scholarly journals Affix Acquisition of Chinese English Learners: A Case Study Based on a Self-Built Corpus

2021 ◽  
Vol 14 (9) ◽  
pp. 1
Author(s):  
Zhixuan Liu
Keyword(s):  
Second Language Acquisition ◽  
Undergraduate Students ◽  
English Learners ◽  
Corpus Linguistics ◽  
Empirical Studies ◽  
Low Frequency ◽  
Intermediate Frequency ◽  
Central China ◽  
Chinese English Learners

Nowadays, theoretic and empirical research into affix acquisition in Second Language Acquisition has attracted increasing attention (Peng Tingting, 2009; Zhao Ming, 2014; Chen Jie, 2017). However, there are still few empirical studies on affix acquisition of Chinese English learners, especially from the perspective of corpus linguistics. The present research aims to find out how affixes are acquired and used in written texts by Chinese English learners. A case study was conducted based on a self-built corpus. All of the data are collected from 174 undergraduate students majoring in English at a university in central China. Compleat Lexical Tutor (v.8.3) and AntConc (v.3.5.2) are used to process and analyze the data. As is shown in the results of the research, affixes acquired and used by Chinese English learners can be divided mainly into the following categories: 1. High-frequency affixes, such as -s, -ed, -ing, etc. 2. Intermediate-frequency affixes, such as -ly, -al, etc. 3. Low-frequency affixes, such as im-, in-, ir-, etc. Therefore, the affixes that are used most frequently are -s and -es, but prefixes are seldom used in written text. The present study is beneficial for providing a crucial reference for the instruction of vocabulary and writing in colleges.  

scholarly journals Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

2017 ◽  
Vol 10 (4) ◽  
pp. 140 ◽  
Author(s):  
Kanghui Wang
Keyword(s):  
New Media ◽  
Mobile Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Handheld Devices ◽  
Self Directed Learning ◽  
Support Functions ◽  
English Pronunciation ◽  
Chinese English Learners

With the ubiquitous usage of wireless, portable, and handheld devices gaining popularity in 21st century, the revolutionary mobile technology introduces digital new media to educational settings, which has changed the way of traditional teaching and learning. WeChat is one of the most popular social networking applications in China featured by its interactivity and real-time communication that has attracted attention of educators to its pedagogical value. This study evaluates the utilization of WeChat in mobile learning and, in particular, its potential for improving English pronunciation among English learners in China. It probes into the perennial problems of Chinese students in English pronunciation acquisition and oral practice, discusses WeChat’s support functions in mobile learning, demonstrates the relevant empirical studies of WeChat in teaching and learning, and analyses the potential value of using WeChat in improving English pronunciation. Examinations in this paper enable one to reflect on the strengths of mobile learning by WeChat and to explore how this social media tool is likely to solve the pronunciation difficulties of Chinese English learners. It is found that applying WeChat to English pronunciation teaching and practicing helps create better self-directed learning environment, enhance learning flexibility and improve oral learning effectiveness. It is hopefully that insights gained from examining how WeChat helps improve English pronunciation learning will shed light on further innovations of teaching designs in this area.

Effect of Music Training on the Production of English Lexical Stress by Chinese English Learners

2020 ◽  
pp. 2050007
Author(s):  
Hui Feng ◽  
Jie Lian ◽  
Yingjie Zhao
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Training Group ◽  
Positive Influence ◽  
Lexical Stress ◽  
Control Group ◽  
Prosodic Features ◽  
Music Training ◽  
Chinese English Learners

In language acquisition, stress is one of the most prominent prosodic features of English. Previous studies have found that music training has a positive influence on second language acquisition. Under the guidance of the Theory of Multiple Intelligences, this study aims to find whether music training can improve English stress production among Chinese English learners without music background. Major findings are as follows: (1) Music training has a significant influence on the stress production by Chinese English learners. Specifically, after eight weeks of music training, there has been evident improvement in pitch and intensity in the training group in distinguishing stressed and unstressed syllables in disyllabic pseudowords. Besides, the accuracy of the production of unfamiliar words in the training group has increased by 11.5% on average, compared with that of the control group which has little change. In addition, little effect of music training on duration proportion in stressed syllables is found in this experiment. (2) Chinese English learners’ perception of music can be positively transferred to their production of English lexical stress. Such findings provide further proof for the effect of music training on the production of English lexical stress, and propose a method for Chinese English learners to improve their English pronunciation.

L1 Role in Bilinguals’ Mental Lexicon: A Comparative Study between Chinese-English and Alphabetic Bilinguals

2016 ◽  
Vol 6 (8) ◽  
pp. 1584
Author(s):  
Li Li
Keyword(s):  
Language Processing ◽  
English Learners ◽  
Sensory Input ◽  
Empirical Studies ◽  
First Language ◽  
Mental Lexicon ◽  
Second Language Processing ◽  
Translation Equivalent ◽  
Automatic Activation ◽  
Chinese English Learners

This study is to compare L1 (first language) roles between Chinese-English and alphabetic bilinguals’ mental lexicons through reviewing empirical studies. L1 lexicon plays an important role in L2 (second language) processing in two aspects for alphabetic bilinguals, automatic activation of similar L1 to sensory input of L2, and that of L1 translation equivalent. While for Chinese English learners, L1 lexicon basically influences L2 by equivalent activation only, and the effect may persist throughout their lives, which is dramatically different from the developmental pattern of alphabetic bilinguals. The differences may come from different typological distance between the two languages, different composition of L2 mental lexicon, and their unique English acquisition experience in China.

