The acquisition of formulaic language by EFL learners

2014 ◽  
Vol 19 (2) ◽  
pp. 225-251 ◽  
Author(s):  
Agnieszka Leńko-Szymańska
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Classroom Setting ◽  
Formulaic Language ◽  
Lexical Bundles ◽  
Efl Learners ◽  
Early Stages ◽  
Stages Of Learning

Most of the studies on the use of phraseology by second language learners concentrate on advanced L2 users. Researchers attempt to tease out to what extent learners’ phraseology is different from the native one. There are almost no accounts of formulaic language emerging at the early stages of learning, particularly in foreign language settings. The research reported in this paper attempts to bridge this gap. It is exploratory in nature and investigates the emergence and use of lexical bundles by a range of students learning English in the classroom setting. The data analyzed in the study were drawn from the ICCI corpus and are examined with reference to learners’ ages, stages of proficiency, and L1 backgrounds. The probed essays were written by students in grades 6, 9 and 12 with Chinese, German, Hebrew, Japanese, Polish and Spanish as their L1s.

scholarly journals J’ai l’impression que: Lexical Bundles in the Dialogues of Beginner French Textbooks

2019 ◽  
Vol 21 (2) ◽  
pp. 80-101
Author(s):  
Nathan Vandeweerd ◽  
Merel Keijzer
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Significant Proportion ◽  
T Test ◽  
Formulaic Language ◽  
Lexical Bundles ◽  
Textbook Design ◽  
Authentic Language

Formulaic language is notoriously difficult for second language learners of French to master (Edmonds, 2014; Forsberg, 2010). Yet, no study has examined formulaic language in French textbooks despite the fact that in many contexts, textbooks represent a significant proportion of the input that learners receive. The current study addresses this gap. Using a distributional approach (as used in Biber, Conrad, & Cortes, 2004), four-word lexical bundles were extracted from an oral corpus of French. The average number of lexical bundles in oral corpus utterances was compared to the average number of bundles in a corpus of A1-B1 level textbook dialogues. An independent samples t test showed that the average number of lexical bundles per 100,000 words was significantly higher in texts from the oral corpus than the textbook corpus. The average number of stance and referential lexical bundles was also revealed to be higher in the oral corpus. Implications for textbook design are discussed, such as increasing the amount of formulaic language in A2 level textbooks and incorporating more authentic language into textbooks.

scholarly journals The relationship between phonotactic awareness and pronunciation in adult second language learners

2017 ◽  
Vol 17 (1) ◽  
pp. 185-214
Author(s):  
Hanna Kivistö-de Souza
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
English Speakers ◽  
Decision Task ◽  
Efl Learners ◽  
Language Classrooms ◽  
The Relationship ◽  
L1 English ◽  
L2 Pronunciation

Abstract: This study examined to what extent L1 Brazilian Portuguese (BP) EFL learners are aware of L2 phonotactics and whether there would be a relationship between L2 phonotactic awareness and L2 pronunciation accuracy. The language learners were tested regarding their awareness of L2 onset consonant clusters with a lexical decision task presenting nonword stimuli with legal and illegal onset clusters. L2 pronunciation was measured with a Foreign Accent Rating Task. The results showed that L1 BP participants showed a high awareness concerning L2 phonotactics, not differing from L1 English speakers, t(86)=.20, p =.83. Furthermore, high phonotactic awareness was found to be related to higher accuracy in L2 pronunciation (r= -.46, p <.001). The results suggest that phonotactics should be taught in foreign language classrooms since increasing learners’ awareness might be beneficial for the accuracy of their L2 pronunciation.

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

2019 ◽  
pp. 136216881985645 ◽  
Author(s):  
Ping-Jung Lee ◽  
Yeu-Ting Liu ◽  
Wen-Ta Tseng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Transient Nature ◽  
Significant Difference ◽  
L2 Learners ◽  
Comprehension Aids ◽  
The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

scholarly journals ¿Aproximación Natural o Método Cognitivo? La Enseñanza del Español como Segunda Lengua / Natural Approach OR Cognitive Method? The Teaching of Spanish as a Second Language

2018 ◽  
Vol 7 (1) ◽  
pp. 1-12
Author(s):  
Enriqueta Claudia Serrano Romero
Keyword(s):  
United States ◽  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
The United States ◽  
Cognitive Approach ◽  
Natural Approach ◽  
Current Alternative

ABSTRACTIn the United States, typically since the 1970s, among the instructors dedicated to the teaching of a Second Language (L2) there is a great dilemma that may be caused by an apparent pedagogical confusion about the term competence and the teaching of grammatical rules. Cognitive approach has been feasible and current alternative for teaching a second language. However, literature in the field shows that teaching a foreign language is much more complex aspect than a simple choice. Also, it has been perceived that the student's purpose is not only using the language in regular basis of communicating but also in academic and professional settings. Second language learners must distinguish between acquiring a language and learning it.RESUMENEn los Estados Unidos, típicamente desde la década de los 70’s, los instructores que se enfrentan al dilema sobre qué método es más conveniente para la enseñanza de una segunda lenguas. La aparente causa puede ser la confusión pedagógica sobre el término de competencia y la enseñanza de las reglas gramaticales. Los instructores han recurrido al método cognitivo por figurar éste como la alternativa viable e inmediata para tal propósito. Sin embargo, la literatura especializada muestra que el tema sobre los métodos de instrucción de lenguas extranjeras resulta ser un problema más complejo que el de una simple elección, particularmente cuando se percibe que el propósito del estudiante no es sino sólo lograr el manejo de un idioma extranjero para la comunicación en todos los ámbitos y para cuestiones académicas y profesional, lo que involucra distinguir entre adquirir una lengua y aprenderla

