Request Strategies: Cross-Sectional Study of Iranian EFL Learners and Australian Native Speakers

This cross-sectional study investigates task variability focusing on the use of Spanish past tense morphology in a spoken learner corpus. Sixty L2 learners of Spanish (English L1) from three different proficiency levels (20 per group) and fifteen native speakers completed three communicative tasks (a guided interview, a picture-based narrative, and a historical figures description) and an experimental task, all designed to investigate the acquisition of tense and aspect in L2 Spanish. Data were transcribed in CHAT, and analysed and coded using a specially created interactive coding program that works in combination with the CLAN program (MacWhinney 2000). Results demonstrate significant differences in the emergence and accurate use of past tense morphology across tasks. An additional analysis showed that the less controlled tasks encouraged few instances of more advanced features, suggesting that not all task types are equally successful at eliciting the range of tense-aspect morphological contrasts theoretically relevant for SLA research on tense and aspect.

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Phonological variation in German Learner English

10.20378/irb-49135 ◽

2020 ◽

Author(s):

◽

Lukas Sönning

Keyword(s):

Native Speakers ◽

Theoretical Work ◽

Cross Sectional Study ◽

Phonological Variation ◽

Sectional Study ◽

Cross Sectional ◽

Diverse Range ◽

Proficiency Levels ◽

L2 Phonology ◽

Shed Light

This study is concerned with linguistic constraints underlying the acquisition of a second language (L2) phonology. It pursues two aims: The first is to offer a survey of theoretical work on L2 phonology with a focus on the scope and predictive adequacy of individual frameworks. A set of 20 contributions is evaluated in terms of their domain of application and the specificity of their predictions. The second aim is to make empirical contributions to the study of phonological variation in German Learner English by exploring theoretically motivated constraints across a diverse range of phonological structures and proficiency levels. Theory-derived hypotheses are confronted with data from a cross-sectional study on various segmental features in the pronunciation of 62 German learners of English (including 27 native speakers as a baseline of comparison). The study relies on acoustic and auditory analyses to shed light on several notorious structures, including final obstruent (de)voicing, dental fricatives, the labiodental fricative /v/, the labio-velar glide /w/, English /r/, ‘clear’ and ‘dark’ laterals, and the TRAP-DRESS contrast.

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Task Repetition and Noticing as a Route to Semester-long Destabilization: A Cross-sectional Study of Iranian EFL Learners’ Oral Output

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.2n.3p.21 ◽

2013 ◽

Vol 2 (3) ◽

pp. 21-28 ◽

Cited By ~ 1

Author(s):

Ali Eliasi ◽

Hamide Vahidi Borji

Keyword(s):

Cross Sectional Study ◽

Task Repetition ◽

Sectional Study ◽

Cross Sectional ◽

Efl Learners

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Cohesion in Italian adult learners’ and native speakers’ compositions

Australian Review of Applied Linguistics ◽

10.1075/aral.17.2.02zan ◽

1994 ◽

Vol 17 (2) ◽

pp. 22-50

Author(s):

Nicoletta Zanardi

Keyword(s):

Adult Learners ◽

Native Speakers ◽

Cross Sectional Study ◽

The Other ◽

Sectional Study ◽

Cross Sectional ◽

Lexical Cohesion ◽

Developmental Sequences ◽

Tentative Interpretation

Abstract This paper presents data from a cross-sectional study of the use of cohesion in Italian texts written by L2 adult learners and by native speakers. Twenty-six free compositions were analysed for cohesion: eighteen by anglophone learners of Italian attending first, second, third and fourth year of Italian at Sydney University, and eight by native speakers of Italian divided in two groups: one of students, who have either done their schooling in Italy or recently arrived in Australia, the other of Italian professionals living in Sydney. More specifically, cohesion was analysed for the three categories of reference, conjunction and lexical cohesion. The objective of the study is twofold: a) to compare learners and native speakers in their use of cohesion, and b) to observe the developmental sequences in the use of cohesion in the six different groups. Examples from the texts are given and a tentative interpretation of the data is presented.

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The Impact of Rhythm and Gender on Spelling Output of Iranian EFL Learners: A Cross-Sectional Study

Khazar Journal of Humanities and Social Sciences ◽

10.5782/2223-2621.2016.19.2.53 ◽

2016 ◽

Vol 19 (2) ◽

pp. 53-63

Author(s):

Peyman Nouraey ◽

Amin Karimnia

Keyword(s):

Foreign Language ◽

Special Reference ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Efl Learners ◽

Final Output ◽

And Gender ◽

The Impact ◽

Different Levels

The present study aimed at investigating the probable effects of gender and rhythmic methods on the final output of Iranian English as a Foreign Language (henceforth EFL) learners with special reference to their spelling skills. In this regard, 108 Iranian EFL learners studying at three different levels were divided into two groups of genders, each consisting of 54 students. Primarily, the students were taught the new English vocabularies using both rhythmic and non-rhythmic methods of spelling. After the trainings, participants were given a test consisting ten marks of spelling in search for the effect of a) gender of the learners and b) the application of the methods in question. The results of the Two-Way ANOVA test revealed statistically significant gender-derived differences while dealing with spelling. In addition, the results pointed out that both groups of learners achieved much higher marks on the words taught using rhythmic method of spelling rather than the nonrhythmic one.

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Patients' understanding of words used to describe lumps: a cross-sectional study

The Journal of Laryngology & Otology ◽

10.1017/s0022215105006481 ◽

2005 ◽

pp. 1

Author(s):

Neil K Chadha ◽

Costa Repanos

Keyword(s):

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional

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Does a Graduate Course in Fluency Disorders Make a Difference?

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.1.10 ◽

2010 ◽

Vol 20 (1) ◽

pp. 10-14 ◽

Cited By ~ 2

Author(s):

Evelyn R. Klein ◽

Barbara J. Amster

Keyword(s):

Undergraduate Students ◽

Graduate Programs ◽

The United States ◽

Cross Sectional Study ◽

Sectional Study ◽

Graduate Course ◽

Cross Sectional ◽

Fluency Disorders ◽

Introductory Course ◽

Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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