scholarly journals THE INVESTIGATION OF INDONESIAN EFL LEARNERS’ ERRORS ACROSS THREE PROFICIENCY LEVELS

2017 ◽  
Vol 3 (2) ◽  
pp. 1-17
Author(s):  
Saudin Saudin
Keyword(s):  
Error Analysis ◽  
Word Order ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Singular Form ◽  
Intermediate Learners ◽  
Auxiliary Verb ◽  
Different Levels

The study analyzed the errors made by students across three different levels of proficiency (Advanced, Intermediate and Elementary) in their writing pieces. Three students were selected purposively to represent their respective level. So, nine pieces of writing altogether were to be investigated in this study. The errors committed by the purposive samples were first grouped into fifteen linguistic classifications such as verb form, preposition, mechanics and so forth, then subsumed under two broader categories: negative interlingual and intralingual transfer. The investigation revealed that the learners made more errors of intralingual transfer than those of negative interlingual one. However, in terms of errors based on the linguistic classifications, this study showed surprising findings. Advanced learners, though committing the least errors, performed worst by making errors in the most linguistic classifications (seven altogether): plural-singular form, omission of constituent, verb form, article, vocabulary, pronoun and comparative. Intermediate learners came next by committing errors in less number of linguistic areas (five), namely mechanics, preposition, derivative, auxiliary verb and clause formation. Elementary learners came last by giving poor performances on the least number of just three linguistic areas: tense, word order and genetives. Across levels, however, three areas (consecutively mechanics, plural/singular form and omission of constituent) appeared to be where errors were most commonly committed. With findings as such, the study is expected to impart theoretical contributions to SLA, especially to studies on error analysis. The findings hopefully can also inspire teachers to teach students of these three proficiency levels in ways that meet their needs more. Keywords: purposive samples, linguistic classifications, negative interlingual tranfer, intralingual transfer, SLA.

Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

2017 ◽  
Vol 168 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Sakineh Jafari ◽  
Saeed Ketabi ◽  
Mansoor Tavakoli
Keyword(s):  
Decision Making ◽  
Statistical Analysis ◽  
Educational Experiences ◽  
Autonomous Learning ◽  
Learning Activities ◽  
Educational Materials ◽  
Advanced Learners ◽  
Efl Learners ◽  
Intermediate Learners ◽  
Learning Language

Abstract This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.

scholarly journals Productive and Receptive Collocational Knowledge of Iranian EFL Learners at Different Proficiency Levels

2017 ◽  
Vol 6 (7) ◽  
pp. 11
Author(s):  
Fahimeh Talakoob ◽  
Mansour Koosha
Keyword(s):  
Test Scores ◽  
T Test ◽  
Placement Test ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Significant Difference ◽  
Intermediate Learners ◽  
The Mean

In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference between productive and receptive knowledge of collocations of the advanced EFL learners. However, the mean comparison between the receptive and productive collocation test scores of intermediate EFL learners revealed a significant difference. Pedagogical implications emanating from the obtained results are elaborated in the study.

scholarly journals Agreement Errors in Learner Corpora across CEFR: A Computer-Aided Error Analysis of Greek and Turkish EFL Learners Written Productions

2018 ◽  
Vol 6 (5) ◽  
pp. 77 ◽  
Author(s):  
Cem Can
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Test Performance ◽  
Corpus Linguistics ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Learner Corpora ◽  
Remedial Teaching

This paper illustrates the use of learner corpus data (extracted from Cambridge Learner Corpus – CLC) to carry out an error analysis to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur across four distinct proficiency levels, B1-B2; C1-C2, as defined by Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). As a variety of learner corpora compiled by researchers become relatively accessible, it is possible to explore interlanguage errors and conduct error analysis (EA) on learner-generated texts. The necessity to cogitate over these authentic learner errors in designing foreign language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitton, 1996; Cowan, Choi, & Kim, 2003; Ndiaye & Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at conducting a corpus-based error analysis of agreement errors to reveal the related error categories between Greek and Turkish EFL learners, the distribution of agreement errors along the B1 - C2 proficiency range according to CEFR, and the distribution of agreement error types in respect of the L1 of the learners. The data analyzed in this study is extracted from the Cambridge Learner Corpus (CLC), the largest annotated test performance corpus which enables the investigation of the linguistic and rhetorical features of the learner performances in the above stated proficiency bands. The findings from this study reveal that, across B1-C2 proficiency levels and across different registers and genres, the most common agreement error categories by the frequency in which they occur are Verb Agreement (AGV), Noun Agreement (AGN), Anaphor Agreement (AGA), Determiner Agreement (AGD), Agreement Error (AG), and Quantifier Agreement (AGQ) errors. This study’s approach uses the techniques of computer corpus linguistics and follows the steps of the Error Analysis framework proposed by Corder (1971): identification, description, classification and explanation of errors.

