scholarly journals The Process Corpus of English in Education: Going beyond the written text

2021 ◽  
Vol 10 (1) ◽  
pp. 31-44
Author(s):  
Gaëtanelle Gilquin
Keyword(s):  
Fluid Intelligence ◽  
Mother Tongue ◽  
Writing Process ◽  
Target Language ◽  
Theoretical Modelling ◽  
Similar Data ◽  
Writing Fluency ◽  
Written Text ◽  
Learner Corpus ◽  
Log Files

The Process Corpus of English in Education (PROCEED) is a learner corpus of English which, in addition to written texts, consists of data that make the writing process visible in the form of keystroke log files and screencast videos. It comes with rich metadata about each learner, among which indices of exposure to the target language and cognitive measures such as working memory or fluid intelligence. It also includes an L1 component which is made up of similar data produced by the learners in their mother tongue. PROCEED opens new perspectives in the study of learner writing, by going beyond the written product. It makes it possible to investigate aspects such as writing fluency, use of online resources, cognitive phenomena like automaticity and avoidance, or theoretical modelling of the writing process. It also has applications for teaching, e.g. by showing students screencast video clips from the corpus illustrating effective writing strategies, as well as for testing, e.g. by establishing a corpus-derived standard of writing fluency for learners at a certain proficiency level.

The role of cross-linguistic stress pattern frequency and word similarity on the acquisition of English stress pattern by native speakers of Brazilian Portuguese

2012 ◽  
Vol 12 ◽  
Author(s):  
Amanda Post Silveira
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
American English ◽  
Brazilian Portuguese ◽  
Stress Pattern ◽  
Target Language ◽  
English As Second Language ◽  
Word Similarity ◽  
L1 Transfer

This is a preliminary study in which we investigate the acquisition of English as second language (L2[1]) word stress by native speakers of Brazilian Portuguese (BP, L1[2]). In this paper, we show results of a multiple choice forced choice perception test in which native speakers of American English and native speakers of Dutch judged the production of English words bearing pre-final stress that were both cognates and non-cognates with BP words. The tokens were produced by native speakers of American English and by Brazilians that speak English as a second language. The results have shown that American and Dutch listeners were consistent in their judgments on native and non-native stress productions and both speakers' groups produced variation in stress in relation to the canonical pattern. However, the variability found in American English points to the prosodic patterns of English and the variability found in Brazilian English points to the stress patterns of Portuguese. It occurs especially in words whose forms activate neighboring similar words in the L1. Transfer from the L1 appears both at segmental and prosodic levels in BP English. [1] L2 stands for second language, foreign language, target language. [2] L1 stands for first language, mother tongue, source language.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

scholarly journals University students’ perception toward the use of the mother tongue in the EFL classrooms

2021 ◽  
Vol 8 (3) ◽  
pp. 1094-1110
Author(s):  
Siti Hawa ◽  
Suryani Suryani ◽  
Rini Susiani ◽  
Ema Dauyah ◽  
A. Halim Majid
Keyword(s):  
Undergraduate Students ◽  
English Proficiency ◽  
Mother Tongue ◽  
Private University ◽  
Structured Interview ◽  
Target Language ◽  
Mixed Methods Design ◽  
Intermediate Students ◽  
Advanced Students ◽  
Negative Impacts

This study identified learners’ perceptions toward using the mother tongue and analyzed the function or occasions of its use in the EFL classroom. A mixed-methods design, employing classroom observation, questionnaire, and semi-structured interview as data collection methods, was used to pursue this study. The questionnaire items gained the students’ opinion on two categories, namely: students’ preference and occasion of mother tongue use. Twenty undergraduate students who took the Speaking course at a private university in Aceh were involved as the participant of the observation and questionnaire. Meanwhile, only three of them were chosen as the interviewee. The questionnaire data were analyzed quantitatively. In contrast, the observation and interview data were analyzed qualitatively. The results indicated that the use of mother tongue brought positive and negative impacts regarding the students’ perception based on their various English proficiency levels. The low level of English proficiency and intermediate students revealed a higher preference toward the mother tongue to understand the instructions, explain unfamiliar vocabularies, and understand the differences or similarities of English pronunciation and idioms. At the same time, the advanced students indicated a negative perception of mother tongue use. They chose to avoid using their mother tongue to improve their skill through maximum exposure to English as the target language in the speaking classroom atmosphere.

