Advanced Proficiency Levels Research Articles

Creativity and the linguistic features of argumentative and narrative written task performance

This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of title and resistance to premature closure of the figurative representations. The lexical sophistication and diversity, syntactic complexity and elaboration, and cohesion and coherence of the students’ writing was analyzed with automated natural language processing tools. The interrelationship of creativity and the linguistic features of the argumentative and narrative texts was examined using correlational analyses. The results reveal a complex interplay of the role of different facets of creativity in L2 written task performance that varies across the two types of tasks.

Prenatal Care Clinician Preferences Among Patients With Spanish-Preferred Language.

To measure what patients with Spanish language preference and limited English proficiency value most when selecting a prenatal care clinician. A discrete choice experiment was administered at two large academic medical centers in Boston, Massachusetts. Participants were identified by electronic medical record, had preferred Spanish language and self-identified limited English proficiency, and either were pregnant with a completed fetal anatomy scan or had given birth within the past 12 months at the time of the study. The discrete choice experiment consisted of eight attributes to consider when selecting a prenatal care clinician: clinician Spanish proficiency, type of interpreter used, interpersonal dynamics (ie, making patients feel seen, heard, and cared for), cultural concordance, continuity of care, shared decision making, distance from home, and wait times for appointments. Descriptive statistics of demographic variables were calculated. Hierarchical Bayesian models were used to analyze discrete choice experiment data. The attributes that were most important to 166 participants when choosing their prenatal care clinician were interpersonal dynamics within the patient-clinician dyad and clinician Spanish language proficiency (average importance 21.4/100 and 20.8/100, respectively). Of lowest importance were wait time to receive an appointment and continuity of care (average importance 5.1 and 6.1, respectively). Although participants highly preferred that their clinician be "fluent or near fluent in Spanish," the second most preferred option was having a clinician with only basic Spanish proficiency rather than a more advanced level of Spanish proficiency with some misunderstandings. Our study demonstrates the importance of positive clinician-patient interpersonal dynamics and language-concordant care for patients with Spanish language preference in prenatal care. Promoting equitable patient-centered care for patients with limited English proficiency requires responding to preferences regarding clinician language proficiency and demonstrating attentiveness, empathy, and concern for prenatal care experiences.

The development of phrase‐frames in EFL learners’ essays: Variability, structures, and functions

AbstractPhrase‐frames (i.e., p‐frames) are a type of discontinuous formulaic language that have long been of interest to linguists in L2 writing research. Studies have explored p‐frames in different types of texts, but few have investigated p‐frames in learners’ essays, and it remains unclear at which level learners will begin to use p‐frames in native‐like ways. Drawing on a self‐compiled corpus of 1061 learner essays, this study explores the four‐word p‐frames used by Chinese English as a Foreign Language (EFL) learners across four proficiency groups (pre‐B1, B1, B2, C1&C2) and analyzes the p‐frames regarding their variability, structures, and functions. The study also compares the p‐frames used by learners with those used by L1 English‐speaking students in terms of the three characteristics mentioned above. The results show that: (1) learners at more advanced proficiency levels use more varied p‐frames and more function word frames; (2) when learners have achieved C1&C2 levels they can use p‐frames in similar ways to L1 English‐speaking students regarding variability and structure; and (3) pre‐B1 learners are less skilled in using referential and discourse organizing expressions, probably due to a lower capability in the use of function word structures and cohesive devices. The findings help to advance our understanding of p‐frame development across proficiency levels, and offer some pedagogical implications for the teaching and learning of formulaic language.

Exploring symbolism in Hu Ru Gui by Malaysian Chinese writer Dai Xiaohua among Chinese tertiary students

This article explores English literature teaching, particularly the application of symbolism in a literary work called Hu Ru Gui among Chinese tertiary students majoring in English. Hu Ru Gui is a novel written by a Malaysian Chinese writer, Dai Xiaohua, which then became one of the literature teaching materials used at the tertiary level for Chinese students. This paper discusses the spiritual bloodline themes in the form of symbolism which runs through the whole literature work. The themes range from attitudes towards life and death, the national ridge of defending the motherland’s dignity, and the patriotic values internalized deeply from generation to generation beyond time, location, and culture. A qualitative method was employed in the current study. Purposive sampling was used to select five students to participate in the study. The students were at the advanced level of English language proficiency. An interview protocol was applied as an instrument to collect data from a semi-structured interview. The feedback from the tertiary students was analysed through thematic analysis in the forms of themes, sub-themes, and codes. The research results revealed that the traditional values and patriotic values in the form of symbolism in Hu Ru Gui, the novel rooted in culture are the seeds of the motherland. Wherever and whenever a person goes, the seeds will bloom and inherited. Future research can focus on exploring how the themes, motifs, and symbols within the text resonate with Chinese tertiary students in Malaysia.

청소년기 한국문화 접촉 경험이 한국어 학습 지속 동기와 정체성 형성에 미치는 영향

Objectives The purpose of this study is to examine the impact of experiences with Korean culture during ado-lescence on the learners’ identity formation process and their motivation to continue learning the Korean language. Methods The participants in the study were men and women in their mid-20s to mid-30s who, during their ado-lescence, encountered the Korean Wave through various media sources. Additionally, they have been learning Korean for over 10 years, and have an advanced level of proficiency. Their nationalities include France, Taiwan, Vietnam, and India, and they are also currently engaged in industries related to Korea. The research, conducted through narrative inquiry with intensive interviews conducted from February 2023 to early January 2024. Results As a result of exploring the identity formation and transformation process of the research participants dis-played in their sustained motivation to learn the Korean language and their Korean language-learning process, it was found that the participants received exposure to the Korean language and culture prior to adolescence, con-sidered majoring in the Korean language when contemplating their career paths during adolescence, actively sought out interactions with Koreans following matriculation, then established themselves as professionals with expertise in the Korean language and culture. It was evident that the research participants were able to broaden their identity as consumers of the Korean Wave to learners of the Korean language and culture, then eventually to individual members of society with expertise in the Korean language and culture. Conclusions It was found that positive cross-cultural experiences during adolescence helped learners establish their identities and played a decisive role in the learners' career choices.

Możliwości wykorzystania metafor konwencjonalnych w nauczaniu słownictwa i frazeologii języków obcych na przykładzie języka polskiego jako obcego

The article discusses the use of conventional metaphors, proposed by G. Lakoff and M. Johnson, as a tool for teaching vocabulary and phraseology at advanced levels of language proficiency in the context of learning Polish as a foreign language. As this methodology is insufficiently represented in teaching materials, the article highlights the advantages of a systematic and long-term approach to teaching metaphors. Such advantages include deepening knowledge of vocabulary by a consideration of metaphorical meanings, understanding the role of metaphors in mental processes; providing insights into Polish culture and mentality as well as into the students’ own cultures, as expressed through their native languages; and stimulating students’ mediation skills. The article also provides examples of exercises to aid the discovery of different types of conventional metaphors and establish an understanding of their function. It concludes by emphasizing the importance of developing collections of exercises and projects – in both printed and interactive forms — to support language learners. Overall, the article promotes the use of conventional metaphors as an effective method for improving linguistic and communicative competence in foreign language learning.

Wdrażanie różnojęzycznych studentów filologii regionów do czytania literatury francuskojęzycznej. Refleksja glottodydaktyczna nad wstępną koncepcją kursu

The current paper is a reflection on introducing plurilingual students of Regional Language Studies to the reading of francophone literature. The paper first discusses the didactic background for the reflection and emphasizes the plurilingualism of students. Next, the author presents how the autonomization approach to learning and teaching could be applied in an optional course of French focused on developing plurilingual learners’ reading comprehension of francophone literary texts, even before they reach the advanced proficiency level in French. The initial course concept will be illustrated with didactic analysis of the francophone novel – “L’ignorance” by Milan Kundera.

