scholarly journals INFERENCING FAKE WORDS’ MEANING BY MOROCCAN EFL LEARNERS

2020 ◽  
Vol 3 (1) ◽  
pp. 5-10
Author(s):  
Fatima Zahrae El Malaki
Keyword(s):  
Lexical Knowledge ◽  
Advanced Learners ◽  
Efl Learners ◽  
Unknown Word ◽  
Significant Difference ◽  
L2 Learners ◽  
Unknown Words ◽  
The Way

Do Moroccan EFL learners depend on the context to infer the meaning of unknown words occurring in sentences? This study investigates the way intermediate and advanced learners infer the meaning of fake words. To this end, the subjects took a test consisting of 60 items with three multiple choices. Subjects were asked to provide appropriate, inappropriate meanings of the unknown word or none of the choices without using dictionaries. The Chi-2 tests were adopted to determine whether there is a) a statistically significant difference between the three categories and b) a statistically significant difference between intermediate and advanced learners’ inferencing results. The findings demonstrate that the context along with the lexical knowledge of the L2 learners play the most important role in understanding vocabulary.

scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

scholarly journals The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth

2021 ◽  
Vol 7 (2) ◽  
pp. 114-123
Author(s):  
Behnam Behforouz ◽  
Anca Daniela Frumuselu
Keyword(s):  
Text Messaging ◽  
Treatment Process ◽  
Word Association ◽  
Rank Test ◽  
Classroom Context ◽  
Vocabulary Size ◽  
Lexical Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Signed Rank Test

Using technology in the classroom context can be an effective way to learn a foreign or second language. Vocabulary is considered one of the important skills for identifying a learner's performance in various academic and non-academic contexts. The present paper investigated the effect of text messaging on learners' lexical knowledge and vocabulary size by using mobile learning ( m-learning). After the administration of an Oxford Placement Test, a total of 37 EFL learners were selected as the sample of the study. Before the treatment process, a word association test (WAT) and the updated vocabulary level test (UVLT) were administered as pre-tests. The learners received six vocabulary items selected from their coursebook through SMSs three times a week in addition to the in-class instruction. After finishing the treatment process, the WAT and the UVLT tests were administered again as post-tests to assess the learners' achievement and the effectiveness of the treatment. Since the normality of data distribution was not confirmed, the Wilcoxon signed-rank test was run for mean comparisons. The findings showed no meaningful difference between the pre-tests and post-tests regarding the vocabulary depth scores, while there was a statistically significant difference based on vocabulary breadth. Therefore, it can be claimed that text messaging via m-learning had a significant impact on learners' vocabulary breadth. Curriculum developers and EFL teachers can benefit from the findings of the current study by considering the significance of text messaging for teaching different aspects of lexical knowledge.

scholarly journals On the Acquisition of Derivational Suffixes by Kuwaiti EFL Learners

2017 ◽  
Vol 13 (17) ◽  
pp. 223
Author(s):  
Maye A. Alotaibi ◽  
Abdullah M. Alotaibi
Keyword(s):  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Production Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Comprehension Skills ◽  
L1 Influence

This study aims to test the extent to which 90 Kuwaiti EFL learners are aware of the correct use of derivational suffixes in English. It also identifies the mains reasons of the errors that Kuwaiti EFL learners may make. In addition, it investigates whether the English proficiency level of the participants plays a role in their answers on the test. To this end, the participants were tested twice in this study; a multiple-choice test was used to check their comprehension skills, whereas a fill-in the blank test was used to measure their ability to produce the correct derivational suffixes in English. Following data analysis, the results reveal that Kuwaiti EFL learners are fairly aware of the correct use of English derivational suffixes to a certain degree; the total mean on both tests (comprehension = 70% and production = 56%) is 63%. The participants obtained higher percentage of correct answers on the comprehension test (mean= 70%) compared to the production test (mean = 56%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension and production of these suffixes. The performance of the Advanced Learners (ALs) (comprehension = 77% and production = 62%) is better than that of the Intermediate Learners (ILs) (comprehension = 64% and production = 48%) on the tests. In particular, there is a statistically significant difference between the answers of ALs and ILs on both tests. Regarding the types of error made by the participants, I argued that the most noticeable ones are due to: (1) the modification that non-neutral derivational suffixes cause when they are attached to the word (stems/roots); and (2) first language (L1) influence. Finally, the study concludes with some recommendations for further research.

scholarly journals Chinese Unknown Word Recognition for PCFG-LA Parsing

2014 ◽  
Vol 2014 ◽  
pp. 1-7
Author(s):  
Qiuping Huang ◽  
Liangye He ◽  
Derek F. Wong ◽  
Lidia S. Chao
Keyword(s):  
Word Recognition ◽  
Semisupervised Learning ◽  
Unlabeled Data ◽  
Emission Probability ◽  
Lexical Knowledge ◽  
Unknown Word ◽  
Empirical Results ◽  
Novel Method ◽  
Syntax Parsing ◽  
Unknown Words

