The development of interlanguage pragmatic markers in alignment with role relationships

Pragmatics ◽  
2021 ◽  
Author(s):  
Hao-Zhang Xiao ◽  
Chen-Yu Dai ◽  
Li-Zheng Dong
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Strong Evidence ◽  
Significant Gain ◽  
Efl Learners ◽  
Dynamic Development ◽  
Pragmatic Markers ◽  
Role Relationships ◽  
Context Dependent ◽  
Efl Learning

Abstract Studies on the development of interlanguage pragmatic markers (PMs) have attracted increasing interest recently. However, little research is available on the PM dynamic development in alignment with English-as-a-foreign-language (EFL) classroom contexts. Given the lacuna, this article, based on the Complexity and the Alignment theories, investigates how PMs develop and how aligning with film-situated un/equal role relationships influences development. The study with eight data collection points tracks 28 EFL learners’ PM production over around 1.5 year. Results revealed: (1) the employed PM functions fluctuated but developed from singular to multiple, with the interpersonal function use being regressive and the structural and the cognitive, progressive; (2) the PM development manifested a significant gain in aligning with the equal role relationships; and (3) different proficiency learners had dissimilar PM development. These findings corroborate the view of context-dependent dynamic development and provide strong evidence for aligning EFL learning with various role relationships.

A Study on Chinese EFL Learning of English Pronunciation from the Perspective of Aesthetic Linguistics

2017 ◽  
Vol 7 (7) ◽  
pp. 579
Author(s):  
Fanghui Hu
Keyword(s):  
Foreign Language ◽  
Efl Learners ◽  
Phonetic Learning ◽  
English Pronunciation ◽  
Aesthetic Consciousness ◽  
The Aesthetic ◽  
Efl Learning

English phonetic learning, as the beginning of learning a foreign language, is of great importance in EFL learning. However, the present Chinese EFL learners’ phonetic learning is not satisfactory. Based on theories of aesthetic linguistics, this paper analyzes the aesthetic attributes of English pronunciation and intonation, including the beauty of sonority, rhyme, rhythm, intonation, and succession. And then pedagogical implications are proposed about how to raise EFL learners’ aesthetic consciousness and creation of English pronunciation.

scholarly journals IMPLEMENTING THE HIDDEN CURRICULUM IN ENGLISH AS FOREIGN LANGUAGE (EFL) CLASSROOM

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Lukman Lukman
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Qualitative Method ◽  
Hidden Curriculum ◽  
Curriculum Implementation ◽  
Qualitative Approach ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Cultural Aspect ◽  
Descriptive Qualitative

This research aimed to determine the implementation of the hidden curriculum in EFL learners’ interest. This research was conducted in AL-FITYAN Senior Hight School Gowa. Qualitative approach employed in this study. More specifically, this research employed the descriptive qualitative method. Data collection procedures in this study were the observation, recoding, and interview. Based on the research, it can be seen that the spiritual-cultural aspect of hidden curriculum was implemented in the first class. The findings show that the teacher employed some elements in implementing the hidden curriculum in term of spiritual-cultural aspect. (1) Giving advice and guidance, (2) providing inspiring story and utterance, and (3) applying exemplary. Furthermore, the effects of hidden curriculum implementation can emerge learners’ awareness so that they can be happy, enthusiastic, focus, and avoid their resistance in learning. The result of that, can stimulate the learners’ interest and then construct their attention and motivation.

Wiki effect on English as a foreign language writing achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 218-227
Author(s):  
Seyda Savran Celik ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Writing Achievement ◽  
Efl Writing ◽  
Efl Learners ◽  
Sample Group ◽  
Efl Context ◽  
Language Writing ◽  
Post Test ◽  
Efl Learning

The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners’ EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachersKeywords:English as a foreign language, wiki, writing, achievement

scholarly journals Calibration in EFL Reading: Examining The Nature of Judgment of Confidence

2016 ◽  
Vol 29 (1) ◽  
pp. 97-110
Author(s):  
Madhu Neupane
Keyword(s):  
Reading Comprehension ◽  
Data Collection ◽  
Foreign Language ◽  
Test Performance ◽  
Rating Scales ◽  
Efl Learners ◽  
Comprehension Test ◽  
Average Accuracy ◽  
The Difference ◽  
Master Of Education

