Group Of Language Learners Research Articles

¿(Está/Es) Difícil?: Variable Use of Ser and Estar by Heritage Learners of Spanish

The current study examines variation in copula selection in Spanish by looking at the written productions of three groups of language learners in the United States, including heritage learners, those with English as an L1, and international students with English as an L2. Research on copula variation in Spanish has pinpointed several key linguistic and social factors that influence selection; this study aims to apply these findings to heritage learners in order to determine how their acquisition differs from that of non-native language learners. This analysis used the COWS-L2H corpus of Spanish from the University of California, Davis. Examining over 8000 tokens of [adjective + copula] constructions in variable contexts where both ser and estar were used, the study tracks how linguistic and extralinguistic factors condition copula selection within the three learner groups and how these results compare to previous findings. Seven factors were predictive of copula selection: resultant state, frame of reference, adjective class, experience with study abroad, essay prompt, student age, and course level. Heritage learner copula use was found to be governed by a different set of predictors than that of learners, hinting at the variable motivations and backgrounds that influence use and reflect the identity goals of these speakers.

Reading Circles: Triggers for Increased Engagement of EFL Learners in Extensive Reading

While reading circles have been utilized to promote extensive reading in many educational settings, studies on higher levels of reading engagement in under-researched, English-as-a-foreign-language contexts are still in their infancy. Therefore, the current study examines the factors that increase learners’ levels of engagement in extensive reading tasks. I used learner diaries to collect data from 60 undergraduate students (ages 19–23) learning English as a foreign language in Mali. The findings suggested that cohesive groups with positive norms, behavioral changes during the task (e.g., investing an exceptional effort to achieve a significant learning goal, such as reading an entire story or a novel), and enjoyment after completing a reading task corresponded with these learners’ high engagement levels in extensive reading. Although the findings of this study are specific to one group of language learners, they can still be applied to plan classroom interventions in other EFL contexts to promote learners’ reading engagement.

An investigation of high-proficiency L2 English speakers' oral test performance: A profiling approach

Linguistic profiles, which are often established through the measurement of linguistic features, are able to demonstrate characteristics shared by a specific type of text or a group of language learners. This paper examines the contexts and purposes related to profiling research in language studies, meanwhile synthesizing quantitative profiling methods such as cluster analysis, Principal Component Analysis (PCA), and Factor Analysis (FA). A profiling study of high-proficiency L2 English speakers' test performance is also presented, which explains the profiling procedure in L2 speaking assessment. Cluster analysis conducted on speech fluency and vocabulary variables rendered four different speech profiles, which are associated with the speakers' L1 background and L2 English proficiency level. This paper also discusses the interpretation of linguistic profiles, as well as the statistical concerns involved in the profile construction process.

Vocabulary of Political Discourse at the English Lessons

Teaching English is based on the development and improvement of lexical skills, the appropriate use of words, phrases, idioms that are most suitable for describing a particular situation. Understanding words and expressions allows us to convey the meaning of our intentions in the process of communication. The goal of a teacher of a foreign language is to gradually expand the vocabulary of the student and activate the studied vocabulary by organizing a system of exercises that stimulate communicative expressions. «The secondary language personality is viewed by modern linguistics as abilities to communicate in foreign languages. It is difficult to overestimate the importance of that conclusion for the process of teaching a foreign language as it assumes basic distinctions in the choice of teaching methods for various groups of language learners». One of the major problems in learning English is listening comprehension. This problem is faced not only by beginners, but also people with a high level of knowledge. One of the effective teaching methods is to include video materials in the learning process at the English lessons.

Self-regulated Learning Strategies of Learners of English in a Turkish State University to Improve their Language Proficiency

In today’s world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended at a state university in Turkey. The students were to get English medium instruction (EMI) in their departments if they passed the English proficiency exam at the end of the year. Ten participants were selected based on the results of Strategy Inventory for language learning (SILL) (Oxford, & Burry-Stock, 1995), which was applied on 169 English language students who started their language learning with A1 level. On the basis of the questionnaire results, three students were selected from the higher average learners, three students were selected from below average learners and four students were chosen from average learners. These ten participants were interviewed twice: at the end of the first term and the second term. It was found that learners who were highly self-regulated had both self-study time and evaluated their development in terms of linguistic competence. Based on the findings, it can be suggested that learners must monitor their language development and plan their own learnings accordingly.

