Factors of English Language Learning and Acquisition at Bisha College of Technology
This paper participates in giving new vision and
explains the learning and acquisition processes of English language
by analyzing a certain context. Five important factors in English
language acquisition and learning are discussed and suitable solutions
are provided. The factors are compared with the learners' linguistic
background at Bisha College of Technology BCT attempting to link
the issues faced by students and the research done on similar
situations. These factors are phonology, age of acquisition,
motivation, psychology and courses of English. These factors are
very important; because they interfere and affect specific learning
processes at BCT context and general English learning situations.
[1] Abboud, P. F. and McCarus, E. M. 1983, Elementary modern standard
Arabic, Cambridge University press, UK.
[2] Abderrezag, S. 2010, The effects of anxiety on students’ achievement
the case of third year LMD student department of English University of
Constantine, MA thesis , Mentoury university, Algeria.
[3] Abello-Contesse, C. 2008, ‘Age and the critical period hypothesis’, Key
concepts in ELT, vol. 63/2, pp.170-172.
[4] Alotaibi, Y. A., Selouani, S. A. and Cichocki, W. 2009, 'Investigating
emphatic consonants in foreign accented Arabic', Journal of King Saud
University, vol. 21, pp. 13-25.
[5] Alrajeh, N. 2011, 'Digital processing of stress in Standard Arabic',
Journal of King Saud University-Languages and Translation, vol. 23, pp.
65-68.Burgess & Spencer 2000.
[6] Bertran, A. P. 1999, ‘Prosodic typology: on the dichotomy between
stress-timed and syllable-timed Languages’, language design, vol. 2, pp.
103-130.
[7] Brown, D. H. 2000, Principles of language learning and teaching, 4th
edn., Longman, NY.
[8] Crystal, D. 2006, English and the communication of science, paper
presented in Moderna Språk C1 centenary issue.
[9] Cutler, A. 1986, ‘phonological structure in speech recognition’,
Phonology yearbook, vol. 3 , pp. 161-178.
[10] Dörnyei, Z. 1994, ‘Motivation and motivating in the foreign language
classroom’, Modern Language Journal, vol. 78, pp. 273-284.
[11] Dörnyei, Z. 1998, ‘Motivation in second and foreign language learning’,
Language teaching, vol. 31, pp. 117-135.
[12] Dörnyei, Z. 2008, ‘New ways of motivating foreign language learners:
Generating vision’, Links, vol. 38, pp. 3-4.
[13] El-Imam, Y. A. 2008, 'Synthesis of the intonation of neutrally spoken
Modern Standard Arabic speech', Signal Processing, vol. 88, pp. 2208-
2221.
[14] El-Sherify, E. S. 2001, A handbook of teaching English as a foreign
language, Dar Al-Kheraiji for publishing and distribution, Riyadh.
[15] Gardner, R. C. 2009, ‘Gardner and Lambert (1959): Fifty Years and
Counting’ paper presented to the annual meetings of the Canadian
Association of Applied Linguistics/ Association, Ottawa, pp. 1-19. [16] Gardner, R. C. 2005, ‘Integrative motivation and second language
acquisition’, paper presented to Canadian Association of Applied
Linguistics/Canadian Linguistics Association Joint Plenary Talk,
London, Canada, pp. 1-22.
[17] Gardner, R. C. 1996, ‘Motivation and second language acquisition:
perspectives’, Journal of the CAAL, vol.18, pp.19-42.
[18] Gardner, R. C. 2007, ‘Motivation and second language acquisition’,
Porta linguarum, vol. 8, pp. 9-20.
[19] Gardner, R. C. and MacIntyre, P. D. 1993, ‘A student's contributions to
second-language learning Part II: Affective variables’, Language
Teaching, vol. 26, pp. 1-11.
[20] Gilakjani, A. P. 2012b, ‘A study of factors affecting EFL learners’
English pronunciation learning and the strategies for instruction’,
International journal of humanities and social science, vol. 2, pp.119-
128.
[21] Gilakjani, A. P. 2012a, ‘The significance of pronunciation in English
language teaching’, English Language Teaching, vol. 5, pp. 96-107.
[22] Halliday, M. A. K. 1970b, 'The meaning of tones: general', in A course
in spoken English: intonation, Oxford University Press, Oxford.
[23] Hinofotis, F. and Baily, K., 1980. ‘American undergraduate reaction to
the communication skills of foreign teaching assistants’, TESOL 80:
Building Bridges: Research and Practice in TESL, Alexandria, V.A.
[24] Horwitz, E. K. 2001, ‘language anxiety and achievement’, Annual
review of applied linguistics, vol. 21, pp. 112-126.