A Review of Empirical Studies in L2 Dynamic Assessment

2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Qinghua Li ◽  
Di Li
Keyword(s):  
Second Language Acquisition ◽  
Dynamic Assessment ◽  
Empirical Studies ◽  
Potential Method ◽  
Competence Development ◽  
Small Samples ◽  
Case Study Methodology ◽  
Complementary Role ◽  
Study Methodology

AbstractThe present paper reviews 25 studies conducted in the domain of L2 (second/foreign language) dynamic assessment (DA) in recent years. It begins with a survey of relevant research, then discusses some of the major findings and problems, and finishes with some suggestions for further research. The main findings of the review are as follows: (a) DA has the potential to promote L2 competence development; (b) both the interactionist approach and interventionist approach have attracted the interest of L2 researchers; (c) most studies have focused on small samples; (d) reading and grammatical knowledge have drawn the most attention; (e) group DA may be a potential method to advance L2 competence development in both the focused individual and the other members of the group; (f) computers might play a complementary role to humans acting as mediators; and (g) case study methodology has been the overwhelming choice for experimental design. Based on the available research, we suggest that additional studies are called for on the following issues: (a) L2 DA as an approach to measurement, (b) potential mediators, (c) validity issues of L2 DA, (d) the interface between DA and second language acquisition, and (e) the development of L2 classroom teachers.

scholarly journals Cognitive perceptions of second language acquisition in Chinese undergraduate ESL/EFL students: A mixed methods approach

2019 ◽  
Vol 8 (3) ◽  
pp. 510
Author(s):  
Robert W. Elliott ◽  
Di Zhang
Keyword(s):  
Second Language ◽  
Mixed Methods ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Undergraduate Students ◽  
Global Education ◽  
Mixed Methods Approach ◽  
Future Studies ◽  
Efl Students

<span>With the continued demand for teachers of English as a Second Language (ESL/EFL) in China, colleges and universities in China continue to struggle with teaching oral English to high volumes of undergraduate students using faculty-centered strategies. This concurrent mixed-methods, single-level, case study intends to examine Chinese undergraduate students’ cognitive perceptions of their oral English ability as a segue to a more effective second language acquisition environment in a 21st Century global education. The data analysis revealed three main themes intersected by the findings of the quantitative and qualitative analyses. The findings from this and future studies are intended to guide leaders, administrators, scholars, and students to affect national and provincial policy, school and classroom-based practices, and personal strategies to enhance students’ ability to acquire their oral English skills.</span>

scholarly journals A Cross-Sectional Investigation of the Difficulties Encounter Arabic Students in Using English Adjectives: Error Analysis

2017 ◽  
Vol 7 (3) ◽  
pp. 29
Author(s):  
Abir R El Shaban
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Error Analysis ◽  
Undergraduate Students ◽  
English Learners ◽  
Structural Characteristics ◽  
Cross Sectional ◽  
Analysis Theory ◽  
Significant Difference ◽  
Four Levels

The author investigated the difficulties encounter Arab second language English learners in using English adjectivesacross four levels of English proficiency. Sixty students, fifteen from each year, were randomly selected. The subjectswere undergraduate students at the English Department, Benghazi University, Libya. Test that covered most of thesemantic and structural characteristics of English adjectives was used as an instrument of collecting data in thisresearch. All of the errors were analyzed in the frame of Error Analysis Theory to second language acquisition. AChi-square test of independence revealed that there is no significant difference in the types of errors (interference anddevelopmental) committed by the students of the four years. Qualitatively, a through analysis of the types of errors andtheir possible causes were highlighted to assist ESL/EFL teachers and to help them reduce future problems regardingteaching English adjectives to Arab speaking learners of English as a second language.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

Perceived uniqueness: Locus of control, social exclusion, and choice

2019 ◽  
Vol 47 (11) ◽  
pp. 1-7
Author(s):  
Shichang Liang ◽  
Yaping Chang ◽  
XueBing Dong ◽  
Jinshan Wang
Keyword(s):  
Locus Of Control ◽  
Social Exclusion ◽  
Undergraduate Students ◽  
Social Inclusion ◽  
Personal Control ◽  
Central China ◽  
External Locus ◽  
Internal Locus Of Control ◽  
Uniqueness Results ◽  
The Relationship

We examined the influence of locus of control on the relationship between social exclusion and preference for distinctive choices. Participants were 212 undergraduate students at a university in Central China, who completed measures of social exclusion, locus of control, choice, and perceived uniqueness. Results showed that participants who believed that the environment controlled their fate (external locus of control) preferred more distinctive choices in a social exclusion context than in a social inclusion context, whereas participants who believed that they could control the environment (internal locus of control) preferred less distinctive choices. Further, perceived uniqueness mediated the effect of social exclusion and locus of control on choice. These results add to the literature on social exclusion and personal control.

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