동북아시아 영어 학습자들의 서법 조동사 사용에 대한 연구

The choice and use of modal auxiliaries depends on multiple grammatical factors in the sentential environment. The most frequently occurring auxiliary verbs in the TOEFL 11 corpus were extracted from the Chinese, Japanese, and Korean subset of the corpus, and manually coded with a number of morphological, syntactic and semantic features. The paper presents examples of linguistic features such as modal semantics, the co-occurring verb types, and semantic classes of verb phrase proposed by Vendler, as well as the animacy type of the subject shows similarities or differences among the three groups of language learners. The behavioral profile based analysis of the linguistic features revealed that the modal can show similarities among the Chinese, Japanese, and Korean. Korean and Japanese learners show a clustering of May and Will, while Chinese learners does not form a group with the Korean and Japanese learners regarding may and will. The paper contributes to expanding our understanding on the choice of modal auxiliaries by the learners of English in the three East-Asian countries.

Mobile data-driven language learning: Affordances and learners’ perception

Data-driven learning (DDL) is a learner-focused approach which promotes language learners’ discovery of linguistic patterns of use and meaning by examining extensive samples of attested uses of language. Despite the emergence of mobile-assisted language learning (MALL) and its affordances, i.e. individualization and personalization, the potential of DDL in this context has not been widely explored. This study involved the creation of a mobile language learning app based on freely available natural language processing (NLP) tools, followed by a test of the app to gather the attitudes and perceptions of several groups of language learners across Europe. The results suggest a generally positive evaluation of DDL’s instant and personalized feedback and direct access to a variety of tools. Besides, suggestions for improvement were made concerning the design of the tasks, such as the addition of further built-in tools and adaptations to hardware constraints. Analyses also showed a need for specialized learner training, so as to grasp the potential of the feedback provided. This study may be construed as a first step towards creating more fleshed-out tools and further investigating the potential of combining DDL and MALL.

ESP vs EFL; The Case of Learning Strategy Use in an Iranian Context

Learning strategies and learner strategies known as two key variables have affected language learning. These strategies also play a sensitive role in the learning context and in the learner’s internal processing preferences. The present study attempted to investigate language learning strategies used by Iranian EFL and ESP learners. The study sample consisted of 66 language learners (33 EFL learners and 33 ESP learners.). The research instrument was the Strategy Inventory for Language Learning (SILL) questionnaires (Oxford, 1990a), which is a standardized measure with versions for English as a second language (ESL) students and students of a variety of other languages. Independent-sample T-test was used to compare the means of ESP and EFL learners. The results of the study showed that there is a significant difference between Iranian EFL and ESP learners in terms of employing learning strategies. Furthermore, in order to find the difference within each group in using language learning strategies, repeated-measures on way ANOVA was used. The results of the study showed that there is a significant difference within each group of language learners (ESP and EFL) when it comes to employing learning strategies.

Individualization of Educational Process According to C. Freinet: A Pilot Experiment in a Group of Language Learners

The article presents the pedagogical conception of the French educator C. Freinet as a way to implement the principle of individualization in modern educational practices. We designed a pilot experiment based on application of Freinet's teaching methods. The experiment conducted in the conditions of a foreign language course resulted in increased student motivation towards learning.

A Study of Learners’ Usage of a Mobile Learning Application for Learning Idioms and Collocations

This study explored how four groups of language learners used a mobile software application developed by the researcher for learning idiomatic expressions and collocations. A total of 45 participants in the study used the application for a period of one week. Data for this study was collected from the application, a questionnaire, and follow-up interviews. Findings show that participants usage of the application correlated with their average scores on the quizzes in the application. The more participants used the application, the higher they scored on the quizzes which was the most used feature of the application. Findings show that usage of the application can be predicted by a variety of factors, such as language proficiency, users’ average daily usage of their mobile devices, and motivation and learning goals. Findings also underscore the importance of providing language learners with resources to help them learn idiomatic expressions and collocation. Participants strongly indicated that even within a short period of time, they felt they know more idioms and collocations since they started using the application. Findings also show that participants’ have strong positive attitudes toward the use of mobile technology in language learning.

