Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Newly arrived students in English education: A study of difficulties encountered by students learning English as an L3
Jönköping University, School of Education and Communication.
2019 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to investigate the difficulties newly arrived students encounter when they learn English, both from the perspective of students and of teachers, and how these difficulties materialise in the classroom. The study was carried out through interviews with teachers and newly arrived immigrant students on the language introductory program at an upper secondary school. Interviews were used to investigate teachers' and students' experiences and attitudes. The results show that the most significant difficulties the students encounter occur in connection with listening comprehension, and these appear when the students are tested in hearing comprehension. Important factors that influence students’ listening skills are, among other things, that the students learn two languages simultaneously, and also that they have not developed strategies for listening comprehension. It also emerged that both teachers and students use tools such as pictures in order to facilitate learning. Students also use Google to translate, to some extent. When examining both teachers' and students' responses, it was revealed that they have a negative attitude to learning Swedish and English simultaneously.  This is explained by the fact that they lose focus, and everything becomes confusing. In conclusion, the result shows that there are no advantages to having newly arrived students learn two languages at the same time. According to the participating teachers, the students must be well-grounded in the Swedish language before they start with English. 

Place, publisher, year, edition, pages
2019. , p. 33
Keywords [en]
Newly arrived students, Learning English as a third language, Difficulties in language learning, Learning strategies, Learning two languages simultaneously
National Category
Learning
Identifiers
URN: urn:nbn:se:hj:diva-45153ISRN: JU-HLK-ENA-1-20190013OAI: oai:DiVA.org:hj-45153DiVA, id: diva2:1331593
Subject / course
HLK, English
Supervisors
Examiners
Available from: 2019-06-28 Created: 2019-06-27 Last updated: 2019-06-28Bibliographically approved

Open Access in DiVA

fulltext(532 kB)4 downloads
File information
File name FULLTEXT01.pdfFile size 532 kBChecksum SHA-512
80a9dc893c96b3a48c16b5f8a6f92b84accf631fd9c3ab31c8f21e92108d0a49c1053aa0ae04c9016409bbf5d72584c54982a1c887457e3bf11f2e89cda82751
Type fulltextMimetype application/pdf

By organisation
School of Education and Communication
Learning

Search outside of DiVA

GoogleGoogle Scholar
Total: 4 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 37 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf