从“知识-认知-元认知”理论 看生词英译对华语知识学习的监控作用 ——新加坡华文B课程学生英语监控意识问卷调查 The Effects of First Language in the Learning of Target Language Knowledge: A Survey on the First Language Monitoring Awareness of Singapore B-Chinese Students

2016 ◽  
Vol 1 (2) ◽  
pp. 158-173
Author(s):  
Aw Guat Poh 胡月宝 韩月芳
Keyword(s):  
First Language ◽  
Chinese Students ◽  
Target Language ◽  
Language Knowledge

scholarly journals Teacher’s target language use in classroom discourse: teacher’s point of view

EDUPEDIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Puspa Sari ◽  
Syahrir Syahrir ◽  
Husnani Aliah
Keyword(s):  
Classroom Discourse ◽  
Language Use ◽  
Mother Tongue ◽  
First Language ◽  
Point Of View ◽  
Target Language ◽  
Language Class ◽  
Language Knowledge ◽  
Students First ◽  
Teaching Learning

The language class is closely related to the assumption that students will learn and generate the target language. Students are supposed to be able to relate, at least, with the language they have studied. The teacher hopes to not only teach but also use the target language in their teaching-learning process and show the students how to use it. This research explores the teacher's target language in the classroom discourse from the teacher’s point of view—a Qualitative approach employed in this research. The teacher believed that the use of the target language has to be in a maximum way. However, drawn away by the situation of students’ target language knowledge, the use of target language becomes infrequently used. She only used target language for simple words or sentences, which is she knew her students able to comprehend. She needed to use the target language and the students’ first language and mother tongue to help the students more comfortable comprehending the lesson.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals “How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing

2021 ◽  
Vol 14 (10) ◽  
pp. 92
Author(s):  
Sakulrat Worathumrong
Keyword(s):  
English Language ◽  
First Language ◽  
Communication Strategy ◽  
Target Language ◽  
High Exposure ◽  
Efl Learners ◽  
Language And Culture ◽  
English Writing ◽  
Low Exposure ◽  
Analysis Models

This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners’ writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners’ interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way. 

scholarly journals Communicative Competence of the Saudi Learners of English at the Faculty of Languages and Translation, King Khalid University

2020 ◽  
Vol 11 (3) ◽  
pp. 446
Author(s):  
Rafiq Ali Mohamed Al-Shamiry
Keyword(s):  
Risk Taking ◽  
Communication Strategies ◽  
First Language ◽  
Target Language ◽  
Spoken English ◽  
Saudi Students ◽  
Communication Breakdown ◽  
English Classes ◽  
Language Communication ◽  
Students First

Saudi students of English at the tertiary level King Khalid University, encounter so many difficulties in real communicative situations due to the influence of the traditional methods of teaching English at the intermediate and secondary schools. The researcher conducted a questionnaire consists of eight questions in order to find out the main difficulties of the learners. The sample of the pilot study was ten students and the actual population of the study was ninety students from level four and eight. The learners' responses indicate that they lack the needed skills of communication strategies which usually lead to communication breakdown. For example, they change the topic when they feel there are some gaps in their speech. This literally means that students resort to risk-avoiding instead of risk-taking. The findings of the study point out the extent to which the Saudi students' first language influences their tendency of using some of the target language communication strategies. It is recommended that the linguistic competence should be taught implicitly whereas the functional competence should be taught explicitly during spoken English classes which may compensate for their lack of exposure to the target language.

scholarly journals Cues and economy in the acquisition of verb movement

Nordlyd ◽  
10.7557/12.63 ◽  
2005 ◽  
Vol 32 (1) ◽  
Author(s):  
Kristine Bentzen
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Target Language ◽  
First Language Acquisition ◽  
Verb Movement ◽  
Movement Parameter ◽  
Verb Placement ◽  
Traditional Sense

In this paper we will discuss how economy principles interact with cues in the input in bilingual first language acquisition. We will look at the acquisition of verb placement in a child acquiring English and Norwegian simultaneously. Based on data from this child, it will be argued that when faced with ambiguous cues with respect to the verb movement parameter, children do not necessarily adopt the default, less marked setting. Rather, they may opt for a setting which yields an overall consistent grammar, even when this grammar contains operations that are more costly than those used in the target language. We will suggest that economy in acquisition may involve consistency in a grammar in correlation with economy in the more traditional sense within minimalism, where moving an element in general is considered more costly than not moving it (Chomsky 1995).