scholarly journals A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners

2017 ◽  
Vol 5 (9) ◽  
pp. 167
Author(s):  
Cem Can
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Test Performance ◽  
Corpus Linguistics ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Learner Corpus ◽  
Remedial Teaching ◽  
Learning Programs ◽  
Rhetorical Features

As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur. The need to consider these authentic learner errors in the design of useful language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitton, 1996; Cowan, Choi, & Kim, 2003; Ndiaye & Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at analyzing inflectional, derivational and word form errors for verbs produced by Turkish EFL learners across six distinct proficiency levels, A1-A2; B1-B2; C1-C2, as defined by Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). The corpus used in this study is the Cambridge Learner Corpus (CLC), the largest annotated test performance corpora which enables the investigation of the linguistic and rhetorical features of the learner performances in the above stated proficiency bands. The findings from this study seem to indicate that, across different proficiency levels and across different registers and genres, the most common verb error categories are incorrect tense of verb (TV), wrong verb choice (RV), wrong verb form (FV), missing verb (MV), and verb agreement (AGV) errors. This study’s approach uses the techniques of computer corpus linguistics and has its roots in the Error Analysis framework as proposed by Corder (1971): identification, description, classification and explanation of errors.

How well do learners know derived words in a second language?

2021 ◽  
Author(s):  
Batia Laufer ◽  
Stuart Webb ◽  
Su Kyung Kim ◽  
Beverley Yohanan
Keyword(s):  
Second Language ◽  
Word Frequency ◽  
Low Frequency ◽  
Base Word ◽  
Vocabulary Size ◽  
Advanced Learners ◽  
Efl Learners ◽  
Frequency Effects ◽  
Proficiency Levels ◽  
Custom Made

Abstract The study investigates derivational knowledge of second language (L2) learners as a function of four variables: learner proficiency, word family frequency, derived word frequency, and affix type as suggested by two affix difficulty hierarchies. Seventy-nine EFL learners at two proficiency levels received two tests, the VST – Vocabulary Size Test (Nation & Beglar, 2007) and a custom-made ‘Derivatives Test’, which included derived forms of VST base words. We performed the following within-participant comparisons: knowledge of base words and knowledge of their derived forms, knowledge of high-, medium-, and low-frequency derived forms, and knowledge of derivatives at different affix difficulty levels. Knowledge of basewords and their derivatives was statistically equivalent for advanced learners. However, a difference was found between the categories for less advanced learners. The findings also revealed learner proficiency and base word frequency effects, partial support for the two affix difficulty hierarchies, and no support for the effect of derivative frequency.

scholarly journals Effectiveness of Proactive Intensive FFI in Cultivating Grammatical Knowledge of Iranian EFL Learners at Different Proficiency Levels

2016 ◽  
Vol 9 (3) ◽  
pp. 197
Author(s):  
Amir Rooholamin ◽  
Reza Biria ◽  
Hamid Reza Haghverdi
Keyword(s):  
Corrective Feedback ◽  
Control Groups ◽  
Grammatical Knowledge ◽  
Advanced Learners ◽  
Efl Learners ◽  
Treatment Groups ◽  
Proficiency Levels ◽  
Grammatical Development ◽  
Proficiency Level ◽  
Experimental Group

