scholarly journals Other Language Proficiency Predicts Unique Variance in Verbal Fluency Not Accounted for Directly by Target Language Proficiency: Cross-Language Interference?

2019 ◽  
Vol 9 (8) ◽  
pp. 175 ◽  
Author(s):  
Kenneth R. Paap ◽  
Lauren A. Mason ◽  
Brandon M. Zimiga ◽  
Yocelyne Ayala-Silva ◽  
Matthew M. Frost ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Verbal Fluency ◽  
Picture Naming ◽  
English Language ◽  
Naming Task ◽  
Target Language ◽  
Unique Variance ◽  
Semantic Concepts ◽  
Language Effects ◽  
Cross Language

The purpose of the study was to investigate cross-language effects in verbal fluency tasks where participants name in English as many exemplars of a target as they can in one minute. A series of multiple regression models were used that employed predictors such as self-rated proficiency in English, self-rated proficiency in a language other than English, a picture naming task used to measure productive vocabulary, the percentage of English use, and the frequency of language switching. The main findings showed that self-rated proficiency in the non-English language accounted for unique variance in verbal fluency that was not accounted for directly by self-rated proficiency in English. This outcome is consistent with cross-language interference, but is also consistent with an account that assumes bilingual disadvantages in verbal fluency and picture naming are due to bilinguals having weaker links between semantic concepts and their phonological form. The present study is also discussed in terms of a broader framework that questions whether domain-general inhibition exists and also whether it plays an important role in bilingual language control.

scholarly journals Language control abilities of late bilinguals

2011 ◽  
Vol 15 (3) ◽  
pp. 580-593 ◽  
Author(s):  
JULIA FESTMAN
Keyword(s):  
Language Proficiency ◽  
Verbal Fluency ◽  
Picture Naming ◽  
Language Use ◽  
Naming Task ◽  
The Other ◽  
Language Performance ◽  
Language Control ◽  
Cross Language ◽  
Late Bilinguals

Although all bilinguals encounter cross-language interference (CLI), some bilinguals are more susceptible to interference than others. Here, we report on language performance of late bilinguals (Russian/German) on two bilingual tasks (interview, verbal fluency), their language use and switching habits. The only between-group difference was CLI: one group consistently produced significantly more errors of CLI on both tasks than the other (thereby replicating our findings from a bilingual picture naming task). This striking group difference in language control ability can only be explained by differences in cognitive control, not in language proficiency or language mode.

The Bilingual Switching Advantage: Sometimes Related to Bilingual Proficiency, Sometimes Not

2015 ◽  
Vol 21 (7) ◽  
pp. 531-544 ◽  
Author(s):  
Lily Tao ◽  
Marcus Taft ◽  
Tamar H. Gollan
Keyword(s):  
Language Proficiency ◽  
Task Switching ◽  
Verbal Fluency ◽  
Picture Naming ◽  
Objective Measure ◽  
Verbal Fluency Task ◽  
Advantages And Disadvantages ◽  
Interference Test ◽  
Standardized Measure ◽  
Naming Test

AbstractThis study investigated the relationship between bilingualism and task switching ability using a standardized measure of switching and an objective measure of bilingual language proficiency. Heritage Language (HL) speaking Spanish-English and Mandarin-English bilinguals and English speaking monolinguals completed all four subtests of the Color-Word Interference Test (CWIT), an English verbal fluency task, and a picture naming test (the Multilingual Naming Test) in English. Bilinguals also named pictures in their HL to assess HL proficiency. Spanish-English bilinguals were advantaged in task switching, exhibiting significantly smaller switching cost than monolinguals, but were disadvantaged in verbal fluency and picture naming. Additionally, performance on these cognitive and linguistic tasks was related to degree of HL proficiency, so that increased ability to name pictures in Spanish was associated with greater switching advantage, and greater disadvantage in both verbal fluency and picture naming. Mandarin-English bilinguals, who differed from the Spanish-English bilinguals on several demographic and language-use characteristics, exhibited a smaller but statistically significant switching advantage, but no linguistic disadvantage, and no clear relationship between HL proficiency and the switching advantage. Together these findings demonstrate an explicit link between objectively measured bilingual language proficiency and both bilingual advantages and disadvantages, while also showing that consequences of bilingualism for cognitive and linguistic task performance can vary across different language combinations. (JINS, 2015, 21, 531–544)

