scholarly journals An investigation of Semantic Interlingual Errors in the Writing of Libyan English as Foreign Language Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Abdalmonem S. Rajab ◽  
Saadiyah Darus ◽  
Ashinida Aladdin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
English As Foreign Language ◽  
Lexical Choice ◽  
Foreign Language Learners ◽  
L1 Influence ◽  
Semantic Errors ◽  
L1 And L2 ◽  
Insufficient Knowledge

The aim of this paper is to investigate some semantic interlingual errors in the writing performance of Libyan English as Foreign Language Learners (LEFLLS). The study seeks to analyze these errorsthat appear in the learners’ written production. The data was gathered from 25 essays written by 25 Libyan postgraduates majoring in different fields. It was collected and organized according to the errors committed. Errors taxonomy adapted from James’ (1998) and Al-Shormani and Al-Sohbani’s (2012) was used in identifying and analyzing these errors. Semantic errors were classified into five categories namely formal mis-selection, formal mis-formation, lexical choice, collocation and lexico-grammatical choice. The semantic errors identified were 346. These errors were classified into four categories namely, formal misformation (46.7%), distortion due to spelling (32.4%), lexical choice (40.6%) and lexicogrammatical choice (2.4%). The results show that direct translation from the first language (L1), assumed synonym and misselection of letters sub-categories score the highest number of the errors, i.e.14.2%, 13.08% and 12.08% respectively. While the sub-category, both collocations incorrect error was the lowest (0.52%). The other errors take the form of paraphrase (11.5%) and Idiomacity (8.5%). Two main sources have been found to be the cause behind these errors namely, L1 influence and insufficient knowledge about the second language (L2). Moreover, cultural differences between L1 and L2 had its impact in the written products of Libyan students.

Comparing the effect of skewed and balanced input on English as a foreign language learners’ comprehension of the double-object dative construction

2012 ◽  
Vol 35 (2) ◽  
pp. 419-442 ◽  
Author(s):  
KIM McDONOUGH ◽  
TATIANA NEKRASOVA-BECKER
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
Double Object ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Language Studies ◽  
Small Set ◽  
Thai English ◽  
Comprehension Tests

ABSTRACTAccording to usage-based approaches to acquisition, the detection of a construction may be facilitated when input contains numerous exemplars with a shared lexical item, which is referred to as skewed input. First language studies have shown that skewed input is more beneficial for the acquisition of novel constructions than balanced input, in which a small set of lexical verbs occurs an equal number of times. However, a second language (L2) study of datives found no advantage for skewed input compared to balanced input. The present study compared the effectiveness of skewed and balanced input at facilitating the comprehension of the double-object dative construction in L2 English. Over a 2-week period, Thai English as foreign language learners (N = 78) completed comprehension tests and a treatment activity that provided either skewed first, skewed random, or balanced input. The results indicated that balanced input was most effective at promoting comprehension of double-object datives. The implications are discussed in terms of the benefits of different types of input for L2 learners.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals Understanding Syntactic and Semantic Errors in the Composition Writing of Jordanian EFL Learners

2017 ◽  
Vol 6 (6) ◽  
pp. 158
Author(s):  
Yazan Shaker Almahameed ◽  
May Al-Shaikhli
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Semantic Knowledge ◽  
Resumptive Pronouns ◽  
Foreign Language Learners ◽  
Word Level ◽  
Sentence Level ◽  
Native Speakers Of English ◽  
Semantic Errors ◽  
Verb Tense

The current study aimed at investigating the salient syntactic and semantic errors made by Jordanian English foreign language learners as writing in English. Writing poses a great challenge for both native and non-native speakers of English, since writing involves employing most language sub-systems such as grammar, vocabulary, spelling and punctuation. A total of 30 Jordanian English foreign language learners participated in the study. The participants were instructed to write a composition of no more than one hundred and fifty words on a selected topic. Essays were collected and analyzed statistically to obtain the needed results. The results of the study displayed that syntactic errors produced by the participants were varied, in that eleven types of syntactic errors were committed as follows; verb-tense, agreement, auxiliary, conjunctions, word order, resumptive pronouns, null-subject, double-subject, superlative, comparative and possessive pronouns. Amongst syntactic errors, verb tense errors were the most frequent with 33%. The results additionally revealed that two types of semantic errors were made; errors at sentence level and errors at word level. Errors at word level outstripped by far errors at sentence level, scoring respectively 82% and 18%. It can be concluded that the syntactic and semantic knowledge of Jordanian learners of English is still insufficient.

scholarly journals Does Gender Moderate Dimensional Comparison Effects in L1 and L2 Self-Concepts of Secondary Foreign Language Learners?

