scholarly journals Examining ESL Learners’ Knowledge of Collocations

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Rafidah Kamarudin ◽  
Shazila Abdullah ◽  
Roslina Abdul Aziz
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Target Language ◽  
Future Research ◽  
Language Form ◽  
Different Types ◽  
L2 Learners ◽  
Esl Learners

It is generally agreed that collocational knowledge is an important language form for language learners in order for them to be proficient and fluent in the target language. However, previous studies have reported that second language (L2) learners lack collocational competence and they encounter difficulties in learning and using collocations. The present study not only investigates the overall collocational knowledge of Malaysian ESL learners, but more specifically, their productive and receptive knowledge of lexical and grammatical, which so far have not been further explored. Additionally, the ESL learners’ performance on three different types of collocations: verb-noun, adjective-noun, and verb-preposition is also investigated. Results of the study reveals a few interesting findings with respect to the Malaysian ESL learners’ overall knowledge of collocations, in particular their productive and receptive knowledge of collocations in relation to the three different types of collocations (verb-noun, adjective-noun, and verb-preposition). Pedagogical implications with regard to collocations and recommendations for future research are also put forward. investigated both the receptive and productive aspects of collocational.

scholarly journals Chunk use and development in advanced Chinese L2 learners of English

2016 ◽  
Vol 22 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Junping Hou ◽  
Hanneke Loerts ◽  
Marjolijn H. Verspoor
Keyword(s):  
Second Language ◽  
First Language ◽  
Target Language ◽  
Future Research ◽  
Complexity Measures ◽  
Advanced Learners ◽  
English Classes ◽  
L2 Learners ◽  
Proficiency Scores ◽  
Over Time

The use of ‘chunks’ is not only a common and characteristic feature of first language use, but may also be a distinguishing factor between less and more proficient second language users. The present study aimed at investigating potential correlations between chunk use and holistically rated proficiency scores and development over time in advanced Chinese learners of English as a second language (L2) over the course of 18 months of English classes. Neither holistically rated proficiency scores nor common complexity measures had shown any progress in these learners, but a few lexically based measures did. Therefore, the development of chunks in these learners was examined as chunks are mostly lexical in nature and might show more subtle progress over time. The use of chunks was examined in the first and last two texts of the learners and, in line with previous research, it was found that more proficient writers use relatively more chunks, specifically collocations. Chunk coverage, the total number of chunk words divided by the total number of words, also correlated with some holistic proficiency scores, and increased significantly over time. Average chunk length did not show any correlation with proficiency scores nor did it increase over time. Increased proficiency in written texts is thus specifically related to the use of more chunks. This study shows that development in advanced Chinese L2 learners of English appears to be subtle, which might be due to the fact that at this advanced level mainly lexical changes take place. Future research into development over time in advanced learners may thus have to zoom in on lexical measures especially. Implications of this study point to the importance of promoting the use of target language chunks to advanced learners of English.

Affordances and Constraints of Intelligent Personal Assistants for Second-Language Learning

RELC Journal ◽  
2021 ◽  
pp. 003368822110205
Author(s):  
Gilbert Dizon
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Research Synthesis ◽  
Target Language ◽  
Future Research ◽  
Theoretical Justification ◽  
L2 Learners ◽  
Personal Assistants ◽  
Meaningful Communication

This paper provides a research synthesis of intelligent personal assistants (IPAs) – that is, cloud-based virtual assistants such as Alexa, Google Assistant, and Siri – for second language (L2) learning. The article also offers a theoretical justification for the use of IPAs in language learning and outlines the affordances and constraints of the technology. Finally, the article proposes directions for future research on the topic of IPAs based on the aforementioned review of L2 literature. While research indicates that IPAs increase opportunities for meaningful communication in the target language, enhance speaking ability, and provide indirect pronunciation feedback, they also present some challenges for L2 learners – namely, IPAs struggle to reliably understand L2 speech, which may limit the usability of virtual assistants among heavily accented learners.

