Nowadays, all people say that English is the most essential and easiest language that people could use to communicate in different countries. As I read thoroughly the two articles, which are called “ English seen as a Co-star among Global Language” and “Can English be Dethroned”, I’ve found out that people more commonly accept using English as a second language in the Estimated Reading Time: 4 mins · In the essay “Aria: A Memoir of a Bilingual Childhood”, Richard Rodriguez shares his personal experience with learning English as a second language. In his linguistic journey, the author feels a disconnect between Spanish, the language used at home by his Mexican immigrant parents, and English, the language used in the public world Learning English as a Second Language Essay Words5 Pages English is an international language which is used officially all around the world. Anybody who wants to make connections with the world we live in should learn English
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They introduced a new language exam and examined it. A series of textbooks presented new ideas on teaching English as a second language in terms of both content and methodology, including communicative tasks, english as a second language essay.
The goal of this examination was to reinforce the ideas introduced in the textbooks. Fourteen schools were observed to see how teachers used the text books and how they viewed their own teaching and possible influences upon it, english as a second language essay. The results showed that, although some of the teachers used the textbook, it was impossible english as a second language essay argue that it was the effect of exam, because teachers might have been doing what was in the textbook rather than trying to prepare students for the test.
The data was not enough to infer that they use the textbook in order to practice and prepare students for the exam. Researchers, also, found that less time and attention was paid to practice oral skills than written skills, which was likely to be the impact of the test because it did not involve test of oral skills, english as a second language essay.
However, it was probable that it was because of the importance allotted to those skills in the textbooks themselves. Another finding was the narrowing of the course as teachers finished or abandoned the textbooks and focused more on past exam papers.
One last finding was that there was no relationship between the methodology that teachers used either before or after the introduction of the test Wall and Alderson,p. Barnes examined washback of TOEFL iBT courses and general English classes in Vietnam. He explored beliefs, attitudes, and teaching practices of four teachers. He wanted to understand how washback positive or negative is realized in these contexts. The study showed that TOEFL iBT preparation courses are influenced by the goal-oriented nature of the course which can potentially encourage teachers to place their teaching styles and beliefs about teaching aside and simply teach the content of the test.
the needed score. Çiler Hatipoglu presented the sociocultural and historical context of how English is taught and tested in Turkey and then, presented the beliefs and views of pre-service teachers related to assessment of English in Turkey. The data for this study were collected in two stages. The aim of Stage 1 was to establish a detailed historical account of the selection and placement policies of university candidates in Turkey since Their age range was and none of them had spent more than 6 months in an English speaking or other foreign country.
All of the informants stated that they were planning to work as English language teachers after graduation. Senior pre-service teachers were selected as subjects for this research since they were going to become practicing teaches within a very short period of time. This impact was, according to the participants in the study, unfortunately negative in all cases.
Due to its high stakes, the exam determined how knowing of a foreign language is defined in the country i. The exam also english as a second language essay a constraining influence on what was or was not taught, and which approaches, methods and techniques were used in Turkish language classrooms. He concluded that the ESUEE is the de facto curriculum in Turkey. It also looked as if that the main priority of high school teachers was not to teach English but to help their students master the format of the test and to train them to answer more questions in the exam.
The ESUEE also affects how students approach and learn languages in Turkey. They pay more attention to grammar, vocabulary and reading, and ignore listening, speaking and writing skills which are not tested in the exam.
Aftab et al investigated the washback effect of the Pakistani intermediate English examination. She collected data from six teachers. The results clearly indicated that the teachers are teaching towards the examination and their teaching appears to be directly influenced by the assessment procedures.
Data was collected from two groups of technical colleges throughout Taiwan, one group with and one group without exit requirements. Findings indicated that the exit requirements have elicited a minor degree of changes in teaching. Teachers consider test factors and test-related activities the lowest priority in their selection of materials and pedagogy.
However, a significant difference was found that teachers at schools with exit requirements have a higher consideration of test factors and employ more related activities than their counterparts, english as a second language essay. Cheng investigated whether any washback effect of the revised Hong Kong Certificate of Education Examination in English could be observed in the teaching of English in Hong Kong secondary schools.
She collected data through school visits, classroom observations, interviews, and questionnaires. She claimed that school visits and unstructured interviews were conducted for overall observation at the macro level, and to get in-depth analysis classroom observations and surveys were employed.
The results indicated that a series of changes at the macro level had been observed in terms of using exam syllabus, in service trainings and workshops for teachers to learn more about the test itself and how to. prepare students by textbook publishers. From classroom observations, english as a second language essay, the researcher concluded that changes could be seen only in the way teachers organize classroom activities.
However, she noted that data was not enough to draw the conclusion that the test had the desired impact on teaching. She further claimed that cramming for the test was certainly a part of classroom practice; however, it was difficult to untangle the reasons for the change in classroom activities, whether it was simply cramming for the test or a difference in language skills being taught. It was also difficult to say whether cramming produced positive or negative washback.
Although she claimed the insufficiency of data to make generalizations, she asserted that among different aspects of teaching and learning, teaching content had received the most intensive washback, which might be linked to the change in the content of the test.
Watanabe studied university entrance examination to find out whether the grammar translation came from this national test, english as a second language essay. The data was collected through classroom observations and follow-up interviews with the teachers asking why they did what they did. The results implied that the nature of the tests did not affect the teachers in the same way, so he concluded that the tests might induce washback on some teachers, but not on others.
