The Acquisition of English Articles by Arabic L2-English Learners: A Semantic Approach

2016 ◽  
Author(s):  
Majdi Abudalbuh
Keyword(s):  
English Learners ◽  
Semantic Approach ◽  
English Articles

A Study on Chinese Students’ Acquisition of English Articles and Interlanguage Syntactic Impairment

2016 ◽  
Vol 39 (4) ◽  
Author(s):  
Xu Qihao ◽  
Shi Yunzhang ◽  
Snape Neal
Keyword(s):  
English Learners ◽  
Chinese Students ◽  
Forced Choice ◽  
English Articles ◽  
Chinese English Learners

AbstractThis study investigated the resetting process of the articles’ parameters by Chinese English learners with a Forced Choice Elicitation Task on the basis of the Article Choice Parameter and Fluctuation Hypothesis proposed by

scholarly journals The acquisition of English articles among L1 Dagbani L2 English learners

2020 ◽  
Vol 65 (4) ◽  
pp. 496-534
Author(s):  
Abukari Kwame ◽  
Marit Westergaard
Keyword(s):  
English Learners ◽  
Native English Speakers ◽  
Forced Choice ◽  
Choice Task ◽  
English Speakers ◽  
Indefinite Article ◽  
Task Effect ◽  
Feature Reassembly ◽  
Forced Choice Task ◽  
English Articles

AbstractThis study investigates the acquisition of articles in L2 English by L1 speakers of Dagbani, a Gur language spoken in Ghana. Dagbani differs from English in that it has two definite articles, no indefinite article, and a zero-article which may express definiteness, indefiniteness as well as genericity. The study consisted of a Forced-choice task (FCT) and an Acceptability judgement task (AJT) which were administered to Dagbani teenagers with an intermediate proficiency in English (n = 45) and a group of native English speakers as controls (n = 8). The results showed that the learners’ article choice was based on definiteness, not specificity (i.e., no fluctuation between the two) and that they had slightly more problems with indefinite than definite contexts, while generic contexts were the most problematic. Except for a certain task effect as well as a possible interference of instruction (in the FCT), the results can be argued to generally be due to influence from the L1 and to the difficulty of feature reassembly.

What transfers (or doesn’t) in the second language acquisition of English articles by learners from article-less native languages?

2020 ◽  
Author(s):  
Tania Ionin ◽  
Sea Hee Choi ◽  
Qiufen Liu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Adult Learners ◽  
English Learners ◽  
Native Speakers ◽  
Native Languages ◽  
Different Types ◽  
First Languages ◽  
English Articles ◽  
Omission Errors

Abstract This paper examines whether adult learners of English whose native languages (Korean and Mandarin Chinese) lack articles are influenced by transfer from demonstratives and numerals in their acquisition of English articles. To this end, the results of two studies are reported. The first study examines native Korean and Mandarin speakers’ preferences for bare vs. non-bare (demonstrative or numeral) forms in different types of definite and indefinite environments. The results of this study give rise to specific predictions for L1-Korean and L1-Mandarin L2-English learners’ sensitivity to article omission errors in different types of definite and indefinite contexts in English. These predictions are tested in the second study, which uses both an offline task (grammaticality judgments) and an online task (self-paced reading) to investigate learners’ sensitivity to errors of article omission. L1-Korean and L1-Mandarin L2-English learners are found to behave very similarly when tested in English, despite different preferences exhibited by native speakers of Korean and Mandarin.  It is concluded that learners of these article-less first languages do not transfer the semantics of demonstratives and numerals onto articles in their second language.

Variability in second language article production: beyond the representational deficit vs. processing constraints debate

2007 ◽  
Vol 23 (3) ◽  
pp. 289-327 ◽  
Author(s):  
Danijela Trenkic
Keyword(s):  
Second Language ◽  
English Learners ◽  
First Language ◽  
Explanatory Power ◽  
Alternative Account ◽  
Written Production ◽  
Empirical Coverage ◽  
Prosodic Transfer ◽  
The Asymmetry ◽  
English Articles

This article addresses the debate on the causes of variability in production of second language functional morphology. It reports a study on article production by first language (L1) Serbian / second language (L2) English learners and compares their behaviour to that of a Turkish learner of English, reported in Goad and White (2004). In particular, it focuses on the tendency of these learners to omit articles more in adjectivally pre-modified (Art + Adj + N) than in non-modified contexts (Art + N). The asymmetry is found in both spoken and written production. The article argues that the pattern of results is not consistent with models assuming target-like syntax: the Missing Surface Inflection Hypothesis cannot predict the asymmetry at all, and the Prosodic Transfer Hypothesis cannot extend its explanatory power to spoken production of L1 Serbian/L2 English learners, or to written production in general. An alternative account, with broader empirical coverage, is proposed, on which L2 learners whose L1s do not grammaticalize definiteness misanalyse English articles as nominal modifiers, and treat them in production as such. The model goes beyond the representational deficit vs. processing constraints debate, in that it suggests that variability is caused by processing limitations, but precisely because the production of misanalysed elements cannot be (directly) syntactically motivated, and has to rely on general cognition instead.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Social Representations and Commitment

2018 ◽  
Vol 23 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Eric Bonetto ◽  
Fabien Girandola ◽  
Grégory Lo Monaco
Keyword(s):  
Social Representations ◽  
Social Representation ◽  
Second Line ◽  
Review Of The Literature ◽  
First Line ◽  
Research Perspectives ◽  
The Social ◽  
Bibliographic Search ◽  
English Articles

Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.

Semantic Approach to Public Health Situation Awareness Design and Methodology

2004 ◽  
Author(s):  
Parsa Mirhaji ◽  
S. Lillibridge ◽  
R. Richesson ◽  
J. Zhang ◽  
J. Smith
Keyword(s):  
Public Health ◽  
Situation Awareness ◽  
Semantic Approach ◽  
Health Situation
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