Language Learners’ Characteristics, Target Language Use, and Linguistic Development in a Domestic Immersion Context

2016 ◽  
Vol 49 (3) ◽  
pp. 544-556 ◽  
Author(s):  
Christina Isabelli-García ◽  
Manel Lacorte
Keyword(s):  
Language Learners ◽  
Language Use ◽  
Target Language ◽  
Linguistic Development

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163-172
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

scholarly journals PROSEDUR ANALISIS KESALAHAN BERBAHASA

Diksi ◽  
2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Dawud
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
Language Learners ◽  
Language Use ◽  
Target Language ◽  
Contrastive Analysis ◽  
Pedagogical Function

An error in language use is an instance of using language in a way whichdiverges from the norms of the target language. Such errors are natural phenomenain the process of language learning. Analyses of such errors have three importantfunctions: a pedagogical function, a methodological function, and a facilitativefunction in a process of language acquisition. Such an analysis is done by goingthrough the procedure of collecting language learners' language samples,identifying the errors, then describing them, and finally explaining them.Keywords: errors in language use, error analysis, contrastive analysis

Quantity of target language contact in study abroad and knowledge of multiword expressions

2019 ◽  
Vol 4 (2) ◽  
pp. 145-167 ◽  
Author(s):  
Klara Arvidsson
Keyword(s):  
Study Abroad ◽  
Language Contact ◽  
Language Use ◽  
Repeated Exposure ◽  
Target Language ◽  
Linguistic Development ◽  
Multiword Expressions ◽  
Contact Information ◽  
Cloze Test

Abstract This study takes a Usage-Based approach to the learning of French multiword expressions (MWEs) in Study Abroad (SA). MWEs are conventionalized form-meaning mappings, for example du coup (‘and so’) and en fait (‘actually’), and are assumed to be learned through repeated exposure. Based on this assumption, the study adopted a pretest/posttest design to explore how quantity of out-of-class target-language (TL) contact predicted the development of MWE knowledge among 41 Swedish students during a semester in France. MWE knowledge was assessed by a modified cloze test based on transcriptions of informal language use (www.clapi.fr) and TL contact information was obtained through the Language Engagement Questionnaire (McManus, Mitchell, & Tracy-Ventura, 2014). Contrary to expectations, the findings showed that quantity of out-of-class TL contact did not predict gains in MWE knowledge and add further counterevidence for the role of sheer quantity of TL contact for linguistic development in SA.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

Assessing the L2 pragmatic awareness of non-native EFL teacher candidates: Is spotting a problem enough?

2020 ◽  
Vol 16 (1) ◽  
pp. 33-65
Author(s):  
Karen Glaser
Keyword(s):  
Language Learners ◽  
Teacher Candidates ◽  
Target Language ◽  
False Alarms ◽  
Language Teacher Education ◽  
Advanced Learners ◽  
Efl Teacher ◽  
Pragmatic Awareness ◽  
English Speaking ◽  
Research Gap

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.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

The L2 syllabus: corpus or contrivance?

Corpora ◽  
2007 ◽  
Vol 2 (2) ◽  
pp. 157-185 ◽  
Author(s):  
Terry Shortall
Keyword(s):  
Natural Frequency ◽  
Language Learners ◽  
Target Language ◽  
Frequency Data ◽  
Present Perfect ◽  
Corpus Studies ◽  
Verb Forms ◽  
Growing Body ◽  
Real Language ◽  
Corpus Data

Corpus linguists have argued that corpora allow us to present lexical and grammatical patterns to language learners as they occur in real language, thereby exposing the learner to authentic target language (Mindt, 1996; Biber et al., 2002; Sinclair, 2004). And there is now a growing body of empirical research into how corpus studies can benefit ELT materials design and development (Ljung, 1990, 1991; Römer, 2004, 2005). This study investigates how the present perfect is represented in a spoken corpus and in ELT textbooks. The objective is to see whether corpus frequency data can make textbook present perfect presentation represent reality more accurately, and also whether there are sometimes pedagogic aims that may override frequency considerations. Results show that textbooks fail to represent adequately how present perfect interacts with other verb forms to create hybrid tenses such the present perfect passive. Textbooks also over-represent the frequency of structures such as the present perfect continuous. Adverbs such as yet and already are much more frequent in textbooks than in the corpus. Textbook writers seem to deliberately exaggerate the frequency of such adverbs, and arguably use them as tense markers or flagging devices so that learners will expect to see present perfect when they see yet and already. This suggests that disregard for natural frequency data may be justifiable if pedagogic considerations of this kind are taken into account. So, while corpus data provides important and useful frequency data for the teaching of grammar, pedagogic objectives may sometimes require that frequency data is disregarded.

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