How Foreign Students Learnt "Bahasa Indonesia" As Second Language

Foreigners who learn 'Bahasa Indonesia' in Indonesia actually learn Indonesian as a Second Language in the real-world settings. They practice Indonesian in Indonesian-speaking culture so that they expect to improve their Indonesian proficiency in a conducive language. In this paper, the writer would like to investigate why and how the foreign students learn it at Ubaya Language Center in Surabaya, Indonesia for about one semester. As a matter of fact, a language is also a part of culture, therefore, when they learn the Indonesian cultural activities, they might also learn the Indonesian language through cultural exposure. Based on his overall survey findings, the participants or the foreign students learning Indonesian at ULC had some reasons, such as chance for working career, for travelling, and for improving the language competence. They also used the Indonesian skills in their daily lives. This conducive language environment, their motivation and strategies in learning Indonesian in Indonesia would also enhance the success of their language learning

How Foreign Students Learn ‘Bahasa Indonesia’ as a Second Language

Foreigners who learn 'Bahasa Indonesia' in Indonesia actually learn Indonesian as a Second Language in the real-world settings. They practice Indonesian in Indonesian-speaking culture so that they expect to improve their Indonesian proficiency in a conducive language environment. In this paper, the writer would like to investigate why and how the foreign students learn it at Ubaya Language Center in Surabaya, Indonesia for about one semester. As a matter of fact, a language is also a part of culture, therefore, when they learn the Indonesian cultural activities, they might also learn the Indonesian language through cultural exposure. Based on his overall survey findings, the participants or the foreign students learning Indonesian at ULC had some reasons, such as chance for working career, for travelling, and for improving the language competence. They also used the Indonesian skills in their daily lives. This conducive language environment, their motivation and strategies in learning Indonesian in Indonesia would also enhance the success of their language learning. Keywords: communicative competence, foster, how to learn, linguistic environmen

The use of games in the class

This study focuses on how games can help children to learn a foreign language, why some scholars feel suspicious about their use, what aspects of games teachers consider that do not contribute to the students’ learning and improvement of a second language and how this could be solved

The benefits of extracurricular activities

Any conference or round-table discussion aims to elicit a student's language behaviour. These activities are needed both by teachers and students to know how well somebody else uses foreign languages in free speaking activities and how much a student needs to master his own speaking abilities. Moreover, extracurricular activities aim to answer why they learn foreign languages. From the first-year students to postgraduates with more academic and professional ambitious there is one thing they have in common – through learning foreign languages they hope to achieve a goal to improve future professional opportunities

The Effectiveness of Active Interaction in Interactive Visual Imagery as Created by the Keyword Method

A proven mnemonic method called the Keyword Method can be used to learn concrete word pairs, such as when learning a foreign language. In the Keyword Method, an English word that sounds or looks similar to the foreign word (the “keyword”) is used to relate the foreign word and its English equivalent (Raugh & Atkinson, 1975). There are two steps to the keyword method. The first is to learn the foreign word, English translation and English keyword. The second step is to then create an interactive visual image using the English word and keyword (Raugh & Atkinson, 1975). This second step was the focus of this study. To date, there is little research on why interactive visual imagery is so effective for learning and memory. This experiment investigated this question by using the interactive visual images created by the keyword method to learn Indonesian-English word pairs. One possible reason tested in this experiment was the nature of the interaction described. An active interaction creates an active image where one subject is acting upon another, and a static interaction when no action is evident. This experiment presented participants with two sentences for each word pairing with one sentence describing a static relationship, and the other describing an active interaction. In addition, participants took part in a control condition where they were instructed to learn the foreign word pairings using rote rehearsal only. It was hypothesized that the static interaction group would recall significantly more word pairs than the control group, while those presented with the active interactions would learn and recall the highest number of word pairs overall. The results showed a significant effect of type of interaction on word recall, with the active interaction condition scoring high than both the static and control conditions on a cued recall test

