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result(s) for
"English language Verb Study and teaching Foreign speakers"
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The SFL genre-based approach to writing in EFL contexts
This research investigates the changes in English as a Foreign Language (EFL) learners’ psychological attributes in relation to awareness of the lexicogrammatical features and generic structures of a discussion genre essay. This was achieved by implementing a genre-based approach to text-based writing lessons during a 15-week course. The following lesson procedure was implemented: stage (1): modeling and deconstruction of a text, stage (2): writing of target texts, stage (3): genre analysis of peers’ essays, and stage (4): writing of an analysis reflection. The results indicated specific improvements in genre-based writing, particularly among low-proficiency English learners. Results suggest that their understanding of “interpersonal meaning” such as modal verbs improved. Improvements in the use of modal auxiliaries were also noted, in that the word “should” did not appear in pre-writing texts; however, the frequency improved in post-writing texts, especially in the final paragraph, which comprised the writers’ opinions and suggestions.
Journal Article
Tracking Learners' Progress: Adopting a Dual 'Corpus cum Experimental Data' Approach
The article discusses the potential of combining learner corpus research with experimental studies in order to fine-tune the understanding of learner language development. It illustrates the complementarity of the two methodological approaches with data from an ongoing study of the acquisition of the English tense and aspect system by French learners. The first research question relates to the development of accuracy of tense and aspect usage in written production over time; longitudinal learner corpus data is used to answer this question. Its results are then incorporated into an experimental study that addresses the second research question, which seeks to uncover reasons why some tense and aspect features remain difficult to master even for advanced L2 learners. The first part of the article reviews the status of longitudinal research in Second Language Acquisition (SLA) and describes the Longitudinal Database of Learner English (Longdale) used for the study. The second half of the article presents the results of the learner corpus analysis. These reveal that over a period of 3 years, learners' tense and aspect errors decrease. However, the English progressive continues to present considerable learning difficulties. Two follow-up experiments investigated which elaborations of the progressive epistemic schema L2 learners continue to find difficult. They showed that advanced learners master the most salient elaboration of the present progressive (i.e., ongoingness, including extended ongoingness). By contrast, their understanding of less core uses (i.e., planned events) is much less precise. The article concludes with suggestions for the teaching of tense and aspect to advanced EFL learners.
Journal Article
Examining the influence of native and non-native English-speaking teachers on Korean EFL writing
Both Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) may have advantages as writing instructors, yet little is known about how they actually influence writing in EFL contexts like South Korea. To address this issue, 76 high proficiency Korean EFL university students from the International Corpus Network of Asian Learners of English (ICNALE) were separated into a group that received extensive native English speaker instruction (
n
= 57) and a group that did not (
n
= 19) using a self-survey. Analysis of essay content revealed that words used by Korean EFL writers with more NEST instruction are similar in difficulty and variety to native English writers. Concerning style, Korean EFL learners with more NEST instruction used stances to evaluate, validate, and state personal opinions, while learners with less NEST instruction used speech formulas and more unbiased logical arguments. Regarding grammar, Korean EFL learners with extensive NEST instruction used more sophisticated vocabulary, word forms, and verb tenses to create a novel argument using personal experience, whereas Korean EFL learners with low NEST instruction tended to use formulaic and logical arguments with more accuracy. Overall, results suggest that NEST instruction in Korea promotes more creativity and sophistication in composition, while NNEST instruction encourages more accurate use of language. In accordance with the findings, curricula or teacher training may be developed to ensure that each type of instruction shares the strengths of its counterpart.
Journal Article
The link between morphosyntactic accuracy and textbook presentation: The morphosyntax of subject‐verb agreement in Arabic
The acquisition of morphosyntax presents challenges for learners of all second/foreign languages. This cross‐sectional study investigated English‐speaking learners’ morphosyntactic accuracy in the symmetrical subject‐verb agreement type (in subject‐initial sentences) and in the asymmetrical subject‐verb agreement type (in verb‐initial sentences) in Arabic. In addition, it examined the extent to which their accuracy rates were reflected in implicit exposure to and explicit presentation of those structures. The results of a prompted production task showed that first‐, second‐, and third‐year learners exhibited low morphosyntactic accuracy rates only in the asymmetrical type. In addition, the production of Group 2 (second‐year) and Group 3 (third‐year) was patterned after that of Group 1 (first‐year) in the symmetrical type but exhibited greater variation in the asymmetrical type. Implications for explicit textbook presentation and instruction of morphosyntactic intricacies are discussed.
