scholarly journals An Acoustic Experimental Study on the Negative Transfer of Voiceless Plosive Codas by Chaoshanese EFL Learners

2019 ◽  
Author(s):  
Huanbiao Hu ◽  
Long Ye
Keyword(s):  
Experimental Study ◽  
Negative Transfer ◽  
Efl Learners

Metaphoric proverbs in efl learners’ translation

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Sadia Belkhir
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
First Language ◽  
Source Text ◽  
Close Attention ◽  
Semantic Equivalence ◽  
Translation Strategies ◽  
Efl Learners ◽  
Literal Translation ◽  
Adequate Method

Abstract Metaphoric proverbs represent interesting cultural instances of conventional metaphors (Belkhir 2014, 2012). The ubiquity of metaphoric proverbs in language and the problems this phenomenon causes in translation is an issue that requires close attention. Translation aims at providing semantic equivalence between two languages. According to Vinay and Darbelnet (1995), equivalence constitutes the adequate method that should be used by translators when dealing with proverbs. However, no translator can provide perfect translation of a source text due to cultural specificities. The present paper offers a modest report of an experimental study conducted with a group of efl students who have been taught translation as a subject in a higher education context (Mouloud Mammeri University). A set of English proverbs has been collected to build up the experiment that was administered to the subjects who were asked to translate them into Arabic, then into their first language, Kabyle. The question raised is whether these students are able to translate the proverbs appropriately. The study aims (1) to investigate translation strategies used by efl learners; and (2) to show how leaners’ L1 (Kabyle) and L2 (Arabic) interfere in the translation of English proverbs. The results showed that the more the students were acquainted with proverbs, the more they used equivalence in their translation. Similarly, the lesser they were acquainted with proverbs, the more they used literal translation or paraphrase. In addition, some translations provided by the participants revealed the presence of language interference.

scholarly journals Investigating Iraqi EFL College Students’ Ability of Parametric Resetting

2018 ◽  
Vol 9 (2) ◽  
pp. 10
Author(s):  
Mahdi I. Kareem al-Utbi ◽  
Mawj K. Obeid Aljubory
Keyword(s):  
College Students ◽  
Negative Transfer ◽  
Efl Learners ◽  
Null Subject ◽  
Grammaticality Judgment ◽  
Null Subject Parameter ◽  
Efl Students ◽  
Efl College Students ◽  
Academic Year ◽  
Head Parameter

This paper tries to answer whether Iraqi EFL college students are able to reset the parametric values of their native Arabic into those which suit English. It aims at enhancing Iraqi students' knowledge of some of the parametric values of English via tackling three parameters: Null-subject parameter, Head-parameter, and Serial parameter. To achieve the aim of this study,  Grammaticality Judgment Tasks are administered to sixty students of the fourth year at the Department of English- College of Languages/ University of Baghdad for the academic year 2016-2017. The students' responses have been corrected and statically analysed. The study concludes that Iraqi EFL students' ability to reset parameters varies as to the parameter in question since they have succeeded to reset the Head parameter, but failed to reset the Serial parameter; this is accompanied by a partial ability to rest the Null-subject parameter. As well, it has further been revealed that Iraqi EFL students' inability to reset a parameter is due to negative transfer from Arabic to English, hence EFL learners need be exposed to extensive input data to encourage the resetting of parameters.

scholarly journals An investigation into Iranian EFL Learners’ Productive Knowledge of English Collocations and the Strategies Applied

2019 ◽  
Vol 3 (2) ◽  
pp. 58
Author(s):  
Seyed Ali Mirsalari ◽  
Alireza Khoram
Keyword(s):  
University Students ◽  
Negative Transfer ◽  
Intermediate Level ◽  
Efl Learners

Collocations are one of the areas that create problems for EFL learners. Iranian EFL learners like other EFL learners encounter serious problems in producing collocations. The current study is an attempt to examine the Iranian EFL learners’ ability to produce English collocations. It also attempts to identify the strategies that they usually adopt when they are not familiar with acceptable collocations in English. To this end, a sample of 60 Iranian EFL learners at intermediate level was given a 50- item test of collocations in the filling-the-blank format. They were asked to fill in each blank with the most appropriate adjective or verb that could produce an acceptable collocation with the bold noun in the sentence. The findings have revealed that Iranian university students had unsatisfactory performance in the production of English collocations. Of the total number of collocations produced, only 38.1 % were rendered correctly. With respect to use of various strategies, negative transfer with 28.4% ranked first, followed by synonymy 21.8% and avoidance 11.7 % respectively.

scholarly journals The Use of Complaints in the Inter-Language of Turkish EFL Learners

2011 ◽  
Vol 12 (2) ◽  
pp. 25 ◽  
Author(s):  
Tanju Deveci
Keyword(s):  
Negative Transfer ◽  
Speech Act ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Coding Scheme ◽  
Classroom Language ◽  
Language Data ◽  
Teacher Students

