Factors affecting the english proficiency of

In a course of 2—3 months duration, I start preparing for the exam: Abstract Background Studies are needed to examine predictors of success in medical school. The aim of this work is to explore factors that potentially influence excellence of medical students. A self-administered questionnaire was used.

Factors affecting the english proficiency of

Strategy Intervention and Reading Proficiency in the Modern Tertiary EFL Classroom Stephen English Abstract There are critical issues pertaining to current and future challenges for university students and their educators, regarding L2 reading skills, classroom instruction and test taking.

At first, this paper explores research into the processes involved for learners of English when accessing L2 texts, and then describes current research directions into learning strategies and reading intervention including web-based literacy instruction.

Introduction In the current climate of increasing competition between university graduates in Japan, coping with the educational needs of these students is, Factors affecting the english proficiency of will continue to be a challenge for tertiary educators.

Defining Reading Ability Reading ability can be defined as the efficiency …to draw meaning from the printed page and interpret this information appropriately Grabe and Stoller,p. However this definition does not adequately explain affecting variables such as the purposes for reading that will require different skills and strategies, or the criteria involved that explain general reading comprehension skills.

It also does not indicate the varying linguistic and cognitive factors involved such as the metaphorical models of bottom-up, top-down and interactive processes.

Finally with regard to the second language L2 reader, it fails to explain whether texts are accessed in the same manner as for first language L1 readers, and show whether meaning accessed is proportional or not to the language proficiency of the L2 reader.

This idea views linguistic processes more as a skill, proportional to the amount of exposure to texts and the efficiency of processing.

The more fluent and automatic these processes are, the more skilful and proficient the reader becomes, and within this paradigm, fluent L2 readers are required to have a minimum vocabulary store in long-term memory.

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Here, reading … is a selective process. Inferences and accessing background information are key mechanisms in this process. Inferences are problem-solving devises that help relay plausibility and logicality of incoming text and which Mackay and Mountford consider important for the preparation and use of L2 reading materials.

Important skills include being able to link propositions together as well as identify ambiguous statements.

Factors affecting the english proficiency of

Examples of logical inferences include making schematic links Nix,where information in a first proposition is needed to interpret the second. Literal comprehension involves understanding surface meanings, where readers are asked to find information and ideas explicitly stated in the text.

Interpretive comprehension involves searching beyond surface meaning. The reader must be able to identify relationships among ideas, drawing conclusions and predicting outcomes.

Finally critical comprehension requires students to be able to identify deeper meaning units, for example to differentiate between opinions and facts and assess the accuracy of textual information.

Factors affecting L2 literacy Theoretical approaches to L2 literacy have been divided, with some Cumming,taking the position that literacy in a second language is a cognitive function, whilst others Walace, ; Gillespiesee it as a social function.

Strategy Intervention and Reading Proficiency by Stephen English

Some researchers even consider there to be multiple literacy as a function of varying social and discourse contexts Johns There have also been various theories put forward to explain the relationships affecting L2 literacy.

Alderson described two factors that might cause difficulties in L2 reading ability, namely L1 reading and L2 linguistic proficiency, which led towards two opposing hypotheses being put forward.

Product-oriented studies are by nature quantitative in design. Tests are given that might shed light on the influence of variables including L1 reading ability, L2 reading ability and L2 linguistic proficiency.

Associated Data Show full item record Abstract English Language plays a central and strategic role in the school system because almost all the school subjects are taught using English language. However, students' achievement in this subject in secondary school is not encouraging.
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Passwort vergessen? Follow the links below to find similar items on the Digital Library. Description A letter report issued by the Government Accountability Office with an abstract that begins "According to Census data, more than 12 million adults in the United States report they do not speak English well or at all.
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Access denied | iridis-photo-restoration.com used Cloudflare to restrict access Show full item record Abstract English language is the most widely spoken language in the world while in Uganda, it is the National language. English is the medium of instruction and in order for any one to succeed in the formal sector, knowledge of the language is a must.

Often through statistical multiple-regression analysis, results are then interpreted. Studies including Brisbois and Lee and Shallert indicate strong evidence in favour of the linguistic threshold hypothesis, where L1 reading ability only transferred to L2 for high-level readers, and that in the case of low-level readers, transfer was not identified at all.

Variations have been significant depending on research design, but large numbers of participants have indicated that the relationship between L1 and L2 reading is weak. Whereas product-oriented studies can gather data over a wide range of participants in one go, qualitative process-oriented studies by design, tend to sample individuals or small groups.

This is due, in part, to time constraints imposed by the methodology of the research, where for example, case studies use think-aloud protocols to gain insights into the various individual mental interactions between reader and text.

The collection and analysis of such data takes far more time than that required for quantitative product-oriented reading studies. Particularly interesting to researchers, regarding think-aloud protocols, has and will continue to be those strategies used by readers to gain meaningful interpretations of the texts that they are reading.

Davis and Bistodeau provide evidence that L1 reading strategies transfer to L2 for low level L2 readers as well as for high level L2 readers and Zwaan and Brown have shown that L2 readers with high L1 reading ability are more accurate at paraphrasing than those with low L1 ability.

The distinction between learning and reading is an important one to consider. An L2 learner accessing a text might activate learning strategies for example, cognitive strategies to recall words expeditiouslyas well as comprehension reading strategies, that help gain meaning of textual information.The following factors affect second language acquisition.

Determine whether each factor is related mainly to the student, to the family or to the environment of the second culture. There are a variety of factors that affect English language acquisition. The more that you identify these factors, the more likely your students are to be successful. Therefore, the researcher would like to present factors that are currently affecting limited English proficiency at FOE, NUOL in the following table.

Table 1. Factors that affect limited English proficiency No Category of Factors Frequency Percentages (%) 1. that English proficiency skills have been the extra concluded that good command of English depends on many factors.

These include syllabus in learning-teaching process, students’ interest and perception of its importance, influence of mother language. This study correlated the probable factors affecting English proficiency and the English proficiency of Grades V and VI pupils of Central Philippine University (CPU).

It further examined the similarities and differences of the respondents according. carried out with a view to finding out the factors affecting the learners most in speaking English and also to get some suggestions both from the learners and the teachers in order to set effective spoken classrooms for more success.

MA Thesis Abstracts – Teaching English as a Foreign Language