The document summarizes recent developments in measuring syntactic complexity in second language writing produced through computer-mediated communication. It discusses earlier studies that measured complexity using metrics like T-units and clauses per T-unit. More recent research emphasizes the need for improved measures that account for lexical and phrasal complexity, as clausal subordination alone does not fully capture complexity in academic writing. The author also reflects on limitations of earlier studies and the need for future research using large learner corpora and more nuanced measures of complexity as related to factors like proficiency level and first language background.
A longitudinal multidimensional analysis of EAP writing Determining EAP cour...Sarah Marie
This study analyzes a longitudinal corpus of 213,408 words of written EAP essays and reports from Chinese undergraduate students at a Hong Kong university. The data was collected at three time points: before EAP training, immediately after training, and on a final exam. Using multidimensional analysis, the study examines whether EAP instruction results in linguistic variation over time in the direction of established academic writing norms. The results show variation across five dimensions between time points, suggesting EAP instruction positively impacted student writing after a single semester. This provides a quantifiable measure of EAP effectiveness through analyzing linguistic features in student writing longitudinally.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
This study aims at explaining the confusion that led by the misuse of English grammatical structures when conveying meanings in written English texts. Indicating how committing certain errors in written English structures constrains Sudanese English learners’ performance. Investigating English grammatical structures experienced by Sudanese learners who are preparing to graduate with B.A. in English. Therefore, the roles that grammatical structures play in models of communicative competence are discussed in this paper. Additionally, the study explains the role of mastering these structures in communicative purposes. The obtained results revealed that Sudanese students are incompetent in using grammar well enough for some real-communicational purpose. Grammatical structures play a role in language communicative competence for the learners of English language. Learners’ mastery of the language communicative ability is affected when language learners are unable to successfully communicate in L2 without cultural knowledge of what is considered appropriate according to a particular context in the target language.
Applying Corpus-Based Findings To Form-Focused Instruction The Case Of Repor...Justin Knight
The document summarizes a study that compared how reported speech is presented in English language textbooks versus how it is used in real language based on corpus data. The study found that textbooks focus mainly on indirect reported speech and backshifting verbs to past tense, but neglect many structures used in natural language. Corpus data from two studies of reported speech was then used to identify 10 principles for how it should be taught. The document proposes applying these corpus-based findings to design classroom activities and materials for teaching reported speech that are grounded in theories of second language acquisition.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICAijejournal
Language and critically thinking play a major role in academic performance. In multilingual contexts,
multiple factors account for the way Second Language (L2) learners make sense of the academic texts they
read. The students’ multilingual and multicultural diversity impacts on their interpretation of academic
texts. This article is derived from a work with mixed method but focuses on qualitative design. This article
qualitatively analyses how L2 students read and interpret academic texts in South African Universities.
Members of a study group were interviewed both as a group and individually. In the end, students’ study
practices towards academic literacy reveals translanguaging as one strategy of interpreting academic. One
argument is that most African Universities have English as a medium of instructions whereas the students
are often from diverse linguistic and cultural backgrounds. This diversity tends to influence the way
students read and interpret academic texts.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
A longitudinal multidimensional analysis of EAP writing Determining EAP cour...Sarah Marie
This study analyzes a longitudinal corpus of 213,408 words of written EAP essays and reports from Chinese undergraduate students at a Hong Kong university. The data was collected at three time points: before EAP training, immediately after training, and on a final exam. Using multidimensional analysis, the study examines whether EAP instruction results in linguistic variation over time in the direction of established academic writing norms. The results show variation across five dimensions between time points, suggesting EAP instruction positively impacted student writing after a single semester. This provides a quantifiable measure of EAP effectiveness through analyzing linguistic features in student writing longitudinally.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
This study aims at explaining the confusion that led by the misuse of English grammatical structures when conveying meanings in written English texts. Indicating how committing certain errors in written English structures constrains Sudanese English learners’ performance. Investigating English grammatical structures experienced by Sudanese learners who are preparing to graduate with B.A. in English. Therefore, the roles that grammatical structures play in models of communicative competence are discussed in this paper. Additionally, the study explains the role of mastering these structures in communicative purposes. The obtained results revealed that Sudanese students are incompetent in using grammar well enough for some real-communicational purpose. Grammatical structures play a role in language communicative competence for the learners of English language. Learners’ mastery of the language communicative ability is affected when language learners are unable to successfully communicate in L2 without cultural knowledge of what is considered appropriate according to a particular context in the target language.
