TESOL QUARTERLY Vol. 39‚ No. 4‚ December 2005 609 Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation JUDY F. CHEN The Overseas Chinese Institute of Technology Taichung‚ Taiwan‚ Republic of China CLYDE A. WARDEN National Chung Hsing University Taichung‚ Taiwan‚ Republic of China HUO-TSAN CHANG National Changhua University of Education Chunghua‚ Taiwan‚ Republic of China It is a capital mistake to theorize in advance of the facts
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Introduction It is commonly assumed that where there are differences between L1 and L2‚ the learner ’s L1 will probably interfere with the L2 (negative language transfer)‚ whereas‚ when L1 and L2 are similar‚ the L2 will assist the L2 learning (positive language transfer) (Ellis‚ 1994). Therefore‚ we tend to believe that most of the errors are account of negative transfer. This is partly true according to many empirical studies of errors which have showed that many errors are common to different
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Published: October 19‚ 2012 URL: http://dx.doi.org/10.5539/elt.v5n12p62 Abstract This study aimed at investigating the effect of the graphic organizer strategy on vocabulary building and vocabulary incremental growth of Jordanian university EFL students. One hundred and two students participated in the study which lasted for one academic semester of four months. Each student enrolled in one of two intact and equally-sized classes of a general English Language course. One of the classes was
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that an EFL learner would encounter when learning receptive skills. How could he/she overcome such challenges? Receptive skills for EFL are those concerning receiving information and can be identified as listening and reading. Students must process a text (either in written or audio format) and the way in which they do this and the usefulness of the process depends of course upon the teaching methodology employed during the activity. . Receptive skills pose challenges for EFL learners
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Effective reading strategy for EFL students in NO.9 middle school in Beijing CHAPTER Ⅰ INTRODUCTION 1.1 Background of study In China‚ English is a compulsory course‚ so in Chinese education system has an examination at the final end of each term in Junior or Senior high school. In the examination‚ it is mostly used as a way to test students’ English level‚ so English becomes an important course in school education. The exam will test students’ listening‚ reading
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THE EFFECT OF USING KWL (KNOW‚ WANT‚ LEARNED) STRATEGY ON EFL STUDENTS’ READING COMPREHENSION ACHIEVEMENT By: Risnawati (Lecturer of English Department at IAIN Bengkulu) Abstract: There is a fact that most of the Secondary School students are still low in comprehending reading texts. Therefore‚ the main objective of this study was to see whether the use of KWL (Know‚ Want‚ Learned) strategy was effective in improving the students’ reading comprehension achievement in learning English
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Background Human speech is very much complicated. It cannot be explained from any single source. The first sound a child makes on coming into the world is one of discomfort‚ it is a cry‚ a reflex action and the child does not expect a response. People first learn their native languages through making all kinds of errors and mistakes‚ and getting the necessary correction and help from their parents and teachers. The same thing happens when people are learning their foreign languages. In this
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Developing pragmatic competence in EFL classroom in China 1. Introduction As the world is increasingly globalized‚ the exchange of commodities and ideas across the border is proceeding at an astounding rate (Pakir‚ 1999). Consequently‚ the cross-cultural communication has become more and more important. English‚ as an international language‚ is increasingly used throughout the world. In China‚ English even is among the core subjects at school and deserves a place in the curriculum. However‚ many
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CRITICAL REVIEW Peacock‚ M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal. 51(2)‚ 144-156. Language instruction has five important components: students‚ a teacher‚ materials‚ teaching methods‚ and evaluation. Why are materials important in language instruction? They do not only influence the content and the procedures but also the effectiveness of learning. Finding the right course book and supplementary materials is one of the most important
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www.ccsenet.org/ass Asian Social Science Vol. 8‚ No. 2; February 2012 EFL Students’ Attitudes towards Learning English Language: The Case of Libyan Secondary School Students Dr. Mohamad Jafre Zainol Abidin School of Educational Studies‚ Universiti Sains Malaysia‚ 11800 Penang‚ Malaysia E-mail: Jafre@usm.my Majid Pour-Mohammadi (Corresponding author) Department of English Translation‚ Islamic Azad University‚ Rasht‚ Iran Tel: 60-17-605-4350 E-mail: majid.pourmohammadi@gmail.com Hanan Alzwari School
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