saira altaf - Academia.edu (original) (raw)

Papers by saira altaf

L2 motivation is considerably important factor which may influence the learning process and achie... more L2 motivation is considerably important factor which may influence the learning process and achievement (Gardner and Lambert, 1972; Oxford, 1996; Lasagabaster, 2011). This small-scale study focuses on potential differences that may prevail in language learning motivation based on gender particularly in the context of Sindh, Pakistan (Hashwani, 2008). This study used the quantitative approach to inquire the gender differences in the motivation level. The data was collected through a questionnaire, an adapted model of Attitude Motivation Test Battery (AMTB), from 103 participants-males (N=51) and females (N=52). The study used independent samples t-test in order to test the gender differences. Results of this study showed no gender differences in the motivational level of male and female English language learners.

There are number of problems and issues regarding the use of first language (L1) in learning Engl... more There are number of problems and issues regarding the use of first language (L1) in learning English language. In the English language classroom, both teachers and students seem not sure about the L1 use in the classes. Moreover, there is no policy communicated to the teachers and students of Sindh University regarding the code switching. The present study aims to investigate the patterns and functions of code switching in English language classrooms. The context of the study was University of Sindh, Jamshoro. Data was collected through classroom observations and semi structured interviews. Teachers' and students' code switching was analyzed thematically. It was found that code switching was done for different purposes including translation, repetition, clarification of instructions, and socializing. The study also found that for teachers, there is no policy communicated to them for using code switching in their classes. Introduction The language is the ability to gain and utilize multifaceted system of interaction. Pakistan is a multilingual country where more than two languages are regional languages and English has gained the status of Second language in the country. It is not only used in the market but, homes, courtrooms, hospitals and educational institutes of Pakistan are also under the influence of English language. Almost all of the schools in Pakistan are using English as a medium of instruction. The review of the related literature showed that speakers in multilingual and bilingual countries choose specific code during their conversation and they may also switch the code from one to another; this switching from one language to another is known as code-switching (Wei, 2013).Investigating the notion of code switching in diverse social and linguistic settings, most of the scholars' view was typically on types of code switching and its purposes (e.g., Gumperz, 1982; Myers-Scotton, 2001; Poplack, 1980).

Whereas English carries the status of ‘official language’ in Pakistan and it is solely used as th... more Whereas English carries the status of ‘official language’ in Pakistan and it is solely used as the medium of instruction at the tertiary level education, English is neither the language of everyday communication nor the medium of education at the primary and secondary level public sector academic institutions in the country. Due to the lack of exposure to English, learners with a background from non-elite and non-English medium education may be observed highly language anxious at tertiary level education. At tertiary education, the students are required to communicate in English and demonstrate high level of language proficiency. However, foreign language anxiety (FLA) is considered to have detrimental effects on learning and performance in the target language. Considering the significant and detrimental role language anxiety may play, this study attempts to understand learner experiences related to foreign language anxiety with specific reference to English as a foreign language. This paper presents a small-scale qualitative case study based on the semi-structured interviews conducted with EFL learners at a public sector university in the province of Sindh, Pakistan. The results suggest that communication apprehension, fear of public speaking, fear of negative evaluation, fear of forgetting vocabulary, and fear of opposite gender are the main factors that are related to the high level of anxiety in the English language learners in the given context. Moreover, the study finds that the students with a reportedly higher level of foreign language anxiety hold a negative perception about themselves and their ability to speak in English before an audience including, but not confined to, their teacher(s) and class-mates.

This study draws upon a quantitative research with the use of two SPSS tests. Pearson-r was used ... more This study draws upon a quantitative research with the use of two SPSS tests. Pearson-r was used to investigate the relationship between Foreign Language Anxiety (FLA) and learners’ willingness to communicate (WTC) in English, and an independent samples t-test was used to know the gender difference (if any) in the level of learners’ foreign language anxiety at the University of Sindh, Pakistan. The questionnaire comprised of Foreign Language Classroom Anxiety Scale (FLCAS) and Willingness to Communicate in English (WTCES). The data was collected through questionnaires from two hundred and thirty two (N=232) undergraduate EFL learners at University of Sindh. Findings suggest that a negative correlation was found between the participants’ foreign language anxiety and willingness to communicate in English, however, no statistically significant difference was found on the foreign language anxiety level between male and female participants of the study.