Second language processing of English past tense morphology: The role of working memory

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Filiz Rızaoğlu ◽  
Ayşe Gürel
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Processing ◽  
Native Speakers ◽  
Negative Relationship ◽  
Masked Priming ◽  
Morphological Processing ◽  
Target Language ◽  
Past Tense ◽  
L2 Learners

AbstractThis study examines, via a masked priming task, the processing of English regular and irregular past tense morphology in proficient second language (L2) learners and native speakers in relation to working memory capacity (WMC), as measured by the Automated Reading Span (ARSPAN) and Operation Span (AOSPAN) tasks. The findings revealed quantitative group differences in the form of slower reaction times (RTs) in the L2-English group. While no correlation was found between the morphological processing patterns and WMC in either group, there was a negative relationship between English and Turkish ARSPAN scores and the speed of word recognition in the L2 group. Overall, comparable decompositional processing patterns found in both groups suggest that, like native speakers, high-proficiency L2 learners are sensitive to the morphological structure of the target language.

Neural deficits in auditory phonological processing in Chinese children with English reading impairment

2015 ◽  
Vol 19 (2) ◽  
pp. 331-346 ◽  
Author(s):  
XIANGZHI MENG ◽  
HANLIN YOU ◽  
MEIXIA SONG ◽  
AMY S. DESROCHES ◽  
ZHENGKE WANG ◽  
...  
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
Inferior Frontal Gyrus ◽  
Superior Temporal Gyrus ◽  
Neural Mechanism ◽  
Reading Impairment ◽  
English Reading ◽  
L2 Learners ◽  
L1 And L2 ◽  
Esl Learners

Auditory phonological processing skills are critical for successful reading development in English not only in native (L1) speakers but also in second language (L2) learners. However, the neural deficits of auditory phonological processing remain unknown in English-as-the-second-language (ESL) learners with reading difficulties. Here we investigated neural responses during spoken word rhyme judgments in typical and impaired ESL readers in China. The impaired readers showed comparable activation in the left superior temporal gyrus (LSTG), but reduced activation in the left inferior frontal gyrus (LIFG) and left fusiform and reduced connectivity between the LSTG and left fusiform when compared to typical readers. These findings suggest that impaired ESL readers have relative intact representations but impaired manipulation of phonology and reduced or absent automatic access to orthographic representations. This is consistent with previous findings in native English speakers and suggests a common neural mechanism underlying English impairment across the L1 and L2 learners.

scholarly journals “Reduced Forms” Influence on Second Language Learners’ Listening Input-Intake Conversion

2021 ◽  
Vol 3 (5) ◽  
pp. 194-199
Author(s):  
Yueyang Zhao
Keyword(s):  
Second Language ◽  
Empirical Study ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Factors Influencing ◽  
Comprehension Ability ◽  
Input Hypothesis ◽  
Esl Learners ◽  
Reduced Forms

This article analyses the factors influencing the process of input-intake conversion and focuses on the effect of “reduced forms” on English as a Second Language (ESL) learners’ listening comprehension. The Input Hypothesis, the Noticing Hypothesis, the input-intake relationship, and the factors influencing the input-intake relationship are critically reviewed and analyzed. The empirical study of Brown and Hilferty [1] is reviewed and discussed to show reduced forms’ influence on ESL learners’ listening comprehension. The results prove that integrating reduced forms into ESL lessons is both necessary and meaningful for improving students’ listening comprehension ability.

scholarly journals Arabic Learners’ Production of Regular English Past Tense Verbs

2021 ◽  
Vol 13 (6) ◽  
pp. 76
Author(s):  
Baraa A. Rajab
Keyword(s):  
Second Language ◽  
Past Tense ◽  
Inflectional Morphology ◽  
Native Languages ◽  
L1 Transfer ◽  
Obligatory Contour Principle ◽  
Arabic Speakers ◽  
L2 Learners ◽  
Esl Learners ◽  
Abstract Feature