THE INFLUENCE OF EVALUATION ON STUDENTS’ MOTIVATION TO LEARN A FOREIGN LANGUAGE

Motivation has inspired а lot of authors to identify its characteristics. It has also inspired students and teachers to learn and teach foreign languages through its different types and provide different results in teaching and learning the language. This is closely connected to how evaluation has the potential to influence students and motivate them to learn a foreign language and how teachers should find easier or more difficult ways of evaluating them, depending on what kind of motivation is involved during the class. This paper deals with the issue of how different evaluation methods provide opportunities for students to meet different motives. The students do that by answering a questionnaire, which is the initial hypothesis of it. The target groups are the third year students from the departments of English language and literature, German language and literature, and Macedonian language and literature at the Faculty of Philology, Goce Delcev University – Stip, 15 from each department. The students answer to 15 questions concerning the different methods they are evaluated by. They provide feedback by answering the questions and they give their opinion about the different types of evaluation methods. The results are used to give us an insight into the influence of different evaluation methods on students’ motivation, so that we can see whether they are actually the main reason why students learn or do not learn foreign languages, and to serve as inspiration to teachers to be familiar with which types of evaluation methods decrease or increase the level of motivation while learning a foreign language. As a result, they are able to use those methods in future in order to improve the level of foreign language knowledge the students should possess and gain.Key words: education, learning, motivation, evaluation, foreign languag

Americans\u27 Foreign Language Deficit and Possible Solutions

This paper describes why knowledge of a foreign language is important and investigates why Americans are falling behind others around the world in regards to their knowledge of a foreign language. The paper then gives descriptions of different types of foreign language classes in the US, specifically classes that use the “book method” of teaching and classes that use the “immersion method” of teaching. Students from these classes also give feedback about their foreign language learning. The paper concludes with recommendations for how more Americans can more effectively learn a foreign language and how the United States can fix its foreign language deficit. For this paper, research regarding benefits of learning a foreign language, Americans’ lack of foreign language skills and effective methods for teaching a foreign language was done using scholarly and other reliable sources. To see the difference between the “book method” and the “immersion method” of teaching a foreign language, different classes on La Salle University’s campus were observed. Students from these classes were then surveyed in order to get feedback about how they perceived their classes and progression learning a foreign language. Recommendations at the end of the paper are made based off the research, observations and surveys conducted. It was discovered that learning a foreign language has many benefits, such as more career opportunities, improved cognitive functions, higher test scores and better understanding of other people and cultures. It was also found that Americans are severely trailing behind Europeans in the way of proficiency in foreign languages, most likely because there is much less stress put on foreign languages in the American educational system. Since this is the case, the United States should change how it teaches foreign languages in schools; this includes teaching students foreign languages at a younger age, employing the immersion method, and using more effective classroom exercises and activities

ClipFlair, Audiovisual Translation and Computer Assisted Language Learning: beyond the four-walled classroom

89 p. : il.The purpose of this thesis is to present ClipFlair, a European-funded project aimed at providing a user-friendly, easily accessible online platform to learn foreign languages through captioning and revoicing activities. In order to understand why it was necessary to create a platform like ClipFlair, the thesis will also introduce a theoretical review of the role of translation in the foreign language classroom, gauging ClipFlair against the main theories and contributions on the field. The focus will be on the research fields with which ClipFlair is related: a) translation in language teaching (TILT); b) audiovisual translation (AVT) and the use of captioning and revoicing as a passive and active foreign language learning practice; and d) computer assisted language learning (CALL), since ClipFlair is a CALL pedagogical environment

Case Study of an Oral Language Proficiency Test Analysis: How Can Teachers Learn from Data?

Do foreign language instructors really know which grammar points should be explicitly taught and why? Are instructors aware of how their classroom languages affect students’ learning? This is a showcase of how foreign language instructors can use students’ oral language data to explore the possibilities for more effective instruction. Subjects are students in a Japanese language immersion program in the U.S. who study Japanese as a foreign language. Their speech samples were recorded, transcribed, and examined to identify the hurdles involved in learning Japanese for English speaking children. The analysis shows that the errors in their utterances often originate from the rules which differ from ones in their first language. Also, children learn useful metalinguistic strategies to maintain the flow of conversation according to experience, while the grammatical accuracy is not gained without explicit instructions