to internalize values and language awareness. Characters may evoke emotions in readers based on their Kichwa, Spanish, and English language levels of understanding and imagination. For instance, there may be some cases by which a reader encounters some stories straightforward to understand; however, the same stories become harder to read in another language. That is to say, that language proficiency may vary from one language to another, depending on each learner’s language proficiency. Therefore, I have avoided classifying these tales into language proficiency levels from A1 to C2. Additionally, scientifically speaking, it is known that minority learners feel better reading in their mother tongue (L1) because they experience some language transfer from first mother tongue (L1) to their second language (L2) and third language (L3). Moreover, communicating stories to trilingual minds (learners) becomes powerful since those readers have to deal with the messages across different cultural Worldviews. Not to mention that reading for pleasure while reading in those languages will encourage millions of neurons to grow mental networking towards a significant mind expansion. Finally, this material has been designed to reach readers whose bibliographic and economic limitations do not allow them to cheer up their trilingual minds.

TO THE MOON AND THE SUN: VOLUMEN 2

Why have we decided to tell these stories? Our academic intentions, as English language educators, are not only to entertain our trilingual learners in Kichwa, Spanish and English, but also to explore and transmit human values such as love, solidarity, compassion, respect, acceptance, appreciation, listening, affection and empathy. In other words, to teach and learn through written life experiences. Therefore, leadership and antagonism are common elements in the development of the stories. Then, animals, natural phenomena, human beings are usually part of the protagonists or antagonists with human values and behaviors. Even though these particular tales discuss fake stories, they provide true opportunities to internalize values and language awareness. Characters may evoke emotions on readers based on their Kichwa, Spanish and English language levels of understanding and imagination. For instance, there may be some cases by which a reader encountered some stories straightforward to understand; however, the same stories could become a little harder to read into another language. That is to say that the language proficiency may vary from one language to another, depending on each learner’s language proficiency. Having said that, the authors have avoided classifying tales into language proficiency levels such as A1 to C2. Additionally, scientifically speaking, it is known that minority learners feel better reading in their L1 because they experience some language transfer from L1 to their L2 and L3. In fact, communicating stories to trilingual minds (learners) turns powerful since those readers have to deal with the messages across different cultural Word views. Notto mention that reading for pleasure while reading in those languages XII will encourage millions of neurons to grow mental networking will encourage millions of neurons to grow mental networking towards a great mind expansion. Finally, this material has been designed for reaching readers whose bibliographic and economic limitations do not allow them to cheer up their trilingual minds.

SUBJECT OF TRANSPORT AND HIGHWAYS IN THE COURSE OF UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE

The article is devoted to the study of specific topics about transport and ways of its movement in classes on the Ukrainian language as a foreign language. In textbooks and manuals of this direction, compilers mostly avoid these topics, because they believe that foreign students are not worthy to understand them. However, in the modern world, they should not be bypassed, since we all use transport, and it moves in the appropriate ways. Therefore, we suggest addressing these topics in the educational process at different levels of language proficiency (from A1 to B1) by students. Various methods and methods of working with educational material will come in handy: from learning vocabulary to reading and understanding texts and their elementary reproduction. The modern world has a wide variety of vehicles. Their classification according to various criteria: purpose, mode of movement, and in the future - different brands and technical characteristics - will help students (especially technical specialties) to master professional terminology. Elementary knowledge of these concepts is necessary for all foreigners in order to correctly navigate in space, understanding and knowing the names of transport and the roads along which it moves. In the article, an excursion was made to separate manuals and textbooks on the Ukrainian language as a foreign language or a language for a professional field, which contain at least some hints on this topic, as well as some samples of exercises with transport vocabulary and separate texts with it were developed and presented. The given photo illustrations will promote visual perception and help foreigners enter the topic and begin to pronounce it, using separate grammatical rules for the formation of phrases and word combinations, taking into account the peculiarities of Ukrainian syntactic control and coordination.Key words: Ukrainian as a foreign language, study topics, transport, roads, terminology.

LANGUAGE AND WAR: PROSPECTS OF INTERCULTURAL COMMUNICATION IN A FOREIGN LANGUAGE CLASSROOM

The article presents the essential requirements for effective communication in a foreign language classroom, specifically pertaining to the topic of Russian-Ukrainian war. During the classes of Ukrainian as a foreign language (hereinafter referred to as UFL), communication takes place between participants belonging to different national linguistic and cultural communities, so the need for international understanding remains relevant both in terms of internal politics and, in particular, the foreign policy relations of Ukraine. The article’s author seeks to address whether the repertoire of thematic catalogues required for proficiency levels in Ukrainian as a foreign language encompass the topic of war. Additionally, the article explores the timeline and differing interpretations regarding the nature of the Russian-Ukrainian war. The study utilized specific research materials, employing general linguistic methods such as descriptive analysis and comparison. The conducted analysis confirmed that the sub-topic war is in the repertoire of thematic catalogues in the Standardized requirements for the levels of proficiency in the Ukrainian language as a foreign language (level B1-C2). The timeline of the Russian-Ukrainian war is uncertain – from the period of occupation and annexation of the Republic of Crimea (in 2014) to today. During UFL classes, the falsity of the versions of the civil war in Ukraine or the illegal annexation of Crimea and the civil armed conflict in Donbas should be exposed (as popularized interpretations of events until February 24, 2022, in particular). The Russian-Ukrainian war (from 2014 to the present day) is an interstate armed conflict caused by the aggression of the Russian Federation not only against Ukraine, goes beyond the scope of a bilateral confrontation, the nature of which most fully reveals the meaning of the concept of “hybrid war”. Key words: Russian-Ukrainian war (from 2014 to today), hybrid war, lexical-semantic means of naming war events in Ukraine, UFL.

