Correlation between anxiety factors and level of anxiety in second language reading -with focus on intermediate level Korean language learners-

2018 ◽  
Vol 60 ◽  
pp. 361-393
Author(s):  
Hyun-Jin Park
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Intermediate Level ◽  
Second Language Reading ◽  
Korean Language

Second language learners’ production of geminate consonants in Japanese

2017 ◽  
Author(s):  
Yukari Hirata
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learners ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Specific Training ◽  
Native Japanese Speakers ◽  
Before And After ◽  
The Usa ◽  
Production Accuracy

This chapter examines whether learners of Japanese at an intermediate level make progress in accurately producing singleton and geminate stops after being immersed in Japan without specific training. Seven learners of Japanese, with two years of classroom instruction in the USA, recorded words such as [kako] and [kakːo] in a carrier sentence at three speaking rates before and after a four-month study-abroad experience in Japan. Duration of various segments was analysed, and the singleton and geminate boundary ratio of native Japanese speakers was used to determine learners’ production accuracy. Results indicated that the learners did make a singleton/geminate distinction, but their production accuracy showed limited improvement. The results suggest continuing difficulty in the mastery of native-level durational control.

scholarly journals The Impact of Video-based Materials on Chinese-Speaking Learners’ English Text Comprehension

2016 ◽  
Vol 9 (10) ◽  
pp. 1
Author(s):  
Lu-Fang Lin
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Text Comprehension ◽  
Second Language Learners ◽  
Second Language Reading ◽  
Treatment Groups ◽  
Reading Comprehension Instruction ◽  
Second Language Reading Comprehension ◽  
The Impact

<p>This study investigated whether video-based materials can facilitate second language learners’ text comprehension at the levels of macrostructure and microstructure. Three classes inclusive of 98 Chinese-speaking university students joined this study. The three classes were randomly assigned to three treatment groups: on-screen text (T Group), concurrent narration with on-screen text (NT Group), and video with concurrent narration and on-screen text (VNT Group). The data were collected through the macrostructure and microstructure reading comprehension pre- and post-tests and the immediate test. The statistic results of the immediate test and the post-tests showed that the VNT group performed significantly better on the macrostructure comprehension than the T and NT groups. Armed with the perspectives of multiliteracies and the significant results, the study makes instructional recommendations to integrate video in second-language reading comprehension instruction.</p>

THE IMPORTANCE OF PRIME REPETITION AMONG INTERMEDIATE-LEVEL SECOND LANGUAGE LEARNERS

2017 ◽  
Vol 40 (3) ◽  
pp. 677-692 ◽  
Author(s):  
Carrie N. Jackson ◽  
Helena T. Ruf
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Short Term ◽  
Priming Phase ◽  
L2 Learners ◽  
L1 English

AbstractThis study investigates whether repeating a prime sentence aloud strengthens short-term and longer-term priming of adverb-first word order among adult intermediate L1 English-German L2 learners (N = 30). Compared to an earlier study (Jackson & Ruf, 2017), in which similarly proficient L1 English-German L2 learners heard, but did not repeat, prime sentences, participants in the present study exhibited greater short-term priming for adverb-first word order during the priming phase and significant longer-term priming in a posttest phase immediately following the priming phase. However, additional analyses revealed that only those participants who exhibited stronger short-term priming without lexical overlap during the priming phase continued to produce adverb-first sentences in the posttest phase, highlighting that even prime repetition may not support longer-term priming among intermediate L2 learners more generally.

scholarly journals Article Pedagogy: Encouraging Links between Linguistic Theory and Teaching Practice

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 188-201 ◽  
Author(s):  
Elaine Lopez ◽  
Mona Sabir
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Intervention Studies ◽  
Teaching Practice ◽  
First Language ◽  
Intermediate Level ◽  
Linguistic Research ◽  
Systematic Pattern ◽  
Article System ◽  
English Articles

It is two decades since Master (1997) published a framework for second language (L2) article pedagogy, based on several years of research into the acquisition of the English article system. Among his recommendations were a focus on intermediate level learners and a simplification of the rules presented to language learners. Since then, substantial work has been conducted to better understand the underlying reasons why English articles are difficult to acquire by learners with diverse language backgrounds (Ionin et al., 2004; Ionin et al., 2008; Ionin et al., 2009; Ionin et al., 2011; Trenkic, 2008; García Mayo, 2009; amongst others). The results of such research indicate a systematic pattern of errors amongst learners whose first language does not have an article system, with varying theoretical explanations for this systematicity. Despite some intervention studies which have explored the pedagogical implications of this work (Snape and Yusa, 2013; Sabir, 2015; Lopez, forthcoming; Umeda et al., 2017), on the whole theoretical linguistic research in this area has not influenced pedagogy. The aim of this article is to build on the work of Master (1997) by exploring whether the cumulative insights from the last 20 years of research into L2 article acquisition and instruction can help us to better understand the most effective method for teaching the complex uses of the English article system to L2 learners.

scholarly journals Grammar Errors by Slovenian Learners of Japanese: Corpus Analysis of Writings on Beginner and Intermediate Levels

2020 ◽  
Vol 10 (1) ◽  
pp. 87-104
Author(s):  
Miha PAVLOVIČ
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Effective Means ◽  
Intermediate Level ◽  
Corpus Analysis ◽  
Learner Corpus ◽  
Carry Over ◽  
Japanese Learners

This paper presents the construction of a corpus of writings by Slovene learners of Japanese as a foreign language at the beginner and intermediate levels and an analysis of the grammar errors contained within it, with the purpose of providing a simple and effective means of acquiring data on errors made by students of Japanese as a second language. Additionally, an error analysis of the grammar errors in the corpus and a comparison of the most common errors found on both levels, reveals the types of errors that carry over from the beginner to the intermediate level, negatively affecting the learning process. By compiling and analyzing a collection of 182 written texts written by Japanese learners, 492 cases of grammar misuse were observed on the beginner and 564 on the intermediate level. A comparative analysis of the most common types of grammar misuse on each level highlights the types of errors that seem to carry over from the beginner to the intermediate level. The findings can be useful to Japanese language learners as well as teachers. Furthermore, the learner’s corpus created in the process marks the first step towards the creation of a larger, annotated and publicly accessible learner corpus of writings by Slovenian learners of Japanese to be used for further research in the field of second language acquisition.

Bridging the L1-L2 Divide

2020 ◽  
pp. 309-325
Author(s):  
Bridget M. Morgan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Heritage Learners ◽  
Learning Challenges ◽  
Learner Centered ◽  
Writing Course ◽  
The University

This chapter engages the reality of the university classroom that includes Heritage-Learners (HL) and second-language learners (L2) of Spanish. Rather than furthering the “what if” considerations of the idealized heritage learner in a quasi-homogenous group and specialized course track, the author focuses on the very pressing question of ways in which HL and L2 populations face similar learning challenges in an intermediate-level Spanish writing course. Drawing on research about learner-centered and HL and L2 language-learning pedagogies, the author discusses how implementation of progressive assignment design and targeted learning skills development supported L2 students and transitional bilinguals in the mixed classroom. Finally, the limits of this mixed classroom model for HL and L2 learners are discussed.

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