Inhibitory control processes and lexical access in trilingual speech production

2011 ◽  
Vol 1 (4) ◽  
pp. 391-412 ◽  
Author(s):  
John W. Schwieter ◽  
Gretchen Sunderman
Keyword(s):  
English Language Learners ◽  
Speech Production ◽  
Language Learners ◽  
Inhibitory Control ◽  
Picture Naming ◽  
English Language ◽  
Naming Task ◽  
Single Experiment ◽  
Third Language ◽  
Switching Performance

This study tests whether or not trilingual language learners rely on inhibitory control (IC) when accessing words during speech production. In particular, it investigates the extent to which second language (L2) and third language (L3) lexical robustness modulates such reliance. English language learners of French and Spanish participated in a picture-naming task containing language switches in all three of their languages. Analyses were conducted on the switching performance of the three languages followed by an exploration of how these effects were modulated by L2 and L3 lexical robustness. The results support reliance on IC for all three languages. Furthermore, the strength of L2 lexical robustness affected performance in all languages whereas the strength of L3 lexical robustness only affected L3 performance. The results suggest that in the context of having to switch between three languages within a single experiment, trilingual speakers rely on IC.

scholarly journals Students’ Perceptions Towards Extensive Reading In Efl Contexts

2021 ◽  
Vol 1 (2) ◽  
pp. 99-104
Author(s):  
Rini Lindawati
Keyword(s):  
Language Proficiency ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Language Education ◽  
Target Language ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Learning English

Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.

A moving and mystifying target language?

English Today ◽  
2008 ◽  
Vol 24 (4) ◽  
pp. 2-2 ◽  
Author(s):  
Kingsley Bolton ◽  
David Graddol ◽  
Rajend Mesthrie
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Target Language ◽  
Efl Learners ◽  
South Korean ◽  
Cultural Constraints ◽  
Selection Of

This issue presents a selection of articles on English in various contexts and settings, with a significant focus on education in the first four. Susan Van Rooy describes the language experiences of South Korean academics and their families in a small town in South Africa, and the consequences of their stay abroad for their English language proficiency. She reminds us that not all EFL learners of English have the ‘Inner Circle’ mainstream as their model: Potchefstroom, South Africa offers a mix between Inner and Outer Circle, probably having more features of the latter. Christian Burrows writes about methodologies of EFL classrooms in Japan, where cultural constraints make TBL (Task-Based Learning) more challenging than its Western proponents realise. The next two articles emphasise the need to pay attention to colloquial spoken language. Manfred Markus writes about the need to focus on phonetic accuracy in EFL teaching, or at least to try and replicate mainstream norms as much as possible. Fan Xianlong contributes a paper on the ever-changing spoken norms of the mainstream, based on his experiences as a visiting scholar in the United States. Although many of the features he describes are well known to Western sociolinguists, the article presents a refreshing perspective of how complex the notion of ‘target language’ must be to users of ESL and EFL. More often it is a moving and mystifying target, with its cultural and political minefields that find their way into everyday usage.

scholarly journals Assessing English as an International Language for Government Officials

2021 ◽  
Author(s):  
◽  
Douglas Meyer
Keyword(s):  
Language Proficiency ◽  
Intercultural Competence ◽  
English Language ◽  
Assessment Tool ◽  
International Communication ◽  
Test Battery ◽  
Target Language ◽  
Government Officials ◽  
Strategic Competence ◽  
International Language

