Diagnosing reading problems for low-level Chinese as second language learners

Focus prosody by Korean learners of English

Linguistic Approaches to Bilingualism ◽

10.1075/lab.20031.liu ◽

2021 ◽

Author(s):

Jun Liu ◽

Yong-cheol Lee

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learners ◽

Second Language Learners ◽

Native Speakers ◽

Identification Rate ◽

Low Level ◽

Digit String ◽

Korean Learners ◽

Korean Learners Of English

Abstract This study examined whether Korean learners of English attained native-like performance in English focus prosody by conducting production and perception experiments using digit strings. Language learners were classified into advanced-, intermediate-, and low-level groups according to their proficiency and compared with native speakers. Native speakers’ focus prosody was clearly prominent in the focus positions, and their post-focus positions were considerably compressed. Their focused digits were easy to detect, resulting in a 97% identification rate. Although advanced-level speakers produced acoustic cues quite similar to those of native speakers, their post-focus production did not resemble that of native speakers. Their identification rate was 81%, 16% lower than that of native speakers. Neither intermediate- nor low-level speakers’ focus-cueing changes were distinguished whatsoever in the focus and post-focus positions. Their identification rates were just over 10%, similar to the level of chance in a 10-digit string, implying that their focus productions were not sufficiently salient to be recognized in the experiment. The results suggest that second language acquisition is hindered by a negative transfer between English and Korean. The acquisition of second language focus prosody proceeds slowly; second language learners approach native-like proficiency once they become advanced.

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Second language learners’ reflections on the effectiveness of dictogloss: A multi-sectional, multi-level analysis

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2014.4.1.3 ◽

2014 ◽

Vol 4 (1) ◽

pp. 33-50 ◽

Cited By ~ 4

Author(s):

Muriel Gallego

Keyword(s):

Second Language ◽

Language Learners ◽

Second Language Learners ◽

L2 Acquisition ◽

Focus On Form ◽

Low Level ◽

Proficiency Level ◽

Multi Level ◽

Level Analysis

Despite the extensive research conducted regarding Focus on Form instruction, no conclusive results have been provided concerning (a) the issue of which techniques contribute most effectively to L2 acquisition, and b) at which level of proficiency those techniques should be implemented for best results. Dictogloss, one of these techniques, has been proven to be effective (Fortune, 2005; Kowal & Swain, 1994; Malmqvist, 2005; Nabei, 1996; Swain, 1998). While previous studies evaluating dictogloss explored feedback opportunities and the amount and type of language related episodes produced, fewer studies have reported on the effectiveness and its applicability according to proficiency level (Fortune, 2005; García Mayo, 2002) and none have explored learners’ conceptions about the task. Therefore, this study seeks to determine which proficiency level might be most appropriate for the implementation of dictogloss and to gather learners’ opinions regarding its usefulness and effectiveness. A total of 497 participants enrolled in novice-mid (N = 275) and advanced-low (N = 222) levels took part in the study. All participants engaged in two dictogloss tasks and completed a survey afterwards. Overall, results indicate that dictogloss was better received by advanced-low level students and that most students found it both useful and effective for learning.

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