Applying Corpus-Based Findings To Form-Focused Instruction The Case Of Repor...Justin Knight
The document summarizes a study that compared how reported speech is presented in English language textbooks versus how it is used in real language based on corpus data. The study found that textbooks focus mainly on indirect reported speech and backshifting verbs to past tense, but neglect many structures used in natural language. Corpus data from two studies of reported speech was then used to identify 10 principles for how it should be taught. The document proposes applying these corpus-based findings to design classroom activities and materials for teaching reported speech that are grounded in theories of second language acquisition.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICAijejournal
Language and critically thinking play a major role in academic performance. In multilingual contexts,
multiple factors account for the way Second Language (L2) learners make sense of the academic texts they
read. The students’ multilingual and multicultural diversity impacts on their interpretation of academic
texts. This article is derived from a work with mixed method but focuses on qualitative design. This article
qualitatively analyses how L2 students read and interpret academic texts in South African Universities.
Members of a study group were interviewed both as a group and individually. In the end, students’ study
practices towards academic literacy reveals translanguaging as one strategy of interpreting academic. One
argument is that most African Universities have English as a medium of instructions whereas the students
are often from diverse linguistic and cultural backgrounds. This diversity tends to influence the way
students read and interpret academic texts.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
Adopting An SFL Approach To Teaching L2 Writing Through The Teaching Learning...Mary Calkins
This document summarizes a study that applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year Japanese university students improved their writing of analytical exposition essays during a 15-week English course using the Teaching Learning Cycle (TLC) approach. The study assessed students' understanding of metafunctions (ideational, experiential, and textual meanings) and linguistic resources in their pre- and post-essays. The results demonstrated that applying an SFL framework for writing assessment can explicitly examine students' improvements in understanding the target genre of essay writing.
Students attitude towards teachers code switching code mixingSamar Rukh
This document summarizes a study that examined business students' attitudes toward their teachers' use of code-switching between English and the local language (Urdu) in class, and the impact of this on the students' English language learning. Quantitative and qualitative data was collected through questionnaires given to 100 business students and 6 English teachers at universities in Sargodha, Pakistan. The findings from the student questionnaire showed that most students had a positive attitude toward their teachers' code-switching and believed it helped their understanding and strengthened their English. The teacher questionnaire explored the teachers' views, with most believing code-switching facilitated clearer communication and instruction. In conclusion, the study found that business students generally viewed teachers' code-switch
Vocabular learning strategies preferred by knorean univ stPatricia Cuamatzi
This study surveyed 135 Korean university students about their use of and perceptions of helpfulness for various vocabulary learning strategies (VLS). It compared the results to Schmitt's 1997 taxonomy of VLS, adding some technology-based strategies.
The results showed higher reported use of VLS across the board compared to Schmitt's study, with an average increase of 37% in reported use. Perceived helpfulness of VLS was also generally higher, with an average increase of 14% compared to Schmitt. Technological strategies were widely used for meaning discovery. The trends suggest learners rely on a range of VLS rather than just a few core strategies, and that technological strategies are commonly used among Korean university students.
1) Tense errors are common among immigrants learning English as a second language due to influences from their native language and educational background. Their ability to distinguish verb types and correctly match tenses to contexts is negatively impacted.
2) Formal schooling can help immigrants improve their English skills over time as they advance to higher levels. However, current systems may not adequately address the diverse needs of learners from different native language and cultural backgrounds.
3) To reduce tense errors, English teaching methods need to emphasize verb morphology and the 'be' auxiliary. Teachers also require training to understand how native languages affect tense acquisition and design culturally competent instruction.
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
In article was discussed importance of multimedia in teaching English and mainly English vocabulary. This article devotes to teaching vocabulary with the help of multimedia, its advantages and disadvantages to teaching English in EFL and ESP classes. by Nurmurodova Shakhnoza Ibragimovna 2020. Using multimedia for vocabulary teaching . International Journal on Integrated Education. 2, 6 (Mar. 2020), 73-74. DOI:https://doi.org/10.31149/ijie.v2i6.115. https://journals.researchparks.org/index.php/IJIE/article/view/115/112 https://journals.researchparks.org/index.php/IJIE/article/view/115
Second Language Accent And Pronunciation Teaching A Research Based Approachenglishonecfl
This document discusses research on second language pronunciation teaching and accent. It argues that empirical research is essential to improving our understanding of accent and informing pronunciation instruction, but that the study of pronunciation has been marginalized in applied linguistics. It calls for more research collaboration between researchers and teachers to enhance knowledge and develop classroom-relevant materials. The document summarizes key findings on factors that influence accents, settings intelligible goals for learners, and identifying pedagogical priorities informed by research.
