scholarly journals EXPLORING SEMANTIC PROSODIC AWARENESS LEVELS OF EFL LEARNERS THROUGH NEAR-SYNONYM WORDS

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Tuncer Aydemir ◽  
Ali Şükrü Özbay ◽  
Mustafa Zeki Çıraklı
Keyword(s):  
Language Proficiency ◽  
Proficiency Test ◽  
Structured Interview ◽  
Tertiary Level ◽  
Prosodic Features ◽  
Factors Affecting ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Semantic Prosody ◽  
Near Synonyms

Near-synonyms are semantically similar words, but they are not always interchangeable, having a variety of collocational and semantic behaviours. Tertiary level EFL learners’ use of near synonyms demonstrates significant differences in terms of word choices. This article investigates (1) the level of semantic prosodic (SP) awareness in EFL learners, (2) the correlation between their SP awareness and English proficiency levels, (3) the ways EFL learners use semantic prosodic features in their speech and written productions and how they cope with challenges in SP and (4) the factors affecting their SP knowledge. The data were analysed quantitively and qualitatively. A proficiency test, a semantic prosody test, an open-ended questionnaire and a structured interview were used respectively. The findings reveal that learners’ SP knowledge correlates with language proficiency, but their awareness levels have little to do with the proficiency. One implication for the curriculum developers is that they should consider including relevant content related to the semantic prosody in syllabi so that the students will be able to create semantically relevant sentences like their native counterparts. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Corrective Feedback ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Feedback Type ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
High Preference ◽  
Oral Corrective Feedback ◽  
The Impact

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

scholarly journals The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability

2015 ◽  
Vol 8 (12) ◽  
pp. 158 ◽  
Author(s):  
Haleh Mojarrabi Tabrizi ◽  
Mahnaz Saeidi
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Correlation Coefficients ◽  
Efficacy Beliefs ◽  
Self Report ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Language Proficiency Test

<p>This study investigated the interrelationships among<strong> </strong>EFL learners’ self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening comprehension ability), the researchers, after administering a standard language proficiency test to ensure the participants’ homogeneity, used<em> </em>Listening Self-efficacy Beliefs Questionnaire, Listening Autonomy Questionnaire, and Listening Proficiency Test, respectively. First, the participants were asked to complete the two self-report scales, after which they were given a listening comprehension test to attain their listening comprehension ability. The data were analyzed using three Pearson’s Product-moment correlation coefficients to assess the relationships among the research variables. The findings revealed that there was a positive correlation among Iranian EFL learners’ listening self-efficacy beliefs, listening autonomy, and listening comprehension ability. Accordingly, it is suggested that building self-efficacy and autonomy in listening comprehension is crucial to ensure the success of EFL learners in listening comprehension.</p>

Identity Processing Styles and Language Proficiency among Persian Learners of English as a Foreign Language

2010 ◽  
Vol 107 (3) ◽  
pp. 822-832 ◽  
Author(s):  
Seyyed Ayatollah Razmjoo ◽  
Sina Neissi
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Processing Styles ◽  
Language Proficiency Test ◽  
The Relationship ◽  
Negative Relationships ◽  
Identity Processing

The relationship between identity processing styles and language proficiency in English as foreign language (EFL) was investigated among the Persian EFL learners. 266 Persian candidates taking part in a Ph.D. examination at Shiraz University took part. The Language Proficiency Test was used to measure language proficiency in English. The Identity Styles Inventory was used to measure normative, informational, and diffuse-avoidant identity processing styles. Relationships between normative and informational styles and language proficiency and its subscales (grammar, vocabulary, and reading) were positive and significant. Negative relationships between diffuse-avoidant style and language proficiency and its subscales (grammar, vocabulary, and reading) were observed. There were significant sex differences for diffuse-avoidant style and for vocabulary.

scholarly journals Validation and Investigation of Sentence Parsing Strategies: a Study of EFL Learners Psych and Language Processing

2015 ◽  
Vol 6 (3) ◽  
pp. 1099-1122
Author(s):  
Sahar Moeenian ◽  
Gholam Reza Abbasian
Keyword(s):  
Language Proficiency ◽  
Language Processing ◽  
Sentence Processing ◽  
Strategy Use ◽  
The Other ◽  
Human Cognition ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
Late Closure

Having a proper insight into understanding the human cognition in sentence processing strategies, this study explored the nature of Minimal Attachment and Late Closure strategies in relation to language proficiency levels. Facing the problem that why some EFL learners tend to parse differently (i.e., use Minimal Attachment and Late Closure Strategies), on one hand and the need to develop a reliable and valid instrument to do the respective investigation on the other hand, was the motive behind this study. By administering a Preliminary English Test (PET), three groups of Iranian adult EFL learners, both male and female were conventionally classified into three levels of proficiency. Three separate researcher-made sentence comprehension tests (each for one proficiency level) were then adopted as the main data collecting instruments through applying Think- Aloud Protocol in which all steps of instrument validation were taken. Findings revealed the use or better to say construct validity of various strategies. Meanwhile, the analyses revealed that the parsing strategies are, to some extent if not that much, associated with language proficiency levels, indicating that language proficiency level has some degree of effect on the participants use of parsing strategies as a whole, although findings on Minimal Attachment and Late Closure strategy use as two separate ones differed. While, there was not much effect of language proficiency level on Minimal Attachment strategy, the findings indicated a moderately large effect size on Late Closure strategy use and the three groups showed almost higher means on Late Closure strategy rather than the other one. Therefore, certain parsing strategies are associated with language proficiency level proving the fact that language proficiency level is an effective parameter as far as human cognition in language processing in general and sentence processing in particular are concerned. Moreover, not only is there relationship among language proficiency levels and the strategy use but the nature of relationship varies depending on language proficiency level and strategy type.

