| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LANGUAGE LEARNING ANXIETY": |
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Language Learning Anxiety, 2007.
A comparison of learning achievement and anxiety between native and non-native teachers' students.
3,894 words (approx. 15.6 pages), 11 sources, MLA, AU$ 153.95
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Abstract
This paper aims to establish the presence of language learning anxiety among students and to identify the factors leading to the development of students' language learning anxiety. It then discusses the factors comprising language learning achievement. The paper compares language learning achievement between students of native and non-native ESL teachers and the level of language learning anxiety between students of native and non-native ESL teachers.
Table of Contents:
Introduction
Statement of the Problem
Limitation of the Study
Definition of Terms
Review of Related Literature
Methodology
From the Paper
"From McDonald's study, it was established that culture is vital in understanding the true dynamics of language learning, as well as the possible roots of anxiety. However, another important factor that must be delved into is the role that teacher type plays in motivating and changing feelings of anxiety among students of ESL. From Nero's (2005) study on the characteristics and skills of ESL teachers, it was discovered that differences in achievement, aptitude, and anxiety was not dependent on teacher type (native or nonnative), but actually on the techniques and skills that teachers utilize in their everyday teaching of ESL (203)."
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Effects of Anxiety Disorders on Learning, 2004.
This paper discusses how anxiety disorders in students can affect their learning abilities.
1,852 words (approx. 7.4 pages), 5 sources, MLA, AU$ 86.95
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Abstract
This paper examines the problem of anxiety disorders in students and how this affects their ability to learn and develop socially on par with their peers. It discusses various treatments, such as medication and therapy, and concludes that the best form of treatment is therapy to help these students overcome their condition.
From the Paper
"Anxiety disorders can make learning very difficult for students. Their effects can be socially, emotionally, and even intellectually paralyzing for periods of time extending from minutes to months. Unlike attention disorders, anxiety disorders may not directly effect the learning process. However, they do directly effect the social and emotional comfort of the student, and lead to the student being unable to properly begin and continue that learning process. Anxiety disorders frequently occur in tangent with other learning problems, social problems, and psychiatric problems. In particular, anxiety has been correlated with ADD/ADHD, with depression, and with verbal and nonverbal learning disorders. Anxiety may in many cases result from these problems, though it may also be a precursor. Either way, such comorbidity makes the effects on learning of either problem far worse. So anxiety disorders may both make it difficult for the student to be comfortable enough to learn, or worsen other learning barriers. Additionally, it has been suggested that anxiety disorders may be related more directly to difficulty with memory processing."
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ESL Education, 2007.
This paper provides a comparison of language learning anxiety between students of native and non-native ESL teachers in Taiwan.
3,541 words (approx. 14.2 pages), 15 sources, MLA, AU$ 143.95
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Abstract
In this article, the writer discusses what link, if any, exists between student learning anxiety and native versus non-native teachers in the EFL / ESL classroom environment. The study identifies key issues surrounding this question in an attempt to identify what factors contribute to Taiwanese students' increases in language learning anxiety. Further, it investigates these issues with the intention of fleshing out valuable knowledge for future research and educational advancement. The writer concludes that this comparison of language learning anxiety between students of native and non-native ESL teachers in Taiwan intends to seek out what problems exist in the current system. The writer points out that by identifying and examining such problems, administrators can make educated decisions in the recruiting of foreign or native teachers to their ESL / EFL programs.
Table of Contents:
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Definition of Terms
Limitations of the Study
Summary
References
From the Paper
"Taiwan is experiencing an increase in English learners. As a result, a higher number of English language teachers are necessary. To meet this need, many foreign teachers specializing in ESL / EFL have flocked to Taiwan to teach classrooms full of English learners. For a variety of reasons, most of these English learners experience an Americanized version of English language training. Lou and Chism relay this Americanized English learning with the inability of young Taiwanese students to make associations between their own culture and experiences and English. This Americanized learning is in part due to the use of American written and published EFL textbooks. Yet, in classrooms where English is taught by a foreign ESL / EFL teacher, it is difficult to know whether the textbooks or the foreign teachers create difficulty in establishing successful language connections."
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English as a Second Language, 2006.
An in-depth look at the levels of anxiety experienced by students learning English as a second language.
8,948 words (approx. 35.8 pages), 23 sources, MLA, AU$ 269.95
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Abstract
This study provides a comparison of language learning anxiety between language learners being instructed by both native and non-native English as a second language teachers in Taiwan today. This paper uses a critical and comprehensive review of the peer-reviewed and scholarly literature to develop the background and resources needed to answer the study's guiding research questions. The paper provides a summary of the research, important conclusions and salient recommendations in the concluding chapter.