[25] Hyland, K. 2007, ‘English for specific purposes’, in International
handbook of English language teaching, eds. J. Cummins and C.
Davison,Springer, NY.
[26] Jong, K. D. and Zawaydeh, B. A. 1999, 'Stress, duration, and intonation
in Arabic Word level prosody', Journal of Phonetics, vol. 29, pp. 3-22.
[27] Jordan, R. R. 2011, English for academic purposes: a guide and resource
book for teachers, 12th edn, Cambridge University Press, Cambridge.
[28] Kuhl, P. 2000, ‘A new view of language acquisition’, Colloquium, vol.
97, pp. 11850–11857.
[29] Le, L. H. 2007, Acquisition of English pronunciation: A study of
Vietnamese EFL learners, MA thesis, University Carbondale.
[30] Levis, J. and Pickering, L. 2004, ‘Teaching intonation in discourse using
speech visualization technology’, System, vol. 32, pp.505-524.
[31] Lightbown, P. M. and Spada, N. 2011, How languages are learned, 3rd
edn, Oxford University Press, New York.
[32] MacIntyre, P. D. 1995, ‘How Does anxiety affect second language
learning? A reply to Sparks and Ganschow ’, The Modern Language
Journal, vol. 79, pp. 90-99.
[33] McKinney, N. 1985, 'A study of the use of English sentence stress for
the comprehension of meaning by adult second language learners', PhD
thesis, University of Illinois, USA.
[34] Odisho, E. Y. 1979, 'Consonant clusters and abutting consonants in
English and Arabic, implications and applications', System, vol. 7, pp.
205-210.
[35] Oxford dictionary 2000, Oxford university press, Athens.
[36] Ramus, F., Nespor, M., & Mehler, J. 1999, 'Correlates of linguistic
rhythm in the speech signal', Cognition, vol. 73, pp. 265-292.
[37] Rothermich, K., Schmidt-Kassow, M., Kotz, S. A. 2012, 'Rhythm’s
gonna get you: Regular meter facilitates semantic sentence processing',
Neuropsychologia, vol. 50, pp. 232-244.
[38] Ryan, S. and Dörnyei, Z. 2013 ‘The long-term evolution of language
motivation and the L2 self’, in A. Berndt ed., Fremdsprachen in der
Perspektive lebenslangen Lernens, Frankfurt: Peter Lang, pp. 89-100.
[39] Scovel, T. 2000, ‘ A critical review of the critical period research’,
Annual review of applied linguistics, vol. 20, pp.213-223.
[40] Shahzada, G. 2012, ‘Views of the teachers regarding the students’ poor
pronunciation in English language’, Journal of educational and social
research, vol. 2, pp. 309-316.
[41] Singleton, D. 2005, ‘The critical period hypothesis: A coat of many
colours’,International Review of Applied Linguistics in Language
Teaching, vol 43,pp 269-285.
[42] Smith, B. 2001, 'Arabic speakers', in Learner English: a teacher's guide
to interference and other problems, M. Swan & B. Smith eds.,
Cambridge University Press, Cambridge.
[43] Snow, C and Hoefnagel-Hole, M. 1978, ‘ The critical period for
language acquisition: Evidence from second language learning’, Child
development, vol.49/4, pp. 1114-1128.
[44] Tench, P. 1996, The intonation system of English, Cassell, London.
[45] Tengler, H. F., Aburizaiza, O. S., Ali, M. S., Bakarally, B. 2013,
Common mistakes made by ESL learners using Arabic as a reference
language, Author house, Bloomington.
[46] TVTC 2008, Vision and mission of technical and vocational training
corporation TVTC, Riyadh, 12 December 2013, URL
https://www.tvtc.gov.sa/Arabic/AboutUs/Pages/vision_goal.aspx
[47] Vroomen, J., Tuomainen, J. and Gelder, B. D. 1998, ‘The roles of word
stress and vowel harmony in speech segmentation’, Journal of language
and memory, vol. 38, pp.133-149.
[48] Zhang, L. J. 2001, ‘Exploring variability in language anxiety: two
groups of PRC Students Learning ESL in Singapore’, RELC Journal,
vol.32, pp. 73-91.
[49] Zielinski, B. W. 2008, The listener: No longer the silent partner in
reduced intelligibility', System, vol. 36, pp. 69-48.
[50] Zuraiq, W. 2005, 'The production of lexical stress by native speakers of
Arabic and English and by Arab learners of English', PhD Thesis,
University of Kansas, USA.
[1] Abboud, P. F. and McCarus, E. M. 1983, Elementary modern standard
Arabic, Cambridge University press, UK.
