scholarly journals Different Approaches to the Concept of Collocation in English: Why Learn Collocations?

2018 ◽  
Vol 4 (87) ◽  
Author(s):  
Lina Danilevičienė ◽  
Roma Vaznonienė
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
English For Academic Purposes ◽  
Scientific Data ◽  
Written Language ◽  
Grammatical Structure ◽  
Theoretical Approaches ◽  
Uniform Definition ◽  
Insurmountable Obstacle

Research background. A collocation is a combination of two or more words that are commonly used together in English. Collocation is an indispensable element of any English text and no piece of natural spoken or written language is totally free of collocation. There exist different approaches to the concept of collocations in English. However, there is no exhaustive and uniform definition or categorization of it. Second language learners do not have many guidelines to follow considering the admissibility of collocation, thus collocations seem to be an insurmountable obstacle to the attainment of native like fluency and is one of error generating areas in general English and especially in EAP (English for Academic Purposes) and ESP (English for Special Purposes).Research aims were to analyze and systemize different theoretical approaches to the concept of collocation in English with reference to the data of scientific research as well as give the answer why collocations should be learned and taught at all levels of language proficiency and within different registers.Research method used – theoretical analysis of classical and modern research articles on collocation in English.Research  results.  Various  linguistic  schools  have  had  different  approaches  to  the  study  of  collocations. Acquisition  of  collocations  can  be  the  source  of  particular  difficulties  for  L2  leaners  in  attaining  native-level competence. Collocations should be taught from the very beginning at all levels of language proficiency .Discussion and conclusions. As a result of analysis and systemization of scientific data the following conclusions have been made:1. Collocation is a lexical co-occurrence of lexemes. In order a lexical combination could be called a collocation it should satisfy the criterion of frequency and grammatical structure;2. Lexis and grammar cannot be separated;3. Lexis is inseparable from semantics. 4.  Knowledge  of  collocations  can  help  develop  language  proficiency  in  such  areas  as  English  for  Specific Purposes (ESP) and English for Academic Purposes (EAP). Students’ motivation to learn collocations and make good use of them in their essays, research works and academic language should be increased.Keywords: collocational, co-occurrence, language acquisition, register.

Language History Questionnaire (LHQ3): An enhanced tool for assessing multilingual experience

2019 ◽  
Vol 23 (5) ◽  
pp. 938-944 ◽  
Author(s):  
Ping Li ◽  
Fan Zhang ◽  
Anya Yu ◽  
Xiaowei Zhao
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Language Immersion ◽  
Data Recording ◽  
Language Usage ◽  
Web Based ◽  
Language History ◽  
Important Improvement ◽  
Automatic Scoring

AbstractThe language history questionnaire (LHQ) is an important tool for assessing the linguistic background and language proficiency of multilinguals or second language learners. Previously we developed a generic LHQ based on the most commonly asked questions in published studies (Li, Sepanski & Zhao, 2006) and provided a web-based interface (LHQ 2.0) that has flexibility in functionality, accuracy in data recording, and privacy for users and data (Li, Zhang, Tsai & Puls, 2014). LHQ3 (version 3) introduces new functions, developed in response to many comments/requests from users. One important improvement is the addition of an automatic scoring system, in that the new interface automatically calculates aggregated scores for language proficiency, language dominance, and language immersion levels. Finally, LHQ3 allows researchers to assign different weights to the modules when calculating the aggregated scores, addressing the issue of different focuses that different researchers put on multilingual speakers’ language usage and background.

scholarly journals Math and English for Academic Purposes

2018 ◽  
Vol 6 (1) ◽  
pp. 6-12
Author(s):  
Melissa Stamer-Peterson
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Classroom Interaction ◽  
English For Academic Purposes ◽  
Asking Questions ◽  
The Subject ◽  
Math Class

Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.

scholarly journals Difficulties in The Acquisition and Use of English Articles among Adult Pashto Learners

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Khalil Ahmad ◽  
Addul Qadir Khan
Keyword(s):  
Language Learners ◽  
Error Rate ◽  
Second Language Learners ◽  
First Language ◽  
Definite Article ◽  
Efl Learners ◽  
Indefinite Article ◽  
Count Nouns ◽  
Theoretical Approaches ◽  
English Articles

The acquisition of the English articles is one of the most difficult areas for the second language learners particularly when there are no articles in the first language of the learners. The purpose of this study is to investigate the difficulties in acquisition and use of the English articles. The study aims at identifying the errors the EFL learners make in using the English articles. Two theoretical approaches regarding noun classification for articles choice were adopted in this study. The data were collected in the form of a gap-fill task from seventy five (75) adult Pashto learners of English. The results showed the students used the definite article ‘the’ and the indefinite article ‘a/an’ more often than the zero article Ø. In noun types, a few subjects made errors in using articles before count nouns. In the noun phrase environments, the lowest error rate was in referential indefinite while the highest error rate was in generics. The reasons for difficulties in acquiring and using the English articles were found to be mainly the identification of noun types, NPs environments, and language transfer.

