Nature Of Language Learning Research Articles

Exploring the Influence of Syntactic Structures on English Syntactic Priming

Abstract: English syntactic structures are essential components in the process of learning English as a second language (ESL) and play a critical role in the acquisition process. Based on previous research, this paper discusses the impact of syntactic structures on English L2 syntactic priming among Chinese learners from three perspectives: research paradigms, priming structures, and the factors influencing priming effects. The findings indicate that, given syntactic structure interchangeability, different syntactic structures exhibit varying degrees of priming effects. Key factors such as L2 proficiency, syntactic usage preferences, and language structureincluding both structural differences within English and similarities between the learner's native language and Englishsignificantly affect the extent of these priming effects. These insights not only contribute to further research on English L2 syntactic priming but also provide practical guidance for ESL teaching, highlighting the importance of understanding these dynamics to improve language acquisition and instructional strategies. It also enables English as a second language learners to fully understand the mechanisms of syntactic priming effects, providing them with scientific learning methods, thereby allowing them to learn English more efficiently.

Students’ beliefs about language learning: a study of university students’ beliefs about learning English as a foreign language

This study explores students’ beliefs about learning English as a foreign language (EFL). The participants in this study were students at International University of Sarajevo, Bosnia and Herzegovina, where English is the formal language of instruction. The research adapted the questionnaire from Horwitz’s (1987) Beliefs About Language Learning Instrument (BALLI), which was filled in by 157 students. In the process of developing the research objectives and research questions, the following determinants were examined: the difficulty of language learning, the foreign language aptitude, the nature of language learning, learning strategies and communication strategies, and motivations and expectations. After testing the determinants, results indicate that students’ beliefs about language have an impact on their learning process. Therefore, this paper argues for the need to address students’ beliefs about language learning and highlights the teacher’s role in raising university students’ awareness of these issues. /Keywords: language learning, students’ beliefs, EFL

A cross-cultural study of differential item functioning analysis of beliefs about Language Learning Inventory (BALLI)

This research examines students' beliefs about language learning by evaluating the measurement equivalence of the beliefs about Language Learning Inventory (BALLI). The graded response model (GRM) was used to examine differential item functioning (DIF) in the BALLI across four different countries, namely: Iran, Malaysia, Indonesia, and Bangladesh. The sample was drawn from 1613, including 500 males and 1113 females who completed the online version of the BALLI, comprising five subscales of beliefs about foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivations and expectations. Most BALLI items showed non-uniform DIF. This finding implies that students in different countries had different perceptions of the BALLI items. Therefore, researchers should be very cautious about using the BALLI in different countries. This cross-cultural comparison may generate new insights into revising the BALLI items or developing another scale to compare students' beliefs about language learning in different countries.

Mother Tongue Education as a Medium of Instruction - A Literature Review

This article presents a review of literature of various studies on mother tongue education (MTE) as a medium of instruction. The first objective of this review was to examine the role of mother tongue as first language (L1) as a medium of instruction for effective learning. The second objective was to study the challenges faced by native language learners studying through second language (L2) English. The third objective was to summarise the problems and challenges in implementation of mother tongue-based multi-lingual education (MTB-ML). The review was conducted through a literature search in various databases. The review of literature showed that the mother tongue-based education gives better understanding of the concepts and clear interpretation of the thoughts and gives emotional strength. Mother tongue learning was seen to act as a medium for the interaction within a community. However, the challenge of implementing mother tongue-based multilingual education in countries having multiple mother tongues was a reality. It was seen that learning through English (second language) was useful to learn for all the students in the context of globalization. However, the major challenge was of low levels of English proficiency amongst teachers and students, lack of resources, and limitations of a well defined pedagogical plan. The studies suggested that up to primary classes, the medium of instruction should be mother tongue/regional language. Students should however be given an opportunity to learn through English/second language so that they would be able to act as global citizens in future.

Philippine Policies in Native Language Learning and Literacy among High School Students

The official languages recognized in the Philippines are Filipino and English, taught in educational institutions nationwide. However, the English language is more often used as a medium in teaching the curriculum, which poses a challenge for learners to develop their literacy skills, which include the ability to read, write, and speak in the Filipino language in formal learning, especially in high school (grades 7–12). Thus, this study was conducted to assess the level of practice of the Filipino-only policy and the level of literacy in the Filipino language among high school students. This quantitative study utilized descriptive, comparative, and correlational research approaches. The data were gathered from 324 high school students at a Catholic university in Western Visayas, who were chosen using a stratified random sampling. Using the mean and the standard deviation, the result showed that the levels of students' practice of the Filipino-only policy in academic-related activities and literacy in the Filipino language are high. Further, by utilizing analysis of variance for comparative analysis, the results showed no significant differences in the level of practice of Filipino-only practice and the level of literacy in the Filipino language when grouped according to grade level. Finally, using the Pearson Product-Moment Correlation, the result showed a correlation between the practice of the Filipino-only policy and literacy in the Filipino language. Based on the findings of the study, supplementary instructional materials on proposal research writing using the Filipino medium were then proposed for possible implementation.