[2] Abderrezag, S. 2010, The effects of anxiety on students’ achievement
the case of third year LMD student department of English University of
Constantine, MA thesis , Mentoury university, Algeria.
[3] Abello-Contesse, C. 2008, ‘Age and the critical period hypothesis’, Key
concepts in ELT, vol. 63/2, pp.170-172.
[4] Alotaibi, Y. A., Selouani, S. A. and Cichocki, W. 2009, 'Investigating
emphatic consonants in foreign accented Arabic', Journal of King Saud
University, vol. 21, pp. 13-25.
[5] Alrajeh, N. 2011, 'Digital processing of stress in Standard Arabic',
Journal of King Saud University-Languages and Translation, vol. 23, pp.
65-68.Burgess & Spencer 2000.
[6] Bertran, A. P. 1999, ‘Prosodic typology: on the dichotomy between
stress-timed and syllable-timed Languages’, language design, vol. 2, pp.
103-130.
[7] Brown, D. H. 2000, Principles of language learning and teaching, 4th
edn., Longman, NY.
[8] Crystal, D. 2006, English and the communication of science, paper
presented in Moderna Språk C1 centenary issue.
[9] Cutler, A. 1986, ‘phonological structure in speech recognition’,
Phonology yearbook, vol. 3 , pp. 161-178.
[10] Dörnyei, Z. 1994, ‘Motivation and motivating in the foreign language
classroom’, Modern Language Journal, vol. 78, pp. 273-284.
[11] Dörnyei, Z. 1998, ‘Motivation in second and foreign language learning’,
Language teaching, vol. 31, pp. 117-135.
[12] Dörnyei, Z. 2008, ‘New ways of motivating foreign language learners:
Generating vision’, Links, vol. 38, pp. 3-4.
[13] El-Imam, Y. A. 2008, 'Synthesis of the intonation of neutrally spoken
Modern Standard Arabic speech', Signal Processing, vol. 88, pp. 2208-
2221.
[14] El-Sherify, E. S. 2001, A handbook of teaching English as a foreign
language, Dar Al-Kheraiji for publishing and distribution, Riyadh.
[15] Gardner, R. C. 2009, ‘Gardner and Lambert (1959): Fifty Years and
Counting’ paper presented to the annual meetings of the Canadian
Association of Applied Linguistics/ Association, Ottawa, pp. 1-19. [16] Gardner, R. C. 2005, ‘Integrative motivation and second language
acquisition’, paper presented to Canadian Association of Applied
Linguistics/Canadian Linguistics Association Joint Plenary Talk,
London, Canada, pp. 1-22.
[17] Gardner, R. C. 1996, ‘Motivation and second language acquisition:
perspectives’, Journal of the CAAL, vol.18, pp.19-42.
[18] Gardner, R. C. 2007, ‘Motivation and second language acquisition’,
Porta linguarum, vol. 8, pp. 9-20.
[19] Gardner, R. C. and MacIntyre, P. D. 1993, ‘A student's contributions to
second-language learning Part II: Affective variables’, Language
Teaching, vol. 26, pp. 1-11.
[20] Gilakjani, A. P. 2012b, ‘A study of factors affecting EFL learners’
English pronunciation learning and the strategies for instruction’,
International journal of humanities and social science, vol. 2, pp.119-
128.
[21] Gilakjani, A. P. 2012a, ‘The significance of pronunciation in English
language teaching’, English Language Teaching, vol. 5, pp. 96-107.
[22] Halliday, M. A. K. 1970b, 'The meaning of tones: general', in A course
in spoken English: intonation, Oxford University Press, Oxford.
[23] Hinofotis, F. and Baily, K., 1980. ‘American undergraduate reaction to
the communication skills of foreign teaching assistants’, TESOL 80:
Building Bridges: Research and Practice in TESL, Alexandria, V.A.
[24] Horwitz, E. K. 2001, ‘language anxiety and achievement’, Annual
review of applied linguistics, vol. 21, pp. 112-126.
[25] Hyland, K. 2007, ‘English for specific purposes’, in International
handbook of English language teaching, eds. J. Cummins and C.
Davison,Springer, NY.
[26] Jong, K. D. and Zawaydeh, B. A. 1999, 'Stress, duration, and intonation
in Arabic Word level prosody', Journal of Phonetics, vol. 29, pp. 3-22.
[27] Jordan, R. R. 2011, English for academic purposes: a guide and resource
book for teachers, 12th edn, Cambridge University Press, Cambridge.
[28] Kuhl, P. 2000, ‘A new view of language acquisition’, Colloquium, vol.
97, pp. 11850–11857.
