- Pinter, A. & Zandian, S. (2014). 'I don't ever want to leave this room': Benefits of researching 'with' children. ELT Journal, 68(1), 64-74.
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摘要:This paper considers an alternative perspective to complement the existing body of research in child EFL/ESL. This perspective assumes that children's views are different from those of adults, and, since children are 'experts' of their own lives, it is worthwhile for adults to explore innovative ways in which their unique experiences and perspectives can be uncovered. The paper reports on the two authors' joint research projects in which children have been involved in various participatory activities. Using short extracts taken from conversations between an adult researcher and the children, we attempt to illustrate some of the benefits of researching 'with' children. The data indicate that children exercise their agency by shaping the research activities in their own ways, making spontaneous comments, asking unexpected questions, and selecting topics they find relevant. We also consider some of the challenges involved in this type of research, but conclude by recommending that working with children 'collaboratively' in research projects is an excellent learning experience for teachers, researchers, and children alike. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Children, Adults, English as a Second Language, Applied Linguistics, Research Design
- Quintana-Lara, M. (2014). Effect of Acoustic Spectrographic Instruction on production of English /i/ and /I/ by Spanish pre-service English teachers. Computer Assisted Language Learning, 27(3), 207-227.
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摘要:This study investigates the effects of Acoustic Spectrographic Instruction on the production of the English phonological contrast /i/ and / I /. Acoustic Spectrographic Instruction is based on the assumption that physical representations of speech sounds and spectrography allow learners to objectively see and modify those non-accurate features in their oral production which may impede effective communication in the target language. Twenty-six pre-service non-native English teachers, 16 in the experimental group and 10 in the control group, participated in the investigation. During a two-week period, the experimental group received Acoustic Spectrographic Instruction while the control group was exposed to a more traditional pronunciation approach. Production accuracy of the target segments was evaluated by two production tasks and a perceptual identification task. Acoustic measurements from the production tasks show that Acoustic Spectrographic Instruction significantly improved pronunciation of both vowels. Data from perceptual identification also indicate pronunciation improvement of both vowels, particularly for English / I /. Taken together, the results of these three experiments lend support to the use of acoustic features of speech and spectrography in English segmental acquisition. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Nonnative Speakers, Acoustic Analysis, Pronunciation, Speech Sounds, English as a Second Language Learning, Vowels
- Turk, E. & Ercetin, G. (2014). Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning. Computer Assisted Language Learning, 27(1), 1-25.
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摘要:This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the simultaneous display condition presented the verbal (definitions) and visual (associated pictures) information in a single gloss. Eighty-two students were randomly assigned to the treatment conditions and were asked to read an annotated expository text. Reading comprehension was measured through a recall protocol and a multiple-choice test. Incidental vocabulary learning was measured through unannounced vocabulary tests of form recognition, meaning production, definition match, and bilingual synonym match. T-tests and ANOVA analyses indicated that the participants utilized glosses less frequently when they were given the control over access to the type of multimedia information. In addition, simultaneous display of multimedia information led to better performance on reading and vocabulary tests. The results are in line with the contiguity principle of Generative Theory of Multimedia Learning, which posits that presenting verbal and visual information simultaneously reduces cognitive load and results in better learning. The findings have implications for both the development of multimedia materials for L2 learners and training of learners to interact with multimedia materials. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Multimedia, Vocabulary Learning, Reading Comprehension, English as a Second Language Learning, Second Language Reading, Second Language Learning Theories, English as a Second Language Instruction, Vocabulary Instruction, Second Language Reading Instruction
- Polat, B. & Kim, Y. (2014). Dynamics of complexity and accuracy: A longitudinal case study of advanced untutored development. Applied Linguistics, 35, 184-207.