SCIENTIFIC AND METHODOLOGICAL PRODUCTION OF THE DEPARTMENT OF UKRAINIAN APPLIED LINGUISTICS FOR TWENTY YEARS

A review of the scientific and methodological output of the teachers of the Department of Ukrainian Applied Linguistics for two decades was carried out. Established in 1996, the department has become a strategically important structural unit both for the popularization of the Ukrainian language in a foreign language environment and for the significant improvement of the scientific-instrumental level of professional speech of students of other faculties of the university. To ensure successful teaching work, it was necessary to have appropriate educational materials both for teaching the Ukrainian language to foreign students and for students of various professional fields, improving their mastery of the native (state) language and scientific and professional vocabulary. Among the publications of the department are textbooks, manuals, dictionaries, phrasebooks, materials for reading in a foreign-language audience, collections of scientific works, in which acute issues of the methodology of language teaching to foreigners were considered and are being considered, materials on linguistic and regional studies, which included texts on the history of Ukraine, its culture, art, folk traditions. The department became a pioneer in the development of national standards for the Ukrainian language for foreigners, developed a scale of levels of Ukrainian language proficiency, requirements for knowledge, abilities and skills of foreign citizens, which became the basis for both the Standard of the Lviv National University and the State Standard. In lectures and practical classes in a professional direction, the main attention is focused on the Ukrainian language course through the prism of language norms and special terminology in order to bring students closer to their future profession, to produce a literate, competent, highly cultured specialist. Key words: Ukrainian languageas a foreign language, Ukrainian language of specialization, business Ukrainian broad casting, scientific and methodical products of the department.

Judicial interpreting institutionalization in criminal proceedings: European practices and Russian perspectives

The research studies the institute of court interpreting in several European countries and the prospects of forming the institute of court interpreting in Russia. It bridges the previous studies concerning professionalization of this activity into the new realia and extends into legal regulation, market, and administration. The research raises awareness of the multifaceted process of forming the institute of judicial interpreting to the benefit of civil society. The issues concerning education of interpreters participating in judicial setting, level of language proficiency, qualification, authorization of legal interpreters and translators, their status, rights and obligations, code of ethics and some others inherent to the process of institutionalization are in the focus. It also highlights the grounds and voices prospects for the development of the institute of legal interpreters in Russia. The research methods are divided into theoretical and analytical, comparative, and contrastive and methods of reasoning, evaluation and summarising allowing to balance the material according to the academic aims. The practical relevance of the work rests in unifying and harmonising legal, administrative, and professional aspects of court interpreting institutionalisation within European space.

РОЗВИВАЛЬНЕ НАВЧАННЯ – ОСНОВА ЯКІСНОГО ЗАСВОЄННЯ МАТЕРІАЛУ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ

The article analyzes and clarifies the need for a certain change in the vector of foreign language teaching in Ukrainian higher education institutions, considers the influence of innovative technologies on the development of the internal potential of students of Ukrainian higher education institutions for their acquisition of foreign language competences. The study, in particular, showed that the use of elements of developmental learning in the process of teaching foreign languages ​​accelerates the process of assimilation of foreign language vocabulary, which creates a basis for a creatively oriented class, which in itself stimulates students to self-develop, self-improve and promote the emergence of a new creative personality as such, which in its the professional future will have significant achievements, success and even triumph. Actual methods of developmental training are highlighted. The article also focuses on the special importance and role of developmental education, which involves the continuous development of the student's personal abilities. At the same time, the relationship between the student's ability to learn a foreign language and the result of mastering it has been established. The article substantiates the effectiveness and correctness of the use of modern multimedia technologies to increase the level of foreign language proficiency of students of Ukrainian higher education institutions. The need to change the approach to the application of new forms of teaching the subject, which is determined by the need for future specialists to have a high level of foreign language vocabulary, as well as to have the skills of fluency in a foreign language, in general, within the limits of their professional activity, is proved. The study suggests to use such active learning methods (interactive methods) that would contribute to the transformation of learning into a successful creative process, and the student into a bright personality, into a great specialist in the future.

E-Learning Strategies For Enhancing Second Language Acquisition In Madrasah Ibtidaiyah

This research aims to explore the implementation of e-learning strategies for enhancing second language acquisition in Madrasah Ibtidaiyah through a library research approach. The study investigates the key e-learning strategies employed in Madrasah Ibtidaiyah and explores their differences from traditional classroom approaches. It exploress the effectiveness of e-learning in enhancing second language acquisition for students, considering factors such as age, gender, and language proficiency level. Additionally, the role of interactive multimedia tools in supporting second language acquisition and its engagement with students in the learning process is explored. The extent to which e-learning platforms in Madrasah Ibtidaiyah offer personalized learning experiences tailored to individual students' needs and learning styles, and its impact on second language acquisition outcomes are studied. Finally, the challenges faced by teachers in implementing e-learning strategies for second language acquisition and the measures taken to address these challenges effectively are discussed. This research provides valuable insights into the use of e-learning strategies to enhance second language acquisition in Madrasah Ibtidaiyah, offering practical implications for educators and policymakers in the field of language education.