EFL and/vs. ESL?

2015 ◽  
Vol 1 (1) ◽  
pp. 130-159 ◽  
Author(s):  
Stefan Th. Gries ◽  
Sandra C. Deshors
Keyword(s):  
English Language ◽  
English Speakers ◽  
Mixed Effects Modeling ◽  
Dative Alternation ◽  
Specific Effects ◽  
Current Trends ◽  
Linguistic Patterns ◽  
The Hierarchical Structure ◽  
Theoretical Question ◽  
Learner Language

The study of learner language and that of indigenized varieties are growing areas of English-language corpus-linguistic research, which are shaped by two current trends: First, the recognition that more rigorous methodological approaches are urgently needed (with few exceptions, existing work is based on over-/under-use frequency counts that fail to unveil complex non-native linguistic patterns); second, the collective effort to bridge an existing “paradigm gap” (Sridhar & Sridhar 1986) between EFL and ESL research. This paper contributes to these developments by offering a multifactorial analysis of seventeen lexical verbs in the dative alternation in speech and writing of German/French learners and Hong Kong/India/Singapore English speakers. We exemplify the advantages of hierarchical mixed-effects modeling, which allows us to control for speaker and verb-specific effects, but also for the hierarchical structure of the corpus data. Second, we address the theoretical question of whether EFL and ESL represent discrete English varieties or a continuum.

scholarly journals PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

2020 ◽  
pp. 11-21
Author(s):  
OLGA KVASOVA ◽  
CAROLYN WESTBROOK ◽  
KEVIN WESTBROOK
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
British Council ◽  
Current Trends ◽  
The World ◽  
Teachers And Students ◽  
English Medium Instruction

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

scholarly journals There’s more to alternations than the main diagonal of a 2×2 confusion matrix: Improvements of MuPDAR and other classificatory alternation studies

ICAME Journal ◽  
2020 ◽  
Vol 44 (1) ◽  
pp. 69-96 ◽  
Author(s):  
Stefan Th. Gries ◽  
Santa Barbara ◽  
Justus Liebig ◽  
Sandra C. Deshors
Keyword(s):  
Native Speakers ◽  
Confusion Matrix ◽  
English Speakers ◽  
British English ◽  
Learner Corpus ◽  
Deviation Analysis ◽  
Dative Alternation ◽  
Learner Language ◽  
Target Speaker

AbstractCorpus-based studies of learner language and (especially) English varieties have become more quantitative in nature and increasingly use regression-based methods and classifiers such as classification trees, random forests, etc. One recent development more widely used is the MuPDAR (Multifactorial Prediction and Deviation Analysis using Regressions) approach of Gries and Deshors (2014) and Gries and Adelman (2014). This approach attempts to improve on traditional regression- or tree-based approaches by, firstly, training a model on the reference speakers (often native speakers (NS) in learner corpus studies or British English speakers in variety studies), then, secondly, using this model to predict what such a reference speaker would produce in the situation the target speaker is in (often non-native speakers (NNS) or indigenized-variety speakers). Crucially, the third step then consists of determining whether the target speakers made a canonical choice or not and explore that variability with a second regression model or classifier.Both regression-based modeling in general and MuPDAR in particular have led to many interesting results, but we want to propose two changes in perspective on the results they produce. First, we want to focus attention on the middle ground of the prediction space, i.e. the predictions of a regression/classifier that, essentially, are made non-confidently and translate into a statement such as ‘in this context, both/all alternants would be fine’. Second, we want to make a plug for a greater attention to misclassifications/-predictions and propose a method to identify those as well as discuss what we can learn from studying them. We exemplify our two suggestions based on a brief case study, namely the dative alternation in native and learner corpus data.

scholarly journals Pemerolehan Bahasa dan Penggunaan Bahasa Anak Usia Sekolah Dasar

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Tri Mahajani, Ruyatul Hilal Muhtar
Keyword(s):  
Language Acquisition ◽  
English Language ◽  
School Level ◽  
Longitudinal Case Study ◽  
Making Meaning ◽  
System A ◽  
Language Structure ◽  
Learner Language ◽  
Descriptive Method

<p>Abstract. The present study aims to examine a description of language acquisition and its usage by pupils in their daily conversations. This study employed a longitudinal case study and applieda descriptive method, while it used a content analysis for the research technique. The resultrevealed a finding upon the young learner language acquisition and its usage, the language acquisition included Bahasa Indonesia, Javanese language, Sundanese language and English language. The uses of language for a system, a personal expression, and an interpersonal expression were broad good enough and were uttered structurally, however, mistakes were founded on applying structures and making meaning to language in use. To pupils whom are at elementary school level, they have acquired a range of language structure and its use for perfection. Their parents, teachers, and their society have any real and valuable<br />influence over them in the way language is structured and is used for exemplifying examples ofthe perfect language acquisition.</p>

scholarly journals Britain’s new language testing powerhouse: An interview with Professor Anthony Green, University of Bedfordshire

