World Academy of Science, Engineering and Technology
Published June 2, 2015 | Version 10001696
Journal article Open

Factors of English Language Learning and Acquisition at Bisha College of Technology

Creators

Description

This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations.

Files

10001696.pdf

Files (128.3 kB)

Name Size Download all
md5:8b8fab17082ee1fd155d601dbb58696d
128.3 kB Preview Download

Additional details

References

  • Abboud, P. F. and McCarus, E. M. 1983, Elementary modern standard Arabic, Cambridge University press, UK.
  • Abderrezag, S. 2010, The effects of anxiety on students' achievement the case of third year LMD student department of English University of Constantine, MA thesis , Mentoury university, Algeria.
  • Abello-Contesse, C. 2008, 'Age and the critical period hypothesis', Key concepts in ELT, vol. 63/2, pp.170-172.
  • Alotaibi, Y. A., Selouani, S. A. and Cichocki, W. 2009, 'Investigating emphatic consonants in foreign accented Arabic', Journal of King Saud University, vol. 21, pp. 13-25.
  • Alrajeh, N. 2011, 'Digital processing of stress in Standard Arabic', Journal of King Saud University-Languages and Translation, vol. 23, pp. 65-68.Burgess & Spencer 2000.
  • Bertran, A. P. 1999, 'Prosodic typology: on the dichotomy between stress-timed and syllable-timed Languages', language design, vol. 2, pp. 103-130.
  • Brown, D. H. 2000, Principles of language learning and teaching, 4th edn., Longman, NY.
  • Crystal, D. 2006, English and the communication of science, paper presented in Moderna Språk C1 centenary issue.
  • Cutler, A. 1986, 'phonological structure in speech recognition', Phonology yearbook, vol. 3 , pp. 161-178. [10] Dörnyei, Z. 1994, 'Motivation and motivating in the foreign language classroom', Modern Language Journal, vol. 78, pp. 273-284. [11] Dörnyei, Z. 1998, 'Motivation in second and foreign language learning', Language teaching, vol. 31, pp. 117-135. [12] Dörnyei, Z. 2008, 'New ways of motivating foreign language learners: Generating vision', Links, vol. 38, pp. 3-4. [13] El-Imam, Y. A. 2008, 'Synthesis of the intonation of neutrally spoken Modern Standard Arabic speech', Signal Processing, vol. 88, pp. 2208- 2221. [14] El-Sherify, E. S. 2001, A handbook of teaching English as a foreign language, Dar Al-Kheraiji for publishing and distribution, Riyadh. [15] Gardner, R. C. 2009, 'Gardner and Lambert (1959): Fifty Years and Counting' paper presented to the annual meetings of the Canadian Association of Applied Linguistics/ Association, Ottawa, pp. 1-19. [16] Gardner, R. C. 2005, 'Integrative motivation and second language acquisition', paper presented to Canadian Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary Talk, London, Canada, pp. 1-22. [17] Gardner, R. C. 1996, 'Motivation and second language acquisition: perspectives', Journal of the CAAL, vol.18, pp.19-42. [18] Gardner, R. C. 2007, 'Motivation and second language acquisition', Porta linguarum, vol. 8, pp. 9-20. [19] Gardner, R. C. and MacIntyre, P. D. 1993, 'A student's contributions to second-language learning Part II: Affective variables', Language Teaching, vol. 26, pp. 1-11. [20] Gilakjani, A. P. 2012b, 'A study of factors affecting EFL learners' English pronunciation learning and the strategies for instruction', International journal of humanities and social science, vol. 2, pp.119- 128. [21] Gilakjani, A. P. 2012a, 'The significance of pronunciation in English language teaching', English Language Teaching, vol. 5, pp. 96-107. [22] Halliday, M. A. K. 1970b, 'The meaning of tones: general', in A course in spoken English: intonation, Oxford University Press, Oxford. [23] Hinofotis, F. and Baily, K., 1980. 