Different Levels Of Language Proficiency Research Articles

Language Learning Strategies Employed by English-major Pre-service Teachers with Different Levels of Language Proficiency

The study investigated the use of language learning strategies employed by English-major pre-service teachers in Midwest China in terms of language proficiency. The modified SILL was used to collect the data. ANOVA, Chi-square test, and Post Hoc Scheffe Test were performed for data analysis. The results revealed that pre-service teachers with both high and moderate language proficiency reported employing strategies significantly more frequently than those with low language proficiency at the overall strategy level and in the MET, COG and SCI categories. At the individual strategy level, 20 out of the 48 strategies varied significantly according to pre-service teachers’ levels of language proficiency. 16 strategies showed positive pattern of variation, with the higher percentage of pre-service teachers with higher language proficiency than those with lower proficiency, and 4 of them showed mixed pattern of variation. The implications of these findings for ESL teaching and learning were discussed.

Identifying Affirmative Beliefs about English Language Learning: Self-Perceptions of Thai Learners with Different Language Proficiency

Theoretically, beliefs about English language learning have a psychological factor, such as predicting the rate of success or failure among learners in the classroom context. However, learners with different levels of language proficiency may perceive such beliefs in a different way, which may lead to the development of special needs, in terms of emphasizing their sustainable language development. The present study aims a) to investigate self-reported beliefs about English language learning among both low and high proficiency Thai students in university-level Foundation English courses, b) to identify the most prevalent affirmative beliefs among both student groups, and c) to identify the similarities and differences in their beliefs. The findings revealed that for low-proficiency students, vocabulary was an essential aspect of English language learning, while for high-proficiency students, regular practice was the key to their success. They also believed that anybody could speak English, when given the opportunity to practice speaking. The most prevalent affirmative beliefs among both sets of students were a) that anybody can speak English if given the opportunity and the time to practice, b) studying in a country where English is spoken as a native language will increase their language proficiency, and c) they want access to information resources in English. There were ten major differences between their beliefs (i.e. to learn English well, one must know at least one other foreign language, and be good at mathematics and sciences). Such findings would be a valuable resource to assist in the redesigning of English language courses, especially general English at the tertiary level, for learners with different levels of language proficiency.

An Empirical Study of Formative Assessment in College English Teaching

It is generally accepted that formative assessment can better help students’ autonomous learning and their cultivation of humane quality. This paper intends to examine whether formative assessment is universally applicable for students of different levels of language proficiency. For this purpose, an English teaching experiment and a questionnaire survey on learning strategies and motivations were conducted in a 211 Project university and the independent college of that university in China. Research shows that learning strategies and motivations have a threshold effect on the implementation of formative assessment, and formative assessment is applicable for the students who have better command of English and higher learning strategies and motivations, but it does not work for those poor in English and having lower learning strategies and motivations. Therefore, formative assessment cannot completely replace summative assessment in college English teaching.

The Role of L1 in L2 Idiom Comprehension

The present study investigated the role of first language (L1) transfer in Iranian EFL learners' second language (L2) idiom comprehension. It was also sought to understand whether there is any significant difference between learners of different proficiency levels and their use of L1 in decoding L2 idioms. To do this, the participants of different levels of language proficiency were asked to participate in this study. The L2 idioms were categorized based on their similarity to L1 into three groups of identical, similar and different. A think-aloud protocol analysis was performed and participants were asked to verbalize their thoughts as they read the target idioms in order to detect the strategies they used. The results showed that the most favoured strategy used by learners of different levels was translation. Translation to L1 (Persian) was also the most-frequent strategy in decoding similar, identical and different types of idioms. It was also revealed that generally the participants of different levels were significantly different from each other in using strategies.

The Rise and Fall of Iranian Female Students’ Motivation at Different Levels of Language Proficiency from High School to University

The present research is an attempt to find out the relationship between the rise and fall of Iranian female students’ motivation and their different levels of language proficiency from high school to university and to discover whether the motivation of Iranian female students at different proficiency levels change over an academic semester. Furthermore, the focus of the study is on the possible reasons behind the rise and fall of motivation for students at different proficiency levels .This study was conducted in Mazandaran, Iran. The participants were 80 Iranian female students from among high school students and university BA students. The data was gathered using a questionnaire and a semi-structured interview. To analyze the data, a one-way ANOVA, repeated measure ANOVA and Pearson Correlation were run. The results indicated that there is a statistically significant difference in the motivation level across different language proficiency groups over an academic semester. In addition, there is a significant positive relationship between the participants’ motivation scores and their language proficiency scores. It also revealed that there are five demotivating factors responsible for the rise and fall of motivation for students at different proficiency levels including learning contents, materials, and facilities; attitude towards English speaking community; the teacher; experience of failure, and attitude towards second language learning. Among these, learning contents, materials, and facilities are the most prominent demotives in L2 learning, and attitude towards second language learning is the least important source of demotivation.