This thesis examines the omission of subject pronouns in writing tasks of pre-intermediate English language learners. The researcher aims to study the frequency of omission and whether factors like gender, age, or prior English exposure affect rates of omission. Writing samples from 11 students aged 13-18 will be analyzed using checklists to code omissions. Results will help teachers understand common errors to address in teaching writing.
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Directions
Length: ~3-4 typed, double-spaced pages (approx. 750-1000 words)
Content: The reviews will follow a summary/response organization. The following questions should help guide your review:
Summary:
· General comments: The goal of this part of your review is to demonstrate your comprehension of the study. As such, assume your target audience is non-experts in SLA research. Avoid highly technical details and jargon, opting instead for more accessible language and descriptions, i.e., “your own words.” There should be no need for any quotes in this summary.
· Content: Your summary should address the following questions:
· What were the goals of the study? What were the researchers hoping to find out as a result of the study? What were the gaps/limitations in our understanding that they were hoping to address? (Note: You do not need to summarize their entire literature review, but should provide some basic background to contextualize the study.)
· How did they attempt to address the research questions? Summarize the methodology employed. Who were the participants? What data-collection methods/instruments were used? What was analyzed, compared…?
· What were the key findings? (Note: No need to discuss detailed statistical findings. Simply summarize the important findings). How did the researcher(s) interpret these findings in relation to their research questions and previous research discussed in their literature review?
Response:
· General Comments: The goal of this part of your review is to demonstrate your intellectual interaction with the research you have read.
· Content: Your response should address the following questions:
· What new terms or concepts have you learned from this article? (Don’t just list terms/concepts, but briefly explain them.)
· How do the findings relate to your own experience with and/or ideas about language acquisition? Any surprises? Confirmations? Anything about which you remain skeptical? (If relevant, how do findings relate to other course readings or discussions?)
· What questions has this study—the methodology, the findings, etc.—raised for you? What do you suspect might be the answer to your questions?
Applied Linguistics 2014: 35/2: 184–207 � Oxford University Press 2013
doi:10.1093/applin/amt013 Advance Access published on 13 July 2013
Dynamics of Complexity and Accuracy: A
Longitudinal Case Study of Advanced
Untutored Development
*BRITTANY POLAT and YOUJIN KIM
Georgia State University
*E-mail: [email protected] or [email protected]
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, a ...
1. The document discusses research on computer-assisted language learning (CALL) from 2005 to the present based on a Modern Language Association report.
2. It identifies several current issues in CALL research including synchronous computer-mediated communication, curriculum expansion, telecollaboration, and the use of multimedia like podcasts and blogs.
3. It also examines specific studies that evaluated the impact of technologies like synchronous chats, tasks in online interactions, and using multimedia on language learning outcomes.
Adolescent ELLs Collaborative Writing Practices In Face-To-Face And Online C...Allison Thompson
This study examines adolescent English language learners' (ELLs') perceptions and development of writing skills through collaborative writing activities in face-to-face and online contexts. The study uses an ecological perspective to holistically consider the cognitive and social processes involved in collaborative writing. Findings reveal benefits of collaborative writing such as increased language use and writing accuracy, but also challenges like difficulties from language proficiency gaps. The study provides details on how ELLs changed their writing in response to peer and teacher feedback in both contexts.
This document discusses conceptualizations of grammar and approaches to grammar assessment in second language acquisition. It covers the following key points:
1) Lado's conceptualization viewed language as consisting of discrete form-meaning elements like phonology, structures, and lexicon that are used to communicate cultural and individual meanings. This led to a discrete-point approach to grammar assessment.
2) Bachman and Palmer's conceptualization described language use as involving interactions between an individual's language ability and context of use. Language ability included organizational knowledge (including grammatical knowledge) and pragmatic knowledge.
