A Study on English Word-Final Coronal Stop Deletion by Chinese EFL Learners

2021 ◽  
Author(s):  
Tong Li ◽  
Hui Feng
Keyword(s):  
English Word ◽  
Efl Learners

scholarly journals Morphological Make-up as the Predictor of English Word Accent

2009 ◽  
Vol 26 (2) ◽  
pp. 13
Author(s):  
Mohammad Ali Salmani-Nodoushan
Keyword(s):  
English Word ◽  
Efl Learners ◽  
Stress Levels ◽  
English Spelling ◽  
Esl Learners ◽  
Stress Placement

For years, phoneticians have tried to simplify pronunciation for EFL/ESL learners. Some have identified four degrees of primary, secondary, tertiary, and weak stress, and others only three degrees: primary, secondary, and weak. Still others have concentrated on two stress levels: accented versus unaccented, or stressed versus unstressed (Bowen, 1975; Stageberg, 1964; Chomsky & Halle, 1968). None, however, has followed an orthography-based approach to English accent. Because orthography is the most static way of representing words in English, spelling- or orthography-based rules of accent/stress placement may come as a relief to ESL/EFL learners. In this article I present four spelling-based rules for stress placement to help EFL/ESL learners master pronunciation.

scholarly journals Native Language Interference in English L2 Word Recognition and Word Integration Skills

2021 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Nazanin Biglari ◽  
Esli Struys
Keyword(s):  
Word Recognition ◽  
Reading Time ◽  
Positive Relationship ◽  
Native Language ◽  
First Language ◽  
English Word ◽  
Decision Task ◽  
Positive Aspect ◽  
Efl Learners ◽  
French Speaking

The current study was planned to investigate the interference of the native language in English word recognition and word integration skills in L1 speakers of French and Persian. The participants of the study were 48 intermediate and upper intermediate native Persian and French-speaking EFL learners studying in VUB and ULB universities in Brussels, Belgium. All in all, based on the results of ANCOVA, there was a strong and positive relationship between EFL learners' word recognition and word integration skills and their L1(first language). The RT (reaction time) resulting from the LDT (lexical decision task) showed that the Persian EFL participants were able to outperform French EFL participants, though Persian and English are orthographically and typologically distant languages. On the other hand, in a word integration task, French participants showed superiority over Persian participants in the direct object reading time that emphasized the positive aspect of L1 interference as facilitation.

scholarly journals The Metaphorical Use of Collocations: A Corpus-Based Study

2019 ◽  
Vol 9 (3) ◽  
pp. 107
Author(s):  
Yanqin Cheng
Keyword(s):  
Physical World ◽  
English Word ◽  
Human Beings ◽  
Conceptual Metaphors ◽  
Bodily Experience ◽  
Efl Learners ◽  
The World ◽  
British National Corpus ◽  
Insight Into ◽  
National Corpus

The meanings of collocations, which have been accepted as an abstraction at the syntagmatic level, may have been defined by the way human beings conceptualize the world. The patterns in the use of the English word “contain” are summarized using the British National Corpus and an attempt is made to use conceptual metaphors to interpret how these patterns came into being and how they could have derived from human beings’ earliest bodily experience in the physical world. Such insight into English collocations may help improve the teaching of collocations to EFL learners.

scholarly journals The Acquisition of English Word Stress by Mandarin EFL Learners

2017 ◽  
Vol 10 (12) ◽  
pp. 196
Author(s):  
Dan Liu
Keyword(s):  
College Students ◽  
Reading Aloud ◽  
English Word ◽  
L2 Acquisition ◽  
Chinese College Students ◽  
Efl Learners ◽  
Relative Lack ◽  
Word Stress ◽  
Syllabic Structure ◽  
Lack Of Knowledge

Compared with the study of acquisition of syntax and morphology, there is a relative lack of research on the acquisition of phonology, the L2 acquisition of word stress in particular. This paper investigates the production of word stress by 70 Chinese college students in their reading aloud. Altogether 350 minutes’ recordings were collected and coded. The result shows that improper assignment of word stress most likely occurs in two-syllable words and three-syllable words and on the first syllable. The factors which account for these problems are learners’ insensitivity to syllabic structure of English words and lack of knowledge of rules on English word stress.

scholarly journals An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”

2020 ◽  
Vol 13 (6) ◽  
pp. 58
Author(s):  
Jing Li
Keyword(s):  
Empirical Study ◽  
Early Stage ◽  
English Word ◽  
The Internet ◽  
Base Number ◽  
Review Of Literature ◽  
Efl Learners ◽  
Efl Teachers ◽  
Sizable Proportion ◽  
English Competence

