A Study on the Perception and Use of English Generic Expressions by Korean English Learners : Focused on Noun Phrases

2021 ◽  
Vol 44 ◽  
pp. 249-288
Author(s):  
JeungIn Choi
Keyword(s):  
English Learners ◽  
Noun Phrases

Literate and linguistic features of Chinese EFL learners’ narrative versus expository writing

2020 ◽  
Vol 2 (1) ◽  
pp. 24-43
Author(s):  
Xiangyu Jiang ◽  
Liang Chen ◽  
Qin Zhou
Keyword(s):  
English Learners ◽  
Relative Clauses ◽  
Noun Phrases ◽  
Linguistic Features ◽  
Language Resources ◽  
Narrative Texts ◽  
Word Use ◽  
English Writing ◽  
Complex Syntax ◽  
Subordinate Clauses

This study evaluated the narrative and expository English writing corpus from 20 Chinese English learners at three linguistic levels: the use of literate words (elaborated noun phrases, conjunctions, adverbs, and mental state verbs), the degree of sentence complexity, and the use of subordinate clauses (nominal, adverbial and relative clauses). Results first showed a genre effect on literate word use but not on utterance length and clausal density. Specifically, there were more elaborated noun phrases and conjunctions in expository texts, but more adverbs in narrative texts. Results also revealed a genre effect on the use of relative clauses but not on other clauses. Finally, a strong correlation between literate word use and the production of complex syntax was found after controlling for the effects of genre. These results highlight the need for genre-dependent writing instruction to make students aware of the different language resources expected across genres as specific contexts of communication.

THE ACQUISITION OF ENGLISH DEFINITE NOUN PHRASES BY MANDARIN CHINESE SPEAKERS

2019 ◽  
Vol 41 (04) ◽  
pp. 881-896
Author(s):  
Shuo Feng
Keyword(s):  
Mandarin Chinese ◽  
English Learners ◽  
First Language ◽  
Noun Phrases ◽  
Judgment Task ◽  
Definite Article ◽  
Chinese Speakers ◽  
Feature Reassembly ◽  
L2 Learners ◽  
Pragmatic Knowledge

AbstractBy replicating Cho (2017), this article investigates how second language (L2) learners with an article-less first language acquire two types of English definiteness, anaphoric and nonanaphoric. Mandarin Chinese, as an article-less language, has a demonstrative determiner that shares the same feature set as the English definite article the: [+definite, +/-anaphoric]. In the current study, the participants were 28 advanced and 25 intermediate L1-Chinese L2-English learners and the native control data were from Cho. The results from an acceptability judgment task revealed that intermediate Chinese speakers, unlike advanced speakers, had difficulties in the nonanaphoric definite condition where, without a potential antecedent, definiteness is established through pragmatic knowledge and acquisition of nonanaphoric definiteness essentially takes place at the semantics-pragmatics interface. The findings of this article suggest that accommodating presuppositions at the semantics-pragmatics interface is challenging to L2 learners, even when feature reassembly is not required.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

The Interpretation of Anaphoric Noun Phrases Time Course, and Effects of Overspecificity

1997 ◽  
Vol 50 (1) ◽  
pp. 149-162 ◽  
Author(s):  
Alan Garnham ◽  
Jane Oakhill ◽  
And Kate Cain
Keyword(s):  
Time Course ◽  
Noun Phrases

Partial phonological overlap causes cross-language activation in native-English learners of Arabic

2010 ◽  
Author(s):  
Alia K. Biller ◽  
William H. Levine ◽  
William R. Battinich
Keyword(s):  
English Learners ◽  
Language Activation ◽  
Cross Language

Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Findings from a Five-Year Evaluation: Final Report for AB 56 and AB 1116

2006 ◽  
Author(s):  
Thomas B. Parrish ◽  
Amy Merickel ◽  
María Perez ◽  
Robert Linquanti ◽  
Miguel Socias ◽  
...  
Keyword(s):  
English Learners ◽  
Proposition 227 ◽  
Final Report ◽  
K 12

Effects of the Implementation of Proposition 227 on the Education of English Learners, K - 12: Year 3 Report

2003 ◽  
Author(s):  
Amy Merickel ◽  
Robert Linquanti ◽  
Thomas B. Parrish ◽  
Maria Pérez ◽  
Marian Eaton ◽  
...  
Keyword(s):  
English Learners ◽  
Proposition 227 ◽  
K 12

Effects of the Implementation of Proposition 227 on the Education of English Learners, K - 12: Year 2 Report

2002 ◽  
Author(s):  
Thomas B. Parrish ◽  
◽  
Robert Linquanti ◽  
Amy Merickel ◽  
Heather E. Quick ◽  
...  
Keyword(s):  
English Learners ◽  
Proposition 227 ◽  
K 12
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