3) Grammatical knowledge has been defined as knowledge of rules/patterns governing well-formed utterances, involving phonology, morphology, syntax
This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
The document discusses three cognitive linguistic approaches to teaching vocabulary to EFL learners: categorization, prototype, and metaphor. Categorization involves grouping words based on similarities. The prototype approach recognizes that some words are better representations of categories than others. Metaphor allows words to take on figurative meanings beyond their literal definitions. Studies have found that lessons applying these cognitive linguistic concepts can improve students' vocabulary retention compared to traditional memorization methods.
Analysing Foreign Language Instructional Materials Through The Lens Of The Mu...Erica Thompson
This document summarizes a research article that analyzes foreign language instructional materials through the lens of the multiliteracies framework. The researchers examined 25 lesson plans from two lower-level Spanish courses that targeted interpretive communication skills. They found an overwhelming emphasis on the "experiencing" knowledge process, while the processes of "conceptualizing", "analyzing", and "applying" occurred much less frequently. The authors discuss factors contributing to these findings and their implications for teacher development and student learning in collegiate foreign language contexts.
A Comparison Of Freshman And Sophomore EFL Students Written Performance Thro...Bryce Nelson
This document summarizes a study that compared the written performance of freshman and sophomore EFL students through a referential writing task based on pictures. The study found that:
1) There was no statistically significant difference between the grade levels in the number of t-units or words per t-unit written, but
2) There was a statistically significant difference between the grade levels in the number of words written and errors made.
3) The study used a qualitative document analysis approach to analyze writing samples from 118 Turkish BA students majoring in English Language Teaching, comparing performances between freshman and sophomore students.
This document summarizes a study that analyzed grammatical errors in writing by ninth grade students learning English as a second language in Pakistan. The study asked students to write about difficulties learning English and analyzed 176 total errors. The most common errors were in use of prepositions (50 errors), articles (52 errors), and morphology (32 errors). Other error types included tense (26 errors) and active/passive voice (16 errors). The results suggest error analysis can provide insight into students' language development and help teachers address areas of difficulty. The study supports using contrastive analysis to understand how a first language influences second language learning.
This document summarizes a study that analyzed grammatical errors in writing by ninth grade students learning English as a second language in Pakistan. The study asked students to write about difficulties learning English and analyzed 176 total errors. The most common errors were in use of prepositions (50 errors), articles (52 errors), and morphology (32 errors). Other error types included tense (26 errors) and active/passive voice (16 errors). The results suggest error analysis can provide insight into students' language development and help teachers address areas of difficulty. The study supports using contrastive analysis to understand how a first language influences second language learning.
Buy Essay Online Sites Top Websites To Purchase EssaysAngel Evans
This document discusses three prominent philosophers - Bertrand Russell, Ayn Rand, and Christopher Hitchens - and their views on philosophy. Bertrand Russell argues in his essay "The Problems of Philosophy" that philosophy should continue to be practiced, as it raises questions and uncertainties, even if it does not provide definite answers. Ayn Rand supported using philosophy and emphasized the importance of individual freedom and capitalism. Christopher Hitchens felt freedom of speech was vital and philosophy could be used to question religious authority.
Essay School Life Is The Best Of Life. WrAngel Evans
1. The document discusses the death of Willy Loman from Arthur Miller's play Death of a Salesman.
2. It expresses the author's love for Willy and how they will always carry a piece of him in their heart, though he is gone.
3. The summary explores key events in Willy's life, including his affection for his family, the discord caused by a duck that chased him, and the impact of his sister's death.
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Adopting An SFL Approach To Teaching L2 Writing Through The Teaching Learning...Mary Calkins
This document summarizes a study that applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year Japanese university students improved their writing of analytical exposition essays during a 15-week English course using the Teaching Learning Cycle (TLC) approach. The study assessed students' understanding of metafunctions (ideational, experiential, and textual meanings) and linguistic resources in their pre- and post-essays. The results demonstrated that applying an SFL framework for writing assessment can explicitly examine students' improvements in understanding the target genre of essay writing.
