Acquisition of English verb transitivity by native speakers of Japanese

2015 ◽  
Vol 5 (3) ◽  
pp. 322-355 ◽  
Author(s):  
Tomonori Nagano
Keyword(s):  
Native Speakers ◽  
Frequency Effect ◽  
Directed Motion ◽  
Native Japanese Speakers ◽  
Grammaticality Judgment ◽  
Native Speakers Of English ◽  
Series Of Experiments ◽  
L1 And L2 ◽  
Esl Learners ◽  
English Verb

This study is concerned with native Japanese speakers’ acquisition of English lexical causativity. In Japanese, a large number of verbs, including those not participating in the causative alternation in English (e.g., kieru/kesu “disappear/be disappeared” and todoku/todokeru “deliver/be delivered”), are lexically causative, in addition to the prototypical causative verbs such as aku/akeru “open” and ugoku/ugokasu “move”. This asymmetric relationship forms a gap between the L1 and L2 and will cause overgeneralization errors in the L2 utterances. In this study, 44 native speakers of English and 60 Japanese ESL learners participated in the grammaticality judgment tasks in a series of experiments. The data show that the negative transfer exists in the inherently-directed motion verbs and verbs of disappearance, but it is conditioned by the frequency of verbs. The existence of frequency effect on verbs in the asymmetric relationship indicates that certain classes of verbs must be learned from the input.

scholarly journals Wh-Islands in L2 Spanish and L2 English: A Poverty of the Stimulus and Data Assessment

2018 ◽  
pp. 435-471
Author(s):  
Iván Ortega-Santos ◽  
Lara Reglero ◽  
Jon Andoni Franco Elorza
Keyword(s):  
Native Speakers ◽  
Judgment Task ◽  
Control Groups ◽  
Replication Studies ◽  
Grammaticality Judgment ◽  
Data Assessment ◽  
Recent Developments ◽  
Native Speakers Of English ◽  
L2 Spanish ◽  
L1 And L2

This paper sheds light on the acquisition of wh-islands in L2 English spoken by native speakers of Spanish and L2 Spanish spoken by native speakers of English as well as on the distribution of wh-islands in L1 Spanish. A grammaticality judgment task with a 7-point Likert scale provides evidence that wh-island effects are present in L1 and L2 Spanish as well as L1 and L2 English. The L1 Spanish facts challenge the received view of wh-islands in this language, in keeping with recent developments which show that islands are more widely attested across languages than previously thought. These facts also highlight the dialogue between L2 research and replication studies thanks to the use of native control groups.

scholarly journals The Pragmatic Functions of Repetition in TV Discourse

2012 ◽  
Vol 10 (4) ◽  
pp. 445-460 ◽  
Author(s):  
Ghaleb Rabab'ah ◽  
Ali Farhan AbuSeileek
Keyword(s):  
Native Speakers ◽  
Natural Phenomenon ◽  
Esl Teachers ◽  
Language Functions ◽  
Pragmatic Analysis ◽  
Native Speakers Of English ◽  
Salient Features ◽  
Esl Learners ◽  
Tv Show ◽  
Interactional Discourse

Since repetition is a natural phenomenon used to perform various functions in interactional discourse, adopting a pragmatic analysis to the discourse of Dr. Phil and his guests on Dr. Phil's TV show, this study attempted to explore the pragmatic functions of such repetitions as used by English native speakers. The data were gathered from conversations between native speakers of English, and based on 7 full episodes of Dr. Phil's TV Show. The researchers watched, and studied these episodes on YouTube. The study revealed that one of the salient features of TV discourse is repetition, which is employed to perform a variety of language functions. Repetition was used to express emphasis, clarity, emotions, highlight the obvious, be questionable, express annoyance, persuasion, express surprise, give instructions, and as a filler in order to take time, when the speaker was searching for a proper word to say what would come next. The study concluded that these findings had significant implications for EFL/ESL teachers and the interlanguage development of EFL/ESL learners.

