scholarly journals A Comparative Analysis of Lexical Bundles Used by Native and Non-native Scholars

2016 ◽  
Vol 9 (6) ◽  
pp. 176 ◽  
Author(s):  
Fatih Gungor ◽  
Hacer Hande Uysal
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Research Articles ◽  
Lexical Knowledge ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
L1 And L2

<p>In the recent years, globalization prepared a ground for English to be the lingua franca of the academia. Thus, most highly prestigious international journals have defined their medium of publications as English. However, even advanced language learners have difficulties in writing their research articles due to the lack of appropriate lexical knowledge and discourse conventions of academia. Considering the fact that the underuse, overuse and misuse of formulaic sequences or lexical bundles are often characterized with non-native writers of English, lexical bundle studies have recently been on the top of the agenda of corpus studies. Although the related literature has represented specific genres or disciplines, no study has scrutinized lexical bundles in the research articles that are written in the educational sciences. Therefore, the current study compared the structural and functional characteristics of the lexical-bundle use in L1 and L2 research articles in English. The results revealed the deviation of the usages of lexical bundles by the non-native speakers of English from the native speaker norms. Furthermore, the results indicated the overuse of clausal or verb-phrase based lexical bundles in the research articles of Turkish scholars while their native counterparts used noun and prepositional phrase-based lexical bundles more than clausal bundles.</p>

The Processing of Congruent and Incongruent Prepositional Collocations: Empirical Study of Arab-English Bilinguals

2018 ◽  
Vol 10 (6) ◽  
pp. 149
Author(s):  
Zenah Dajem
Keyword(s):  
Reaction Time ◽  
Language Learners ◽  
Native Speakers ◽  
Formulaic Sequences ◽  
Learning And Teaching ◽  
Processing Effect ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
The Uk ◽  
L1 And L2

Learning and teaching formulaic sequences such as collocation and idioms, is an increasingly important issue for L2 language learners in the field of language teaching, psycholinguistics and applied linguistics. The aims of the present study are twofold: first, to investigate the effect of congruent and incongruent prepositional collocations on twenty Saudi Arab-English bilinguals in the UK; and secondly to examine the influence of frequency on the processing of these formulaic sequences. Twenty native speakers of English were involved as a baseline for comparison. In the present study, the psycholinguistic software E-Prime was used to measure the reaction time and the accuracy of Saudi Arab-English bilinguals’ responses while they are reading 80 sentences on a computer screen to judge their grammatical acceptability, that is, whether they are correct English or not. The results in general indicate that for both groups there was no processing effect in terms of the reaction time of collocation types, but there was a significant difference within the non-native speakers in terms of accuracy. However, regarding the influence of frequency, there was a significant effect of high frequent collocations in both native and non-native speakers of English. This may indicate that similarities and differences between L1 and L2 prepositional combinations are not necessarily due to processing effect, but may be due to high frequency.

The Treatment of Foreground-Background Information in the On-Line Descriptive Discourse of Second Language Learners

1984 ◽  
Vol 6 (2) ◽  
pp. 115-142 ◽  
Author(s):  
Russell S. Tomlin
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Communication Strategy ◽  
Background Information ◽  
Advanced Learners ◽  
Discourse Production ◽  
On Line ◽  
Native Speakers Of English

This paper compares the foregrounding strategies of native speakers of English and advanced learners of ESL. Fifteen native speakers and thirty-five advanced learners produced on-line (play-by-play) descriptions of the unfolding action in an animated videotape. A methodology for the quantitative analysis of discourse production is described which permits the explicit identification of foreground-background information and its interaction with both native speaker and interlanguage syntaxes. Results show that: (1) Native speakers and learners exhibit one universal discourse strategy in retreating to a more pragmatic mode of communication under the severe communicative stress of on-line description, as revealed through the systematic loss of the coding relations ordinarily holding between foreground-background information and clause independence/tense-aspect; (2) Learners also exhibit a learner-specific general communication strategy in which significant events are described but nonsignificant events avoided.

scholarly journals A Corpus-based Study on the Use of Three-word Lexical Bundles in the Academic Writing by Native English and Turkish Non-native Writers

2017 ◽  
Vol 10 (12) ◽  
pp. 28 ◽  
Author(s):  
Serpil Ucar
Keyword(s):  
Quantitative Analysis ◽  
Academic Writing ◽  
English Language ◽  
Native Speakers ◽  
Lexical Bundles ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
Lexical Bundle ◽  
Structure And Functions ◽  
Recurrent Word

The utilization of English recurrent word combinations –lexical bundles- play a fundamental role in academic prose (Karabacak & Qin, 2013). There has been highly limited research about comparing Turkish non-native and native English writers’ use of lexical bundles in academic prose in terms of frequency, structure and functions of lexical bundles (Bal, 2010; Karabacak & Qin, 2013, Öztürk, 2014). Therefore, this current research was conducted in order to investigate the most frequently used lexical bundles in the academically published articles of Turkish non-native and native speakers of English and to investigate whether there was a significant difference between native and non-native scholars with respect to the frequency, structures and functions of English language lexical bundles. The data were collected from two corpora; 15 scientific articles of native speakers and 15 scientific articles of Turkish advanced writers. The investigation included a quantitative analysis of the use of three-word lexical bundles and a qualitative analysis of the functions and structures they serve. To be more conservative, three-word lexical bundles which occur 40 times per million words and appear in 5 different texts were described a lexical bundle in this current research. The findings revealed that Turkish non-native writers showed underuse and less variation in the use of lexical bundles in their academic prose compared to native speakers.

