SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

More documents

Recommendations

Info

Assoc. Prof. Dr. Gezim Xhaferi and Ass. Prof. Dr. Brikena Xhaferi Driscol (2005:334) a model that will enhance motivation. According to this model, the following are the strategies suggested: Gaining and sustaining Attention Enhancing Relevance Building Confidence Generating satisfaction All the above-mentioned strategies will create a positive expectation for success and they should be effectively selected and implemented in an EFL classroom. All in all, motivation is crucial in SLA success and there is no doubt that the teachers’, parental and peers’ role is very important and can effect students’ motivation positively. Passing through all the stages of learning, the students themselves can best observe their improvement in learning a language and to what degree their motivation has increased. The learner’s feelings of satisfaction with a learning experience will depend in part on whether he or she feels that it has achieved what was it meant to, whether the learning was interesting and useful for them and, after they have achieved the goal, whether the result was worth the effort. When these results are positive, then there will be continuation of motivation Aptitude Aptitude should be considered as another important factor that influences SLA. In the research literature, there is evidence that some individuals have ‘aptitude’ for learning languages, whereas some other individuals do not have it. Aptitude develops in early childhood and is a result of parents’ and peers’ attitudes and also of contact with other people who differ in many ways (Brown 1980). Dörnyei and Skehan (2005:590) believe that “there is a specific talent for learning foreign languages which exhibits considerable variation between learners”. Ellis (1985) states that: Aptitude, however, can be expected to influence the rate of development, re formal classroom learning is concerned. Those learners with a gift for formal study are likely to learn more rapidly. Aptitude is also likely to affect ultimate 200
<strong>SEEU</strong> <strong>Review</strong> Volume 5, No. 2, 2009 success in SLA, particularly if this is measured by formal tests of linguistic competence (Ellis 1985:113). Skehan (2005) is of the opinion that aptitude should be equally relevant in second language contexts because learners have to face situations without pedagogical selection of materials. However, Krashen (1981) claims that aptitude is only relevant for instructed (learning-oriented) contexts. The question raised by many researchers is how to measure individual aptitude. Ellis (1985:112) explains that aptitude is usually defined on the basis of the Carroll and Sapon’s Modern Language Test (1959) and Pimsleur’s Language Aptitude Battery (1966). These two tests measure the learners’ characteristics such as: the ability to identify and memorize new sounds, the ability to understand how words function grammatically in sentences, and the ability to figure out grammatical rules from language samples and memory for new words (Lightbown and Spada1993). Dörnyei and Skehan (2005:596) provide a table where aptitude can be related to stages of information processing. Table 1: Taken from Dörnyei and Skehan (2005:597) SLA stage • Input processing strategies Such as segmentation • Noticing • Pattern identification • Pattern reconstructing and manipulation • Pattern control • Pattern integration Corresponding aptitude constructs Attentional control Working Memory Phonemic coding ability Working memory Phonemic coding ability Working memory Grammatical sensitivity Inductive language learning ability Grammatical sensitivity Inductive language learning ability Automatization Integrative memory Chunking Retrieval memory It can be seen from the table that learners differ in terms of aptitude. Noticing, for example, is an ability where learners differ. Some learners are more likely to notice relevant information than others, or some learners might have a better working memory than others. All other segments presented can be analyzed in a similar fashion (Dörnyei and Skehan 2005). 201
