Literature Review of Second Language Learners’ Acquisition of Chinese Resultative Construction

2017 ◽  
Vol 7 (10) ◽  
pp. 907
Author(s):  
Yanmei Lu
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Research Results ◽  
Semantics And Pragmatics ◽  
Resultative Construction

Chinese resultative construction was the hotspot of grammar researches and also the difficult point of second language teaching and learning. From the aspects of syntax, semantics and pragmatics, this paper analyzed the ontology researches of Chinese resultative construction, reviewed the research results of second language learners’ acquisition of Chinese resultative construction and also provided some references and directions of related researches.

scholarly journals Narrative data and analysis in Second Language teaching and learning

2016 ◽  
Vol 11 (2) ◽  
pp. 101-116
Author(s):  
Nugrahenny T. Zacharias
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Teaching ◽  
Narrative Research ◽  
Language Education ◽  
Second Language Teaching ◽  
Modest Contribution ◽  
Language Teaching And Learning

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.

Insights into language teaching and learning: Malaysian perspectives

2018 ◽  
Author(s):  
Aizan Yaacob ◽  
Paramjit Kaur
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Classroom Practices ◽  
Language Teaching ◽  
Postgraduate Students ◽  
Language Teaching And Learning

Insights into Language Teaching and Learning: Malaysian Perspectives offers theoretical and practical aspects of language teaching and learning, and focuses on classroom practices of both teachers and learners. This book is written in a clear and reader-friendly manner to create readers interest on the various issues of discussion. The uniqueness of this book is that it captures and disseminates various practices and perspectives being adopted in the teaching and learning of English in the Malaysian context.This book is ideal for undergraduate and postgraduate students as well as teachers who are working or researching on second language learners. This book with its contemporary issues should also be of interest to academicians, professionals and researchers.

Teaching Adult Second Language Learners Who Are Emergent Readers

2011 ◽  
Vol 31 ◽  
pp. 120-136 ◽  
Author(s):  
Martha Bigelow ◽  
Patsy Vinogradov
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Learning Needs ◽  
Formal Schooling ◽  
Emergent Readers ◽  
Print Literacy ◽  
Historical Issues

Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

2019 ◽  
Vol 11 (3) ◽  
pp. 538-558
Author(s):  
Mehrdad Vasheghani Farahani ◽  
Vahid Pahlevansadegh
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Large Body ◽  
Second Language Teaching ◽  
Writing Performance ◽  
Content Type ◽  
Learner Corpus ◽  
Language Teaching And Learning

Purpose In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses. Design/methodology/approach The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples. Findings The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance. Practical implications The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning. Originality/value This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

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