AGE AND ULTIMATE ATTAINMENT IN THE PRONUNCIATION OF A FOREIGN LANGUAGE

1997 ◽  
Vol 19 (4) ◽  
pp. 447-465 ◽  
Author(s):  
Theo Bongaerts ◽  
Chantal van Summeren ◽  
Brigitte Planken ◽  
Erik Schils
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Control Group ◽  
Native Speakers Of English ◽  
Late Start ◽  
Ultimate Attainment

This paper reports on two studies that addressed the issue of ultimate attainment by late second language learners. The aim of the studies, which included a carefully screened group of highly successful Dutch learners of English in their designs, was to determine whether or not late second language learners who had achieved a nativelike performance in the pronunciation of a second language could be identified. Speech samples provided by two groups of learners, one of which consisted of highly successful learners only, and a native speaker control group were rated for accent by native speakers of English. The ratings obtained by some learners were within the range of the ratings assigned to the native speaker controls. Such results suggest that it is not impossible to achieve an authentic, nativelike pronunciation of a second language after a specified biological period of time. Examination of the learning histories of the highly successful learners lead the authors to argue that certain learner characteristics and learning contexts may work together to override the disadvantages of a late start.

scholarly journals Advantage in Reading Lexical Bundles is Reduced in Non-Native Speakers

2013 ◽  
Vol 6 (5) ◽  
Author(s):  
Matteo Valsecchi ◽  
Viktoria Künstler ◽  
Sven Saage ◽  
Brian J. White ◽  
Joybrato Mukherjee ◽  
...  
Keyword(s):  
Language Learners ◽  
Matched Control ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Formulaic Sequences ◽  
Major Barrier ◽  
Lexical Bundles ◽  
Control Units ◽  
And Control

Formulaic sequences such as idioms, collocations, and lexical bundles, which may be processed as holistic units, make up a large proportion of natural language. For language learners, however, formulaic patterns are a major barrier to achieving native like competence. The present study investigated the processing of lexical bundles by native speakers and less advanced non-native English speakers using corpus analysis for the identification of lexical bundles and eye-tracking to measure the reading times. The participants read sentences containing 4-grams and control phrases which were matched for sub-string frequency. The results for native speakers demonstrate a processing advantage for formulaic sequences over the matched control units. We do not find any processing advantage for non-native speakers which suggests that native like processing of lexical bundles comes only late in the acquisition process.

scholarly journals Lexical Bundles Ending in that in Academic Writing by Czech Learners and Native Speakers of English

2021 ◽  
pp. 33-69
Author(s):  
Gabriela Brůhová ◽  
Kateřina Vašků
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
Academic Journals ◽  
Lexical Bundles ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Novice Writers ◽  
L1 And L2 ◽  
Professional Writers ◽  
Shell Nouns

The aim of this paper is to explore how Czech learners of English use lexical bundles ending in that in their academic texts in comparison with novice and professional L1 authors. The analysis is based on three corpora (VESPA-CZ, BAWE and our own cor- pus of papers published in academic journals). The results suggest that Czech learners of English do not use a more limited repertoire of lexical bundles ending in that than pro- fessional writers. However, there are differences between the groups studied, especially in the range of various shell nouns used in nominal bundles. Novice writers, both L1 and L2, use bundles ending in that to express stance more frequently than professional writers.

Do foreign language learners also have constructions?

2005 ◽  
Vol 3 ◽  
pp. 182-200 ◽  
Author(s):  
Stefan Th. Gries ◽  
Stefanie Wulff
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Alternative Account ◽  
Priming Effects ◽  
German Translation ◽  
Foreign Language Learners ◽  
Native Speakers Of English ◽  
Rule Out

In Construction Grammar, the ultimate grammatical unit is the construction, a conventionalized form-meaning pairing. We present interrelated evidence from three different methods, all of which speak in favor of attributing an ontological status to constructions for non-native speakers of English. Firstly, in a sentence-fragment completion study with German learners of English, we obtained a significant priming effect between constructions. Secondly, these priming effects correlate strongly with the verb-construction preferences in native speaker corpora: verbs which are strongly associated with one construction resist priming to another semantically compatible construction; more importantly, the priming effects do not correlate with verb-construction preferences from German translation equivalents, ruling out a translational explanation. Thirdly, in order to rule out an alternative account in terms of syntactic rather than constructional priming, we present semantic evidence obtained by a sorting study, showing that subjects exhibited a strong tendency towards a construction-based sorting, which even reflects recent explanations of how constructions are related.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

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