Learnability, negative evidence and the L2 acquisition of the English passive

1998 ◽  
Vol 14 (1) ◽  
pp. 62-101 ◽  
Author(s):  
Shinichi Izumi ◽  
Usha Lakshmanan
Keyword(s):  
Second Language Acquisition ◽  
Small Scale ◽  
Control Group ◽  
Negative Evidence ◽  
L2 Acquisition ◽  
Positive Role ◽  
English Only ◽  
Positive Effects ◽  
Esl Learners ◽  
Experimental Group

An issue currently being debated in second language acquisition research is whether negative evidence (i.e., information to the learner that his or her utterance is ungrammatical) plays a positive role in the acquisition of the L2. Some researchers, such as White (1991a; 1991b) and Carroll and Swain (1993), have argued that negative evidence has positive effects while others (see, for example, Schwartz and Gubala-Ryzak, 1992) are sceptical about such effects. In this article, we report the results of a small-scale study that investigated the effects of formal instruction on the acquisition of the English passive by native speakers of Japanese. Japanese has both the ‘direct’ and ‘indirect passive’, whereas English only has the direct passive. The ‘indirect passive’ is possible in Japanese because of the dual status of the passive morpheme rare, which can function not only as a non-thematic (auxiliary) verbal element but also as a lexical/thematic verb. A learnability problem posed by the differences between Japanese and English is that Japanese ESL learners may initially treat the passive auxiliary be in English as being similar to rare in Japanese and thus assume that English, like Japanese, allows not only the ‘direct passive’ but also the ‘indirect passive’. Negative evidence will, therefore, be necessary in order to enable them to arrive at the correct L2 grammar. A group of Japanese ESL learners, who were pretested on the English passive, were placed in an experimental group and a control group. The experimental group was explicitly instructed on the impossibility of the indirect passive in English, whereas the control group was not. Following instruction, both groups were post-tested. The results indicated that the experimental group improved dramatically, whereas the control group did not.

scholarly journals Clowns Benefit Children Hospitalized for Respiratory Pathologies

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
Mario Bertini ◽  
Elena Isola ◽  
Giuseppe Paolone ◽  
Giuseppe Curcio
Keyword(s):  
Statistical Significance ◽  
Systolic Pressure ◽  
Therapeutic Modality ◽  
Control Group ◽  
Self Evaluation ◽  
Positive Effects ◽  
Before And After ◽  
Two Parameters ◽  
Therapeutic Settings ◽  
Experimental Group

The study aims at evaluating health-generating function of humor therapy in a hospital ward hosting children suffering from respiratory pathologies. The main scope of this study is to investigate possible positive effects of the presence of a clown on both the clinical evolution of the on-going disease, and on some physiological and pain parameters. Forty-three children with respiratory pathologies participated in the study: 21 of them belonged to the experimental group (EG) and 22 children to the control group (CG). During their hospitalization, the children of the EG interacted with two clowns who were experienced in the field of pediatric intervention. All participants were evaluated with respect to clinical progress and to a series of physiological and pain measures both before and after the clown interaction. When compared with the CG, EG children showed an earlier disappearance of the pathological symptoms. Moreover, the interaction of the clown with the children led to a statistically significant lowering of diastolic blood pressure, respiratory frequency and temperature in the EG as compared with the control group. The other two parameters of systolic pressure and heart frequency yielded results in the same direction, without reaching statistical significance. A similar health-inducing effect of clown presence was observed on pain parameters, both by self evaluation and assessment by nurses. Taken together, our data indicate that the presence of clowns in the ward has a possible health-inducing effect. Thus, humor can be seen as an easy-to-use, inexpensive and natural therapeutic modality to be used within different therapeutic settings.

scholarly journals The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a Foreign Language

2008 ◽  
Vol 31 (2) ◽  
pp. 16.1-16.22
Author(s):  
Kuninori Shimbo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Accelerated Learning ◽  
Control Group ◽  
Original Form ◽  
Positive Effects ◽  
Language Classes ◽  
Quasi Experimental ◽  
Major Factors ◽  
Experimental Group

This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n= 29) and an experimental group (n= 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results oft-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.

scholarly journals Enhancing ESL Learners’ Vocabulary Learning of Metaphorically-used Words

2017 ◽  
Vol 8 (5) ◽  
pp. 835 ◽  
Author(s):  
Leonardo Veliz
Keyword(s):  
Small Groups ◽  
Control Group ◽  
Esl Students ◽  
English As Second Language ◽  
Lexical Learning ◽  
Study Participants ◽  
Esl Learners ◽  
Journal Entries ◽  
Experimental Group

