Making sense in a Second Orthography

The importance of efficiently processing letters and gaining orthographic automaticity has been stressed in first language (L1) reading research. While this level has been well defined in L1 reading, it has received little attention in EFL reading, especially when the writing system in L1 differs from the one in L2. This study investigates the influence of L1 literacy and knowledge of a writing system (Farsi) on reading and processing Roman letters in English. Sixty students were selected from an Iranian university. Results showed that the students process strings of letters in Farsi and Roman script in the same way and produce upward M-shaped patterns. The findings are discussed in the light of the research for Arabic and other scripts. The implications for classroom practices in facilitating foreign language learners’ reading ability are also explored.

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An investigation of Semantic Interlingual Errors in the Writing of Libyan English as Foreign Language Learners

10.31219/osf.io/kzswt ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Abdalmonem S. Rajab ◽

Saadiyah Darus ◽

Ashinida Aladdin

Keyword(s):

Foreign Language ◽

Language Learners ◽

First Language ◽

English As Foreign Language ◽

Lexical Choice ◽

Foreign Language Learners ◽

L1 Influence ◽

Semantic Errors ◽

L1 And L2 ◽

Insufficient Knowledge

The aim of this paper is to investigate some semantic interlingual errors in the writing performance of Libyan English as Foreign Language Learners (LEFLLS). The study seeks to analyze these errorsthat appear in the learners’ written production. The data was gathered from 25 essays written by 25 Libyan postgraduates majoring in different fields. It was collected and organized according to the errors committed. Errors taxonomy adapted from James’ (1998) and Al-Shormani and Al-Sohbani’s (2012) was used in identifying and analyzing these errors. Semantic errors were classified into five categories namely formal mis-selection, formal mis-formation, lexical choice, collocation and lexico-grammatical choice. The semantic errors identified were 346. These errors were classified into four categories namely, formal misformation (46.7%), distortion due to spelling (32.4%), lexical choice (40.6%) and lexicogrammatical choice (2.4%). The results show that direct translation from the first language (L1), assumed synonym and misselection of letters sub-categories score the highest number of the errors, i.e.14.2%, 13.08% and 12.08% respectively. While the sub-category, both collocations incorrect error was the lowest (0.52%). The other errors take the form of paraphrase (11.5%) and Idiomacity (8.5%). Two main sources have been found to be the cause behind these errors namely, L1 influence and insufficient knowledge about the second language (L2). Moreover, cultural differences between L1 and L2 had its impact in the written products of Libyan students.

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OD REFLEKSJI DO KONSTRUOWANIA WIEDZY I WSPÓLNOTY KOMUNIKACYJNEJ: WYNIKI BADANIA W DZIAŁANIU

Neofilolog ◽

10.14746/n.2014.42.1.8 ◽

2019 ◽

Vol 1 (42/1) ◽

pp. 95-109

Author(s):

Wioletta Piegzik

Keyword(s):

Action Research ◽

Foreign Language ◽

Language Learners ◽

Group Action ◽

Video Recording ◽

The Other ◽

Learning Behavior ◽

Action Research Project ◽

Foreign Language Learners ◽

The One

The purpose of the following paper is to consider the development of reflection in foreign language learners. Based on the results of action research, we show to what extent the performance of group tasks affected the perception of reality and influenced changes in the communication and learning behavior of participants of an action research project. Reflection is analyzed on the basis of statements contained in student diaries and transcriptions from video recording of discussions. This means that on the one hand, we are interested in the opinions, conclusions and evaluations made by learners, but on the other hand, we attach importance to the coherence between formulated judgments and practical group action. It is not uncommon that declarations are not in accordance with the activities undertaken and that, in consequence, their value is questionable. The paper also points to difficulties associated with becoming a reflective person as well as the restrictions connected with the scientific measurements of this process.

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(Mis) perception of consonant clusters and short vowels in English as a foreign language

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2021-0030 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Alex Ho-Cheong Leung ◽

Martha Young-Scholten ◽

Wael Almurashi ◽

Saleh Ghadanfari ◽

Chloe Nash ◽

...

Keyword(s):

Foreign Language ◽

Language Learners ◽

First Language ◽

Native English Speakers ◽

English Speakers ◽

Consonant Clusters ◽

Vowel Perception ◽

Foreign Language Learners ◽

Short Vowels ◽

Production Problems

Abstract Research addressing second language (L2) speech is expanding. Studies increasingly demonstrate that a learner’s first language (L1) filters the L2 input, resulting in learners misperceiving what they have heard. This L1 filter can result in learners perceiving sounds not actually present in the input. We report on a study which explored English consonant clusters and short, unstressed vowel perception of 70 Arabic-, Mandarin-, Spanish-speaking foreign language learners and 19 native English speakers. These are the vowels which speakers from two of the L1s typically insert in their production of English to break up L1-disallowed consonant clusters and the schwa which is documented to cause both perception and production problems. Results show that participants misperceive stimuli containing consonant clusters and counterparts where clusters are broken up by epenthetic/prothetic elements. In line with Sakai, Mari & Colleen Moorman 2018. We call for the inclusion of such findings on perception in pedagogical advice on pronunciation.