Dynamic Assessment of Learners of a Spoken Language

2021 ◽  
pp. 87-99
Author(s):  
Natalie Hasson
Keyword(s):  
Language Learners ◽  
Language Skills ◽  
Dynamic Assessment ◽  
First Language ◽  
Target Language ◽  
Test Taker ◽  
Learning Potential ◽  
Hyperactivity Disorder ◽  
Assessment Of Learning ◽  
Language Difficulties

Dynamic assessment (DA), or the assessment of learning potential, is becoming recognized as an alternative method that has wide application within the assessment of language. In moving away from comparison to normative data, the assessment enables a wider range of children to be assessed, including all of those for whom the norms do not apply, such as children with autistic spectrum conditions, attention deficit hyperactivity disorder (ADHD), hearing loss, and bi- or multilingual children. In addition to differentiating language difficulties due to lack of experience with the target language from developmental language disorders (DLD), the DA procedure contributes a considerable amount of qualitative information about the learning skills of the test-taker. This chapter reviews the multiple models and methods of DA and the work that has been done to develop tools to assess language skills in first language learners.

Relativization strategies in SLA

2012 ◽  
Vol 28 (4) ◽  
pp. 443-476
Author(s):  
Eleonora Luzi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Relative Clauses ◽  
First Language ◽  
Target Language ◽  
Functional Difference ◽  
Proficiency Levels ◽  
Linguistic Research ◽  
L1 Influence ◽  
Restrictive Relative Clauses

This article examines the process of acquisition of relative clauses in second language (L2) Italian. Despite the fact that linguistic research clearly evidences a distinction between restrictive relative clauses and non-restrictive relative clauses, second language acquisition studies have so far investigated the acquisition of relative clauses disregarding this fundamental and functional difference. Based on the analysis of oral data of 96 L2 Italian students of two different Common European Framework of Reference proficiency levels (B1 and C2), this study examines occurrences of target language relative clauses and of other strategies of relativization (i.e. coordinated sentences), analysing proficiency and first language (L1) influence on distribution. The significant differences in the distribution of alternative relativization strategies between the two groups and the non-restrictive function of coordinated sentences lead to the hypothesis that there are two distinct patterns of acquisition: one for restrictive and another for non-restrictive relative clauses.

Word order and topic prominence in the interlanguage of an Australian learner of Chinese

1986 ◽  
Vol 3 ◽  
pp. 83-91 ◽  
Author(s):  
Yu Shuhuai
Keyword(s):  
Word Order ◽  
First Language ◽  
Target Language ◽  
Significant Evidence

This project studies the word orders of adjective and noun and adverb and verb in a Chinese learner’s interlanguage and compares the word order features with the corresponding features in Chinese. It shows significant evidence of the subject’s “NA” word order in his interlanguage. Features of the interlanguage which conform with neither the subject’s first language nor with the target language are related to the topic prominence of the inter language.

Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki

2011 ◽  
Vol 1 (3) ◽  
pp. 70-85 ◽  
Author(s):  
Dongshuo Wang ◽  
Bin Zou ◽  
Minjie Xing
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interactive Learning ◽  
Chinese Students ◽  
Foreign Language Learning ◽  
Target Language ◽  
Legitimate Peripheral Participation ◽  
Chinese As Foreign Language ◽  
English Students ◽  
Learning English

This research investigates the interaction between English students learning Chinese in the UK and Chinese students learning English in China via a wiki platform. Activity theory and legitimate peripheral participation theory were employed as a theoretical framework; wiki was embedded as an interactive learning tool. The findings revealed that Chinese native speakers assisted English students learning Chinese as foreign language (CFL) by means of reorganizing word orders and restructuring sentence patterns. The usages of clarification and elaboration were more frequent than the usages of added and deleted information. Both CFL and English as foreign language (EFL) students interacted with each other in attending to language forms through the essay correction and revision process, and the interaction consequently enhanced their target language learning. The study suggests that wiki provides a dynamic platform, which encourages further integration into the syllabus to support foreign language learning.

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