Effects of Task Repetition on the Interlanguage Development of Chinese Aspect Marker Le

2019 ◽  
pp. 77-99
Author(s):  
Fangyuan Yuan
Keyword(s):  
Task Repetition ◽  
Aspect Marker ◽  
Interlanguage Development

scholarly journals “I know it when I hear it”

2018 ◽  
Vol 1 ◽  
pp. 205920431878458 ◽  
Author(s):  
Pauline Larrouy-Maestri
Keyword(s):  
Musical Training ◽  
High Sensitivity ◽  
Repetition Effect ◽  
Large Individual ◽  
Task Repetition ◽  
Musical Performances ◽  
Definition Of ◽  
High Consistency ◽  
Effect Experiment ◽  
Over Time

Listeners regularly judge the accuracy of musical performances. However, as is true for several types of judgments (e.g., beauty or obscenity), estimating the correctness of melodies is not based on a precise definition of the object/performance but rather follows arguments such as “I know it when I hear it”. In order to clarify the definition of correctness in melodies, participants identified parametrically manipulated sung melodies as in-tune or out-of-tune, using the method of limits procedure (Experiment 1). Listeners’ tolerance with regard to mistuning was compared across melodies (Experiment 2). The potential roots of correctness perception were investigated by testing the effect of familiarity, the influence of formal musical training (Experiment 3), and the task repetition effect (Experiment 4). The results highlight a surprisingly small tolerance with regard to mistuning (half of a quarter tone), whatever the melodic context, large individual differences, but high consistency over time. This high sensitivity was mainly modulated by musical training as well as by previous exposure. In addition to defining the boundary between in- and out-of-tune melodies, this study supports the implicit development of the normative notion of “correctness” as a category that might drive listeners’ appreciation of artistic performances.

scholarly journals An Exploratory Study into Trade-off Effects of Complexity, Accuracy, and Fluency on Young Learners’ Oral Task Repetition

2015 ◽  
Vol 31 ◽  
pp. 23 ◽  
Author(s):  
Evelyn Sample ◽  
Marije Michel
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Recent Literature ◽  
Three Dimensions ◽  
Task Repetition ◽  
Trade Off ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
De Se ◽  
The Difference

Studying task repetition for adult and young foreign language learners of English (EFL) has received growing interest in recent literature within the task-based approach (Bygate, 2009; Hawkes, 2012; Mackey, Kanganas, & Oliver, 2007; Pinter, 2007b). Earlier work suggests that second language (L2) learners benefit from repeating the same or a slightly different task. Task repetition has been shown to enhance fluency and may also add to complexity or accuracy of production. However, few investigations have taken a closer look at the underlying relationships between the three dimensions of task performance: complexity, accuracy, and fluency (CAF). Using Skehan’s (2009) trade-off hypothesis as an explanatory framework, our study aims to fill this gap by investigating interactions among CAF measures. We report on the repeated performances on an oral spot- the-difference task by six 9-year-old EFL learners. Mirroring earlier work, our data reveal significant increases of fluency through task repetition. Correlational analyses show that initial performances that benefit in one dimension come at the expense of another; by the third performance, however, trade-off effects disappear. Further qualitative explanations support our interpretation that with growing task-familiarity students are able to focus their attention on all three CAF dimensions simultaneously.Au sein de la littérature relative à l’approche fondée sur les tâches, on évoque de plus en plus d’études portant sur la répétition des tâches pour l’enseignement de l’anglais langue étrangère aux jeunes et aux adultes (Bygate, 2009; Hawkes, 2012; Mackey, Kanganas, & Oliver, 2007; Pinter, 2007b). Des études antérieures semblent indiquer que les apprenants en L2 profitent de la répétition de la même tâche ou d’une tâche légèrement différente. Il a été démontré que la répétition des tâches améliore la fluidité et qu’elle pourrait augmenter la complexité ou la précision de la production. Toutefois, peu d’études se sont penchées davantage sur les relations sous-jacentes entre les trois dimensions de l’exécution des tâches : la complexité, la précision et la fluidité. S’appuyant sur l’hypothèse du compromis de Skehan (2009) comme cadre explicatif, notre étude vise à combler cette lacune en examinant les interactions entre les mesures de ces trois éléments. Nous faisons rapport du rendement de six jeunes âgés de 9 ans qui apprennent l’anglais comme langue étrangère alors qu’ils répètent une tâche impliquant l’identification de différences. Nos données reproduisent les résultats de travaux antérieurs en ce qu’elles révèlent une amélioration significative de la fluidité par la répétition de tâches. Des analyses corrélationnelles indiquent que l’amélioration d’une dimension lors des exécutions initiales se fait aux dépens d’une autre; cet effet de compromis disparait, toutefois, à la troisième exécution. Des explications quali- tatives supplémentaires viennent appuyer notre interprétation selon laquelle la familiarité croissante que ressentent les élèves avec une tâche leur permet de se concentrer sur les trois dimensions (complexité, précision et fluidité) à la fois.