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The impact of group composition and task design on foreign language learners’ interactions in mobile-based intercultural exchanges

ReCALL ◽

10.1017/s0958344019000119 ◽

2019 ◽

Vol 32 (1) ◽

pp. 63-84

Author(s):

Juhee Lee ◽

Jayoung Song

Keyword(s):

Foreign Language ◽

Language Learners ◽

Group Composition ◽

Task Design ◽

Foreign Language Learners ◽

Contact Frequency ◽

Unique Nature ◽

The One ◽

The Impact ◽

And Task

AbstractThis study examines the impact of group composition (one-on-one vs. multiple-to-multiple) and task design (student-selected vs. teacher-assigned) on undergraduate foreign language learners’ interactions in a mobile-based intercultural exchange. The participants, 27 Korean students learning English as a foreign language and 27 American students learning Korean as a foreign language, interacted in pairs and groups via mobile phones to complete weekly tasks for eight weeks. This study used mixed methods to analyze the data from mobile chat scripts, questionnaires, and interviews. The results indicated that the one-on-one and multiple-to-multiple groups did not differ significantly regarding contact frequency or number of written chats. However, one-on-one and multiple-to-multiple interactions did differ with regard to the quality of the interactions, reflecting the unique nature of each group composition. A one-on-one relationship promoted a higher level of intimacy and friendship, thus rendering it appropriate for providing linguistic and emotional support in learning foreign languages. In contrast, multiple-to-multiple communications were found to be more beneficial for learning about different perspectives on the target cultures. In terms of task design, teacher-assigned tasks guided students to engage in productive interactions effectively, whereas student-selected tasks elicited their personal investment in the tasks. Supporting social interdependence theory (Johnson & Johnson, 1989, 2009), we argue that the establishment of intimate relationships among group members may be the key to quality interactions in mobile-based intercultural exchanges.

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Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2019.9.3.6 ◽

2019 ◽

Vol 9 (3) ◽

pp. 541-564 ◽

Cited By ~ 2

Author(s):

Pia Resnik ◽

Christine Schallmoser

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

First Language ◽

Target Language ◽

Foreign Language Learners ◽

Cultural Mediators ◽

The Usa ◽

Perceived Enjoyment ◽

The Uk

This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.

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Pragmatic Transfer in the Speech Act of Compliment among Chinese EFL Learners

Journal of Contemporary Educational Research ◽

10.26689/jcer.v5i8.2434 ◽

2021 ◽

Vol 5 (8) ◽

pp. 60-65

Author(s):

Yue Lin

Keyword(s):

Foreign Language ◽

Language Learners ◽

Negative Transfer ◽

Speech Act ◽

First Language ◽

Positive Transfer ◽

Efl Learners ◽

Pragmatic Transfer ◽

Foreign Language Learners ◽

Research Questions

This article reviews the notions of transfer and its subcategories of positive transfer as well as negative transfer. This article also considers the research on pragmatic transfer in the speech act of compliment in first language as well as second and foreign language contexts. In addition, it further explores three research questions concerning pragmatic transfer in compliment among Chinese EFL (English as a foreign language) learners.

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Comparing the effect of skewed and balanced input on English as a foreign language learners’ comprehension of the double-object dative construction

Applied Psycholinguistics ◽

10.1017/s0142716412000446 ◽

2012 ◽

Vol 35 (2) ◽

pp. 419-442 ◽

Cited By ~ 17

Author(s):

KIM McDONOUGH ◽

TATIANA NEKRASOVA-BECKER

Keyword(s):

Foreign Language ◽

Language Learners ◽

First Language ◽

Double Object ◽

English As Foreign Language ◽

Foreign Language Learners ◽

Language Studies ◽

Small Set ◽

Thai English ◽

Comprehension Tests

ABSTRACTAccording to usage-based approaches to acquisition, the detection of a construction may be facilitated when input contains numerous exemplars with a shared lexical item, which is referred to as skewed input. First language studies have shown that skewed input is more beneficial for the acquisition of novel constructions than balanced input, in which a small set of lexical verbs occurs an equal number of times. However, a second language (L2) study of datives found no advantage for skewed input compared to balanced input. The present study compared the effectiveness of skewed and balanced input at facilitating the comprehension of the double-object dative construction in L2 English. Over a 2-week period, Thai English as foreign language learners (N = 78) completed comprehension tests and a treatment activity that provided either skewed first, skewed random, or balanced input. The results indicated that balanced input was most effective at promoting comprehension of double-object datives. The implications are discussed in terms of the benefits of different types of input for L2 learners.

