scholarly journals Vocabulary usage among Asian EFL learners during speech: a corpus-based quantitative analysis of the effects of L1 type, L2 proficiency and task type

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shin'ichiro Ishikawa
Keyword(s):  
Native Speaker ◽  
Structural Complexity ◽  
Task Type ◽  
Sentence Length ◽  
L2 Proficiency ◽  
Content Type ◽  
Efl Learners ◽  
Novice Learners ◽  
Type D ◽  
Task Types

PurposeUsing a newly compiled corpus module consisting of utterances from Asian learners during L2 English interviews, this study examined how Asian EFL learners' L1s (Chinese, Indonesian, Japanese, Korean, Taiwanese and Thai), their L2 proficiency levels (A2, B1 low, B1 upper and B2+) and speech task types (picture descriptions, roleplays and QA-based conversations) affected four aspects of vocabulary usage (number of tokens, standardized type/token ratio, mean word length and mean sentence length).Design/methodology/approachFour aspects concern speech fluency, lexical richness, lexical complexity and structural complexity, respectively.FindingsSubsequent corpus-based quantitative data analyses revealed that (1) learner/native speaker differences existed during the conversation and roleplay tasks in terms of the number of tokens, type/token ratio and sentence length; (2) an L1 group effect existed in all three task types in terms of the number of tokens and sentence length; (3) an L2 proficiency effect existed in all three task types in terms of the number of tokens, type-token ratio and sentence length; and (4) the usage of high-frequency vocabulary was influenced more strongly by the task type and it was classified into four types: Type A vocabulary for grammar control, Type B vocabulary for speech maintenance, Type C vocabulary for negotiation and persuasion and Type D vocabulary for novice learners.Originality/valueThese findings provide clues for better understanding L2 English vocabulary usage among Asian learners during speech.

Picture or non-picture? The influence of narrative task types on lower- and higher-proficiency EFL learners’ oral production

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Xuyan Qiu
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Structural Complexity ◽  
Oral Narrative ◽  
L2 Proficiency ◽  
Efl Learners ◽  
Oral Production ◽  
Foreign Language Learners ◽  
Task Types

Abstract Picture-based storytelling tasks, i. e. telling a story relying on some pictures, and short speech tasks, i. e. producing a speech with a given topic without pictures, are two types of oral narrative tasks widely adopted in previous studies. However, few have discussed what effects these two types of tasks may exert on second language learners’ speaking performance. In this study, sixty English as a foreign language learners, divided into lower- and higher-proficiency groups, performed a picture-based storytelling task and a short speech task. Stimulated recalls were collected from seventeen participants. Their oral discourses were analysed in terms of complexity, accuracy, and fluency. Stimulated recalls were analysed based on Levelt’s speaking model. The short speech tasks raised participants’ accuracy and lexical complexity and were more effective for higher-proficient learners regarding structural complexity. The findings yield suggestions for designing oral narrative tasks for EFL learners with different L2 proficiency levels.

Task type completion in lower level EFL classes: A conversation analytic study

2021 ◽  
pp. 136216882098795
Author(s):  
Yujong Park
Keyword(s):  
Middle School ◽  
Foreign Language ◽  
Case Analysis ◽  
Task Type ◽  
Video Data ◽  
Task Completion ◽  
Efl Learners ◽  
Task Types ◽  
Middle School English ◽  
Deviant Case

This study assesses a range of task-based interaction (i.e. structured vs. unstructured tasks) between lower-English-proficiency middle school English as a foreign language (EFL) learners in a task-based learning (TBL) class employing conversation analytic methodology. From the video data, which allowed for an emic analysis of the students’ vocal and non-vocal actions when engaging in the different task types, it was found that in both the structured and unstructured task interactions, because the students were mainly focused on task completion, there were frequent minimal turns and sequences. A deviant case analysis revealed that the participants prioritized task completion as the focus of activities even when engaging in social talk by evoking various types of roles (e.g. students, friends). The study proposes several pedagogical suggestions for employing tasks in lower-level EFL contexts.

scholarly journals The Influence of Task Type on Perceived Fluency

2016 ◽  
Vol 4 (2) ◽  
pp. 241
Author(s):  
Mirjana M. Kovac
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Narrative Structure ◽  
Task Type ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Significant Aspect ◽  
Successful Communication ◽  
Teaching Emphasis ◽  
Task Types

<p><em>In foreign language teaching it is necessary to employ a variety of tasks with a different degree of narrative structure to influence learners’ performance in anticipated ways, thus enhancing overall fluency as a significant aspect of successful communication. This study examines how different task types influence the perceived fluency of EFL learners. The obtained results confirm that the perception of speakers’ fluency varied across tasks. The worst perception of fluency was achieved in the task based on the formulation of unrelated utterances, that is, the most unstructured task led to the least fluent performance. A frequent introduction of new topics demands a great amount of attention. Therefore, in foreign language teaching emphasis should be laid on tasks including frequent introductions of new topics, due to the observed decrease in perceived fluency.</em></p>

scholarly journals The Effect of Implimentation of TBLT in Reading Comprehension Classes of Iranian EFL Learners

