scholarly journals Language Proficiency and Knowledge in Adjective-Noun Collocations: A Case Study of Vietnamese Learners of English

2022 ◽  
Vol 13 (1) ◽  
pp. 172-181
Author(s):  
Thai Bao Ngoc Pham
Keyword(s):  
Second Language Acquisition ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Advanced Level ◽  
Efl Learners ◽  
English Classrooms ◽  
Close Relationship ◽  
The Difference ◽  
The Relationship

Collocational development is of great significance to second language acquisition. Among different types of collocations, adjective-noun collocations are notoriously difficult to EFL learners, but there has been limited research, especially in Vietnam, on this type of collocations in the field of teaching and learning English. To address this issue, the current study, employing the quantitative approach, investigates Vietnamese university students’ receptive and productive knowledge of adjective-noun collocations and the relationship between their language proficiency and their collocational knowledge. Results reveal that the difference between the students’ receptive and productive knowledge was more significant when they reached higher levels of English, and even those at an advanced level had great difficulties in identifying erroneous collocations and using them correctly. The number of collocational errors appeared to increase with rising proficiency. Results also indicate a close relationship between language ability and collocational knowledge, thereby emphasizing the importance of teaching collocations explicitly in English classrooms.

scholarly journals Extensive Reading for University EFL Learners: Its Effects and Both Teachers' and Learners' Views

2019 ◽  
Vol 10 (4) ◽  
pp. 692
Author(s):  
Chaochang Wang ◽  
Chu-Tai Ho
Keyword(s):  
Second Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Extensive Reading ◽  
Language Competence ◽  
Efl Learners ◽  
Teachers And Students ◽  
Relationship Of ◽  
Writing Competence ◽  
The Relationship

The effect of reading on general communicative competence remains a focus of second language acquisition research. Extensive reading, in particular, provides rich input and helps learners acquire languages. Research has provided findings that support the value of extensive reading (ER); however, there is scant evidence to date showing the relationship of extensive reading to overall competence and, particularly, writing competence. The present study investigated the relationship of ER to overall English language competence as well as teachers’ and students’ views about its implementation. The participants were 190 Taiwanese university freshmen and their three English instructors. The data includes scores on pre- and post-tests measuring students’ listening, reading, and writing as well as questionnaire responses and interview accounts. The findings of the study indicate that the effectiveness of ER for the student participants is partially supported and, hence, have implications for English teaching and learning in EFL contexts.

scholarly journals A CLEC-based Study on the Spatial Metaphor of HIGH Collocations

2019 ◽  
Vol 10 (6) ◽  
pp. 1237
Author(s):  
Huiying Zhang ◽  
Weijie Zhou
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Conceptual System ◽  
Efl Learners ◽  
Spatial Metaphor ◽  
Quantitative Studies ◽  
Relationship Of ◽  
The Relationship

Metaphor is conceived as understanding and experiencing one kind of thing in terms of another. Metaphor is pervasive not just in language, but also in our thoughts and actions. The conceptual system is metaphoric in nature. Previous studies on metaphor are done through linguistic researchers’ intuitive analysis. Few quantitative studies have been done to metaphor from corpus and the perspective of learners in second or foreign language learning. This paper, based on CLEC corpus, attempts to explore the relationship between spatial metaphor and second language acquisition and learning. Using ‘HIGH’ as a spatial measurement adjective, the paper hopes to understand different types of metaphorical collocations of HIGH in CLEC—a Chinese EFL learners' corpus, and to indicate the relationship of metaphor output ability with learners’ language proficiency. The studies have demonstrated eight types of HIGH collocations from Chinese EFL learners and the metaphor output ability is directly related to the learners’ language proficiency.

scholarly journals On the effect of Language Proficiency on Learners’ Autonomy and Motivation

2015 ◽  
Vol 3 (2) ◽  
pp. 263-270
Author(s):  
Abbas Ali Zarei ◽  
Nasrin Zarei
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Influential Factor ◽  
Clear Understanding ◽  
Non Profit ◽  
Efl Learners ◽  
Proficiency Level ◽  
English Major ◽  
The Relationship

The present study aimed at investigating the effect of Iranian EFL learners’ proficiency level on their motivation and autonomy.  To this end, 141 English major participants, both male and female, at Imam Khomeini International University and Kar non-profit university in Qazvin, Iran were asked to fill in two questionnaires on motivation and learner autonomy. Attitude/Motivation Test Battery (AMTB) and an autonomy questionnaire developed by Zhang and Li (2004) were used to assess these variables. Also, the participants’ proficiency level was checked using their scores on the Michigan Test of English Language Proficiency (MTELP). The collected data were analyzed using the Kruskal-Wallis procedure, and the findings revealed that the students’ language proficiency did not influence their motivation and autonomy. In other words, language proficiency was not an influential factor in students’ motivation and autonomy. The results of the present study may be helpful for teachers, learners and syllabus designers. A clear understanding of the nature of the relationship between language proficiency and traits like motivation and autonomy can help those involved in language teaching and learning to make more informed decisions about the steps to take to improve the above-mentioned traits.