Students attitude towards teachers code switching code mixingSamar Rukh
This document summarizes a study that examined business students' attitudes toward their teachers' use of code-switching between English and the local language (Urdu) in class, and the impact of this on the students' English language learning. Quantitative and qualitative data was collected through questionnaires given to 100 business students and 6 English teachers at universities in Sargodha, Pakistan. The findings from the student questionnaire showed that most students had a positive attitude toward their teachers' code-switching and believed it helped their understanding and strengthened their English. The teacher questionnaire explored the teachers' views, with most believing code-switching facilitated clearer communication and instruction. In conclusion, the study found that business students generally viewed teachers' code-switch
Vocabular learning strategies preferred by knorean univ stPatricia Cuamatzi
This study surveyed 135 Korean university students about their use of and perceptions of helpfulness for various vocabulary learning strategies (VLS). It compared the results to Schmitt's 1997 taxonomy of VLS, adding some technology-based strategies.
The results showed higher reported use of VLS across the board compared to Schmitt's study, with an average increase of 37% in reported use. Perceived helpfulness of VLS was also generally higher, with an average increase of 14% compared to Schmitt. Technological strategies were widely used for meaning discovery. The trends suggest learners rely on a range of VLS rather than just a few core strategies, and that technological strategies are commonly used among Korean university students.
1) Tense errors are common among immigrants learning English as a second language due to influences from their native language and educational background. Their ability to distinguish verb types and correctly match tenses to contexts is negatively impacted.
2) Formal schooling can help immigrants improve their English skills over time as they advance to higher levels. However, current systems may not adequately address the diverse needs of learners from different native language and cultural backgrounds.
3) To reduce tense errors, English teaching methods need to emphasize verb morphology and the 'be' auxiliary. Teachers also require training to understand how native languages affect tense acquisition and design culturally competent instruction.
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
In article was discussed importance of multimedia in teaching English and mainly English vocabulary. This article devotes to teaching vocabulary with the help of multimedia, its advantages and disadvantages to teaching English in EFL and ESP classes. by Nurmurodova Shakhnoza Ibragimovna 2020. Using multimedia for vocabulary teaching . International Journal on Integrated Education. 2, 6 (Mar. 2020), 73-74. DOI:https://doi.org/10.31149/ijie.v2i6.115. https://journals.researchparks.org/index.php/IJIE/article/view/115/112 https://journals.researchparks.org/index.php/IJIE/article/view/115
Second Language Accent And Pronunciation Teaching A Research Based Approachenglishonecfl
This document discusses research on second language pronunciation teaching and accent. It argues that empirical research is essential to improving our understanding of accent and informing pronunciation instruction, but that the study of pronunciation has been marginalized in applied linguistics. It calls for more research collaboration between researchers and teachers to enhance knowledge and develop classroom-relevant materials. The document summarizes key findings on factors that influence accents, settings intelligible goals for learners, and identifying pedagogical priorities informed by research.
This thesis examines the omission of subject pronouns in writing tasks of pre-intermediate English language learners. The researcher aims to study the frequency of omission and whether factors like gender, age, or prior English exposure affect rates of omission. Writing samples from 11 students aged 13-18 will be analyzed using checklists to code omissions. Results will help teachers understand common errors to address in teaching writing.
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Directions
Length: ~3-4 typed, double-spaced pages (approx. 750-1000 words)
Content: The reviews will follow a summary/response organization. The following questions should help guide your review:
Summary:
· General comments: The goal of this part of your review is to demonstrate your comprehension of the study. As such, assume your target audience is non-experts in SLA research. Avoid highly technical details and jargon, opting instead for more accessible language and descriptions, i.e., “your own words.” There should be no need for any quotes in this summary.
· Content: Your summary should address the following questions:
· What were the goals of the study? What were the researchers hoping to find out as a result of the study? What were the gaps/limitations in our understanding that they were hoping to address? (Note: You do not need to summarize their entire literature review, but should provide some basic background to contextualize the study.)
· How did they attempt to address the research questions? Summarize the methodology employed. Who were the participants? What data-collection methods/instruments were used? What was analyzed, compared…?
· What were the key findings? (Note: No need to discuss detailed statistical findings. Simply summarize the important findings). How did the researcher(s) interpret these findings in relation to their research questions and previous research discussed in their literature review?
Response:
· General Comments: The goal of this part of your review is to demonstrate your intellectual interaction with the research you have read.
· Content: Your response should address the following questions:
· What new terms or concepts have you learned from this article? (Don’t just list terms/concepts, but briefly explain them.)