Institutional and instructional decolonizing mathematics education


 In this theoretical essay, we respond to recent scholarship on decolonizing mathematics that asserts that so-called “Western” mathematics is inherently colonialist – that is, in service of the economic and political control of European or wealthy nations over countries of the Global South. Although generally sympathetic with that literature, we argue against some of its presumptions, in part, by distinguishing “Western” or academic mathematics from its recontextualization for schools. First, we argue that, although colonialist messages and values can be disseminated as part of that recontextualization, it is not clear that academic mathematics is inherently colonialist. Then, we offer a suggestive insight into what it might mean to decolonize school mathematics through a pedagogical approach based on research on native language learning, called the “subordination of teaching to learning.” The approach uses tasks that invite learners to use their indigenous mental powers (or brilliance) through engaging in dialogic interactions with themselves and others about objects and relations among them. To illustrate the subordination of teaching to learning, we present an example of how learners use their learning powers to educate their awareness and build mathematical ideas and reasoning; thereby experiencing the joy of their intellectual efforts.

A Study of ESP Students' English Language Learning Beliefs, Strategies, and Academic English Achievement

This study set out to examine students' academic English competency, as well as their perspectives on the language-learning process and the methods they employ to succeed. Quantitative techniques were used in this study, including descriptive and correlational designs. The BALLI and SILL tests, as well as the final English exam scores of first-year students, were used as indicators. The research sample consisted of sixty-six first-year management students from Kendriya Vidyalaya Sangathan. Data were analyzed using descriptive statistics, multivariate correlation, and the Pearson Product Moment correlation. Motivation and expectations ranked highest (M = 3,65), followed by the nature of language learning (M = 3,35), the ability to speak a foreign language (M = 2,97), the method of learning and communication (M = 2,86), and the difficulties associated with language learning (M = 2,74). Students used metacognitive techniques (3.35 times as often as memory strategies (3.28 times), cognitive strategies (3.28 times as often as memory strategies), emotional strategies (3.24 times as often as social strategies (3.28 times as often as compensating methods (3.18 times as often as memory strategies), and so on. Beliefs and techniques were found to have a positive and indirect link with students' English academic achievement (R.035). Academic English performance correlated positively but not significantly with attitudes towards learning the language (r =.145, p 0.245 > 0.05), while it correlated negatively but significantly with strategies for learning English (r = -.144, p 0.248 > 0.05).

MUSICAL INSTRUMENTS AND NATIVE LANGUAGE LEARNING AMONG RUNGUS IN SABAH, MALAYSIA

Native Language learning is a complex and remarkable achievement because the process generally emerges from unique interactions that distributed across social networks and is embodied in individuals. Accordingly, scholars portray the need of a specific approach in native language learning. Among the native learning approach identified is the ‘experiential learning’, an approach based on the idea of learning from experience as the path to lifelong learning and development. Scholars who is a fan of the learning approach argues that providing the learners an opportunity to learn through experience thus become immensely valuable. Some even specifically suggest that musical instruments can be used as a promising experience based instructional instrument in language learning. But how exactly the musical instruments affect native language learning process? Through the application of a mixed-method approach, this paper examines the relationship between musical instruments and the native language learning via the lens of Rungus in Sabah, Malaysia. It shows that the musical instruments affect the native language learning among Rungus in Sabah, Malaysia. What this now hinted is that the musical instruments are an important part of a successful native language learning process, thus made it clear the need among instructors to consider musical instruments as part of their teaching activities.

The Urgency of Learning Indonesian based on Local Wisdom

The purpose of writing this article is to describe the relevance or usefulness of learning Indonesian based on local wisdom in order to lead students with character in the life of the nation and state. The method used is qualitative with a literature study approach on learning Indonesian and local wisdom. Indonesian is the national language or state language. The competency standard for Indonesian language subjects is oriented towards the nature of language learning, that learning a language is learning to communicate and learning literature is learning to respect humans and their human values. Indonesian language learning is directed at increasing students' ability to communicate in Indonesian, both orally and in writing as well as creating respect for human creations. Through learning Indonesian, students are expected to become individuals who can appreciate and be proud of using the Indonesian language. Besides that, learning Indonesian also has a very important role in maintaining culture and customs in Indonesia. Learning Indonesian based on local wisdom is an effective way to preserve the existence of local culture through integrated learning at schools.

