scholarly journals Acquisition of English Argument Patterns By Russian EFL Students

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Alexander Mikhailovich Amatov ◽  
Arkadiy Petrovich Sedykh ◽  
Tatyana Alexandrovna Sidorova ◽  
Elena Evgenjevna Kotsova ◽  
Elvira Nikolajevna Akimova ◽  
...  
Keyword(s):  
Language Learning ◽  
Argument Structure ◽  
English Language ◽  
Institutional Discourse ◽  
Current Period ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
English Speaking ◽  
Lexical Items ◽  
Grammatical Structures

Foreign (especially English) language learning has witnessed growing popularity in Russia over the last decades due to the enormous change in economic, political, legal, and cultural domains in the current period. The increasing need for good English speaking and writing skills put forward a demand for the accurate use of lexical items and grammatical structures by those who study English as a foreign language (EFL). Lexical and grammatical accuracy acquires a crucial importance in reasoning and argumentation. A slapdash word or syntactic construction in the argument structure may submit the listener to a conclusion, which is completely different from what the speaker implied. Such issues may be particularly frustrating in academic, legal, business, medical, and other types of institutional discourse. The rules of Aristotelian logic, underlying the good majority of reasoning structures, are generic. Therefore, it is a certain difference between the two languages, native (Russian) and foreign (English), that makes Russian students of English misinterprete logical chains and use irrelevant lexical items and grammatical constructions.

scholarly journals Semantic generality, input frequency and the acquisition of syntax

2004 ◽  
Vol 31 (1) ◽  
pp. 61-99 ◽  
Author(s):  
ANNA L. THEAKSTON ◽  
ELENA V. M. LIEVEN ◽  
JULIAN M. PINE ◽  
CAROLINE F. ROWLAND
Keyword(s):  
Language Acquisition ◽  
Argument Structure ◽  
Relative Influence ◽  
Input Frequency ◽  
Verb Argument Structure ◽  
Grammatical Accuracy ◽  
English Speaking ◽  
Early Acquisition ◽  
Lexical Items ◽  
Early Speech

In many areas of language acquisition, researchers have suggested that semantic generality plays an important role in determining the order of acquisition of particular lexical forms. However, generality is typically confounded with the effects of input frequency and it is therefore unclear to what extent semantic generality or input frequency determines the early acquisition of particular lexical items. The present study evaluates the relative influence of semantic status and properties of the input on the acquisition of verbs and their argument structures in the early speech of 9 English-speaking children from 2;0 to 3;0. The children's early verb utterances are examined with respect to (1) the order of acquisition of particular verbs in three different constructions, (2) the syntactic diversity of use of individual verbs, (3) the relative proportional use of semantically general verbs as a function of total verb use, and (4) their grammatical accuracy. The data suggest that although measures of semantic generality correlate with various measures of early verb use, once the effects of verb use in the input are removed, semantic generality is not a significant predictor of early verb use. The implications of these results for semantic-based theories of verb argument structure acquisition are discussed.

scholarly journals English Speaking Skill and Language Component Practice: englisch-hilfen.de in Assistance

2020 ◽  
Vol 1 (02) ◽  
pp. 210-223
Author(s):  
Husnul Hotimah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Computer Assisted ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

English Foreign Language (EFL) students, most of the time, face difficulties in learning English, especially in mastering speaking skills. One of the most common problems faced in the teaching and learning process for speaking skills is the lack of motivation and students tend to use their first language. As the development of technology, the teacher is required to involve digital teaching, especially related to the use of computers. Employing computer or Computer-Assisted Language Learning (CALL) in the teaching and learning process is highly recommended for a fun and exciting learning. In this particular case, englishch-hilfen.de serves as an answer for those seeking such a learning process. A qualitative study was involved to identify how the use of englishch-hilfen.de can improve and give a significant effect on students’ English performance, especially for speaking and vocabulary aspects. The result of this study suggested that the content within englishch-hilfen.de is very beneficial for it provides such meaningful and stimulating activities for English language students.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