A Framework Design of Web-based Knowledge Management System with NoSQL Database

In today's dynamic and information-rich environment, effective knowledge management has emerged as a critical determinant for organizations seeking to take advantage of intellectual resources. Nevertheless, it is unrealistic to expect experts who lack a background in Information and Communications Technology (ICT) to possess an advanced level of technological proficiency or linguistic analytical skills. This study provides a comprehensive framework targeted at developing a Web-based Knowledge Management System (WKMS) coupled with chatbot application that is precisely tuned to meet the complex challenges of organizing, disseminating, and utilizing knowledge related to agriculture sector. This paper elaborates on a framework from both functional and technical perspectives, including the identification of knowledge origins, the establishment of mechanisms for capturing and sharing knowledge, and the facilitation of collaborative knowledge generation. This study employing a methodological approach and adopts a three-tier architecture for framework construction, coupled with text processing for data preparation. The findings emphasize that a successful WKMS should prioritize not only technology infrastructure but also strategies for building a culture favorable to information exchange. This paradigm lays the groundwork for enhanced discovery, innovation, and decision-making in a variety of professional fields by fusing theoretical insights and pragmatic considerations.

Acquisition of modal readings of the Imperfect tense in L2 Spanish

ABSTRACT The Imperfect/Preterite aspectual contrast is one of the most studied topics in Spanish as a second language research. However, there are few works focused on describing the acquisition of modal uses of the Imperfect by L2 speakers. This paper investigates the L1 Russian L2 Spanish speakers’ mastery of politeness, evidential and nonfactual modal values of the Imperfect. Based on a Timed Acceptability Judgments Task (TAJT), this study examines the degree of acceptability of Imperfect forms in modal contexts in three groups of advanced level L2 Spanish learners. The results show that only the Imperfect of politeness achieves acceptance rates similar to those of native speakers at the most advanced levels of proficiency. The high degree of lexicalization of some imperfect forms, which function as pragmatic routines in certain communicative situations, is alleged to facilitate this tendency. In contrast, the evidential and nonfactual Imperfect forms present greater challenges for the L2 Spanish speakers. The results of our study indicate that (i) the imperfect forms are not recognized as legitimate alternatives for marking evidentiality and nonfactuality and (ii) reflect a partial form-function mapping of learners’ knowledge of the Imperfect and its associated values.

Linguistic complexity measures of short narrative writings for modeling overall Chinese proficiency

This study investigates whether linguistic complexity measures of short narrative writings can model overall proficiency in Chinese as a second language. A sample of native Japanese undergraduate students with intermediate (n = 34) and advanced (n = 43) levels of Chinese proficiency, and a sample of native speakers of Chinese (n = 43) altogether provided 240 short narrative essays in Chinese, with a minimum length of 30 characters and an actual grand mean length of 45 characters. Linguistic complexity measures, as discussed in relevant literature, were identified and coded in the essays. Multivariate analyses of variance tests suggest that learners across proficiency levels performed significantly differently on 11 complexity measures of short narrative writings. Multinomial logistic regression further revealed that six of these measures (lexical diversity, high-difficulty vocabulary, complex noun phrase ratio, average sentence length, error-free T-unit ratio, and the first-person singular pronoun) could collectively distinguish student writers’ general Chinese proficiency levels, with an overall accuracy rate approaching 0.80. The implications of the findings of this study for writing assessments and writing instruction are discussed.

Fostering Intercultural Competence: A Case of an Asynchronous Online Japanese Language and Culture Course

Analyzing cultural characteristics is a cognitively challenging task that allows learners to increase their open-mindedness and deepen their understanding of both local and global communities by utilizing online resources, especially when in-person interaction in classroom settings was impeded, resulting in an asynchronous online course. The purpose of this paper is to examine how intercultural competence, which can foster learners’ attitudes, could be encouraged in an asynchronous online environment for a Japanese foreign language course from empirical perspectives. The population was learners who possessed Intermediate and Advanced-level proficiency of Japanese. Learners’ outcomes were compared between an online asynchronous course using Deardorff’s (2006) Process Model of Intercultural Competence in the curriculum and a face-to-face class without using Deardorff’s model. The result of using Deardorff’s process model of Intercultural Competence in the curriculum, constructed based on “Understanding by Design,” which is comprised of 3 stages: (1) identifying desired results, (2) determining acceptable evidence, and (3) planning learning experiences and instruction (Wiggins & McTighe, 2005), suggested that learners could deepen their insights toward a target culture and society through multiple opportunities for learners to investigate the relationships among perspectives, practices and products. Keywords: asynchronous online course, backward design approach, intercultural competence, process model, world-readiness standards for learning languages

Cross-linguistic priming effects during the comprehension of the passive voice: two primes are enough

