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Volume 4 Number 3 March 2018

Analysis of Language Learning Styles and Language Achievements of Higher Education Institution Students in Lampung


Authors: Linda Septarina ; Sushanty Saleh ; Hery Yufrizal
Pages: 36-42
Abstract
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6  private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.


Cross-Language Masked Translation Priming in High- Proficiency Chinese-English Learners


Authors: Heng Zhang
Pages: 32-35
Abstract
How lexicon is represented in the mind in the bilinguals still attracts the scholars’ interest. A variety of experiments, in different methodologies under different theoretical framework, were conducted, producing different results. This study used the data from Jiang (1999) to duplicate a masked translation lexical decision task experiment, aiming at examining the asymmetry effect in the proficient Chinese English learners studying in Singapore. The results did not show the existence of L1-L2 priming effect assured in the previous studies but see the L2-L1 priming effect as reported in Jiang (1999).


The Impact of Using L1 for Teaching Grammar among Iranian EFL Learners


Authors: Afsaneh Alijani ; Hamed Barjesteh
Pages: 26-31
Abstract
The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.