scholarly journals A Corpus-Driven Investigation of Chinese English Learners’ Performance of Verb-Noun Collocation: A Case Study of Ability

2013 ◽  
Vol 6 (8) ◽  
Author(s):  
Lixin Xia
Keyword(s):  
English Learners ◽  
Chinese English Learners

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.  

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

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.

scholarly journals “The State Pulled a Fast One on Us”: A Critical Policy Analysis of State-Level Policies Affecting English Learners From District-Level Perspectives

2018 ◽  
Vol 33 (1) ◽  
pp. 158-180 ◽  
Author(s):  
Carrie Sampson
Keyword(s):  
School Districts ◽  
Policy Analysis ◽  
English Learners ◽  
State Level ◽  
District Level ◽  
Educational Opportunities ◽  
Critical Policy Analysis ◽  
Multiple Case ◽  
Critical Policy

States’ increasing involvement in educational policy making can play a significant role in how school districts provide equitable educational opportunities. Guided by critical policy analysis, the purpose of this article is to examine state-level policy pertaining to English learners (ELs) from district-level perspectives. Based on interview and archival data from a multiple case study of three metropolitan school districts in different states, district-level perspectives illustrate how these state-level policies were symbolic, restrictive, or exclusionary toward ELs. The results also demonstrate ways that districts advocated, engaged, resisted, and navigated state-level policies and politics. Based on these findings, I argue that state-level policies and related politics can compromise school districts’ ability to provide ELs with adequate educational opportunities.

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.

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