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Add the result to your basket Make a suggestion Refine your search Apply to external sourcesSIU Thesis. The Effect of using First Language On Foreign/Second Language Learning for Beginning Adults / Nang Moh Kham Aye / Bangkok: Shinawatra University - 2014
Collection Title: SIU Thesis Title : The Effect of using First Language On Foreign/Second Language Learning for Beginning Adults Material Type: printed text Authors: Nang Moh Kham Aye, Author Publisher: Bangkok: Shinawatra University Publication Date: 2014 Pagination: v, 37 p. Layout: Table Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2014-02
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2014.Languages : English (eng) Descriptors: [LCSH]Adults education
[LCSH]English language
[LCSH]English language -- Spoken English -- Study and teaching -- Foreign speakersKeywords: Mother tongue/First language (Myanmar, L1)
Target language (English, L2)Abstract: In English language learning, there have been some concerns regarding the achievement of the target language among EFL/ESL teachers. One of these concerns is regarding the use of first language/mother tongue in the classroom which has been a topic of discussion in EFL/ESL classrooms. Numerous empirical research studies have been done in different countries on this topic. Almost all findings have showed the same result: judicious use of first language was effective in assisting learners in their understanding of the learning process. This issue, regarding to the use of mother tongue/first language, caused my interest to investigate in the Myanmar setting. The study aimed to find out the effect of using first language on the second/foreign language learning for beginning adults. The study collected data from Myanmar learners of English and in-service Myanmar teachers of English working for private language school, British Council (Myanmar), and Dagon University in Myanmar. The results indicate that using the first language moderately is beneficial and helpful and the teachers need to be mindful in the use of mother tongue to assist students in acquiring the target language. This study offers the strict teachers of English only policy a better understanding of the use of the first language in order to help the learners to acquire the target language, English. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26157 SIU Thesis. The Effect of using First Language On Foreign/Second Language Learning for Beginning Adults [printed text] / Nang Moh Kham Aye, Author . - [S.l.] : Bangkok: Shinawatra University, 2014 . - v, 37 p. : Table ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2014-02
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2014.
Languages : English (eng)
Descriptors: [LCSH]Adults education
[LCSH]English language
[LCSH]English language -- Spoken English -- Study and teaching -- Foreign speakersKeywords: Mother tongue/First language (Myanmar, L1)
Target language (English, L2)Abstract: In English language learning, there have been some concerns regarding the achievement of the target language among EFL/ESL teachers. One of these concerns is regarding the use of first language/mother tongue in the classroom which has been a topic of discussion in EFL/ESL classrooms. Numerous empirical research studies have been done in different countries on this topic. Almost all findings have showed the same result: judicious use of first language was effective in assisting learners in their understanding of the learning process. This issue, regarding to the use of mother tongue/first language, caused my interest to investigate in the Myanmar setting. The study aimed to find out the effect of using first language on the second/foreign language learning for beginning adults. The study collected data from Myanmar learners of English and in-service Myanmar teachers of English working for private language school, British Council (Myanmar), and Dagon University in Myanmar. The results indicate that using the first language moderately is beneficial and helpful and the teachers need to be mindful in the use of mother tongue to assist students in acquiring the target language. This study offers the strict teachers of English only policy a better understanding of the use of the first language in order to help the learners to acquire the target language, English. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26157 Hold
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Barcode Call number Media type Location Section Status 32002000590529 SIU THE: SOLA-MTEIL-2014-02 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000590495 SIU THE: SOLA-MTEIL-2014-02 c.1 SIU Thesis and Dissertation Main Library Thesis Corner Available
Collection Title: SIU Thesis Title : Myanmar EFl Teachers’ and Adult Learners’ Preferences on Oral Error Correction Material Type: printed text Authors: Khaing Mu Mu Zin, Author ; Steven Ray McKee, Associated Name ; Amporn Sa-ngiamwibool, Associated Name Publisher: Bangkok: Shinawatra University Publication Date: 2015 Pagination: v, 55 p. Layout: Table Size: 30 cm. Price: 500.00 General note: SIU THE: SOLA-MTEIL-2015-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.Languages : English (eng) Descriptors: [LCSH]Adults education
[LCSH]English language -- CommunicationKeywords: Oral Error Correction
Myanmar EFL Teachers’ and Adult Learners’ Preferences
Corrective FeedbackAbstract: Error correction is vital for oral communication skill improvement. However, preferences between the teachers and adult learners on oral error correction are different and this affects the learners’ oral communication skill improvement. The purpose of this study was therefore to investigate Myanmar teachers’ and adult learners’ preferences on the following aspects: 1) the necessity of oral error correction on oral skill improvement, 2) the frequency of error correction, 3) the appropriate time of correction, 3) the types of error that need to be treated, 4) the delivering agent of error correction, and 5) the reasons of teachers’ and learners’ preferences on oral error correction. This study was based on triangulation. The subjects were eighty-three adult learners who were studying at two private language schools and twelve Myanmar teachers who taught English language skills in Yangon, Myanmar. The instruments for data collection included a questionnaire and two sets of semi-structured interviews for teachers’ and adult learners’ preferences. The data was quantitatively and qualitatively analyzed. The results revealed both the teachers and students certainly agreed that students’ errors should be corrected.Besides, the vast majority of the teachers believed that the most effective corrective feedback was repetition and learners preferred explicit corrective feedback most. Moreover, certain reasons of teachers’ and learners’ preferences in terms of spoken error correction were significantly indicated in the findings. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26158 SIU Thesis. Myanmar EFl Teachers’ and Adult Learners’ Preferences on Oral Error Correction [printed text] / Khaing Mu Mu Zin, Author ; Steven Ray McKee, Associated Name ; Amporn Sa-ngiamwibool, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2015 . - v, 55 p. : Table ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2015-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.
Languages : English (eng)
Descriptors: [LCSH]Adults education
[LCSH]English language -- CommunicationKeywords: Oral Error Correction
Myanmar EFL Teachers’ and Adult Learners’ Preferences
Corrective FeedbackAbstract: Error correction is vital for oral communication skill improvement. However, preferences between the teachers and adult learners on oral error correction are different and this affects the learners’ oral communication skill improvement. The purpose of this study was therefore to investigate Myanmar teachers’ and adult learners’ preferences on the following aspects: 1) the necessity of oral error correction on oral skill improvement, 2) the frequency of error correction, 3) the appropriate time of correction, 3) the types of error that need to be treated, 4) the delivering agent of error correction, and 5) the reasons of teachers’ and learners’ preferences on oral error correction. This study was based on triangulation. The subjects were eighty-three adult learners who were studying at two private language schools and twelve Myanmar teachers who taught English language skills in Yangon, Myanmar. The instruments for data collection included a questionnaire and two sets of semi-structured interviews for teachers’ and adult learners’ preferences. The data was quantitatively and qualitatively analyzed. The results revealed both the teachers and students certainly agreed that students’ errors should be corrected.Besides, the vast majority of the teachers believed that the most effective corrective feedback was repetition and learners preferred explicit corrective feedback most. Moreover, certain reasons of teachers’ and learners’ preferences in terms of spoken error correction were significantly indicated in the findings. Curricular : BALA/GE/MTEIL Record link: http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26158 Hold
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Copies
Barcode Call number Media type Location Section Status 32002000590511 SIU THE: SOLA-MTEIL-2015-01 c.1 SIU Thesis and Dissertation Graduate Library Thesis Corner Available 32002000591139 SIU THE: SOLA-MTEIL-2015-01 c.2 SIU Thesis and Dissertation Graduate Library Thesis Corner Available
