scholarly journals An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-informed Textbooks

2017 ◽  
Vol 11 (1) ◽  
pp. 120
Author(s):  
Serap Atasever Belli
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Text Analysis ◽  
English Language ◽  
Language Use ◽  
Analysis Program ◽  
Progressive Aspect

This study was designed to investigate whether contemporary corpus-informed grammar textbooks written for English language learners and teachers presented the progressive use of stative verbs and if yes, which stative verbs were presented to occur with the progressive aspect and for which functions they took this aspect. A corpus of six electronic copies of corpus-informed textbooks was compiled and analyzed via AntConc. 3.2.4 text analysis program to identify types and functions of stative verbs and calculate their occurrences. Overall, textbooks differed in their treatment of the progressive use of stative verbs and inclusion of the variety and numbers of types and functions. One remarkable finding was that the stative verbs taking the progressive aspect in all textbooks were found to be associated with emotions (i.e. love) whereas those not allowing progressive use were related to cognition (i.e. know). Another remarkable finding was that the textbooks which presented the highest numbers of stative verb types provided the most diverse functions whereas the textbooks which included the least numbers of stative verbs provided one or no function. Findings are hoped to raise awareness among textbook writers in making use of both the communicative messages motivated by the progressive use of stative verbs and the frequency and saliency information based on the corpus of present-day English to help learners grasp the changes in the language use.

Vague words in Law in Order: Special Victims Unit

2014 ◽  
Vol 7 ◽  
pp. 112
Author(s):  
Jonnathas Vieira ◽  
Paula Lança
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language Use ◽  
Real Life ◽  
Law And Order ◽  
Real Language ◽  
Tv Shows ◽  
Vague Language ◽  
Tv Show

TV series have been a source of input for English language learners, especially the ones interested in real language use. There are studies that show how close to real life some TV shows are (ORFANO, 2010). For this study a corpus of a TV series - Law and Order: Special Victims Unit (SVU) - was compiled. This corpus is composed of 6 episodes (44.400 words). The analysis considered that every Law and Order episode carries investigation and court scenes. The main point of this investigation is to analyze the use of vague words such as any, anything, anyone, anybody, anyway, and anywhere in the TV show. An analysis of the episodes showed that these words occurred 139 times with a frequency distribution that varied in the investigation and court scenes. The results may reveal that more formal contexts, represented in the TV series by the court scenes, do not favor the use of vague language. In such argumentative contexts speakers tend to be more precise.

scholarly journals Mastering language use and usage: repositions perceived according to cognitive linguistics

2017 ◽  
pp. 3-15 ◽  
Author(s):  
Sérgio Manuel Coelho Fernando ◽  
Alfrancio Ferreira Dias
Keyword(s):  
English Language Learners ◽  
Present Article ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Language Use ◽  
Instructional Methods ◽  
Scientific Output ◽  
To Come ◽  
Sheer Number

Mastering prepositions has often been difficult for English language learners as a consequence of their polysemous nature and the sheer number of them in the English language. Most of the evaluations of the scientific output of the English language learners have established that prepositional addition, omission, and substitution account for most of the syntactic errors. For this reason, it is important for tutors to come up with effective instructional methods, since prepositions present such an immense challenge for the English language learners. Teaching prepositions are difficult due to various reasons. The present article has as objective the approach on the application of Prepositions and how structure and meaning may be perceived according to cognitive linguistics, based on other articles / books that served as bibliographical research for the construction of some ideas.

scholarly journals A Review of the Major Varieties of English Language

2019 ◽  
Vol 12 (2) ◽  
pp. 93 ◽  
Author(s):  
Ligang Han
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Regional Differences ◽  
English Language ◽  
Language Use ◽  
American English ◽  
British Isles ◽  
British English ◽  
The World ◽  
Different Parts

English is clarified as a Germanic language, and it began in what is now the British-Isles. After years of development, English language has many varieties in different parts of the world. Different varieties differ in accent, vocabulary, grammar, discourse, sociolinguistics, and have its respective characteristics in pronunciation, tone, intonation, spelling and so on. Therefore, it is important for English language learners to observe the differences in language use. The present paper is an attempt to explore the regional characteristics of the two most commonly used varieties of the English Language–British English and American English. It is concluded that there will be intercommunications which will make the regional differences mild and easily understood. However, some differences may disappear, the others will remain so.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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