scholarly journals Completing the English Vocabulary Profile: C1 and C2 vocabulary

2012 ◽  
Vol 3 ◽  
Author(s):  
Annette Capel
Keyword(s):  
Language Learning ◽  
Language Use ◽  
First Language ◽  
Substantial Part ◽  
Academic English ◽  
Learner Corpus ◽  
Validation Phase ◽  
Extensive Information ◽  
The Common ◽  
Polysemous Words

AbstractThe English Vocabulary Profile is an online vocabulary resource for teachers, teacher trainers, exam setters, materials writers and syllabus designers. It offers extensive information about the Common European Framework of Reference (CEFR) levels of words, phrases, phrasal verbs and idioms, and currently includes just under 7,000 headwords. This article reports on the trialling and validation phase of the A1−B2 levels of the resource, as well as outlining the research and completion of the C1 and C2 levels. The project has followed a ‘can-do’ rationale, focusing on what learners actually know rather than prescribing what they should know, and is underpinned by up-to-date corpus evidence, including the 50-million word Cambridge Learner Corpus and the 1.2-billion word Cambridge English Corpus of first language use. At C1 and C2 levels, the English Vocabulary Profile describes both General and Academic English, and the additional sources used to research this area of language learning are described in the article. Polysemous words are treated in depth and the project has sought to determine which meanings of these important words appear to be acquired first; new, less frequent meanings often continue to be learned across all six CEFR levels. Phrases form another substantial part of the resource and this aspect has been guided by expert research (see Martínez 2011).

Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices

2018 ◽  
Vol 9 (2-3) ◽  
pp. 333-364 ◽  
Author(s):  
Anne Pitkänen-Huhta ◽  
Anastasia Rothoni
Keyword(s):  
Young People ◽  
Language Learning ◽  
Literacy Practices ◽  
Meaning Making ◽  
First Language ◽  
Visual Methods ◽  
Language And Literacy ◽  
Personal Meanings ◽  
The Everyday ◽  
The Common

AbstractThis paper uses visual methods to explore how teenagers in two different European countries (Finland and Greece) personally relate to their first language and to English, which is widely used in the everyday lives of young people in both countries. Our data comprise sets of self-made visualizations in which 14- to 16-year-old teenagers depict their personal relationship to their first language (Finnish/Greek) and to English. Theoretically and methodologically, we subscribe to socio-culturally oriented research on (foreign language) literacy and language learning and recent studies on multilingualism. Overall, by offering a detailed account of the variety of representation forms and meaning-making symbols employed by our participants in their visual products, our analysis in this paper highlights the common but also diverse perceptions, values and attitudes that young people from two different European contexts bring to their practices and their encounters with English and other languages in their lives. By revealing the personal meanings and values attached by teenagers to English, our analysis also provides indirect insights into the multiple ways English is locally encountered, appropriated and drawn upon by young people in two different countries to serve their own purposes.

scholarly journals Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Desi Surayatika
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Use ◽  
First Language ◽  
Language Instruction ◽  
Target Language ◽  
English Language Learning ◽  
Classroom Language ◽  
Students First ◽  
English Classroom

<p class="SammaryHeader" align="center"><strong>ABSTRACT</strong></p><p><em>Students’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( </em><em>L1 </em><em>) is combined with the target language ( </em><em>L2 </em><em>) being studied to be a language instruction used by the teacher to conduct an English classroom.  The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( </em><em>EFL </em><em>)</em>.</p><p><strong><em>Keyword </em></strong><strong><em>: </em></strong><em>Bilingual, Students’ Perception, language use, EFL classroom</em></p><p align="center"><strong>ABSTRAK</strong></p><p><em>Persepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( </em><em>L1 </em><em>) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif  terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( </em><em>EFL </em><em>).</em></p><strong><em>Kata kunci : </em></strong><em>Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL</em>

scholarly journals On the Significance of Students’ Appraisals of Their Language Learning Experiences at University: A Phenomenological Approach

2020 ◽  
Vol 10 (6) ◽  
pp. 225
Author(s):  
Amir Kaviani
Keyword(s):  
Language Learning ◽  
First Language ◽  
Learning Experiences ◽  
Phenomenological Approach ◽  
Academic English ◽  
Professional Goals ◽  
Pedagogical Implication ◽  
Self Compatibility ◽  
Almost All ◽  
Academic Programme

This study focusses on students’ appraisals of their language learning experiences at university. Forty students in the third and final academic English course at a university in the UAE participated in the study. The participants completed a written survey which was developed based on Scherer’s (1987, 2001, 2011, 2013) framework of appraisals, i.e. pleasantness, novelty, goal-conduciveness, coping potential and self-compatibility checks. The analysis of the qualitative data indicates that almost all of the participants evaluate their language learning experiences positively and consider the programme to be of great value in enabling them to achieve their academic and professional goals. On the other hand, some participants do not see much novelty in terms of the materials presented to them and believe this reduces the level of challenge and motivation for them. Almost all of the participants feel strongly about the use of their first language, i.e. Arabic and the fact that learning English should not affect their use of the first language negatively. One important pedagogical implication of the study is that students’ positive appraisals of the course are largely attributed to the teacher’s method of teaching. Another important pedagogical implication of the study is that correct placement of the students in an academic programme can create the proper level of challenge and hence motivation for the students.

