Effects of providing explicit negative evidence on students’ perception of ungrammatical sentences using –le

2017 ◽  
Vol 52 (3) ◽  
pp. 232-254
Author(s):  
Yan Li ◽  
Lei Yan
Keyword(s):  
Negative Transfer ◽  
Native Language ◽  
Negative Evidence ◽  
Advanced Learners ◽  
Grammaticality Judgment ◽  
English Speaking

Abstract This study investigates the effects of the use of explicit negative evidence in teaching on students’ perception of two types of ungrammatical Chinese sentences in which –le should not be used. Two groups of advanced learners of Chinese were pre-tested immediately before receiving instruction that included explicit negative evidence about the use of -le, and post-tested twice: once directly after the completion of the instruction, and again four weeks later, using a grammaticality judgment test. The results of the grammaticality judgment test indicated that including explicit negative evidence in teaching helps advanced English-speaking learners of Chinese identify sentences in which –le is used incorrectly. The implication is that including negative evidence in teaching can reduce errors caused by negative transfer from a student’s native language.

Examining the impact of task demands on morphological variability in native and non-native Spanish*

2014 ◽  
Vol 4 (2) ◽  
pp. 192-221 ◽  
Author(s):  
Beatriz López Prego ◽  
Alison Gabriele
Keyword(s):  
Native Speakers ◽  
Morphological Variability ◽  
Judgment Task ◽  
Task Demands ◽  
Advanced Learners ◽  
Number Agreement ◽  
Grammaticality Judgment ◽  
Perfect Performance ◽  
English Speaking ◽  
The Impact

The study tests representational and computational accounts of morphological variability in English-speaking learners of Spanish by examining performance on gender and number agreement under different task demands. Second language (L2) learners took either a Speeded grammaticality judgment task (GJT) or an Untimed GJT. The tasks targeted agreement violations of two types: errors in the use of ‘default’ morphology and errors involving ‘feature clashes’ (McCarthy, 2008). In addition, three groups of native speakers took the Speeded GJT at three different presentation rates to examine whether native speakers under a processing burden perform similarly to learners. Natives in the fastest speed performed better with feature clash errors for both gender and number. Learners showed the same pattern for number, but performed better with default errors in gender, suggesting different effects of processing demands for properties unique to the L2. On the Untimed GJT, a subset of advanced learners showed perfect performance with both gender and number.

scholarly journals From a simple to a complex aspectual system: Feature reassembly in L2 acquisition of Chinese imperfective markers by English speakers

2020 ◽  
pp. 026765832091143
Author(s):  
Yanyu Guo
Keyword(s):  
Judgment Task ◽  
Matching Task ◽  
Semantic Features ◽  
L2 Acquisition ◽  
Advanced Learners ◽  
Imperfective Aspect ◽  
Grammaticality Judgment ◽  
Feature Reassembly ◽  
L1 Influence ◽  
English Speaking

This article reports on an empirical study on the acquisition of Chinese imperfective markers ( zai, - zheP and - zheR) by English-speaking learners at three proficiency levels. Compared to English, Chinese has a richer imperfective aspect in terms of markers (forms) and features (meanings). Results are presented from a grammaticality judgment task, a sentence–picture matching task and a sentence completeness judgment task. We find that advanced learners are successful in reassembling additional semantic features (e.g. the [+durative] feature of zai and the [+atelic] feature of -zheP) when the first language (L1) and second language (L2) functional categories to which the to-be-added features belong are the same. However, advanced learners have problems in differentiating between the interpretations of the progressive zai and the resultant-stative - zheR, and are not sensitive to the incompleteness effect of - zheP, which indicates that discarding L1-transferred features is arduous for learners. Our findings, in general, support the predictions of the Feature Reassembly Hypothesis (Lardiere, 2009). In addition, there is some evidence obtained for L1 influence, which persists at an advanced stage.