Their Perspectives: ESL Students' Reflections On Collaborative Community Service Learning

2007 ◽  
Vol 70 (2) ◽  
pp. 147-165 ◽  
Author(s):  
Joanne M. Crossman ◽  
Stacey L. Kite
Keyword(s):  
Service Learning ◽  
Cultural Sensitivity ◽  
Native Speakers ◽  
Esl Students ◽  
Community Service Learning ◽  
Cultural Backgrounds ◽  
Collaborative Community ◽  
Pragmatic Communication ◽  
Native Speakers Of English ◽  
Esl Learners

Our business communication classes will continue to be enriched by students from various cultural backgrounds, many of them ESL learners. Among the numerous benefits of this diversity are oppor tunities for all students to develop essential life skills through course-embedded community ser vice learning (CSL) projects. This study analyzes students' guided reflections in response to qualitative probes regarding CSL projects required for all MBA candidates at the study site. Data were gathered during a 5-year period from 326 reflective repor ts. More than 80% of the reflective question responses were authored by international students; approximately 60% of those were ESL learners. The findings reveal differences not only between ESL learners and native speakers of English but also between ESL students. Key themes discussed include cultural sensitivity, teamwork, contributive roles, conflict resolution skills, and pragmatic communication skills. The findings presented are accompanied by students' comments, corroborating literature, and teaching tips.

scholarly journals A Comparative Analysis of Lexical Bundles Used by Native and Non-native Scholars

2016 ◽  
Vol 9 (6) ◽  
pp. 176 ◽  
Author(s):  
Fatih Gungor ◽  
Hacer Hande Uysal
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Research Articles ◽  
Lexical Knowledge ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
L1 And L2

<p>In the recent years, globalization prepared a ground for English to be the lingua franca of the academia. Thus, most highly prestigious international journals have defined their medium of publications as English. However, even advanced language learners have difficulties in writing their research articles due to the lack of appropriate lexical knowledge and discourse conventions of academia. Considering the fact that the underuse, overuse and misuse of formulaic sequences or lexical bundles are often characterized with non-native writers of English, lexical bundle studies have recently been on the top of the agenda of corpus studies. Although the related literature has represented specific genres or disciplines, no study has scrutinized lexical bundles in the research articles that are written in the educational sciences. Therefore, the current study compared the structural and functional characteristics of the lexical-bundle use in L1 and L2 research articles in English. The results revealed the deviation of the usages of lexical bundles by the non-native speakers of English from the native speaker norms. Furthermore, the results indicated the overuse of clausal or verb-phrase based lexical bundles in the research articles of Turkish scholars while their native counterparts used noun and prepositional phrase-based lexical bundles more than clausal bundles.</p>

scholarly journals Cross-Cultural Classroom Interaction between Native and Non-native Speakers of English

2018 ◽  
pp. 85-101
Author(s):  
Hanaa Alzalouk ◽  
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Classroom Interaction ◽  
Real Life ◽  
English Language Teaching ◽  
Primary Data ◽  
Structured Interviews ◽  
Face To Face ◽  
Native Speakers Of English ◽  
Esl Learners

The purpose of this study was to investigate the interactional conversations between the native speakers (NSs) of English and the non-native speakers (NNSs) of English in a culturally mixed classroom. ESL learners need to be exposed to the second language through authentic and face to face interaction when they have opportunities to interact with NSs outside of the classroom (in real-life situations) and inside the classroom (through group work and pair work activities). Data were collected through conducting an ethnographic research in which classroom observation and semi-structured interviews were the primary data collection tools. Participants were eight MA students in the field of English Language Teaching (ELT) in Nottingham Trent University.

Apology strategies in English and Vietnamese

IJOHMN ◽  
2017 ◽  
Vol 3 (6) ◽  
Author(s):  
Thu Lau
Keyword(s):  
Family Member ◽  
Social Distance ◽  
Native Speakers ◽  
Linguistic Competence ◽  
Native Speakers Of English ◽  
Esl Learners

The paper examined the differences in apology strategies between native speakers of English and advanced Vietnamese ESL learners as well as the factors that might result in those differences through discourse completion tests (DCTs). The data were coded in terms of five apology strategies, and were analyzed according to four situational categories in relation to age, dominance, social distance, and weight of offence. The result indicated that the apologies of the Vietnamese ESL learners showed more politeness and respect for people from higher status, closeness to a friend, less courtesy to an equal and less respect (but greater intimacy) for their kid, a family member. By contrast, the degree of politeness, sincerity and respect of the apologies of the native speakers depended heavily on the weight of offence and the situation itself. The acts of apologizing of the Vietnamese group were significantly influenced by the hierarchical culture of Vietnam, and their restricted linguistic competence as well.