Probus ◽  
2015 ◽  
Vol 27 (2) ◽  
Author(s):  
Matthew Kanwit ◽  
Kimberly L. Geeslin ◽  
Stephen Fafulas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Present Perfect ◽  
Immersion Programs ◽  
Growing Body ◽  
English Speaking ◽  
Grammatical Structures

AbstractThe present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

scholarly journals The use of movie in forming English-speaking lexical competence of Vietnamese students

2017 ◽  
Vol 11 (3) ◽  
pp. 39-47
Author(s):  
Денис Ершов ◽  
Denis Ershov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Future Research ◽  
Pedagogical Practice ◽  
Cognitive Approach ◽  
English Speaking ◽  
Lexical Competence ◽  
Main Components ◽  
Germanic Languages

The article is devoted to the development and testing of the method of using authentic films for the formation of English-speaking lexical competence of Vietnamese students. The results of the work have shown their effectiveness in the course of scientific and industrial practice in teaching students in the department of phonetics and vocabulary of the English language. Their significance (scientific contribution) and conclusions were noted during the defense of the master's thesis by the members of the State Examination Commission, in Moscow State Pedagogical University on the 11th of February. The field of application of the results is quite extensive: the results of the research can be useful both for teachers of a foreign language, and for students studying in the field - Pedagogical education. The limitations and directions of future research will be related to the study of "Germanic languages" and their application in pedagogical practice using a different methodological base and didactic approaches. In the absence of a language learning environment, ways of creating it are created by working on authentic works of art-films shot abroad. The subject of the study is the technology of forming English-speaking lexical competence among Vietnamese students in Russia on the basis of foreign experience. The aim of the article is to develop a methodology for the formation of English-speaking lexical competence among Vietnamese students. Research hypothesis: the technology of forming English-speaking lexical competence among Vietnamese students will be more effective if: -the theoretical basis for the formation of foreign vocabulary lexical competence among students of the teacher training Universities with the use of an authentic film in the studied language was singled out, and their main components were singled out; - as a methodological reference point, a communicative-cognitive approach to the formation of lexical English-speaking competence was chosen in combination with such approaches as intercultural, personal-activity and competence; -developed a system of exercises and tasks to learn foreign language lexical material using an authentic film.

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

Improving Online Readability in a Web 2.0 Context

2009 ◽  
pp. 385-410
Author(s):  
John Paul Loucky
Keyword(s):  
Language Learning ◽  
Web Sites ◽  
English Language ◽  
Engineering Students ◽  
Online Reading ◽  
Writing Course ◽  
Teachers And Students ◽  
Efl Students ◽  
Pedagogical Innovations ◽  
User Friendly

This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the results of implementing this approach with graduate engineering students in Japan. It is argued that these factors should be considered when designing or assessing any online reading or writing course for ESL/EFL students. The findings of this study are especially relevant to task-based approaches and technical or pedagogical innovations which can help foster more effective and enjoyable learning for teachers and students in blended learning environments. It is hoped that this discussion can serve as a model of what can be done to enhance online EAP/ESP/ETP courses, as well as any other online reading or writing course being designed for speakers and readers of languages other than English. The goal in this chapter is to summarize research aimed at integrating some of the most useful Web sites for English language learning into a user-friendly system for optimal online vocabulary development — which could be self-monitored by students as well as tracked by teachers via a course management system.

Strategies for building social connection through English

2012 ◽  
Vol 35 (2) ◽  
pp. 138-155 ◽  
Author(s):  
Kerry Taylor-Leech ◽  
Lynda Yates
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Speakers ◽  
Social Strategies ◽  
Language Programs ◽  
Communication Challenges ◽  
English Speaking ◽  
Ethnographic Data ◽  
English Program

This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies, we consider participants’ use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with Englishspeakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background.

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