L2 ACQUISITION AND OBLIGATORY HEAD MOVEMENT

1998 ◽  
Vol 20 (3) ◽  
pp. 311-348 ◽  
Author(s):  
Maria-Luise Beck
Keyword(s):  
Second Language ◽  
Response Latency ◽  
Head Movement ◽  
Native Language ◽  
L2 Acquisition ◽  
Advanced Learners ◽  
Developmental Context ◽  
Theoretical Predictions ◽  
Gradual Development ◽  
English Speaking

This paper presents results of a response-latency (RL) experiment with English-speaking learners of German that investigated to what extent—if any—two different groups of second language (L2) learners permit raising of the thematic verb. The framework under which the study was conducted involves varying theoretical predictions derived from the native-language (NL) transfer view of Schwartz and Sprouse (1994, 1996), the gradual-development view of Vainikka and Young-Scholten (1994, 1996), the underspecification view of Eubank (1993/1994), and a local-impairment view that presents a more parsimonious solution to the L2 developmental problem than standard “no access” views. The L2 results reported here show that learners respond in different ways to stimulus sentences with raised and unraised verbs depending on the subjects' level of development. Surprisingly, it is the less advanced learners who exhibit an RL preference for apparently raised-verb experimental stimuli; the more advanced learners do not differentiate between raised-verb and unraised-verb stimuli. Analysis of these findings reveals that the less advanced group may only project VPs, consistent with the gradual-development view of Vainikka and Young-Scholten. Crucially, however, the Local Impairment Hypothesis is the only view that is consistent with the results from the more advanced learners, especially when they are seen in developmental context.

Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough?

2020 ◽  
Vol 16 (1) ◽  
pp. 33-65
Author(s):  
Karen Glaser
Keyword(s):  
Language Learners ◽  
Teacher Candidates ◽  
Target Language ◽  
False Alarms ◽  
Language Teacher Education ◽  
Advanced Learners ◽  
Efl Teacher ◽  
Pragmatic Awareness ◽  
English Speaking ◽  
Research Gap

AbstractThe assessment of pragmatic skills in a foreign or second language (L2) is usually investigated with regard to language learners, but rarely with regard to non-native language instructors, who are simultaneously teachers and (advanced) learners of the L2. With regard to English as the target language, this is a true research gap, as nonnative English-speaking teachers (non-NESTs) constitute the majority of English teachers world-wide (Kamhi-Stein 2016). Addressing this research gap, this paper presents a modified replication of Bardovi-Harlig and Dörnyei’s (1998) renowned study on grammatical vs. pragmatic awareness, carried out with non-NEST candidates. While the original study asked the participants for a global indication of (in)appropriateness/ (in)correctness and to rate its severity, the participants in the present study were asked to identify the nature of the violation and to suggest a repair. Inspired by Pfingsthorn and Flöck (2017), the data was analyzed by means of Signal Detection Theory with regard to Hits, Misses, False Alarms and Correct Rejections to gain more detailed insights into the participants’ metalinguistic perceptions. In addition, the study investigated the rate of successful repairs, showing that correct problem identification cannot necessarily be equated with adequate repair abilities. Implications for research, language teaching and language teacher education are derived.

The acquisition of requests by second language learners of Spanish

2005 ◽  
Vol 2 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Derrin Pinto
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Advanced Learners ◽  
English Speaking ◽  
Request Strategies ◽  
Using Data ◽  
L1 And L2

This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, but still rely largely on L1 request behavior. Learners at all levels display more difficulties in areas in which there is cross-linguistic variation between the L1 and L2.

Naturalistic and Elicited Data in Grammatical Studies of Codeswitching

2010 ◽  
Vol 3 (2) ◽  
Author(s):  
Jeff MacSwan ◽  
Kara T. McAlister
Keyword(s):  
Negative Evidence ◽  
Grammaticality Judgment ◽  
Performance Error ◽  
Judgment Data

AbstractThe authors discuss the merits of naturalistic and elicited data in the study of grammatical aspects of codeswitching. Three limitations of naturalistic data are discussed, including the problems of negative evidence, induction, and unidentified performance error. The authors recommend the use of language surveys as a tool for overcoming limitations of elicited grammaticality judgment data.

scholarly journals THE USE OF BIMANESE VOWEL IN ENGLISH SPEAKING

2018 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Muhayyah Muhayyah
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Word Order ◽  
Negative Transfer ◽  
Positive Transfer ◽  
Research Subject ◽  
Qualitative Descriptive ◽  
English Speaking