Contents:
Introduction
Chapter 1:
Definition and Overview of Anxiety
Language Anxiety and ESL Instructors
Chapter Summary
Chapter 2: Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study
Chapter 3: Data Analysis
Chapter 4: Summary, Conclusions and Recommendations
From the Paper
"According to these authors, "Motivation, it now appears, is but one of many individual variables that influence the success of language learning. Anxious students can filter their language learning experience through such thick shielding that often immense amounts of comprehensible input result in limited intake. Risk-takers in terms of language learning progress more quickly and experience greater enjoyment than do their non-risk-taking peers" (emphasis added) (Leaver & Shekhtman, 2002, p. 15). In the classroom setting, a number of interpersonal and small-group issues can enhance or impair the efforts of any individual student in the "visible classroom" (the overt relationships) who reacts poorly to the "invisible classroom" (ubiquitous but covert group dynamics), to use the concept and terminology advanced for this purpose (e.g., the significance of small-group dynamics and rapport may be greater than many teachers realize) (Leaver & Shekhtman, 2002).
The vast majority of research on these variables has been conducted on groups of students with mixed backgrounds and at lower levels of proficiency. Based on their lengthy experience and empirical observations, our seventeen-year experience in extensive and intensive work with Superior-level students, learners at this level, especially those studying in courses and groups, tend to have a different set of anxieties, most of which are more closely tied to linguistic aspects of job performance than to the intellectual risk-taking required of language learning in general (Leaver & Shekhtman, 2002)."
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The Study of Language, 2001.
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
2,790 words (approx. 11.2 pages), 8 sources, MLA, AU$ 120.95
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Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.
From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the ?Flemish? where the French-speaking Belgians are called ?Walloons?. Dutch spoken by Belgians is also referred to as ?Flemish?, which is not a literary form of the language, but a spoken ?dialect?. They are different varieties of the same language."
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Anxiety Disorders, 2007.
A case study, including the developmental history, of generalized anxiety disorder and anxiety sensitivity disorder.
1,215 words (approx. 4.9 pages), 4 sources, MLA, AU$ 60.95
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Abstract
The paper explains that the purpose of this study is to illustrate how lack of familial communication and self-esteem, compounded by emotional abuse, can lead to generalized anxiety and diminished self- regulatory patterns, associated with anxiety sensitivity disorder. Cognitive behavioral therapy is integrated into the findings of the study and presented as a treatment alternative. The client selected for this study is a 45 year old Caucasian woman with a history of anxiety. The paper explains the anxiety disorder and discusses the use of cognitive behavior therapy to help people with anxiety transform maladaptive thinking patterns into more positive and self promoting behaviors.
Outline:
Introduction
Etiology and Factors Influencing Anxiety Sensitivity
Theoretical Basis for Clinical Treatment
Client History
Case Discussion
Conclusion
From the Paper
"The client selected for this study is a 45 year old Caucasian woman with a history of anxiety. The selection is based on the following interest areas (1) the clients perceived inability to take charge or control of her personal situation and subsequently, control of her child (2) the client's history of apparent indirect emotional abuse at the hands of her husband and (3) the client developed anxiety in response to the difficulty she is experiencing in her relationships with her husband and son which ultimately serve to impair her daily living, meeting the criteria for affective disorders including depression and anxiety, but more specifically for anxiety sensitivity and generalized anxiety disorder (Bowman, et al. 1997; Reiss, 1991)."
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Learning Disabilities, 2008.
Explores the relationship between learning disabilities and emotional problems such as depression and anxiety.
1,660 words (approx. 6.6 pages), 11 sources, APA, AU$ 77.95
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Abstract
This paper explores learning disabilities that affect academic performance. Some of the more common forms of this category of learning disability is dyslexia (problems reading, or understanding what is written), dysgraphia (problems with handwriting or writing in a way the makes sense), and dyscalculia (problems with abstract math or calculations). The paper discusses how children with learning disabilities may be affected, how depression is often the primary cause of learning disabilities in children, treatment approaches, and the importance of the teacher in obtaining help for children with learning disabilities.
