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"English language Conjunctions."
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Pepperoni or sausage? : a book about conjunctions
\"Arjun, Nora, and Ping use conjunctions to join up parts of their sentences while they make pizza. Will they have anchovies or jalapeños?\"-- Provided by publisher.
Book
Conjunctions, Prepositions and Interjections (CCSS L.5.1a)
Fill in the gaps of your Common Core curriculum! Each ePacket has reproducible worksheets with questions, problems, or activities that correspond to the packet's Common Core standard. Download and print the worksheets for your students to complete. Then, use the answer key at the end of the document to evaluate their progress. Look at the product code on each worksheet to discover which of our many books it came from and build your teaching library! This ePacket has 9 activities that you can use to reinforce the standard CCSS L.5.1a: Conjunctions, Prepositions, and Interjections. To view the ePacket, you must have Adobe Reader installed. You can install it by going to http://get.adobe.com/reader/.
eBook
Fluency in L2: Read and Spontaneous Speech Pausing Patterns of Turkish, Swahili, Hausa and Arabic Speakers of English
Language learners’ actual speech performances constitute an essential aspect of studies on second language learning and teaching. Although there is ample research on fluency and pauses in English, current literature does not touch on this issue from a multilingual perspective by comparing both read and spontaneous speech performances. In this descriptive study, the researchers investigated pausing patterns with 40 Turkish, Swahili, Hausa, and Arabic speakers of English. For the read speech fragments’ elicitation, the participants read out a short story, and for spontaneous speech, the data was gathered through structured interviews. In total, 4007 pauses were measured through Praat, and the findings obtained from the data were analyzed using multiple regression and several multivariate analyses of variance. The findings revealed crucial insights into the nature of fluency research in terms of (a) speech registers, (b) positions, (c) conjunctions, and (d) mother tongues.
Journal Article
Conjunctive markers of contrast in English and French : from syntax to lexis and discourse
Situated at the interface between corpus linguistics and Systemic Functional Linguistics, this volume focuses on conjunctive markers expressing contrast in English and French. The frequency and placement patterns of the markers are analysed using large corpora of texts from two written registers: newspaper editorials and research articles. The corpus study revisits the long-standing but largely unsubstantiated claim that French requires more explicit markers of cohesive conjunction than English and shows that the opposite is in fact the case. Novel insights into the placement preferences of English and French conjunctive markers are provided by a new approach to theme and rheme that attaches more importance to the rheme than previous studies. The study demonstrates the significant benefits of a combined corpus and Systemic Functional Linguistics approach to the cross-linguistic analysis of cohesion.
eBook
Clarifying Learner Englishes From Greater China Using Native Language Identification — A Pilot Study
The purpose of this paper is to identify the characteristics of learner Englishes from the three major regions of Greater China, namely, Mainland China, Hong Kong, and Taiwan. To achieve this aim, a comparative study is conducted into the three learner Englishes via Native Language Identification (NLI). The average identification accuracy yielded in this study is 60 % on spoken monologues and 59.8 % on written essays. With these two satisfactory accuracies, this paper profiles the three learner Englishes by probing into their best-identifying indicators. The results show that learner English from Mainland China are characteristic for high degree of collectivistic involvement and uncertainty, low informativeness, and underuse of conjunctions; learner English from HKG is highly informative and impersonal; the two types of learner English from Taiwan are similar in that they share an individualistically involved style but differ in that the English essays by Taiwan L2 learners are found to be high on uncertainty and negation but low on informativeness and the usage of conjunctions..
