A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment

2021 ◽  
Vol 20 (5) ◽  
pp. 1-16
Author(s):  
Fei Deng ◽  
Timothy V. Rasinski
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
General Tendency ◽  
L1 Transfer ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Major ◽  
Native Speakers Of English

This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.

scholarly journals A Corpus-Based Comparative Study of Chinese EFL Learners’ Use of Temporal Metaphor in English

2019 ◽  
Vol 9 (4) ◽  
pp. 51
Author(s):  
Yi Guo
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Conceptual Metaphor ◽  
Semantic Knowledge ◽  
Cultural Knowledge ◽  
L1 Transfer ◽  
Efl Learners ◽  
Proficiency Level ◽  
English Major ◽  
Native Speakers Of English

This paper adopted a corpus-based approach to compare the uses of the conceptual metaphor “TIME IS MONEY” between Chinese non-English major college students and native speakers of English. The results revealed no direct correspondence between frequency of metaphorical use and proficiency level of English. While EFL learners differed with native speakers in terms of the diversity of metaphorical uses, the patterns of high-frequency uses were similar between the two groups. Chinese EFL learners were prone to produce unidiomatic metaphorical expressions that literally make sense. These expressions could be the mixed results of negative L1 transfer and insufficient L2 proficiency, especially the lack of adequate semantic knowledge in English. To language learners, conceptual metaphor in L2 cannot be randomly created, but has to be acquired with the help of the cultural knowledge embedded in the metaphorical expressions.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

The Business of Pragmatics. The Case of Discourse Markers in The Speech of Students of Business English and English Linguistics

2011 ◽  
Vol 161 ◽  
pp. 10-30 ◽  
Author(s):  
Lieven Buysse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Discourse Markers ◽  
Business English ◽  
Foreign Language Learners ◽  
Native Speech

Abstract This paper investigates how foreign language learners use discourse markers (such as so, well, you know, I mean) in English speech. These small words that do not contribute much, if anything at all, to the propositional content of a message but modify it in subtle ways, are often considered among the last elements acquired in a foreign language. This contribution reports on close scrutiny of a corpus of English-spoken interviews with Belgian native speakers of Dutch, half of whom are undergraduates majoring in Commercial Sciences and half of whom are majoring in English Linguistics, and sets it off against a comparable native speaker corpus. The investigation shows that the language learners exhibit a clear preference for “operative discourse markers” and neglect or avoid “involvement discourse markers”. It is argued that in learner speech the former take on functions typically fulfilled by the latter to a greater extent than in native speech, and that in some cases the learners revert to a code-switching strategy to cater for their pragmatic needs, bringing markers from Dutch into their English speech. Finally, questions are raised as to the place of such pragmatic devices in foreign language learning.

scholarly journals English as a Foreign Language Learners’ Anxiety and Interlocutors’ Status and Familiarity: An Idiodynamic Perspective

2017 ◽  
Vol 48 (4) ◽  
pp. 489-503 ◽  
Author(s):  
Majid Elahi Shirvan ◽  
Nahid Talebzadeh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Dynamic System Theory ◽  
Stimulated Recall ◽  
The Status ◽  
University Course

Abstract Foreign language learning anxiety has been the target of many studies in the field of applied linguistics, but, with the dynamics turn in the field, attempts have been recently made to uncover the dynamics of anxiety English as a foreign language (EFL) learners go through, especially within the moments of their conversational interactions. Within these interactions, dynamics of anxiety might emerge in different patterns under the influence of the status of the participants’ interlocutors and their familiarity with them. This study explores the dynamics of EFL learners’ anxiety while interacting with different interlocutors from an idiodynamic perspective. The participants of this case study were two female freshman students, taking a speaking and listening university course, who were interviewed by four interlocutors with different status and level of familiarity. Following an idiodynamic method, they self-rated their anxiety fluctuations under the influence of each interlocutor throughout each conversation followed by stimulated recall interviews regarding the explanations of the changes in their anxiety during the conversations. The results showed both change and stability in the participants’ anxiety under the influence of the interlocutors’ familiarity with the participants and their status as well their verbal and nonverbal feedback. The explanation of these changes based on the main properties of complex dynamic system theory is discussed.

scholarly journals ANALYZING COMPLAINTS BY INDONESIAN EFL SPEAKERS

2014 ◽  
Vol 14 (1) ◽  
pp. 63
Author(s):  
Anna Marietta Da Silva
Keyword(s):  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Initial Period ◽  
Pragmatic Competence ◽  
Language Competence ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Pragmatic Transfer ◽  
Native Speakers Of English

The English language competence of an EFL learner can be reflectedin his pragmatic competence. Yet, for language learners and teachers a mastery of the pragmatic competence may unconsciously be neglected. In other words, it may not be taught in line with the grammatical competence since the initial period of learning. The article centers on two problems: (1) the similarities and differences of speech act of complaints among Indonesian EFL learners, Indonesian EFL teachers and American native speakers, and (2) the evidence of any pragmatic transfer in the complaint performance. DCT was used to gather the data, which was then analyzed using Rinnert, Nogami and Iwai?s aspects of complaining (2006). It was found that there were both differences and similarities of complaints performed by both the native and non-native speakers of English when power and social status were involved. Some evidence on pragmatic transfer was also tangible; mainly it was due to cultural differences

scholarly journals THE INVESTIGATION OF PRODUCTIVE AND RECEPTIVE COMPETENCE IN V+N AND ADJ+N COLLOCATIONS AMONG INDONESIAN EFL LEARNERS