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摘要:This longitudinal case study follows a dynamic systems approach to investigate an under-studied research area in second language acquisition, the development of complexity and accuracy for an advanced untutored learner of English. Using the analytical tools of dynamic systems theory (Verspoor et al. 2011) within the framework of complexity, accuracy, and fluency (Skehan 1998; Norris and Ortega 2009), the study tracks accuracy, syntactic complexity, and lexical diversity in the speech of a Turkish immigrant over one year. Results from these oral interviews show that most development occurred in the participant's lexical diversity, syntactic complexity showed potential but unverifiable gains, and accuracy showed no development. These findings suggest that an untutored language learner may develop advanced lexical and syntactic skills, but achieving grammatical accuracy without instruction may be more difficult. Overall, dynamic systems theory seems to provide a suitable framework for examining the linguistic development of advanced naturalistic learners, with important implications for future research involving untutored immigrant and refugee populations of English language learners. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, English as a Second Language Learning, Learning Processes, Self Instruction, Syntactic Complexity, Case Studies, Turkish, Longitudinal Studies
- Sung, C. C. M., & Hundt, M. (2013). Exploring second-language varieties of English and learner Englishes: Bridging a paradigm gap. Studies in Second Language Acquisition, 35, 560-562.
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关键词:applied linguistics, English as a second/foreign language learning
- Dekydtspotter, Laurent, Wang, Yi-Ting, Kim, Bora, Kim, Hyun-Jin, & Kim, Hye-Kyung. (2012). Anaphora under reconstruction during processing in English as a second language. Studies in Second Language Acquisition, 34, 561-590.
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摘要:Movement appears to be specific to natural-language grammars. Thus, processing moments that reflect the computations of traces -- specifically intermediate traces left by cyclic movement -- signal a parsing mechanism specialized for language. Likewise, constraints on binding in English are unlike binding in formal systems: They seem to reflect computations in a specialized grammatical organization. Hence, binding-theoretic computations mediated by cyclic movement chains in the resolution of anaphors and pronouns during processing can be seen as privileged signatures of this grammatical architecture. Adult second language (L2) learners produced reading time asymmetries that reflect binding-theoretic constraints on the logical form reconstructions of anaphors and pronouns along movement chains in real time. These suggest that the processing of English as a L2 is structurally driven. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Anaphora, English as a Second Language Learning, Movement Grammatical, Binding, Logical Form, Pronouns, Language Processing
- Houck, N. (2011). Learning politeness: Disagreement in a second language. Studies in Second Language Acquisition, 33, 631-632.
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关键词:applied linguistics, English as a second/foreign language learning, semantics, pragmatics
- Sung, Chit Cheung Matthew. (2011). Strategic language learning: The roles of agency and context. Studies in Second Language Acquisition, 33, 477-478.
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关键词:applied linguistics, English as a second/foreign language learning
- Zhang, Dongbo. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96, 558-575.
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摘要:Using structural equation modeling analysis, this study examined the contribution of vocabulary and grammatical knowledge to second language reading comprehension among 190 advanced Chinese English as a foreign language learners. Vocabulary knowledge was measured in both breadth (Vocabulary Levels Test) and depth (Word Associates Test); grammatical measures focused on learners' implicit (timed grammaticality judgment task), as well as explicit knowledge (grammatical error correction task); reading comprehension had three indicators, namely, co-reference, textual inference, and gist. Vocabulary knowledge related significantly to reading comprehension; grammatical knowledge showed a weak contribution to reading comprehension after controlling for the effect of vocabulary knowledge. In addition, learners' implicit knowledge of grammar had a stronger relationship to reading comprehension than explicit knowledge, over and above the effect of vocabulary size. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, applied linguistics, reading readiness/acquisition/achievement, Reading Comprehension, Second Language Reading, English as a Second Language Learning, Vocabulary Size
- Zhao, Jun. (2012). Making requests by Chinese EFL learners. The Modern Language Journal, 96, 648-649.
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关键词:applied linguistics, English as a second/foreign language learning, semantics, pragmatics
- Vongpumivitch, Viphavee. (2012). Motivating lifelong learning of English? Test takers' perceptions of the success of the General English Proficiency Test. Language Assessment Quarterly, 9, 26-59.