2017 ◽  
Vol 10 (28) ◽  
Author(s):  
Günter Faber
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners ◽  
L1 And L2

Introducción. Con respecto a la estructura interna/externa del modelo de referencia de desarrollo del autoconcepto académico, el presente estudio pretendió poner a prueba los supuestos teóricos dentro del dominio verbal, a saber, para analizar la relación entre los logros y el autoconcepto en la lengua nacional alemana (L1) y la lengua extranjera Inglés (L2). Debidos resultados de investigación inconsistentes en este campo, el foco de análisis fue comparar e identificar patrones diferenciales dependientes del nivel de logro de los estudiantes en las dos sub áreas lingüísticas de proyecto y del género de los estudiantes.Método. Los datos fueron recogidos en una muestra de 256 estudiantes de noveno grado de alemán de diferentes centros. Para la medición del autoconcepto de los estudiantes en las dos materias específicas se utilizaron escalas. Para medir su rendimiento en idioma de cada materia se utilizaron las últimas calificaciones, así como la puntuación de la competencia de los profesores. Las relaciones entre las construcciones fueron analizadas por medio de un modelo de ecuaciones de enfoque estructural, incluyendo comparaciones múltiples entre grupos de la submuestra del género de los alumnos.Resultados. No se observaron efectos de comparación dimensionales. No aparecieron efectos de con-trate ni positivos ni negativos en las dos asignaturas de lengua estudiadas. Por otra parte, las comparaciones múltiples grupales de análisis de ecuaciones estructurales prestó decidido apoyo a la invariancia del modelo. Por lo tanto, a pesar de los logros evidentes y significativos, las diferencias de autoconcepto entre los alumnos de ambos sexos en el L1 alemán no moderar las relaciones entre los logros y las dos asignaturas de lengua nacional y extranjera.Discusión. En las alumnas y en los alumnos, la formación del autoconcepto parece estar afectado, principalmente, por los efectos de comparación social. Este hallazgo no sólo confirma los resultados de investigaciones previas en el campo, sino que también contribuye a aclarar el papel de generar en el contexto interna / externa del modelo de referencia, en relación con el tema de la dimensión comparación en el dominio verbal, por lo menos.

scholarly journals “Never too late to spot a difference”: the development of L2 speech perception in adults

2016 ◽  
Vol 2 (2) ◽  
pp. 1-11
Author(s):  
Dorota Lipińska
Keyword(s):  
Speech Perception ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Minimal Pairs ◽  
Correct Pronunciation ◽  
The Right ◽  
Study Participants ◽  
L1 And L2

Abstract Learning correct pronunciation of a second/foreign language always represents a considerable challenge for language learners (e.g. Rojczyk, 2010a), especially for adults (e.g. Flege, 2007). There is an abundance of studies (e.g. Nowacka, 2010; Flege, 1991) showing that second language learners whose first language (L1) phonetic system has only one sound where L2 is characterized by noticeable richness of separate sound categories, encounter serious problems when they try to distinguish those new sounds and, moreover, they tend to apply their native vowels or consonants in L2 speech. It may be easily audible in the case of vowels and actually a lot of studies on L2 learners’ production and perception of L1 and L2 vowels have been carried (e.g. Flege, 1992; Nowacka, 2010; Rojczyk, 2010a; Rojczyk, 2010b). The aim of this study was to examine elementary learners’ perception of 4 German vowels, namely: /ɪ/, /iː/, /ʏ/ and /yː/. They were organized as two sets of minimal pairs, namely /ɪ/ vs. /ʏ/ and /iː/ vs. /yː/. The aforementioned sounds were chosen for the study since /ʏ/ and /yː/ are considered to be very difficult vowels for Polish learners (e.g. Bęza, 2001). Twelve elementary, adult (29-52 years old) Polish learners of German agreed to participate in the study. The subjects had just began their A2-level language course, however they had been taught the basics of German pronunciation for a year, during their A1-level course. They were presented a printed list of word pairs and listened to the recorded words. Then they were asked to circle the right option in each pair. The results revealed that although all study participants were adults when they started learning German and they were still just elementary users of the language, they were already able to distinguish correctly a considerable number of words. It may suggest that proper pronunciation training during a FL/L2 course can provide language learners with measurable benefits.

