Exploring lexical bundles in low proficiency level L2 learners’ English writing: an ETS corpus study

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mo Li ◽  
Xiaotian Zhang ◽  
Barry Lee Reynolds
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Language Competence ◽  
Important Indicator ◽  
Language Background ◽  
Lexical Bundles ◽  
English Writing ◽  
Foreign Language Learners ◽  
Frequent Use ◽  
Lexical Bundle

Abstract The use of formulaic language in written discourse is an important indicator of language competence. Nonetheless, the features of lexical bundles used by lower proficiency English as a Foreign Language learners have received little attention. The present study addressed this gap by employing a corpus-based method to investigate the quantity, function, and quality of four-word lexical bundles produced by low proficiency L2 English writers with 11 different L1 backgrounds in response to a timed English writing assessment. The investigation was specifically anchored on the data extracted from 1,330 essays using Wordsmith 7.0. Results of the investigation showed (1) an over dependence on writing topic related bundles; (2) an Indo-European L1 language background positively influencing lexical bundle production; (3) an overuse of stance expressions and discourse organizers at the expense of referential expression usage; (4) L1 Japanese, Korean, and Telugu writers producing more accurate lexical bundles and L1 German writers producing fewer accurate lexical bundles; and (5) the frequent use of lexical bundles not leading to highly accurate and appropriate use of lexical bundles. The implications of these results were discussed in connection with foreign language education.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence

scholarly journals Year of Intensive Language Learning, A Special Program to Rocket Hungarian Students’ Foreign Language Proficiency: A Success Story?

2017 ◽  
Vol 10 (1) ◽  
pp. 150-174
Author(s):  
Enikő Öveges
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Language Education ◽  
Language Competence ◽  
Secondary School Education ◽  
School Year ◽  
Foreign Language Proficiency ◽  
Contact Hours

Summary Hungary has witnessed several major attempts to improve the foreign language proficiency of students in primary and secondary school education since the political changes of the 1990s, as both international and national surveys reflect a dramatically low ratio of Hungarian population that self-reports to communicate in any foreign language at any level. Among other initiatives, a major one to boost students’ foreign language competence has been the Year of Intensive Language Learning (YILL), introduced in 2004, which allows secondary schools to integrate an extra school year when the majority of the contact hours are devoted to foreign languages. The major objectives of YILL are as follows: 1) to offer a state-financed and school-based alternative to the widely spread profit-oriented private language tuition; thus 2) granting access to intensive language learning and 3) enhancing equal opportunities; and as a result of the supporting measures, 4) to improve school language education in general. YILL is exemplary in its being monitored from the launch of the first classes to the end of their five-year studies, involving three large-scale, mixed-method surveys and numerous smaller studies. Despite all the measures to assist the planning and the implementation, however, the program does not appear to be an obvious success. The paper introduces the background, reviews and synthesizes the related studies and surveys in order to evaluate the program, and argues that with more considerate planning, the YILL ‘hungaricum’ would yield significantly more benefits.

scholarly journals THE NECESSITY OF IMPROVING CULTURAL AWARENESS OF EFL LEARNERS IN STMIK HANDAYANI MAKASSAR

2019 ◽  
Vol 5 (1) ◽  
pp. 119
Author(s):  
Yuliah Abdul Haris
Keyword(s):  
Foreign Language ◽  
Cultural Difference ◽  
Cultural Awareness ◽  
First Language ◽  
Language Education ◽  
Target Language ◽  
Cultural Backgrounds ◽  
Language And Culture ◽  
Foreign Language Learners ◽  
The Relationship

This paper mainly discusses the relationship between language and culture. Language and culture are closely related. If one does not understand the cultural backgrounds, he or she cannot learn the target language really well because any language is an integral part of its culture. Moreover, misunderstanding between the speaker whose first language is English and the speaker whose first language is not English occur between them.  The writer believes that there is still an important cultural element missing from foreign language education in Indonesian EFL classes in such as in STMIK Handayani Makassar. Therefore, English learning in STMIK Handayani Makassar should not only to learn the language, but also to learn its culture. To improve students’ sensitivity for cultural difference between the West and the East and to raise their cultural awareness, English teachers at schools are required not only to teach language but also to impart cultural background knowledge and further to deal with the relationship between language and culture well. This article starts with the necessity of teaching cultural awareness in English teaching at schools, and then this paper discusses some common cultural language mistakes by English Foreign Language learners in STMIK Handayani Makassar.