The Challenge
In many foreign language contexts, learners are faced with the task of learning morphosyntactic intricacies. To what extent do accuracy rates of learners at different course levels vary in mastering these intricacies? To what extent can these accuracy rates be linked to implicit exposure to and explicit textbook presentations of these intricacies?
Journal Article
The prepositional passive in English : a semantic-syntactic analysis, with a lexicon of prepositional verbs
No detailed description available for \"The prepositional passive in English\".
eBook
Phrasal Verbs in ELT Coursebooks Used in Turkey: A Corpus-based Analysis 1
Phrasal verbs are multi-word constructions which are frequently used by native speakers and necessary for fluency in English. However, they constitute one of the most problematic areas of foreign language learning due to their idiomatization, polysemous nature, and variance in meaning. Although it is difficult to teach and learn phrasal verbs, they should be taught and learned because one of the main aims of foreign language education is to prepare students to understand and use the target language fluently in real life. Utilizing two mega corpora, the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA), this study aims to determine the frequencies of phrasal verbs in coursebooks commonly used in Turkey and to point out the most frequent phrasal verbs in these two mega corpora. As a result, this study, a) compared the 100 most frequent phrasal verbs in the BNC and COCA, b) listed every single phrasal verb in the upper-intermediate level of \"New Headway\", \"New English File\", \"Face2Face\", and \"English Unlimited\", c) determined the frequency range of these phrasal verbs in the corpora, and d) provided implications for coursebook designers and teachers. As foreign language learners are sensitive to frequency effects in language learning, it can be concluded that the number of the frequent phrasal verbs should be reconsidered in the coursebooks.
Journal Article
Multicompetence and native speaker variation in clausal packaging in Japanese
Native speakers show systematic variation in a range of linguistic domains as a function of a variety of sociolinguistic variables. This article addresses native language variation in the context of multicompetence, i.e. knowledge of two languages in one mind (Cook, 1991). Descriptions of motion were elicited from functionally monolingual and non-monolingual speakers of Japanese, with analyses focusing on clausal packaging of Manner and Path. Results revealed that (1) acquisition of a second language (L2) appears to affect how speakers distribute information about motion in and across clauses in their first language (L1); (2) these effects can be seen with rather less knowledge of a second language than the advanced bilingual proficiency level typically studied; and (3) there appears to be little effect of L2 immersion in this domain since Japanese users of English as a second language (ESL) did not differ from Japanese users of English as a foreign language (EFL). We discuss the findings with respect to characterizations of emerging multicompetent grammars, and to implications for the construct of 'the native speaker', for language pedagogy and language assessment.
Journal Article
L2 irregular verb morphology: Exploring behavioral data from intermediate English learners of German as a foreign language using generalized mixed effects models
This paper examines possible psycholinguistic mechanisms governing stem vowel changes of irregular verbs in intermediate English learners of German as a foreign language (GFL). In Experiment 1, nonce-infinitives embedded in an authentic fictional text had to be inflected for German preterite, thus testing possible analogy driven pattern associations. Experiment 2 explored the psycholinguistic reality of the so-called apophonic path by prompting two inflections for one given nonce-word. Data were analyzed using generalized mixed effects models accounting for within-subject as well as within-item variance. The results of Experiment 1 and 2 support the notion of a pattern associator and yield only scarce evidence for the psycholinguistic reality of a universal apophonic path. Therefore, the organization of irregular verb morphology in the mental lexicon of intermediate GFL learners might best be captured by the linguistic notion of structured lexical entries as well as the psycholinguistic mechanism of an analogy-based pattern associator.
Journal Article