Sr. Flordeliza Deza, SPC - St. Paul University Manila
Sr. Flordeliza Deza, SPC - St. Paul University Manila Sr. Flordeliza Deza, SPC - St. Paul University Manila
Still another felt not being understood enough by the receiving country, and noted, “People in charge should take into account the background of the students, at least knowing where the country is.” Overall, their sense of displacement, having been more oriented towards visiting a more English-speaking country, led to a sense of disorientation. Furthermore, not having bonded prior to their arrival in the Philippines, hostilities among Chilean students got in the way of a real community spirit among them, later hindering a more desirable relationship with Filipinos, despite less than positive learning conditions. This aspect of orientation, then, seems to be more negative than positive.
Instrumental orientation or practical reasons for learning the language without implying any interest in getting closer socially to the language community. This, too, is closely connected to motivation in that their motivation to learn English is attached to a clear purpose, primarily, for the immediate goal of self-improvement, and secondly, for professional development. The strong motivation to learn English in the US may be considered fueled by having been previously oriented to teach in English, if not teach English.
- Page 1 and 2: THE CHILE EXPERIENCE Documenting an
- Page 3 and 4: HON.CONSUELO PUYAT-REYES AMBASSADOR
- Page 6 and 7: Purpose of this study: To look back
- Page 8 and 9: Individual factors affecting langua
- Page 10 and 11: Study Framework Bernard Spolsky’s
- Page 12 and 13: Kf = Kp + A + M + O Kf : end-of-ter
- Page 14 and 15: Meanwhile, attitude, consists of (1
- Page 16 and 17: Thus, orientation to language study
- Page 18 and 19: Results and Discussions Kf or Knowl
- Page 20 and 21: “ I enjoyed knowing how teachers
- Page 22 and 23: A few stated learning more about th
- Page 24 and 25: Table 1. TOAL-3 Scores at the begin
- Page 26 and 27: In the area of teaching, the aspect
- Page 28 and 29: A few indicated a desire to belong
- Page 30 and 31: Interest in foreign languages … w
- Page 32 and 33: In the case of non-classroom learni
- Page 36 and 37: Thus, this aspect is more positive
- Page 38 and 39: Classroom-based Opportunities Speec
- Page 40 and 41: Some of the Chilean students’ com
- Page 42 and 43: Thus, classroom provisions were see
- Page 44 and 45: Conclusions: The high points of the
- Page 46 and 47: This requires that sending countrie
- Page 48 and 49: Interaction with Paulinians and oth
- Page 52 and 53: LANGUAGE LEARNING - Where East Meet
Instrumental orientation or practical reasons for<br />
learning the language without implying any interest<br />
in getting closer socially to the language community.<br />
This, too, is closely connected to motivation in that<br />
their motivation to learn English is attached to a<br />
clear purpose, primarily, for the immediate goal of<br />
self-improvement, and secondly, for professional<br />
development. The strong motivation to learn English<br />
in the US may be considered fueled by having been<br />
previously oriented to teach in English, if not teach<br />
English.
Change language