Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong

Gan, Zhengdong

doi:10.14221/ajte.2012v37n1.4

Cited by 98 publications

(102 citation statements)

References 32 publications

(20 reference statements)

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“…If one cannot master grammar and have sufficient vocabulary, they might face difficulties in speaking and writing. Gan (2012) confirmed the above point of view in his research that vocabulary and grammar were the major reasons why students are not able to express themselves clearly and appropriately.…”

Section: Challenges Encounteredsupporting

confidence: 62%

To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study

Hong¹,

Ganapathy²

2017

ELT

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Malaysians have long realised the importance of being competent in English as one of the success factors in attaining their future goals. However, English is taught as a second language in Malaysia, and it is not easy to teach under such a foreign context, because authentic input may not exist beyond the classroom, especially in Chinese private schools. In this scenario, English is learnt as a subject with 10 sessions per week, which is considered insufficient for students to master the language effectively. Past research highlights the significance of motivation in English language acquisition. Motivated students tend to put in more effort in their academic endeavours by showing more persistence in their learning process. The purpose of the study was to identify and analyse whether instrumental or integrative motivation plays a more important role in promoting Form Four ESL students' English language learning. Furthermore, examine the areas of problems that affect ESL students' motivation towards English language learning. This study was a qualitative case study that used focus group interviews to elicit data from 12 students in a secondary school in Penang. The findings of this research indicate that students are more instrumentally motivated than integratively motivated in ESL learning. Instrumental motivation is found to have a greater impact on students' English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, which further influence their speaking and writing skills.

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Section: Challenges Encounteredsupporting

confidence: 62%

To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study

Hong¹,

Ganapathy²

2017

ELT

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“…Kekurangan kosa kata; ia merupakan faktor utama yang menyebabkan terhalangnya proses komunikasi dan menyebabkan pelajar tidak dapat bertutur dengan lancar dan gagal menyampaikan mesej dengan jelas (Gan, 2012). Rentetan itu, pelajar berasa kecewa, kurang keyakinan, takut dan malu sekiranya berlaku kesilapan dalam pertuturan dalam bahasa Volume 14(1), February 2014(http://dx.doi.org/10.17576/GEMA-2014-1401 ISSN: tersebut (Ashinida, 2012).…”

Section: Kajian Perpustakaanunclassified

“…Manakala bagi Bahasa Inggeris pula, antara masalah yang dihadapi dalam pertuturan ialah kosa kata di samping tatabahasa dan sebutan (Tanveer, 2007), perkataan atau ayat yang tidak dapat didengar dengan jelas, peruntukan masa yang lama untuk berfikir dan tidak memahami mesej yang diterima daripada penutur (Lopez, 2011). Pendek kata, kekurangan kosa kata dan kesalahan struktur bahasa menyebabkan pelajar tidak dapat menyampaikan pandangan mereka dengan jelas kepada pendengar (Ashinida, 2012;Gan, 2012;Bouchareb, 2010). Akibatnya, gangguan komunikasi akan berlaku kerana maklumat yang diterima oleh pendengar tidak dapat difahami dengan baik.…”

Section: Kajian Perpustakaanunclassified

“…Antara permasalahan utama yang dihadapi oleh pelajar semasa melaksanakan tugasan seterusnya menjadi kekangan utama kepada penguasaan kemahiran bertutur dalam Bahasa Arab dengan baik ialah kosa kata yang terhad. Perkara ini turut dirujuk oleh Gan (2012) yang menyatakan bahawa kekurangan kosa kata menjadi faktor kegagalan menyampaikan mesej dengan jelas. Hal tersebut seterusnya akan mengganggu proses komunikasi.…”

Section: Kesimpulanunclassified

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Permasalahan Pertuturan Dalam Bahasa Arab Sebagai Bahasa Kedua

Daud¹,

Pisal²

2014

GEMA Online

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ABSTRAKKajian ini dijalankan ke atas sekelompok pelajar yang mengikuti kursus kemahiran bertutur bahasa Arab, iaitu BA (LQS 0415) yang ditawarkan oleh CELPAD (Centre for Languages & Pre-University Academic Development), International Islamic University Malaysia (IIUM), Gombak, kepada pelajar yang membuat pengkhususan dalam Pengajian Islam dan Bahasa Arab (IRKHS). Kursus tersebut dilaksanakan bagi membantu meningkatkan prestasi akademik golongan pelajar melalui penguasaan kemahiran untuk bertutur bahasa Arab. Akan tetapi, didapati bahawa sejumlah 70% pelajar tidak mampu mengikuti perbincangan dalam kelas dengan efektif disebabkan penguasaan Bahasa Arab mereka yang lemah. Justeru, kajian ini bertujuan untuk mengenal pasti masalah yang dihadapi pelajar ketika bertutur bahasa Arab dengan meneliti secara langsung akan kesukaran-kesukaran yang pelajar hadapi ketika mereka melaksanakan tugasan yang melibatkan aktiviti pertuturan. Metode kajian yang digunakan ialah pemerhatian dan temu bual. Tiga tugasan berbahasa Arab bersifat tunggal dan berbilang telah ditugaskan kepada pelajar yang merangkumi: 1) melakonkan situasi, 2) penceritaan semula dan (3) perkongsian pengalaman. Ketiga-tiga tugasan berbahasa Arab tersebut mempunyai tahap kesukaran yang berbeza sama ada ia disokong oleh konteks atau tidak. Di samping itu, para responden diberikan tempoh persediaan sebelum tugasan mereka dibentangkan. Kajian ini mendapati bahawa kesukaran dalam berbahasa Arab telah membantutkan keupayaan pelajar dalam aktiviti yang memerlukan kemahiran bertutur. Pelajar berdepan dengan lebih banyak masalah ketika melaksanakan tugasan secara individu kerana mereka perlu melaksanakannya dengan sendiri. Selain itu, kekurangan kosa kata semasa bertutur juga mengganggu kelancaran pelajar ketika sesi penyampaian. Setelah mengenal pasti permasalahan pelajar dalam pertuturan, guru digalakkan memfokuskan aktiviti pembelajaran kepada pengukuhan kosa kata serta memperbanyakkan aktiviti berkumpulan dengan menekankan aspek berkomunikasi dalam Bahasa Arab semasa tugasantugasan tersebut dilaksanakan. Pelajar didapati dapat mengatasi masalah yang mereka hadapi dengan bantuan rakan sekumpulan. Selain itu, aktiviti berkumpulan juga mampu mencetuskan suasana kebahasaan yang dapat merangsang penggunaan bahasa yang dipelajari.

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“…Vocabulary can be de-fined as a set of words to speak and write which contain meaning and are understood by the speakers of the language (Susanti, 2002;Yusoff, Ghani, & Al-Qusyairi, 2008). The language students are not able to communicate and convey the message clearly might be caused by lack of vocabulary (Daud & Pisal, 2014;Gan, 2012). One of the factors that distinguish the level of foreign language achievement of a student is Language Learning Strategy (LLS) used.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Vocabulary Learning Strategies in Malaysia

Noor¹,

Yusoff²,

Yasim³

et al. 2016

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Arabic Language is a compulsory subject for students in National Religious Secondary School (SMKA) in Malaysia. Therefore, students need to increase Arabic vocabulary to master their language skills. This study aims to identify the level of Arabic Vocabulary Learning Strategies applied by students and to identify the level of the Arabic Vocabulary Mastery by students of National Religious Secondary School (SMKA). The study used questionnaire and a written test as an instrument of data collection. The sample of study consisted of 157 Form Four students randomly chosen from Secondary School in Malaysia. The results showed that the level of Arabic Vocabulary Learning Strategies applied by students and the level of the Arabic Vocabulary Mastery by students at Secondary School in Malaysia were at moderate level. Pedagogical implications of this study is that effective Vocabulary Learning Strategies should be exposed to the students in the learning process, so that students can use various Vocabulary Learning Strategies to enhance their Arabic Vocabulary Mastery.

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Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong

Cited by 98 publications

References 32 publications

To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study

To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study

Permasalahan Pertuturan Dalam Bahasa Arab Sebagai Bahasa Kedua

Foreign Language Vocabulary Learning Strategies in Malaysia

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