scholarly journals Relationship between Reading Comprehension and Vocabulary Knowledge in English Authentic Text among Afghan English as Foreign Language Learners

2021 ◽  
Vol 9 (4) ◽  
pp. 102-109
Author(s):  
Muhammad Sharif Hasanzoy ◽  
Zahidullah Abid
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Vocabulary Knowledge ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Authentic Text

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals An investigation of Semantic Interlingual Errors in the Writing of Libyan English as Foreign Language Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Abdalmonem S. Rajab ◽  
Saadiyah Darus ◽  
Ashinida Aladdin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
English As Foreign Language ◽  
Lexical Choice ◽  
Foreign Language Learners ◽  
L1 Influence ◽  
Semantic Errors ◽  
L1 And L2 ◽  
Insufficient Knowledge

The aim of this paper is to investigate some semantic interlingual errors in the writing performance of Libyan English as Foreign Language Learners (LEFLLS). The study seeks to analyze these errorsthat appear in the learners’ written production. The data was gathered from 25 essays written by 25 Libyan postgraduates majoring in different fields. It was collected and organized according to the errors committed. Errors taxonomy adapted from James’ (1998) and Al-Shormani and Al-Sohbani’s (2012) was used in identifying and analyzing these errors. Semantic errors were classified into five categories namely formal mis-selection, formal mis-formation, lexical choice, collocation and lexico-grammatical choice. The semantic errors identified were 346. These errors were classified into four categories namely, formal misformation (46.7%), distortion due to spelling (32.4%), lexical choice (40.6%) and lexicogrammatical choice (2.4%). The results show that direct translation from the first language (L1), assumed synonym and misselection of letters sub-categories score the highest number of the errors, i.e.14.2%, 13.08% and 12.08% respectively. While the sub-category, both collocations incorrect error was the lowest (0.52%). The other errors take the form of paraphrase (11.5%) and Idiomacity (8.5%). Two main sources have been found to be the cause behind these errors namely, L1 influence and insufficient knowledge about the second language (L2). Moreover, cultural differences between L1 and L2 had its impact in the written products of Libyan students.

scholarly journals Effect of Paper and E-Dictionaries on Iranian EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (5) ◽  
pp. 199
Author(s):  
Shiva Grami ◽  
Mahmood Hashemian
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Test Results ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Paired Samples ◽  
Treatment Design

The purpose of this study was to investigate the effects of paper and e-dictionaries on Iranian intermediate learners' reading comprehension. To this end, 90 female English Foreign language learners were randomly selected and assigned into 2 experimental groups (e-dictionaries and paper dictionaries groups) and 1 control group. All the groups took a pretest using no dictionaries. After 2 weeks of treatment design for the experimental groups, all the 3 groups took part in the posttest. The experimental groups did their task with their relevant dictionaries, whereas the control group did their task without using any kind of dictionary. Data were analyzed through analysis of covariance (ANCOVA) and paired samples t test. Results showed that the participants’ reading comprehension improved from the pretest to the posttest in both experimental groups. Results also indicated that the learners in the e-dictionaries group outperformed those in the paper dictionaries group. The outcome of study reveals that e-dictionaries could improve students’ reading comprehension by motivating them, shortening the time of searching words and reading a text, and increasing the number of look ups. 

Patterns of Vocabulary Development in Foreign-Language Learners

1987 ◽  
Vol 9 (2) ◽  
pp. 201-219 ◽  
Author(s):  
Rolf Palmberg
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Time Pressure ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
The Stability ◽  
Introductory Discussion ◽  
The Relationship

After an introductory discussion of the concepts of vocabulary knowledge continua and foreign-language learners' mental lexicons, the paper presents the results of a longitudinal pilot study whose aim was to make preliminary insights into vocabulary development as it takes place in an ordinary foreign-language classroom setting involving elementary-level Swedish-speaking learners of English. The results are discussed in terms of vocabulary growth in general, the learners' accessibility to words under time pressure, the relationship between “old,” well-known words and newly learned words, and finally, the stability of the learners' immediate access to words.

scholarly journals THE IMPACTS OF EXPLICIT INSTRUCTIONS ON COHESIVE DEVICES ON IMPROVING READING COMPREHENSION

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Bo Thi Ly
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Training Procedure ◽  
Survey Questionnaire ◽  
Foreign Language Learners ◽  
Experimental Teaching ◽  
Cohesive Devices ◽  
Post Test ◽  
Comprehension Tests

