Phraseology effects as a trigger for errors in L2 English: The case of more advanced learners

AbstractThe assessment of pragmatic skills in a foreign or second language (L2) is usually investigated with regard to language learners, but rarely with regard to non-native language instructors, who are simultaneously teachers and (advanced) learners of the L2. With regard to English as the target language, this is a true research gap, as nonnative English-speaking teachers (non-NESTs) constitute the majority of English teachers world-wide (Kamhi-Stein 2016). Addressing this research gap, this paper presents a modified replication of Bardovi-Harlig and Dörnyei’s (1998) renowned study on grammatical vs. pragmatic awareness, carried out with non-NEST candidates. While the original study asked the participants for a global indication of (in)appropriateness/ (in)correctness and to rate its severity, the participants in the present study were asked to identify the nature of the violation and to suggest a repair. Inspired by Pfingsthorn and Flöck (2017), the data was analyzed by means of Signal Detection Theory with regard to Hits, Misses, False Alarms and Correct Rejections to gain more detailed insights into the participants’ metalinguistic perceptions. In addition, the study investigated the rate of successful repairs, showing that correct problem identification cannot necessarily be equated with adequate repair abilities. Implications for research, language teaching and language teacher education are derived.

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Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.168.1.03jaf ◽

2017 ◽

Vol 168 (1) ◽

pp. 70-90 ◽

Cited By ~ 3

Author(s):

Sakineh Jafari ◽

Saeed Ketabi ◽

Mansoor Tavakoli

Keyword(s):

Decision Making ◽

Statistical Analysis ◽

Educational Experiences ◽

Autonomous Learning ◽

Learning Activities ◽

Educational Materials ◽

Advanced Learners ◽

Efl Learners ◽

Intermediate Learners ◽

Learning Language

Abstract This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.

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The acquisition of requests by second language learners of Spanish

Spanish in Context ◽

10.1075/sic.2.1.01pin ◽

2005 ◽

Vol 2 (1) ◽

pp. 1-27 ◽

Cited By ~ 22

Author(s):

Derrin Pinto

Keyword(s):

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

Cross Sectional Study ◽

Cross Sectional ◽

Advanced Learners ◽

English Speaking ◽

Request Strategies ◽

Using Data ◽

L1 And L2

This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, but still rely largely on L1 request behavior. Learners at all levels display more difficulties in areas in which there is cross-linguistic variation between the L1 and L2.

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