scholarly journals Situation-Specific Speaking Anxiety: University-Level Students’ Experiences

2022 ◽  
Vol 12 (2) ◽  
pp. 18
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Second Language ◽  
Language Skills ◽  
Likert Scale ◽  
Major Obstacle ◽  
Structured Interviews ◽  
Speaking Anxiety ◽  
L2 Learners ◽  
L2 Learning ◽  
University Level

Second language (L2) learners are very keen to master speaking in their L2, and this is among the most important of all language skills. However, speaking anxiety is a major obstacle to successful L2 learning. This study was designed to investigate university-level students’ attitudes towards speaking in English and their experience of anxiety. 81 participants who majored in English with an average age of 21.8 years were recruited. The researcher conducted semi-structured interviews and administered a four-point Likert-scale questionnaire with 18 items, designed to address three constructs: a) fear of speaking in English; b) fear of making mistakes in English; and c) fear of being judged by others. The findings showed that although the participants were generally unconcerned about speaking English, their attitudes were different when they were asked about specific situations. When asked about their fear of making mistakes in front of their classmates, or of being judged by them, they agreed that in those circumstances they would experience anxiety.

scholarly journals Dot the pill down: Investigating the linguistic needs of foreign rugby players and lexicon of spoken rugby discourse

2021 ◽  
Author(s):  
◽  
Stuart Benson
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Fundamental Aspect ◽  
Single Word ◽  
Structured Interviews ◽  
Technical Vocabulary ◽  
Word Lists ◽  
L2 Learners ◽  
Load Analysis ◽  
Rugby Players

<p>Traditionally a sport which is played predominantly in English speaking countries such as New Zealand, England, and Australia, rugby is gaining in popularity in other countries such as Japan. International rugby competitions, such as the World Cup and Super Rugby, and increased migration of players and coaches in the sport contribute to this growth. In rugby, spoken communication with community members such as players, coaches, managers, and the referee, is a fundamental aspect of the sport. This communication presents a challenge for second language (L2) learners wanting to immerse themselves in a foreign rugby setting, in the case of Japanese players coming to New Zealand or New Zealand players going to Japan. It also presents a challenge for English for Specific Purposes (ESP) teachers who might be faced with developing courses and materials to help second language speakers learn what they need to know to play rugby in another language, and in another country. To date, no research has focused on the linguistic and communicative needs of these players. A feature of this communication is technical language, for example ruck, maul, and lineout, but no previous research has focused on the specialised vocabulary of this game. This thesis explores two aspects in the rugby domain: vocabulary, especially technical vocabulary, and the linguistic needs of foreign players and coaches in New Zealand and Japan. The study consists of two phases which were conducted to address these gaps in the research.   To find out more about the nature of vocabulary in spoken rugby, phase one contained two parts. The first part was a corpus-based analysis of television commentary and team-based rugby speech. This analysis included conducting a lexical profile and vocabulary load analysis. The findings were compared to a written corpus, containing the Laws of Rugby. The results of the vocabulary profile analysis showed that high frequency vocabulary make up the majority words in each corpora. Additionally, other lexical items such as marginal words (e.g. fillers and swear words), as well as proper nouns, are important for comprehension, depending on the type of discourse. The vocabulary load analysis found 4,000 word families plus four supplementary lists and a rugby-specific list were needed for 98% comprehension in spoken rugby discourse. Part two of the first phase investigated the nature of technical vocabulary in rugby discourse. Four single-word and multi-word unit word lists using the spoken and written corpora were developed for use in the language classroom. A total of 293 spoken and 250 written word types were selected from the corpora following frequency and semantic meaning principles to create the technical single-word lists, for example lineout, tighties, and loosies. The technical words provided 12.04% and 35.41% coverage of the corpora from which they were developed. Next, lists of technical multi-word unit lists with 223 spoken and 417 written units, such as over the ball and lineout players, were created to be used in conjunction with the technical single-word lists.   Phase two of the study utilised the results from phase one to conduct a linguistic needs analysis in New Zealand and Japan. Drawing on online surveys and semi-structured interviews, the results showed language difficulties occur throughout the rugby domain, especially when playing and practising the sport. Furthermore, general and rugby vocabulary are the two main language aspects affecting communication for both players and coaches. These findings indicate explicit instruction in spoken language is needed for L2 learners.   This thesis has methodological implications for research into spoken technical vocabulary, as well as pedagogical implications for ESP. For example, the word lists can be used to help L2 rugby players and coaches learn the vocabulary that they will encounter and be expected to use fluently in games and at practice. This means they can receive specialised support for their language needs and ultimately be able to perform at their highest level in the foreign rugby community.</p>

Event-related brain potentials and second language learning: syntactic processing in late L2 learners at different L2 proficiency levels

