Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners

2014 ◽  
Vol 35 (4) ◽  
pp. 463-482 ◽  
Author(s):  
C. Munoz
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Performance ◽  
Foreign Language Learners

Hindi Heritage Language Learners’ Performance during OPIs: Characteristics and Pedagogical Implications

2012 ◽  
Vol 9 (2) ◽  
pp. 156-174
Author(s):  
Gabriela Nik. Ilieva
Keyword(s):  
New York ◽  
Foreign Language ◽  
Language Learners ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Oral Performance ◽  
New York University ◽  
Foreign Language Learners ◽  
Oral Proficiency Interviews ◽  
High Level

The present paper examines the oral performance of Hindi language learners during practice Oral Proficiency Interviews (OPI) conducted during workshops hosted by New York University and sponsored by STARTALK. The most salient characteristics of the heritage language learners’ output are compared with the output of foreign language learners who are rated similarly at the Intermediate Mid or Intermediate High level on the ACTFL scale. The paper’s focus is on patterns of grammar and discourse strengths and deficiencies, as well as elaboration of topics and code-mixing in relation to students’ background. Pedagogical implications are discussed with reference to teaching strategies that address the differences in the language abilities of the heritage versus foreign language learners of Hindi.

scholarly journals From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners

HOW ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 160-178
Author(s):  
Ana Clara Sánchez Solarte ◽  
Andrés Sánchez Solarte
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Performance ◽  
Foreign Language Learners

scholarly journals PATTERN PRACTICE REVISITED: FROM SYNTAX TO SENSE AND POSITIVE EMOTIONS

Neofilolog ◽  
2019 ◽  
pp. 89-101
Author(s):  
Paweł Scheffler ◽  
Wolfgang Butzkamm
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Positive Emotions ◽  
Language Use ◽  
Classroom Interaction ◽  
Language Instruction ◽  
Oral Performance ◽  
Foreign Language Learners ◽  
Exercise Type ◽  
Time Away

For many second and foreign language learners, the goal of language instruction is fluent oral performance. Such performance can be achieved if the mechanisms underlying L2 performance have been automatized. It is generally recognized that promoting automaticity in the classroom requires massive repetition and consistent practice, which, however, need to correspond to conditions of use in order for transfer into real speech to take place. It is also often acknowledged that meeting these requirements in classroom instruction is very difficult as traditional repetitive practice activities often take time away from communicative language use and fail to induce positive emotions in learners. In this article, we take a fresh look at the theory behind, and the implementation of, pattern practice. We begin by arguing that it is construction grammar that provides a theoretical oundation for pattern practice. We also demonstrate that monolingual drills in the audiolingual method marginalized meaning and were often mechanical. We then present bilingual drills as an alternative exercise type which facilitates pattern recognition, oral repetition and focus on meaning. We show that referring to the native language makes it possible to localize and individualize the examples used and to induce positive emotions in the process. Finally, we discuss communicative drills and use transcripts of classroom interaction to demonstrate that repetitive practice, communication and positive emotions can all be combined.

The effects of planning time and proficiency level on accuracy of oral task performance

2018 ◽  
Vol 7 (4) ◽  
pp. 155-168
Author(s):  
Alireza Khorami ◽  
Reza Khorasani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Placement Test ◽  
Task Planning ◽  
Oral Performance ◽  
Planning Time ◽  
Foreign Language Learners ◽  
Proficiency Level ◽  
Performance Accuracy

Abstract   This study examined the effect of pre-task planning (PTP) and proficiency level on the language proficiency of 60 English foreign language learners. The Oxford placement test was administered. Based on the scores, the participants were divided into groups of low and high proficiency. The high and low language level students were randomly assigned to either 0 minutes or 10 minutes PTP time. Then the participants in all the four groups were shown a set of pictures and were required to produce a story about it. They spoke based on the same topic, but in different conditions. The productions were transcribed for further analyses. The results of the analysis revealed that high proficiency learners (PTP) outperformed the NP group of the same level; however, there was no meaningful difference between the low groups. The results of two-way Anova also revealed an interaction between the planning and proficiency levels.   Keywords: Pre-task planning time, oral performance, accuracy, proficiency.

The effects of task types on L2 oral production and learner engagement

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xuyan Qiu ◽  
Hong Cheng
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Performance ◽  
Learner Engagement ◽  
Oral Production ◽  
Foreign Language Learners ◽  
L2 Speaking ◽  
Different Types ◽  
L2 Learners ◽  
Task Types

Abstract In task-based language teaching, various types of tasks are developed from different scenarios in daily communication. Different kinds of tasks encourage oral production of different generic features and can impose different degrees of information-processing pressure on second language (L2) learners. Therefore, the functions and nature of task types are worth considering when designing tasks. Although the effects of task types on L2 oral output have been explored in the current literature, L2 learners’ engagement in different types of tasks is relatively under-explored. Since engaging L2 learners in task performance can facilitate L2 learning, it is important for us to attend to learner engagement in task-based research. This study investigated the effects of two types of tasks, opinion-exchange tasks and storytelling tasks, on the oral performance of 20 English as a foreign language learners in terms of complexity, accuracy, and fluency and their engagement in L2 use. They performed two opinion-exchange tasks and two storytelling tasks. The analysis of their oral discourse revealed that the learners spent longer time, had more turn-taking, and more frequently negotiated language-related issues when co-constructing stories than in opinion-exchange tasks. The results reinforce the importance of considering task types in teaching L2 speaking.

scholarly journals Grammaring, Its Effects on Oral Performance Among EFL Beginner-Level Learners in Higher Education

2021 ◽  
Vol 14 (10) ◽  
pp. 130
Author(s):  
Erickzon D. Astorga Cabezas ◽  
Paulina Bahamondes Beltran
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learners ◽  
Language Skills ◽  
Oral Proficiency ◽  
Communicative Language Teaching ◽  
Oral Performance ◽  
Foreign Language Learners ◽  
Oral Skills ◽  
The Impact

Over several decades, numerous approaches applied to EFL have resulted in theories and reasonings to teach and learn English. Although Communicative Language Teaching (CLT) is the most commonly used path nowadays, it has only resulted in minimal development of university learners’ oral skills; i.e., English-beginner-level students usually attain minimal scores on oral performance after instruction using CLT approaches in some Higher Education Institutions. Thus, this study aims to illustrate the impact of Grammaring approach, in combination with the practice of Form and Meaning as a complement to Use in CLT, on students’ oral proficiency. Data from 38 students in control (n=19) and experimental (n=19) groups were analyzed. A descriptive and inferential statistical analysis of rubric bands from pre and post tests showed subtle improvements in aspects of Form (syntax) and Meaning (lexical use) but not in Use. These results have implications on what to teach and how to teach some language skills to lower-level learners, and highlights considerations for elaborating rubrics and assessing foreign language learners.

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

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