<p>The function of English as an international language (hereafter called EIL) is firmly entrenched in many aspects of modern life, such as academia, aviation, business, education, international relations, science, and tourism. This trend has led high-stakes English language proficiency tests to serve increasingly critical gate-keeping roles for people seeking admission to tertiary institutions, employment overseas, and career advancement. However, while language tests focus on language proficiency, they do not measure the ability over and above core linguistic competence that enables and enhances successful international communication. As more and more English communication occurs between people from different language and cultural backgrounds, research and testing of these skills is warranted.  This thesis identifies receptive intelligibility (listening skills), productive intelligibility (speaking skills), intercultural competence, and strategic competence in negotiating meaning as key abilities that enhance the use of EIL. An investigation of these four abilities sets the groundwork for their conceptualization and operationalization into a test battery aimed at government officials from developing Asian and African countries who have gone through English-language training at Victoria University of Wellington. Results from classroom observations and a survey of the participant’s target language use tasks serve to highlight the contexts and purposes for which they use English, as well as providing the contexts for developing test tasks and items and conceptualizing skills used to improve international communication. The four abilities identified above were then operationalized into testable items for an online test battery consisting of four constructs and a total of 76 items. The purpose of this test battery is to serve as a low-stakes assessment tool for making decisions regarding the international communicative competence of government employees who use English for international communication.  The validation of the test battery uses the Bachman and Palmer (1996) approach for determining test usefulness, which is shaped by six test qualities. These qualities form a validation argument supported by evidence for construct validity, reliability, authenticity, interactiveness, practicality, and impact. Results from the validation of the test battery show that the correlation between the four constructs (receptive intelligibility, productive intelligibility, intercultural competence, and strategic competence) is positive, however each of the theoretical constructs was found to be much deeper and broader than the test battery is able to measure. Intercultural competence was found to be the least related to intelligibility and strategic competence, suggesting that intercultural problems are less immediate barriers to successful international communication.  The discussion focuses on the major issues with the test battery, such as construct under-representation, internal consistency problems and the logistical challenges of online testing. This thesis concludes with the methodological limitations of the test battery and suggestions for broadening and deepening test items to account for the complexity and multidimensionality of these four constructs. While the test needs further development, it is a first step into assessing the dynamic and fluid nature of English as an international language.</p>

scholarly journals Meeting business students’ English language needs in the Algerian tertiary education

2021 ◽  
Vol 11 (2) ◽  
pp. 124-139
Author(s):  
Soraya Benzerdjeb
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Tertiary Education ◽  
Business Students ◽  
Target Language ◽  
Structured Interviews ◽  
Digital Platforms ◽  
The Government

Graduate Algerian economic sciences students, who will be future university teachers or workplace managers, are urged to use the English language. However, most of them reveal that they are unable to use the English language appropriately. The main aim in this paper is to depict students’ difficulties and help them improve their academic language performance. This paper describes the teaching and learning situations of English for Business and Economics (EBE) in the Department of Economic Sciences at the University of Tlemcen. The investigator used a questionnaire and two structured interviews. The sampling included EBE learners and English for specific purposes teachers as well as workplace managers (former EBE students). The main findings in this investigation confirmed that students had poor target language proficiency. Results revealed that the content of the actual EBE course was inappropriate to learners’ needs. The investigator wants to integrate new technologies as the government supplies digital platforms to the Algerian universities.   Keywords: Algerian, tertiary education, English, Economics, business students.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

scholarly journals What Are the Modulators of Cross-Language Syntactic Activation During Natural Reading?

