scholarly journals EFL Learners’ Grammatical Awareness through Accumulating Formulaic Sequences of Morphological Structure (-ing)

2017 ◽  
Vol 10 (11) ◽  
pp. 60
Author(s):  
Kazuko Kashiwagi ◽  
Yukiko Ito
Keyword(s):  
Morphological Structure ◽  
Instructional Medium ◽  
Formulaic Sequences ◽  
Efl Learners ◽  
Japanese Students ◽  
Structured Input ◽  
Grammatical Awareness ◽  
Linguistic Patterns ◽  
Grammatical Sensitivity ◽  
Grammatical Judgment

Even young EFL learners who have not yet learned L2 grammar will notice language patterns if, when retrieving exemplars (“item-based patterns”), they succeed in making form-meaning connections (FMCs). Item-based patterns, termed formulaic sequences (FS), serve as a basis for creative constructions. Although learners are implicitly sensitive to the frequency of the occurrence of constructions, item-based patterns are largely overlooked and are not retained. Because of the gap between elementary and secondary schools, students believe there is a difference between item-based patterns and the process of learning grammar. This phenomenon extends to EFL. The study investigated the extent to which Japanese students who had completed 150 hours of English lessons (age 13, N = 95) noticed linguistic patterns when using a grammatical judgment test. Targeting the present progressive form -ing as FS, the teacher used three treatments: (a) recall of chunking, (b) structured input and dictogloss, and (c) a ten-minute inductive explication of grammar in L1. The results revealed significant differences between pre- and post-tests for awkwardness of word order (31% < 59%) and omission of morphemes: -ing (61% < 74%). Overall, students who had received the instructional medium exhibited grammatical sensitivity to FS.

scholarly journals On the Role of Media Input in the Learning of Formulaic Sequences by EFL Learners

2017 ◽  
Vol 34 (3) ◽  
Author(s):  
Didem Koban Koç ◽  
Serdar Engin Koç
Keyword(s):  
Formulaic Sequences ◽  
Efl Learners

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

2017 ◽  
Vol 7 (9) ◽  
pp. 737
Author(s):  
Horye Seyednejad ◽  
Hamid Gholami
Keyword(s):  
Teacher Educators ◽  
Traditional Instruction ◽  
The Other ◽  
Passive Voice ◽  
Efl Learners ◽  
Structured Input ◽  
Instruction Group ◽  
Efl Teachers ◽  
Post Hoc

This study aimed at investigating the effect of structured input, meaningful output and traditional instruction on EFL learners’ productive use of passive voice. To achieve this purpose 60 intermediate female EFL learners were selected from Fahim institute in Kermanshah. They were assigned into three experimental groups (structured input, meaningful output and traditional instruction group). To analyze the collected data of three experimental groups, ANOVA and a post hoc Scheffe was run. The results showed the superiority of structured input technique over the other two techniques. All in all, the findings of the present study confirms the use of structured input technique for the purpose of developing productive use of linguistic items. This study has implications for EFL teachers, teacher educators, and material developers.

scholarly journals Processing instruction: Learning complex grammar and writing accuracy through structured input activities

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Sima Modirkhamene ◽  
Aram Pouyan ◽  
Parviz Alavinia
Keyword(s):  
Processing Instruction ◽  
Attitude Survey ◽  
Efl Learners ◽  
Structured Input ◽  
Second Language Development ◽  
Long Run ◽  
Deductive Method ◽  
Post Test ◽  
Effective Role

Aimed to change the way input is perceived and processed, processing instruction (PI) tends to help learners focus on particular grammatical forms and alter their inappropriate processing problems so that they make a better form-meaning connection. As an attempt to extend the existing research on the use of PI, the present study was carried out to examine 40 elementary EFL learners’ grammatical achievement having been exposed to PI-based structured input activities. Two groups of learners, namely, PI (n = 20) and traditional instruction (TI, n= 20) were instructed the simple past tense –ed using PI-guided structured input activities and the conventional deductive method, respectively. Findings obtained from a set of interpretation and production tasks in pre- and post-test stages (immediate and delayed) revealed the superiority of the PI group both in the short term and the long run when compared to their peers instructed through the conventional deductive approach. Furthermore, within-group comparisons revealed some variation in participants’ performance in interpretation vs. production tasks. The discrepant findings in the production against interpretation tasks were also confirmed by what we obtained from the attitude survey; indicating that although the learners appreciated the effective role of PI in their results of attitude survey, confirming learners’ appreciation of the effective role of PI in their comprehension of the target structure, they were not very positive to the production tasks. It is concluded that different stages of comprehension and production in second language development, reflected as the general proficiency of the learners, potentially differ in terms of drawing learners’ attention to target structures more specifically when the tasks (e.g., production) are more cognitively demanding.

scholarly journals The Effect of Gender on the Bilingual and Bicultural Identity of the Iraqi EFL Learners' Recognition and Production of Request

2021 ◽  
Vol 4 (3) ◽  
pp. p32
Author(s):  
Mohammed Jasim Betti ◽  
Zainab Kadhim Hashim
Keyword(s):  
Cultural Identity ◽  
Mother Tongue ◽  
College Of Education ◽  
Bicultural Identity ◽  
Cultural Patterns ◽  
Efl Learners ◽  
Culture Influence ◽  
Linguistic Patterns ◽  
Academic Year ◽  
Better Than