The present study examined the role of awareness of metaphor in learners’ lexical learning. A total of 35 intermediate English as second language (ESL) students participated in this study. Participants were randomly divided into two small groups. One (N = 17) served as the control group and the other (N = 18) as the experimental group. Both groups were taught several metaphorically-used expressions over a period of six weeks. The groups differed in that the experimental group received systematic and explicit explanations of the source and target relationships that underlie metaphor, while the control group did not receive such instruction. Pre-tests and Post-tests were administered in order to measure lexical understanding of metaphorical items. Two journal entries were given out to students at two different intervals throughout the teaching period in order to tap into their views of how their lexical understanding of metaphor was changing, or not changing, over time. Results revealed that those students who received systematic and explicit explanations on the concrete experiential basis of metaphor showed greater understanding of metaphorical meanings, and seemed more inclined to unpacking their metaphoricity by looking at what lies behind them.

scholarly journals Effects of Low-Frequency Cranial Electrostimulation on the Rest-Activity Rhythm and Salivary Cortisol in Alzheimer's Disease

2003 ◽  
Vol 17 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Erik Scherder ◽  
Dirk Knol ◽  
Eus van Someren ◽  
Jan-Berend Deijen ◽  
Rob Binnekade ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Activity Rhythm ◽  
Low Frequency ◽  
Control Group ◽  
Positive Effects ◽  
Alternative Research ◽  
Positive Effect ◽  
Experimental Group ◽  
Rest Activity

Objective. In previous studies, cranial electrostimulation (CES) had positive effects on sleep in depressed patients and in patients with vascular dementia. The present study examined the effects of low-frequency CES on the rest-activity rhythm and cortisol levels of patients with probable Alzheimer's disease (AD). Method. It was hypothesised that a decreased level of cortisol would parallel a positive effect of low-frequency CES on nocturnal restlessness. Sixteen AD patients were randomly assigned to an experimental group (n = 8) or a control group (n = 8). The experimental group was treated with CES, whereas the control group received sham stimulation, for 30 minutes a day, during 6 weeks. The rest-activity rhythm was assessed by actigraphy. Cortisol was measured repeatedly in the saliva throughout the day by means of salivette tubes. Results. Low-frequency CES did not improve the rest-activity rhythm in AD patients. Moreover, both groups showed an increase instead of a decrease in the level of cortisol. Conclusions: These preliminary results suggest that low-frequency CES has no positive effect on the rest-activity rhythm in AD patients. An alternative research design with high-frequency CES in AD is discussed.

The Sociolinguistic Impact of Service-learning on Heritage Learners Sojourning in Spain

2019 ◽  
Vol 16 (1) ◽  
pp. 71-98
Author(s):  
Francisco Salgado-Robles ◽  
Angela George
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Service Learning ◽  
Study Abroad ◽  
Language Learners ◽  
Heritage Language ◽  
Local Features ◽  
Heritage Language Learners ◽  
Control Group ◽  
Experimental Group

Over the past three decades, a considerable number of studies have investigated the connection between study abroad and second language acquisition to the exclusion of another emerging language profile, that of heritage language learners who study abroad to enhance their home language skills. The few studies on heritage language learners’ development of local features abroad have focused on phonological ones, concluding that more in-depth exposure to the varieties abroad was related to increased production of the local features (Escalante, 2018; George & Hoffman-González, in press). Research on the effects of international service learning have also been limited to second language learners, demonstrating increased second language use and proficiency (Martinsen, Baker, Dewey, Bown, & Johnson, 2010) along with the development of geographically-variable patterns of use (Salgado-Robles, 2018). The current study combines these two fields and investigates the development of a variable local feature (vosotros versus ustedes) by 20 U.S. Spanish-speaking heritage language learners of Mexican descent studying abroad for four months in Spain. The experimental group (N = 10) participated in a service learning course in addition to traditional coursework, while the control group (N = 10) completed traditional coursework and no service learning course. The results of the Oral Discourse Completion Task demonstrated that all participants significantly increased their use of vosotros from the beginning to the end of the semester; however, the change by the experimental group was two times higher than the control group. This could be explained by the results of the Language Contact Profile, which revealed more use of Spanish and less use of English by participants in the experimental group. This study offers implications for future study abroad programs, the linguistic impacts of service-learning, and the development of sociolinguistic competence.