scholarly journals A Review of Research on the Effects of LREs on L2 Development

2016 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Lilliati Ismail
Keyword(s):  
Second Language ◽  
Learning Opportunities ◽  
Future Research ◽  
Narrative Texts ◽  
Beneficial Effects ◽  
Learner Interaction ◽  
L2 Learning ◽  
Poetic Narrative ◽  
L2 Development ◽  
Interlanguage Development

<p>Swain and Lapkin’s (1998, 2001, 2002) language-related episodes (LREs) have generated greater interest among ESL (English as a Second Language) practitioners and researchers on the effects of addressing linguistic issues during learner-learner interaction in the course of completing pedagogic tasks on interlanguage development. This paper reviews the results of various studies that measured the effects of LREs on L2 development. This paper concludes that LREs could have beneficial effects on L2 learning as reflected by the amount of negotiation and learning opportunities that occurred, the rate of successful outcomes of the repair practices, and L2 achievements in posttests. This paper also suggests that future research could further analyse the exchanges that occur during LREs to gain a greater understanding of interaction-oriented learning opportunities.</p>he semiotic atoms of its grammatical narration as much as the semiotic atoms of its spatial narration in poetic narrative texts to develop and improve the theories of poetic narratology and expand its studies from macro-studies to micro-studies.<p> </p>

Re-evaluating the use of the L1 in the L2 classroom: students vs. teachers

2020 ◽  
Vol 11 (1) ◽  
pp. 151-181 ◽  
Author(s):  
Dina Tsagari ◽  
Christina Nicole Giannikas
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Native Language ◽  
Language Learner ◽  
Classroom Observations ◽  
Cognitive Effect ◽  
Interlanguage Development ◽  
L1 Use ◽  
Lack Of Knowledge

AbstractThe present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is used by both learners and practitioners. Data analysis shows that there is a place for both languages and, when used in a balanced manner, they can comprise a positive cognitive effect due to the fact that the language learner actively draws in interlanguage development. The present study offers clear direction for further research as there is an evident lack of knowledge of principles of L1 use in similar EFL contexts.

A Multi-Dimensional Exploration of Future Aspect Marker "Dai" in Chinese Dialect from the Perspective of Typology — Take Gansu Tianzhu Dialect as an Example

2021 ◽  
Vol 7 (6) ◽  
pp. 5440-5452
Author(s):  
Song Shan ◽  
Min Chunfang
Keyword(s):  
Geographical Distribution ◽  
Northwest China ◽  
The Other ◽  
Semantic Features ◽  
Main Research ◽  
Regional Characteristics ◽  
Future Aspect ◽  
The Future ◽  
Aspect Marker ◽  
Chinese Dialect

Objectives: In Tianzhu dialect, the use of the future aspect marker "Dai[tɛi44]" is frequent. The grammatical meaning of the future aspect marker, "verb phrase (VP) +'Dai[tɛi44]+[lio21]'", in Tianzhu dialect can be divided into two categories according to the differences of VP: one indicates that the end of the action is about to be reached, that is, "VP +'Dai1[tɛi44]+[lio21]'"; the other indicates that the action is about to begin, that is, "VP +‘Dai2[tɛi44]+[lio21]’ ". This article takes the Tianzhu dialect aspect marker "Dai[tɛi44]" as the main research object, and focuses on the grammatical functions and semantic features of "Dai1[tɛi44]" and "Dai2[tɛi44]" by studying the actionality types of verbs in Tianzhu dialect, and compares the future aspect marker "Dai[tɛi44]" in Tianzhu dialect with the future aspect markers of other Chinese dialect in Northwest China, and generalizes the geographical distribution and regional characteristics of the future aspect marker "Dai[tɛi44]".

Sign in / Sign up

Export Citation Format

Share Document