A Study Focusing on Applying Task-Based Language Teaching (TBLT) Methods into English Vocabulary Teaching for EFL Learners

2021 ◽  
Vol 08 (01) ◽  
Author(s):  
Yilin Huang ◽  
◽  
Sohani Gandhioke ◽  
Keyword(s):  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Task ◽  
Online Questionnaire ◽  
Efl Learners ◽  
English Classes ◽  
English Class ◽  
English Major ◽  
Research Findings

To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.

scholarly journals Pronunciation Of The English Voiceless Postalveolar Affricate /tʃ/ In Yemeni EFL Learners’ Production

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Najah Ahmad Khamis ◽  
Rohaiza Jupri
Keyword(s):  
English Language ◽  
First Language ◽  
Final Word ◽  
Sound System ◽  
Postgraduate Students ◽  
Efl Learners ◽  
Case Study Design ◽  
The Difference ◽  
Quantitative Case Study

<p>Achieving a near-native speaker’s pronunciation is so essential for EFL learners. However, many factors contribute to the challenges faced by EFL learners, mainly due to the difference in the sound system of English Language and that of their first language. For this reason, Arab learners of English Language may mispronounce some English sounds. This paper analyzed one of the few problematic sounds to the Arab Yemeni EFL learners - the pronunciation of the English voiceless postalveolar affricate /ʧ/. The study which has a quantitative case study design uses four Yemeni EFL postgraduate students as its participants. The participants’ pronunciations of /tʃ/ sound in the initial, middle and final word-positions were analyzed using Praat phonetic software. The findings of the study showed that Yemeni EFL learners have difficulties in producing the /tʃ/ sound, especially in the initial and final positions, and deaffrication of /tʃ/  occurred in the  pronunciation of the four participants. The current study is expected to be of value, particularly for EFL learners, teachers, as well as material writers.</p><p> </p>

scholarly journals Communication Strategies Used by Iranian EFL Learners and English Native Speakers: Gender in Focus

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Layla Hajiesmaeli ◽  
Laya Heidari Darani
Keyword(s):  
Language Proficiency ◽  
Native Speakers ◽  
Communication Strategies ◽  
Numerical Data ◽  
Communication Strategy ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
The Difference

<p>This article was intended to explore the frequency and order of communication strategies used by Iranian male and female EFL earners as well as English native speakers while facing communication breakdowns. Furthermore, it was aimed to investigate the difference between native speakers and non-native speakers of English in their use of communication strategies. In addition, it was probed whether gender had any effects on the use of these strategies among native and non-native speakers. To this end, the data were collected through the communication strategy questionnaire distributed among 30 male and female Iranian intermediate EFL learners and 15 English native speakers. The design of this study was a quantitative one in which the questionnaire and thus numerical data were applied. To analyze the data, Cronbach alpha and independent-samples t-tests were used. The results indicated that non-verbal and social affective strategies were the most frequent strategies used by non-native speakers and native speakers of English, respectively. Furthermore, there was no significant difference between male and female Iranian EFL learners, but a significant difference between male and female English native speakers were seen. It can be concluded that language proficiency can contribute to the type and frequency of communications strategies which are used non-native speakers; likewise, it can play a significant role in gender differences in language use.<em></em></p>

“I Don’t Fit in Here and I Don’t Fit in There:” Understanding the Connections between L1 Attrition and Feelings of Identity in 1.5 Generation Russian Australians

2019 ◽  
Vol 16 (2) ◽  
pp. 238-268 ◽  
Author(s):  
Beatrice Venturin
Keyword(s):  
Language Proficiency ◽  
First Language ◽  
Language And Identity ◽  
Structured Interviews ◽  
1.5 Generation ◽  
L1 Attrition ◽  
Identity Perception ◽  
Study Participants ◽  
The Relationship

The present study analyzes four adult Russian-Australian 1.5ers, heritage bilinguals whose first language is Russian, and who immigrated to Australia or New Zealand during their primary school years. Semi-structured interviews conducted with the case-study participants examined their attitudes toward their Russian, their L1, and English, their L2. The interviews explored the participants’ schooling history, language use, perceived language proficiency, dominance and use, perceived L1 attrition, and feelings about their identity. The aim of the study was to understand the connections between language, particularly L1 attrition, and identity for this cohort of 1.5 generation speakers, as well as factors that may influence their identity perception. The results emerging from the study’s data reconfirm the role played by language in identity construction. At the same time, they suggest that for 1.5ers the relationship between language and identity also needs to be considered in relation to L1 attrition. This factor, in fact, might contribute to identity conflicts and trigger the desire to return to one’s roots.

