analysis of extralinguistic factors and using them in language teaching
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![e more concerned in order to ensure students success. contribution/ originality:this research is based on the researcher own experience in teaching english as a second language, including the privilege of teaching japanese as a third language. this research is first of its type to help teachers and educators to identify extra linguistic elements that would influence students in learning a second language. teachers and educators who manage to identify these elements would be able to create and provide a conducive and interesting learning environment to help students acquire and learn a second language. introduction extra-linguistic is part of education psycholinguistics. the free dictionary (2010 )[footnoteref:1] defines extra-linguistic as a common knowledge needed to understand one speech or pronunciation. meanwhile according to schmidt (2010 ) [footnoteref:2]extra-linguistic is a language situation outside of the linguistic sphere but still in the scope of language learning as its elements such as motivation, emotion, attitude, …](/media/previews/pages/preview_Q4jDZw8.webp "analysis of extralinguistic factors and using them in language teaching - Page 2")
![sh teachers as this language is not widely used. hence, teachers’ sensitivity and concern about the second language learners (sll) needs could help them to succeed in learning a second language. fogle and moser (2017 )[footnoteref:3] in their research showed that foreign language (fl) and english as a second language (esl) teaching presented considerable challenges in the rural u.s. south. local language ideologies, budgetary considerations, and challenges in other curricular areas (e.g., math and science) leading to marginalizing both fl and esl in schools. [3: ahmed, s., 2015. attitudes towards english language learning among efl learners at umskal. journal of education and practice, 6(18): 6-16. ] they examined the personal and professional trajectories of in-service language teachers in k–12 settings in the state of mississippi to better understand how participants conceptualize their practice and their roles in schools. by analyzing the interview discourse of nine teachers, they found that both …](/media/previews/pages/preview_1tFaVD9.webp "analysis of extralinguistic factors and using them in language teaching - Page 3")
![ribute toward the lack of abilities in mastering the english language as the second language in malaysia. university putra malaysia through its malay department of modern language faculty offers malay subject as one of the compulsory requirements for graduates. the researchers found out that students tend to memorize the language rather than practice it because they are more concerned about the graduating requirements only. to make malay learning more interesting, teachers or lecturers must arouse their interests by motivating, inculcating positive attitude and understanding their different emotions and needs from different background and countries. husna and roadian (2016 )[footnoteref:4] examined the personality factors as extra-linguistic factors influencing the second language learning among foreign students. the sample was about 150 foreign students from 5 public universities in malaysia. the findings of the study show that the foreign students are motivated to succeed from their strong internal strengths. it shows that they …](/media/previews/pages/preview_IrQ9mGi.webp "analysis of extralinguistic factors and using them in language teaching - Page 4")
![c model in learning second language. source: based on rohaidah kamaruddin experience. figure 1 shows how a language learner’s heart and intrinsic motivation is instrumental in whether or not a language learner is willing to learn a second language. however, obstacles such as the environmental factor (e) and the mother tongue (mt) also hinder one’s motivations to learn another language. extra-linguistic elements such as motivation, attitudes, personality and emotion play a major role in determining the readiness of the learners in learning the language. gardner (1985 )[footnoteref:6] stated that motivation is the combination of attempt plus desire to obtain the aim of learning a language as well as having favorable attitude toward learning the language. meanwhile, attitude is accepted as an important concept to understand human behavior and is defined as a mental state that includes beliefs and feelings (latch anna and dag new, 2009 [footnoteref:7]) which is significant in …](/media/previews/pages/preview_gvXsR1h.webp "analysis of extralinguistic factors and using them in language teaching - Page 5")
About "analysis of extralinguistic factors and using them in language teaching"
emotion is an internal aspect that influences a student’s learning style theme: analysis of extralinguistic factors and using them in language teaching. contents. introduction…………………………………………………………………3 i. chapter.second language acquisition. 1.1 second language acquisition……………………………………………..4 1.2objectives of research…………………………………………………….7 1.3 methodology of teaching english………………………………………..8 ii. chapter. second language extralinguistic elements. 2.1the role of motivation in teaching students…………9 2.2opinions of professors and scholars about attitude……………………..11 2.3.research about personality traits and learner success………………….13 2.4emotion is an internal aspect that influences a student’s learning style...19 conclusion………………………………………………………………....21 references……………………………………………………………22 abstr...
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