Previous studies show that second language (L2) learners of English sometimes produce the verb with proper past tense inflectional morphology as in help[t] and sometimes repair the cluster, as in helpø or hel[pəd]. Complicating matters, these studies focused on L2 learners whose native languages disallowed codas or had very restricted codas. Thus, it is difficult to tell whether any problems in producing past tense morphology are due to first language L1-transferred coda restrictions, or an inability to acquire the abstract feature of past tense. To rule out native language syllable structure interference, this paper aims to examine the production of the English regular past tense verb by Arabic L1 ESL learners, a language that allows complex codas. The paper also examines the role of a phonological universal, the Obligatory Contour Principle (OCP) that disallows two adjacent similar sounds, and its effect on learners’ production. The data come from twenty-two English as a Second Language (ESL) students at three levels of proficiency. The task was a sentence list eliciting target clusters in past tense contexts that violate manner in OCP: fricative + stop ([st], [ft]) vs. stop + stop ([pt], [kt]). Results show that L1 Arabic speakers have difficulty in producing past tense morphology, even though their L1 allows complex codas. Fricative + stop clusters are repaired (epenthesis/deletion) at a lower rate (low =25.71%, intermediate = 6.6%, high=11.11%) than stop + stop clusters (low=57.14%, intermediate = 40.27%, high=22.91%). The higher rate of repair is clear in stops + stop clusters suggesting that learners abide by phonological universals and prefer not to violate OCP. Finally, proficiency level has an effect on target-like production, as higher-proficiency learners produce past-tense morphology at a higher rate than lower-proficiency learners. Together, these results indicate that L1 transfer is not the only source of difficulty in the production of past tense morphology, and that the abstract feature of tense is problematic, particularly at the early stages of ESL development.

scholarly journals Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

2019 ◽  
Vol 28 (2) ◽  
pp. 82-95
Author(s):  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Novice Teachers ◽  
Language Learners ◽  
English Language ◽  
Target Language ◽  
Bachelor Of Education ◽  
Longitudinal View ◽  
Core French ◽  
Teachers Perspectives

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages.  With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. 

scholarly journals VOCABULARY ACQUISITION AMONG ESL LEARNERS: A LOOK AT STRATEGIES AND BARRIERS

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Eliyas S. Mohandas
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Target Language ◽  
C Language ◽  
Vocabulary Strategies ◽  
Learning Barriers ◽  
Vocabulary Learning Strategies ◽  
Higher Institution ◽  
Esl Learners

Having good vocabulary can help language learners go a long way towards mastering their target language. Language learners need to know both grammatical aspects as well as the meaning of words in order to communicate effectively. This study investigates the vocabulary learning strategies and also language learning barriers of undergraduates in a higher institution of learning. The instrument used for this study is a survey. The survey has three main sections; (a) personal details, (b) vocabulary strategies, and (c) language learning barriers. Data collected is analysed using SPSS and presented in the form of mean scores. Findings revealed that learners use vocabulary strategies such as metacognitive, guessing, dictionary, note-taking and rehearsal strategies. Findings also revealed that language barriers such as effective, environment and motivation can hinder learners’ learning of vocabulary of the target language. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0767/a.php" alt="Hit counter" /></p>

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Using Feedback in ESL and EFL Asynchronous Online Environments

2018 ◽  
pp. 206-222
Author(s):  
Larisa Olesova ◽  
Luciana de Oliveira
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Online Courses ◽  
Target Language ◽  
Audio Feedback ◽  
Instructional Feedback ◽  
Oral Feedback ◽  
Efl Students ◽  
Online Environments

Researchers and practitioners' interest in finding more effective ways to provide instructional feedback in order to help second language learners in online environments has increased. The majority of studies found evidence about effectiveness of written and oral feedback to improve student's writing in a target language when they enroll in online courses taught in English. However, some studies also found limitations of both types of feedback when they provided for second language learners. Therefore, researchers and practitioners investigated benefits of other types of feedback and among them is audio feedback. The purpose of this chapter is to overview instructional capabilities of written, oral and audio feedback and how they can support ESL and EFL students in asynchronous online courses. This chapter also discusses when and how to provide different types of feedback when ESL and EFL students are enrolled in online courses taught in English.

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