scholarly journals Proficiency Effect on EFL Learners’ Realization of Complaints

10.29007/9gjq ◽  
2018 ◽  
Author(s):  
Esther Usó-Juan ◽  
Alicia Martínez-Flor
Keyword(s):  
Social Status ◽  
Language Proficiency ◽  
Social Distance ◽  
English Language ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Levels ◽  
L2 Pragmatics

Research on the effect of language proficiency on L2 pragmatics seems to provide somewhat mixed results (Xiao, 2015). On that account, this paper investigates the effect of English language proficiency on English language learner’s use of complaining strategies in contrasting situations which varied according to the sociopragmatic factors of social status, social distance and severity of offense. Results show that learners at two proficiency levels demonstrated similar patterns with regard their use of buffer and complaint super-strategies across situations. However, negotiation super-strategies were more frequent across situations in the higher proficiency group. These findings are discussed and pedagogical implications suggested.

The Application of Projected Visuals in Teaching Collocations to Intermediate EFL Learners

2016 ◽  
Vol 7 (6) ◽  
pp. 1136
Author(s):  
Zohre Asgari Rad ◽  
Andisheh Saniei
Keyword(s):  
Language Proficiency ◽  
Proficiency Test ◽  
Control Group ◽  
Teaching English ◽  
Homogeneous Groups ◽  
Efl Learners ◽  
Language Proficiency Test ◽  
Instructional Aids ◽  
Experimental Group

The present study is an attempt to investigate the effective of using projected visuals, pictures in the form of slides displayed through projectors, in teaching English collocations on students’ learning. To this end, 60 Iranian EFL learners were selected out of 90 based on their performance on a language proficiency test, PET, and were assigned randomly into two homogeneous groups of control and experimental. Both groups took a 40-item researcher-made, validated pretest of collocations whose reliability was calculated as 0.74 through KR-21. 130 collocations were presented to each group in ten sessions through ten tables which consisted of 10 to 15 collocations with their L2 definitions and L1 (Persian) equivalents. The control group was required to make sentences, including the newly instructed collocations following the examples provided by the instructor, while the experimental group was shown a set of slides related to the newly-instructed collocations and was asked to determine the intended collocation related to each picture. After receiving ten treatment sessions, both groups took the posttest. The collected data were analyzed through ANCOVA and the results indicated that the experimental group significantly outperformed the control group. Therefore, the use of visuals as instructional aids in teaching English collocations is proved helpful and recommended to those EFL instructors who are seeking for enhancing their students’ learning through more effective materials.

scholarly journals Cross-cultural Study of Perception of Humor by English Native Speakers and Iranian EFL Learners

2020 ◽  
Vol 16 (2) ◽  
pp. 166
Author(s):  
Maryam Farnia ◽  
Atena Farhangi ◽  
Masoud Saeedi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Morphological Type ◽  
Structured Interview ◽  
The Body ◽  
Efl Learners

As an instance of foreign language comprehension, L2 humor perception is proved to be challenging for the foreign language learners. However, the body of literature is heavier on the side of humor production than humor perception. The current study explores the extent to which Iranian English as foreign language (EFL) learners perceive different types of English humor in comparison with the English native speakers. The participants were 153 Iranian EFL learners at intermediate level of language proficiency who were randomly selected from English language learners from several English language institutes in Shiraz, Iran, and 30 American English native speakers who voluntarily participated in this study. A questionnaire consisting of six contextualized jokes of three major types of universal, cultural and linguistic (with morphological, phonological, lexical and syntactic subcategories)was developed based on Schmitz's classification of verbal humor to obtain the quantitative data. Moreover, a semi-structured interview was conducted to elicit the perception of those participants who did not find the jokes humorous. The results showed that the majority of Iranian EFL participants did not realize the humor in the jokes. Also, the findings revealed that generally speaking, Iranian EFL learners' perception of humor is significantly lower in all types of jokes examined. The best perceived type of humor was found to be the linguistic humor of morphological type for the Iranian EFL learners and the lexical type for English native speakers. It was also discovered that the phonological humor was the least perceived type of humor for both Iranian EFL learners and English native speakers.

scholarly journals Learner Autonomy: Learners’ Perceptions on Strategies to Achieve Autonomy in an EFL Classroom

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Muhammad Amir Saeed
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Lifelong Learning ◽  
Learning Process ◽  
Educational Institution ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Tertiary Level ◽  
Efl Learners ◽  
Higher Educational

