scholarly journals Road Safety Literacy for Speakers of English as a Foreign Language: Educating novice drivers for the public’s health

1970 ◽  
Vol 18 (1) ◽  
pp. 52-66
Author(s):  
Jinghe Han ◽  
Michael Singh ◽  
Dacheng Zhao
Keyword(s):  
Foreign Language ◽  
Road Safety ◽  
Native English Speakers ◽  
Research Literature ◽  
English Speakers ◽  
Novice Drivers ◽  
The Public ◽  
Transnational Mobility ◽  
Chinese Learner ◽  
Multiple Languages

The public health dimensions of road safety literacy for novice drivers who speak English as a foreign language, are a concern due to increasing transnational mobility. The research literature indicates interest in this language issue in terms of comparisons with native English speakers, gender, and international evaluations.  However, studies of road safety as a literacy issue are limited. Using an autobiographical approach this paper explores the textual, inter-textural and performative literacy of a Chinese learner-driver in Australia. Evidence of the learner-driver’s life history, use of multiple languages, and cultural differences are shown to impact on her development of road safety literacy.

SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH

2021 ◽  
Vol 55 (3) ◽  
pp. 91-98
Author(s):  
Y.V. Maslova ◽  
Keyword(s):  
Foreign Language ◽  
Mutual Influence ◽  
Native English Speakers ◽  
Positive Influence ◽  
Foreign Languages ◽  
English Speakers ◽  
Further Training ◽  
New Techniques ◽  
Language And Culture ◽  
Initial Perception

The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.

scholarly journals THE USE OF LEXICAL COLLOCATIONS IN SOME ARTICLES OF SEVENTEEN.COM WEBSITE

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Marsya Aprila Tayibnapis ◽  
Lina Meilinda ◽  
Yessy Purnamasari
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Technique ◽  
Lexical Collocations

Collocations are one of the problems faced by EFL (English as a Foreign Language) learners when learning English language. This study is intended to help the EFL Learners and non-native English speakers to add knowledge about collocations. Therefore, this study is aimed to find the use of lexical collocations and their meaning. This study used a descriptive qualitative research technique. The source of the data is eleven articles from eight sections in seventeen.com. om the research, there were 79 lexical collocations and they were classified as six out of seven types that Benson et al. (2010) proposed. The data showed that the most used type is L3 (adjective + noun) and the least used is L4 (noun + verb). The meaning of the lexical collocations was defined from the contexts. 

(Mis) perception of consonant clusters and short vowels in English as a foreign language

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Alex Ho-Cheong Leung ◽  
Martha Young-Scholten ◽  
Wael Almurashi ◽  
Saleh Ghadanfari ◽  
Chloe Nash ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Consonant Clusters ◽  
Vowel Perception ◽  
Foreign Language Learners ◽  
Short Vowels ◽  
Production Problems

Abstract Research addressing second language (L2) speech is expanding. Studies increasingly demonstrate that a learner’s first language (L1) filters the L2 input, resulting in learners misperceiving what they have heard. This L1 filter can result in learners perceiving sounds not actually present in the input. We report on a study which explored English consonant clusters and short, unstressed vowel perception of 70 Arabic-, Mandarin-, Spanish-speaking foreign language learners and 19 native English speakers. These are the vowels which speakers from two of the L1s typically insert in their production of English to break up L1-disallowed consonant clusters and the schwa which is documented to cause both perception and production problems. Results show that participants misperceive stimuli containing consonant clusters and counterparts where clusters are broken up by epenthetic/prothetic elements. In line with Sakai, Mari & Colleen Moorman 2018. We call for the inclusion of such findings on perception in pedagogical advice on pronunciation.

Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 294-312 ◽  
Author(s):  
Sarah Hsueh-Jui Liu
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native English Speakers ◽  
Strategy Use ◽  
English Speakers ◽  
Negotiated Interaction ◽  
Native Speakers Of English ◽  
The Difference ◽  
The Given

AbstractThis study sought to determine the difference in text-based negotiated interaction between non-native speakers of English (NNS-NNS) and between non-native and natives (NNS-NS) in terms of the frequency of negotiated instances, successfully resolved instances, and interactional strategy use when the dyads collaborated on Facebook. It involved 10 native English speakers and 30 learners of English as a foreign language (EFL). NNS-NNS dyads consisted of five H-H pairs and five L-L pairs (H and L representing high- and low-proficiency learners). Similarly, NNS-NS dyads comprised five H-N pairs and five L-N pairs (N being native speakers). All dyads were required to use text chats to complete the given reading tasks synchronously in chatrooms on Facebook. The results suggested that negotiated instances, successfully resolved instances, and interactional strategy use occurred more frequently in H-H pairs than in L-N, L-L, or H-N pairs. In terms of strategy use, H-H, H-N, and L-N dyads were likely to engage in negotiated interaction by employing strategies such as clarifying unclear expressions or checking their comprehension, while L-L used interactional mechanisms infrequently and tended to use strategies such as continuers and asking for assistance. The research concludes with the pedagogical implications of the results.

