scholarly journals A Multidimensional Development Study of Written English Complexity of High-level Non-English Major Students

2019 ◽  
Vol 13 (1) ◽  
pp. 156
Author(s):  
Yazhen Guo ◽  
Haiyuan Chen
Keyword(s):  
Language Learning ◽  
Written Language ◽  
Interaction Patterns ◽  
Writing Achievement ◽  
Writing Ability ◽  
Learning And Teaching ◽  
Dynamic System Theory ◽  
Sentence Construction ◽  
English Major ◽  
High Level

Writing is widely regarded as one of the most important parts in the field of second language learning and teaching. The main assessment elements of L2 writing can be divided into accuracy, fluency and complexity. The evaluation of writing, accuracy, fluency and complexity can not only measure the writing achievement of L2 writers, but also reflect their writing ability. Based on the complexity of writing, this study adopts the dynamic system theory to investigate the multidimensional development of written English complexity. Three sophomores of high-level non-English majors in a university are selected as subjects to track the development and interaction patterns of eight linguistic complexity indices in 21 essays over three semesters at three levels: lexical construction, sentence construction and phrase construction. The results show that the change and development of subjects in this respect are not linear, but there are peaks, troughs, progress and regression. The development of written language has obvious dynamic and variability.

scholarly journals Stylistics, Literary Criticism, Linguistics and Discourse Analysis

2019 ◽  
Vol 9 (2) ◽  
pp. 412
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Literary Criticism ◽  
Clear Distinction ◽  
Comparative Approach ◽  
Small Scale ◽  
Value Judgments ◽  
Learning And Teaching ◽  
English Major ◽  
Similarities And Differences

There is confusion regarding the differences between linguistics, stylistics, literary criticism, and discourse analysis (DA) among teachers and learners of the English Major due to their overlapping natures, blurred boundaries, and analysis approaches. Therefore, the present study examines the similarities and differences of these four fields to make a clear demarcation between them. A descriptive and comparative approach using exemplary text was used in the study and the stylistics were thoroughly investigated, analyzed and exemplified in small-scale (one phrase, clause or sentence) or wider-scale (a paragraph). Finally, value judgments on the importance and value of the stylistics were furnished. This research enhances the prospects of pedagogical studies of different language learning and teaching of these four fields. This has opened the window for teacher-oriented studies and presented valid and genuine analytical and diagnostic studies of the related issues to enhance the accessibility of a clear distinction of the above stated fields.

Morphological Development and Writing Ability in Children and Adults

1991 ◽  
Vol 22 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Hyla Rubin ◽  
Patricia A. Patterson ◽  
Miriam Kantor
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Spoken Language ◽  
Second Graders ◽  
Written Language ◽  
Written Expression ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Writing Ability ◽  
Normally Achieving

The purpose of this study was to investigate morphological knowledge in spoken language and its relationship to written representation of morphemes by normally achieving second graders, language-learning disabled children, and adults with literacy problems. Research dealing with the written expression of populations with language-learning difficulties has consistently indicated that these populations tend to make morphemic errors when spelling words. If a deficit in morphological knowledge is an underlying factor, then these individuals might also be expected to perform poorly on tasks that require them to apply morphological rules in spoken language (an implicit level of morphological knowledge) or to analyze the morphemic structure of spoken words (an explicit level of morphological knowledge). Analyses found both these levels of morphological knowledge to be highly related to morpheme use in written language samples, and suggest that morphological knowledge does not develop solely as a function of maturation or exposure to language. Implications of these findings for assessment and intervention are addressed.

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals On Modern Computer Assisted Language Learning Facilities and its Integrated Teaching

2018 ◽  
Vol 13 (11) ◽  
pp. 225
Author(s):  
Yucheng Bai
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Teaching Model ◽  
Computer Assisted Language Learning ◽  
College English ◽  
Learning And Teaching ◽  
Modern Computer ◽  
English Major ◽  
Major Teaching ◽  
New Perspective

The teaching model of computer Assisted Language Learning Facilities and its integrated teaching become the new perspective on the reform of college English Teaching in China. Its invention and implementation provide a powerful cognitive tool for English listening, speaking, reading and writing for students’ comprehensive quality improvement. This paper focus on how to make full use of the advantages of multimedia and network, and explore computer assisted language learning and teaching model of English major curriculum integration. At the same time, this study put forwarder the facilities concrete implementation method and problems that should pay attention to in English major teaching.

scholarly journals A study on benefits of using illustrations (pictures, real object, etc. ) in learning English vocabulary of non-English major students at Ho Chi Minh City University of Food Industry( HUFI)

2021 ◽  
Author(s):  
Dao Thi Lai
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learning And Teaching ◽  
New Words ◽  
Language Classrooms ◽  
English Major ◽  
Methods Of Learning

Learning vocabulary is an important element of foreign language learning, since the meaning of new terms is emphasized often in books and classrooms. It is an important part of language learning. It is also essential in language education and for language students. Research recently shows that it is difficult to learn vocabulary. The most popular methods of learning and teaching in language classrooms around the world have been proposed by researchers, in which the use of illustrations is highly appreciated by them. Illustrations play an important role in teaching and learning vocabulary of the language. Images connect students and previous knowledge with a new story, thereby helping them learn new words. A word can be described with an illustration and an illustration can contain many words. The main objective of this study was to study the benefits of using illustrations (pictures) to help non-English majors at HUFI learn English vocabulary. Evaluation and analysis are the most important ways to make research more authentic. The findings show that the usage of illustrations has a lot of benefits to students' vocabulary learning.

scholarly journals Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

2017 ◽  
Vol 51 (2) ◽  
pp. 137-157 ◽  
Author(s):  
Elizabeth A. Sanders ◽  
Virginia W. Berninger ◽  
Robert D. Abbott
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Language Learning ◽  
Written Language ◽  
Literacy Achievement ◽  
Writing Achievement ◽  
Reading And Writing ◽  
Language Learning Disabilities ◽  
Cognitive Linguistic ◽  
Specific Learning

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

scholarly journals A study on benefits of using illustrations (pictures, real object, etc. ) in learning English vocabulary of non-English major students at Ho Chi Minh City University of Food Industry (HUFI)

2021 ◽  
Author(s):  
Đào Thị Lài
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learning And Teaching ◽  
New Words ◽  
Language Classrooms ◽  
English Major ◽  
Methods Of Learning

Learning vocabulary is an important element of foreign language learning, since the meaning of new terms is emphasized often in books and classrooms. It is an important part of language learning. It is also essential in language education and for language students. Research recently shows that it is difficult to learn vocabulary. The most popular methods of learning and teaching in language classrooms around the world have been proposed by researchers, in which the use of illustrations is highly appreciated by them. Illustrations play an important role in teaching and learning vocabulary of the language. Images connect students and previous knowledge with a new story, thereby helping them learn new words. A word can be described with an illustration and an illustration can contain many words. The main objective of this study was to study the benefits of using illustrations (pictures) to help non-English majors at HUFI learn English vocabulary. Evaluation and analysis are the most important ways to make research more authentic. The findings show that the usage of illustrations has a lot of benefits to students' vocabulary learning.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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