2010 ◽  
Vol 26 (1) ◽  
pp. 43-74 ◽  
Author(s):  
Janet G. van Hell ◽  
Natasha Tokowicz
Keyword(s):  
Second Language ◽  
Cognitive Processing ◽  
Syntactic Structure ◽  
Syntactic Processing ◽  
Exact Nature ◽  
L2 Proficiency ◽  
Brain Potentials ◽  
L2 Learners ◽  
L2 Learning ◽  
Different Levels

There are several major questions in the literature on late second language (L2) learning and processing. Some of these questions include: Can late L2 learners process an L2 in a native-like way? What is the nature of the differences in L2 processing among L2 learners at different levels of L2 proficiency? In this article, we review studies that addressed these questions using event-related brain potentials (ERPs) in late learners and that focused on syntactic processing. ERPs provide an on-line, millisecond-by-millisecond record of the brain’s electrical activity during cognitive processing. ERP measures can thus provide valuable information on the timing and degree of neural activation as language processing (here: syntactic processing in L2) unfolds over time. After discussing the use of ERPs for the study of L2 learning and processing, we review electrophysiological studies on syntactic and morphosyntactic processing in late L2 learners with different levels of L2 proficiency. The currently available evidence indicates that patterns of neural activity in the brain during syntactic and morphosyntactic processing can be modulated by various, possibly interrelated, factors including the similarity or dissimilarity of syntactic structures in L2 and L1, the exact nature of the syntactic structure L2 learners seek to comprehend and the concomitant expectancies they can generate with regard to violations in this structure, and the L2 learners’ level of L2 proficiency. Together these studies show that ERPs can successfully elucidate subtle differences in syntactic processing between L2 learners and native speakers, and among L2 learners at different levels of L2 proficiency, which are difficult to detect or that might have remained undetected with behavioural measures.

scholarly journals Facilitating reflection in teletandem through automatically generated conversation metrics and playback video

2021 ◽  
pp. 88-93
Author(s):  
Aparajita Dey-Plissonneau ◽  
Hyowon Lee ◽  
Michael Scriney ◽  
Alan F. Smeaton ◽  
Vincent Pradier ◽  
...  
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Native Speakers ◽  
Structured Interviews ◽  
Qualitative Review ◽  
Confidence Levels ◽  
L2 Learners ◽  
Learning English

This pilot study focuses on a tool called L2L that allows second language (L2) learners to visualise and analyse their Zoom interactions with native speakers. L2L uses the Zoom transcript to automatically generate conversation metrics and its playback feature with timestamps allows students to replay any chosen portion of the conversation for post-session reflection and self-review. This exploratory study investigates a seven-week teletandem project, where undergraduate students from an Irish university learning French (B2) interacted with their peers from a French university learning English (B2+) via Zoom. The data collected from a survey (N=43) and semi-structured interviews (N=35) show that the quantitative conversation metrics and qualitative review of the synchronous content helped raise students’ confidence levels while engaging with native speakers. Furthermore, it allowed them to set tangible goals to improve their participation, and be more aware of what, why, and how they are learning.

scholarly journals FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Nor Syahiza Shahabani ◽  
Irma Wahyuny Ibrahim
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Oral Communication ◽  
Speaking Anxiety ◽  
Reading And Writing ◽  
Second Language Speakers ◽  
Speaking Skills

Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed that English is used during formal transaction. In addition to that, the discussion on academic matters is a necessity to speak English. Next, findings for performance revealed that no matter how good or poor their achievement in this second language, speakers have to make it happen – this is one of the challenges that the speakers have to face. Lastly, the speaking anxiety may impact their (speakers) interaction with other people. Results of this study bear interesting implications towards the acquisition and learning of speaking in English among learners. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0736/a.php" alt="Hit counter" /></p>

scholarly journals Investigating The Effect Of Textualization On Learning Vocabularies Among Iranian EFL Learners

2018 ◽  
Vol 1 (6) ◽  
pp. 51-62
Author(s):  
Nazal Allahmoradi
Keyword(s):  
Second Language ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
First Language ◽  
Explicit Learning ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
L2 Learners ◽  
L2 Learning ◽  
L2 Vocabulary

Both first language (L1) learners and second language (L2) learners may incidentally gain knowledge of meaning through reading. While researchers tend to agree that incidental learning is responsible for the vast majority of L1 vocabulary learning, there is some suggestion that explicit learning of vocabulary may be responsible for most L2 vocabulary learning However, researchers agree that incidental vocabulary learning should be encouraged and incorporated into L2 learning. - There is no relationship between textualization and learning vocabulary among Iranian EFL learners.

scholarly journals Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016)

2021 ◽  
pp. 136216882199413
Author(s):  
Mai Ngoc Tran ◽  
Kazuya Saito
Keyword(s):  
Second Language ◽  
Time Pressure ◽  
Past Tense ◽  
Task Repetition ◽  
Combined Approach ◽  
Accuracy Enhancement ◽  
L2 Learners ◽  
University Level