'American undergraduate reaction to the communication skills of foreign teaching assistants', TESOL 80: Building Bridges: Research and Practice in TESL, Alexandria, V.A. [24] Horwitz, E. K. 2001, 'language anxiety and achievement', Annual review of applied linguistics, vol. 21, pp. 112-126. [25] Hyland, K. 2007, 'English for specific purposes', in International handbook of English language teaching, eds. J. Cummins and C. Davison,Springer, NY. [26] Jong, K. D. and Zawaydeh, B. A. 1999, 'Stress, duration, and intonation in Arabic Word level prosody', Journal of Phonetics, vol. 29, pp. 3-22. [27] Jordan, R. R. 2011, English for academic purposes: a guide and resource book for teachers, 12th edn, Cambridge University Press, Cambridge. [28] Kuhl, P. 2000, 'A new view of language acquisition', Colloquium, vol. 97, pp. 11850–11857. [29] Le, L. H. 2007, Acquisition of English pronunciation: A study of Vietnamese EFL learners, MA thesis, University Carbondale. [30] Levis, J. and Pickering, L. 2004, 'Teaching intonation in discourse using speech visualization technology', System, vol. 32, pp.505-524. [31] Lightbown, P. M. and Spada, N. 2011, How languages are learned, 3rd edn, Oxford University Press, New York. [32] MacIntyre, P. D. 1995, 'How Does anxiety affect second language learning? A reply to Sparks and Ganschow ', The Modern Language Journal, vol. 79, pp. 90-99. [33] McKinney, N. 1985, 'A study of the use of English sentence stress for the comprehension of meaning by adult second language learners', PhD thesis, University of Illinois, USA. [34] Odisho, E. Y. 1979, 'Consonant clusters and abutting consonants in English and Arabic, implications and applications', System, vol. 7, pp. 205-210. [35] Oxford dictionary 2000, Oxford university press, Athens. [36] Ramus, F., Nespor, M., & Mehler, J. 1999, 'Correlates of linguistic rhythm in the speech signal', Cognition, vol. 73, pp. 265-292. [37] Rothermich, K., Schmidt-Kassow, M., Kotz, S. A. 2012, 'Rhythm's gonna get you: Regular meter facilitates semantic sentence processing', Neuropsychologia, vol. 50, pp. 232-244. [38] Ryan, S. and Dörnyei, Z. 2013 'The long-term evolution of language motivation and the L2 self', in A. Berndt ed., Fremdsprachen in der Perspektive lebenslangen Lernens, Frankfurt: Peter Lang, pp. 89-100. [39] Scovel, T. 2000, ' A critical review of the critical period research', Annual review of applied linguistics, vol. 20, pp.213-223. [40] Shahzada, G. 2012, 'Views of the teachers regarding the students' poor pronunciation in English language', Journal of educational and social research, vol. 2, pp. 309-316. [41] Singleton, D. 2005, 'The critical period hypothesis: A coat of many colours',International Review of Applied Linguistics in Language Teaching, vol 43,pp 269-285. [42] Smith, B. 2001, 'Arabic speakers', in Learner English: a teacher's guide to interference and other problems, M. Swan & B. Smith eds., Cambridge University Press, Cambridge. [43] Snow, C and Hoefnagel-Hole, M. 1978, ' The critical period for language acquisition: Evidence from second language learning', Child development, vol.49/4, pp. 1114-1128. [44] Tench, P. 1996, The intonation system of English, Cassell, London. [45] Tengler, H. F., Aburizaiza, O. S., Ali, M. S., Bakarally, B. 2013, Common mistakes made by ESL learners using Arabic as a reference language, Author house, Bloomington. [46] TVTC 2008, Vision and mission of technical and vocational training corporation TVTC, Riyadh, 12 December 2013, URL https://www.tvtc.gov.sa/Arabic/AboutUs/Pages/vision_goal.aspx [47] Vroomen, J., Tuomainen, J. and Gelder, B. D. 1998, 'The roles of word stress and vowel harmony in speech segmentation', Journal of language and memory, vol. 38, pp.133-149. [48] Zhang, L. J. 2001, 'Exploring variability in language anxiety: two groups of PRC Students Learning ESL in Singapore', RELC Journal, vol.32, pp. 73-91. [49] Zielinski, B. W. 2008, The listener: No longer the silent partner in reduced intelligibility', System, vol. 36, pp. 69-48. [50] Zuraiq, W. 2005, 'The production of lexical stress by native speakers of Arabic and English and by Arab learners of English', PhD Thesis, University of Kansas, USA.