Chinese University Students’ Beliefs about English Language Learning and Self-efficacy

Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.

Тувинский язык в образовании: вопросы витальности языка

Introduction. The article examines the functioning of Tuvan in the educational system from a historical perspective throughout the 20th–21st centuries. The work analyzes language development endeavors as part of Tuva’s educational policy, summarizes outcomes of sociological surveys for actual attitudes of Tuvan speakers to their native language as a value. Goals. The paper aims to show the importance of the educational system as a key sphere for language vitality. Materials and methods. The analyzed data were obtained from the research projects as follows: ‘Tuvan for Children’ — a regional educational project attended by a total of 52,186 individuals since 2019 (2019–2020 — 22,931; 2021–2022 — 29,255); and ‘Traditional Family Values in Spiritual and Moral Education of Children and Youth in the Tyva Republic’ — a scientific project to have involved 2,083 respondents in 2022, and aiming to determine whether the latter view their native (Tuvan) language as a value. Results. Outcomes of three monitoring surveys show a year-on-year increase in the number of pre-school children that learn Tuvan and a sufficient language proficiency level of theirs. The study attests to that native language is viewed as a value of the ethnos, and it is family that contributes most to its preservation. Conclusions. In a historical perspective, native language teaching has played a significant role in the educational system’s shaping as such. The actual state support for native languages of the Republic manifested in official languages development programs has significantly facilitated the emergence of additional opportunities for native (Tuvan) language teaching and learning in educational institutions.

Развитие экологической грамотности учащихся 5-9 классов на основе содержания учебников по родному (удмуртскому) языку

The study aims to determine the possibilities and features of environmental education of 5th-9th-grade students in the “Native (Udmurt) Language” subject. The paper substantiates the need for environmental education within the framework of native language learning, identifies the environmental content of textbooks on the Udmurt language. Scientific novelty of the study lies in determining the conditions for ecological culture formation among students in terms of learning the native (Udmurt) language during the curricular and extracurricular activities. As a result, it has been proved that the content of the “Native (Udmurt) Language” subject and extracurricular activities of an educational organisation allow for functional environmental literacy formation among 5th-9th-grade students within the framework of native language learning.

UKRAINIAN AS A HERITAGE LANGUAGE IN SCHOOLS OF UKRAINIAN STUDIES ABROAD

For a long time, we, the Ukrainian Americans, were hesitant about what instructional methods to use while working with our kids in the Saturday or Sunday Ukrainian school abroad, since we simply couldn’t classify our students by their linguistic abilities. The majority of children that attend Ukrainian schools are not native speakers of Ukrainian since the mainstream language that they use in society is English. They are also not foreigners who learn the language from scratch since they hear and speak Ukrainian at home with their families. Moreover, we cannot disregard their Ukrainian origin and roots, which “deny” teaching Ukrainian as a foreign language. The translation of the term “heritage language” was introduced by Prof. Oksana Turkevych at one of the language conferences. This term is not unique as we can see different scholars use different definitions, such as home language, ancestral language, or immigrant language [2:1]. Heritage languages in the USA have been studied since the 1990s. Unfortunately, the Ukrainian language is not part of this research, however, the Ukrainian-American community is largely presented. With this being said, this article aims to introduce the research and experience of our colleagues working on heritage languages in the USA. I also want to explain the difference between native, foreign, and heritage language learning; share our school experience of teaching Ukrainian heritage language students in order to not only improve the quality of teaching but also to enable the Ukrainian language to become one of the languages that are being taught and researched in the USA and the world. Key words: Ukrainian as a heritage language, Ukrainian as a foreign language, Ukrainian as a native language, methodology of teaching Ukrainian as a heritage language, authentic materials, sociocultural situation, sociocultural materials, sequential and parallel bilingualism.

STUDENTS’ BELIEFS ON THE ENGLISH LEARNING IMPORTANCES FOR AGRIBUSINESS MAJOR STUDENTS AT ISLAMIC UNIVERSITY OF INDRAGIRI


 
 
 
 This research aimed to know students’ beliefs toward the importance of English Learning for Agribusiness students at Islamic University of Indragiri. The research design was qualitative approach. There were 15 students of Agribusiness major took part as participants in this study. To collect the data, 17 open-ended questionnaire was distriuted to them using 5 themes: language learning aptitude, difficulty of learning language, nature of language learning, learning and communication strategies, and motivation and expectations. The answers of the questionnaire were analyzed in four steps, namely data collection, data reduction, data display, and verification. The result of this study shows that the students of agribusiness major believe that learning English is very important for them.
 