The Processing of Congruent and Incongruent Prepositional Collocations: Empirical Study of Arab-English Bilinguals

2018 ◽  
Vol 10 (6) ◽  
pp. 149
Author(s):  
Zenah Dajem
Keyword(s):  
Reaction Time ◽  
Language Learners ◽  
Native Speakers ◽  
Formulaic Sequences ◽  
Learning And Teaching ◽  
Processing Effect ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
The Uk ◽  
L1 And L2

Learning and teaching formulaic sequences such as collocation and idioms, is an increasingly important issue for L2 language learners in the field of language teaching, psycholinguistics and applied linguistics. The aims of the present study are twofold: first, to investigate the effect of congruent and incongruent prepositional collocations on twenty Saudi Arab-English bilinguals in the UK; and secondly to examine the influence of frequency on the processing of these formulaic sequences. Twenty native speakers of English were involved as a baseline for comparison. In the present study, the psycholinguistic software E-Prime was used to measure the reaction time and the accuracy of Saudi Arab-English bilinguals’ responses while they are reading 80 sentences on a computer screen to judge their grammatical acceptability, that is, whether they are correct English or not. The results in general indicate that for both groups there was no processing effect in terms of the reaction time of collocation types, but there was a significant difference within the non-native speakers in terms of accuracy. However, regarding the influence of frequency, there was a significant effect of high frequent collocations in both native and non-native speakers of English. This may indicate that similarities and differences between L1 and L2 prepositional combinations are not necessarily due to processing effect, but may be due to high frequency.

scholarly journals Improving Pronunciation of Adult ESL Students

2002 ◽  
Vol 20 (1) ◽  
pp. 83 ◽  
Author(s):  
John Van Loon
Keyword(s):  
Native Speakers ◽  
Classroom Teacher ◽  
Dramatic Improvement ◽  
Sentence Structure ◽  
Esl Students ◽  
Parts Of Speech ◽  
Adult Esl ◽  
Native Speakers Of English ◽  
Esl Learners ◽  
The Relationship

This article describes a classroom technique for improving the pronunciation of adult ESL learners. The technique is based on using stress and pausing in the same manner as native speakers of English. Dramatic improvement in pronunciation may be quickly achieved by showing learners how stress and pause are related to parts of speech and sentence structure. The article describes how a classroom teacher can develop an awareness of the relationship between grammar and pronunciation for learners.

scholarly journals The Effect of the Academic Attainment of ESL Teachers on Evaluation of ESL Learners’ Errors: Educational Degree-Based Study

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Wael Abdeen
Keyword(s):  
Second Language ◽  
Educational Attainment ◽  
Word Order ◽  
Native Speakers ◽  
Academic Attainment ◽  
Esl Teachers ◽  
Native Speakers Of English ◽  
Educational Degree ◽  
Esl Learners

This paper analyzes reactions and evaluations of 70 participants, native and non-native speakers of English to 32 errors written by learners of English as a second language, ESL. It investigates the effect of the academic attainment of ESL teachers on the evaluation of ESL error seriousness. The educational attainment of teachers, both native and non-native, include the B.A., M.A., and Ph.D. degrees. Participants in the study include 34 non-native Palestinian ESL teachers, 26 English native speaking ESL teachers, and 10 English native speakers who are not teachers. Errors in this study are taken from compositions written by Arab-Palestinian students. Eight error categories including prepositions, concord, word order, plural, pronouns, spelling, vocabulary, and verb form are used. Four correct sentences are also included. All participants for the study had to underline errors and evaluate them by indicating the points from 0-5 they would deduct for each error; 5 indicates very serious errors; 0 is for error-free sentences; “1” is for errors which can easily be excused; “2”, “3”, and “4” are means to show intermediate degrees of seriousness. Results of the study show that the three academic groups differ in their evaluation of errors. Whereas the Ph.D. groups are the most lenient, the M.A. groups are the least tolerant. The non-teachers are the most tolerant of all groups.

scholarly journals Lexical Bundles Ending in that in Academic Writing by Czech Learners and Native Speakers of English

2021 ◽  
pp. 33-69
Author(s):  
Gabriela Brůhová ◽  
Kateřina Vašků
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Academic Journals ◽  
Lexical Bundles ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Novice Writers ◽  
L1 And L2 ◽  
Professional Writers ◽  
Shell Nouns

The aim of this paper is to explore how Czech learners of English use lexical bundles ending in that in their academic texts in comparison with novice and professional L1 authors. The analysis is based on three corpora (VESPA-CZ, BAWE and our own cor- pus of papers published in academic journals). The results suggest that Czech learners of English do not use a more limited repertoire of lexical bundles ending in that than pro- fessional writers. However, there are differences between the groups studied, especially in the range of various shell nouns used in nominal bundles. Novice writers, both L1 and L2, use bundles ending in that to express stance more frequently than professional writers.

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