The debate on how to understand such expressions of multiplication entailing “times” as “n times more than” and “increase (by) n times” has been on and off in China since the 1980s. A review of literature seems to suggest that despite early-stage divergence in understanding, there is a general consensus among the Chinese academia at present that the English word “times” entails the base number, and therefore expressions of multiplication like “n times more than” and “increase (by) n times” are equivalent to the expression “n times as much/many as”. This paper intends to find out whether this consensus is reflected in Chinese EFL learners’ understanding of those expressions. Altogether 16 English majors from one of the key universities in the northern part of China were tested on their understanding and translation of two passages with embedded arithmetic comparisons using “n times more than” and “increase n times” respectively. It is found that a sizable proportion of them (62.5% for the former and 56.25% for the latter) gave inaccurate translation and that their rendering manifests not only their misunderstanding but also indiscretion in the translating process. Such factors as students’ indiscriminate use of information from the Internet, ambiguity and errors in popular grammar books, the presumed disjunction between EFL research and EFL teaching, and the untimely updating of English competence on the part of Chinese EFL teachers in China are proposed as possible reasons.

scholarly journals Prediction of English Word skills from oral proficiency and phonological awareness among EFL Children: the Impact of Language Learning Environment

2019 ◽  
Author(s):  
Shuting Huo
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Phonological Awareness ◽  
Language Learning ◽  
Word Meaning ◽  
Oral Proficiency ◽  
English Word ◽  
Word Decoding ◽  
Efl Learners ◽  
The Impact

This study investigated the contribution of English oral proficiency (OP) and phonological awareness (PA) in predicting subsequent English word decoding and word meaning access in young children who learn English as a foreign language (EFL) in two environments, English immersion (EI) and non-immersion (NIMM) programs. The results showed that word decoding and meaning access were both predicted by OP and PA in the EI children. For NIMM children, OP and PA significantly predicted word decoding but not word meaning access. Finally, we proposed that language learning environment has an impact on the development of word recognition in young EFL learners.

scholarly journals A Comparison of EFL Fifth Graders’ Vocabulary Acquisition through Skype Videoconferencing and Face-to-face Picture Book Storytelling

2020 ◽  
Vol 6 (2) ◽  
pp. 91-105
Author(s):  
Hsing-Hui Chiu ◽  
Chin-Fen Chen
Keyword(s):  
Picture Book ◽  
Computer Mediated Communication ◽  
English Word ◽  
Receptive Vocabulary ◽  
Mediated Communication ◽  
High Involvement ◽  
Efl Learners ◽  
Face To Face ◽  
Quasi Experimental ◽  
The Difference

This quasi-experimental study explores the relative efficacy of computer-mediated communication (CMC) and face-to-face picture book storytelling for promoting young EFL learners’ English word acquisition. Thirty-two young EFL learners participated in a 40-minute story session in the two aforementioned modes. Receptive and productive word gains were assessed through immediate and delayed receptive vocabulary tests and productive story recall tests. To better explain how the CMC and face-to-face settings affected the participants’ word gains, their involvement in the two types of storytelling settings was evaluated using an involvement load survey. The results show that the participants’ task involvement was higher in the face-to-face setting than the CMC setting, which led to better word gains. Within each setting, high-involvement participants’ word gain was better than that of their low-involvement counterparts. However, the difference between high-involvement and low-involvement participants was only manifest in the receptive word gains for the participants in the CMC setting, but not the productive word gains. These findings suggest that face-to-face storytelling might be the more effective setting when picture book storytelling is adopted to promote EFL young learners’ word gains, especially for receptive word gains.

Word Class Influence upon L1 and L2 English Word Association

2016 ◽  
Vol 39 (4) ◽  
Author(s):  
Li Xiaosa ◽  
Wang Wenyu
Keyword(s):  
Word Association ◽  
Mental Lexicon ◽  
English Word ◽  
English Speakers ◽  
Word Class ◽  
Efl Learners ◽  
Word Association Test ◽  
Word Classes ◽  
L1 And L2 ◽  
L1 English

AbstractThis study explores word class influence upon L1 and L2 word association. The participants included 26 L1 English speakers and 28 advanced EFL learners who finished an English word association test that involved three types of stimuli: nouns, verbs and adjectives. Response words to the stimuli were classified into paradigmatic, syntagmatic, encyclopedic and form-based categories. Results show that: 1) L2 mental lexicon largely resembled that of L1 English speakers in that both were dominated by paradigmatic association, but L2 syntagmatic association was obviously weaker than that of L1 across the three word classes; 2) Verbs and adjectives demonstrated a greater potential to elicit syntagmatic responses than nouns in both L1 and L2 association; 3) Compared with verbs and adjectives, nouns were more paradigmatically challenging to L2 learners.

Phrase-Learning in Deaf and Hearing Subjects

1967 ◽  
Vol 10 (3) ◽  
pp. 600-605 ◽  
Author(s):  
Penelope B. Odom ◽  
Richard L. Blanton
Keyword(s):  
Word Order ◽  
Fifth Graders ◽  
English Word ◽  
Normal Hearing ◽  
Twelfth Graders ◽  
Memory Processes ◽  
Study Test ◽  
The Mean

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

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