This research was aimed at finding how Bimanese vowels interfere Bimanese students in speaking English. The techniques of collecting data were observation and video. The data was collected during the research subject did the presentation in the class. The data analysis used qualitative descriptive. Based on the finding, it’s found there were positive and negative transfers. In positive transfer the Bimanese vowels had similar sound in English so the students from Bima were easy to pronounce the words for example, in vowel /a/ in a word argument, associate, after, discuss, /i/ in a word this, into, is, mean, /u/ in a word opportunity, role, argument, /e/ in a word recognize, based, object, /o/ in a word order, of, associate. In negative transfer because of Bimanese have a strong accent, stress and intonation so in some words like /a/, /i/, /u/, /e/ and /o/ when they speak some words in English they keep making a mistake for example the word  “recognize” (rɛkɔgnɑīz) was pronounce “rɛkɔgnɑīsɛd” by a Bimanese student, the word “procedure” (prәʃīdɛr) was pronounce “prɔʃɛdɛrʊl” by Bimanese student, the word “different” (dīfrәnt) was pronounce “difɛrɛn” by Bimanese student, and the word “family” (fӕmәlī) was pronounce “fɛmili” by Bimanese student. The Bimanese vowel could give interference to the Bimanese students during learning process because they still familiar with their language so in some words they keep make a mistake.

Constructing a Globalized E-Commerce Site

2011 ◽  
pp. 464-470
Author(s):  
Tom S. Chan
Keyword(s):  
Web Site ◽  
Native Language ◽  
English Speakers ◽  
The World ◽  
English Speaking ◽  
Good Visibility ◽  
Global Reach

Traditional boundaries and marketplace definitions are fast becoming irrelevant due to globalization. According to recent statistics, there are approximately 208 million English speakers and 608 million non-English speakers online, and 64.2% of Web users speak a native language other than English (Global Reach, 2004). The world outside of English-speaking countries is obviously coming online fast. As with activities such as TV, radio and print, people surf in their own language. A single-language Web site simply could not provide good visibility and accessibility in this age of globalize Internet. In this article, we will focus on the approaches in the construction of an effective globalized e-commerce Web site.

scholarly journals Teaching Commercial Lawyers Language Aspects of Drafting Contracts in English

2017 ◽  
Vol 49 (1) ◽  
pp. 175-193
Author(s):  
Lada V. Stupnikova
Keyword(s):  
Teaching Methods ◽  
Native Language ◽  
Common Law ◽  
English Speaking ◽  
Basic Contract

Abstract The article focuses on methods of teaching commercial lawyers, whose native language is not English, some linguistic aspects of drafting a contract in English. The author, whose principal occupation is teaching legal English, has created a Course on Language Aspects of English Contract for in-service lawyers. The course is aimed at teaching learners to understand and interpret English contracts written in traditional legal English (legalese) and help them develop some drafting and redrafting techniques taking into account the modern tendency growing in English speaking common law countries towards simplifying traditional legal English. A number of contracts written in different styles have been analysed, basic contract categories each characterised by certain operative words and phrases, have been established and terminology glossary have been compiled. The purpose of this paper is to present the course’s syllabi, outline and teaching methods.

scholarly journals Compreensibilidade e percepções de brasileiros sobre o estudo da pronúncia do inglês

2020 ◽  
Vol 73 (1) ◽  
pp. 363-390
Author(s):  
Melissa Bettoni ◽  
Priscilla Rizzi
Keyword(s):  
Native Language ◽  
World Englishes ◽  
English Speakers ◽  
Specific Knowledge ◽  
Advanced Level ◽  
Audio Recordings ◽  
English Speaking ◽  
Positive Correlations

The present study aimed at investigating students’ perceptions about the study of pronunciation and the comprehensibility of their speech. Twenty-four English-speaking Brazilians at the advanced level or higher had audio recordings of their sentences judged by four English speakers from different nationalities representing the three circles in Kachru’s World Englishes Model (1985). Comprehensibility, accentedness, number of mispronunciations at the segmental level (such as palatalization, voicing, devoicing, epenthesis), native language of the judge, and perceptions about the study of pronunciation were tabulated and compared quantitatively and qualitatively. Results indicated positive correlations among better compreensibility, less accentedness and fewer mispronunciations at the segmental level; and, between comprehensibility and the desire for specific knowledge regarding pronunciation.

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