The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non‐native judges

The capacity of non‐native evaluators to perform foreign accent (FA) judgments has been questioned. This study explores differences between linguistically trained non‐native judges (NNJs) who are teachers of English familiar with the students' L1s and naïve native judges (NJs) who do not speak the students' L1s. Both groups were compared in their global evaluation of FA and its potential communicative effects (comprehensibility and irritation) in two groups of language learners (more and less experienced). Results show striking similarities between the two groups of judges. NNJs were as able as NJs to assess FA despite finding it more comprehensible than the NJs did. It is suggested that NNJs' linguistic training promotes a more analytic approach to FA evaluation, which can compensate for the lack of native intuitions.

Iranian High School Students’ Beliefs about Language Learners: A Qualitative Study

This study aims at examining the metaphors created by two groups of language learners in Iranian high schools (43 males and 43 females) in Famenin. Learners were required to write the metaphors which truly conceptualized their perceptions of the English educational system in Iran. Their metaphors were categorized based on the taxonomy developed by the scholars in the field (Martinez, 2001). The results highlighted remarkable points which the most important one is that; in Iran, still, most of learners work based on the principles of the behaviorists, these findings are compatible with those of Pishghadam and Mirzaee (2008) and Pishghadam et al. (2011) which asserted that Iran’s educational system is still under the influence of modernist, behaviorist and positivist views of learning.

The Interface of Error Types, Teacher’s Feedback, and Students’ Uptake

The present study is an attempt to investigate the frequency of different types of errors committed by EFL learners and the most prevalent types of errors, the types of corrective feedback do EFL teachers provide primarily in their classes and the students’ reaction followed by feedback, and the combination of corrective feedback and learner uptake leading to negotiation of form. To perform this study, an observational, analytical and descriptive study was conducted. For collecting data, six classes with 6 different instructors were chosen. The number of participants was 60 female students who were at intermediate level from two subsidiaries of Jahad Language Institutes in Karaj, Albourz Province. Homogeneous groups of language learners were selected. Each class was observed for 5 sessions and the interactions among students and instructors in different classes were recorded. The coding scheme was according to Lyster and Ranta’ (1997) model with some additional parts. Two other types of feedback were added, translation and multiple feedback. Also a combination of errors, multiple errors, was added. The analysis of the database showed that among five types of errors, i.e. phonological, grammatical, lexical, multiple errors and L1, the phonological and grammatical errors were committed primarily by students (43% and 30% respectively). From eight types of feedback given to learners, explicit feedback and recast were the most frequent types of feedback provided by the instructors. Finally, four types of feedbacks including elicitation, clarification request, metalinguistic feedback and repetition of errors led to student uptake: self repair and peer correction.

