scholarly journals The Effects of Semantics in the Language Development of English as a Foreign Language (EFL) Learners

2020 ◽  
Vol 9 (4) ◽  
pp. 138
Author(s):  
Fatimah Alsayed
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Proficiency ◽  
Word Meaning ◽  
Real Life ◽  
Human Communication ◽  
Lexical Development ◽  
Vocabulary Strategies ◽  
Foreign Language Learners ◽  
Key Terms

The study of Semantics is an important area of word meaning, references, senses, logic, and perlocutions and illocutions. That is, the study of Semantics increases students’ understanding and awareness of word meaning, sentence relationships, and discourse and context. It also enables students to create and improve their Semantics maps which are webs of words visually display the meaning-based connections between a word or phrase and a set of related words or concepts. This paper is a product of effort that I make to implement some theoretically-sound strategies in planning and teaching a Semantic course for English Foreign language learners (EFL). The aim of this paper is to show that utilizing the mechanisms of meaning is vital to successful human communication. Alongside with that, lexical development will solidify students’ understanding of language meaning and sense relations. The purpose of the course is to concentrate on teaching key terms in Semantics, Semantics Analysis of Writing Approach (SAW) and ‘agent-action-goal with real-life action’ technique and then employed the knowledge of these terms to improve students’ vocabulary in the short-term, and their language proficiency in the long-term. Scaffolding the Semantics information with L2 vocabulary strategies is pivotal in language development. Implementing semantics strategies in an attempt to expose the relationship between teaching Semantics and improving ELLs’ language skills.

scholarly journals A Longitudinal Study of Dynamic Changes in and Contributing Factors of Learner Belief of Chinese Foreign Language Learners

2018 ◽  
Vol 11 (7) ◽  
pp. 61
Author(s):  
Xinmiao Liu
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Foreign Language Anxiety ◽  
Contributing Factors ◽  
Efficacy Belief ◽  
Foreign Language Learners ◽  
Foreign Language Proficiency

A longitudinal study was conducted to assess changes in and contributing factors of learner belief for a sample of 70 Chinese foreign language learners. Foreign language proficiency and learner factors such as learner belief and learning strategy were measured four times at approximately fifty-day intervals. The results show that there were significant changes in self-efficacy belief, belief about learning difficulty and belief about learning strategy. The major contributing factors to changes in self-efficacy belief include learning strategy, effort, foreign language anxiety, motivation and foreign language proficiency. Meanwhile, learning style, learning strategy and foreign language anxiety have significant effects on changes in learner belief about learning strategy.

A contextualised examination of target language use in the primary school foreign language classroom

2004 ◽  
Vol 27 (1) ◽  
pp. 104-119 ◽  
Author(s):  
David R. Carless
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Proficiency ◽  
Language Use ◽  
Study Data ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Classroom Language

Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.

Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level

2019 ◽  
Vol 54 (3) ◽  
pp. 221-256
Author(s):  
Shenglan Zhang
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Essay Writing ◽  
Overall Design ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Class Presentation

Abstract This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

scholarly journals GENDERED VISIONS OF IDEAL FUTURE SELVES: AN ANALYSIS OF JAPANESE ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ NARRATIVES

2021 ◽  
Vol 9 (1) ◽  
pp. 49-65
Author(s):  
Yoko Munezane
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Possible Selves ◽  
Gender Effects ◽  
Chi Square ◽  
Foreign Language Learners ◽  
Chi Square Test ◽  
The Impact ◽  
Future Visions

This study investigates the impact of gender on future visions, using a mixed narrative method; i.e., a “drawing-and-writing-combined” narrative. Previous research shows that learners’ career aspirations have a positive effect on their academic achievement including language proficiency growth (Sasaki, Kozaki, & Ross, 2017). Therefore, it is worthwhile to explore the impact of gender on language learners’ future possible selves by examining their career visions. Qualitative data were collected from 155 Japanese university English as a Foreign Language learners’ drawings and English essays. Statistical results (chi-square test) revealed gender effects in participants’ visualizations of career-focused and career-family balanced ideal selves as well as in the prominence of social interaction in their future visions. Qualitative analysis of participants’ essays suggested that the majority of both male and female learners envisaged their future ideal selves actively pursuing an international career empowered by the essential tool of English. Overall, females considered combining family and career as due responsibilities for women, whereas the majority of males envisioned career-related ideal selves only. The study further assesses the impact of gender on learners’ future visions by taking into consideration the gender equality level in a particular society. Pedagogical implications and future directions are discussed.

scholarly journals The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language

2019 ◽  
Vol 8 (2) ◽  
pp. 197-225
Author(s):  
Shenglan Zhang
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Engineering Research ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Educational Engineering

AbstractThis study examines the effectiveness of an approach for improving Chinese as a foreign language learners’ language proficiency, especially their speaking ability. Built upon the Educational Engineering Research Theory and its Distributed Design Model, this study used a wiki-enhanced Task-Based Language Teaching (TBLT) approach implemented at the syllabus level, taking into consideration various learning contexts. Different aspects of the design, such as how the wiki was used to extend the students’ learning beyond classroom, how the topics of the tasks were chosen and sequenced, and what strategies were adopted to motivate learners to interact with their co-learners and native speakers are discussed to provide insights on the use of TBLT in a more detailed way for practitioners. Findings show that the implementation of the TBLT syllabus with the support of the wiki significantly improved learners’ language proficiency as well as the fluency, accuracy, and speed of their story narration and the fluency of their problem-solving conversation.

