scholarly journals The Effect of English Passive Voice Learning on the Use of “Bei” Structure: An Empirical Study

2016 ◽  
Vol 6 (4) ◽  
pp. 197
Author(s):  
Min Cao
Keyword(s):  
Foreign Language ◽  
Empirical Investigation ◽  
English Proficiency ◽  
First Language ◽  
L2 Proficiency ◽  
Passive Voice ◽  
Efl Learners ◽  
Proficiency Level ◽  
Sentence Level ◽  
L1 And L2

<p>This paper conducts an empirical investigation among English foreign language (EFL) learners at a university in China, mainly on their understanding of the passive voice in their native language to verify the existence of backward transfer in their first language (L1) environment and how backward transfer may relate to the learners’ proficiency of second language (L2) English and L1 Chinese in the sentence translation task (STT) and discourse task (DT) of Chinese paragraph writing. The study shows that backward transfer does exist at STT or sentence level in L1 environment. Additionally, the Chinese participants at intermediate English proficiency level are likely to experience backward transfer from L2 English to L1 Chinese. Moreover, for EFL learners at the lower and top English proficiency level no obvious signs of backward transfer shown at the sentence level. And all of the EFL participants have not been influenced by L2 English in the Chinese discourse task. The results of this study convey the complexity of backward transfer and its interactions with L1 and L2 proficiency and different tasks.</p>

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

2020 ◽  
pp. 136216882098139
Author(s):  
Hyun Soo Kim ◽  
Jang Ho Lee ◽  
Hansol Lee
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
First Language ◽  
Relative Effectiveness ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Vocabulary ◽  
L1 And L2

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples ( N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

scholarly journals On the Acquisition of Derivational Suffixes by Kuwaiti EFL Learners

2017 ◽  
Vol 13 (17) ◽  
pp. 223
Author(s):  
Maye A. Alotaibi ◽  
Abdullah M. Alotaibi
Keyword(s):  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Production Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Comprehension Skills ◽  
L1 Influence

This study aims to test the extent to which 90 Kuwaiti EFL learners are aware of the correct use of derivational suffixes in English. It also identifies the mains reasons of the errors that Kuwaiti EFL learners may make. In addition, it investigates whether the English proficiency level of the participants plays a role in their answers on the test. To this end, the participants were tested twice in this study; a multiple-choice test was used to check their comprehension skills, whereas a fill-in the blank test was used to measure their ability to produce the correct derivational suffixes in English. Following data analysis, the results reveal that Kuwaiti EFL learners are fairly aware of the correct use of English derivational suffixes to a certain degree; the total mean on both tests (comprehension = 70% and production = 56%) is 63%. The participants obtained higher percentage of correct answers on the comprehension test (mean= 70%) compared to the production test (mean = 56%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension and production of these suffixes. The performance of the Advanced Learners (ALs) (comprehension = 77% and production = 62%) is better than that of the Intermediate Learners (ILs) (comprehension = 64% and production = 48%) on the tests. In particular, there is a statistically significant difference between the answers of ALs and ILs on both tests. Regarding the types of error made by the participants, I argued that the most noticeable ones are due to: (1) the modification that non-neutral derivational suffixes cause when they are attached to the word (stems/roots); and (2) first language (L1) influence. Finally, the study concludes with some recommendations for further research.

scholarly journals The Use of Inflectional Morphemes by Kuwaiti EFL Learners

2016 ◽  
Vol 6 (3) ◽  
pp. 32
Author(s):  
Abdullah M. Alotaibi
Keyword(s):  
Negative Transfer ◽  
English Proficiency ◽  
First Language ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Advanced Learners ◽  
Efl Learners ◽  
Proficiency Level ◽  
Significant Difference ◽  
Inflectional Morphemes

<p>This research paper aims to test the extent to which 100 Kuwaiti EFL learners are aware of the correct use of inflectional morphemes in English. It also explores the main causes of the errors that Kuwaiti EFL learners may make. Additionally, it checks whether the English proficiency level of the participants plays a role in their answers on the test. To this end, a multiple-choice test was used to measure the participants’ ability to use the correct inflectional morphemesin English. Following data analysis, the results reveal that Kuwaiti EFL learners are aware of the correct use of the inflectional morphemes in English to a certain degree (total mean=65.5%). Additionally, the t-test shows that the participants’ English proficiency level plays a central role in their comprehension of these morphemes. In particular, there is a statistically significant difference between the answers of the advanced learners (ALs) (73.5%) and intermediate learners (ILs) (57.5%). The number of correct answers provided by ALs is higher than that provided by ILs. Regarding the types of errors made by the participants, it has been argued that the most noticeable ones are due to first language (L1) negative transfer and the irregularity of some types of inflectional morphemes in English. Finally, the study concludes with some pedagogical implications and recommendations for further research.</p>

scholarly journals Common Grammatical Errors in Written Discourse of EFL Iraqi Learners