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摘要:The General English Proficiency Test (GEPT) was developed in accordance with the Taiwanese Ministry of Education's three goals to improve learners' English proficiency, motivate English learning, and promote lifelong learning. This article used questionnaires to investigate the success of the GEPT in meeting these goals. As the GEPT is intended for Taiwanese English as a foreign language, learners from all walks of life (Wu, 2012), both student and non-student GEPT test takers were involved in this study (n = 384). Results showed that although most test takers responded that the GEPT was successful in making them feel that their English has improved, only a slight majority responded that the GEPT was successful in motivating them to learn English. Most test takers did not support the idea that the GEPT was successful in promoting lifelong learning. Probit regression was used to examine the relationships between these verdicts and variables such as test takers' background, motivational influences, feeling toward the GEPT, perceptions toward self-assessment, learner autonomy, and capacities for lifelong learning. Based on the findings, the article argues for a unique place of the GEPT in the Taiwanese context and reflects on the use of tests to promote lifelong learning of a foreign language. Adapted from the source document
关键词:applied linguistics, language testing and assessment, applied linguistics, English as a second/foreign language learning, English as a Second Language Learning, Taiwan, English as a Second Language Tests, Student Attitudes, Motivation
- Kangas, Sara E. N., & Goss, J. (2012). Why do English language learners struggle with reading? Distinguishing language acquisition from learning disabilities. TESOL Quarterly, 46(2), 422-425.
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摘要:无可用选项。
关键词:applied linguistics, reading readiness/acquisition/achievement, applied linguistics, English as a second/foreign language learning, learning disabilities, reading and writing disabilities
- Shaw, P. (2013). Plagiarism, intellectual property and the teaching of L2 writing. System, 41(1), 198-200.
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关键词:applied linguistics, English as a second/foreign language learning
- Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445-474.
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摘要:The present study explores the relative efficacy of recasts over metalinguistic feedback on the learning of the English that-trace filter and how working memory capacity (WMC) is related to the extent to which learners can benefit from recasts and metalinguistic feedback. Fifty-four Korean English as a foreign language (EFL) learners from six intact classes at a university formed two experimental groups (recasts and metalinguistic feedback) and one control group and carried out two first language (L1) working memory (WM) span tasks (reading span and operation span tasks). The two experimental groups participated in two information gap activities over two treatment sessions, during which they were required to ask questions involving the that-trace filter and received corrective feedback (either recasts or metalinguistic feedback) on their erroneous utterances. Two dependent variable measures (a written production test and a grammaticality judgment test) were administered in each test session (pretest and immediate posttest). Results showed that recasts were as effective as metalinguistic feedback in facilitating the acquisition of the target construction. This may, to some extent, be attributable to the blocking of modified output opportunities specifically designed in this study to prevent modified output from playing a potential role as a confound. Also, individual differences in WMC significantly predicted, and thus mediated the effects of, recasts but not metalinguistic feedback, on the acquisition of the that-trace filter. This suggests that executive attention or attention control (considered as a critical component of WMC) is involved in the noticing of recasts, but not in the noticing of metalinguistic feedback. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Feedback, English as a Second Language Learning, Short Term Memory, Second Language Learning, Korean, Educational Activities
- Gordon, J. (2012). The NNEST lens: Non native English speakers in TESOL. Studies in Second Language Acquisition, 34, 518-519.
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关键词:applied linguistics, English as a second/foreign language learning
- Isaacs, T., & Trofimovich, P. (2012). Deconstructing comprehensibility: Identifying the linguistic influences on listeners' L2 comprehensibility ratings. Studies in Second Language Acquisition, 34, 475-505.
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摘要:Comprehensibility, a major concept in second language (L2) pronunciation research that denotes listeners' perceptions of how easily they understand L2 speech, is central to interlocutors' communicative success in real-world contexts. Although comprehensibility has been modeled in several L2 oral proficiency scales -- for example, the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) -- shortcomings of existing scales (e.g., vague descriptors) reflect limited empirical evidence as to which linguistic aspects influence listeners' judgments of L2 comprehensibility at different ability levels. To address this gap, a mixed-methods approach was used in the present study to gain a deeper understanding of the linguistic aspects underlying listeners' L2 comprehensibility ratings. First, speech samples of 40 native French learners of English were analyzed using 19 quantitative speech measures, including segmental, suprasegmental, fluency, lexical, grammatical, and discourse-level variables. These measures were then correlated with 60 native English listeners' scalar judgments of the speakers' comprehensibility. Next, three English as a second language (ESL) teachers provided introspective reports on the linguistic aspects of speech that they attended to when judging L2 comprehensibility. Following data triangulation, five speech measures were identified that clearly distinguished between L2 learners at different comprehensibility levels. Lexical richness and fluency measures differentiated between low-level learners; grammatical and discourse-level measures differentiated between high-level learners; and word stress errors discriminated between learners of all levels. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Intelligibility, English as a Second Language Learning, Pronunciation, Fluency, Speech Perception, Nonnative Speakers, Language Proficiency, Second Language Learning
- McDonough, K., & de Vleeschauwer, J. (2012). Prompt-type frequency, auditory pattern discrimination, and Efl learners' production of wh-questions. Studies in Second Language Acquisition, 34, 355-377.
