An Automatic Method to Extract Online Foreign Language Learner Writing Error Characteristics

2018 ◽  
Vol 16 (4) ◽  
pp. 15-30 ◽  
Author(s):  
Brendan Flanagan ◽  
Sachio Hirokawa
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Language ◽  
Language Learner ◽  
Native Languages ◽  
Language Background ◽  
Language Groups ◽  
Language Knowledge ◽  
Foreign Language Learner ◽  
Characteristic Features

This article contends that the profile of a foreign language learner can contain valuable information about possible problems they will face during the learning process, and could be used to help personalize feedback. A particularly important attribute of a foreign language learner is their native language background as it defines their known language knowledge. Native language identification serves two purposes: to classify a learners' unknown native language; and to identify characteristic features of native language groups that can be analyzed to generate tailored feedback. Fundamentally, this problem can be thought of as the process of identifying characteristic features that represent the application of a learner's native language knowledge in the use of the language that they are learning. In this article, the authors approach the problem of identifying characteristic differences and the classification of native languages from the perspective of 15 automatically predicted writing errors by online language learners.

scholarly journals Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen – ein Forschungsüberblick

2019 ◽  
Vol 46 (1) ◽  
pp. 179-196
Author(s):  
Joanna Targońska
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Skills ◽  
Research Question ◽  
Language Learner ◽  
Relevant Research ◽  
Foreign Language Learners ◽  
The World ◽  
Foreign Language Learner

The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners’ collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners’ collocational competence

scholarly journals STRATEGI-STRATEGI BELAJAR BAHASA ASING

2011 ◽  
Vol 4 (2) ◽  
pp. 86 ◽  
Author(s):  
Amri Isyam
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Language Learning Strategies ◽  
Foreign Language Learners ◽  
Foreign Language Learner

This article aims at desribing foreign language learning strategies which should be possessed by each foreign language learner because their success or failure doesn’t depend only on the lecturer’s language teaching but also very much on the foreign language learning strategies. There are a lot of foreign language learning strategies; however, at least, there are fourteen foreign language learning strategies that they should possess and apply if they really want to succeed in learning a foreign language. The strategies will be enough for foreign language learners to reach their learning targets if they can possess and apply them as well as possible in learning whatever foreign language, like English for example.  In addition to the fourteen strategies, how they will find or get them will also be presented and discussed in the article. It is advisable that a foreign language teacher or lecturer save a small amount of time of his/her teaching hours to teach those strategies, and that a learner apply them as well they can or make his/her own effort to find and apply them. Key words/phrases: foreign language learner, strategy, and foreign language learning strategy

scholarly journals Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders

2021 ◽  
pp. 136700692199681
Author(s):  
Teresa Kieseier
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Social Background ◽  
Target Language ◽  
Error Sources ◽  
Common Error ◽  
Language Background ◽  
Background Factors ◽  
Language Groups ◽  
Error Types

Aims and Objectives: We compared speech accuracy and pronunciation patterns between early learners of English as a foreign language (EFL) with different language backgrounds. We asked (1) whether linguistic background predicts pronunciation outcomes, and (2) if error sources and substitution patterns differ between monolinguals and heterogeneous bilinguals. Methodology: Monolingual and bilingual 4th-graders ( N = 183) at German public primary schools participated in an English picture-naming task. We further collected linguistic, cognitive and social background measures to control for individual differences. Data and Analysis: Productions were transcribed and rated for accuracy and error types by three independent raters. We compared monolingual and bilingual pronunciation accuracy in a linear mixed-effects regression analysis controlling for background factors at the individual and institutional level. We further categorized all error types and compared their relative frequency as well as substitution patterns between different language groups. Findings: After background factors were controlled for, bilinguals (irrespective of specific L1) significantly outperformed their monolingual peers on overall pronunciation accuracy. Irrespective of language background, the most frequent error sources overlapped, affecting English sounds which are considered marked, are absent from the German phoneme inventory, or differ phonetically from a German equivalent. Originality: This study extends previous work on bilingual advantages in other domains of EFL to less researched phonological skills. It focuses on overall productive skills in young FL learners with limited proficiency and provides an overview over the most common error sources and substitution patterns in connection to language background. Significance/Implications: The study highlights that bilingual learners may deploy additional resources in the acquisition of target language phonology that should be addressed in the foreign language classroom.

Understanding of Aviation Safety Pictograms among Respondents from Europe and the U.S.

1996 ◽  
Vol 40 (16) ◽  
pp. 820-824 ◽  
Author(s):  
Florian Jentsch
Keyword(s):  
Native Language ◽  
Safety Information ◽  
Aviation Safety ◽  
Future Research ◽  
Research Needs ◽  
Native Languages ◽  
Language Groups ◽  
Passenger Safety ◽  
Pictorial Representations ◽  
The U.S

Conveying safety information to aircraft passengers is an important task for the designers of aircraft passenger safety information cards. Since the information must be understood by all passengers, regardless of native language or nationality, many designers use pictorial representations that are considered “culture free.” The current study investigated the comprehension of 13 pictograms from a sample of actual safety cards among participants from four language groups in Europe and the U.S. One-hundred-and-fifty students whose native languages were English (British and U.S.), French, or German, respectively, interpreted 13 pictograms. From their responses, three main conclusions can be drawn: 1. Conveying aviation safety information by pictorial means appears to be largely effective, as indicated by general comprehension levels above 85%. 2. While passengers may get the “essence” of a particular pictogram, it is often difficult for them to recognize specific details. 3. There are relatively small differences in the comprehension levels between participants from different language groups, pointing towards the “universality” of pictograms in conveying safety information. Future research needs to focus on identifying exactly which features of pictograms are most effective in conveying safety information, without introducing cultural or language biases.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

scholarly journals The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

2017 ◽  
Vol 7 (3) ◽  
pp. 419-442
Author(s):  
Anja K. Steinlen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Minority Language ◽  
Vital Role ◽  
Language Background ◽  
English Grammar ◽  
Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

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