What problems do ESL learners encounter in the use of a monolingual dictionary for language production?

2012 ◽  
Author(s):  
Alice Yin Wa Chan
Keyword(s):  
Language Production ◽  
Esl Learners

scholarly journals Malaysian Tertiary ESL Students' Writing Errors and Their Implications on English Language Teaching

2021 ◽  
Vol 17 (3) ◽  
pp. 235
Author(s):  
Siti Zawani Mehat ◽  
Lilliati Ismail
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Language Production ◽  
English Language ◽  
English Language Teaching ◽  
English As Second Language ◽  
Adult Esl ◽  
Study Results ◽  
Esl Learners ◽  
Writing Errors

Abstract: Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language.   Keywords: Error Analysis, Intralingual, Interlingual, writing problems, writing errors

Interactional Modifications in Internet Chatting

2009 ◽  
pp. 1390-1409
Author(s):  
Neny Isharyanti
Keyword(s):  
Language Acquisition ◽  
Classroom Environment ◽  
Language Production ◽  
Computer Mediated Communication ◽  
Target Language ◽  
College Level ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Esl Learners

Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.

Interactional Modifications in Internet Chatting

2011 ◽  
pp. 271-290
Author(s):  
Neny Isharyanti
Keyword(s):  
Language Acquisition ◽  
Classroom Environment ◽  
Language Production ◽  
Computer Mediated Communication ◽  
Target Language ◽  
College Level ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Esl Learners

Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Lexical Access Problems Lead to Disfluencies in Speech

2010 ◽  
Vol 57 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Robert J. Hartsuiker ◽  
Lies Notebaert
Keyword(s):  
Lexical Access ◽  
Picture Naming ◽  
Language Production ◽  
Line Drawings ◽  
Name Agreement ◽  
Access Problems ◽  
Agreement Condition

A picture naming experiment in Dutch tested whether disfluencies in speech can arise from difficulties in lexical access. Speakers described networks consisting of line drawings and paths connecting these drawings, and we manipulated picture name agreement. Consistent with our hypothesis, there were more pauses and more self-corrections in the low name agreement condition than the high name agreement condition, but there was no effect on repetitions. We also considered determiner frequency. There were more self-corrections and more repetitions when the picture name required the less frequent (neuter-gender) determiner “het” than the more frequent (common-gender) determiner “de”. These data suggest that difficulties in distinct stages of language production result in distinct patterns of disfluencies.

"Where was I?": A psycholinguistic investigation of interruptions to language production

2006 ◽  
Author(s):  
Benjamin Swets ◽  
Fernanda Ferreira ◽  
Erik M. Altmann
Keyword(s):  
Language Production
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