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摘要:Recently researchers have suggested that syntactic priming may facilitate the production of wh-questions with obligatory auxiliary verbs, particularly when learners are prompted to produce those questions with a wide variety of lexical items (McDonough & Kim, 2009; McDonough & Mackey, 2008). However, learners' ability to benefit from syntactic priming materials with prompt-type frequency may be mediated by their ability to recognize patterns in aural input. The purpose of this replication study is to confirm the positive impact of prompt-type frequency on learners' production of wh-questions reported by McDonough and Kim (2009), and to investigate whether its impact is mediated by learners' auditory pattern-discrimination abilities. Thai learners (n = 43) of English as a foreign language (EFL) carried out three oral tests, two sets of syntactic priming activities, and an auditory pattern-discrimination test over a 4-week period. Half of the learners carried out the syntactic priming activities with low-type-frequency prompts, whereas the other learners received high-type-frequency prompts. The results revealed a significant interaction between Type Frequency x Auditory Pattern Discrimination on the immediate and delayed posttests. The findings are discussed in terms of the potential role of individual cognitive factors in mediating the relationship between syntactic priming and second language (L2) development. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Wh Phrases, Syntactic Processing, Priming, English as a Second Language Learning, Second Language Learning, Auxiliary Verbs, Thai
- Lamb, M. (2012). A self system perspective on Young Adolescents' motivation to learn English in urban and rural settings. Language Learning, 62, 997-1023.
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摘要:This study examined the motivation to learn English of Indonesian junior high school pupils, 13-14 years of age, in three distinct contexts: a metropolitan city, a provincial town, and a rural district. Utilizing Dornyei's second language (L2) Motivational Self System as the theoretical framework, this study employed a 50-item questionnaire to sample the views of 527 learners, and a C-test to measure their current proficiency in English. Motivation was found to be similar in strength and character in the two urban settings but significantly different in the rural setting. A positive view of the experience of learning English was the strongest predictor of both motivated learning behavior and L2 proficiency, whereas the Ideal L2 self was only a significant factor among the metropolitan group. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Indonesia, Social Factors, Urban versus Rural Areas, Motivation, Junior High School Students, Student Attitudes, English Proficiency, English as a Second Language Learning, Adolescents
- Suzuki, W. (2012). Written languaging, direct correction, and second language writing revision. Language Learning, 62, 1110-1133.
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摘要:It has been argued that languaging plays a crucial role in learning a second language (L2). The effects of languaging, especially oral languaging (e.g., collaborative dialogue, private speech), have been tested on the learning of L2 knowledge domains. This study explored the effects of written languaging by asking 24 Japanese learners of English to write out their own explanations in Japanese of the corrections they received on a draft they had written. The effects of the type (e.g., grammar based vs. lexis based) of written languaging were then assessed by inspecting the success of immediate subsequent text revisions. Two major findings emerged. First, written languaging about direct feedback on linguistic errors in the first essay helped learners successfully correct these errors during immediate revision. Second, both lexis- and grammar-based written languaging were associated with improved accuracy. These findings support arguments that providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. Theoretical and pedagogical implications are also discussed. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Second Language Learning, Written Language, Second Language Writing, Learning Processes, English as a Second Language Learning
- Charkova, K. D., & Halliday, L. J. (2011). Second- and foreign-language variation in tense backshifting in indirect reported speech. Studies in Second Language Acquisition, 33, 1-32.
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摘要:This study examined how English learners in second-language (SL) and foreign-language (FL) contexts employ tense back shifting in indirect reported speech. Participants included 35 international students in the United States, 37 Bulgarian speakers of English, 38 Bosnian speakers of English, and 41 native English speakers. The instrument involved speech scenarios in two time settings-immediate and delayed report-and questions about the participants' reasons for back shifting tenses or not. The results revealed that FL environments foster the acquisition of back shifting as an automatically applicable grammatical rule, whereas SL contexts facilitate awareness of pragmatic and semantic aspects of tense back shifting. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Reported Speech, English Language Learners, English as a Second Language Learning, Tense, Learning Environment