This article examines the nature of English as a foreign language (EFL) learners’ appraisal confidence and appraisal calibration in EFL reading comprehension. Appraisal confidence refers to the degree to which test takers identify the probability that their test answer is corrector appropriate in percentage terms (e.g., 0%, 25%, 50%, 75%, or 100%).Appraisal calibration refers to the accuracy of test takers’ appraisal confidence by comparing their appraisal confidence to their test performance in percentage terms. Two hundred and three students studying Master of Education (M. Ed) with specialization in English in the Tribhuvan University participated in the study. An EFL reading comprehension test specially designed for the study and appraisal confidence rating scales incorporated in the same reading comprehension test were used as the tools for data collection. The findings of the study show that the students were highly overconfident in their reading comprehension because the difference between their average appraisal confidence (86.84) and average accuracy in performance (52.35) was+34.49. The implications of the study and recommendations for further research are discussed.

scholarly journals The Structuring of English Sentences by Chadian EFL Learners

2021 ◽  
Vol 3 (2) ◽  
pp. 86-100
Author(s):  
Magdaline Bakume Nkongho ◽  
Ernest Mbaiornom
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Error Analysis ◽  
Small Proportion ◽  
Positive Attitude ◽  
English Language ◽  
French Language ◽  
Efl Learners ◽  
English As Foreign Language

Recent studies have shown that there is a positive attitude and an increase motivation in the learning of English language by Chadian learners. Despite this, the learners’ linguistic performances remain poor especially in their written productions which are often characterised by grammatical deviances and incomprehensible sentences. This study investigates several kinds of deviances that occur in the structure of English sentences produced by Chadian learners of English as Foreign Language (EFL). The study was carried out using corpora as the method for data collection. Thus, data were drawn from 175authentic narrative paragraphs written by 175Terminale A4 students from Lycée Adoum Dallah, Moundou in Chad. The analyses were based on Interlanguage and Error Analysis Theories. Findings revealed that miss elective errors were the widespread errors committed by Chadian learners of EFL as this category represents 39.17% of deviances.  The results also indicate that sentences produced by Chadian learners of EFL were frequently affected by additive errors (27.76%) and omissionerrors (26.47%). Lastly, the study equally found that misordering errors were less committed as this category of errors represents a small proportion (6.58%) of deviances. These categories of errors were attributed to French language influences and intralingual factors.  

scholarly journals Using Online Game for Indonesian EFL Learners to Enrich Vocabulary

2021 ◽  
Vol 15 (01) ◽  
pp. 168
Author(s):  
Like Raskova Octaberlina ◽  
Imam Rofiki
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Interface Design ◽  
Language Skills ◽  
Vocabulary Learning ◽  
Advanced Technology ◽  
Online Game ◽  
Efl Learners ◽  
Data Collection Process ◽  
Simple Interface

<p class="0abstract">For students of English as a Foreign Language (EFL), vocabulary mastery is an essential component of language skills. Vocabulary may contribute to the success of language skills. However, most students had some trouble learning vocabulary. Vocabulary learning requires an advanced technology such as online game. Therefore, this paper aims to investigate the outcome of using an online game named SpellingCity to enrich vocabulary, which is a part of modern gamification. The research design is to have 22 students finish one turn game of SpellingCity and then fill out a survey and interview at the end of the data collection process. The result was that all students agree that using SpellingCity increase their vocabulary acquisition besides of also learning the pronunciation. SpellingCity simple interface design is also found to be one of the factors why SpellingCity considered interesting and easy to play by these students.</p>

scholarly journals Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Rouhua Wang ◽  
Majid Elahi Shirvan ◽  
Tahereh Taherian
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Individual Variation ◽  
Dynamic Approach ◽  
Efl Learners ◽  
Related Literature ◽  
Global Factor ◽  
Initial States ◽  
Over Time

The present research, enlightened by the dynamic approach to language learning, aimed to trace the co-development of English as a foreign language (EFL) learners’ perseverance of effort (PE) and consistency of interest (CI), the two subdomains of grit, over a course time. To this aim, a factor of curves model (FCM) was employed to trace the covariance of the subdomains of L2 grit longitudinally over time; to explore how changes in PE and CI are affected by their initial states; and to what extent the variations in PE and CI are explained by the underlying global factor of L2 grit. For data collection, the L2 grit scale was used with 1,384 adult EFL learners in four measurement occasions. The data were analyzed in Mplus with FCM in three steps. The results showed that firstly, in analyzing the direction of change in PE and CI, a higher mean was estimated in the growth (the slope) than the intercept. Evidence was also found for inter-individual variation. Secondly, the covariance between the intercept and slope of each subdomain was explored and for both the results revealed a negative covariance of the slope and intercept. Thirdly, the covariance of the intercepts and the slopes of the two subdomains was positive and significant. Fourthly, the variance of the intercept and slope of each subdomain proved to be explained to a large extent by the underlying global factor of L2 grit. These findings were discussed in the light of the potential variables associated with L2 grit and its related literature.