I Think We Should…

2019 ◽  
Vol 1 (2) ◽  
pp. 65-80
Author(s):  
Hengbin Yan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Proficiency ◽  
Lexical Bundles ◽  
Second Language Development ◽  
Native Speech ◽  
Functional Distribution ◽  
Areas Of Interest ◽  
Lexical Bundle

High-frequency recurrent word combinations known as lexical bundles are an essential component in the second language development. However, existing research on second language lexical bundle use has focused on writing proficiency, while oral proficiency has not received adequate attention. This study adopts a corpus-driven approach to the investigation of the speech of second language learners, comparing lexical bundle use across proficiency levels in several areas of interest including frequency, functional distribution and bundle fixedness. Results show that low-proficiency students tend to use significantly more context-dependent bundles than high-proficiency students, but do not differ in overall lexical bundle use. The patterning of lexical bundle use in non-native speech exhibits features that are typical in the register of classroom teaching. Additionally, the frequency and functional distributions of non-native speech share many similarities with those of non-native writing. Implications of the author's findings are discussed in relation to previous studies.

Review on Motivation of Second Language Learners in Class

2021 ◽  
Vol 7 (5) ◽  
pp. 4229-4233
Author(s):  
Yi Xia
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Style ◽  
Language Learners ◽  
Classroom Environment ◽  
Second Language Learners ◽  
Teaching Practice ◽  
Motivational Strategies ◽  
The Relationship ◽  
Insight Into

This paper will provide insight into motivation through the lenses of learning style, interaction and feedback. If the relationship between motivation and three factors are well understood, then the learning of second foreign language can be facilitated in the classroom. Motivational strategies also will be presented after each lens. At the end of the paper, it concludes with the limitations of these researches and specific implications such as classroom environment for further teaching practice.

Literal salience in on-line processing of idiomatic expressions by second language learners

2006 ◽  
Vol 22 (2) ◽  
pp. 115-144 ◽  
Author(s):  
Anna Cieślicka
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Lexical Priming ◽  
Stimulus Sentence ◽  
Idiomatic Expressions ◽  
L2 Learners ◽  
Idiomatic Phrase ◽  
On Line

This article addresses the question of how second language (L2) learners understand idiomatic expressions in their second/foreign language and advances the proposition that literal meanings of idiom constituents enjoy processing priority over their figurative interpretations. This suggestion forms the core of the literal-salience resonant model of L2 idiom comprehension, whose major assumptions are outlined in the article. On the literal salience view, understanding L2 idioms entails an obligatory computation of the literal meanings of idiom constituent words, even if these idioms are embedded in a figurative context and if their idiomatic interpretation is well-known to L2 learners. The literal salience assumption was put to the test in a cross-modal lexical priming experiment with advanced Polish learners of English. The experiment showed more priming for visual targets related to literal meanings of idiom constituent words than for targets related figuratively to the metaphoric interpretation of the idiomatic phrase. This effect held true irrespective of whether the stimulus sentence contained a literal or a non-literal idiom.

scholarly journals The influence of content knowledge on NNS-NNS conversations

2008 ◽  
Vol 30 (2) ◽  
pp. 153
Author(s):  
Yuh-Fang Chang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Study Data ◽  
Oral Performance ◽  
Foreign Language Acquisition ◽  
Underlying Causes ◽  
The Relationship

In the field of second and foreign language acquisition, a second-language learner’s language (i.e. interlanguage), like the language of native speakers, varies. What is not clear, however, are the underlying causes of this variation. Causes of interlanguage variation such as linguistic contexts, tasks, and interlocutors have been researched. However, there are other important factors in interlanguage variation that are under-researched. Topic of discourse is one such under-researched factor. The purpose of this study was to examine the relationship between discourse topics and second language learners’ oral performance.　Twenty-six Taiwanese students participated in this study. Data were collected from NNS-NNS conversations. It was found that discourse topics have a great impact on the grammatical complexity and fluency of L2 learners’ speech production. 第二言語習得や外国語の習得において、学習者の言語（いわゆる中間言語）も母語話者の習得言語と同様に変異があるということはよく知られているが、未だ解明されていないのは何が変異を起こしているのかである。言語、文脈、タスク、対話者などの要因についてはこれまで比較的多く研究されている。しかしながら談話上のトピックについてはほとんど調査が行われていない。本研究の目的は談話上のトピックと学習者の発話行動の関係を探ることである。26名の台湾人の学生が調査に参加した。非母語話者どうしの対話からデータを収集し分析した結果、談話のトピックは文法構造の複雑度および流暢さに大きく影響することがわかった。

scholarly journals A Case Study of How Visually Impaired Learners Acquire Language

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Thi Minh Phuong Tran ◽  
Phuong Dzung Pho
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Visually Impaired ◽  
Second Language Learners ◽  
The Past ◽  
Depth Interviews

The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.

Sign in / Sign up

Export Citation Format

Share Document