intermediate learners
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2021 ◽  
Vol 10 (2) ◽  
pp. 155-182
Author(s):  
Arnaud Arslangul ◽  
Marzena Watorek

Abstract This study examines the way in which French-speaking learners of L2 Chinese construct a type of discourse called static spatial description. It involves the analysis of an oral corpus collected from two groups of native speakers of Chinese and French, and two groups of learners of L2 Chinese at two proficiency levels (low and intermediate). The data collected consist of the description of a poster. The results show that linguistic devices used in Chinese and French to encode the locative phrase and its syntactic functions have an impact on the presence and placement of the locative in utterances encoding spatial localization. These properties in turn influence the way in which the informational content develops across the utterances in the discourse. There is a clear development of proficiency between the two L2 groups. However, intermediate learners are not yet able to organize information on the discourse level like native Chinese speakers do.


2021 ◽  
Vol 44 (3) ◽  
pp. 335-350
Author(s):  
Chuming Wang ◽  
Wei Hong

Abstract This study investigated the efficiency of learning the Chinese numeral classifiers by L2 Chinese learners by means of an alignment-oriented task. Participants were a total of 96 intermediate learners of L2 Chinese, who were randomly assigned to two experimental groups and one control group, with each group consisting of 32 participants. The continuation task used in this study consisted of a picture-based Chinese text depicting a room with an array of objects, which necessitates the use of classifiers. The two experimental groups were both required to first read the text and then write to describe their own rooms in comparison with the one in the text. One group was instructed to use the classifiers from the text as much as possible in their writing, whereas the other was not required to do so. Participants in the control group were first given the picture to look at in the absence of the text and then asked to describe their own rooms. The results showed that the continuation task significantly enhanced participants’ retention of the Chinese numeral classifiers, suggesting that the alignment-based approach is an effective way to learn difficult linguistic categories such as the Chinese classifiers.


2021 ◽  
Vol 9 (3) ◽  
pp. 279
Author(s):  
Fatemeh Khonamri ◽  
Marjan Sangari ◽  
Baqer Yaqubi

The present research tries to investigate the impact of teaching Ground Rules (GRs) on EFL learners’ quality of interaction while they are implementing Collaborative Strategic Reading (CSR). To this purpose, five Iranian EFL intermediate learners who were learning English language in an institute in Iran were selected.  In this study, after three sessions of implementing CSR, 5 GRs were explicitly taught to the learners, and learners’ interaction was analyzed for three subsequent sessions to investigate whether teaching GRs has influenced learners’ quality of interaction during the implementation of CSR. The study was done on the platform of adobe-connect. The researcher recorded learners’ interactions during six sessions for further analysis. Qualitative research design was applied in this study to examine the changes in the quality of learners’ interaction. The result of the study indicated that teaching GRs promoted the quality of learners’ interaction during the implementation of CSR.


2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Nadezhda Georgieva ◽  
◽  
Kalina Georgieva

The article discusses complexity of syncretic-character relationships between the constituents of noun phrases with prepositional postmodification in Russian language, considering their contradictory interpretations in Russian grammar guides’ analysis when applied in Russian-as-a-foreign-language teaching. The experience with beginners and pre-intermediate learners of different ages indicates the practical necessity of analyzing such units regarding their multi-aspect syntactic potential, which is often incompletely treated by contemporary linguistic theory instructions.


Author(s):  
Shin'ichiro Ishikawa

Using persuasion role-play data, this study examined the features of the persuasion by Japanese learners of English (JLE). The quantitative and qualitative comparisons between the JLE and the English native speakers (ENS) showed that (1) the JLE took turns 16–26% less and spoke 8–35% less, and they did not speak more than the interviewers; (2) they used first/second-person pronouns 19-86% less; (3) they overused fillers and “want,” while they underused hedges, second-person pronouns, amplifiers, and semi-prefabricated phrases; and (4) they were divided into three subgroups (novice, lower-intermediate, and upper-intermediate) in terms of the use of high-frequency words, and the novice learners were characterized by talking about themselves, the lower-intermediate learners by generalizing their claims, and the upper-intermediate learners by making their persuasion more effective by utilizing their lexical and grammatical knowledge. These findings could be utilized for the development of new teaching materials and curriculums to enhance L2 learners' persuasion skills.


2021 ◽  
Author(s):  
Houman Bijani ◽  
Bahareh Hashempour

Abstract Student anxiety is a considered as an impediment in learning development and in particular language acquisition. Anxious students generally refuse to take part in group and pair-work activities. Accordingly, their passive behavior is a shortcoming to pedagogical cooperation and development. The present study investigated the effect of Jigsaw Technique on reading anxiety of English as a Foreign Language) EFL intermediate Iranian learners. To this end, among 157 participants 60 intermediate learners were chosen randomly based on the Oxford Quick Placement Test (OQPT) and were instructed by the employment of Jigsaw Technique. The results of the EFL Reading Anxiety Inventory (EFLRAI) questionnaire indicated that the learners’ reading anxiety considerably decreased after the treatment. Moreover, the results revealed that the employment of Jigsaw Technique were more effective than before the treatment. The findings of the study proved the usefulness of Jigsaw Technique in promoting learners’ cooperative learning, their self-confidence, as well as reducing their anxiety and creating a stress-free environment. The findings of the study have great contribution in creating pedagogical materials for learners as they can facilitate instruction and maximize comprehension accordingly.


2021 ◽  
Vol 14 ◽  
pp. 133-168
Author(s):  
jee hyun Lee ◽  
See-Gyoon Park

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