scholarly journals Digital life stories in year four of primary school

2020 ◽  
Vol 13 (2) ◽  
pp. 43-49
Author(s):  
Piroska DEMÉNY
Keyword(s):  
Primary School ◽  
Digital Storytelling ◽  
Mother Tongue ◽  
Control Group ◽  
Written Text ◽  
Text Production ◽  
Starting Point ◽  
Educational Requirement ◽  
Hungarian Language ◽  
The Impact

"Abstract: In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence. (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children’s text production skills. Our aim was to design an interventionprogramme that develops primary school children’s selfexpression, text production skills, creativity but also their digital competencies. The goal is to use digital storytelling to develop children’s composition skills, including staying on the subject, creating the connection between title and content, spelling, text appearance, and reaching the desired length. In order to achieve our objective, we devised experiments involving two cohorts of children in year four of primary school who were given stories selected from Angi Máté’s book Volt egyszer egy… (Once upon a time there was a…). Using these stories as a starting point, the members of the both groups created their own stories, the experimental group applying digital storytelling, while the control group applied the technique of collage."

scholarly journals The effectiveness of explicit or Implicit pronunciation teaching to Greek learners of english

2014 ◽  
Author(s):  
Βάϊα Παπαχρήστου
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Target Language ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Speaker Variability ◽  
English Classes ◽  
Pronunciation Instruction ◽  
English Vowels ◽  
The One

Previous research on second language phonological acquisition has shown that mastery of the L2 phonological system constitutes a challenging task for L2 learners. Several parametres have been suggested to constrain pronunciation accuracy, such as, interference from speakers’ mother tongue, learners’ age, quality and quantity of exposure to the target language, as well as motivation, attitude and other social and psychological factors. However, research on pronunciation teaching and its potential effectiveness on learners’ L2 phonological development has been quite limited, especially in foreign language contexts.The main aim of the present thesis is to investigate the production of English vowels by Greek learners of English and the effectiveness of explicit vs. implicit pronunciation instruction within a foreign language setting. To this end, three groups of speakers aged 9 and 15 years old were examined; i.e. two experimental groups, one which received explicit pronunciation tuition and one which was taught the pronunciation of the English vowels implicitly, via the use of recasts, and a control one which did not get any pronunciation tuition. Both experimental groups received 43 mini pronunciation interventions embedded in the regular English classes at school. The methodology adopted was the one proposed by Celce-Murcia, Brinton and Goodwin (1996) moving from controlled and guided activities to more communicative ones. Additionally, L1 Greek and L1 English data were obtained in order to compare the vowel inventories of the two languages.The results showed that after teaching, explicit pronunciation instruction can selectively bring about a change in both young and older students’ L2 vowel production, while no improvement was reported for the implicit and control groups9for either age group. Generally, considerable intra- and inter-speaker variability was revealed after tuition and despite the small changes observed, systematic native-like production was difficult to attain. Moreover, no clear effect of learners’ age was documented. A thorough examination of the factors hindering pronunciation accuracy is presented and the findings are discussed on the basis of current theories of L2 phonological acquisition.

scholarly journals Indonesia's Interference in Translating Texts into English Texts

2020 ◽  
Vol 7 (1) ◽  
pp. 26
Author(s):  
Etika Ariyani
Keyword(s):  
Mother Tongue ◽  
Sampling Technique ◽  
Target Language ◽  
Past Tense ◽  
Source Language ◽  
Low Level ◽  
Class A ◽  
High Level ◽  
Level 2 ◽  
Bahasa Indonesia

This research is aimed: (1) to reveal that interference of bahasa Indonesia interrupt when the students at the sixth semester of FKIP in Muhammadiyah University of Mataram translate the English narrative past tense text; (2) to know the kinds of factors interupted the students’ in translating English narrative the text. The population of study were students in FKIP Muhammadiyah University of Mataram. They consist of three classes from class A to C. The number of population were 64 students so, the writer took only the 17 students to be sample, by using purposive sampling technique. The results of research showed that: (1) among 17 students in class A do some intereferences, they have less ability to construct the translation target text into the accuracy, acceptable and understandable/readable sentences by the reader. Moreover, there are two main Indonesian interference found by the researcher, they were morphological interference by misunderstand of using past tense sentences and sintactical interference by unstructural sentence in the target text, (2) The students’ only could get the range from 4 score to 8 score, where 5 students get very poor, 4 students get poor, 2 students get fair, 3 students get fairly good, 3 students get good. The students’ translation percentage for each standard such as accuracy is 16,5%, acceptable is 10,11%, readability is 5,47% and for total all of students’ mean score is 51,9%, where it took on poor score of translation (3) There are 4 factors made the students difficult to translate the target text, they were 1. Disloyalty of the speakers and receiver 2 Insufficient of vocabulary in translating the source language into target language, 3. The prestige of the source language and style, 4. Daily habits in the mother tongue influence target text, (4) The students’ translations result are 6 students got score of 0-3 namely very low level, 6 students got score of 5,5-6,5, who categorized as the low level, 2 students got the range score of 6,6-7,5, who categorized “sufficient level”, there are 3 students got this “high level” with the range score of 7,6-9,5, and no one getting the “highest level” score in the range of 9,6-10. 