[29] Le, L. H. 2007, Acquisition of English pronunciation: A study of
Vietnamese EFL learners, MA thesis, University Carbondale.
[30] Levis, J. and Pickering, L. 2004, ‘Teaching intonation in discourse using
speech visualization technology’, System, vol. 32, pp.505-524.
[31] Lightbown, P. M. and Spada, N. 2011, How languages are learned, 3rd
edn, Oxford University Press, New York.
[32] MacIntyre, P. D. 1995, ‘How Does anxiety affect second language
learning? A reply to Sparks and Ganschow ’, The Modern Language
Journal, vol. 79, pp. 90-99.
[33] McKinney, N. 1985, 'A study of the use of English sentence stress for
the comprehension of meaning by adult second language learners', PhD
thesis, University of Illinois, USA.
[34] Odisho, E. Y. 1979, 'Consonant clusters and abutting consonants in
English and Arabic, implications and applications', System, vol. 7, pp.
205-210.
[35] Oxford dictionary 2000, Oxford university press, Athens.
[36] Ramus, F., Nespor, M., & Mehler, J. 1999, 'Correlates of linguistic
rhythm in the speech signal', Cognition, vol. 73, pp. 265-292.
[37] Rothermich, K., Schmidt-Kassow, M., Kotz, S. A. 2012, 'Rhythm’s
gonna get you: Regular meter facilitates semantic sentence processing',
Neuropsychologia, vol. 50, pp. 232-244.
[38] Ryan, S. and Dörnyei, Z. 2013 ‘The long-term evolution of language
motivation and the L2 self’, in A. Berndt ed., Fremdsprachen in der
Perspektive lebenslangen Lernens, Frankfurt: Peter Lang, pp. 89-100.
[39] Scovel, T. 2000, ‘ A critical review of the critical period research’,
Annual review of applied linguistics, vol. 20, pp.213-223.
[40] Shahzada, G. 2012, ‘Views of the teachers regarding the students’ poor
pronunciation in English language’, Journal of educational and social
research, vol. 2, pp. 309-316.
[41] Singleton, D. 2005, ‘The critical period hypothesis: A coat of many
colours’,International Review of Applied Linguistics in Language
Teaching, vol 43,pp 269-285.
[42] Smith, B. 2001, 'Arabic speakers', in Learner English: a teacher's guide
to interference and other problems, M. Swan & B. Smith eds.,
Cambridge University Press, Cambridge.
[43] Snow, C and Hoefnagel-Hole, M. 1978, ‘ The critical period for
language acquisition: Evidence from second language learning’, Child
development, vol.49/4, pp. 1114-1128.
[44] Tench, P. 1996, The intonation system of English, Cassell, London.
[45] Tengler, H. F., Aburizaiza, O. S., Ali, M. S., Bakarally, B. 2013,
Common mistakes made by ESL learners using Arabic as a reference
language, Author house, Bloomington.
[46] TVTC 2008, Vision and mission of technical and vocational training
corporation TVTC, Riyadh, 12 December 2013, URL
https://www.tvtc.gov.sa/Arabic/AboutUs/Pages/vision_goal.aspx
[47] Vroomen, J., Tuomainen, J. and Gelder, B. D. 1998, ‘The roles of word
stress and vowel harmony in speech segmentation’, Journal of language
and memory, vol. 38, pp.133-149.
[48] Zhang, L. J. 2001, ‘Exploring variability in language anxiety: two
groups of PRC Students Learning ESL in Singapore’, RELC Journal,
vol.32, pp. 73-91.
[49] Zielinski, B. W. 2008, The listener: No longer the silent partner in
reduced intelligibility', System, vol. 36, pp. 69-48.
[50] Zuraiq, W. 2005, 'The production of lexical stress by native speakers of
Arabic and English and by Arab learners of English', PhD Thesis,
University of Kansas, USA.
@article{"International Journal of Business, Human and Social Sciences:70210", author = "Khalid Albishi", title = "Factors of English Language Learning and Acquisition at Bisha College of Technology", abstract = "This paper participates in giving new vision and
explains the learning and acquisition processes of English language
by analyzing a certain context. Five important factors in English
language acquisition and learning are discussed and suitable solutions
are provided. The factors are compared with the learners' linguistic
background at Bisha College of Technology BCT attempting to link
the issues faced by students and the research done on similar
situations. These factors are phonology, age of acquisition,
motivation, psychology and courses of English. These factors are
very important; because they interfere and affect specific learning
processes at BCT context and general English learning situations.", keywords = "Acquisition, age, factors, language, learning.", volume = "9", number = "6", pages = "1926-5", }