Acquisition of features in the nominal domain in bilingual acquisition

The four papers in this special issue deal with the acquisition of morphology and semantics in the nominal domain in two groups of language learners: adult second-language (L2) learners (Sagarra & Herschensohn; Cuza, Guijarro-Fuentes, Pires, & Rothman) and simultaneous bilin- gual children (Eichler, Jansen, & Muller; Larranaga & Guijarro-Fuentes). The acquisition of gender is the focus of three of the papers, while the fourth explores the interpretation of plural noun phrases in specific and generic contexts. Romance (Italian, French, and Spanish), Germanic (English and German), and a non-Indo-European language (Basque) form the empirical basis of the four studies. Despite the different language populations and the different aspects of the nomi- nal domain under investigation, the articles share some theoretical concerns that will be explored in the following.Two main issues cut across the articles on the acquisition of gender: the inevitable question about differences and similarities between bilingual and monolingual speakers, and the nature of what it is that language learners actually need to acquire. As for the two papers on adult L2 learn- ers, the additional issue revolves around evidence for acquisition of L2 features that are not present in the first language (L1), and the degree to which learners can achieve native-like competence as a function of experience. The role of input is also explored in the article by Eichler et al. in terms of language dominance in bilingual children. Another theme that is at the forefront of the article by Sagarra and Herschensohn is the relationship between representation and computation and the extent to which extra-linguistic factors, such as working memory capacity, affect the online com- putation of gender.Similarities and differences between bilinguals and monolingualsOne of the items high on the agenda of bilingual research is the extent to which the linguistic behavior of bilinguals is similar or different from monolinguals'. In developmental terms this begs the question of how exposure to two languages affects the course of language acquisition; factors such as the quantity and quality of the input (e.g. Argyri & Sorace, 2007; Cornips & Hulk, 2006; Paradis & Navarro, 2003; Pearson, Fernandez, Lewedeg, & Oller, 1997; Sorace, Serratrice, Filiaci, & Baldo, 2009; Thomas & Gathercole, 2007), and the age at which children are first exposed to two languages (e.g. Meisel, 2008, 2010; Unsworth, 2008; Unsworth & Hulk, 2009) have been shown to play a role. The age of exposure is controlled for in the Eichler et al. and in the Larranaga and Guijarro-Fuentes papers, as the children are all simultaneous bilinguals who have been regu- larly exposed to two languages from birth. There is, however, variation in terms of children's lan- guage dominance in the Eichler et al.'s study that is related to the marking of gender in their weaker language. The issue of language dominance is not explicitly linked by the authors to the quantity and quality of the input addressed to the children, rather it is considered for the cascading effect that it has on the accuracy of gender marking. The case made by the authors is that although devel- opment in the weaker language can be slower, it does not necessarily mean that children are less accurate. Two of the children in their sample are reported to have a mean difference between the Mean Length of Utterance (MLU) values in their two languages of almost two words and as a result are classified as unbalanced bilinguals. Both children are, however, surprisingly accurate in German, their weaker language. The authors nevertheless point out that this superficially impres- sive performance betrays a low degree of lexical diversity with a small number of gender-marked noun types in the children's lexicon. Lexical conservatism is a trade-off for their relatively error- free use of gender marking; in more general terms, this could be viewed as an indication of low productivity and, therefore, call into question these children's overall acquisition of the complex gender system of German. …

LD SIG: Positive self-perception of Japanese language learners in groups

It is common to hear that Japanese students are not successful at learning English, but self-identification as part of a linguistically inept group negatively impacts language learning. The existing strength of the Japanese group can be used to increase self-directed learning, which can help to shift students’ perception to a more positive self-awareness. This paper describes how we can position students in a language-learning group with both individual and social obligations, in order to achieve this goal. 日本人学生は英語学習で良い結果を出せないとよく言われるが、自分が言語習得に不向きな集団に属すると考えることは、言語学習にマイナスの影響を及ぼす。しかし、日本人学生の自己認識を前向きに変えるのに役立つ自己管理学習(self-directed learning)を推進するために、日本人が集団として持つ本来の強みを利用できると考える。本論では、この目的を達成するため、学生に個人的・社会的責任を持たせる言語学習のグループを作る方法を述べる。

Afrikaans Learner's Dictionaries for a Multilingual South Africa

Dictionaries have to be compiled in accordance with the specific needs and demands of a well-defined target user. Within the multilingual and multicultural South African society dictionaries should be aimed at the needs of the different groups of language learners. This article discusses aspects of Afrikaans learner's dictionaries. The emphasis is on the need and criteria for such dictionaries, the typical target user and on the nature of the macro- and microstructural information to be included. In a learner's dictionary the information should be presented in such a way that it can be retrieved without problems. Attention is given to various access structures employed to enhance the retrievability of information. It is argued that a restricted and simplified microstructure leads to a decrease in the density of information but to an increase in the explicitness and retrievability. The article proposes a different approach to the inclusion of certain types of encyclopedic information in learner's dictionaries. