scholarly journals A Semantic Prosody Analysis on Two Synonymous Pairs in English Native Speakers’ and Chinese Learners’ Writings

2019 ◽  
Vol 12 (8) ◽  
pp. 14
Author(s):  
Zhou Bi
Keyword(s):  
Native Speakers ◽  
Language Teaching ◽  
Chinese Students ◽  
Research Interest ◽  
Chinese Learners ◽  
Semantic Prosody

The concept of semantic prosody has attracted great research interest in language teaching. Identifying learners’ perception of semantic prosody and collocation may be beneficial to vocabulary teaching. This study analyzes two pairs of synonyms in English writings of Chinese students and English native speakers based on the ICNALE corpus. The analysis finds that Chinese writers’ perception of semantic prosody is mostly consistent with that of native speakers. However, the use of collocation is quite different between them.

scholarly journals Aquisição de pronomes clíticos de português europeu por falantes de chinês: dados sobre a colocação

2019 ◽  
pp. 190-206
Author(s):  
Wenjun Gu
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Chinese Students ◽  
The Other ◽  
Control Group ◽  
European Portuguese ◽  
Chinese Learners ◽  
Similar Path ◽  
The One

This paper presents a pilot-study of a research which aims to investigate the acquisition of the clitic pronouns in European Portuguese (EP) by Chinese learners. Based on an acceptability judgement task, conducted with 20 Chinese students and a control group of 26 native speakers of EP, we would like, on the one hand, to make a better characterization of the development of placement properties of clitic pronouns in Chinese learners’ interlanguage grammars; on the other hand, to contribute to a better understanding of the theoretical proposals on the learnability problems regarding uninterpretable features not available in the first language (L1). Our preliminary results suggest that, as shown in previous works on L1 EP and L2 EP, the conditions which determine proclisis seem to be more difficult to acquire than those for enclisis and the different contexts of proclisis seem to develop gradually, following a similar path to that previously described for L1 EP.

Examining individual variation in learner production data: A few programmatic pointers for corpus-based analyses using the example of adverbial clause ordering

2020 ◽  
pp. 1-21
Author(s):  
Stefan Th. Gries ◽  
Stefanie Wulff
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Main Clause ◽  
Subordinate Clause ◽  
Production Data ◽  
Subordinate Clauses ◽  
Chinese Learners ◽  
Adverbial Clauses ◽  
Adverbial Clause ◽  
Temporal Adverbial

ABSTRACT This study examines the variable positioning of a finite adverbial subordinate clause and its main clause with the subordinate clause either preceding or following the main clause in native versus nonnative English. Specifically, we contrast causal, concessive, conditional, and temporal adverbial clauses produced by German and Chinese learners of English with those produced by native speakers. We examined 2,362 attestations from the Chinese and German subsections of the International Corpus of Learner English (Granger, Dagneaux, Meunier, & Paquot, 2009) and from the Louvain Corpus of Native English Essays (Granger, 1998). All instances were annotated for the ordering, the subordinate clause type, the lengths of the main and subordinate clauses, the first language of the speakers, the conjunction used, and the file it originated from (as a proxy for the speaker producing the sentence so as to be able to study individual and lexical variation). The results of a two-step regression modeling protocol suggest that learners behave most nativelike with causal clauses and struggle most with conditional and concessive clauses; in addition, learners make more non-nativelike choices when the main and subordinate clause are of about equal length.

Verstaanbaarheid als interactioneel en contextgebonden fenomeen

2021 ◽  
Vol 26 (2) ◽  
pp. 147-170
Author(s):  
Ellen Simon ◽  
Chloé Lybaert
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Language Education ◽  
Future Research ◽  
Content Type ◽  
Context Sensitive ◽  
Second Language Education ◽  
Communicative Success ◽  
And Migration

Abstract As a result of growing mobility and migration flows, the number of non-native speakers of Dutch in Belgium and the Netherlands have gradually increased over the past decades and so have the number of people enrolled in Dutch as a Second Language education. While there is huge variation in the profiles of these non-native speakers, they almost exclusively have in common that their Dutch sounds, in some way and at some stage, accented. In line with worldwide trends in foreign language teaching, the pronunciation goal in Dutch as a Second Language education has shifted from native-like to intelligible. Indeed, the notion of intelligibility has become prominent in language teaching and assessment. In this paper, we discuss the complexity of this notion and set it off against related terms like ‘comprehensibility’ and ‘foreign accent’. Through a literature review, we argue that intelligibility is an interactional and context-sensitive phenomenon: it is as much a responsibility of the speaker as it is of the listener or conversational partner(s) in general, whose attitudes will have an impact on the intelligibility and thus on the conversational flow and communicative success. After reviewing literature on the intelligibility of Dutch as a Second Language, we end by formulating some promising lines for future research.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

scholarly journals “Life Is Splendid Here in the U.S.”: Intercultural Learning in Contemporary Chinese Students’ Academic Adjustment

2021 ◽  
Author(s):  
Karolina Achirri
Keyword(s):  
Chinese Students ◽  
High Mobility ◽  
Intercultural Learning ◽  
First Semester ◽  
Social Settings ◽  
Chinese Learners ◽  
Intercultural Encounters ◽  
Critical Approaches ◽  
New Type ◽  
The U.S

The increasing numbers of Chinese learners studying at American universities and the high mobility across borders have recently challenged prevailing stereotypes of Asians in education. While studies of Chinese students are abundant, there has been scant research on how intercultural learning unfolds in these students’ adjustment to both academic and social settings. To address this research gap, I center my case study around six of my former students from China and examine their progress at different U.S. institutions. Data from their journals were coded and analyzed qualitatively. In tracing my participants’ first semester trajectory and their strategies to adapt to the new environments, I draw on critical approaches to the established models of ICC (Byram, 1997; Deardorff, 2006; Dervin, 2016). Through investigating my students’ previous exposure to Western education and its role in their adjustment, their intercultural encounters in the U.S., and the learning that emerges from such encounters, this project offers insights into how previous linguistic and educational experiences can be mobilized and optimized to enhance intercultural learning and what frictions can occur in the process of adaptation. I also delineate characteristics of a new type of students from China, namely individuals who move fluidly between cultures in hybridized ways. I conclude by providing pedagogical implications for language educators who work with multicultural learners.

scholarly journals SLIPS OF THE TONGUE IN INDONESIAN DAILY CONVERSATION: A PSYCHOLINGUISTIC VIEW

2021 ◽  
Vol 4 (2) ◽  
pp. 127-132
Author(s):  
Merry Lapasau ◽  
Sulis Setiawati
Keyword(s):  
Native Speakers ◽  
Language Teaching ◽  
Language Teachers ◽  
Speech Errors ◽  
Speech Error ◽  
Teaching Language ◽  
Descriptive Approach ◽  
Slips Of The Tongue

Abstract: This research aims at analyzing speech errors, also known as slips of the tongue madeby adult Indonesians as native speakers. Those errors were analyzed regarding types andbackground of the occurence with Meringer’s theory of slips of the tongue as the framework ofthe research. This research is mainly qualitative with a descriptive approach within thepsycholinguistics view. The results show that slips of the tongue occurred by adult Indonesian asnative speakers were: 1. Exchange, 2. Anticipation, 3. Postposition, 4. Contamination, and 5.Substitution. Researchs about slips of the tongue can provide input to the language process whichis very important for language teaching. Language teachers can interact better with students if theproblems as the sources of the students' errors are identified. Above all, by comprehending varioustypes of speech errors we can increase our understanding of the acquisition, production, andperception of our language thoroughly.Key Words: speech error; slips of the tongue; psycholinguistics

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

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