· How do the findings relate to your own experience with and/or ideas about language acquisition? Any surprises? Confirmations? Anything about which you remain skeptical? (If relevant, how do findings relate to other course readings or discussions?)
· What questions has this study—the methodology, the findings, etc.—raised for you? What do you suspect might be the answer to your questions?
Applied Linguistics 2014: 35/2: 184–207 � Oxford University Press 2013
doi:10.1093/applin/amt013 Advance Access published on 13 July 2013
Dynamics of Complexity and Accuracy: A
Longitudinal Case Study of Advanced
Untutored Development
*BRITTANY POLAT and YOUJIN KIM
Georgia State University
*E-mail: [email protected] or [email protected]
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, a ...
1. The document discusses research on computer-assisted language learning (CALL) from 2005 to the present based on a Modern Language Association report.
2. It identifies several current issues in CALL research including synchronous computer-mediated communication, curriculum expansion, telecollaboration, and the use of multimedia like podcasts and blogs.
3. It also examines specific studies that evaluated the impact of technologies like synchronous chats, tasks in online interactions, and using multimedia on language learning outcomes.
Adolescent ELLs Collaborative Writing Practices In Face-To-Face And Online C...Allison Thompson
This study examines adolescent English language learners' (ELLs') perceptions and development of writing skills through collaborative writing activities in face-to-face and online contexts. The study uses an ecological perspective to holistically consider the cognitive and social processes involved in collaborative writing. Findings reveal benefits of collaborative writing such as increased language use and writing accuracy, but also challenges like difficulties from language proficiency gaps. The study provides details on how ELLs changed their writing in response to peer and teacher feedback in both contexts.
This document discusses conceptualizations of grammar and approaches to grammar assessment in second language acquisition. It covers the following key points:
1) Lado's conceptualization viewed language as consisting of discrete form-meaning elements like phonology, structures, and lexicon that are used to communicate cultural and individual meanings. This led to a discrete-point approach to grammar assessment.
2) Bachman and Palmer's conceptualization described language use as involving interactions between an individual's language ability and context of use. Language ability included organizational knowledge (including grammatical knowledge) and pragmatic knowledge.
3) Grammatical knowledge has been defined as knowledge of rules/patterns governing well-formed utterances, involving phonology, morphology, syntax
This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
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This document summarizes a study that analyzed grammatical errors in writing by ninth grade students learning English as a second language in Pakistan. The study asked students to write about difficulties learning English and analyzed 176 total errors. The most common errors were in use of prepositions (50 errors), articles (52 errors), and morphology (32 errors). Other error types included tense (26 errors) and active/passive voice (16 errors). The results suggest error analysis can provide insight into students' language development and help teachers address areas of difficulty. The study supports using contrastive analysis to understand how a first language influences second language learning.
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2. Susana Sotillo An Update on Discourse Functions and Syntactic Complexity
Language Learning & Technology 167
SLA researchers had adopted the minimal terminable unit or T-unit used in first language acquisition
studies that had been defined as a main clause and all associated dependent clauses (Hunt, 1965). The T-
unit, mean length of T-units, and clauses per T-unit were measures adopted by SLA researchers
investigating the development of L2 writing skills and learners’ overall proficiency in the target language.
Despite criticism of the use of the T-unit and clauses in assessing syntactic complexity, these were used in
the 2000 study because they were easily identifiable by team members analyzing learner samples and
constituted low-level inference categories. The general assumption at the time was that longer units and
more subordination reflected greater complexity. These and related measures continued to be used as
syntactic complexity measures to gauge their relationship to L2 proficiency by scholars in extensive
surveys of L2 writing research (Wolfe-Quintero, Inagaki, & Kim, 1998), meta-analyses of empirical
research on grammatical complexity (Ortega, 2003), and corpus-based analyses measuring college-level
ESL writers’ language development (Lu, 2011).
The assumptions concerning T-units and clausal subordination were challenged by Biber, Gray, and
Poonpon (2011) who conducted corpus-based analyses of 28 grammatical features in academic research
articles contrasted with face-to-face conversations. Their findings showed that measures of clausal
subordination describe only one kind of complexity and that the T-unit is primarily a measure designed to
capture the extent to which an L1 or L2 writer uses dependent clauses. Empirical evidence is presented
for the claim that clausal subordination is more common in conversation than in academic writing, and
that non-clausal features embedded in noun phrases represent “the most important kinds of complexity
devices in academic writing” (p.32).