Page 1 and 2:
UNIVERSITETI I EVROPËS JUGLINDORE
Page 3:
Contents Foreword by the Editor in
Page 6:
UEJL për këshillat e tij në koh
Page 9 and 10:
SEEU Review Volume 5, No. 2, 2009 J
Page 11 and 12:
Page 13 and 14:
SEEU Review Volume 5, No. 2, 2009 f
Page 15 and 16:
Page 17 and 18:
SEEU Review Volume 5, No. 2, 2009 c
Page 19 and 20:
SEEU Review Volume 5, No. 2, 2009 j
Page 21 and 22:
SEEU Review Volume 5, No. 2, 2009 T
Page 23 and 24:
SEEU Review Volume 5, No. 2, 2009 a
Page 25 and 26:
SEEU Review Volume 5, No. 2, 2009 1
Page 27 and 28:
SEEU Review Volume 5, No. 2, 2009 c
Page 29 and 30:
SEEU Review Volume 5, No. 2, 2009 t
Page 31 and 32:
SEEU Review Volume 5, No. 2, 2009 e
Page 33 and 34:
SEEU Review Volume 5, No. 2, 2009 R
Page 35 and 36:
Page 37 and 38:
SEEU Review Volume 5, No. 2, 2009 n
Page 39 and 40:
Page 41 and 42:
SEEU Review Volume 5, No. 2, 2009 A
Page 43 and 44:
SEEU Review Volume 5, No. 2, 2009 w
Page 45 and 46:
Page 47 and 48:
SEEU Review Volume 5, No. 2, 2009 i
Page 49 and 50:
SEEU Review Volume 5, No. 2, 2009 M
Page 51 and 52:
SEEU Review Volume 5, No. 2, 2009 G
Page 53 and 54:
SEEU Review Volume 5, No. 2, 2009
Page 55 and 56:
SEEU Review Volume 5, No. 2, 2009 L
Page 57 and 58:
SEEU Review Volume 5, No. 2, 2009 m
Page 59 and 60:
Page 61 and 62:
SEEU Review Volume 5, No. 2, 2009 t
Page 63 and 64:
SEEU Review Volume 5, No. 2, 2009 o
Page 65 and 66:
SEEU Review Volume 5, No. 2, 2009 g
Page 67 and 68:
Page 69 and 70:
SEEU Review Volume 5, No. 2, 2009 A
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
SEEU Review Volume 5, No. 2, 2009 H
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
SEEU Review Volume 5, No. 2, 2009 S
Page 85 and 86:
Page 87 and 88:
SEEU Review Volume 5, No. 2, 2009 h
Page 89 and 90:
Page 91 and 92:
SEEU Review Volume 5, No. 2, 2009 H
Page 93 and 94:
SEEU Review Volume 5, No. 2, 2009 s
Page 95 and 96:
Page 97 and 98:
SEEU Review Volume 5, No. 2, 2009 m
Page 99 and 100:
Page 101 and 102:
SEEU Review Volume 5, No. 2, 2009 P
Page 103 and 104:
SEEU Review Volume 5, No. 2, 2009 I
Page 105 and 106:
SEEU Review Volume 5, No. 2, 2009 e
Page 107 and 108:
Page 109 and 110:
SEEU Review Volume 5, No. 2, 2009 C
Page 111 and 112:
Page 113 and 114:
SEEU Review Volume 5, No. 2, 2009 D
Page 115 and 116:
SEEU Review Volume 5, No. 2, 2009 g
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
SEEU Review Volume 5, No. 2, 2009 d
Page 123 and 124:
SEEU Review Volume 5, No. 2, 2009 R
Page 125 and 126:
SEEU Review Volume 5, No. 2, 2009 S
Page 127 and 128:
Page 129 and 130:
SEEU Review Volume 5, No. 2, 2009 W
Page 131 and 132:
SEEU Review Volume 5, No. 2, 2009 M
Page 133 and 134:
SEEU Review Volume 5, No. 2, 2009 I
Page 135 and 136:
Page 138 and 139:
138 Reviewers: Benjamin Keatinge Dr
Page 140 and 141:
Iranda Bajrami, MA kanë qenë të
Page 142 and 143:
Iranda Bajrami, MA a state of c
Page 144 and 145:
Iranda Bajrami, MA to read and use
Page 146 and 147:
Iranda Bajrami, MA Classrooms were
Page 148 and 149:
Iranda Bajrami, MA the characterist
Page 150 and 151: Iranda Bajrami, MA Not all the t
Page 152 and 153: Iranda Bajrami, MA reinforce studen
Page 154 and 155: Iranda Bajrami, MA References 1. Am
Page 156 and 157: Iranda Bajrami, MA Appendix A Facto
Page 158 and 159: Iranda Bajrami, MA Appendix B Obser
Page 160 and 161: Iranda Bajrami, MA 22. Classroom en
Page 162 and 163: Iranda Bajrami, MA Appendix C Stude
Page 164 and 165: Iranda Bajrami, MA 9. 10. 11. 12. 1
Page 166 and 167: Iranda Bajrami, MA Appendix D Teach
Page 168 and 169: Iranda Bajrami, MA 18. 19. 20. 21.
Page 170 and 171: Iranda Bajrami, MA Consistent with
Page 172 and 173: 172 Reviewers: Prof. Dr. Kadri Sule
Page 174 and 175: Mentor Hamiti, Visar Shehu and Agni
Page 194 and 195: 194 Reviewers: Prof. Dr. Robert Sch
Page 196 and 197: Assoc. Prof. Dr. Gezim Xhaferi and
Page 212 and 213: 212 Reviewers: Prof. Dr. Selim Jusu
Page 214 and 215: Fatmir Faiku, Haxhere Faiku, Murtez
show all

SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

Create successful ePaper yourself

Delete template?

Save as template?