<p>The present study provides a report on an experiment seeking the effect of proactive intensive form-focused instruction on the grammatical development of intermediate and advanced Iranian EFL learners. More specifically the aim of the study was to discern (a) whether the grammatical knowledge of Iranian EFL learners at different proficiency levels ameliorated in the wake of exposure to proactive intensive FFI (b) whether the grammatical knowledge of the learners at the two proficiency levels improved equally or not, and (c) whether there was an interaction effect between the FFI and the proficiency level, which affected the grammatical development of the learners. To meet these objectives, 119 intermediate and advanced EFL learners at Sadr Institute of Higher Education in Isfahan, Iran were asked to take part in this study. To ascertain the homogeneity of the participants, a QPT was administered to them. The learners in each proficiency level were assigned to a control and an experimental group and they sat for a grammar pretest. Subsequently, the learners in the treatment groups received proactive intensive FFI (metalinguistic explanations followed by repeated form-focused tasks and explicit corrective feedback on form) in their free discussion classes, while those in the control groups participated in classes bereft of FFI. After 9 sessions of instruction, the learners took a posttest. Such statistical tools as paired sample <em>t</em> test and two-way ANOVA were utilized to analyze the collected data, and the following results were obtained: (a) both intermediate and advanced group learners experienced a boost in their grammatical knowledge after being exposed to proactive intensive FFI (b) the treatment in the current study was more beneficial to intermediate EFL learners’ grammatical development than it was to advanced learners’, and (c) proactive intensive FFI, proficiency level, and the interaction between them all were instrumental in molding the grammatical knowledge of Iranian EFL learners. The implications for EFL practitioners are enumerated in the paper.</p>

scholarly journals Examining the Learnability of English Relative Clauses: Evidence from Kuwaiti EFL Learners

2016 ◽  
Vol 9 (2) ◽  
pp. 57 ◽  
Author(s):  
Abdullah M. Alotaibi
Keyword(s):  
Relative Clauses ◽  
English Proficiency ◽  
Relative Pronoun ◽  
Advanced Learners ◽  
Efl Learners ◽  
Resumptive Pronouns ◽  
Indirect Object ◽  
Proficiency Level ◽  
Intermediate Learners ◽  
Types Of Error

<p>This study aims to test the extent to which 120 Kuwaiti EFL learners are aware of the structure of relative clauses in English through measuring their ability to produce this structure. It also checks whether the English proficiency level of the participants plays a role in their answers on the test. For this purpose, a sentence combination task was used to measure the participants’ ability to produce correct relative clauses in English. This test was selected in order to examine the types of error made by the participants pertinent to relative clauses in English. The results reveal that Kuwaiti EFL learners may not be fully aware of the formation rules of relative clauses in English (total mean=60.4%). The t-test shows that the English proficiency level affected the participants' answers on the test. Specifically, there were statistically significant differences between the answers of the advanced (76.3%) and intermediate learners (44.4%). The number of errors made by the advanced learners was less than that made by the intermediate learners. Regarding the types of error made by the participants, the most noticeable ones were: deletion of the relative pronoun, wrong relative pronoun, repetitive use of resumptive pronouns, passivisation of the relative clause and problems with the indirect object and genitive relative clauses. The researcher analysed the participants' erroneous answers and provided potential reasons to account for them. Finally, the study concludes with some pedagogical implications and recommendations for further research.</p>

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.

scholarly journals A Corpus-Based Study on the Use of the Logical Connector ‘Thus’ in the Academic Writing of Turkish EFL Learners

2017 ◽  
Vol 10 (2) ◽  
pp. 64
Author(s):  
Serpil Ucar ◽  
Ceyhun Yukselir
Keyword(s):  
Likelihood Ratio ◽  
Academic Writing ◽  
Native Speakers ◽  
American English ◽  
Advanced Learners ◽  
Efl Learners ◽  
Log Likelihood ◽  
Log Likelihood Ratio ◽  
Effect Relation ◽  
Academic Genre

This research was conducted to investigate how frequently Turkish advanced learners of English use the logical connector ‘thus’ in their academic prose and to investigate whether it was overused, underused or misused semantically in comparison to English native speakers. The data were collected from three corpora; Corpus of Contemporary American English and 20 scientific articles of native speakers as control corpora, and 20 scientific articles of Turkish advanced EFL learners. The raw frequencies, frequencies per million words, frequencies per text and log-likelihood ratio were measured so as to compare varieties across the three corpora. The findings revealed that Turkish learners of English showed underuse in the use of the connector ‘thus’ in their academic prose compared to native speakers. Additionally, they did not demonstrate misuse in the use of the connector ‘thus’. Nevertheless, non-native learners of English tended to use this connector in a resultative role (cause-effect relation) more frequently whereas native speakers used it in appositional and summative roles more as well as its resultative role. Furthermore, the most frequent occurrences of ‘thus’ have been in academic genre.

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.

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