2017 ◽  
Vol 10 (11) ◽  
pp. 119
Author(s):  
Mozhgan Madhkhan ◽  
Seyed Mojtaba Mousavi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Performance ◽  
Task Type ◽  
Efl Learners ◽  
Post Test ◽  
Performance Results ◽  
Task Types ◽  
And Control ◽  
The Impact

The present study investigates the impact of Task-Based Language Teaching (TBLT) on Iranian EFL learners’ reading comprehension performance. 70 participants were assigned randomly to the experimental and control groups. Having instructed the two groups with the same texts but different task types and activities (i.e. tasks in 4 types) during 20 sessions, the learners’ reading performance results were compared through utilizing a reading post–test to both groups. The obtained data was analyzed using t-test to examine the effects of independent variable, namely, the method of teaching reading (task-based activities vs. classical reading comprehension) on learners’ reading performance as the dependent variable. As well, the performance of the experimental group in four task types was analyzed in order to investigate possible differences among four reading sets of scores obtained on four task types. A follow up TUKEY test was also conducted to locate the exact areas of difference. Results showed that TBLT had a significantly more positive effect on learners’ reading performance compared to traditional reading instruction. Also, the second task type investigated in this study, namely read, note and discuss, found to be more useful in increasing learners’ reading skill. This study has pedagogical implications for Iranian teachers, because reading comprehension is a rally important part of most standard exams in this country. Yet due to limited participants, it requires further studies in future.

Applying an information-seeking dialogue model in an interactive information retrieval system

2014 ◽  
Vol 70 (5) ◽  
pp. 829-855 ◽  
Author(s):  
Xiaojun (Jenny) Yuan ◽  
Nicholas J. Belkin
Keyword(s):  
Information Retrieval ◽  
Information Seeking ◽  
Experimental System ◽  
Task Type ◽  
Content Type ◽  
Dialogue Model ◽  
Dialogue Structure ◽  
Baseline System ◽  
Search For Information ◽  
Task Types

Purpose – People often engage in different information-seeking strategies (ISSs) within a single information-seeking episode. A critical concern for the design of information retrieval (IR) systems is how to provide support for these different behaviors in a manner which searchers can easily understand, navigate and use, as they move from one ISS to another. The purpose of this paper is to describe a dialogue structure that was implemented in an experimental IR system, in order to address this concern. Design/methodology/approach – The authors conducted a user-centered experiment to evaluate the IR systems. Participants were asked to search for information on two different task types, with four different topics per task, in both the experimental system and a baseline system emulating state-of-the-art IR systems. The authors report here the results related explicitly to the use of the experimental system's dialogue structure. Findings – For one of the task types, most participants followed the search steps as predicted in the dialogue structures, and those who did so completed the task in fewer moves. For the other task type, predicted order of moves was often not followed, but participants again used fewer moves when following the predicted order. Results demonstrate that the dialogue structures the authors designed indeed support effective human information behavior patterns in a variety of ways, and that searchers can effectively use a system which changes to support different ISSs. Originality/value – This study shows that it is both possible and beneficial, to design an IR system which can support multiple ISSs, and that such a system can be understood and used successfully.

Effects of Vocabulary Task Types on EFL Learners' Vocabulary Learning

2015 ◽  
Vol 22 (3) ◽  
pp. 27-55
Author(s):  
Joseph Ungsop Yun ◽  
◽  
Jong-Im Han
Keyword(s):  
Vocabulary Learning ◽  
Efl Learners ◽  
Task Types

Improving EFL learners' pragmatic awareness

2003 ◽  
Vol 141-142 ◽  
pp. 199-223
Author(s):  
Seran Doğançay-Aktuna
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Effective Communication ◽  
Pragmatic Competence ◽  
Main Claim ◽  
Advanced Level ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Pragmatic Awareness ◽  
Language Classrooms

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.

Dynamic assessment and requesting: Assessing the development of Japanese EFL learners’ oral requesting performance interactively

2020 ◽  
Vol 17 (5) ◽  
pp. 545-575
Author(s):  
Allan Nicholas
Keyword(s):  
Conversation Analysis ◽  
Dynamic Assessment ◽  
Task Type ◽  
Efl Learners ◽  
Coding Scheme ◽  
Dynamic Methods ◽  
Two Phases ◽  
Japanese Learners ◽  
Development Analysis ◽  
Insight Into

AbstractThis study investigates the use of dynamically-administered strategic interaction scenarios (D-SIS) in identifying Japanese EFL participants’ difficulties with requesting-in-interaction, and tracking their development. Informed by conversation analysis research, six Japanese EFL learners at a university in Japan carried out D-SIS tasks in two phases, with the aim of both identifying specific aspects of requesting-in-interaction that were challenging, and learner development. Analysis focuses on three particular areas of difficulty that arose for participants during the dialogic interactions—connecting request turn utterance linguistic choices to social context; pre-request expansions of requesting talk, and pre-closing sequences. A coding scheme was applied that analyzed mediation sequences in terms of the efficiency with which participants oriented to and resolved problems, allowing ZPD movement to be quantified. In combination with close qualitative analysis of the transcript data, mediation sequences provided insights into the participants’ knowledge and understanding of these areas that would not have been gained through non-dynamic methods. Results therefore provide insight into areas of difficulty for Japanese learners with regards to requesting, and provide support for the use of the D-SIS task type as a diagnostic tool in regards to request-based talk-in-interaction.