Second language articulatory training and computer-generated feedback in L2 pronunciation improvement

2016 ◽  
Vol 167 (2) ◽  
pp. 190-209
Author(s):  
Meisam Rahimi
Keyword(s):  
Second Language ◽  
Generalization Test ◽  
Control Group ◽  
Acoustic Feedback ◽  
Computer Based ◽  
Group 2 ◽  
Manner Of Articulation ◽  
Esl Learners ◽  
Experimental Group ◽  
Group 1

This paper investigates the efficacy of articulatory training and acoustic feedback on Persian L2 learners’ production of English segmental (/ɒ/). A sample of 30 Persian ESL learners was recruited- 10 learners were randomly assigned to the experimental group 1, 10 to the experimental group 2, and 10 to the control group. Over a five-week period, the experimental group 1 received training on the manner of articulation of the segment, the experimental group 2 received acoustic-articulatory training and was exposed to CALL software for receiving feedback, and the control group was only exposed to auditory input. The groups were given a pretest, an immediate posttest, and a generalization test. The results of the study showed a significant improvement in the performance of the participants in both the posttest and the generalization test in the experimental group 2. These findings suggest the inefficiency of the mere knowledge of the manner of articulation of the segment and lend support to the feasibility of using acoustic features of sounds and computer-based, learner-centred programs for second language segmental acquisition.

scholarly journals Fortification of maize meal improved the nutritional status of 1–3-year-old African children

2005 ◽  
Vol 8 (5) ◽  
pp. 461-467 ◽  
Author(s):  
Alufheli E Nesamvuni ◽  
Hester H Vorster ◽  
Barrie M Margetts ◽  
Annamarie Kruger
Keyword(s):  
Weight Gain ◽  
Vitamin A ◽  
Nutritional Status ◽  
Small Sample ◽  
Control Group ◽  
Serum Retinol ◽  
Positive Effects ◽  
African Children ◽  
Maize Meal ◽  
Experimental Group

AbstractObjectiveTo evaluate the effectiveness of a vitamin-fortified maize meal to improve the nutritional status of 1–3-year-old malnourished African children.DesignA randomised parallel intervention study was used in which 21 experimental children and their families received maize meal fortified with vitamin A, thiamine, riboflavin and pyridoxine, while 23 control children and their families received unfortified maize meal. The maize meal was provided for 12 months to replace the maize meal habitually consumed by these households.MethodsSixty undernourished African children with height-for-age or weight-for-age below the 5th percentile of the National Center for Health Statistics' criteria and aged 1–3 years were randomly assigned to an experimental or control group. Baseline measurements included demographic, socio-economic and dietary data, as well as height, weight, haemoglobin, haematocrit, serum retinol and retinol-binding protein (RBP). Anthropometric, blood and serum variables were measured again after 12 months of intervention. Complete baseline measurements were available for 44 children and end data for only 36. Changes in these variables from baseline to end within and between groups were assessed for significance with paired t-tests, t-tests and analysis of variances using the SPSS program, controlling for expected weight gain in this age group over 12 months. Relationships between changes in variables were examined by calculating correlation coefficients.ResultsThe children in the experimental group had a significantly (P≤0.05) higher increase in body weight than control children (4.6 kg vs. 2.0 kg) and both groups had significant (P≤0.05) but similar increases in height. The children in the experimental group showed non-significant increases in haemoglobin and serum retinol, while the control children had a significant (P = 0.007) decrease in RBP. The change in serum retinol showed a significant correlation with baseline retinol (P = 0.014), RBP (P = 0.007) and weight (P = 0.029), as well as with changes in haemoglobin (P = 0.029).ConclusionDespite a small sample size, this study showed positive effects of a vitamin-fortified maize meal on weight gain and some variables of vitamin A status in 1–3-year-old African children. The study confirmed the relationship between vitamin A and iron status. The results suggest that fortification of maize meal would be an effective strategy to address micronutrient deficiencies in small children in South Africa.

scholarly journals The Effects Of Environmental Problem-based Learning Method On Malaysian Primary ESL Learners’ Vocabulary Achievement

2020 ◽  
Vol 2 (1) ◽  
pp. 59-70
Author(s):  
Zachary Farouk Chai ◽  
Suyansah Bin Swanto
Keyword(s):  
Environmental Education ◽  
Environmental Problem ◽  
18Th Century ◽  
English Education ◽  
Problem Based Learning ◽  
Control Group ◽  
The Government ◽  
Esl Learners ◽  
Experimental Group ◽  
Vocabulary Achievement

