scholarly journals Lexical Crosslinguistic Influence and Study Abroad: Do Learners Use L1-Based Resources Less?

Languages ◽  
2019 ◽  
Vol 4 (3) ◽  
pp. 55
Author(s):  
Mireia Ortega ◽  
M. Luz Celaya
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Inverse Relationship ◽  
L2 Proficiency ◽  
Oral Production ◽  
Crosslinguistic Influence ◽  
Syntactic Properties

Research in Crosslinguistic influence (CLI) has traditionally addressed two broad types of lexical CLI—transfer of form and transfer of meaning (Ringbom 1987)—which were reconceptualized by Jarvis (2009) as lexemic and lemmatic transfer, respectively. Whereas the former considers the phonological and graphemic structure of words, the latter is related to semantic and syntactic properties. These types of lexical CLI have been analysed in relation to L2 proficiency, but not in relation to factors such as Study Abroad (SA), which the present study aims to investigate. The oral production by 107 Catalan/Spanish learners of English as a Foreign Language (EFL) was analysed in terms of lexical CLI and the amount of input received during their SA. Results show an inverse relationship between the amount of input in SA and lexical CLI; that is, the higher the number of hours abroad, the fewer cases of lexical CLI. Statistical differences were found for lemmatic CLI and for one type of lexemic CLI. In light of these findings, it is suggested that learners that take part in SA programmes do not rely on L1-based resources when gaps in their knowledge arise.

Picture or non-picture? The influence of narrative task types on lower- and higher-proficiency EFL learners’ oral production

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Xuyan Qiu
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Structural Complexity ◽  
Oral Narrative ◽  
L2 Proficiency ◽  
Efl Learners ◽  
Oral Production ◽  
Foreign Language Learners ◽  
Task Types

Abstract Picture-based storytelling tasks, i. e. telling a story relying on some pictures, and short speech tasks, i. e. producing a speech with a given topic without pictures, are two types of oral narrative tasks widely adopted in previous studies. However, few have discussed what effects these two types of tasks may exert on second language learners’ speaking performance. In this study, sixty English as a foreign language learners, divided into lower- and higher-proficiency groups, performed a picture-based storytelling task and a short speech task. Stimulated recalls were collected from seventeen participants. Their oral discourses were analysed in terms of complexity, accuracy, and fluency. Stimulated recalls were analysed based on Levelt’s speaking model. The short speech tasks raised participants’ accuracy and lexical complexity and were more effective for higher-proficient learners regarding structural complexity. The findings yield suggestions for designing oral narrative tasks for EFL learners with different L2 proficiency levels.

INITIAL PROFICIENCY AND L2 GRAMMAR DEVELOPMENT DURING SHORT-TERM IMMERSION ABROAD

2020 ◽  
pp. 1-29 ◽  
Author(s):  
Janire Zalbidea ◽  
Bernard I. Issa ◽  
Mandy Faretta-Stutenberg ◽  
Cristina Sanz
Keyword(s):  
Individual Differences ◽  
Study Abroad ◽  
Outcome Measures ◽  
Production Data ◽  
L2 Proficiency ◽  
Short Term ◽  
Elicited Imitation ◽  
Oral Production ◽  
Summer Study ◽  
Grammar Development

Abstract The first goal of this study was to examine how individual differences in initial L2 proficiency help explain L2 grammar development in oral production during short-term immersion abroad. The second goal of the study was methodological, and evaluated challenges that can result from operationalizing learners’ initial L2 proficiency as pretest performance on outcome measures (as opposed to independent proficiency measures) in analyses of L2 change. L2 Spanish learners participating in summer study abroad completed an elicited imitation task and two oral production tasks. Production data were analyzed for changes in relevant grammatical complexity and accuracy dimensions. Results indicate that learners with higher initial L2 proficiency experience greater L2 grammar advancement from short-term immersion, and that pretest performance can be an unreliable operational estimate of initial proficiency when analyzing L2 gains. We discuss findings following cognitive accounts of SLA, and highlight methodological implications for further research in immersion contexts and beyond.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