2014 ◽  
Vol 38 (5) ◽  
pp. 46
Author(s):  
Daniel Dunkley
Keyword(s):  
Language Learning ◽  
Collaborative Research ◽  
English Language ◽  
Language Education ◽  
Language Testing ◽  
Research Programme ◽  
Assessment Literacy ◽  
Learner Corpus ◽  
The University ◽  
Learner Language

In this interview Professor Green explains the work of CRELLA (the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire), and its role in the improvement of language testing. The institute contributes to this effort in many ways. For example, in the field of language education they are partners in English Profile (EP: www.englishprofile.org), a collaborative research programme directed towards a graded guide to learner language at different CEFR (Common European Framework of Reference) levels, based on the 50 million word Cambridge Learner Corpus. Among other things, the EP has helped to inform the development of the CEFR-J in Japan. In this interview, Professor Green also outlines his own work, especially in the areas of washback and assessment literacy.

scholarly journals THE FUNCTIONING OF YIDDISH BORROWINGS IN AMERICAN ENGLISH

2021 ◽  
pp. 50-56
Author(s):  
Ульяна Александровна Ульянова
Keyword(s):  
English Language ◽  
American English ◽  
Integrated Approach ◽  
English Speakers ◽  
Gradual Change ◽  
Information Communication ◽  
Frequency Of Use ◽  
Functional Features ◽  
The Common ◽  
Game Performance

Введение. Рассматриваются заимствования из языка идиш в американском варианте английского языка. Данный пласт заимствований представляет особый интерес, так как вопрос о систематизации заимствованных идишизмов и их комплексном описании является до сих пор нерешенным. Цель – описать структурные и функциональные особенности заимствований из языка идиш в американском варианте английского языка. Материал и методы. Материалом исследования послужили заимствованные глаголы kibitz и schmooze из языка идиш, которые относятся к разговорной лексике. Основные методы исследования – метод лексикографического и контекстуального анализа, а также описательный и сопоставительный метод. Результаты и обсуждение. Заимствованные лексемы schmooze и kibitz, являющиеся элементами лексико-семантического поля «Вербальная коммуникация», в современном английском языке обладают отрицательной коннотацией. Анализ словарных дефиниций и этимологии показал, что значение заимствованного глагола в английском языке не совпадает со значением глагола в идише, так как в процессе заимствования произошло постепенное изменение в семантике заимствованных слов. Исследуемые глаголы исторически связаны с семантикой информирования (передачи информации). Значения заимствованных глаголов объединены общей видовой семой «вербальное воздействие» (скрытое или явное). У глагола to schmooze было выделено несколько вариантов значений: беседовать, манипулировать, воздействовать, устанавливать полезные связи. Значения глагола to kibitz также были разделены на предметные области: делать иронические замечания, комментировать, следить за игрой, поучая играющих. Сдвиг в значении глагола schmooze основан на фоносемантическом эффекте, который производит звукосочетание schm-. Изменение значения глагола kibitz связано с высокой частотой его употребления в момент его появления в американском английском языке. На основе данных толковых словарей и словарей сленга было установлено точное время появления лексемы schmooze (1897 г.) и приблизительное время для лексемы kibitz (1910–1927 гг.) Несоблюдение норм литературного языка идиш, особенно если идишизмы используются не евреями, является причиной существования разных вариантов написания заимствованных лексем в английском языке. Заключение. Выделены особенности лексикографирования заимствований в академических толковых словарях и словарях сленга, проанализированы варианты значений заимствованных слов. Полученные результаты свидетельствуют о необходимости разработки комплексного подхода к описанию заимствований из языка идиш и их регистрации в разнообразных словарях. Introduction. Borrowings from Yiddish language in the American English are considered. This layer of borrowings is of special interest in the English language as the question of systematization of borrowed words from Yiddish and their complex description has not been solved yet. The aim is to describe the structural and functional features of borrowings from the Yiddish language in the American English. Material and methods. The research material is borrowed verbs from the Yiddish language, which belong to the colloquial vocabulary (to kibitz and to schmooze). The research methods are lexicographical and contextual analysis, as well as descriptive and comparative methods. Results and discussion. The borrowed lexemes schmooze and kibitz which are elements of the lexico-semantic field «Verbal communication» have negative connotation in modern English. The analysis of vocabulary definitions and etymology has shown that the meaning of borrowed verbs in English does not coincide with the meaning of the verbs in Yiddish, as in the process of borrowing there was a gradual change in the semantics of borrowed words. The initial meaning of the verbs in Yiddish is connected with information (communication of information). The meanings of the borrowed verbs are based on the common seme «verbal influence» (hidden or obvious). The verb to schmooze has several different meanings: to talk, to manipulate, to influence, to network. The meaning of the verb to kibitz has been divided into several categories: to make ironic comments, to comment, to give intrusive and unrequested advice while watching a game, performance. The shift in the meaning of the verb to schmooze is based on the phonosemantic effect, which is produced by the sound combination schm-. The change in the meaning of the verb to kibitz can be explained by high frequency of use when it appeared in American English. Taking into account the information from academic and slang dictionaries, the exact time of appearance of the lexeme schmooze (1897) and the approximate time for the lexeme kibitz (1910-1927) has been established. Non-conformity with norms of the Yiddish language when the Yiddish borrowings are used by non-Jewish English speakers is the reason of multiple variants of spelling of borrowed words in the English language. Conclusion. The research has focused on the peculiarities of lexicography of borrowed words in academic and slang dictionaries. The results prove that it is necessary to develop an integrated approach to the description of borrowings from the Yiddish language and their description in various dictionaries.