Learner autonomy is considered as one of the most important factors contributing to lifelong learning for language learners studying at university. This is primarily because learners were likely to feel motivated and engaged when they were given the freedom to take charge of their learning. Higher Education in Oman has been relatively a recent phenomenon that was introduced three decades before. Ministry of Higher Education in Oman emphasis developing lifelong learning and self-study skills in learners studying at a higher educational institution in Oman. Most of the learners studying at higher educational institutions were taught by the native Arab speakers in schools, and they were mostly dependent on their teachers for the completion of different academic tasks in schools. Learner autonomy is now not desired but the obligatory aspect of learning under the current unprecedented circumstances where learners were required to take control of their learning, complete their tasks, assignments and projects on their own and where teacher intervention is minimal due to ‘remote teaching’ situation. The prevalent situation where technology has now taken the pivotal role in shaping the 21st century teaching and learning process, it is high need for the EFL learners studying at tertiary level at the university should be autonomous and critical thinkers who can control of their learning process and aware of the necessities of learning. Therefore, considering the learners’ spoon-feeding learning attitude at school and fast-changing learning requirement, the researcher aimed at identifying learners’ understanding and perceptions to achieve autonomy in learning in an EFL Context. This study also aims at finding out learners’ belief on the role of peers, teachers and social media in achieving autonomy in learning. By using mixed method approach, the researcher designed a 35-items Likert scale questionnaire and semi-structured interview questions to record the perceptions of 135 EFL learners studying at tertiary level in a private university in Oman. The results of the current study revealed that students were aware of the concept of learner autonomy and they believe that teacher’s scaffolding, peer intervention and use of social media platforms can not only help them to foster autonomy in them but also to gain confidence, motivation, self-esteem, sense of responsibility and self-determination in an EFL language learning environment. The implications of this research will assist the EFL teachers and the administration to consider EFL learners learning needs and learners’ self-efficacy and attitude towards their own learning.

The Effect of Lexical Modification on Developing Vocabulary Knowledge in Relation to Language Proficiency Level

2016 ◽  
Vol 6 (10) ◽  
pp. 1964
Author(s):  
Gholam-Reza Abbasian ◽  
Helia Sakhaeian Haji Mohammadi
Keyword(s):  
Language Proficiency ◽  
Significant Role ◽  
Proficiency Test ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Intermediate Group ◽  
Proficiency Level ◽  
Research Questions

This study was an attempt to comparatively investigate the effects of lexical modification models (simplification vs. elaboration) on developing EFL learners‟ vocabulary knowledge in relation to their language proficiency level. To this end, 40 EFL learners were divided into two levels (i.e. elementary and pre-intermediate) based on their performance on the Nelson proficiency test. They were further categorized into two simplification and elaboration groups. The pertinent treatments were rendered through simplification and elaboration models of modification. Two-way ANOVA was run to address the research questions. The findings revealed that not only do input modification procedures significantly affect vocabulary development but also the elaboration group outperformed the simplification group. Moreover, it was revealed that language proficiency level plays a significant role in determining the effects of modification procedures as the pre-intermediate group significantly outperformed the elementary one; then, elaboration in both groups and pre-intermediate as a proficiency level proved to play a significant role in the process of modification-based vocabulary development.

Prior Knowledge Activation through Brainstorming to Enhance Malaysian EFL Learners’ Reading Comprehension

2016 ◽  
Vol 8 (2) ◽  
pp. 187 ◽  
Author(s):  
Maryam Sharafi-Nejad ◽  
Shohreh Raftari ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Lin Siew Eng
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Language Proficiency Test ◽  
Comparison Of The Results ◽  
The Impact ◽  
Experimental Group ◽  
Reading Comprehension Ability

<p class="1">Reading<em> </em>comprehension<em> </em>is a<em> </em>flexible and ongoing cognitive and constructive<em> </em>process. There are different pre-reading methods that can influence positively on EFL learners’ reading comprehension. Thus, this research investigated the impact of brainstorming as a pre-reading strategy on reading comprehension ability of Malaysian EFL learners. The study used an experimental design with fifty students who were between 12 to 18 years of age at intermediate level were considered homogenized. In order to have homogenized participants a language proficiency test was run. It was given to 70 students at Asian EFL Academy Language Institute in Pinang, Malaysia. The results of the proficiency test confirmed the homogeneity of the participants regarding their reading comprehension ability. Then, the researcher divided the students into two groups, control and experimental. An immediate- delayed test was administered to both groups before and after the implementation of the proposed technique on the experimental group. Experimental group received treatment for a given period of the time. At the end of the specified period of treatment both groups received a delayed test. None of the groups had any previous experience in brainstorming strategies. An immediate test was covered having 10 reading comprehension questions carrying out every two session at the end of each reading comprehension lesson. The last session was devoted to conduct the delayed tests including 50 questions at the end of treatment. The participants in the experimental group were instructed how to use brainstorming strategies before reading passages in 10 sessions for 20 minutes at Asian EFL Academy Language institute in Pinang, Malaysia. A statistical comparison of the results indicated that brainstorming strategies have a positive significant effect on reading comprehension ability of the participants. </p>

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