2017 ◽  
Vol 7 (1) ◽  
pp. 189
Author(s):  
Saudin Saudin ◽  
Iis Sulyaningsih ◽  
Lina Meilinda
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
Native Speakers ◽  
Test Model ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
Foreign Language Learners ◽  
Important Sign

The important role of collocation in learners’ language proficiency has been acknowledged widely. In Systemic Functional Linguistics (SFL), collocation is known as one prominent member of the super-ordinate lexical cohesion, which contributes significantly to the textual coherence, together with grammatical cohesion and structural cohesion (Halliday & Hasan, 1985). Collocation is also viewed as the hallmark of truly advanced English learners since the higher the learners’ proficiency is, the more they tend to use collocation (Bazzaz & Samad, 2011; Hsu, 2007; Zhang, 1993). Further, knowledge of collocation is regarded as part of the native speakers’ communicative competence (Bazzaz & Samad, 2011); and lack of the knowledge is the most important sign of foreignness among foreign language learners (McArthur, 1992; McCarthy, 1990). Taking the importance of collocation into account, this study is aimed to shed light on Indonesian EFL learners’ levels of collocational competence. In the study, the collocational competence is restricted to v+n and adj+n of collocation but broken down into productive and receptive competence, about which little work has been done (Henriksen, 2013). For this purpose, 49 second-year students of an English department in a state polytechnic were chosen as the subjects. Two sets of tests (filling in the blanks and multiple-choice) were administered to obtain the data of the subjects’ levels of productive and receptive competence and to gain information of which type was more problematic for the learners. The test instruments were designed by referring to Brashi’s (2006) test model, and Koya’s (2003). In the analysis of the data, interpretive-qualitative method was used primarily to obtain broad explanatory information. The data analysis showed that the scores of productive competence were lower than those of receptive competence in both v+n and adj+n collocation. The analysis also revealed that the scores of productive and receptive competence in v+n collocation were higher than those of productive and receptive competence in adj+n collocation. The finding comes as a surprise since it turns out adj+n collocation is more problematic than v+n collocation both productively and receptively. Much research, by contrast, has reported that mistakes in v+n collocation are typical (Al-Zahrani, 1998; Nesselhauf, 2003; Liu, 1999; Sun, 2004). A conclusion has even been drawn that “v+n collocation is more difficult than adj+n collocation” (Kuo, 2009, p. 148). Though more studies are needed to support its finding, this research suggests the type of collocation deserve to get more attention from researchers.

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

Timed versus untimed recognition of L2 collocations: Does estimated proficiency modulate congruency effects?

2020 ◽  
Vol 41 (5) ◽  
pp. 1197-1222
Author(s):  
Suhad Sonbul ◽  
Dina El-Dakhs
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Native Speakers ◽  
Language Translation ◽  
First Language ◽  
Judgment Task ◽  
Choice Test ◽  
Foreign Language Learners ◽  
Mixed Effects Modeling ◽  
Native Speakers Of English

AbstractCongruency (the availability of a direct first language translation) and level of proficiency have been reported among the most important determinants of second language collocation processing. However, only very few studies looked at the interaction between the two determinants, and none of these directly compared untimed collocation recognition assessed through traditional tests to timed recognition evident in psycholinguistic tasks. The current study administered both types of form recognition measures to 228 female Saudi English as a foreign language learners in two separate experiments: a traditional multiple-choice test (Experiment 1) and a timed acceptability judgment task (Experiment 2). Experiment 2 also tested 37 native speakers of English as a baseline for comparison. Congruency, estimated proficiency (vocabulary test scores), and the interaction between the two were evaluated as predictors of untimed and timed recognition through mixed-effects modeling. Results showed that congruency and estimated proficiency had a clear effect on untimed and timed recognition. More interesting, the effect of proficiency was clearer on timed recognition with a gradual decrease in the first language effect as proficiency increased getting closer to nativelike collocation processing. Results have implications for second language collocation learning and testing.

scholarly journals BUILDING RAPPORT WITH YOUNG EFL LEARNERS AND ITS IMPACT ON THEIR ACHIEVEMENT IN AN EFL LEARNING CONTEXT

2017 ◽  
pp. 277-292
Author(s):  
Lejla Žunić-Rizvić ◽  
Vildana Dubravac
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Student Teacher ◽  
Motivational Strategies ◽  
Learning Context ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Efl Teachers ◽  
Teacher Rapport ◽  
Building Rapport

This paper aims to stress the importance of building rapport with young EFL (English as a foreign language) learners and to investigate the connection between student-teacher rapport and students’ achievement in an EFL classroom. It also treats some methods and approaches that should be used when teaching young language learners with respect to their needs and characteristics. In addition, this paper describes the importance of motivation for language acquisition and explores some motivational strategies for young language learners. The paper also aims at inspiring EFL teachers to focus on dimensions of language teaching which are associated with pedagogical aspects of teaching and are focused on creating positive student-teacher relations. The positive classroom atmosphere in which students feel safe and comfortable is considered essential for their success in language learning.

Features of Language Learning in Handheld Electronic Devices

2011 ◽  
Vol 63-64 ◽  
pp. 94-97
Author(s):  
Gao Da He ◽  
Hui Chen
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Electronic Devices ◽  
Foreign Language Learners ◽  
Language Input ◽  
Handheld Electronic Devices

Handheld electronic devices promote M-learning greatly. Foreign language learners favour the learning environment in handheld electronic devices. The authors explore the features of language learning in handheld electronic devices from the prospective of language input theory.The paper discusses the comprehension, nature and authenticity, abundance and varieties in language learning with handheld electronic devices.

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