scholarly journals The Use of Linking Adverbials in Malaysian Students’ Argumentative Essays

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Ummul K. Ahmad ◽  
Keyword(s):  
Language Teachers ◽  
Learner Corpus ◽  
Southern States ◽  
Key Points ◽  
Small Set ◽  
Argumentative Essays ◽  
Writing Instructors ◽  
Esl Learners ◽  
Malaysian Students ◽  
Integrate Teaching

Many English as a Second Language (ESL) learners’ essays are deemed incoherent as they failed to signpost and facilitate readers’ understanding of their line of arguments—a task that can chiefly be accomplished through the use of appropriate and efficient use of linking devices. This study investigates the use of linking adverbials (LAs) as connective devices in argumentative essays written by pre-university students from Malaysian matriculation colleges. The learner corpus of this study comprises 95241 words from 209 argumentative essays written by students from three matriculation colleges in southern states of Malaysia. About 2465 occurrences of LAs were extracted and then coded according to Liu’s (2008) four-way categorization framework. Similar corpus of 110737 words was also extracted from BAWE corpus as reference. Malaysian learner writers overly relied on a small set of LAs and their essays largely offered one sided argumentation. Students tend to overuse ADDITIVE adverbials (e.g. furthermore) and SEQUENTIAL (e.g. next), mainly to enlist key points and rarely used the more semantically complex ADVERSATIVES (e.g. however). The corpus also revealed that certain LAs were used inappropriately. The findings offer insights for language teachers specifically writing instructors on helping students to prepare for more sophisticated writing tasks that require complex propositions and how to integrate teaching specific linguistics features such as Linking Adverbials.

scholarly journals RELATIONSHIP BETWEEN BILINGUAL INSTRUCTION AND LEARNERS’ PERFORMANCE IN ENGLISH AS SECOND LANGUAGE CONTEXT

2015 ◽  
Vol 2 (1) ◽  
pp. 66
Author(s):  
Huma Imran Khan
Keyword(s):  
Test Performance ◽  
Positive Response ◽  
Language Teachers ◽  
English As Second Language ◽  
Bilingual Instruction ◽  
School Settings ◽  
Learner Outcomes ◽  
Language Context ◽  
L1 And L2 ◽  
Esl Learners

The prime purpose of this study was to explore a correlation<br />between bilingual instruction in an ESL class and the class<br />performance of the ESL learners at the secondary level. Quantitative<br />research method was used to evaluate the test performance of 60 ESL<br />learners divided into two groups: One was the controlled group (which<br />was given instructions in L2 only) and the other was the treatment<br />group (which was given instructions in both L1 and L2) in Public<br />School settings. Apart from the students, 15 language teachers’ feedback<br />upon their perceptions of L1 usage in L2 classrooms was taken<br />by using the Likert scale feedback forms. The results confirmed that<br />the instructions given bilingually are directly associated to improved<br />learner outcomes and teachers’ responses for the usage of L1 in<br />classrooms showed a strong positive response.

scholarly journals The overgeneration of be + verb constructions in the writing of L1-Malay ESL learners in Malaysia

2014 ◽  
Vol 2 ◽  
pp. 35-44
Author(s):  
Abdul Aziz Roslina ◽  
Zuraidah Mohd Don
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Developmental Aspect ◽  
Learner Corpus ◽  
Verb Constructions ◽  
Transitive Verbs ◽  
The University ◽  
Esl Learners ◽  
Strong Verbs

This study investigates a syntactic problem in the writing of ESL learners whose first language is Bahasa Melayu or Malay. It focuses specifically on is, are, was, and were overgenerated with inflected and uninflected lexical verbs to form two primary constructions, namely be + V and be + Ved (or Ven in the case of strong verbs). This study aims to examine the patterns of be overgeneration constructions produced by the learners and determine if these are the outcome of tense and agreement marking, as postulated by Ionin and Wexler (2001, 2002). The data for the study were obtained from the Malaysian Corpus of Learner English (MACLE), a learner corpus developed by the University of Malaya. The findings reveal that uninflected verbs occur more frequently than inflected verbs in the position after be, which translates into higher occurrences of the be + bare V construction in comparison to the be + Ved construction. Both constructions are also found to occur more frequently with transitive verbs. The findings suggest that (i) the overgeneration of be + bare V is the result of agreement marking, while (ii) be + Ved is the outcome of assigning the tense feature. These findings suggest that the overgeneration of be constructions produced by L1-Malay ESL learners could be the product of a developmental aspect of language acquisition. This traces back to the system underlying the patterns of overgeneration, which is clearly made up of non-random constructions governed by very specific interlanguage grammar.

Building a local learner corpus

2018 ◽  
Vol 4 (1) ◽  
pp. 112-127 ◽  
Author(s):  
Monica H. Kwon ◽  
R. Scott Partridge ◽  
Shelley Staples
Keyword(s):  
Faculty Members ◽  
First Year ◽  
Construction Process ◽  
Writing Program ◽  
First Year Writing ◽  
Learner Corpus ◽  
Writing Course ◽  
Teaching Interventions ◽  
Learner Corpus Analysis ◽  
Writing Instructors

Abstract This paper describes the construction process involved in creating a robust local learner corpus of texts produced by international students in a first-year writing course at a large public, mid-western university in the U.S. We show how involving faculty members and graduate students of our local writing program in the process of learner corpus analysis provides them with opportunities to develop their skills and knowledge as writing instructors, course designers, and, ultimately, knowledge producers. An additional benefit of such an undertaking is that the corpus can become part of the infrastructure of a research community that allows continued contributions by others individually and collaboratively. We also illustrate the usefulness of our local learner corpus for research, teaching, mentoring, and collaboration within our writing program with examples of the research projects and teaching interventions we have developed.

Use of signalling nouns in a learner corpus

2006 ◽  
Vol 11 (3) ◽  
pp. 345-362 ◽  
Author(s):  
John Flowerdew
Keyword(s):  
The Other ◽  
Frequency Data ◽  
Abstract Noun ◽  
Learner Corpus ◽  
Cohesive Properties ◽  
Intuitive Idea ◽  
Argumentative Essays ◽  
The One ◽  
Error Types

Signalling nouns are nouns which have cohesive properties across and within clauses. A signalling noun is potentially any abstract noun the full meaning of which can only be made specific by reference to its context. Examples of nouns which can function as signalling nouns are attitude, assistance, difficulty, endurance, process, reason, result etc. Signalling nouns in discourse are closely associated with nominalisation and are problematic for learners. Based on a corpus of argumentative essays written by Cantonese L1 learners of English, this paper presents a taxonomy of error types and frequency data of the different error types in the use of signalling nouns. The paper then compares the average number of signalling nouns used per essay with grades awarded to the essays, on the one hand, and the numbers of signalling noun errors according to grades, on the other. In both cases there is a significant correlation. The findings confirm the intuitive idea that the use of signalling nouns adds to the overall coherence of a text.

scholarly journals READING DIFFICULTIES AMONG MALAYSIAN UNDERGRADUATE ESL LEARNERS: A PRELIMINARY STUDY

2021 ◽  
Vol 6 (43) ◽  
pp. 62-70
Author(s):  
Eugenia Ida Edward ◽  
Kamsilawati Kamlun ◽  
Wardatul Akmam Din ◽  
Chelster Sherralyn Jeoffrey Pudin
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Reading Strategies ◽  
Quantitative Method ◽  
Reading Difficulties ◽  
Main Idea ◽  
Study Data ◽  
Preliminary Study ◽  
Esl Learners ◽  
Malaysian Students

Reading deficiency in reading English texts or materials among ESL undergraduate students has been one of the most significant problems in Malaysia. Educators in Malaysia are currently facing the problem as it reflects on their students’ academic performance. This study aims to investigate Malaysian ESL undergraduate students’ reading difficulties in reading English texts. 25 Malaysian students who are taking advanced English courses in a university, were selected to participate in this study. A quantitative method was employed for this study. The questionnaires were designed to fit the purpose of this study. Data analysis was done using SPSS to analyse the data collected. The result shows that students are weak in grasping the main idea when they are reading, having poor vocabulary, lack of reading habit and interest in reading English texts, and are pressured with the lack of time when reading. It can be concluded that reading deficiency affects their academic performance and their English proficiency. In overcoming their difficulties, students must equip themselves with some reading strategies to help them to comprehend the English texts that they are reading.

scholarly journals Improve Malay Vocabulary Among Year 5 National Type School Pupils Through Gape Activity