This paper investigates the recognition of unknown words in Chinese parsing. Two methods are proposed to handle this problem. One is the modification of a character-based model. We model the emission probability of an unknown word using the first and last characters in the word. It aims to reduce the POS tag ambiguities of unknown words to improve the parsing performance. In addition, a novel method, using graph-based semisupervised learning (SSL), is proposed to improve the syntax parsing of unknown words. Its goal is to discover additional lexical knowledge from a large amount of unlabeled data to help the syntax parsing. The method is mainly to propagate lexical emission probabilities to unknown words by building the similarity graphs over the words of labeled and unlabeled data. The derived distributions are incorporated into the parsing process. The proposed methods are effective in dealing with the unknown words to improve the parsing. Empirical results for Penn Chinese Treebank and TCT Treebank revealed its effectiveness.

scholarly journals The Use of Inflectional Morphemes by Kuwaiti EFL Learners

2016 ◽  
Vol 6 (3) ◽  
pp. 32
Author(s):  
Abdullah M. Alotaibi
Keyword(s):  
Negative Transfer ◽  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Inflectional Morphemes

<p>This research paper aims to test the extent to which 100 Kuwaiti EFL learners are aware of the correct use of inflectional morphemes in English. It also explores the main causes of the errors that Kuwaiti EFL learners may make. Additionally, it checks whether the English proficiency level of the participants plays a role in their answers on the test. To this end, a multiple-choice test was used to measure the participants’ ability to use the correct inflectional morphemesin English. Following data analysis, the results reveal that Kuwaiti EFL learners are aware of the correct use of the inflectional morphemes in English to a certain degree (total mean=65.5%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension of these morphemes. In particular, there is a statistically significant difference between the answers of the advanced learners (ALs) (73.5%) and intermediate learners (ILs) (57.5%). The number of correct answers provided by ALs is higher than that provided by ILs. Regarding the types of errors made by the participants, it has been argued that the most noticeable ones are due to first language (L1) negative transfer and the irregularity of some types of inflectional morphemes in English. Finally, the study concludes with some pedagogical implications and recommendations for further research.</p>

scholarly journals Willingness to Communicate: Tracking Movement through Peer Assessment

2015 ◽  
Vol 4 (4) ◽  
pp. 3
Author(s):  
Sahar Niknejad ◽  
Behzad Nazari
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Oral Communication ◽  
Willingness To Communicate ◽  
Control Group ◽  
Advanced Learners ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study was to examine the effect of peer assessment on willingness to communicate (WTC) among Iranian advanced EFL learners in the context of classroom. In order to serve the main purpose of the study, two groups of advanced learners participated in this study. Primarily, a pre-test was administered to both groups, then the participants of experimental group received a treatment of 10 sessions. In these sessions the participants assessed their peers according to the peer assessment form. On the other hand, the participants of control group did not receive any treatment. The quasi-experimental, pre-test, and post-test were applied to these two groups. The obtained data was analyzed with two sample independent t-test statistical methods. The results revealed a meaningful significant difference among Iranian advanced EFL learners' willingness to communicate of the participants who assessed their peer's performances, so peer assessment significantly affected their achievement in oral communication. Teachers deal with learners that are willing to communicate orally in their foreign language, while some learners do not use their foreign language, even with high linguistic competence. Peer assessment can be a good form of assessment to enhance willingness to communicate among EFL learners.

Analyzing morphology-related strategies in Spanish L2 lexical inferencing: how do suffixes matter?

2020 ◽  
Vol 58 (3) ◽  
pp. 351-377
Author(s):  
Nausica Marcos Miguel
Keyword(s):  
Strategy Use ◽  
Cross Sectional ◽  
Advanced Learners ◽  
Proficiency Levels ◽  
Lexical Inferencing ◽  
L2 Learners ◽  
English Speaking ◽  
Unknown Words ◽  
Cross Sectional Design ◽  
L1 English

AbstractIntraword awareness, i. e., of affixes and stems, helps L2 learners in inferring the meaning of unknown words. Learners draw inferences relying on suffixes, prefixes and stems since each element can independently contribute to comprehension. This study analyzes morphology-related strategies in inferencing and focuses on the contribution of suffixes for adult L1 English-speaking learners of Spanish. Differences among suffixes (i. e., transparency, biuniqueness, explicitness of instruction, and cognateness) are taken into account. In a cross-sectional design with learners (n=209) of different proficiency levels (from 2 to 7 semesters of university study), intraword awareness was analyzed by means of two metalinguistic tasks. Participants of all proficiency levels relied on morphology-related strategies, with an increase of proficiency accompanied by an increase in strategy use. As for suffixes, instruction and cognateness mattered more than frequency in guiding students to successful inferencing. Nevertheless, knowledge of suffixes was still limited for the most advanced learners.