scholarly journals Minimizing Students’ Spelling Mistakes through the Use of Facebook: A Case Study of Second Baccalaureate EFL Learners at Abdurrahman Ennacer High School

2020 ◽  
Author(s):  
Samir BASSAOUI
Keyword(s):  
High School ◽  
Data Collection ◽  
Foreign Language ◽  
Diagnostic Test ◽  
Positive Attitude ◽  
Classroom Observation ◽  
Writing Skills ◽  
Educational Tool ◽  
Efl Learners

The present research studies the effects of using Facebook as a medium to minimize students’ spelling mistakes of high school EFL (English as a Foreign Language) students. The study used four types of data collection which are: students’ questionnaire, classroom observation, Spelling Mistakes Group on Facebook, and Diagnostic test which was administered to students in order to check their spelling mistakes. The finding of the questionnaire found that students had positive attitude toward using Facebook as a means of developing their writing skills in general. As an educational tool assisting, Facebook will provide students with an attractive medium to help them engage in discussions with their teachers and classmates to share their knowledge.

scholarly journals Using reading while listening in English as a foreign language (EFL) learning context

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Inayati Fitriyah Asrimawati ◽  
Margana Margana
Keyword(s):  
Foreign Language ◽  
Program Implementation ◽  
Listening Skills ◽  
Learning Context ◽  
Efl Learners ◽  
L2 Learners ◽  
Fluency And Comprehension ◽  
Simultaneous Reading ◽  
Support Students ◽  
Efl Learning

The benefits of reading while listening for English as a Foreign Language (EFL) learners have been investigated in different EFL learning contexts. Some studies found that simultaneous reading while listening promotes positive impacts on students’ reading and listening skills. It also helps L2 learners’ fluency and comprehension of reading and listening. Moreover, it can assist L2 learners in acquiring new language input in a new learning environment. Hence, this article reviews some research papers related to the implementation of reading while listening (RWL) program in EFL learning context. Furthermore, to answer the research questions: 1) What is reading while listening?; 2) What are the effects of using reading while listening for EFL learners? How to apply the reading while listening program within the EFL classroom? To answer these questions, this article examines the use of RWL for EFL learners based on the research methodology, subject, instrument used, result and suggestion, including the principles of implementing simultaneous reading and listening within the EFL classroom.   HIGHLISGHTS Highlights Reading While Listening (RWL)simultaneously can support students with low reading or listening fluency rate. Simultaneous reading while listening  affects students reading and listening skills for a long period of time. A guideline of RWL program implementation based on ER/EL principles is discussed thoroughly.

scholarly journals Analysing Errors Made by Kurdish EFL Learners in Applying the Rules of Syntactic Structure: تحليل الأخطاء التي يرتكبها متعلمو اللغة الإنجليزية الأكراد في تطبيق قواعد البنية النحوية

2020 ◽  
Vol 4 (34) ◽  
Author(s):  
Hazhar Ramadhan Ahmed
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
English Language ◽  
Syntactic Structure ◽  
Male Students ◽  
Kurdistan Region ◽  
Efl Learners ◽  
Data Collection And Analysis ◽  
University Level ◽  
Purposive Sample

This paper intended to investigate and analyse errors by Kurdish EFL learners in applying the rules of syntactic structure. The paper adopted a descriptive-analytical method for data collection and analysis, so a purposive sample of 20 Male students at University Level in the Kurdistan region. The researcher conducted a test consisted of two questions, after that, the responses were statistically treated and analysed. This analysis has shown very important results that were used for the discussion. Finally, the paper concluded findings, also the students of the English Language at Universities have the same problem, however, some of them can learn English and they can speak very well, but they haven't enough grammatical and syntactical ability towards the English Language as a Foreign Language, and researcher recommended that teachers have to give enough information about rules of syntactic structure, and students should do more practice when they applying analysis of rules.

Sign in / Sign up

Export Citation Format

Share Document