(Mis) perception of consonant clusters and short vowels in English as a foreign language

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Alex Ho-Cheong Leung ◽  
Martha Young-Scholten ◽  
Wael Almurashi ◽  
Saleh Ghadanfari ◽  
Chloe Nash ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Consonant Clusters ◽  
Vowel Perception ◽  
Foreign Language Learners ◽  
Short Vowels ◽  
Production Problems

Abstract Research addressing second language (L2) speech is expanding. Studies increasingly demonstrate that a learner’s first language (L1) filters the L2 input, resulting in learners misperceiving what they have heard. This L1 filter can result in learners perceiving sounds not actually present in the input. We report on a study which explored English consonant clusters and short, unstressed vowel perception of 70 Arabic-, Mandarin-, Spanish-speaking foreign language learners and 19 native English speakers. These are the vowels which speakers from two of the L1s typically insert in their production of English to break up L1-disallowed consonant clusters and the schwa which is documented to cause both perception and production problems. Results show that participants misperceive stimuli containing consonant clusters and counterparts where clusters are broken up by epenthetic/prothetic elements. In line with Sakai, Mari & Colleen Moorman 2018. We call for the inclusion of such findings on perception in pedagogical advice on pronunciation.

scholarly journals THE USE OF LEXICAL COLLOCATIONS IN SOME ARTICLES OF SEVENTEEN.COM WEBSITE

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Marsya Aprila Tayibnapis ◽  
Lina Meilinda ◽  
Yessy Purnamasari
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Technique ◽  
Lexical Collocations

Collocations are one of the problems faced by EFL (English as a Foreign Language) learners when learning English language. This study is intended to help the EFL Learners and non-native English speakers to add knowledge about collocations. Therefore, this study is aimed to find the use of lexical collocations and their meaning. This study used a descriptive qualitative research technique. The source of the data is eleven articles from eight sections in seventeen.com. om the research, there were 79 lexical collocations and they were classified as six out of seven types that Benson et al. (2010) proposed. The data showed that the most used type is L3 (adjective + noun) and the least used is L4 (noun + verb). The meaning of the lexical collocations was defined from the contexts. 

scholarly journals THE STUDENTS’ FAMILIARITY TOWARD ENGLISH PHRASAL VERBS: A CORPUS-BASED STUDY

Epigram ◽  
2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Andi Rizki Fauzi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Native English Speakers ◽  
English Speakers ◽  
Phrasal Verbs ◽  
Speaking Test ◽  
Foreign Language Learners ◽  
Phrasal Verb ◽  
Test Result

A phrasal verb is considered a challenging area for foreign language learners including those who learn English for specific purposes e.g English for tourism. However, to gain a good level of English, the students must learn phrasal verbs as they are commonly used by native English speakers. This study aimed to know the phrasal verb found in English for Tour and Travel Corpus (ETTC) and whether the students are familiar with the phrasal verbs found by differentiating them with prepositional verbs. The students’ familiarity was measured through a questionnaire and their ability to use them in speaking. ETTC was built from 100 articles related to Tour and Travel, and the annotation using CLAWS 7 was conducted to identify the phrasal verb found in the corpus. Then, the phrasal verbs were listed based on the lemma. Based on the result of the analysis, there are 172 multi-word verbs classified as phrasal verbs. The students who were expected to have already been familiar with them were not able to differentiate between phrasal verbs and prepositional verbs. More interestingly, they do not know all the meaning of phrasal verbs found in ETTC and the speaking test result also proved that using phrasal verbs still needed more effort as the students could not use them accurately. The result of this research can be preliminary data for further research, particularly in teaching and learning English for a specific purpose.

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.

Making sense in a Second Orthography

1999 ◽  
Vol 125-126 ◽  
pp. 229-251
Author(s):  
Sue-San Ghahremani-Ghajar ◽  
Diana Masny
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Ability ◽  
Classroom Practices ◽  
First Language ◽  
Writing System ◽  
Foreign Language Learners ◽  
Making Sense ◽  
Roman Script ◽  
The One

The importance of efficiently processing letters and gaining orthographic automaticity has been stressed in first language (L1) reading research. While this level has been well defined in L1 reading, it has received little attention in EFL reading, especially when the writing system in L1 differs from the one in L2. This study investigates the influence of L1 literacy and knowledge of a writing system (Farsi) on reading and processing Roman letters in English. Sixty students were selected from an Iranian university. Results showed that the students process strings of letters in Farsi and Roman script in the same way and produce upward M-shaped patterns. The findings are discussed in the light of the research for Arabic and other scripts. The implications for classroom practices in facilitating foreign language learners’ reading ability are also explored.

