News Update on English Speaking : Feb – 2020

International students in English-speaking universities: Adjustment factors

International students in institutions of higher education in English-speaking countries make valuable educational and economic contributions. For these benefits to continue, universities must become more knowledgeable about the adjustment issues these students face and implement appropriate support services. This review identifies factors that influence the adjustment and academic achievement of international students. Adjustment challenges are primarily attributable to English language proficiency and culture. Achievement is affected by English proficiency, academic skills and educational background. Understanding international student adjustment issues has global implications for intercultural education. Successful support interventions are reviewed and implications for practice discussed.[1]

NonnativeEnglishSpeaking Professionals in TESOL

This study explores the labels native speaker (NS) and nonnative speaker (NNS) from the perspective of seven nonnative‐English‐speaking professionals in TESOL. Using data from e‐mail and face‐to‐face interviews gathered over a 16‐month period, the author delineates a number of dimensions surrounding the terms, such as precedence in learning languages, competence in the learned languages, cultural affiliation, social identities, and language environment. Participants also discussed related professional issues, such as the power relations imposed by the labels, the impact of the labels on the hiring process, and the pedagogical implications of the labels. The study calls for more case studies to thoroughly examine other common professional labels. [2]

Differences in Phonological Recoding in German- and English-Speaking Children

Orthographic consistency in different languages is likely to have an effect on phonological recoding skills, which are basic to the acquisition of reading. To explore this issue, we investigated word and nonword reading in German- and English-speaking 7- to 12-year-old children. Comparability of the stimuli across the 2 languages was strictly controlled: The German and English words used were common to both languages. Nonwords were derived by exchanging consonantal onsets between short words and by recombining syllables in long words. [3]

Problems of English Speaking Skill that University Students Encounter from Their Perspectives

A language is a group of skills which ultimately lead to a communication between individuals. Speaking skill is considered as the most important means of communication. For this reason the study aims at finding out the problems that the students of southern region universities in Jordan encounter in English speaking skill. The population of the study consists of the students of Mu’ta university, Al-Husein Bin Talal university, and Tafila Technical university. The sample consists of (239) male and female students. The instrument includes 27 items divided into 4 domains. The results indicated that there are statistically significant differences to the variable of university for all the domains of speaking problems. Those differences were in favor of Tafila Technical University. The results also indicated that there are statistically significant differences at level (P = .05) attributed to the variable of gender definitely [4]

Social Identity in English Language Development: A Case Study with Two Interviewees

English language development has played an important role in constructing second language learners’ social identities through language learning. Previous studies have demonstrated that learners’ social identities are beneficial to learners’ language development. This paper is a descriptive study using the method of interviewing, which investigates how the social identities are constructed in EFL learning. It shows that social identity is a dynamic concept and there exists a correlation between learners’ social identity construction and their language learning development. [5]

 Reference

[1]  Andrade, M.S., 2006. International students in English-speaking universities: Adjustment factors. Journal of Research in International education5(2), pp.131-154.

[2]  Liu, J., 1999. Nonnative‐English‐speaking professionals in TESOL. Tesol Quarterly33(1), pp.85-102.

[3] Frith, U., Wimmer, H. and Landerl, K., 1998. Differences in phonological recoding in German-and English-speaking children. Scientific Studies of reading2(1), pp.31-54.

[4] Al-Roud, A.A., 2016. Problems of English Speaking Skill that University Students Encounter from Their Perspectives. Journal of Education, Society and Behavioural Science, pp.1-9.

[5] Juan, Z., 2018. Social Identity in English Language Development: A Case Study with Two Interviewees. Journal of Education, Society and Behavioural Science, pp.1-7.

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