This study examines the effect of gender on students' bilingual and bicultural identity in their recognition and production of request is studied. This means that it investigates to what extent the learners’ mother tongue and culture influence their recognition and production of request in the EFL and the effect of gender on such an identity. The study aims at exploring and identifying the linguistic patterns of request in English used by Iraqi EFL learners, those patterns of request transferred from Iraqi EFL learners’ mother tongue, and the Iraqi EFL learners’ cultural patterns and cultural realization of request transferred from Arabic culture into the EFL. Some hypotheses of the study state that there is a bilingual and cultural identity in using request by Iraqi EFL learners, females are better than males in request perception and production and they are worse in Arabic monolingualism and monoculturalism, students are better in English monolingualism and monoculturalism than in the other request features, students’ English monolingual and monocultural identity is more apparent in request perception than in production. To validate or refute its hypotheses, a test comprising recognition and production has been constructed and applied to fifty Iraqi EFL learners at fourth year, Department of English, College of Education for Humanities, University of Thi-Qar at the academic year (2020-2021). After data analysis, some conclusions are arrived at. The study concludes that Iraqi EFL learners are pragmatically incompetent and they have a bilingual and bicultural identity because of their mother tongue and culture interference.

Use of formulaic sequences in monologues of Chinese EFL learners

System ◽  
2011 ◽  
Vol 39 (2) ◽  
pp. 164-174 ◽  
Author(s):  
Yan Qi ◽  
Yanren Ding
Keyword(s):  
Formulaic Sequences ◽  
Efl Learners

scholarly journals The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners

2020 ◽  
Vol 10 (6) ◽  
pp. 672
Author(s):  
Fatemeh Azimi Amoli
Keyword(s):  
Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Post Test ◽  
Grammatical Judgment ◽  
The Impact

A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).

What’s Beyond the Language of Apology? A Case Study

2019 ◽  
Vol 11 (3) ◽  
pp. 43
Author(s):  
Ala’ Al-Qtaishat
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
Sole Source ◽  
Point Of View ◽  
Written Discourse ◽  
Jordanian Arabic ◽  
Efl Learners ◽  
Linguistic Patterns ◽  
Completion Test ◽  
The Impact

This study investigates the realization of the speech act of apology. It seeks to analyze the linguistic patterns used to represent apology from a pragmalinguistic point of view. It aims at presenting an actual insight on the impact of gender and social practices on performing different apology strategies through providing empirical evidence on the impact of the mother tongue on acquiring apology competence by EFL learners. The study made use of the written Discourse Completion Test (DCT) including 20 scenarios administrated to three groups of respondents of both genders: 100 native speakers of Jordanian Arabic, 100 Jordanian EFL learners, and 50 native speakers of American English. The findings revealed that gender has influenced the use of different apology strategies between the males and females of each group. It was also indicated that the sociocultural practices have played a big role in the socio-linguistic realization of apology. This impact was more pronounced throughout the different preference to the use of apology strategies among the three groups. In addition, it was found that there are interlingual hypotheses concerning the foreign language pragmatics prompting the EFL learners to deviate from the native language and English norms of apology. Thus, it was concluded that the mother tongue influence is not the sole source of pragmatic deviations from the second language norms; this influence cannot be described as negative transfer but a creative process done by EFL Learners to master English.

scholarly journals Keeping it Real: Vietnamese-English Pragmatic Representations in EFL Textbook

2020 ◽  
Vol 2 (1) ◽  
pp. 1-20
Author(s):  
Thi Mai Thi Tran ◽  
Aiden Yeh
Keyword(s):  
English Learners ◽  
Speech Acts ◽  
Real Life ◽  
Pragmatic Competence ◽  
Cultural Perspective ◽  
Efl Learners ◽  
Pragmatic Information ◽  
Linguistic Patterns ◽  
Social Encounters ◽  
English Textbooks

For non-native English learners to successfully manage authentic intercultural and international communication, their pragmatic competence should be considered as fundamental as their linguistic capacity (Bachman, 1990). As the foundation for developing language skills, English textbooks provide EFL learners with preliminary exposure to real-life situated pragmatic interactions. However, there is limited empirical research on the authenticity and appropriateness of the pragmatic representations in Vietnamese EFL textbooks at present. To fill in the gap, this paper provides a content analysis designed to quantitatively and qualitatively investigate a cross-culturally written textbook used for secondary EFL learners in Vietnamese context. It aimed to examine (1) types and distribution of speech acts the textbook covered, (2) meta-pragmatic information accompanying the linguistic realizations of those speech acts, and (3) appropriateness and authenticity of such pragmatic representations in relation to Vietnamese social context. The results revealed a variety of speech acts introduced in the contents but also highlighted their problematic distribution and sequence. Despite their occurrences, the linguistic patterns to achieve the speech acts were limited and accompanied by decontextualized and oversimplified meta-pragmatic information. From a Vietnamese cultural perspective, the attempts to reflect Vietnamese conventions of daily communication were spotted but the inappropriateness of the linguistic choices in the real social interactions was also indisputable. Therefore, some pedagogical implications were suggested to further improve the EFL textbook, reflecting the authentic social encounters rather than disseminating the textbook writers’ prescribed fictitious responses.

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