2020 ◽  
Vol 24 ◽  
pp. 25
Author(s):  
Doaa Faris Al-shammery ◽  
Azar Huesiani ◽  
Hesamoddin Shahriari
Keyword(s):  
First Language ◽  
Target Language ◽  
Passive Voice ◽  
Written Discourse ◽  
Efl Learners ◽  
Written Production ◽  
Proficiency Level ◽  
Linguistic System ◽  
Grammatical Errors ◽  
The Common

The current study was an attempt to explore the common grammatical errors in written discourse of EFL Iraqi learners across gender. To this end, five male and five female Iraqi EFL academic learners with the same proficiency level were randomly selected. The participants were supposed to write a descriptive composition on a common topic.  Findings showed Iraqi EFL learners made various errors in the following categories including tenses, prepositions, articles, active and passive voice, verbs and morphological error. It has been  found that most of these errors caused by the effect of grammatical and linguistic system of participants’ first language on their written production of the target language.

Task complexity, L2 proficiency and EFL learners’ L1 use in task-based peer interaction

2021 ◽  
pp. 136216882110046
Author(s):  
Jinfen Xu ◽  
Yumei Fan
Keyword(s):  
Foreign Language ◽  
Cognitive Complexity ◽  
Peer Interaction ◽  
Task Complexity ◽  
First Language ◽  
L2 Proficiency ◽  
Complex Tasks ◽  
Efl Learners ◽  
L1 Use ◽  
The Impact

This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group, each with twelve pairs. Each group completed two collaborative tasks of different cognitive complexity. The results showed that task complexity had an appreciable impact on the use of L1 and its functions. It is also found that the impact of task complexity was dependent on learners’ English proficiency. Specifically, the higher-proficiency group employed more L1 to perform complex tasks than they did in the simple versions of the tasks. These learners also devoted significantly more L1 turns to fulfill the functions of metacognitive and grammar talk to complete the complex tasks. These trends did not hold for the lower-proficiency group.

Backward Pragmatic Transfer: An Empirical Study on Compliment Responses among Chinese EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1846
Author(s):  
Min Cao
Keyword(s):  
Foreign Language ◽  
First Language ◽  
L2 Proficiency ◽  
Written Discourse ◽  
Efl Learners ◽  
Pragmatic Transfer ◽  
Response Strategies ◽  
The Past ◽  
Compliment Responses ◽  
Four Levels

This present study aims at investigating compliment response strategies used by different groups of Chinese English as a foreign language (EFL) learners in order to find out the evidence of the existence of backward transfer from foreign language (FL) or second language (L2) English to their first language (L1) Chinese at pragmatic level. The data is collected through a written Discourse Complete Task (DCT) among four levels of EFL learners in a university in China. The data suggests that backward transfer occurs in their L1 Chinese compliment response. Moreover, backward pragmatic transfer is enhanced by EFL learners’ L2 proficiency. The results of this study are compared with those of Qu & Wang (2005) to see the great changes in the past ten years. The results of this study point to the complexity of language transfer and its interaction with L2 proficiency.

scholarly journals Exploring the Transfer Relationship of Summarizing Skills in L1 and L2

2018 ◽  
Vol 11 (10) ◽  
pp. 75
Author(s):  
Makiko Kato
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Future Research ◽  
Efl Learners ◽  
Knowledge And Skills ◽  
Summary Writing ◽  
Japanese University ◽  
L1 And L2 ◽  
Relationship Of ◽  
The Relationship

The purpose of the present study is to examine whether the summarizing skills in the first language (L1) of learners of English as a Foreign Language (EFL) affect their summary performances in a second language (L2). To examine the transferring of L1 summarizing skills to L2 summary performance it is necessary to figure out which L1 knowledge and skills EFL learners already possess. A total of 47 Japanese university students with low intermediate English proficiency were asked to write a summary in their L2 (i.e., English) and L1 (i.e., Japanese) of a text written in each of the same languages after they received a quick lecture on how to write a summary. The relationship between their L1 and L2 summarizing skills was examined by using the scores from their L1 and L2 summary performances. The results showed that a small variance of L1 summarizing skill affected the overall summary performances in L2, which supports the Cummins&rsquo;s (1976) Linguistics Threshold Hypothesis. This study concludes by offering several suggestions for teachers of summary writing, and implications for future research.

