scholarly journals Exploring the Extrinsic and Intrinsic Reading Motivations among Malaysian ESL Undergraduates

2019 ◽  
Vol 8 (2S9) ◽  
pp. 1001-1005
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Extrinsic Motivation ◽  
Second Language Learners ◽  
Reading Motivation ◽  
Extensive Reading ◽  
English As Second Language ◽  
Reading For Pleasure ◽  
Work Avoidance ◽  
Relationship Of

Purpose of Study: Reading for pleasure is scarce among today's undergraduates. It is believed that undergraduates read books because of their grades and reading not for pleasure. Undergraduates distinguish reading as a chore that they must take upon to excel academically. This paper sets out to conduct a preliminary study of reading motivations among Malaysian undergraduates of English as Second Language Learners. Methodology: A survey was carried out among UiTM undergraduates using the Reading Motivation Questionnaire (RMQ) to investigate their reading motivation towards extensive reading narratives. Results: Results revealed that there were 11 elements of reading motivation of the intrinsic and extrinsic motivation dimensions among young adults. Reading efficacy, reading challenge, reading curiosity, reading involvement, the importance of reading, reading work avoidance, competition in reading, recognition for reading. reading for grades and social reasons for reading and compliance were assessed. The results revealed the importance of reading motivation in second language learners Implications/Applications: It is hoped by identifying the relationship of reading motivation will help in fostering a culture of reading among second language young adult readers.

scholarly journals What Lies Beneath the Stated Meanings: a Transactional View of Language Learners Making Meaning with Texts

2021 ◽  
Author(s):  
◽  
~ Marianne
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Reading Program ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading For Pleasure ◽  
Esl Learners

<p>This thesis reports on a year long case study conducted into the processes and products of English Second Language (ESL) learners reading fiction texts for pleasure in a high school extensive reading program. Although 'extensive reading' is usually associated with interactive language learning perspectives such as 'Second Language Acquisition' (for one view within this perspective see Krashen [1982]), a different theoretical perspective was applied in the present study. Louise Rosenblatt's transactional theory of reader response is used to analyse and discuss data made about teenagers reading for pleasure in an extensive reading program. At the heart of Rosenblatt's transactional theory is the assumption that every reading event is unique to the person, text and context of that reading experience. To understand what it means to make meaning with a text, each of those things must be considered. Thus in order to better understand ESL learners' processes and products of reading for pleasure, this thesis provides a fine grained, deep description of how one reader made meaning with texts. This description is contextualised and enriched through the inclusion of case study data from other ESL and native English speaker participants. By focusing on one reader, the complexity of the interrelationships of reader, text and context are amply demonstrated. This, it will be argued, provides a valuable lens through which teachers and researchers may view other readers, other texts and other contexts. Conclusions drawn from this study will claim that Rosenblatt's transactional theory not only readily facilitates language learning goals (for example, extensive use of the target language) but importantly provides another perspective, apart from the predominant interactive language learning perspectives, on what it might mean for readers to make meaning with texts read for pleasure. Understanding the processes and products of reading for pleasure from a transactional view has pedagogical import for the utilization of extensive reading programs, and perhaps most importantly, for the intellectual development of second language learners.</p>

scholarly journals Exploring the Reasons for the Fossilization of Phonological Errors: A case study of the substitution of/o/for/ɔ/by English as Second Language Learners in Sri Lanka

2018 ◽  
Vol 9 (4) ◽  
pp. 105
Author(s):  
Kaushika Premarathne
Keyword(s):  
Second Language ◽  
Sri Lanka ◽  
Language Learners ◽  
Second Language Learners ◽  
Sri Lankan ◽  
English As Second Language ◽  
Phonological Features ◽  
Correct Pronunciation ◽  
Back Vowel ◽  
Phonological Errors

Over the past decades, various teaching methods adopted from time to time have placed pronunciation teaching in the forefront or in the backend. This has resulted in second language facilitators to completely disregard or relentlessly correct pronunciation depending on their intuition due to the lack of research on pronunciation teaching or proper guidance. In Sri Lanka, since there has been no general agreement on pronunciation teaching, it is being considered merely a supplementary task which is often overlooked. As a result of this, certain phonological features have got fossilized in the code repertoire of English as second language learners in Sri Lanka. Past studies on phonology in Sri Lanka bear evidence that phonological deviations can lead to a class distinction in Sri Lankan society which can even have an adverse outcome at a job interview or any social gathering (Parakrama, 1995; Gunesekera, 2005). The aim of this study is to record literature on pronunciation teaching in Sri Lanka and to investigate reasons for fossilization of phonological features. A questionnaire was administered among 25 high proficiency learners who have been pursuing higher studies in English medium to find out reasons for English as Second Language learners in Sri Lanka to substitute the mid back vowel/o/for the low back vowel/ɔ/. According to literature, L1 dominance on L2 attributes for learners to deviate from the codified norms of the Standard Sri Lankan English (SSLE). In line with the Noticing Hypothesis, the Output Hypothesis, and the Interactional model, the findings showcase that the lack of sufficient guidance and the lack of awareness on the part of facilitators and learners respectively are the most salient factors that prevent the formation of new phonological categories which do not exist in the L1. It is recommended for facilitators to make learners aware of their phonological errors to avoid fossilization of erroneous forms.

scholarly journals Innovative Techniques and the Integrated Model of Teaching the First Accounting Course for English as Second Language learners

2020 ◽  
pp. 255-266
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching Techniques ◽  
English As Second Language ◽  
The World ◽  
Negative Perceptions ◽  
Nontraditional Teaching ◽  
Innovative Techniques

Across the world, the first accounting course provides serious challenges for teaching. These arise from powerful negative perceptions which include the anxiety associated with tertiary-level study and the differing backgrounds or majors of students required to take the course. This paper outlines some examples of nontraditional teaching techniques and highlights how the course could be best structured to overcome such negative views while at the same time responding to the changes in the industry. The design and content of the proposed course emphasizes the USER approach and is directed to English as second language learners. This is a case study in an Australian offshore campus and is the end result of the progressive improvement in the structure and delivery of the course.

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