Whereas scholars have extensively researched the pedagogical potential of 4/3/2 activities (i.e. increasing time pressure in task repetition) for enhancing second language (L2) fluency, its impact on L2 accuracy remains unclear. To help L2 learners improve both fluency and accuracy, the present study examined the effects of adding accuracy enhancement (AE) as a form of delayed metalinguistic correction to the 4/3/2 activity on the development of L2 fluency (speed, breakdown, repair) and accuracy (the acquisition of irregular and regular forms of English past tense). A total of 36 university-level students participated in three 20-minute dyadic sessions. They were randomly divided into three groups: Control, 4/3/2 and 4/3/2+AE. Whereas the 4/3/2 group repeated a monologue task three times with increasing time pressure (4 → 3 → 2 minutes), those in the 4/3/2+AE received metalinguistic correction from the researcher during the 4/3/2 activity. According to the results, a combined approach, 4/3/2+AE, simultaneously impacted learners’ overall fluency and accuracy across different topics. However, certain aspects of their fluency and accuracy development, especially those related to linguistic encoding (reduction in pauses within clauses; regular past tense forms), remained unchanged.

To What Extent is the Innate Linguistic Knowledge Involved in Second Language learning?

2016 ◽  
Vol 8 (4) ◽  
pp. 20
Author(s):  
Azhar A. Alkazwini
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Detailed Explanation ◽  
L2 Learners ◽  
L2 Learning

<p>A number of theoretical possibilities regarding UG and L2 learning have emerged in recent years. Some theories lend support to the fact that UG plays a role in L2 acquisition, where as other hypothesis claims that L2 learners have no access to UG. In this paper, a detailed explanation of these hypothesis in the light of different studies shall be presented, and the claim that L2 learners have no access to UG is falsified by studies that prove the opposite.</p>

scholarly journals Second Language Learners’ Competence of and Beliefs About Pragmatic Comprehension: Insights From the Chinese EFL Context

2022 ◽  
Vol 12 ◽  
Author(s):  
He Yang
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Behavioral Control ◽  
Study Data ◽  
Cultural Knowledge ◽  
Structured Interviews ◽  
Subsequent Performance ◽  
Efl Context ◽  
L2 Learners ◽  
Pragmatic Comprehension

It can be a great challenge for second language (L2) learners to comprehend meanings that are implied in utterances rather than the surface meaning of what was said. Moreover, L2 learners’ attitudes toward pragmatic learning are unknown. This mixed-methods study investigates L2 learners’ ability to comprehend conversational implicatures. It also explores their beliefs about and intentions to develop this ability using Ajzen’s theory of planned behavior (TPB). A total of 498 freshmen from a public university in China participated in the study. Data were collected using a web-based test, stimulated recall tasks and semi-structured interviews. Results show that the participants differed in recognizing the intended meanings. Complicated factors account for the variations. In addition to the types of implicature, learners’ beliefs about developing pragmatic comprehension also influence their learning intention, and subsequent performance. These beliefs include learners’ multi-layered, complex attitudes toward the outcomes of pragmatic learning, perceived self-efficacy beliefs regarding language proficiency and L2 cultural knowledge, actual behavioral control over opportunities and resources for pragmatic learning, and perceptions of less social pressure on pragmatic learning. The use of TPB may help language teachers and test designers to understand learners’ beliefs about L2 pragmatic learning in the English as a foreign language (EFL) context. Understanding the factors influencing learners’ intention will help design more effective teaching curricula that may integrate pragmatic instruction and testing in the future.

scholarly journals Learning a Second Language in Adulthood Changes Subcortical Neural Encoding

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Dongxin Liu ◽  
Shuo Wang ◽  
Qi Gao ◽  
Ruijuan Dong ◽  
Xinxing Fu ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speakers ◽  
Neural Encoding ◽  
Language Experience ◽  
Frequency Following Response ◽  
L2 Learners ◽  
L2 Learning ◽  
The Central Nervous System

Second language learning has been shown to impact and reshape the central nervous system, anatomically and functionally. Most of the studies on second language learning and neuroplasticity have been focused on cortical areas, whereas the subcortical neural encoding mechanism and its relationship with L2 learning have not been examined extensively. The purpose of this study was to utilize frequency-following response (FFR) to examine if and how learning a tonal language in adulthood changes the subcortical neural encoding in hearing adults. Three groups of subjects were recruited: native speakers of Mandarin Chinese (native speakers (NS)), learners of the language (L2 learners), and those with no experience (native speakers of foreign languages (NSFL)). It is hypothesized that differences would exist in FFRs obtained from the three language experience groups. Results revealed that FFRs obtained from L2 learners were found to be more robust than the NSFL group, yet not on a par with the NS group. Such results may suggest that in human adulthood, subcortical neural encoding ability may be trainable with the acquisition of a new language and that neuroplasticity at the brainstem level can indeed be influenced by L2 learning.

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