The present study investigated cross-linguistic structural priming effects from L1 to L2 during the comprehension of the passive voice in a group of 35 Brazilian Portuguese-English (BP-EN) late bilinguals. A 4 x 2 experimental design was implemented that included a four levels within-subjects Condition variable and a between-subjects Proficiency variable (Intermediate vs. Advanced). Results show that, regardless of proficiency, participants read target sentences faster in both experimental conditions when compared to the control conditions. Noticeably, cross-linguistic structural priming effects were observed even in the absence of translation equivalents. That is, both abstract and lexically mediated structural cross-linguistic effects were observed. These findings indicate that late bilinguals at intermediate and advanced levels of proficiency have a shared syntactic system between their L1 and L2.

Expanding opportunities for social language and social inclusion among adult learners

This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.

Expanding opportunities for social language and social inclusion among adult learners

This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.

Speech etiquette situation of apology in classes of Russian as a foreign language (on the example of Asya Petrova's story «Sorry, Fool»)

The paper proposes to pay attention to the study of speech situation of apology by foreign students on the example of modern fiction text analysis. Since reading as a kind of speech activity is connected with the cognitive function of the language, the proper selection of texts in the classes of Russian as a foreign language contributes to the application of the factual information contained in them in practice, as well as increasing linguocountryological competence of students. The research updates the role of speech etiquette in the aspect of linguo-country studies and raises the problem of finding relevant and communicatively valuable material for teaching, the selection of such texts that would be available for intercultural discussion. Choosing the story Sorry, Fool by the childrens writer Asya Petrova, the authors describe the advantage of modern childrens literature over other sources and aim to create productive intercultural communication in the classroom. Analyzing the situation of an apology at advanced levels of language proficiency, the authors consider an apology as a communicatively defined event that takes into account contemporary realities and extra-linguistic factors. A system of exercises and questions, including the traditional complex of text tasks: pre-textual, by-textual and post-textual exercises aimed at the formation of the behavior culture and the development of oral speech, is proposed for the formation of students communicative skills. The research resulted in the testing of the presented work in practical classes with foreign students on topics related to speech etiquette and human speech culture. The authors note that the affective reading on the example of Asya Petrovas story Sorry, Fool proved to be effective in practice, contributed to the creation of a situation of success in the organization of international communication and allowed to implement the participants intentional promotion of the principles and values of their culture in the class.

Visual recognition of identical cognates involves sublexical inhibition and lexical facilitation.

The study investigated the consequences of cross-language activation on the time course of bilingual word recognition. Twenty-two Spanish-English bilinguals and 21 English monolingual controls decided whether visually presented letter strings were English words, while behavioral and event-related potential responses were recorded. The language status of words was manipulated experimentally, such that words were either identical cognates between English and Spanish (e.g. CLUB) or noncognates (e.g. CLOCK). Participants were equally fast in responding to cognate and noncognate words. Bilinguals were more accurate in responding to cognates, whereas monolinguals exhibited higher accuracy in response to noncognates. Critically, bilinguals produced larger P200 followed by smaller N400 responses to cognates than noncognates, whereas monolinguals showed a pattern of reduced N400 responses to cognates. The results of the current study indicate that cross-language activation may not only result in lexical facilitation (indexed by a reduction of the N400 response to cognates) as a result of shared form-meaning associations across languages but also in sublexical inhibition (indexed by a larger P200 response to cognates) as a consequence of cross-language competition among phonological forms. Results support the language-nonselective view of bilingual lexical access and suggest that while lexical facilitation for identical cognates may be observed at most levels of second language proficiency, sublexical inhibition in response to identical cognates may be a marker of advanced levels of proficiency.

Speech and sexual dimorphism: the history of the issue in the light of modern theories of the origin of speech and experimental data