Mustafa op de Mavo

1985 ◽  
Vol 22 ◽  
pp. 65-72
Author(s):  
René Appel
Keyword(s):  
Second Language ◽  
Secondary Education ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Minority Groups ◽  
Linguistic Minority ◽  
Communicative Skills ◽  
Cognitive Academic Language Proficiency ◽  
Dutch Language

In this article the results of an explorative study of the Dutch language proficiency of advanced second-language learners are presented. The proficiency in Dutch of a group of 17 students from non-indigeneous linguistic minority groups was compared with the Dutch proficiency of 17 native age-mates. In each group, 16 of the 17 students went to a 'MAV0', an intermediate level of secondary education. Their Dutch language skills were measured by analyzing spontaneous language samples and by administering some tests. In general, the second-language learners (the A-group) were shown to have a lower Dutch language proficiency than the native students (the N-group), and especially with respect to their scores on the tests. It was tentatively concluded that the students from the Α-group had a Dutch language deficiency in the area of Cognitive Academic Language Proficiency. Their Basic Interpersonal Communicative Skills (the concepts CALP and BICS are borrowed from Cummins' theoretical framework) were more or less similar to the skills of native Dutch students. Students from linguistic minority groups might succeed in higher levels of secondary education if their CALP were brought to a higher level, since CALP correlates strongly with the kind of language proficiency demanded in school.

Creating an Online Assessment Test for Heritage Learners of Russian

2012 ◽  
Vol 9 (2) ◽  
pp. 222-244 ◽  
Author(s):  
Julia Titus
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Heritage Learners ◽  
Linguistic Performance ◽  
Testing Tools ◽  
Starting Point ◽  
Grammar Tests ◽  
Traditional Grammar

This paper examines the differences between second-language learners and heritage learners of Russian in terms of their linguistic performance, a finding supported by current research (Andrews, 2001; Kagan & Dillon, 2001/2003), examines the implications of these differences for the creation of testing tools, and offers a sample of a test designed for the author’s Russian for Heritage Learners course. Also discussed are the drawbacks of applying traditional grammar tests created for second-language classes to heritage-language-classroom settings and the inability of these types of tests to reflect the unique language strengths of heritage learners. The American Council on the Teaching of Foreign Language proficiency guidelines are suggested as a starting point in creating an assessment test for heritage learners.

Museums as a Site for Racialization and Heritage Language Maintenance

2014 ◽  
Vol 11 (2) ◽  
pp. 98-122
Author(s):  
Laura Callahan
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Maintenance ◽  
The United States ◽  
Symbolic Capital ◽  
Written Language ◽  
Spanish Speakers ◽  
Group I ◽  
A Site

Racialization is a process by which a group of people comes to be associated with and defined by certain essentialized characteristics. Racialization assumes unindividuated populations, and qualities such as intelligence, industriousness, and educational attainment can attach to an entire ethnic group. I argue that some practices in American museums may unintentionally contribute to the racialization of Spanish and Spanish speakers in the United States. This happens, first, by virtue of what printed language appears in Spanish and what does not, and second, by the particular features of the written Spanish that does appear. In reference to linguistic landscapes and language maintenance, Landry and Bourhis (1997) underline the benefit a language’s ingroup users may obtain from its prevalence in a given area; other researchers point out ways in which written language on signage can help second language learners. Heritage language learners lack ample exposure to written forms of their language, and museums— as custodians of knowledge and high culture—could provide one more venue and also offer access to symbolic capital. This paper invites reflection on questions such as whether or not some Spanish in a museum is better than none, and if the features of the Spanish that appears there matter.

Cognitive, linguistic, and contextual factors in Norwegian second language learner's narrative production

2015 ◽  
Vol 37 (5) ◽  
pp. 1117-1145 ◽  
Author(s):  
JANNICKE KARLSEN ◽  
ESTHER GEVA ◽  
SOLVEIG-ALMA LYSTER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
Contextual Factors ◽  
Kindergarten Children ◽  
Book Reading ◽  
Cognitive Linguistic ◽  
Narrative Production ◽  
Books In The Home

ABSTRACTThe present study investigated the contribution of cognitive, linguistic, and contextual factors to the narrative production of Norwegian second language learners. We assessed cognitive ability and first and second language proficiency in 66 kindergarten children with Urdu/Punjabi as their first language. Number of children's books in the home and time spent in kindergarten were treated as contextual factors. Oral narration was assessed in Grade 1. A series of fixed-order hierarchical regression analyses displayed a complex relationship among cognitive, linguistic, and contextual factors and various facets of narrative production of young second language learners; nonverbal ability and books in the home predicted the mastering of story (macro)structure, while linguistic (vocabulary and grammar) and both contextual variables predicted microaspects of narrative proficiency. The results suggest that combining home book reading practices, kindergarten attendance, and second language interventions might improve language minority children's narrative production and chances of school success.

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