2021 ◽  
Vol 6 ◽  
Author(s):  
Naomi Vingron ◽  
Pauline Palma ◽  
Jason W. Gullifer ◽  
Veronica Whitford ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Individual Differences ◽  
Eye Tracking ◽  
Original Data ◽  
Target Language ◽  
English Reading ◽  
Language Effects ◽  
Reading Experiment ◽  
Language Activation ◽  
Cross Language ◽  
Multiple Languages

Bilinguals juggle knowledge of multiple languages, including syntactic constructions that can mismatch (e.g., the red car, la voiture rouge; Mary sees it, Mary le voit). We used eye-tracking to examine whether French-English (n = 23) and English-French (n = 21) bilingual adults activate non-target language syntax during English L2 (Experiment 1) and L1 (Experiment 2) reading, and whether this differed from functionally monolingual English reading (Experiment 3, n = 26). People read English sentences containing syntactic constructions that were either partially shared across languages (adjective-noun constructions) or completely unshared (object-pronoun constructions). These constructions were presented in an intact form, or in a violated form that was French-consistent or French-inconsistent. For both L2 and L1 reading, bilinguals read French-consistent adjective-noun violations relatively quickly, suggesting cross-language activation. This did not occur when the same people read object-pronoun constructions manipulated in the same manner. Surprisingly, English readers exposed to French in their lifetime but functionally monolingual, also read French-consistent violations for adjective-noun constructions faster, particularly for some items. However, when we controlled for item differences in the L2 and L1 reading data, cross-language effects observed were similar to the original data pattern. Moreover, individual differences in L2 experience modulated both L2 and L1 reading for adjective-noun constructions, consistent with a cross-language activation interpretation of the data. These findings are consistent with the idea of syntactic cross-language activation during reading for some constructions. However, for several reasons, cross-language syntactic activation during comprehension may be overall more variable and challenging to investigate methodologically compared to past work on other forms of cross-language activation (i.e., single words).

scholarly journals Questioning in English as a Foreign Language University Classes

2021 ◽  
Author(s):  
◽  
Van Anh Phan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Communicative Interaction ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Efl Classrooms

<p>Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns about how to best develop English proficiency in EFL classes, especially how to promote students’ English communicative competency in this context. Questioning is an essential tool to help EFL teachers fulfil instructional goals (Boyd, 2015). Questioning particularly plays an important role in creating interactions to promote student’s English language proficiency in EFL classroom (Tuan & Nhu, 2010). Therefore, my study investigated how teachers and students perceived and used questioning to promote English teaching and learning in tertiary EFL classrooms in Vietnam. This also shed light on the implementation of communicative language teaching (CLT) in Vietnam. My study uses a sociocultural lens, with a qualitative multiple case design (Creswell, 2015; Johnson & Christensen, 2014). The two cases investigate questioning in classes where English was taught as a non-major subject, and questioning in classes where English was taught as a major. Data were triangulated through semi-structured and stimulated recall interviews with eight teachers, focus groups with eight groups of students, and observations of eight EFL classes. Thematic analysis was conducted to analyse data to find out the themes, the “important idea that occurs multiple times” in the data (Johnson & Christensen, 2014, p. 600) Three themes about questioning arose from studying these Vietnamese EFL classes. Firstly, questioning involved communicative interaction, which created opportunities for participants to communicate in the target language. This interaction also empowered students to engage in the lesson. Secondly, using questioning teachers orchestrated learning, diagnosed learning needs, and facilitated classroom relationships. The third theme, “My home, my rules” indicates that questioning was contextually situated. Questioning within these EFL classrooms in Vietnam reflected cultural features, such as the traditional roles of teacher and student, the concern for face or status, and the use of Vietnamese in English classes.  My data show that both teachers and students can use questioning to promote language learning through critical thinking and collaborative learning. These are central interactive and communicative skills in tertiary EFL teaching and learning in Vietnam. The effectiveness of questioning in my study depended on teachers’ skills. It was a commonly used technique to develop English language learning.  This study proposes an adapted model of learning and teaching to capture EFL learning. The model captures how teachers apply CLT and teach English for different purposes. It also emphasises the contextual features influencing questioning and therefore teaching and learning the target language. In this model, questioning is at the centre, promoting learning relationships among the teacher and students. The study contributes to an understanding of using questioning to promote language learning in EFL classroom in an Asian context, and may be relevant to CLT application for language learning classrooms in a wider international context.</p>

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