 
 

Exploring Kurdish EFL University Students’ Beliefs about Language Learning

This paper is an attempt to deal with language learners’ beliefs. Researchers used Elaine Kolker Horwitz’s model (1988), Beliefs about Language Learning Inventory, and they applied it to explore the views of Kurdish EFL university students concerning language learning. The study aims to investigate and expose their opinions regarding language learning generally, then English language more precisely. Its significance lies in exploring the beliefs of Kurdish EFL university students about language learning. It mainly answers the question, “what are the beliefs of Kurdish EFL university students about learning English?”. The researchers administered a Beliefs about Language Learning Inventory (BALLI) questionnaire to seven universities to achieve this aim. The questionnaire includes several viewpoints regarding the difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies, and motivation and expectations. They collected and analyzed the questionnaire results and found out that the first category, the difficulty of language learning, has the lowest mean score among the five categories. In contrast, the fifth category, motivation and expectations, has the highest mean score. They ended the study with suitable beneficiary recommendations.

A LITTLE KNOWN PAGE OF THE BULGARIAN METHODOLOGICAL HERITAGE: “THE GRAMMAR IN JUNIOR HIGH SCHOOL. GUIDELINES FOR CREATIVE THINKING” (1937) BY PETAR LAKOV AND PAVEL GETOV

The focus of this paper is a hitherto unstudied methodological guide “The Grammar in Junior High School. Guidelines for Creative Thinking” (1937) by Petar Lakov and Pavel Getov, and above all its theoretical perspectives. The authors clearly state their opinion about the weaknesses in mother tongue education and outline ways to overcome them. Their views about native language learning are evaluated in view of the innovative approaches to the teaching of the Bulgarian language, presented in the 1920s and 1930s in the works of Petko Tsonev, Dimitar Grancharov and Lyuben Georgiev. As a result of the analysis, some of the current in terms of the contemporary methodological views are highlighted such as the communicative orientation of the native language learning and the development of skills for active participation in different speech situations in order to create a different types of discourse. The analysis proves that the methodological guide of Lakov and Getov is an important testimony of the dominant trends in native language learning, aimed at the formation of the creative and socially responsible individuals.

Using Reverse Mentoring to Transform In-Service Teachers’ Beliefs About How to Teach English

This qualitative research study delves into elementary school teachers’ beliefs and the potential contribution of reverse mentoring to improve English language teaching for children. The purpose was to explore how elementary in-service teachers’ beliefs could be transformed after participating in a reverse mentoring experience. A group of in-service teachers from two public elementary schools and a group of student-teachers from Universidad de Córdoba (Colombia) were the research participants. Data were gathered through a questionnaire, interviews, and classroom observations. Findings showed that reverse mentoring played an important role in transforming in-service teachers’ beliefs about teaching English to children regarding the difficulties of language learning, communicative strategies, motivation and expectations, foreign language aptitude, and the nature of language learning.

Creating Zones of Linguistic Sovereignty: The Title VI Indian Education Policy as a Pathway for Diné Language Reclamation

Abstract: Title VI Indian Education programs provide academic support and culture-based education to American Indian and Alaska Native students attending K-12 public schools. This includes teaching Native American languages. However, little is known about how Native language instruction is implemented in Title VI programs. This article explores the Title VI Indian Education policy from an ethnographic perspective through participation in a Diné (Navajo) language class in a Title VI program in an urban school district. Two questions are addressed: What does the policy state about the role of Native American language teaching in Title VI programs? And, how was the Title VI Indian Education policy negotiated to teach Diné language and culture? Findings are framed using the zones of linguistic sovereignty ; a theoretical framework that positions the emergence of Native American language learning in English-dominant schools as linguistic sovereignty in practice.

Дисфемизмы в английской литературе ХХ века. Модернистская направленность

The following work is devoted to the study of dysphemisms in the modernist English literature of the XX century. The article examines some particular features of these means of language expression based on a specific literary material. The research is based on a selection of examples from sources, their contextual analysis, and the identification of dysphemisms. The provided information allows avoiding awkward situations during intercultural communication with native English speakers, translations and language learning, as well as familiarization with English literature to a certain extent.

An Overview to Games and Gaming for Native and Foreign Language Learning

An Overview to Games and Gaming for Native and Foreign Language Learning