An investigation into the effects of prompt selection on writing complexity, accuracy, and fluency: The case of Iranian learners at different proficiency levels

2019 ◽  
Vol 7 (3) ◽  
pp. 79-96
Author(s):  
Hussein Meihami ◽  
Mahboobeh Saadat
Keyword(s):  
Choice Theory ◽  
Reasoned Action ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Writing Prompts ◽  
Significant Difference ◽  
L2 Learners ◽  
Writing Complexity ◽  
Advanced Proficiency ◽  
Writing Instructors

Abstract Self-selecting of the material has been the arena of discussion by the researchers of L2 pedagogy. While some believe that it can be effective, others believe that it is detrimental to L2 learning. Hence, the purpose of this study was to investigate the effect of self-selected and teacher assigned writing prompts on the writing complexity, accuracy, and fluency of Iranian EFL learners at beginning, intermediate, and advanced proficiency levels. The theoretical aspects of the current research were founded based on Theory of Reasoned Action (Ajzen & Fishbein, 1980) and Choice Theory (Glasser, 1998). Given that, 52 Iranian EFL learners (beginning N = 19, intermediate N = 16, advanced N = 17) participated in this study. Each student was asked to write about two writing prompts: one selected by the students and the other by the teacher. Using relevant indexes, we measured writing complexity, accuracy and fluency with regard to the two writing prompts. The results indicated that there was a statistically significant difference between the writing complexity, accuracy, and fluency of L2 learners when they wrote about their own self-selected prompts and when they wrote about the teacher assigned ones. The results also revealed that L2 learners’ writings were more complex, accurate, and fluent when they wrote about their self-selected prompts. The findings of this study can have some implications for L2 writing instructors and test designers.

Evaluating Benin EFL Learners Writing Composition during Final Exam

2018 ◽  
Vol 4 (2) ◽  
pp. 9
Author(s):  
Arlette Viviane Hounhanou
Keyword(s):  
Present Article ◽  
Sixth Grade ◽  
Final Exam ◽  
Efl Learners ◽  
School Year ◽  
Significant Difference ◽  
Efl Teachers ◽  
Writing Composition ◽  
Curriculum Specialists ◽  
The Way

Evaluating EFL learners in Benin, specifically, the case of the upper-sixth grade requires a certain number of competencies. Writing is not an easy task for learners particularly when they do not have the appropriate vocabulary. The present article aims at analyzing the way students’ papers were corrected; attention was focused on learners of the upper sixth grade during the school year and their final exam period. The researcher establishes a comparison between the two types of correcting learners ‘writing, how students’ were evaluated, and how feedback was turned in class. The evaluation took into account the writing composition only more specifically how EFL teachers evaluate learners for the final exam, how did it occur in class during the year and the conditions of these types of evaluation. A total number of 59 EFL teachers took part in this study.  Among them, 50 EFL teachers were involved regarding the national exam and 09 other EFL teachers participated in this study in their classroom and out of exam context. The findings of this research indicate that there is a significant difference between the way the correction is undertaken in class and during the final. The results will then enable curriculum specialists in Benin to reexamine the concept of evaluation and more importantly the feedback on writing in class, and specifically for the national exam.

scholarly journals On the Acquisition of the Prenominal Adjective Order by Kuwaiti EFL Learners

2017 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Maye A. Alotaibi ◽  
Abdullah M. Alotaibi
Keyword(s):  
Negative Transfer ◽  
English Proficiency ◽  
First Language ◽  
Advanced Learners ◽  
Efl Learners ◽  
English Grammar ◽  
Proficiency Level ◽  
Significant Difference ◽  
Intermediate Learners ◽  
Types Of Error

This study aims to test the extent to which 80 Kuwaiti EFL learners are aware of prenominal adjective ordering system in English, particularly how it affects Kuwaiti EFL learners’ grasp on English grammar. In addition, it checks whether the English proficiency level of the participants plays a role in their answers on the test. Therefore, a prenominal adjective ordering test was used to measure the participants’ ability to produce the correct order of prenominal adjectives in English. This research instrument was chosen on the basis of the researchers’ belief that this type of test leads to uncovering the causes beyond the correct/wrong answers provided by the participants on the test. Following data analysis, the results reveal that Kuwaiti EFL learners may not be fully aware of the prenominal adjective ordering system in English (total mean=48.75%). The t-test shows that the English proficiency level of the participants plays a crucial role in the production of prenominal adjectives in English. In particular, there is a statistically significant difference between the answers of the advanced (65%) and intermediate learners (32.5%). The number of correct answers provided by the advanced learners is higher than that provided by the intermediate learners. Regarding the types of error made by the participants, it has been argued that the most noticeable ones are due to first language (L1) negative transfer. Finally, the study concludes with some pedagogical implications and recommendations for further research.

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