Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix

2019 ◽  
Vol 22 (1) ◽  
pp. 67-94
Author(s):  
Katherine A. Abba ◽  
R. Malatesha Joshi ◽  
Xuejun Ryan Ji
Keyword(s):  
Community College ◽  
Second Language ◽  
English Language ◽  
Linguistically Diverse ◽  
The United States ◽  
Generation 1.5 ◽  
College Level ◽  
College Population ◽  
Diverse Community ◽  
Language Students

Abstract Proficient writing in English is a challenge for the linguistically diverse community college population. Writing research at the community college level is warranted in order to guide instruction and assist students in achieving higher levels of proficient writing. The current study examined the writing of three community college groups: native English Language students (L1, n = 146), English as a Second Language students primarily educated abroad (L2, n = 31), and English as a Second Language students who graduated from high school and lived in the United States for more than four years (Generation 1.5, n = 72). The writing samples were analyzed using Coh-Metrix to examine group differences in lexical, syntactic, and cohesion characteristics. Results indicated significant differences in syntactic and lexical measures among all groups, with small to large effect sizes. The majority of differences related to proficient writing characteristics were found between L1 and Generation 1.5 groups.

scholarly journals Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

2016 ◽  
Vol 9 (9) ◽  
pp. 134
Author(s):  
Charles Gibson
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Development ◽  
The United States ◽  
Language Learner ◽  
Achievement Gaps ◽  
English As Second Language ◽  
Language Students

<p>Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for to better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.</p>

scholarly journals Factors Shaping Second Language Acquisition Among Adult Mexican Immigrants in Rural Immigrant Destinations

2019 ◽  
Vol 41 (1) ◽  
pp. 85-102
Author(s):  
Julia Albarracin ◽  
Guadalupe Cabedo-Timmons ◽  
Gloria Delany-Barmann
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
English Language ◽  
Mexican Immigrants ◽  
The United States ◽  
Grocery Store ◽  
Health Providers ◽  
Gateway Communities ◽  
Immigrant Destinations ◽  
Bank Tellers

This article investigated the intrinsic, extrinsic, and integrative orientations shaping reading and speaking English skills among adult Mexican immigrants in two gateway communities in Illinois. Intrinsic orientations refer to reasons for second language (L2) learning derived from one’s inherent pleasure and interest in the activity. Extrinsic orientations refer to reasons that are instrumental to some consequence. In turn, integrative orientation refers to social identity issues that are addressed by neither the intrinsic nor the extrinsic orientations. Findings indicated that whereas extrinsic and integrative orientations influenced English language skills, intrinsic orientations did not. More specifically, immigrants had multiple extrinsic reasons to be motivated to learn the language, including succeeding in the United States, finding (better) jobs, and communicating with health providers, bank tellers, and grocery store employees. In turn, both quantitative and qualitative analyses showed that closeness and openness toward L2 group influenced the desire to learn the language.

Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
Second Language Learners ◽  
Right Hemisphere ◽  
Brain Activation ◽  
Frequency Range ◽  
Second Language Processing ◽  
Language Students

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

2018 ◽  
pp. 41-57 ◽  
Author(s):  
Nermin Vehabovic ◽  
Casey Medlock Paul
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Identity Formation ◽  
Language Learners ◽  
English Language ◽  
Critical Issue ◽  
The United States ◽  
Bilingual Students ◽  
Policy And Practice ◽  
Language And Culture

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

scholarly journals Investigation Into Motivation Types of Saudi and Chines EFL Learners and Gender Role Differences

2021 ◽  
Vol 14 (12) ◽  
pp. 101
Author(s):  
Asma Alqahtani
Keyword(s):  
Intrinsic Motivation ◽  
Gender Role ◽  
Extrinsic Motivation ◽  
English Language ◽  
College Level ◽  
Efl Learners ◽  
Research Questions ◽  
Language Students ◽  
And Gender ◽  
Chinese Group

This study investigates motivation types of Saudi and Chines EFL learners and gender role differences. I selected these two groups because they constituted the most dominant groups that study English abroad. The descriptive and correlational approaches were used to examine the participants&rsquo; motivation by collecting the data through questionnaire and interviews. Twenty-five Saudi and Chinese college level English language students were selected as samples for collecting data for answering the research questions. The findings showed that both groups have extrinsic and intrinsic motivation as well integrative and instrumental motivation. The Chinese group&rsquo;s intrinsic motivation is stronger than the extrinsic motivation.&nbsp;

scholarly journals Review of Research on the Use of Audio-Visual Aids among Learners’ English Language

2021 ◽  
Vol 12 (3) ◽  
pp. 895-904
Author(s):  
Charanjit Kaur Swaran Singh Et.al
Keyword(s):  
Second Language ◽  
Traditional Method ◽  
English Language ◽  
Language Teaching ◽  
Visual Aids ◽  
Language Students

This paper reviews the literature on the use of audio-visual to improve lower proficiency learners’ English Language. Audio-visual aids have been very beneficial to make learning interesting among the English as a second language (ESL) because it facilitates learning. Teachers have to be innovative in their pedagogy approach to make language teaching effective. Today, teachers are no longer dependent on traditional method of teaching instead they have adapted different techniques to teach language. Past studies have reported that teachers opted to use audio-visual because students showed less interest towards English language, students view English language as subject to fulfil the examination requirement, students’ displayed reluctance to speak due to their fear to make mistakes in pronunciation and other. Hence, this paper further analyses the need to investigate the issues that are related on the usage of audio-visual aids to the teaching of English language which needs immediate attention. 

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