Many Turkish EFL learners struggle with giving complaints and criticisms in the EFL classroom. Language instructors must find way to provide students with the linguistic and pragmatic elements of EFL to be able to appropriately complain as EFL users. The purpose of this study is to investigate the complaint speech used by Turkish EFL learners in two different situations: speaking to a commiserating teacher and speaking to a contradicting teacher. Four kinds of data sources were used to collect data in the classroom: twenty native English speakers’ role-plays, twenty-five Turkish native speakers’ role-plays, and forty students’ role-plays. The subjects’ complaint speech act sets were a coding scheme borrowed from a previously conducted study by Murphy and Neu (1996). The baseline and the inter-language data were compared to see to what extent they were similar or different, whether or not the Turkish EFL learners made positive and negative transfer, and if there were any features unique to the inter-language of the learners. The findings revealed that when speaking to the commiserating teacher, students made both positive and negative transfer in using ‘demand’. The students speaking to the contradicting teacher made positive transfer in the components ‘explanation of purpose’, ‘complaint’ and ‘justification’. The component ‘demand’ was subject to negative transfer.

scholarly journals The Use of Inflectional Morphemes by Kuwaiti EFL Learners

2016 ◽  
Vol 6 (3) ◽  
pp. 32
Author(s):  
Abdullah M. Alotaibi
Keyword(s):  
Negative Transfer ◽  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Inflectional Morphemes

<p>This research paper aims to test the extent to which 100 Kuwaiti EFL learners are aware of the correct use of inflectional morphemes in English. It also explores the main causes of the errors that Kuwaiti EFL learners may make. Additionally, it checks whether the English proficiency level of the participants plays a role in their answers on the test. To this end, a multiple-choice test was used to measure the participants’ ability to use the correct inflectional morphemesin English. Following data analysis, the results reveal that Kuwaiti EFL learners are aware of the correct use of the inflectional morphemes in English to a certain degree (total mean=65.5%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension of these morphemes. In particular, there is a statistically significant difference between the answers of the advanced learners (ALs) (73.5%) and intermediate learners (ILs) (57.5%). The number of correct answers provided by ALs is higher than that provided by ILs. Regarding the types of errors made by the participants, it has been argued that the most noticeable ones are due to first language (L1) negative transfer and the irregularity of some types of inflectional morphemes in English. Finally, the study concludes with some pedagogical implications and recommendations for further research.</p>

Lexical coverage in dialogue listening

2021 ◽  
pp. 136216882198986
Author(s):  
Michael J. Giordano
Keyword(s):  
Experimental Study ◽  
Listening Comprehension ◽  
First Year ◽  
First Year Students ◽  
Topic Familiarity ◽  
Efl Learners ◽  
Japanese University ◽  
Confounding Variables ◽  
Quasi Experimental ◽  
Comprehension Tests

In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the results seen in narrative, monologic lexical coverage studies that it is possible for intermediate EFL learners to attain adequate listening comprehension on texts with as little as 90% lexical coverage. However, variation in participants’ scores on higher lexical coverage dialogues suggest pseudo word distribution and topic familiarity might be acting as confounding variables in lexical coverage studies which use pseudo word manipulation. Suggestions for methodological reform for future projects on this subject are provided.

scholarly journals Utilizing Local Wisdom-Based Reading Text to Improve Students’ Reading Comprehension of the Second Grade of MAN 1 Baubau

2021 ◽  
Vol 4 (1) ◽  
pp. 100-110
Author(s):  
Fikratul Khairiyah ◽  
Abidin Pammu ◽  
Sukmawaty Sukmawaty
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Main Idea ◽  
Second Grade ◽  
Teaching Material ◽  
Efl Learners ◽  
Pedagogical Implication ◽  
Post Test ◽  
Reading Text ◽  
To Come

Local wisdom-based reading text as the authentic teaching material overcomes various obstacles of reading comprehension in EFL which activate the students’ schemata. This research is about utilization of the local wisdom-based reading text to improve students’ reading comprehension. The types of comprehension include identifying main idea, understanding unfamiliar words, identifying text details, and being able to find reference within the text, being able to make inference regarding the text. The research design was pre-experimental study using a sample of 27 students in the second grade of Madrasah Aliyah Negeri 1 Baubau. A pre-test was administrated before intervention and after the same test for the post-test was administered to find out the students’ improvement on reading comprehension. The result confirmed that local wisdom-based reading text is an effective tools to empower EFL learners’ comprehension. The most prevalent improvement regards familiarity of the lexical items ability in making inference as well as finding out main idea. The students’ positive responses that were based on the perception confirmed that local wisdom-based reading text could be encouraged to come up with pedagogical implication applicable for the EFL classroom notably at the second grade of MAN 1 Baubau.

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.

Sign in / Sign up

Export Citation Format

Share Document