Environmental education has long been introduced as early as the 18th century in western countries, but in Malaysia, it still can be considered as a new start in the year 1979. In relation to this, various programs have been conducted by the government to produce literate individuals that are aware of and concern of environmental issues. In primary English education, there are a few topics on the environment that should be taught by teachers, and environmental education is also considered as a cross-curricular subject. The present study aimed to investigate the effects of environmental problem-based learning (PBL) on Malaysian primary school learners' vocabulary achievement. Environmental PBL is an instructional method that provides learners the opportunities to learn cooperatively in groups to find solutions to any problem. This study employed experimental design, which involved 20 learners that came from an intermediate level of English proficiency. They were randomly divided into experimental group and control group. The experimental group was treated with environmental PBL in learning new vocabulary, while the other group was taught using the conventional memorisation method. A set of vocabulary test (pre and post) was used to measure learners' vocabulary achievement and the data were analysed by using independent sample t-test. From the data, it was found out that the learners who were taught by using environmental PBL improved their vocabulary acquisition significantly as being compared to the control group based on the means of marks obtained by the research participants in the experimental group with 12.80 and the mean achieved by the control group with 6.20. Next, this study also showed how environmental PBL helped the experimental group in learning vocabulary based on their orientations which included two themes (effectiveness and participation). Hence, it is suggested that English teachers should use environmental PBL as an effective method of teaching vocabulary to young learners. 

scholarly journals Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech

2020 ◽  
Vol 10 (5) ◽  
pp. 203
Author(s):  
Azza A. M. Abdelrahim
Keyword(s):  
Second Language Acquisition ◽  
Adult Learners ◽  
Control Group ◽  
Collaborative Reflection ◽  
Kingdom Of Saudi Arabia ◽  
L2 Phonology ◽  
Suprasegmental Features ◽  
L1 Acquisition ◽  
Experimental Group ◽  
Time Of Instruction

Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners’ acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students’ use of English segmental and suprasegmental features of L2 speech. Ninety participants at the tertiary level at Tabuk university in the kingdom of Saudi Arabia were divided into two groups which used an online instruction. The only difference between the instruction of the experimental group and the control group is that the experimental group spent part of the time of instruction on collaborative reflection, while the control group spent this time on routine activities without using collaborative reflection (but all other activities were the same). The results showed that the online collaborative reflection improved the pronunciation of the experimental group. The learners learned the pronunciation of the major segmentals (e.g., vowels, consonants, diphthongs), minor segmentals (e.g., the way of articulation), and the suprasegmental features (e.g., intonation, stress). The results also showed that students perceived the online collaborative reflection as a helpful means in improving their use of L2 English phonology features. The findings have important implications and contribute to our theoretical knowledge of second language acquisition and L2 phonetics instruction research.

scholarly journals effect of a serious game on aviation vocabulary acquisition

2021 ◽  
Vol 8 (4) ◽  
pp. 49-63
Author(s):  
Nazmi Dinçer ◽  
Rabia Dinçer
Keyword(s):  
Vocabulary Acquisition ◽  
Serious Game ◽  
Medium Effect ◽  
Civil Aviation ◽  
Simulation Game ◽  
Control Group ◽  
Mixed Method Research ◽  
Serious Gaming ◽  
Positive Effects ◽  
Experimental Group

Having proficiency in the standard aviation phraseology specified by International Civil Aviation Organization (ICAO) is of great importance for prospective pilots in communication with air traffic controllers and other pilots. The ambiguity in the standard phraseology could be a disaster for the flight crews. That’s why; serious thought has been given at the policy of improving the precise communication in aviation. However, it remains unclear whether the serious game-based flight simulations can enhance the vocabulary intake of the learners who invest the majority of their time in studying the standard aviation phraseology. There is also a dearth of research pertaining to the association between serious gaming and aviation phraseology. The advancement of the technology has exponentially expanded the digital games and therefore began to be widely used in education. The current study thus sets out to investigate the effect of a serious simulation game X-Plane 11 offering invaluable learning experience on aviation vocabulary acquisition. This investigation takes the form of a quasi-experimental mixed-method research by retrieving convenience sampling (15 subjects in experimental group, 15 subjects in control group). The findings indicated that there had been strong evidence of the positive effects of serious gaming on the learners’ outcome. Following the integration of the serious game, a significant increase with the medium effect size in the experimental group was recorded. This finding was also echoed by the majority of the interviewees who unanimously emphasized that the game was beneficial and motivating for language learning despite the minority challenges triggered by the level of language, hardware, and software types.

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