N-gram use in EFL learners’ retelling and monologic tasks

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaopeng Zhang ◽  
Baoshan Zhao ◽  
Wenwen Li
Keyword(s):  
Foreign Language ◽  
Association Strength ◽  
College Level ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Oral Production ◽  
Speaking Proficiency ◽  
N Gram

Abstract This study examined n-gram use in oral production by Chinese college-level English as a foreign language (EFL) learners at four distinct proficiency levels. Thirty indices regarding range, frequency, and association strength of bi- and tri-grams obtained from retelling and monologic samples were analyzed. Results suggest that, i) the four proficiency levels differed in measures for frequency and association strength of bi- and tri-grams, ii) academic bi- and tri-gram proportions and association strength (captured by MI- and t-scores) were predictive of EFL speaking proficiency for both the retelling and monologic samples but the effects were small, and iii) EFL learners used more well-attested bi- and tri-grams in monologues than in retelling, demonstrating that higher rated samples tended to contain more strongly-associated bi- and tri-grams, a greater proportion of frequent attested academic tri-grams, and that EFL n-gram use was task-sensitive. These findings help enrich our understanding on EFL development of multi-word sequences and have potentially useful implications for EFL pedagogy.

scholarly journals CAN WE SPEAK ENGLISH? REFLECTIONS ON THE UNSPOKEN EFL IN BRAZIL

2017 ◽  
Vol 56 (1) ◽  
pp. 213-233
Author(s):  
Simone Tiemi Hashiguti
Keyword(s):  
Foreign Language ◽  
Theoretical Framework ◽  
Methodological Framework ◽  
Discussion Forums ◽  
Language Policies ◽  
Oral Production ◽  
History Of ◽  
Conditions Of Possibility ◽  
Brazilian Students

ABSTRACT This essay explores the issue of oral production in English as a foreign language in Brazil. It reports the difficulty some students find to speak the language to matters of authority and legitimacy constituted in a particular history of language policies. Interest in the theme emerged because many Brazilian students who know English state they cannot speak the language and avoid pronouncing it and engaging in conversations. A discursive methodological framework forms the basis for the analysis of postings collected from discussion forums on different websites. First, I can´t speak English works as the reference statement that makes it possible to verify a discursive regularity in operation in Brazil. Second, a postcolonial theoretical framework supports the discussion on the conditions of possibility to speak English as a foreign language in a former Portuguese colony. The author argues that the ghost of the native, idealized speaker prevents students from recognizing the English they know as legitimate, and to speak it, and points out that dignity is a possible discourse to help deconstruct the colonial, silenced positioning that exists regarding the oral production in this foreign language.

scholarly journals Communicative activities to enhance oral production in the EFL classroom

2022 ◽  
Vol 6 (1) ◽  
pp. 6-26
Author(s):  
Adriana Carolina Lara Velarde ◽  
Jessica María Guaranga Lema ◽  
Mayra Jacqueline Iguasnia Guala ◽  
Jhon Jairo Inca Guerrero
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Teaching ◽  
Qualitative Approach ◽  
Oral Production ◽  
General Overview ◽  
Communicative Approach ◽  
Communicative Activities ◽  
Language Competencies

Introduction. Speaking is considered one of the most difficult skills to be developed in class when teaching a foreign language. Therefore, teachers need to look for alternatives to enhance learners’ oral production. In this regard, Communicative activities (CA) play a fundamental role in language teaching due to the fact they provide them with opportunities to use language as in real situations. Objective. The main goal of this research is to provide a general overview of Communicative activities to enhance oral production in the EFL classroom. Methodology. This article was based on the qualitative approach. A descriptive - documentary research was carried out through an extensive bibliographic literature review about the main principles of the Communicative Approach, communicative activities, types of CA, and speaking. Results. Results from the reviewed research investigations show that they are quite useful for teachers and learners since CA facilitate learners’ oral production employing the interaction among classmates and teachers. Conclusion. Besides, Communicative activities encourage learners to develop their language competencies due to the dynamic in which these activities are carried out in the EFL classroom.

Learning Chinese

2018 ◽  
pp. 44-69
Author(s):  
Kaishan Kong
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Cultural Knowledge ◽  
Culture Learning ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

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