Implications about language and thought to bilingualism Many people are bilingual or multilingual, speaking two or more languages with very different structures. Speakers from different culture and background tend to spread and have different perspectives and various form of structure of language they acquired. This affect the language and thought of the bilingualism. It is generally correct which language reflects the idea that language can influence thought. Studies concluded that bilingualism had negative effect on one’s linguistic, cognitive and educational development (Francois Grosjean, 2011).
Literature Review It is the intent of this review of the literature to show the need for further research in the area of bilingualism in order to add to the existing body of knowledge in the area of bilingualism. The literature review has shown a gap in the literature, and the need for further research in the area of bilingualism is the effects on people and especially children, and also how it reflects to their personality the among five years. According to Abutalebi (2010), he showed that bilingualism affects linguistic and cognitive performance across the lifespan. The effect on the children’s language makes them have less vocabulary than their monolingual peers. Also, bilingual adults preform more poorly on their tasks than monolinguals.
As homework is the leading cause of the lack of sleep teachers should evaluate how much work they assign a night. Additionally, Kim also explains the effect of sleep deprivation in students which can cause heart disease, high blood pressure, stroke, and diabetes. Sleep also plays an important role in cognitive functions and consolidating memories. Without the correct amount of sleep, students’ risks of getting these type of diseases increases. Students need the
In a world that is increasingly interdependent, we can no longer afford to remain monolingual. Learning foreign languages is no longer a pastime: it is a necessity. St. John 's University Studies have shown that speaking a second language can improve your cognitive skills, even those that don 't relate to language at all. According to a Harvard study, bilingual babies showed advanced skills in monitoring changes in their environment, compared to monolingual babies. A University of Chicago study showed that thinking in a foreign language helps to reduce biases in your decision-making.
There are many factors that produce language’s change. One of them is ‘’the presence or absence of imperfect learning by a group of people’’ (Thomason & Kaufman 1988, Thomason 2001: 66-76). The second social factor may be the intensity of contact between these two languages. If both languages are in contact for a long time and they have a greater level of bilingualism, it is likely that structural features will be transferred along with lexical items. The third factor is the speaker’s attitudes.
This clearly denotes that there is a significant difference between automatic and controlled processing. The mean difference between the time taken (seconds) between the two presentations was 5.33 seconds, which is a very big difference. Furthermore, the scores that arose were pretty near to the mean and the standard deviation was small. Using these results, we could state that Stroop’s (1935) theory could be supported. Also, Morton and Chambers (1973) proposed the speed-processing model, which said that people are capable of reading words faster than naming colors.
Effective corrective feedback and its perception in acquisition of French as a foreign language; The case of Karatina University Effects of perceptions and attitudes towards corrective feedback in learning French as a foreign language. The case of Karatina University, Learning is a dynamic process where learners undertake repetitive decision making steps on various aspects of cognitive language transfers to the target language. Learners assess different lexical and appropriate structures, contextual and textual meanings and their implications. Since this is a metacognitive process, different learners develop perceptions and attitudes towards and against corrective feedback. Similarly, teachers explore various corrective methods and consequently fail to consistently use the most effective method of correction mechanism in order to enhance learning French as a foreign language.
From those experiences I learned that mastering a foreign language turn out useful when you’re going abroad. As well, I started to notice that most of the French people that are abroad aren’t able to speak English or even understand any word of it. I started to wonder why French people have so poor skills in foreign languages, more specifically in English. While French and English languages have similar Latin roots, they have a totally different grammar and pronunciation, which actually often confuse French native speakers. I asked myself a question, how could you improve the overall English proficiency in France?
On the second part, there were lists of choices or reasons on why students fail. There is also a part in the questionnaire wherein their answers were interpreted as: 5 Very Satisfactory, 4 Satisfactory, 3 Average, 2 Unsatisfactory, and 1 Very Unsatisfactory. Based from their study, it was then concluded by the researchers that the main reason why students fail in this department is because of professor problems. It is found out that some students had a hard time communicating with their professors. And thus, they weren’t able to fully understand what they were learning.
Sub-research Question 3: Is there a significant difference between the burnout levels of Teachers of English and their marital status? 4. Sub-research Question 4: Is there a significant difference between the burnout levels of Teachers of English and their seniority in profession? 5. Sub-research Question 5: Is there a significant difference between the burnout levels of Teachers of English and their educational background?