Exposure to audiovisual programs as sources of authentic language input and second language acquisition in informal settings

Nowadays, various audiovisual technologies are developing by sharing and showing a variety of programs which can offer many possibilities for teachers to utilise different programs as sources of authentic language input in order to construct activities for enhancing language learning. Accordingly, the aim of the present article was to provide empirical evidence on the effectiveness of exposure to various audiovisual programs in informal settings on the language proficiency of language learners with different levels of language proficiency. To this end, 75 language learners majoring in TESL were assigned to three language proficiency levels based on their scores on an IELTS pretest: low (n = 25), intermediate (n = 25), and upper-intermediate (n = 25) levels. During the study all the participants were asked to keep track of the amount and type of exposure to their preferred audiovisual program(s) in informal settings through the use of a self-report sheet. At the end of the study, a second IELTS test was administered to all the participants to determine whether such exposure to audiovisual programs could improve the language proficiency of the language learners, and if so, which proficiency level group benefitted the most. The results of the posttest indicated that intermediate and upper-intermediate language learners showed greater improvement in their language proficiency. The data obtained from the self-report sheets also indicated that the intermediate and upper-intermediate participants had more exposure to news broadcast and movies than other audiovisual programs. The findings of the present research contribute more insights on the type and amount of exposure to the various audiovisual programs as sources of language input to develop SLA in both EFL and ESL contexts. Also, the present study reveals that the choice of authentic audiovisual input seems to have a more significant impact on language development compared to the amount of exposure.

Thematization in EFL Students’ Composition Writing and its Relation to Academic Experience

This study made frequency and functional analysis of thematization in English students’ compositions in Shahid Chamran University. Ninety students were selected and divided into three groups, followed by a homogeneity test (Fowler and Coe, 1976). An educated native speaker was also used as a criterion measure. Then, they were asked to narrate three pictorial stories, given to them, each in a 30-minute session. The data were analyzed based on Halliday (1985) and McCabe (1999) models of thematicity. The results suggested thematically different compositions in terms of interpersonal, unmarked, simple, and multiple themes. The results also showed that students’ level of language proficiency monitor the use of linear and split thematic progression chains. This study may have implications for teaching composition writing at different levels of language proficiency.

Acquisitions Globalized: The Foreign Language Acquisitions Experience in a Research Library

This paper highlights foreign language titles from the perspective of acquisitions in a large academic research library. Selecting, ordering, cataloging, and providing access to non-English materials reach beyond the boundaries of departments responsible for the individual tasks. Assignments require different levels of language proficiency ranging from bibliographic proficiency to the near-native proficiency of the educated speaker. The highest level of language proficiency is used at the earliest and latest point of technical services (i.e., ordering and cataloging), and the rest requires only bibliographic proficiency or none at all. Because international vendor experiences vary country by country, strong cooperation is critical between the partners in the acquisition process. Vendor-supplied records used for foreign language acquisition purposes seem to have the potential to improve accuracy in bibliographic records.

Random number generation in native and foreign languages.

The effects of different levels of language proficiency on random number generation were examined in this study. 16 healthy right-handed students (7 women, 9 men; aged 22 to 25 years, M=23.8, SD=.83) attempted to generate a random sequence of the digits 1 to 9 at pacing frequencies of 1, 1.5, and 2 Hz. Randomization was done in German (native language L1), English (first foreign language L2), and French (second foreign language L3). There was a pattern of redundancy and seriation tendencies, increasing with speed of generation for all languages (L1-L3). While using L2 and L3, responses slowed and the number of errors committed increased. Further, there was a peculiar pattern of dissociation in nonrandom performance with an increase of habitual counting in ones and a strong reduction of counting in twos. All effects were most pronounced when subjects used L3 and 2-Hz pacing rates. Slowing and nonrandomness was not correlated with self-assessment parameters regarding language proficiency. We suggest that in a task involving number activation in a nonnative language, lack of proficiency will interfere with random number generation, leading to interruptions and rule breaking, at least when reaching the limits of attentional capacity at higher pacing rates.

The Unheard Voices: A Reader Model for Students

For over 20 years studies in literary theory, linguistics, and semiotics have been contributing with models which describe the role of readers and how they construct the meaning of a literary text. Most of these studies, however, assume an ideal figure who may not necessarily correspond to classroom reality. In this paper I propose a framework which offers a more democratic setting. Cognitively, the model is in line with studies which regard learning as a process of development and adjustment. Linguistically, it accommodates different levels of language proficiency. Culturally, it stresses that the concept of sharedness depends on social praxis. Based on the theoretical assumptions brought about by developments in Language Awareness, I discuss the teacher's role in this setting and propose Literary Awareness as an initial programme by means of which students become sensitised to the construction of verbal art. My final point is that through the perception and manipulation of linguistic patterns in different texts, students are in a better position to produce justifiable interpretations.

The Cinderella of Communication Strategies: Reception Strategies in Interactive Listening

Interactive listening plays an important role in language learning. Specifically, the effective use of reception strategies by listeners in interaction can both resolve immediate comprehension problems and facilitate long‐term language learning. This study investigated the types of reception strategies and the frequency of their use by students of French at different levels of language proficiency, measured by an oral proficiency interview as designed by ACTFL/ETS (American Council on the Teaching of Foreign Languages/Educational Testing Service). A number of distinct strategies were identified. Students with novice‐level proficiency made greater use of kinesics, global reprises, and hypothesis testing in English to clarify meaning or solicit further input. Students with intermediate‐level proficiency also used these strategies, but less frequently and in qualitatively different ways. In addition, they more often used the strategy of uptaking. Results are discussed in light of cognitive and social constraints. The article presents pedagogical implications of the study's findings.

The Multi-Level Classroom or The One Room Little Red Schoolhouse Revisited

ESL classes are often composed of students from different language groups who are at different levels of language proficiency. We need to adapt traditional methods and settings to accommodate this reality if we wish to provide our students with rich language input. This article proposes a listening activity: the use of multilevel tasks drawing from a common text using the resources of the language lab. As well as offering a rationale and guide to the use of the language lab, it features practical suggestions for structuring exercises and examples of exercise types.