(Mis) perception of consonant clusters and short vowels in English as a foreign language

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Alex Ho-Cheong Leung ◽  
Martha Young-Scholten ◽  
Wael Almurashi ◽  
Saleh Ghadanfari ◽  
Chloe Nash ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Consonant Clusters ◽  
Vowel Perception ◽  
Foreign Language Learners ◽  
Short Vowels ◽  
Production Problems

Abstract Research addressing second language (L2) speech is expanding. Studies increasingly demonstrate that a learner’s first language (L1) filters the L2 input, resulting in learners misperceiving what they have heard. This L1 filter can result in learners perceiving sounds not actually present in the input. We report on a study which explored English consonant clusters and short, unstressed vowel perception of 70 Arabic-, Mandarin-, Spanish-speaking foreign language learners and 19 native English speakers. These are the vowels which speakers from two of the L1s typically insert in their production of English to break up L1-disallowed consonant clusters and the schwa which is documented to cause both perception and production problems. Results show that participants misperceive stimuli containing consonant clusters and counterparts where clusters are broken up by epenthetic/prothetic elements. In line with Sakai, Mari & Colleen Moorman 2018. We call for the inclusion of such findings on perception in pedagogical advice on pronunciation.

scholarly journals NATIVE LANGUAGE INTERFERENCE IN ARRANGING ENGLISH TEXT BY INDONESIAN STUDENT

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
I Kadek Restu Sumaranama
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Language ◽  
English Text ◽  
Correct Word ◽  
Lexical Choice ◽  
Foreign Language Learners ◽  
Preliminary Study ◽  
The Relationship ◽  
Contextual Meaning

This research was conducted based on the goal for finding and analyzing the emergence of interference or integration in the English text arranged by student whose native language is Bahasa. The interference was found in the field of syntax, with some mistakes in picking the word with correct word category, such as mistakenly replaced noun by verb, adjective by noun, noun by verb, and noun by adjective.  These all mistakes were all perceived as the interference of Indonesian as native language, since in Indonesian, the distinction between words in different categories or class is less-likely unseen. Besides, semantically, the lexical choice of the students in their arrangements was also observed. The dictionary meaning was chosen by the student and less-aware to the contextual meaning. The last one was the copula issue, that is about the relationship between subject and its to BE, where the students did mistakes in mistakenly put the BE, that is in Indonesian is commonly omitted.  Based on the analysis, it was found that the interference was frequently found and unavoidably committed by the students in their English use.  Therefore, expectantly this study may become the preliminary study that leads to the further intelligent tactic from the overall parties of people, linguists and the learners in responding and maintaining this phenomenon faced by the foreign language learners or Indonesian.

scholarly journals Rapid Changes in Foreign Language Learning Anxiety Caused by a Multiplicity of Topics: An Idiodynamic Approach

2020 ◽  
Vol 6 (1) ◽  
pp. 83-102
Author(s):  
Khatereh Saghafi ◽  
Majid Elahi Shirvan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Foreign Language Anxiety ◽  
Topic Familiarity ◽  
Factors Affecting ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Major Factors

Considering the dynamicnature of foreign language anxiety (FLA), we applied an idiodynamic method to explore topic-based variations of FLA. Before the study was conducted, a class of 20 female intermediate English as foreign language learners were assessed using the foreign language classroom anxiety scale (FLCAS). Two low-anxiety learners and two high-anxiety learners were selected to participate in this study. The idiodynamic method involved videotaping the participants’ responses to four topic-based questions, their self-ratings of fluctuations in FLA while answering the questions, and drawing attributions for topic-based changes in FLA. The results demonstrated both within-individual and between-individual stability and variation in FLA. Linguistic block, topic familiarity, topic interest, and topic-related emotional loading were revealed as the major factors affecting the dynamics of FLA. The pedagogical implications of the findings are discussed.

Making sense in a Second Orthography

1999 ◽  
Vol 125-126 ◽  
pp. 229-251
Author(s):  
Sue-San Ghahremani-Ghajar ◽  
Diana Masny
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Ability ◽  
Classroom Practices ◽  
First Language ◽  
Writing System ◽  
Foreign Language Learners ◽  
Making Sense ◽  
Roman Script ◽  
The One

The importance of efficiently processing letters and gaining orthographic automaticity has been stressed in first language (L1) reading research. While this level has been well defined in L1 reading, it has received little attention in EFL reading, especially when the writing system in L1 differs from the one in L2. This study investigates the influence of L1 literacy and knowledge of a writing system (Farsi) on reading and processing Roman letters in English. Sixty students were selected from an Iranian university. Results showed that the students process strings of letters in Farsi and Roman script in the same way and produce upward M-shaped patterns. The findings are discussed in the light of the research for Arabic and other scripts. The implications for classroom practices in facilitating foreign language learners’ reading ability are also explored.

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