Journal Article
Identifying Linguistic Markers of Collaboration in Second Language Peer Interaction: A Lexico-grammatical Approach
Although there is consensus that collaboration refers to two or more learners working together to accomplish a task (Davin & Donato, 2013; Ohta, 2001), debate remains about how to assess collaboration. Researchers have pursued two approaches to evaluate collaboration during peer interaction: rater judgments (e.g., Ahmadi & Sedeghi, 2016; Winke, 2013) and qualitative coding of interactional patterns (e.g., Galaczi, 2008; Storch, 2002a). Largely absent, however, has been any attempt to describe the linguistic features of collaboration. Therefore, the present study uses corpus linguistic techniques to identify the linguistic markers of collaborative and noncollaborative peer interactions. Students of English as a second language (N = 80) enrolled in an intensive English program carried out a paired oral test as part of the program's formative assessment procedures. Their interactions were audio-recorded and rated using an analytic rubric with three categories (collaboration, task completion, and style), and transcripts were analyzed for 146 linguistic features using the Biber Tagger (Biber, 1988). Linguistic features associated with high collaboration included first- and second-person pronouns, wh-questions, that deletion, and subordinate conjunctions, whereas low-collaboration interactions were characterized by nominal forms. The collaborative and noncollaborative functions served by these linguistic features are discussed.
Journal Article
Unveiling the Middle Ground: Intermediate-Level Linguistic Differences and Their Influence on L2 Writing Proficiency
This study examines whether and how adult L2 learners' awareness of intermediate-level language difference (ILLD) affects their writing competence. Quantitative data were collected from 75 English-major university students using an explanatory sequential design, through questionnaires and IELTS Writing Task 2 tests. Correlation and error analyses revealed that understanding distinctions like the use of cohesive devices and substitution of words was linked to higher writing quality. Focus group interviews show that participants recognized the importance of these differences but often struggled to apply them in writing. Error analysis identified common issues, such as the lack of conjunctions and repetitive expressions. 3 of the 8 linguistic differences, including hypotactic versus hypotactic, impersonal versus personal and substitutive versus repetitive, had moderate correlations with writing competence, leading to frequent errors despite learners' theoretical knowledge. Less prominent differences, like indirect versus direct expression, showed weaker correlations and fewer errors. The study contributes both quantitative and qualitative evidence to a field previously dominated by surface-level analyses of CLI. Findings emphasize the need for guided practice in teaching ILLD. Targeted pedagogical interventions can enhance second language writing instruction, improving learners' accuracy, fluency, and overall communicative competence.
Journal Article
A Comparative Analysis of Conjunctions in Ph.D. Dissertations by Spanish, Turkish, and English Researchers
In academic writing, conjunctions are crucial because they promote coherence, cohesion, and logical connections between ideas. The current study scrutinizes the frequencies of the ten most widespread B2 level conjunctions in the British Academic Written English Corpus as found in published PhD theses written in the English Language Teaching field by native English, native Turkish, and native Spanish researchers. The aim of this comparative study is to learn more about the similarities and differences in conjunction usage among researchers with various linguistic backgrounds. The comparison of English language users with Turkish and Spanish researchers is a novel feature of this study. A plausible dataset of published PhD dissertations was subjected to a corpus-based analysis in order to identify and quantify the frequencies of the target conjunctions. The results of this study offer insightful information on how researchers with various linguistic backgrounds use conjunctions at the B2 level in academic writing. The findings aid in the comprehension of language transfer effects and could provide researchers and language educators with information on potential language-specific difficulties faced by non-native English speakers while writing academically. The study also gives information on how native language influences conjunction usage, laying the groundwork for future studies in contrastive linguistics and second language teaching.
Journal Article
Does Input Enhancement Develop Writing Skill? A Case Study of Jordanian EFL University Students
This research investigates the possible efficacy of input enhancement as one of the form-focused instruction (FFI) techniques for developing Jordanian English as a foreign language learners’ (EFL) writing. Fifty university students of English language literature and translation participated in the study. The participants were divided randomly into two groups, a control group of (24) which received traditional teaching of paragraph writing and conjunctions; and an experimental group of (26) which received instruction on conjunction using input enhancement. Descriptive statistics, Analysis of Covariance (ANCOVA), and Multivariate Analysis of Covariance (MANCOVA) were used to examine the data. The findings demonstrated that input enhancement developed students' writing abilities and had a favorable impact on their learning of conjunctions. Thus, many pedagogical implications and recommendations which emerged from the current study can be used by language instructors, curriculum designers, and researchers.
Journal Article