Table of Contents:
Understanding Learning Disabilities
Effects on the Home and School Environment
The Teacher and the Child with Learning Disabilities
Treatment and Help
From the Paper
"The connection between learning disabilities and depression needs to be taken seriously by teachers. Students with poor reading skills are more likely to drop out of school and have a suicide rate that is three times that of the normally reading population. The school plays an important role in the development of the child's emotional development. Difficulties at school can lead to difficulties in the emotional, social and family functioning of the child. It is estimated that only 1/4 to 1/3 of the children needing school receive the needed treatment."
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Second Language Acquisition: Noam Chomsky, 1993.
Discusses Chomsky's theory of language acquisition, in which there exists some sort of "language organ" that makes language possible for humans & impossible for animals.
675 words (approx. 2.7 pages), 9 sources, AU$ 34.95
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From the Paper
"Nativist Theories of Second Language Acquisition: Noam Chomsky
Introduction
According to Larsen-Freeman and Long (1991), nativist theories posit the existence of a specific, innate biological capacity or organ that makes learning possible. Some of those nativist theories are specific to language acquisition, with Noam Chomsky perhaps the earliest and foremost exponent of the theory that language acquisition follows a universal pattern based on an innate language organ, or system of hard-wiring within the brain.
Noam Chomsky and Universal Grammar
Chomsky became most visible in his struggles with the researchers who were working with chimpanzees and gorillas to ..."
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Oralism vs. American Sign Language, 2007.
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
1,302 words (approx. 5.2 pages), 6 sources, APA, AU$ 62.95
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Abstract
This paper explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.
Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education
My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference
From the Paper
"Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "
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Students with Learning Disabilities, 2008.
A discussion on how to teach elementary students with learning problems.
1,898 words (approx. 7.6 pages), 10 sources, APA, AU$ 87.95
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Abstract
This paper discusses the manner in which elementary teachers work with students with learning disabilities and what works well and what does not work. The paper also analyzes the effects on self esteem, anxiety, frustration and behavior in the learning disabled student. Lastly, the paper provides an overview of the parent, child, and legal perspective of teaching the learning disabled student.
Outline:
Classroom Techniques: What Works vs. What Does Not Work
Learning Disabilities & Effects on Self Esteem
Learning Disabilities & Effects on Anxiety, Frustration & Behavior
Learning Disabilities & the Parent Perspective
Learning Disabilities & the Child Perspective
Learning Disabilities & the Legal Perspective
Conclusion
From the Paper
"Parents of learning disabled students are not only concerned about their child's ability to learn, they are also concerned about their child being emotionally and socially prepared for school. Additional research suggests that parents of learning disabled students respond that their child has behavior problems, is immature, and/or has low self esteem, and therefore is not socially ready to begin school. Behavior problems that are often seen in children by parents and teachers can be, and often are, interpreted as a child not being socially and emotionally ready for school. Parents must balance letting their child 'be a child' at the same time they are effectively addressing inappropriate behaviors. Learning disabled elementary students need the support of their parents, and if the parental expectations and aspirations are too high this can have a negative impact. Research by Mondell and Tyler (1981) found positive relations between parents' competence and their instructional method used with their children. Those parents with higher levels of competence offered their children more problem solving strategies. This research supports that parents with higher parenting efficacy view their child as being able to learn from their example."
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, AU$ 71.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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Language Planning, 2003.
Presents a theoretic view of language planning (LP).
3,538 words (approx. 14.2 pages), 4 sources, APA, AU$ 143.95
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Abstract
This paper explains that language policy is a big problem in developing countries, especially in the Maghreb world, which was under the French rule: Tunisia, Algeria and Morocco. The paper defines language planning (LP) as the activity of preparing a normative orthography, grammar and dictionary for the guidance of writers and speakers in a non-homogeneous speech community and relates that language planning includes language policy. The paper then discusses corpus, status and acquisition planning using examples mainly from the French Academy and the Hebrew revival movement.
Table of Contents:
A Theoretical View on Language Planning (LP)
Introduction
Definitions and Elements of LP
The Term "Language Planning"
Two Different Definitions of LP
Elements of Language Planning
Types of Language Planning
Corpus Planning
Status Planning
Acquisition Planning
Examples of Language Planning and Language Planning Policies
The "Academie Francaise" as an Example of Corpus Planning
The Promotion of Hebrew in Palestine as an Example of Status Planning
Examples of Language Planning Policies: Policy A, B, C.....
From the Paper
"Richelieu established the AF. In 1624, he became first minister in Louis XIII. Richelieu was so close to artists, writers in particular. In 1629, a group of men interested in language and literature started to meet at a rich man's house just for conversation. Richelieu wanted to transform this club into an official institution serving the country. He formed this group into an official body. He had a political purpose. He wanted them to work on his behalf by supporting his policies, which is the main reason behind his finding of the AF. "
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Tenuous Connections: Anxiety Disorders and Substance Abuse, 2008.