However, the last assumption, he pointed out, was not confirmed by the post-observation interviews with teachers in which they claimed that timing did not change their style of teaching. Suryoputro and Akip aimed to find out how Indonesian EFL students perceive and make use of washback of portfolio assessment in reading academic texts. To explore washback of portfolios, 20 students from English department at the faculty of education were interviewed.
The result revealed that the students had positive perceptions because the washback improved their reading strategy, contributed positive changes to their learning attitude, and cultivated their learning autonomy. Xie utilized Structural Equation Modeling to investigate the washback mechanism, focusing on two design aspects of an English language proficiency test: component weighting weight assigned to different test papers and testing methods item formatand their washback on test preparation.
Their official test scores were collected when they were available. Data was analyzed to estimate the washback effects of perceived changes on test-taker time management and approaches to test preparation, and their test performance. The study found that test-takers spent more time on the papers with higher weight and less on those with lower weight. Reporting component scores seemed unable. to adjust this tendency. Meanwhile, favorable perception of test validity was associated with a higher level of engagement in both desirable language learning activities and focused test preparation drilling and cramming.
This suggested that favorable perceptions may not be able to reduce negative washback, but may be able to promote positive ones. Altowaim studied the validity and reliability in relation to the effectiveness of washback in language testing. The participants of the research were English as a Foreign Language EFL students. Sample consisted of 50 learners.
Twenty-five students had attended test-based classes, and the other twenty-five students had attended general classes. The hypothesis compared the difference between groups using independent samples t-test. The findings of the study showed a significant difference between the mean scores of two groups. English as a second language essay who had attended test-based classes had significantly lower scores than the students who had attended general classes.
The study found that the test influences the classification of curriculum content into important and unimportant. It also created a fear factor of the test in students. Teachers also emphasized on the content that was relevant to the test.
They were also interested in improving the overall test score of the class, english as a second language essay.
In the process, english as a second language essay, they english as a second language essay sight of the total picture and the broader vision of imparting knowledge and quality education. A pretest-posttest design was used on experimental and control groups with participants at a Chinese university. The control group received instruction in argumentative writing which typically ignores counter argumentation in mainland Chinawhile the experimental group received instruction in argumentation which included counter arguing and refuting.
The results of the study demonstrated the efficacy of explicit classroom instruction in counter argumentation. Text analysis on posttest scripts showed that the inclusion of counterarguments and rebuttals was significantly positively correlated with the overall score of an argumentative essay using the evaluative rubric of a high-stakes test. These findings may have important implications for writing prompts and rubrics as well as argumentative writing pedagogy in China and beyond.
It is proposed that counter argumentation be considered in the writing prompts and rubrics of high-stakes English tests, and included in classroom instruction on argumentative writing.
Shujiao Wang investigated how learner factors, such as learning strategies and beliefs, related to the washback of a large-scale high-stakes Chinese second language proficiency test, the Hanyu Shuiping Kaoshi HSK. Findings revealed that, an increasing number of people wanted to learn Chinese and take the HSK because they were interested not only in the Chinese language and culture, but also hoped to study, work or travel in China.
They felt that becoming HSK-certified, helped them feel more motivated to learn Chinese and increased job opportunities. Thus, there were significant washback effects of the HSK on learning Chinese.
This study showed that the HSK had positive impact on some learners but negative effects on others. The finding showed statistically significant differences between regular Chinese learning e.
Significant predictors for the change in learning strategies between regular and test-specific learning were nationality, english as a second language essay, language proficiency, HSK english as a second language essay and motivation. Andrews et al focused on the effects of changes to high-stakes tests on the performance of those who take them.
A two-phase study was set up to shed light on two questions: 1. Is the impact of the test innovation on student performance immediate, or delayed? However, the precise nature of the washback seemed to vary from student to student. In some cases, the test led to improved performance, but in others only to superficial learning outcomes, such as english as a second language essay ability to conform to the requirements of the exam format, or to produce memorized phrases.
Abassian et al. Entrance Exam GELTP on science and humanities students, english as a second language essay. To this end, the data were collected through conducting interviews with 16 Ph. students and the administration of a questionnaire to students.
Results revealed minor differences in the GELTP washback effects across the science and humanities perceptions and practices. The results showed that the majority of the science and humanities students As for the time constraint, the majority of the science Analysis of the verbal protocols obtained from the high school learners revealed that these examinations made students employ some strategies which seemed to exert a negative influence on their learning by directing them toward a measurement-driven approach to learning.
The results showed that the more students employed test-taking strategies during the exams, the higher their scores were.
How to Plan an IELTS Writing Task 2 Essay
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· Words 5 Pages. The Learning of English as a Second Language Essay. The Learning of English as a foreign Language In order to communicate their ideas and survive in a society, human beings needed to use languages which vary depending on the country they live or are from English language known as the most common language and the most spoken language around the world. Learning English as a second language in early age, is a very important thing. Many people face a problem of not knowing how to communicate with others from their own language. We face this problems in our usual daily life Learning a Second Language Essay Example Studies have shown that people who started speaking between ages of 8 and 10 have about 80 percent of the proficiency of native speakers; those who started between the ages of 11 and 15 spoke with only half the proficiency, and those who started after age 17 had only 15 percent (Sousa, ).Estimated Reading Time: 10 mins
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