Strategies for building social connection through English

2012 ◽  
Vol 35 (2) ◽  
pp. 138-155 ◽  
Author(s):  
Kerry Taylor-Leech ◽  
Lynda Yates
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Speakers ◽  
Social Strategies ◽  
Language Programs ◽  
Communication Challenges ◽  
English Speaking ◽  
Ethnographic Data ◽  
English Program

This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies, we consider participants’ use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with Englishspeakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background.

Nonstandardized Englishes in Mainstream Literacy Practice

2017 ◽  
Author(s):  
Patriann Smith
Keyword(s):  
Literacy Instruction ◽  
English Language ◽  
American English ◽  
English Speakers ◽  
Literacy Practice ◽  
Standard American English ◽  
Mainstream Classrooms ◽  
Cultural Boundaries ◽  
English Speaking ◽  
The Many

The term Englishes refers to the many different varieties of the English, and represents both standardized and nonstandardized forms. Nonstandardized Englishes is used to refer to Englishes that do not adhere to what has been determined to be Standard English within a given context, such that they are referred to as dialects, Creoles, or New Englishes (e.g., African American English). Standardized Englishes is used to refer to the counterparts of the nonstandardized Englishes that have been typically adopted for use in literacy classrooms (e.g., Standard American English). The field of literacy has addressed nonstandardized Englishes by either focusing on the nonstandardized varieties in isolation from standardized Englishes or by advancing literacy instruction in mainstream classrooms that emphasizes dialect-English speakers’ mastery of standardized Englishes. This approach reflects standard monolingual English ideology and traditional notions of the English language. Operating based on standard monolingual English perspectives implicitly reinforces the view that standardized Englishes and their users are privileged and that speakers of nonstandardized Englishes and their users are inferior. In addition, adhering to traditional notions of English based on their geographical and nation-based use, as opposed to their function based on school, offline, or online contexts regardless of geography, reinforces the concept of the English language as a system and fails to emphasize its communicative and contextual purposes as demanded by our postmodern era of globalization, transnationalism, and internationalization. A translingual approach to Englishes can serve as an alternative to current ways of thinking about literacy instruction because it addresses the needs of both standardized and nonstandardized English-speaking populations. Literacy instruction reframed based on this approach is critical for students’ successful interaction across linguistic and cultural boundaries in the context of the 21st century.

Morphology and Argument Alternations

2019 ◽  
Author(s):  
Malka Rappaport Hovav
Keyword(s):  
Argument Structure ◽  
Causative Alternation ◽  
Dative Alternation ◽  
Linguistic Patterns ◽  
Argument Realization ◽  
Morphologically Rich Languages ◽  
Shed Light ◽  
Morphological Patterns

Theories of argument realization typically associate verbs with an argument structure and provide algorithms for the mapping of argument structure to morphosyntactic realization. A major challenge to such theories comes from the fact that most verbs have more than one option for argument realization. Sometimes a particular range of realization options for a verb is systematic in that it is consistently available to a relatively well-defined class of verbs; it is then considered to be one of a set of recognized argument alternations. Often—but not always—these argument alternations are associated morphological marking. An examination of cross-linguistic patterns of morphology associated with the causative alternation and the dative alternation reveals that the alternation is not directly encoded in the morphology. For both alternations, understanding the morphological patterns requires an understanding of the interaction between the semantics of the verb and the construction the verb is integrated into. Strikingly, similar interactions between the verb and the construction are found in languages that do not mark the alternations morphologically, and the patterns of morphological marking in morphologically rich languages can shed light on the appropriate analysis of the alternations in languages that do not mark the alternations morphologically.

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