An examination of the relationship between anxiety disorders & substance abuse and whether substance abuse can be viewed as a product of anxiety disorders.
1,974 words (approx. 7.9 pages), 7 sources, APA, AU$ 90.95
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Abstract
The paper questions whether there is any evidence that increased levels of anxiety result in a higher incidence of substance abuse. People who are very anxious may consume larger quantities of alcohol, smoke more heavily or resort to drugs as a way of self medication in treating an anxiety disorder. The paper relates that the higher the levels of self-reported anxiety,the more difficult it is to complete a treatment program, with the possibility that the person will return to the disorder of abuse on completing the program. The paper continues and discusses subtle affinities of anxiety disorders with that of substance abuse, by indicating that there are minor differences between the amount of abuse by alcoholics who have anxiety disorders, and those that do not. This indicates that anxiety disorders are an independent factor in the study of substance abuse.
From the Paper
"However, trait anxiety levels were positively correlated with negative substance abuse consequences, i.e., relapses even after treatment. Trait anxiety levels were also negatively correlated with the number of days an individual spent in treatment. In other words, the more anxiety problems that an individual experienced, the more likely it was that they would be substance abusers and the longer it would take for that individual to successfully complete the treatment program. Additionally, both state and trait anxiety levels were positively correlated with the level of addiction that the individual expressed, as measured and documented by the researchers (O'Leary et al., 2000). The implication of this finding is obvious: the higher the level of anxiety that an individual experience--in other words, the greater the possibility of an anxiety disorder--the more likely it would be for that individual to have a greater substance abuse problem."
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Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, AU$ 77.95
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Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
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English, The Global Language, 2005.
This paper discusses the advantages of learning English as the global languages to be used by all the world; however, this presents a danger to the native culture.
4,640 words (approx. 18.6 pages), 6 sources, APA, AU$ 174.95
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Abstract
This paper argues that English is the most likely of all languages to create a useful global lingua franca (language of trade); therefore, teaching English globally is only logical. The author contends that, because of the strong link between language and culture, the globalization of the English language threatens other languages and cultures with extinction; therefore the method of teaching English as a second or foreign language is important. The paper relates that young students, who are most at risk of becoming indoctrinated into speaking English as their dominant language rather than their native language, should be taught in a bi-lingual program which stresses the values of the native language and culture, while teaching English as a useful second global lingua franca.
Table of Contents
Language Dominance and English-as-a-Second Language Education
The Relationship between Culture and Language
Can Teaching EFL be a Threat to Local Ways of Life and Languages?
The Importance and Advantages of Learning to Use English
Balancing between Globalism and Local Culture
From the Paper
"There are several ways in which English is taught as a second language in other countries. Many nations include English education in primary schools. This is common not only in countries where English is a primary official or natural language, but also in countries that merely wish their educated youth to be able to communicate in English. Most European countries teach English as a second language to their young. Most people who learn English in school will not be likely to need EFL instruction later in life. Another form of English education involves teaching by non-native English teachers who instruct academically, much as one would learn a foreign language in America. These classes may be instructed both in English and the student''s native language and tend to focus more on aspects like appropriate grammar and spelling than on mere usage. EFL instruction, on the other hand, tends to be taught by native English speakers entirely in English."
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Language, Thought and Perception, 2008.
An analysis of the influence of language upon thought and perception, and the influence of thought and perception upon language.
1,968 words (approx. 7.9 pages), 6 sources, MLA, AU$ 90.95
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Abstract
How much does our language influence what we can think and perceive? Indeed, does our language control what we can think and perceive? Conversely, do our thoughts and perceptions influence or even control our language? This paper explores these questions, and shows that - while it is difficult to say which comes first, as the process is clearly somewhat circular - it does seem that culture influences language more than language influences culture.
From the Paper
"Theories such as the Sapir-Whorf hypothesis, which combine linguistic relativity and linguistic determinism, are useful in that they remind us of the relationships between culture and language. For example, in Canada the many aboriginal languages have died - and in terms of this hypothesis, this is one of the important reasons why aboriginal cultures are under threat. On the other hand, in South Africa, despite decades of colonial rule and then apartheid, the indigenous languages, such as Zulu and Xhosa, remained very strong. This was reflected in the fact that the indigenous cultures remained very strong - so it is certainly possible that the survival of the languages enabled the survival of the cultures. "
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