Cultural Expats and the Trojan Horse of Language

2019 ◽  
pp. 58-81
Author(s):  
Tsedal Neeley
Keyword(s):  
Organizational Culture ◽  
Foreign Language ◽  
Native English Speakers ◽  
Language Barrier ◽  
Trojan Horse ◽  
English Speakers ◽  
Second Phase ◽  
Native Japanese Speakers ◽  
Japanese Employees ◽  
American Employees

This chapter follows the native English speakers through their first phase, when euphoria reigned because they (incorrectly, as it turned out) assumed that Englishnization was solely about language. It also follows them through the second phase, about two years into Englishnization. By this time, they found it nearly as difficult to accept the changes wrought in their day-to-day workplace as did the native Japanese speakers. While the Japanese employees had to change to adopt a foreign language, the American employees had to change to adopt the Rakuten organizational culture that had been mostly suppressed by the language barrier. Employees in both groups had to adjust their perception of themselves and their place in the company—in this respect, the groups were mirror images of one another.

scholarly journals A Corpus-based Study of Chinese EFL Learners’ Employment of although

2017 ◽  
Vol 10 (8) ◽  
pp. 51
Author(s):  
Jingwen Chen
Keyword(s):  
Native English Speakers ◽  
Analytical Framework ◽  
English Speakers ◽  
Pedagogical Practice ◽  
Efl Learners ◽  
English Classrooms ◽  
Arts And Humanities ◽  
The Arts ◽  
Chinese Learner ◽  
Disciplinary Group

Although is a frequently used subordinating conjunction in English. However, non-nativeness is often observed in Chinese EFL learners’ although output during pedagogical practice. This paper aims at exploring the characteristics of Chinese EFL learners’ although employment in Chinese EFL learners’ writing. The study is a corpus-based analysis launched under the analytical framework of contrastive interlanguage analysis. The interlanguage hypothesis lays the theoretical foundation of the present study. Texts from two corpora—the Chinese learner English corpus [CLEC] and the “arts and humanities” disciplinary group of the British academic written English corpus [sub-BAWEC]—are analyzed both quantitatively and qualitatively with the help of concordance software Antconc 3.2.1 and statistics program PASW Statistics 18. Based on the findings, conclusions are drawn as follows: 1) Chinese EFL learners tend to underuse although and produce mono-structural although clauses in their writing. Nevertheless, they share similar preference on deciding although placement in clauses with native English speakers; and 2) Factors such as interlingual difference between English and Mandarin Chinese, pedagogical neglect in English classrooms and different cognitive styles influence Chinese EFL learners’ although employment.

scholarly journals Phrasal Verbs in English as a Second/Foreign Language

2019 ◽  
Author(s):  
Rana Abid Thyab
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Native English Speakers ◽  
English Language Proficiency ◽  
English Language Teaching ◽  
English Speakers ◽  
Phrasal Verbs

Phrasal verbs are used very regularly in the English language, and native English speakers are found to use phrasal verbs on a daily basis and cannot do without the use of phrasal verbs in everyday communicative situations. However, phrasal verbs in English language teaching as a second/foreign language is almost non-existent. That is, English as a second language (ESL)/English as a foreign language (EFL) teaching environments, in the Arab world, and specifically in Iraq, hardly teach the meaning of phrasal verbs to students, and neglect teaching the correct ways of using them, despite the fact that they are an essential part of daily native English communication. Therefore, and due to the vitality of phrasal verbs to native speakers of English, ESL/EFL students should be taught and educated to be capable of understanding and using phrasal verbs when interacting in English because knowledge of phrasal verbs would normally lead to better English language proficiency and more native-like communication. Nonetheless, phrasal verbs are not easy, and students often find them difficult, because phrasal verbs carry a specific meaning which is not inferable from the meaning of its composing words inseparable form as well as other reasons which have been explained within this paper. Hence, this paper points to the necessity of including phrasal verbs in English language teaching. Through implementing a qualitative approach, the aim, within this paper, is to identify and list causes of difficulty that learners of the English language may face when it comes to knowledge of English phrasal verbs, with regard to the spontaneous and fluent use of phrasal verbs by native English speakers. The significance, here, is to point out the need of taking this matter into serious concern and to offer suggestions and recommendations for better English as a second/foreign language learning and teaching, all in hope of better English language proficiency and ability.