scholarly journals CodY Is a Global Regulator of Virulence-Associated Properties for Clostridium perfringens Type D Strain CN3718

mBio ◽  
2013 ◽  
Vol 4 (5) ◽  
Author(s):  
Jihong Li ◽  
Menglin Ma ◽  
Mahfuzur R. Sarker ◽  
Bruce A. McClane
Keyword(s):  
Clostridium Perfringens ◽  
Null Mutant ◽  
Intestinal Infection ◽  
Wild Type ◽  
Global Regulator ◽  
Content Type ◽  
Gram Positive Bacteria ◽  
Type D ◽  
Epsilon Toxin ◽  
Virulence Properties

ABSTRACT CodY is known to regulate various virulence properties in several Gram-positive bacteria but has not yet been studied in the important histotoxic and intestinal pathogen Clostridium perfringens. The present study prepared an isogenic codY-null mutant in C. perfringens type D strain CN3718 by insertional mutagenesis using the Targetron system. Western blot analysis indicated that, relative to wild-type CN3718 or a complementing strain, this isogenic codY mutant produces reduced levels of epsilon toxin (ETX). Using supernatants from cultures of the wild-type, codY-null mutant, and complementing strains, CodY regulation of ETX production was shown to have cytotoxic consequences for MDCK cells. The CodY regulatory effect on ETX production was specific, since the codY-null mutant still made wild-type levels of alpha-toxin and perfringolysin O. Sialidase activity measurements and sialidase Western blot analysis of supernatants from CN3718 and its isogenic derivatives showed that CodY represses overall exosialidase activity due to a reduced presence of NanH in culture supernatants. Inactivation of the codY gene significantly decreased the adherence of CN3718 vegetative cells or spores to host Caco-2 cells. Finally, the codY mutant showed increased spore formation under vegetative growth conditions, although germination of these spores was impaired. Overall, these results identify CodY as a global regulator of many C. perfringens virulence-associated properties. Furthermore, they establish that, via CodY, CN3718 coordinately regulates many virulence-associated properties likely needed for intestinal infection. IMPORTANCE Clostridium perfringens is a major human and livestock pathogen because it produces many potent toxins. C. perfringens type D strains cause intestinal infections by producing toxins, especially epsilon toxin (ETX). Previous studies identified CodY as a regulator of certain virulence properties in other Gram-positive bacteria. Our study now demonstrates that CodY is a global regulator of virulence-associated properties for type D strain CN3718. It promotes production of ETX, attachment of CN3718 vegetative cells or spores to host enterocyte-like Caco-2 cells, and spore germination; the last two effects may assist intestinal colonization. In contrast, CodY represses sporulation. These results provide the first evidence that CodY can function as a global regulator of C. perfringens virulence-associated properties and that this strain coordinately regulates its virulence-associated properties using CodY to increase ETX production, host cell attachment, and spore germination but to repress sporulation, as would be optimal during type D intestinal infection.

Selective crowdsourcing with various type task: models and analysis

2018 ◽  
Vol 13 (4) ◽  
pp. 815-839 ◽  
Author(s):  
Qinglong Gou ◽  
Fangdi Deng ◽  
Yanyan He
Keyword(s):  
Incomplete Information ◽  
Private Information ◽  
Marginal Cost ◽  
Design Methodology ◽  
Learning Effect ◽  
Task Type ◽  
Expected Payoff ◽  
Content Type ◽  
The Past ◽  
Winner Takes All

Purpose Selective crowdsourcing is an important type of crowdsourcing which has been popularly used in practice. However, because selective crowdsourcing uses a winner-takes-all mechanism, implying that the efforts of most participants except the final winner will be just in vain. The purpose of this paper is to explore why this costly mechanism can become a popularity during the past decade and which type of tasks can fit this mechanism well. Design/methodology/approach The authors propose a game model between a sponsor and N participants. The sponsor is to determine its reward and the participants are to optimize their effort-spending strategy. In this model, each participant's ability is the private information, and thus, all roles in the system face incomplete information. Findings The results of this paper demonstrate the following: whether the sponsor can obtain a positive expected payoff are determined by the type of tasks, while the complex tasks with a strong learning effect is more suitable to selective crowdsourcing, as for the other two types of task, the sponsor cannot obtain a positive payoff, or can just gain a rather low payoff; besides the task type, the sponsor's efficiency in using the solutions and the public's marginal cost also influence the result that whether the sponsor can obtain a positive surplus from the winner-takes-all mechanism. Originality/value The model presented in this paper is innovative by containing the following characteristics. First, each participant's ability is private information, and thus, all roles in the system face incomplete information. Second, the winner-takes-all mechanism is used, implying that the sponsor's reward will be entirely given to the participant with the highest quality solution. Third, the sponsor's utility from the solutions, as well as the public's cost to complete the task, are both assumed as functions just satisfying general properties.

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