The Relationship of Reading Attitudes Between L1 And L2: An Investigation of Adult EFL Learners in Japan

2007 ◽  
Vol 41 (1) ◽  
pp. 81-105 ◽  
Author(s):  
JUNKO YAMASHITA
Keyword(s):  
Reading Attitudes ◽  
Efl Learners ◽  
L1 And L2 ◽  
Relationship Of ◽  
The Relationship

scholarly journals Exploring the Transfer Relationship of Summarizing Skills in L1 and L2

2018 ◽  
Vol 11 (10) ◽  
pp. 75
Author(s):  
Makiko Kato
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Future Research ◽  
Efl Learners ◽  
Knowledge And Skills ◽  
Summary Writing ◽  
Japanese University ◽  
L1 And L2 ◽  
Relationship Of ◽  
The Relationship

The purpose of the present study is to examine whether the summarizing skills in the first language (L1) of learners of English as a Foreign Language (EFL) affect their summary performances in a second language (L2). To examine the transferring of L1 summarizing skills to L2 summary performance it is necessary to figure out which L1 knowledge and skills EFL learners already possess. A total of 47 Japanese university students with low intermediate English proficiency were asked to write a summary in their L2 (i.e., English) and L1 (i.e., Japanese) of a text written in each of the same languages after they received a quick lecture on how to write a summary. The relationship between their L1 and L2 summarizing skills was examined by using the scores from their L1 and L2 summary performances. The results showed that a small variance of L1 summarizing skill affected the overall summary performances in L2, which supports the Cummins’s (1976) Linguistics Threshold Hypothesis. This study concludes by offering several suggestions for teachers of summary writing, and implications for future research.

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.

The Comparative Study of First and Second Language Development

1990 ◽  
Vol 12 (2) ◽  
pp. 135-153 ◽  
Author(s):  
Harald Clahsen
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
First Language ◽  
L2 Acquisition ◽  
Second Language Development ◽  
L2 Development ◽  
The Comparative Study ◽  
L1 And L2 ◽  
Relationship Of ◽  
The Relationship

This article discusses the relationship of first language (L1) and second language (L2) acquisition. First, different approaches to comparing L1 and L2 development are summarized. Then, I argue for a particular version of the fundamental difference hypothesis. Finally, I illustrate the hypothesis with some evidence from the acquisition of German syntax. It is claimed that the Universal Grammar (UG) approach provides a theoretical framework to explain differences between L1 and (adult) L2 development. In particular I argue that the observed L1/L2 differences can be accounted for by assuming that adult L2 learners cannot use principles of UG as a learning device in the same way as L1 learners use them.

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 Taiwanese EFL learners’ English proficiency, intercultural competence, and willingness to communicate

2021 ◽  
Vol 11 (2) ◽  
pp. 227-249
Author(s):  
Cathleen Wijaya Miauw ◽  
Yi-Huey Guo
Keyword(s):  
Intercultural Competence ◽  
Quantitative Research ◽  
English Proficiency ◽  
Communication Apprehension ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Efl Learners ◽  
Relationship Of ◽  
Different Cultures ◽  
The Relationship

Although issues on intercultural competence and willingness to communicate have been largely studied, most studies focused on learners’ personality traits, motivation, or communication apprehension as affected factors. The significant relationship between intercultural competence, willingness to communicate, and learners’ English proficiency was less addressed. This study hereby examined the relationship of these three. It drew on quantitative research by employing a questionnaire to 409 Taiwanese college freshmen studying at one Taiwanese university (216 high- & 193 low-English-proficiency). A printed questionnaire of fifty-two items with the use of the five-point Likert-scale was adopted. The result showed significant differences between high- and low-proficiency students’ intercultural competence and willingness to communicate. Students of high English proficiency showed more intercultural competence and willingness to communicate. They demonstrated sophistication in operating their skills of intercultural competence and were more confident in communicating with people of different cultures in English. This study also found that learners’ growth of intercultural competence and willingness to communicate were interconnected per se; this interconnectedness was evident on both high- and low-proficiency groups. This study adds new threads to relevant studies and suggests that language teachers seek ways to enhance their students’ intercultural competence and willingness to communicate.

The relationship of the scleractinian corals to the rugose corals

Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver
Keyword(s):  
Critical Points ◽  
Scleractinian Corals ◽  
Convincing Evidence ◽  
Early Triassic ◽  
Rugose Corals ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Biologic Factors

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.

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