2021 ◽  
Vol 6 (5) ◽  
pp. 117-130
Author(s):  
Nithiya Raju Retnam ◽  
Fariza Binti Khalid
Keyword(s):  
Action Research ◽  
Language Acquisition ◽  
Qualitative Approach ◽  
Language Teachers ◽  
Preliminary Review ◽  
Ministry Of Education ◽  
Satisfactory Level ◽  
Language Studies ◽  
Malaysian Students

Malay language acquisition among National Type School (NTS) is not at a satisfactory level. Malay language is important for Malaysians because it is the main communication language all over Malaysia. The Ministry of Education also makes it compulsory to all Malaysian students to pass the Malay language in examinations. The researcher’s preliminary review shows that NTS pupils have difficulties in identifying verbs which is equivalent to Sivaneswary’s research (2019) which shows NTS pupils are weak in identifying verbs in Malay language. They also face difficulties communicating in Malay because lack in vocabulary of verbs. The previous studies show that NTS pupils need to improve in Malay language. Studies also show that lack in vocabulary can affect pupils’ ability in communicating in Malay. However, there is not much research done to NTS pupils in improving their vocabulary of verbs. Therefore, an action research which includes quantitative and qualitative approach has been done to 30 year 5 NTS pupils. A language activity was carried out to pupils to improve their vocabulary in verbs. Data from pre and post-examinations, and interviews were analysed to examine the effectiveness of the activity introduced. Data shows that the activity has improved pupils’ ability in finding correct verbs. Furthermore, they are found to be motivated to take part in Malay lessons and communications. This research can be done in NTS schools for Malay lessons to aid pupils to improve their Malay vocabulary in verbs and drive them to communicate this language. Teachers can create a lively and entertaining lesson too.

Underuse of English verb–particle constructions in an L2 learner corpus: Focus on structural patterns and one-word preference

2020 ◽  
Vol 16 (1) ◽  
pp. 189-214 ◽  
Author(s):  
Min-Chang Sung
Keyword(s):  
Structural Type ◽  
Strong Preference ◽  
Structural Patterns ◽  
Learner Corpus ◽  
L2 Learners ◽  
Linguistic Analyses ◽  
Verb Particle Constructions ◽  
Argumentative Essays ◽  
English Verb ◽  
Quantitative Approaches

AbstractThis study analyzes English verb–particle constructions (VPC) in a learner and a native corpus of argumentative essays, focusing on two important factors: structural patterns of VPCs and preference for one-word verbs (e. g.,delayvs.put off). The results showed that while every structural type of VPC was significantly underused by L2 learners, greater underuse was observed with discontinuous transitive VPCs (e. g.,bring it back). In addition, the frequency of the most underused VPCs in the learner corpus was significantly lower than that of their one-word synonyms, indicating the learners’ strong preference for one-word verbs. Identifying these specific areas of difficulty when learning VPCs, the author explores how contrastive linguistic analyses and corpus-based quantitative approaches can collaboratively contribute to the investigation of complex interlanguage systems.

scholarly journals Formulaic sequences in native and non-native argumentative writing in German

2015 ◽  
Vol 20 (4) ◽  
pp. 500-525 ◽  
Author(s):  
Sylvia Jaworska ◽  
Cedric Krummes ◽  
Astrid Ensslin
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Argumentative Writing ◽  
Formulaic Language ◽  
Formulaic Sequences ◽  
Advanced Learners ◽  
Learner Corpus ◽  
Argumentative Essays

The aim of this paper is to contribute to learner corpus research into formulaic language in native and non-native German. To this effect, a corpus of argumentative essays written by advanced British students of German (WHiG) was compared with a corpus of argumentative essays written by German native speakers (Falko-L1). A corpus-driven analysis reveals a larger number of 3-grams in WHiG than in Falko-L1, which suggests that British advanced learners of German are more likely to use formulaic language in argumentative writing than their native-speaker counterparts. Secondly, by classifying the formulaic sequences according to their functions, this study finds that native speakers of German prefer discourse-structuring devices to stance expressions, whilst British advanced learners display the opposite preferences. Thirdly, the results show that learners of German make greater use of macro-discourse-structuring devices and cautious language, whereas native speakers favour micro-discourse structuring devices and tend to use more direct language.

Sign in / Sign up

Export Citation Format

Share Document