scholarly journals On the Acquisition of the Prenominal Adjective Order by Kuwaiti EFL Learners

2017 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Maye A. Alotaibi ◽  
Abdullah M. Alotaibi
Keyword(s):  
Negative Transfer ◽  
English Proficiency ◽  
First Language ◽  
Advanced Learners ◽  
Efl Learners ◽  
English Grammar ◽  
Proficiency Level ◽  
Significant Difference ◽  
Intermediate Learners ◽  
Types Of Error

This study aims to test the extent to which 80 Kuwaiti EFL learners are aware of prenominal adjective ordering system in English, particularly how it affects Kuwaiti EFL learners’ grasp on English grammar. In addition, it checks whether the English proficiency level of the participants plays a role in their answers on the test. Therefore, a prenominal adjective ordering test was used to measure the participants’ ability to produce the correct order of prenominal adjectives in English. This research instrument was chosen on the basis of the researchers’ belief that this type of test leads to uncovering the causes beyond the correct/wrong answers provided by the participants on the test. Following data analysis, the results reveal that Kuwaiti EFL learners may not be fully aware of the prenominal adjective ordering system in English (total mean=48.75%). The t-test shows that the English proficiency level of the participants plays a crucial role in the production of prenominal adjectives in English. In particular, there is a statistically significant difference between the answers of the advanced (65%) and intermediate learners (32.5%). The number of correct answers provided by the advanced learners is higher than that provided by the intermediate learners. Regarding the types of error made by the participants, it has been argued that the most noticeable ones are due to first language (L1) negative transfer. Finally, the study concludes with some pedagogical implications and recommendations for further research.

scholarly journals The cross-linguistic influence of Arabic on the English passive voice

2020 ◽  
Vol 10 (3) ◽  
pp. 182-190
Author(s):  
Fatma Ali Lghzeel ◽  
Noor Raha Mohd Radzuan
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Mother Tongue ◽  
First Language ◽  
Negative Influence ◽  
Target Language ◽  
High Rate ◽  
Passive Voice ◽  
L1 Transfer ◽  
Efl Learners

It is difficult to describe cross-linguistic influence; however, it has been a contentious phenomenon for a long time. Whenever the speaker of a language becomes bilingual, the first language will subtly affect the new one, even if it is not used much. This is how first language influence begins since the majority of Arab English as a foreign language (EFL) learners suffer from this problem. This current research aims to study the negative influence of the native language (Arabic) on utilising the English passive voice. In this article, we aim to discover the levels of Arab EFL learners’ knowledge of the passive voice, as well as to examine the percentage of interlingual and intralingual errors. This study applies a quantitative method. Forty-six participants, who are Arab EFL learners studying at the Universiti Malaysia Pahang, engaged in the task of answering a grammar test. To conclude, the results show that Arab students have a high rate of L1 transfer on the English passive voice, and their levels of knowledge of passive voice are identified. The researchers recommend mixed methods for further research in order to provide a wider understanding about this issue.   Keywords: English as a foreign language, mother tongue, native language, target language.

“Identical” vowels in L1 and L2? Criteria and implications for L2 phonetics teaching and learning

2016 ◽  
Vol 16 ◽  
pp. 144-178 ◽  
Author(s):  
Nikola Maurova Paillereau
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Strong Influence ◽  
First Language ◽  
Positive Transfer ◽  
Phonetic Similarity ◽  
Perceptual Characteristics ◽  
L1 And L2

Researchers in the field of the teaching and learning of phonetics agree that learners of a foreign/second language (L2) acquire identical vowels by positive transfer from their first language (L1). This statement prompted us to examine whether the French and Czech languages, differing in the size of their vowel inventories, possess any identical vowels that could thus be omitted from French as a Foreign Language (FFL) phonetic curricula intended for Czech learners. The quantification of the vowels’ phonetic similarity is based on the comparison of their (1) phonetic symbols, (2) formant values (F-patterns), and (3) perceptual characteristics. The combined results show that strictly identical vowels between the two languages do not exist, but some French vowels can be defined as highly similar to some Czech vowels. Different coarticulatory effects of vowels produced in isolation and in labial, dental and palato-velar symmetrical environments point to a very strong influence of phonetic contexts on vowel similarity. Indeed, no French vowel is highly similar to any Czech vowel in all of the contexts studied. The findings suggest that phonetic exercises designed for Czech learners should focus on allophonic variations of all French vowels.

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