Principles and Practice in Second Language Acquisition

Krashen, Stephen

doi:10.2307/328293

Cited by 1,201 publications

(16 citation statements)

References 89 publications

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“…Yet, writing in a second/foreign language context is one of the most challenging skills (Ahmed, 2010;Al Shammari, 2018;Alsahafi, 2017;Seitova, 2016;Tahaineh, 2010). According to the natural order hypothesis (Krashen, 1983), writing is the last of the four skills that learners master. Silva (1993) proposes that first language (L1) writing teaching methods have inspired those of second language (L2) ones.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Writing Errors Made by Saudi English-Major Students

Alzamil¹

2020

IJEL

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The present study aims to explore writing errors made by Saudi foreign language learners of English. The study seeks to address the following questions: a) to what extent do Saudi English-major students face difficulties in English writing; and b) what types of errors do Saudi English-major students make in their writing. Addressing these will facilitate an examination of the role of the first language and the difficult nature of writing in English. Twenty-four male English-major students attending a Saudi university participated in the study (aged 19–22 years). The participants wrote 48 compositions over a two-week period, from which the data for this study were collected. These written compositions were analysed manually by the researcher. The findings of the study reveal that: a) the targeted participants had difficulty in writing accurately in English, given the high rate of errors they made; and b) capitalisation, spelling and use of articles were the top three types of errors accounting for around 50 per cent of overall errors. The writing difficulties that students face require Saudi universities to revise their writing courses materials and teaching approaches.

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Section: Introductionmentioning

confidence: 99%

An Investigation of Writing Errors Made by Saudi English-Major Students

Alzamil¹

2020

IJEL

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“…The monolingual approach suggests that the target language ought to be the sole medium of communication, implying the prohibition of the native language would maximize the effectiveness of learning the target language (Tang, 2002). There are prominent scholars who support using English only as Krashen, Dulay and Heidi (Krashen, 1982) emphasizes that a new language is acquired through exposure. The role of English in language class is not just the medium of instructions but the teaching content.…”

Section: Literature Reviewmentioning

confidence: 99%

Using Arabic in Teaching English to Arabic-Speaking Learners (From Teachers’ and Students’ Point of View)

Ahmed

2020

ELR

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The aim of this study was to investigate and analyse teachers’ and students’ views towards using Arabic in teaching English in secondary schools in Oneizah Province, Saudi Arabia. The data were collected by means of two questionnaires: one for teachers and the other for students. The subjects were 43 teachers of English, 12 were female. 120 male students from four different secondary schools in Oneizah. The results of the study showed that Arabic language (The students’ mother tongue) could be used during English language lessons although teachers’ responses gave less support for using Arabic. Also, the results revealed that Arabic has positive roles to play in teaching English besides facilitating learning process. The recommendations emphasize and encourage teachers and supervisors to pay attention to their learners need in using their mother tongue. Moreover, Arabic language can be a means of facilitation not a hindrance so it can be used in many activities inside the classroom without affecting students’ exposure to English language. Also, there should be a place for learners’ mother tongue in the syllabus, e.g. in translation exercises and bilingual dictionaries.

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“…On the contrary, (Krashen, 1982) said that language acquisition is a natural process by which children learn the language without any formal teaching or subconscious process (Krashen, 1981). Based on these point of view, learners awareness to the importance of EFL leads them to acquire English vocabulary through their own strategy.…”

Section: Do You Feel Interest In Learning English? Figure 2 Learnersmentioning

confidence: 99%

“…Regarding what (Krashen, 1981) mean by learning that is the conscious process, all these strategies listed above were done by the participants because of their teachers' instruction. In addition, language learning is a structured and formalized process by which students is taught a foreign language (Krashen, 1982), accordingly, it is assumed that students strategy in learning vocabulary is not natural but by setting. It can be claimed that the success of the students in getting more vocabulary mostly be affected by teachers.…”

Section: Do You Feel Interest In Learning English? Figure 2 Learnersmentioning

confidence: 99%

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Investigating Indonesian EFL Learners’ Learning and Acquiring English Vocabulary

Patahuddin¹,

Syawal²,

Bin-Tahir³

2017

IJEL

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The process of how EFL learners' learning and acquiring English vocabulary has become the popular issue since English has considered as an International language in Indonesian schools. In this study, the researchers focused on verifying learners' strategy in enhancing their English vocabulary. This study was quantitative research that employed longitudinal survey. The subject of this study was learners of junior high school in Parepare. The data gained through questioner, which was distributed to 100 students at the junior high school in Parepare. The findings indicated that the EFL learners' strategy in learning English vocabulary such as doing the assignment, practicing English pronunciation, learning English tenses, practicing English dialogue, English translation exercise, reading English text, memorizing and writing practice. In addition, the Indonesian EFL learners acquired English vocabulary through the dictionary, reading English book, listening to and watching English songs and movies, playing the game, the internet, and reading English advertisement.

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Principles and Practice in Second Language Acquisition

Cited by 1,201 publications

References 89 publications

An Investigation of Writing Errors Made by Saudi English-Major Students

An Investigation of Writing Errors Made by Saudi English-Major Students

Using Arabic in Teaching English to Arabic-Speaking Learners (From Teachers’ and Students’ Point of View)

Investigating Indonesian EFL Learners’ Learning and Acquiring English Vocabulary

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