scholarly journals Second Language Interference towards First Language Use of Japanese Learners

2019 ◽  
Vol 4 (1) ◽  
pp. 159
Author(s):  
Zulfadli Abdul Aziz ◽  
Bukhari Daud ◽  
Syafira Yunidar
Keyword(s):  
Second Language ◽  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
First Language ◽  
Foreign Language Learning ◽  
Japanese Language ◽  
Language Effects ◽  
Japanese Learners

There have been many studies on first language interference towards learners’ second or foreign language learning, but not many on the otherwise. This study investigates the effects of learning Japanese as a foreign language towards learners’ first language use, Indonesian. The data for this qualitative study were obtained from five Japanese learners who had different backgrounds of Japanese learning. Observation and interview were used as the research instruments to collect the data in this study. The results were found that the learners showed foreign language effects; grammatical aspects and borrowing. In short, learning a foreign language (FL) influences learners’ first language (L1), which means that learning Japanese language had affected the learners’ first language, Indonesian. It can be concluded that learning a second or foreign language may interfere a learner’s first language.

Usage-Based Approaches to Language and Their Applications to Second Language Learning

2010 ◽  
Vol 30 ◽  
pp. 270-291 ◽  
Author(s):  
Andrea Tyler
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Cognitive Linguistics ◽  
Language Use ◽  
Systemic Functional Linguistics ◽  
Extensive Reading ◽  
Making Meaning ◽  
The Past ◽  
The Common

Over the past 20 years, many in the field of second language learning and pedagogy have become familiar with models of language that emphasize its communicative nature. These models are often referred to as usage-based because they emphasize the notion that actual language use is a primary shaper of linguistic form. Supporters of these models also argue that making meaning, that is, the use to which language is put, is central to how language is configured. Usage-based models share several other underlying assumptions as well. While these usage models have a number of ideas in common, several distinct approaches have emerged. They often use similar terms, such as cognition and metaphor, but the precise interpretations can vary from model to model. The overall result is that without extensive reading, it is not always clear just how these models differ and what unique insights each offer. This article attempts to address this situation by examining three major usage-based models—systemic functional linguistics, discourse functionalism, and cognitive linguistics. First, the common, underlying tenets shared by the three models are discussed. Second, an overview of the unique tenets and concerns of each approach is presented in order to distinguish key differences among them. Within the discussion of each approach, I also discuss various attempts to apply the model to issues in second language learning.

scholarly journals Technology and language learning

2020 ◽  
Vol 13 (3) ◽  
pp. 103-120
Author(s):  
Huzairin Huzairin ◽  
Gede Eka Putrawan ◽  
Bambang Riadi
Keyword(s):  
Language Learning ◽  
Language Use ◽  
First Language ◽  
Future Research ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
The Mean ◽  
Online Activities ◽  
The Difference ◽  
The Relationship

A considerable number of studies on mobile-assisted language learning have been conducted, but less attention has been paid to online informal learning of English as a Foreign Language (EFL) performed using smartphones among undergraduate EFL learners in Indonesia. Thus, this study was specifically aimed at investigating EFL learners’ most frequently-performed EFL learning activities through smartphones, the predominant online language use, and the relationship between EFL learners’ predominant online language use and their perceived EFL proficiency. The study adopted a quantitative approach. The findings reveal that the participants still more frequently access content and information from their smartphones for receptive rather than interactive/productive online activities. Indonesian, which is the participants’ first language, is still predominantly used for their online activities. The mean score of the perceived EFL proficiency of those who frequently perform online activities in English is statistically and significantly higher than those performing online activities in Indonesian. Overall, the mean score of the perceived EFL proficiency of those performing online activities in English is higher than those in Indonesian, although the difference is not statistically significant. Finally, the study’s implications with suggestions for future research are discussed.

scholarly journals Bilingualism reveals fundamental variation in language processing

2018 ◽  
Vol 22 (1) ◽  
pp. 200-207 ◽  
Author(s):  
MELINDA FRICKE ◽  
MEGAN ZIRNSTEIN ◽  
CHRISTIAN NAVARRO-TORRES ◽  
JUDITH F. KROLL
Keyword(s):  
Language Learning ◽  
Language Processing ◽  
Language Use ◽  
Common Basis ◽  
The Common ◽  
Language And Cognition ◽  
Cognitive Consequences ◽  
Special Case

Although variation in the ways individuals process language has long been a topic of interest and discussion in the psycholinguistic literature, only recently have studies of bilingualism and its cognitive consequences begun to reveal the fundamental dynamics between language and cognition. We argue that the active use of two languages provides a lens through which the interactions between language use, language processing, and the contexts in which these take place can be fully understood. Far from bilingualism being considered a special case, it may provide the common basis upon which the principles of language learning and use can be modeled.

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