scholarly journals Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment

2019 ◽  
Vol 9 (3) ◽  
pp. 541-564 ◽  
Author(s):  
Pia Resnik ◽  
Christine Schallmoser
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
First Language ◽  
Target Language ◽  
Foreign Language Learners ◽  
Cultural Mediators ◽  
The Usa ◽  
Perceived Enjoyment ◽  
The Uk

This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.

scholarly journals Building Language Skills and Social Networks in an Advanced Conversation Club: English Practice in Lecce

2021 ◽  
pp. 70-78
Author(s):  
Anne Schiller
Keyword(s):  
Social Networks ◽  
Language Learners ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Learning Space ◽  
Multicultural Community ◽  
Cultural Boundaries ◽  
Italian Regions ◽  
High Level

Opportunities for intermediate and advanced self-access language learners to increase English proficiency are fewer in some Italian regions than others. In Lecce, Puglia, a province in the country’s farthest southern reaches, the informal conversation club “English Practice in Lecce” (EPiL) offers one solution. Established nearly a decade ago, EPiL is a lively social learning space that continues to attract Italians, non-Italian non-native English speakers, and first language English speakers to its weekly gatherings. Membership includes a cross-generational mix of long-term stalwarts and new participants. This article presents preliminary findings from a study of EPiL meetings conducted across four field seasons. It discusses EPiL’s roots, describes typical meetings and practices, and draws from interviews and questionnaire results to suggest reasons for its success. The article proposes that EPiL serves two functions especially well, and that both contribute to its longevity. First, EPiL is a mechanism for high level self-access learners to better their English through discussions of self-chosen wide-ranging topics that sustain their interest. Second, EPiL fosters conditions for multicultural community building to take place while expanding participants’ social networks across linguistic and cultural boundaries.

scholarly journals Pragmatic Transfer in the Speech Act of Compliment among Chinese EFL Learners

2021 ◽  
Vol 5 (8) ◽  
pp. 60-65
Author(s):  
Yue Lin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Negative Transfer ◽  
Speech Act ◽  
First Language ◽  
Positive Transfer ◽  
Efl Learners ◽  
Pragmatic Transfer ◽  
Foreign Language Learners ◽  
Research Questions

This article reviews the notions of transfer and its subcategories of positive transfer as well as negative transfer. This article also considers the research on pragmatic transfer in the speech act of compliment in first language as well as second and foreign language contexts. In addition, it further explores three research questions concerning pragmatic transfer in compliment among Chinese EFL (English as a foreign language) learners.

Comparing the effect of skewed and balanced input on English as a foreign language learners’ comprehension of the double-object dative construction

2012 ◽  
Vol 35 (2) ◽  
pp. 419-442 ◽  
Author(s):  
KIM McDONOUGH ◽  
TATIANA NEKRASOVA-BECKER
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
Double Object ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Language Studies ◽  
Small Set ◽  
Thai English ◽  
Comprehension Tests

ABSTRACTAccording to usage-based approaches to acquisition, the detection of a construction may be facilitated when input contains numerous exemplars with a shared lexical item, which is referred to as skewed input. First language studies have shown that skewed input is more beneficial for the acquisition of novel constructions than balanced input, in which a small set of lexical verbs occurs an equal number of times. However, a second language (L2) study of datives found no advantage for skewed input compared to balanced input. The present study compared the effectiveness of skewed and balanced input at facilitating the comprehension of the double-object dative construction in L2 English. Over a 2-week period, Thai English as foreign language learners (N = 78) completed comprehension tests and a treatment activity that provided either skewed first, skewed random, or balanced input. The results indicated that balanced input was most effective at promoting comprehension of double-object datives. The implications are discussed in terms of the benefits of different types of input for L2 learners.

scholarly journals Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 112
Author(s):  
Denise M. Osborne ◽  
Miquel Simonet
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Language ◽  
First Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Questions ◽  
A Minor

Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional language? Does engaging in the learning of a foreign language affect the phonetics of one’s native language? The EFL learners were found to differ from the controls in their production of Portuguese voiced (but not voiceless) plosives—prevoicing was longer in learner speech. The learners displayed different VOT targets for voiced (but not voiceless) consonants as a function of the language they were speaking—prevoicing was longer in Portuguese. In EFL learners’ productions, English sounds appear to be fundamentally modeled on phonologically similar native sounds, but some phonetic development (or reorganization) is found. Phonetic development induced by foreign-language learning may lead to a minor reconfiguration of the phonetics of native language sounds. EFL learners may find it challenging to learn the pronunciation patterns of English, likely due to the reduced access to native oral input.

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