Situation-Bound Utterances and Formulaic Competence: The Case of Chinese Learners of English as a Foreign Language

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Gong Zhiqi ◽  
Jiang Hui
Keyword(s):  
Foreign Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Low Degree ◽  
Significant Difference ◽  
Chinese Learners ◽  
Post Hoc ◽  
The Relationship ◽  
Chinese Learners Of English

AbstractThis study investigated the relationship between situation-bound utterances (SBUs thereafter) and formulaic competence, focusing on the acquisition of three subcategories of SBUs among early intermediate and early advanced Chinese learners of English as a foreign language (EFL). A group of native English speakers also participated in this study to provide baseline data. One-way ANOVA analysis and post hoc tests confirmed that linguistic competence usually preceded formulaic competence for EFL learners. The findings also showed no statistically significant difference existing between the three groups of participants in the use of plain SBUs, and this could be attributed to the low degree of cultural-embeddedness and high semantic transparency of plain SBUs. It was further argued that a threshold has to be reached for EFL learners to go through a movement from rules to wholes.

The mental processing of L2 English lexical compounds

2007 ◽  
Vol 7 ◽  
pp. 7-25 ◽  
Author(s):  
Bilal Kırkıcı
Keyword(s):  
Foreign Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Weak Version ◽  
Production Task ◽  
L2 Proficiency ◽  
Mechanism Model ◽  
Written Production ◽  
The Past ◽  
Dual Mechanism

A number of SLA studies in the past decade (e.g. Lardiere, 1995; Murphy, 2000) have attempted to answer the question of whether the Dual-Mechanism Model can be extended to L2 English processing. These studies have found that the clear regular-irregular dissociation in compounds observed for L1 users is not the case for L2 users, who tend to include regular plurals in compounds to varying degrees. The present study reports on further efforts to investigate this issue with Turkish learners of English as a Foreign Language (EFL) in Turkey. An elicited written production task, similar to that used by Murphy (2000), was administered to high and low proficiency L1 Turkish users of EFL and native English speakers. The results, it is claimed, indicate that both the L1 controls and the L2 participants dissociate between regular and irregular nouns within English compounds. However, in contrast to most previous studies, the L2 dissociation was found to be stronger at higher levels of L2 proficiency, which speaks for a developmental restructuring in L2 inflectional processing that could be explained under a weak version of the Dual-Mechanism Model.

scholarly journals Investigating the Needs for Designing English for Special Purposes Training Course for Field Staff in Abu Dhabi Police General Headquarter

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Hassan M. Khairi
Keyword(s):  
Police Officers ◽  
English Language ◽  
Language Skills ◽  
Native English Speakers ◽  
Abu Dhabi ◽  
English Speakers ◽  
Work Place ◽  
Job Requirements ◽  
The Public ◽  
English Training

This study aimed at investigating the  needs for designing ESP course for Abu Dhabi Police officers whose task is to deal directly with public. A questionnaire was used for this purpose, and date were collected and analyzed. The results indicated that English has a remarkable role in police work as stated by 74 participants . 67 of the  participants indicated that they lack sufficient training in English language that meets their job requirements. All questionnaire subjects except 3 emphasized that speaking is the most important skill they need at work place and then comes writing and listening and finally reading. The results of the data collects revealed that 69 of the subjects have difficulties in speaking and listening and in less degree in reading and writing. 52 of the subjects stated that they find it so difficult to understand or respond to native English speakers. 72 of the subjects indicated that they are not able to use English terminologies that related to police at work place . So as stated above the results clearly shown that Abu Dhabi Police staff need a special  English course to be tailored for their actual need, rather than the English general course currently applied.  The study came to clear results that Abu Dhabi police staff working in the field and directly deal with the public are in need for more special training in English language . the study also suggested that English language skills needed at workplace are of great importance and should be considered when applying English training programs.

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