Linguistics Assignment Sample on Exploring EFL Learners’

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Question

Exploring EFL learners’ vocabulary learning strategies

Solution

Abstract
The paper explores the EFL learners’ vocabulary learning strategies in English as a foreign language (EFL) learning environment. This research investigates the strategies used for learning vocabulary in English as a foreign language as well as tries to offer methods to improve vocabulary learning skills for better English proficiency. For many EFL learners, English proficiency has always been an overpowering process because of the lack of vocabulary knowledge (AlSaif, A. 2011). This makes learners to give up on understanding the meaning of a text or read a paragraph which has words that they cannot understand. In order to explore the approach used in vocabulary learning within EFL learners a sample of 40 students will be used for data collection process where they are supposed to answer a questionnaire.

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Introduction
Language is very important in our lives; it signifies the cultures where people use their native language to interact with each other. In places like United States where migration takes place in large numbers, communication of a common language in transport is one of the tools that will promote national peace. There are many varieties of English; English in England, American English, Australian English, Canadian English, Newfoundland English. In our research, we major on the EFL, which is mostly in American English (Eisenmann & Summer, T. 2012).
English is the dialect of innovation and industry, business and trade, and solution and science on the planet today (Abdi Tabari, 2014). It has turned into the overwhelming outside dialect in Saudi Arabia and in numerous different nations. Certain level of English capability has turned into a prerequisite for some occupation applications in the Kingdom these days (Agustin Llach, 2012). Showing English as a remote dialect in schools and organizations gets to be amazingly imperative for some understudies in Saudi Arabia as it is presumably the first venture for the greater part of them in taking in the outside dialect (Agustín-Llach, 2014). The study does not stop at examining the issue regarding its temperament and reasons, it tries to offer some viable arrangements that may help instruction authorities take a few choices in regards to the fate of EFL instructing in Saudi Arabia, or at all, think of some as conclusions from this study for further examination. It is trusted that the study is viewed as a generous commitment to the field of second dialect obtaining in principle and practice (AL-KHABTI, 2002).
English is one of the languages that have great influence; it is taught in most of the states under different circumstances. English teaching has developed in two major directions: education for students intended to live in that particular state and for the ones who do not. The instructors use different terminologies, following different training qualifications, forming different professional association in teaching, and this has made English to grow firmer. These arms influence the level of how schools are established be it private or public, and their access to resources also matters. These terminologies were developed from; English as an additional language (EAL), English as a foreign language (EFL) and English for speakers of other languages (ESOL).  EFL means teaching English in an on-English-speaking region, this study can also occur in students native country, EFL is learned to pass exams or if it is a necessity in part of one educational career, it may be a part of institution extra curriculum where English has no important status, it can also be paid to students privately who can afford it, trainees assume that students are only literate of their first language.

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The acknowledgment of the function of vocabulary in education has continued to rise in the past few years; it previously deserted due to few dominant educational strategies. The theories based on these strategies such as generative and structural linguistics only focused on grammatical and phonological structures and majored on grammatical rules. Learners often assume that once they are educated on major structural frames and grammar rules, they will be intelligent to plug in lexical items as needed by the examiner. The teaching strategy which emphasized outgoing competence also defined vocabulary as the secondary useful language use, several issues have been raised concerned with concerning the language context be it the readers attitude, perception, behavior to reading to a higher grade level for instance colleges and universities. Research has shown that many students display substantial informal skills and unsuccessful reading skills and approaches to accommodate the learning anxiety of a different academic environment. Insufficient skills and vocabulary occurs because of factors like lack of cognitive strategies, low interest and extrinsic motivation which ultimately contributes to ESL learner problem. It has also been observed that in several cases the learners would skip few lines in a sentence, which leads to misunderstanding of the concept and thereby resulting in unsuccessful attempts to learn English as a foreign language (Aitken, &  Global,.2014).
The independent variables of the research are as follows: improvement on the contextual skills, doing practice on the learnt vocabulary and follow up on the words that learners do not understand by use of dictionary. The dependent variable in the research is the learning strategies that the EFL learners utilizes in order to acquire vocabulary in English (Aitken, &  Global,.2014).
Statement of Purpose
This research tries to investigate the techniques used for vocabulary acquisition by EFL learners and whether these techniques are effective and fool-proof. The problem that might occur while performing this research is the difficulties in interaction with different people of the world because of lack of a common understanding and common language except English.
Developing learners vocabulary skills should be the major objective in academic institutions, these perceives that students acquire better vocabulary skills. The objective of the above research proposal are as follows:
•    How vocabulary skills develops in a foreign language
•    What strategies are implemented to learn new vocabulary in EFL
•    Effectiveness of these strategies used to vocabulary learning
•    Scaffolding and other techniques that can be used for learning vocabulary
•    What factors hinders vocabulary learning in EFL

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Significance of the study
This study investigates on what has been making learners of EFL not perform well and what strategies should be implemented to improve the grades of the study (Tahmasebi, Ghaedrahmat & Haghverdi, 2013). The study also analyses the frequency of EFL learning and the practices that students work on to enhance their vocabulary skills. The study will show how EFL is viewed in the state and if learners are ready to accept English as a foreign language. The study will also depict if the strategies implemented are working well for the students, it will analyze the performance of different institution and compare them to see what one lacks and the effect of the strategies. (Simon& Tavernier’s 2011.)

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Methodology
Study design (type of study)
The study design of the research is to collect qualitative data from different parts of the UK so as to get diversified results of how learners think about EFL vocabulary learning. The participants were randomly picked from different English learning institutions in the UK for quality and diversified information. They were a total of 70 participants aged 18 to 30 is to be selected for this task. Method to be used for collecting this data was the distribution of the questionnaires to the participants. The questionnaires contains a mixture of to yes or no questions and others in form of absolutely agree, agree, disagree and absolutely disagree.
Study population and sampling
The populace for the study comprised of understudies of English openly and private schools where English is taught as a remote dialect. The specimen has been drawn by accommodation inspecting system. It was guaranteed that the example was sufficiently illustrative of the qualities of the populace. The specimen size was 70 members. The example included both male understudies and female understudies from diverse levels. ……..

 

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