Comparative Petrological Studies of 1962 and 1988–1989 Eruptions of Tokachidake Volcano, Japan: A Case Study for Understanding the Relationship Between Eruption Style and Magma Processes

2019 ◽  
Vol 14 (5) ◽  
pp. 766-779
Author(s):  
Mitsuhiro Nakagawa ◽  
Akiko Matsumoto ◽  
Kyohei Kobayashi ◽  
Keiji Wada ◽  
◽  
...  
Keyword(s):  
Basaltic Magma ◽  
Magma Ascent ◽  
Eruption Style ◽  
Magma Plumbing System ◽  
Magma Supply ◽  
The Matrix ◽  
Cap Rock ◽  
The Difference ◽  
The Relationship

Repeated magmatic eruptions of Tokachidake volcano have caused severe volcanic disasters on three occasions during the 20th century. To prepare for the next eruptive activity, understanding the structure of the magma plumbing system by using petrological analysis of juvenile materials is crucial. Here, we perform petrological analysis of juvenile materials to investigate the difference between two contrasting eruptions in 1962 and 1988–1989, respectively. All these juvenile materials are composed of mafic andesite, which were formed by mixing of olivine-bearing basaltic and pyroxene andesitic magmas. The compositional zonations of olivine phenocrysts in all of these rocks suggest that the injection of the basaltic magma into the andesitic magma occurred several months prior to the 1962 eruption and about six months before the 1988–1989 eruption. In the case of the 1962 activity, the mixed magma rapidly ascended without stagnation from the magma chamber and erupted as a sub-Plinian type. However, the juvenile materials of the 1988–1989 eruptions show distinct petrological features such as higher crystallinity of the matrix, orthopyroxene reaction rims around the olivine, and overgrowth mantle zones around Ti-magnetite phenocrysts. These features suggest that the mixed magma ascended slowly and possibly stagnated at shallower levels prior to eruption. The stagnated magma became a cap rock of the vent system and caused a series of Vulcanian eruptions. These distinct modes of magma ascent can be explained by differences in the magma supply rate. In the case of the 1962 eruption, the volume of magma that erupted in a period of less than 24 h was 7.1 × 107 m3. On the contrary, 23 explosions occurred over three months of the 1988–1989 activity and generated 1 × 105 m3 of ejecta including juvenile and non-juvenile materials. These large eruption rate differences can be attributed to the distinct ascent rates of the magma between the two eruptive activities.

scholarly journals Role of Self-Efficacy in Learning English as a Second language: A Comparative Study among ESL Learners in Pakistan

2019 ◽  
Vol 12 (1) ◽  
pp. 1163-1167
Author(s):  
Muhammad Saleem Rana ◽  
Muhammad Irfan Rai ◽  
Muhammad Zubair ◽  
Noor Muzammil
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Language Learner ◽  
Statistical Program ◽  
The University ◽  
Esl Learners ◽  
The Relationship

This article looks into the competence of second language acquisition investigating that how a language learner does learn English as a second language effectively by using his own abilities.Many studies have examined the function of Self-Efficacy in academic achievement, though as Pajares (2000) mentioned the relation of language achievement and Self-Efficacy has not been studied well and there has been small research in this regard. This made the researcher to investigate the relationship between Pakpattan ESL learners' language achievements and their Self-Efficacy. It also studies the variations of ESL learners’ Self-Efficacy and their majors. Besides, it explores the differences between ESL learners' majors and their language achievements. Population of this study was 200 ESL learners of The University of Lahore Pakpattan campus but 60 ESL learners from different departments of The University of Lahore Pakpattan campus selected for the sample of present study in order to measure ESL learners' language proficiency. Different types of tests applied for its measurement. A questionnaire was prepared and conducted. Computer statistical program SPSS XXII was used for statistics. Literature were reviewed and the work cited mentioned as well.

scholarly journals Facing Stigma: A Study of Stigma Message Effects about COVID-19 Sufferers on Marked Supporters in Kauman Village Yogyakarta

2021 ◽  
Vol 8 (8) ◽  
pp. 105
Author(s):  
Chairunnisa Widya Priastuty ◽  
Pawito Pawito ◽  
Andre Novie Rahmanto
Keyword(s):  
Interpersonal Relationship ◽  
Case Study Method ◽  
The Public ◽  
Message Effects ◽  
Close Relationship ◽  
Relationship Of ◽  
The Relationship

The stigma about COVID-19 sufferers along with the effects of stigma messages is now increasingly attached to the lives of people, especially those living in the environment around COVID-19 sufferers and or survivors. Not only for sufferers, said stigma today is also attached to marked supporters because of its existence that has a close relationship with sufferers. Stigma arises as a result of the community's complete lack of understanding of COVID-19 itself. The effect is not missed in influencing the communication between individuals and each other. This also happens in Kauman Village Yogyakarta where stigma and its effects are felt by many marked supporters. This is unique because so far the stigma has hit the sufferer more often, but not in this case, the stigma is more about marked supporters. Seeing the phenomenon, the question arises how stigma affects the relationship of marked supporters to the community in Kauman Village Yogyakarta after the message of stigma. This study uses a case study method. The focus of this study is the stigma about COVID-19 sufferers who hit marked supporters and the effect of stigma messages that appear on marked supporters after being hit by stigma messages. The findings suggest that the effect of stigma messages on each individual results in different findings depending on how the acceptance of the stigma message is then able to influence the interpersonal relationship between the marked supporters and the public in general.

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