Acquisition of English reflexive verb constructions: roles of syntactical indeterminacy and token frequency

2016 ◽  
Vol 39 (3) ◽  
Author(s):  
Xu Chengping
Keyword(s):  
Language Learning ◽  
Sentence Production ◽  
Syntactic Structures ◽  
Token Frequency ◽  
Significant Difference ◽  
Verb Constructions ◽  
Reflexive Verbs ◽  
Adjectival Passive ◽  
Testing Field

AbstractThis study draws on usage-based approach to language learning and investigates the role of syntactical indeterminacy and token frequency in constructional acquisition, for which reflexive verb constructions were selected as the testing field. Syntactic structures of reflexive verbs are either by reflexive constructions or adjectival passive, which have a polysemous interrelationship within the verb. To examine whether syntactic indeterminacy and token frequency play a role in the acquisition of reflexive verb constructions, a test of reflexive verb constructions and a baseline test formed with transitive verbs were developed and administered to L2 learners of an intermediate proficiency level. The findings show: (1) L2 reflexive verb constructions were less acquired than transitive constructions, suggesting that syntactic indeterminacy had an impact upon sentence production; (2) no significant difference was found between the productions of reflexive constructions and adjectival passives, but descriptive statistics showed that learners were attracted to the adjectival passive for production; (3) production of both syntactic structures reflected token frequency trend from COCA, indicating the important role of frequency in complex constructional acquisition.

scholarly journals STUDY ON BELIEFS ABOUT LANGUAGE LEARNING, ROLE OF GENDER AND STUDENTS’ ACHIEVEMENT IN RELATION TO SECOND LANGUAGE ANXIETY

2019 ◽  
Vol 15 (3) ◽  
pp. 1-9
Author(s):  
Tracy William Tandang ◽  
Marina Mohd Arif
Keyword(s):  
Second Language ◽  
Language Learning ◽  
The Body ◽  
Public Institution ◽  
Language Anxiety ◽  
Language Achievement ◽  
Significant Difference ◽  
Beliefs About Language Learning ◽  
High Level

The study has given a myriad of insights and deeper understanding on the issue of second language anxiety, especially in Malaysia. This study encompassed several aspects in second language learning. The study focused on the relationship between second language anxiety and beliefs about language learning. Besides that, the role of gender in second language anxiety has also been one of the main focuses in the study. On top of that, this study also emphasised on the effect of second language anxiety on the second language achievement. To achieve the purpose, a study was conducted quantitatively among 334 respondents from a local public institution, which is a polytechnic in Negeri Sembilan. The respondents of the study were from Commerce Department which is the largest department in the institution. The respondents were the students from the third semester in the second year. This study used the modified version of Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI). From the study, it is found that the second language anxiety of the students is moderately related to their beliefs about language learning. Besides, the second language achievement is negatively correlated with the second language anxiety, thus explains the low performance while experiencing high level of anxiety. This study also reveals that there is no significant difference found between male and female students in second language anxiety. It is anticipated for researchers to continue and expand the field of study in order to continue contributing to the body of knowledge on second language anxiety.

scholarly journals The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

2020 ◽  
Author(s):  
Mohanad Al-Omairi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
English For Academic Purposes ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Common Strategy

Vocabulary learning is an essential part of foreign or second language learning. This study aims at identifying the most and least common strategies that are used by Iraqi English as a foreign language (EFL) majors and English for academic purposes (EAP) learners. Also, determine the differences that are in EFL and EAP students’ vocabulary learning strategy (VLS) use as well as exploring EFL and EAP students’ views and difficulties. The study samples were 100 undergraduate learners (50 EAP learners and 50 EFL majors studying at Al-iraqia University, Iraq). There were two methods adopted; a validated Likert-scale questionnaire based on a developed version of Schmitt (1997) and further selected four of them for a follow-up semi-structured interview. The results of the survey indicated that EFL and EAP learners’ most common strategy was determination strategy, whereas, the least common strategy was metacognitive. The finding of the independent sample t-test of the five identified categories: metacognitive, determination, cognitive, memory as well as social, indicated that there was no significant difference between EFL and EAP learners’ in the frequency of the use of VLS. The results of the interview indicated that the majority of EFL and EAP learners’ valued the significance role of VLS.

Cognitive Factors in Learning about Structured Sequences

1994 ◽  
Vol 16 (2) ◽  
pp. 205-230 ◽  
Author(s):  
Thomas H. Carr ◽  
Tim Curran
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Cognitive Factors ◽  
Conscious Awareness ◽  
Limited Capacity ◽  
Syntactic Structures ◽  
Focal Attention ◽  
Two Factors ◽  
How People Learn

Cognitive science has developed a number of experimental techniques for studying how people learn about sequentially structured stimulus material. We describe these techniques, review findings they have produced, and discuss the findings' relevance for understanding the mastery of syntax during second language learning. Three issues are addressed: (a) the nature or content of what is learned and how it might be represented in the language learner's knowledge base, paying special heed to acquiring abstract rules versus generalizing across stored examples, (b) the role of conscious awareness in syntactic learning, and (c) the role of limited-capacity processing or focal attention in syntactic learning. Care is taken to distinguish between the latter two factors—Focal attention to the task of learning about syntax and conscious awareness of particular syntactic structures are not the same thing and may well play different roles in successful acquisition.

scholarly journals Beliefs About Language Learning, Role of Gender and Students’ Achievement in Relation to Second Language Anxiety

2019 ◽  
Vol 15 (3) ◽  
pp. 276
Author(s):  
Tracy Anak William Tandang ◽  
Marina Mohd Arif
Keyword(s):  
Second Language ◽  
Language Learning ◽  
The Body ◽  
Public Institution ◽  
Language Anxiety ◽  
Language Achievement ◽  
Significant Difference ◽  
Beliefs About Language Learning ◽  
High Level

The study has given a myriad of insights and a deeper understanding of the issue of second language anxiety, especially in Malaysia. This study encompassed several aspects of second language learning. This study focused on the relationship between second language anxiety and beliefs about language learning. Besides that, the role of gender in second language anxiety has also been one of the main focuses of the study. On top of that, this study also emphasized the effect of second language anxiety on second language achievement. To achieve the purpose, a study was conducted quantitatively among 334 respondents from a local public institution, which is a polytechnic in Negeri Sembilan. The respondents of the study were from Commerce Department which is the largest department in the institution. The respondents were the students from the third semester in the second year. This study used the modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI). From the study, it is found that the second language anxiety of the students is moderately related to their beliefs about language learning. Besides, the second language achievement is negatively correlated with the second language anxiety, thus explains the low performance while experiencing high level of anxiety. This study also reveals that there is no significant difference found between male and female students in second language anxiety. It is anticipated for researchers to continue and expand the field of study in order to continue contributing to the body of knowledge on second language anxiety.   KEYWORDS: Achievement, Beliefs, Gender influence, Second language anxiety

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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