In this theoretical article, the authors turn to the analysis of studies explaining the origin and revealing the functions and meaning of human oral speech within the framework of an evolutionary approach. First of all, the authors are interested in the influence of sexual selection on the development of verbal skills in different age and gender groups. In this regard, the data of the history of the human life cycle are of particular interest, which indicate that the mastery of language as a tool for influencing and manipulating the opinions of others approaches an advanced level of proficiency only at the time of puberty, and speech, thus, begins to play an important role in intersex competition. Rapidly developing with the onset of puberty, the ability to performative vivid performances, to defend their position, as well as to conduct debates in public, apparently, can be guided by the forces of sexual selection, and therefore, they should manifest themselves more clearly in men than in women. It is assumed that verbal mastery can serve as a means of actively attracting attention for the purpose of self-promotion and improving the social status of the speaker. The methodological basis of our work was largely the analysis of ethnographic sources. In the article, the authors cite extensive ethnographic material confirming the connection of high social status with oratorical abilities. The authors also turn to the latest research that analyzes the differences in performative speech between men and women. Experimental work shows that in a conversation with an attractive woman, men tend to be more creative in choosing words and expressions. Some researches consider the connection of various aspects of speech with the attractiveness of the speaker, his masculinity and adaptability. Of great interest are studies studying the relationship between musical abilities and attractiveness, as well as works analyzing the articulatory features of oral speech and their connection with belonging to a certain social environment or social class. All the features of speech given in the review could most likely have been formed by the pressure of the forces of sexual selection. In this regard, the study of sexual dimorphism seems to be one of the most important directions in the research of performative speech.

Japanese Language Learning Awareness and Strategies: A Study on Malaysian Academia

Learning of foreign language has been emphasized in the national Malaysia Education Blueprint 2015 – 2025. Numerous foreign language classes have been offered in Malaysian public universities to drive the initiative. Japanese language has emerged as the most popular foreign language among Malaysian learners due to supportive national policies, frequent interactions between both countries, and positive social perception. Intriguingly, most Malaysian learners have demonstrated basic level of Japanese language. According to our survey, only 1% demonstrated advanced level of writing proficiency, 2.9% demonstrate advanced level of reading proficiency, and 3.8% demonstrated medical and advanced level of speaking proficiency. However, it is unsure whether the lack of awareness or absence of effective learning strategies have contributed to the stalemate. In this study, the level of awareness and learning strategies have been performed on Malaysian academia. The results showed that Malaysian academia lack a consciousness on the available of Japanese language learning resources (2.7238±1.1468). Besides, it is found out digital learning strategy has emerged as the best learning option (p ≤ 0.05) compared to other conventional learning strategies. Based on the results, future studies should investigate the contemporary foreign language learning strategies in the digitalization age.

Analysis of changes in L2 writing over the time of a short-term academic English programme

The present study investigated what aspects of academic writing improved, if any, at the completion of one semester of studying an EAP course titled Advanced Academic English, which was specifically designed for undergraduate students from the degree in English Studies at a Spanish university. This study aimed to ascertain the nature and extent of the development of the English L2 writing proficiency of 59 college-level EFL learners at an advanced level of English proficiency over the time of a short-term academic English language programme by means of quantitative measures targeting different components of the syntactic complexity of the learners’ writing performance (global, clausal and phrasal). Results point to a significant increase in coordination and clausal and phrasal elaboration, at the expense of subordination. Results also suggest a tendency towards greater use of more complex phrasal constructions by more competent writers. Overall, these results underscore the importance of syntactic complexity, particularly nominal complexity in producing successful academic writing, and highlight the pedagogical attention that should be paid to the production and meaning of such structures in EAP courses and in L2 English writing instruction in general.

Collostructional transfer effects in Turkish learners of English

Abstract Second language acquisition studies have mainly considered transfer between two or more languages as a binary setting, it either happens or does not. However, research emerging out of usage-based approaches show that such transfer effects might be more gradient than ever thought before (e.g., Goschler & Stefanowitsch, 2019). Investigating a construction that has been reported to pose problems such as overpassivization to L2 English learners, i.e., unaccusatives, this study aims to trace gradient transfer effects between Turkish and English in the intransitive-unaccusative construction in Turkish learners of English. Following Goschler and Stefanowitsch’s (2019) method to analyze, extract experimental items from English and Turkish corpora, and experiment with collostructional transfer effects, the study revealed similar findings. Findings suggest that learners are likely to transfer strongly entrenched L1 items into the L2 even at advanced proficiency levels. Interestingly, when the item is weakly entrenched in L1, speakers attune to the input in L2 with growing proficiency. Furthermore, proficiency or experience helps with preempting non-optimal constructional combinations. Pedagogically, the study suggests that collo-profiles may help teachers and students with mitigating unconventional item-construction combinations at advanced levels.