The Role of Input in Second Language Acquisition

Bahrani, Taher; Nekoueizadeh, Marziyeh

doi:10.24297/jal.v1i1.1986

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…O'Grady et al (2011) also emphasized the role of input in SLA by notifying that some language features, in a language acquisition case, are directly shaped by the input. In other words, therefore, the process of language acquisition is highly influenced by the appropriate and availability of language input (Bahrani & Nekoueizadeh, 2014).…”

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confidence: 99%

Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.

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confidence: 99%

Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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“…It is not possible to expect the students to have a good command of English with current input. Learning English needs sufficient amount of practice, thus, needs adequate time [10]; [11]).…”

Section: Diagram 2 Recommendation For English Improvement For Faculty Of Medicinementioning

confidence: 99%

Improving Students’ English Proficiency at Faculty of Medicine: Recommendations

Sujana¹,

Waluyo²,

Fitriana³

et al. 2021

Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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From a longitudinal study on English needs analysis for students of the Faculty of Medicine, the University of Mataram, Lombok, Indonesia, it was found that there was a big gap between the target needs and the present situation of learning English. The high demand for English does not correspond to the current teaching and learning situations. This article aims to provide recommendations for the improvement of students' English proficiency at the Faculty. The data for recommendations were taken from the analysis from previous studies involving students, lecturers, documents (SKDI/Competency Standards of Indonesian Medical Doctors, the Profile of Faculty of Medicine). From the analysis of all documents, it is recommended that the Faculty (1) reconsider the policy of teaching English from a block system to a semester system to provide more input; (2) apply CLIL (content and language integrated learning) model by involving subject specialists in the block system; (3) provide online learning or online clinic for English consultation to facilitate students on their self-access language learning (SALL); (4) give exemptions to students with high scores on English proficiency tests (TOEFL, IELTS, or other recognized English proficiency tests).

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Strategies Used in Translation of Scientific Texts to Cope with Lexical Gaps (Case of Biomass Gasification and Pyrolysis Book)

Tabrizi

Pezeshki

2015

TPLS

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Abstract-Lexical gap in translation is deeply debated during the history of translation studies. Many theories have been put forward to explain the possible strategies of filling lexical gaps. This descriptive study aims to investigate some of these strategies used in the translation of a special technical book, Biomass Gasification & Pyrolysis (Practical Design and Theory), this book was a suitable option, since it has modern topics, some of which have not been discussed or even existed in the target language (Persian). In this study, seventy new terms which have not been employed in Persian (in that field) were selected and examined, the qualitative and quantitative analysis of the words indicated that loan word, loan translation, loanblend were the most prominent strategies to cope with new lexicons; in addition, it also showed that loan translation had the highest rate of usage (68.5%) among other techniques and in scientific contexts it is widely preferred.

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The Role of Input in Second Language Acquisition

Cited by 3 publications

References 17 publications

Language input, learning environment, and motivation of a successful EFL learner

Language input, learning environment, and motivation of a successful EFL learner

Improving Students’ English Proficiency at Faculty of Medicine: Recommendations

Strategies Used in Translation of Scientific Texts to Cope with Lexical Gaps (Case of Biomass Gasification and Pyrolysis Book)

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