This challenge to established measurements of syntactic complexity has only recently been addressed by
some SLA researchers such as Parkinson & Musgrave (2014), who used phrasal complexity measures to
investigate the writing of advanced learners (undergraduate and graduate university students). Phrasal
complexity as an additional means of assessing advanced L2 proficiency was first introduced by Norris
and Ortega (2009). More recently, following an intensive four-week program, Mazgutova and Kormos
(2015) reported changes in syntactic structure, conditionals, and relative clauses in the writing of two
groups of learners with different degrees of proficiency. However, growth in phrasal elaboration measures
which include modification of nouns via adjective and prepositional phrases, complex nominals in subject
position, and multiple modifiers of a noun were found primarily among lower-proficiency L2 writers.
Following this new strand of research, Kreyer and Schaub (2015) undertook an empirical, corpus-based
study of the acquisition of phrasal complexity in intermediate learner language based on the Marburg
corpus of intermediate learner English, a longitudinal corpus of written exam texts produced by German
learners of English from grades 9 through 12. The findings obtained were mixed as lexical sophistication
varied considerably among students. The findings also showed that task description has an effect on
performance. Since Biber et al. (2011) used expert academic writers’ samples, the model put forth may be
simplistic in Kreyer and Schaub’s view in that it leaves out aspects that go beyond grammar such as
students’ ability to synthesize information and produce coherent and cohesive academic texts. Also, since
the model by Biber et al. is based on the output of expert writers, it is a level of writing competence
seldom achieved by many native and nonnative speakers of a target language. Many proficient speaker-
writers of an L2 produce error-free essays and reports required in most work environments, but rarely
adopt the writing model of expert academic writers.
CONTRIBUTION AND IMPACT
With respect to the intellectual and practical contributions of my 2000 article, studies by young scholars
pursuing a similar type of research in the United States and abroad were informed by my research design
and findings. This motivated them to include new measures or approaches that would capture syntactic
complexity and the value of computer-mediated interaction among L2 or FL learners (e.g., Evnitskaya,
2008). As of this writing, my 2000 Language Learning & Technology article has been cited 516 times.
3. Susana Sotillo An Update on Discourse Functions and Syntactic Complexity
Language Learning & Technology 168
The contributions to CALL theory have been modestly significant in that SLA and FL researchers
utilizing the newest technologies continue to be interested in investigating the multifaceted syntactic
complexity construct and the impact of computer-mediated communication (CMC) on overall L2
language development. Numerous CALL researchers have shown that the newest technologies used in
ESL and FL classrooms along with theoretically motivated learning tasks encourage learners to
experiment with new linguistic structures and discourse features that facilitate the process of language
acquisition and restructuring.
STUDY LIMITATIONS
The small number of students participating in my 2000 study, the intact nature of these classes, the lack of
randomness in group assignment, the different teacher personalities, and the different manners of
intervention limited the generalizability of findings to other ESL student populations. At that time, I was
unaware of the growing field of corpus linguistics in Europe and the United States. Researchers in
linguistics and language teaching were creating large databases of learner corpora such as the Louvain
Corpus of Native English Essays (Granger, 1996). Guidelines were established by prominent corpus
linguists for the creation of learner corpora that ensured the systematic collection and representativeness
of such texts as well as the random selection of texts for data analysis (e.g., Biber, Conrad, & Reppen,
1998; Granger, 1996, 2002; McEnery, Xiao, & Tono, 2006). In 2003, my colleagues Eileen Fitzpatrick
and Steve Seegmiller took on the task of creating a multilevel learner corpus that included learners from
five different language groups. This is an ongoing project.
My interests in corpus linguistics and corpus compilation for linguistic analysis have given me a new
perspective with respect to the analysis of syntactic complexity and discourse functions in L2 learner
samples obtained from CMC learning environments. The consensus among scholars seems to be that in
order to investigate syntactic complexity, it is necessary to look at key developmental measures of
fluency, accuracy, and complexity at various proficiency levels. Researchers also need to be aware that
the final stage in mature academic writing identified by Biber et al. (2011) requires dense use of non-
clausal or phrasal dependent structures or constituents in noun phrases.