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Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil

Languages ◽

10.3390/languages6030112 ◽

2021 ◽

Vol 6 (3) ◽

pp. 112

Author(s):

Denise M. Osborne ◽

Miquel Simonet

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Native Language ◽

First Language ◽

Foreign Language Learning ◽

Efl Learners ◽

Foreign Language Learners ◽

Research Questions ◽

A Minor

Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional language? Does engaging in the learning of a foreign language affect the phonetics of one’s native language? The EFL learners were found to differ from the controls in their production of Portuguese voiced (but not voiceless) plosives—prevoicing was longer in learner speech. The learners displayed different VOT targets for voiced (but not voiceless) consonants as a function of the language they were speaking—prevoicing was longer in Portuguese. In EFL learners’ productions, English sounds appear to be fundamentally modeled on phonologically similar native sounds, but some phonetic development (or reorganization) is found. Phonetic development induced by foreign-language learning may lead to a minor reconfiguration of the phonetics of native language sounds. EFL learners may find it challenging to learn the pronunciation patterns of English, likely due to the reduced access to native oral input.

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Using regressions to explore deviations between corpus data and a standard/target: two suggestions

Corpora ◽

10.3366/cor.2014.0053 ◽

2014 ◽

Vol 9 (1) ◽

pp. 109-136 ◽

Cited By ~ 33

Author(s):

Stefan Th. Gries ◽

Sandra C. Deshors

Keyword(s):

Foreign Language ◽

Language Learners ◽

Predictive Accuracy ◽

Native Speakers ◽

Native Speaker ◽

Full Potential ◽

Foreign Language Learners ◽

Chinese Learners ◽

Corpus Data ◽

The One

The main goal of this study is to develop more appropriate ways to study variation between corpus data that instantiate a linguistic standard or target on the one hand, and corpus data that are compared to that standard, or that represent speakers that may aspire to approximate the target (such as second- or foreign-language learners). Using the example of SLA/FLA research, we first, briefly, discuss a highly influential model, Granger's (1996) Contrastive Interlanguage Analysis (CIA), and the extent to which much current research fails to exploit this model to its full potential. Then, we outline a few methodological suggestions that, if followed, can elevate corpus-based analysis in SLA/FLA to a new level of precision and predictive accuracy. Specifically, we propose that, and exemplify how, the inclusion of statistical interactions in regressions on corpus data can highlight important differences between native speakers (NS) and learners/non-native speakers (NNS) with different native linguistic (L1) backgrounds. Secondly, we develop a two-step regression procedure that answers one of the most important questions in SLA/FLA research – ‘What would a native speaker do?’ – and, thus, allows us to study systematic deviations between NS and NNS at an unprecedented degree of granularity. Both methods are explained and exemplified in detail on the basis of over 5,000 uses of may and can produced by NSs of English and French and Chinese learners of English.

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Teaching vocabulary to young second- or foreign-language learners

Language Teaching for Young Learners ◽

10.1075/ltyl.00003.but ◽

2019 ◽

Vol 1 (1) ◽

pp. 4-33 ◽

Cited By ~ 1

Author(s):

Yuko Goto Butler

Keyword(s):

Foreign Language ◽

Language Learners ◽

First Language ◽

Vocabulary Instruction ◽

Relevant Information ◽

Vocabulary Knowledge ◽

Future Research ◽

Young Learners ◽

Foreign Language Learners ◽

Future Research Directions

Abstract While vocabulary knowledge is considered a foundational element for young learners of a second or foreign language (L2/FL), pedagogically useful information on this topic is not easily accessible for practitioners. This is in part due to the fact that the relevant information is scattered across multiple fields, including first-language acquisition, child development, and education. The aim of this paper is to synthesize recent knowledge from the related fields and to provide theoretically sound and evidence-based information that is useful for teaching vocabulary to young learners of L2/FL. I identify four major recommendations for vocabulary instruction: (a) ensure frequent and repeated exposure to the target words (as well as nontarget words); (b) provide explicit word definitions and meanings in context; (c) create opportunities for discussions and interactions around the words in question; and (d) use multimodal approaches to teach vocabulary. I also suggest future research directions, with the goal of finding effective approaches that teachers can use to improve their vocabulary instruction while meeting the specific needs of their young L2/FL students.

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