scholarly journals Mediation in Peer Interaction

2015 ◽  
Vol 19 (1-2) ◽  
pp. 47-55
Author(s):  
Saraswati Dawadi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Peer Interaction ◽  
Peer Interactions ◽  
Real Life ◽  
Regular Classroom ◽  
Contextual Cues ◽  
Graduate Level ◽  
Foreign Language Learners ◽  
High Level

This article examines the strategies used by the high-level English as a foreign language learners to mediate understanding in peer interactions. The data was generated from peer interactions of post graduate level students in their regular classroom. It was found that the students were able to understand communicative intent of their peers and provide support to each other; they worked collaboratively and co-constructed knowledge. They used different strategies to mediate understanding. The major strategies included: repetition, elaboration, definition, contextual cues, scaffolding, paralinguistic cues and real life examples. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12079   Journal of NELTA, Vol 19 No. 1-2, December 2014: 47-55  

scholarly journals Turn-taking in EFL Classroom Discourse

2021 ◽  
Vol 4 (4) ◽  
pp. 83
Author(s):  
Longfei Zhang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Classroom Discourse ◽  
Language Anxiety ◽  
Language Performance ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Turn Taking ◽  
Efl Students

In this essay, there will be a contrast and comparison between the teacherdominant turn-taking patterns and students-centered turn-taking patterns. This comparison can help us to find out which pattern can help develop an effective turn-taking in classroom discourse. In terms of the turn-taking pattern in EFL classroom, there also will be a study of turn-taking patterns. This study is concentrated on the EFL students who study in foreign language classroom. Different turn-taking patterns will be recorded to analyze students’ language performance and language anxiety during the turns change process. Brown (2008) proposes that senior foreign language learners tend to be influenced by the low sense of confidence, the feel of shame and inferiority. However, evidence shows that many students with higher level of language proficiency also are silent in the foreign language classroom. They seldom take turns to make a contribution to the speech in the classroom. This essay shows great interests in the relationship between EFL learners’ language anxiety and turn-taking patterns. Particularly, this essay will explore the several turn-taking patterns which can help to foster the flow of classroom talk. These turn-taking patterns will be analyzed in two directions: the teacher-fronted turns exchange and students-centered exchange. This can help EFL teachers to adjust the turn-taking patterns to the classroom teaching to help students get more involvements in the classroom conversation.

Approximations in impromptu interlanguage

2002 ◽  
Vol 137-138 ◽  
pp. 301-312 ◽  
Author(s):  
Lengo M. Nsakala ◽  
Lusala D. Matondo
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
Vocabulary Instruction ◽  
Negative Attitude ◽  
Vocabulary Knowledge ◽  
Target Language ◽  
Foreign Language Learners ◽  
Advanced Students

Abstract This paper deals with approximations in the impromptu speech of Congolese students of English. The paucity of vocabulary knowledge prompts foreign language learners to fall back on readily accessible resources in spontaneous speech, such as approximations. The latter are characteristic of an elementary stage in target language development, their frequency relatively decreasing with advanced students. Approximations can be accounted for in terms of communication strategies and in the light of semantic findings. In respect of semantics, three categories of approximations are distinguished : superordinate terms, hyponyms, and cohyponyms. Approximations in a foreign language setting may stem from teachers' negative attitude to vocabulary instruction and from learners' inadequate input. Another source is passive vocabulary, which causes retrieval problems. To minimize this situation, teachers must pay particular attention to vocabulary instruction by teaching vocabulary systematically, rather than leaving it to develop independently.

What does the analysis of C-test gaps tell us about the construct of a C-test? A comparison of foreign and heritage language learners’ performance

2019 ◽  
Vol 37 (1) ◽  
pp. 107-132
Author(s):  
Anastasia Drackert ◽  
Anna Timukova
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Scoring Method ◽  
Foreign Language Learners ◽  
Actual Use ◽  
Dichotomous Scoring ◽  
The Right

In view of the ubiquitous increase in the use of C-tests, which are almost unanimously believed to measure general language proficiency, this study investigates whether the aspects of language proficiency tapped into by the C-test format are the same when the test is taken by a learner population other than that of foreign language learners. Specifically, we conducted a differential functioning analysis and compared the types of mistakes that 113 foreign language learners of Russian made when completing C-test gaps, with the performance of 89 heritage language learners on the same C-test. The results showed that almost half of the C-test gaps are biased towards either learner group. In addition, the error analysis for a number of the biased items demonstrated that, although heritage language learners seem to have an advantage in reconstructing the meaning of C-test gaps, they fail to translate their recognition skills into producing the right form. Furthermore, the study reveals a possible sensitivity of the C-test construct to the traditionally used dichotomous scoring method. We conclude with a discussion that includes the implications of the results regarding the construct measured by the C-test and the possible consequences for its actual use.

Sign in / Sign up

Export Citation Format

Share Document