scholarly journals Augmented and virtual reality technologies: innovations in teaching foreign languages at the university

2021 ◽  
Vol 7 (3) ◽  
pp. 53-67
Author(s):  
Zoya I. Konnova ◽  
◽  
Galina V. Semenova ◽  
Keyword(s):  
Virtual Reality ◽  
Foreign Language ◽  
Visual Information ◽  
Information Technologies ◽  
Language Education ◽  
Modern Society ◽  
High Tech ◽  
Language Competence ◽  
Advantages And Disadvantages ◽  
The University

Modern society requires specialists who are ready to act in a high-tech professional environment. The use of Augmented Reality (AR) and Virtual Reality (VR) technologies is a key direction for the development of the professional sphere in the near future. The relevance of this study is due to the need to introduce these technologies in the field of foreign language education in universities to optimize the process of forming students' professional foreign language competence. The purpose of this article is to study and analyze the existing experience of using educational technologies of augmented and virtual reality in teaching a foreign language in Russia and abroad. Methodology and methods: the lack of a sufficient research base devoted directly to the experience of implementing AR and VR technologies in the process of teaching a foreign language to university students led to the choice of a comprehensive research methodology: theoretical analysis of scientific, pedagogical and methodological literature on the research topic, description and analysis of research results. As a result, the article analyzes the use of augmented and virtual reality technologies in teaching a foreign language, their purpose and functions. The possibility of using these technologies in the educational environment in order to visualize the educational material, supplement it with visual information technologies by reading the QR code with smartphones, tablets and other gadgets, increase motivation and interest in learning is shown. The advantages and disadvantages of augmented and virtual reality technologies are highlighted. It is concluded that educational AR and VR technologies have a huge potential for teaching a foreign language in universities, and many of their shortcomings will be eliminated in the coming years.

scholarly journals KSZTAŁTOWANIE POSTAWY OTWARTOŚCI INTERKULTUROWEJ NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE ZALECEŃ UNII EUROPEJSKIEJ I NA PRZYKŁADZIE ASYSTENTURY COMENIUSA

Neofilolog ◽  
2019 ◽  
pp. 265-277
Author(s):  
Anna Grabowska
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Academic Research ◽  
Language Education ◽  
Language Teachers ◽  
National Language ◽  
The European Union ◽  
Foreign Language Teachers ◽  
Intercultural Awareness ◽  
Foreign Language Learners

Learning a foreign language is not only limited to the development of linguistic competences. Learning a language also means learning about the culture and life of another country, which very often may be a future destination for educational or professional purposes for foreign language learners. Teaching intercultural competences within foreign language education is a subject of academic research. Official documents of the European Union, which affect the national language education strategies, also confirm the importance developing intercultural competence. Experts agree that foreign language teachers play a crucial role in building intercultural awareness of their pupils. Thus, in order to act as intercultural mediators they should acquire intercultural skills and competences themselves. This article analyses the development of future foreign language teachers’ intercultural competences as a consequence of their participation in Comenius Assistantship, a component of the Lifelong Learning Programme.

scholarly journals The Use of Listening Comprehension Strategies in Distance Language Education

2021 ◽  
Vol 14 (10) ◽  
pp. 62
Author(s):  
Aysel Deregözü
Keyword(s):  
Distance Education ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Language Education ◽  
State Universities ◽  
Comprehension Strategies ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Academic Year

This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.