In a recent study using Multidimensional Analysis, Biber, Gray & Staples (2014) conclude that more
reliable and informative results are obtained based on dimensions of co-occurring lexico-grammatical
features. Thus, taking into consideration key developmental measures and the final stage of academic
writing, it is necessary that researchers investigating syntactic complexity have access to very large
learner corpora of different L1 backgrounds and multiple levels of proficiency. Learner corpora of
different writing genres and spoken texts are now available to researchers at Université Catholique de
Louvain. Had I been aware of the existence of systematically compiled learner corpora, I would have used
randomly selected texts from advanced learners who were instructed in computer-mediated environments
and who also possessed similar demographic characteristics to those of the ESL population that formed
part of my study. I would also have used tools from corpus linguistics (software and algorithms) to
analyze learner written output at the lexical, morphological, syntactic, pragmatic, and discourse levels. It
is possible that such analyses would have revealed that complexity is not a single unified construct and
that holistic complexity measures are needed to investigate the development of advanced levels of L2
writing proficiency.
Given all these tools at our disposal, it seems reasonable to expect SLA and FL researchers to undertake
longitudinal studies of written texts produced by ESL, EFL, and FL students. This should be part of any
new research agenda that focuses on proficiency levels, learners’ first language, and their relationship to
language learners’ writing development.
4. Susana Sotillo An Update on Discourse Functions and Syntactic Complexity
Language Learning & Technology 169
NEW DEVELOPMENTS
In the last ten years, significant advances in syntactic complexity have been made by scholars
investigating the relationship between various syntactic or lexical complexity measures and the language
development of learners, and between syntactic complexity and the development of conversational and
pragmatic competence in computer-mediated environments (e.g., Kreyer & Schaub, 2015; Lazarte &
Barry, 2008; Lu, 2011, 2012; Mazgutova & Kormos, 2015; Parkinson & Musgrave, 2014; Sherratt, 2007;
Vyatkina, 2012). From a CALL and CMC perspective, a computational method used to analyze L2
learner writing corpora as proposed by Lu (2011) opens the door for a large-scale investigation into
particularized language learner groups and lengthy CMC discourse analysis, whether synchronous or
asynchronous. Also, a recent study by Lu and Ai (2015) demonstrates that, in addition to proficiency
levels, the L1 background of college-level L2 writers must be taken into consideration in the design of
syntactic complexity measures.
FUTURE NEEDS
Given the challenge posed by Biber et al. (2011) for better measures that capture the complexities found
in professional academic writing for the empirical study of complexity in student writing development,
and the role of task types and proficiency levels (Biber et al., 2014), we need investigations that use both
qualitative and quantitative methods of analysis that would help us visualize what factors account for
successful writing development in ESL and FL traditional and computer-mediated environments. As
Ortega (2015) points out in a recent review of syntactic complexity in L2 writing, the use of learner
corpora, more complex designs, carefully stipulated parameters, and powerful statistics will yield a more
refined understanding of how to measure syntactic complexity.
After years of teaching native and nonnative undergraduate and graduate students, I have observed that
one of the most important skills successful native and nonnative academic writers gradually acquire is the
ability to synthesize vast amounts of information and present coherent and cohesive arguments to
persuade their reader audience. This needs to be addressed in future studies of syntactic and lexical
complexity that aim to measure development in writing and speaking in academic settings. Likewise,
studies of discourse functions that account for successful interaction in a variety of institutional settings—
the workplace, government offices, hospitals, classrooms—are needed in this and related fields such as
intercultural communication.
Pursuing this new line of research will lead to a more nuanced view of syntactic and lexical complexity in
the gradual development of L2 and FL writing skills. Instruction and interaction affect learners’ progress
since these take place in a variety of settings—the traditional classroom that requires face-to-face
interaction and computer-mediated environments where interaction among students and between teacher
and students is strongly encouraged. All these factors would need to be included in future studies of L2
learners’ language development.
ABOUT THE AUTHOR
Susana M. Sotillo teaches undergraduate and graduate courses in linguistics, mobile language
communication, and language and culture at Montclair State University. She has taught online and hybrid
courses and is currently investigating code-switching in digitally-mediated discourse and as a learning
strategy in the foreign language classroom. Her interests also encompass the fields of corpus linguistics
and SLA.
E-mail: sotillos@mail.montclair.edu
5. Susana Sotillo An Update on Discourse Functions and Syntactic Complexity
Language Learning & Technology 170
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