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals How do general psychological processes inform FLL pedagogy? Presenting a new instructional framework

Nordlyd ◽  
2008 ◽  
Vol 34 (3) ◽  
Author(s):  
Michał B. Paradowski
Keyword(s):  
Mother Tongue ◽  
Conceptual Structure ◽  
Target Language ◽  
Interface Model ◽  
Psychological Processes ◽  
Interface Formation ◽  
Conscious Mind ◽  
Instructional Framework ◽  
New Situation

Learning invariably proceeds by relating new facts to the already familiar and present in the conceptual structure. In the context of FL study the familiar is, of course, the student’s mother tongue. Drawing on the learner’s L1 (or another mastered tongue) and showing comparisons and contrasts between the languages mirrors, facilitates and accelerates the processes which occur independently in his/her mind. At the same time, when in a new situation, we look for familiar orientation points and similarities owing to our instinctive need for safety. This is also why the target language should literally be taught <em>in the framework</em> of the learner’s L1. Instruction in the Language Interface Model (LIM; Gozdawa-Gołębiowski 2003a,b, 2004a,b, 2005) proceeds from an <em>explication</em> of how relevant rules operate in the students’ L1 through an <em>explanation</em> of corresponding L2 rules and subsequent <em>interface formation</em>, modifying the L1 rule to accommodate L2 data, with practice first expecting the learner to apply the FL rules to L1 examples before moving to more traditional exercises, to finally end with <em>competence expansion</em> – integrating the two competences, leading to the development of multicompetence and allowing for the obliteration of the rules governing the structure of the utterance from the learner’s conscious mind.

scholarly journals Request Strategies: A Contrastive Study Between Yemeni EFL and Malay ESL Secondary School Students in Malaysia

2018 ◽  
Vol 14 (12) ◽  
pp. 29
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Social Distance ◽  
Secondary School Students ◽  
Social Power ◽  
Mother Tongue ◽  
Target Language ◽  
School Students ◽  
The Social ◽  
Request Strategies

The aim of this study was to investigate the types of request strategies employed by Yemeni and Malay secondary school students in English language. It also aimed at investigating the influence of social power and social distance on the students&rsquo; choice of request strategies. The data was collected through a discourse completion test (DCT) and the analysis used both Blum-Kulk&rsquo;s et al. (1989) Cross-Cultural Speech Act Realization Patterns (CCSARP), and Scollon and Scollon&rsquo;s (1995) politeness system. The findings of the study showed that both groups often use non-conventionally indirect request strategies by means of query preparatory. The analysis revealed that both groups do not take into consideration the social power and the social distance between the interlocutors because they always use the same strategies with any person. The students have this sociopragmatic knowledge in their mother tongue; however, both groups are not sensitive to the social power and social distance existing between the interlocutors as they lack the sociopragmatic knowledge in the target language. Moreover, the students almost use the same strategies even though they have different cultural backgrounds, and this might be attributed to their assimilation in the school learning environment which is a positive indicator for conductive learning environment.

The Challenges, Advantages, and Consequences of Writing Prose in a Second Language

LOGOS ◽  
2021 ◽  
Vol 32 (1) ◽  
pp. 25-36
Author(s):  
Brigita Orel
Keyword(s):  
Second Language ◽  
Subject Matter ◽  
Mother Tongue ◽  
Writing Process ◽  
Third Space ◽  
Two Cultures ◽  
Homi Bhabha

Abstract According to Homi Bhabha, hybridity in the context of identity where two cultures or languages collide is a third space where new views and stances can emerge. I explored the concept of this third space by writing a novel in English, which is my second language, instead of in my mother tongue, Slovenian. I investigated the effects of language switch on my choice of subject matter, my writing process, and my perception of my work and myself as a writer and as a person. I examined language-related challenges of writing in my second language, the benefits of a new insight a second language offers, and how multilingualism leads to a more fluid identity and a change in perspective.

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