The Modes of Governmentality in Language Education

2011 ◽  
pp. 149-167
Author(s):  
Neriko Doerr ◽  
Shinji Sato
Keyword(s):  
United States ◽  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Language Education ◽  
The United States ◽  
Foreign Language Learners ◽  
Language Class ◽  
Teacher Student

This chapter discusses the validity of incorporating blog activities in language education classes as an equalizing practice. The authors examine blog activities aimed at providing a way for foreign language learners to communicate in a space free from any teacher-student hierarchy as part of a Japanese-as-a-Foreign-Language class at a university in the United States. The authors show that a teacher-student hierarchy still seeps into the blog space, albeit in a different form. Using Michel Foucault’s notion of modes of governmentality, they analyze how the blog’s postings and readers’ comments define the space of a particular blog by evoking modes of governmentality of schooling and of “native” vs. “non-native” speakers. They suggest the importance of acknowledging the existence of relations of dominance in what was initially perceived to be a power-free online space and encourage educators who use blogs in classes to involve learners in the understanding and transformation of such relations of dominance.

scholarly journals Promoting Young Children’s Interest in Learning English in EFL Context: The Role of Mothers

2019 ◽  
Vol 9 (1) ◽  
pp. 46 ◽  
Author(s):  
Naya Choi ◽  
Sujeong Kang ◽  
Hye Cho ◽  
Jiyeon Sheo
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Language Education ◽  
Private Lessons ◽  
Foreign Language Learners ◽  
Integrative Motivation ◽  
Instrumental Motivation ◽  
Learning English ◽  
At Home

The purpose of this study was to investigate the effects of a mother’s motivation for providing English education to a young child on the provision of English education and the child’s interest in learning English. Also, the mediating role of the type of English education provided (English interaction at home and English private lessons) between a mother’s motivation and a child’s interest in learning English was examined. In total, 414 Korean mothers of 3-to-5-year-olds reported their motivation for providing English education to their child, frequency of English interaction at home, and the duration of English private lessons the child experienced. The degree of a child’s interest in learning English was measured by both the child’s mother and the teacher. The main results are as follows. First, a mother’s integrative motivation had a positive effect on the provision of English education. On the other hand, a mother’s instrumental motivation did not have a significant effect on the provision of English education. Also, a mother’s integrative motivation had an indirect effect on a child’ interest in learning English through English interaction at home. A mother’s integrative motivation had a direct effect on a child’s interest in learning English as well. This study is theoretically meaningful in that the concept of integrative and instrumental motivation of foreign language learners is extended to the mothers who provide foreign language education to their young children. Also, this study provides practical implications for early childhood mothers by highlighting the importance of integrative motivation and English interaction at home to enhance the child’s interest in learning English.

scholarly journals Implementation of Self-Regulated Learning Model In Learning English Writing

2018 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
La Ode Nggawu ◽  
Hartati Muchtar ◽  
Khaerudin Khaerudin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Learning Model ◽  
Albert Bandura ◽  
English Writing ◽  
Self Regulated Learning ◽  
Foreign Language Learners ◽  
Regulated Learning ◽  
Good Learning

<em><span>This Academic article discusses the implementation of self-regulated learning model in English Writing learning, especially on enriching writing skill. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second /foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well<span class="ShortAbstract">.</span></span></em>

scholarly journals An Analysis of Errors in English Essays Written by Thai Non-English Major Students

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Prathomwat Suraprajit
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Writing ◽  
Verb Agreement ◽  
Foreign Language Learners ◽  
Language Writing ◽  
English Major ◽  
Main Verb ◽  
Subject Pronoun ◽  
The Subject

Writing is one of the vital skills for EFL learners. However, they still face some difficulties while processing a task. The present study aimed to analyze the errors that occurred on sixty English essays made by Thai University non-English major students who enrolled in the fundamental English course. The Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982) was adopted to explore the errors of omission, addition, misformation, and misordering together with those that were excluded in the taxonomy. According to the framework of Surface Strategy Taxonomy, the findings revealed the most common errors involving omission of articles, followed by the addition of the preposition, the omission of the preposition, the omission of the subject, and misformation of subject pronoun, respectively. Then, according to the errors which were out of the stated taxonomy, the errors in subject-verb agreement were the highest detected error, followed by tense errors, ambiguous sentences, a direct translation from L1 to L2, misformation of object pronoun, misformation of using an adjective as the main verb, the addition of verb to be, and addition of conjunction, respectively. By investigating the errors in foreign language writing, the results would trigger foreign language learners to aware of the error of English writing that might occur. And the benefit also goes to the pedagogy in developing the teaching materials together with teaching strategies.

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