This action research examines the effectiveness of an explicit cohesive device training procedure on improving foreign language learners’ reading comprehension. The research was carried out in a six-week experimental teaching procces for a class of 24 non-English majored students with the aid of two main data collection instruments, including two reading comprehension tests (a pre-test and a post-test) and a survey questionnaire. The data was mainly analyzed quantitatively using the Paired Sample T-tests. The overall result revealed that there was a significant improvement on students’ reading comprehension, which indicated that the technique worked well and was found effective in the study.

scholarly journals Developing and evaluating a computerized adaptive testing version of the Word Part Levels Test

2017 ◽  
Vol 36 (1) ◽  
pp. 101-123 ◽  
Author(s):  
Atsushi Mizumoto ◽  
Yosuke Sasao ◽  
Stuart A. Webb
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Computerized Adaptive Testing ◽  
Adaptive Testing ◽  
Vital Role ◽  
Diagnostic Information ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Japanese University ◽  
Foreign Language Learners

The knowledge about affix plays a vital role in the development of word knowledge and vocabulary acquisition. A test for diagnostic information on the level of affix knowledge would be useful in order to inform the test users of what learners have gained or lacked in this integral component of vocabulary knowledge. This paper reports the development and evaluation of a computerized adaptive testing (CAT) version of the Word Part Levels Test (WPLT), created by Sasao and Webb (2017). The CAT-WPLT was developed to maximize further the effectiveness of the WPLT as a diagnostic test. It was administered to 760 Japanese university EFL (English as a foreign language) learners. The evaluation was based on the comparison of measurement accuracy with the fixed-item version of the WPLT. The results show that the CAT-WPLT can provide test users with diagnostic information on test-taker’s strengths and weaknesses in affix knowledge with smaller number of items and with the same or greater precision than the previous versions of the WPLT. Pedagogical implications for using the CAT-WPLT are discussed along with issues in utilizing computer adaptivity.

scholarly journals The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge

2018 ◽  
Vol 169 (1) ◽  
pp. 142-168 ◽  
Author(s):  
Elke Peters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Positive Relationship ◽  
Vocabulary Knowledge ◽  
The Internet ◽  
Vocabulary Test ◽  
Foreign Language Learners ◽  
Print Books

Abstract The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of instruction (three or six years), gender, and out-of-class exposure to English language media affect Flemish learners’ vocabulary. Data were collected with 79 English-as-a-foreign language learners. They were administered a frequency-based vocabulary test and a questionnaire. The findings of this study show that Flemish English-as-a-foreign language learners are frequently exposed to English language media. The results also indicate a positive relationship between learners’ vocabulary knowledge and exposure to non-subtitled TV programs and movies, the Internet, and written print (books, magazines). Finally, both length of instruction and current out-of-class exposure to English language media had an effect on learners’ vocabulary knowledge, but out-of-class exposure had a larger effect than length of instruction.

French vocabulary breadth among learners in the British school and university system: comparing knowledge over time

2008 ◽  
Vol 18 (3) ◽  
pp. 333-348 ◽  
Author(s):  
JAMES MILTON
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Historical Data ◽  
Vocabulary Knowledge ◽  
University System ◽  
Progressive Decline ◽  
Foreign Language Learners ◽  
British School ◽  
Knowledge Of Learners ◽  
Over Time

ABSTRACTThis paper investigates the scale of vocabulary learning that appears to be common among British foreign language learners of French up to university graduation. These results are compared with historical data and the knowledge learners possessed in previous generations. This is done by comparing current students' vocabulary knowledge with students who studied more than 20 years ago. These comparisons provide very powerful evidence in support of claims made to the Qualifications and Curriculum Authority of a progressive decline in the knowledge of learners and the standard of school examinations over a period of decades.

scholarly journals Rapid Changes in Foreign Language Learning Anxiety Caused by a Multiplicity of Topics: An Idiodynamic Approach

2020 ◽  
Vol 6 (1) ◽  
pp. 83-102
Author(s):  
Khatereh Saghafi ◽  
Majid Elahi Shirvan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Foreign Language Anxiety ◽  
Topic Familiarity ◽  
Factors Affecting ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Major Factors

Considering the dynamicnature of foreign language anxiety (FLA), we applied an idiodynamic method to explore topic-based variations of FLA. Before the study was conducted, a class of 20 female intermediate English as foreign language learners were assessed using the foreign language classroom anxiety scale (FLCAS). Two low-anxiety learners and two high-anxiety learners were selected to participate in this study. The idiodynamic method involved videotaping the participants’ responses to four topic-based questions, their self-ratings of fluctuations in FLA while answering the questions, and drawing attributions for topic-based changes in FLA. The results demonstrated both within-individual and between-individual stability and variation in FLA. Linguistic block, topic familiarity, topic interest, and topic-related emotional loading were revealed as the major factors affecting the dynamics of FLA. The pedagogical implications of the findings are discussed.

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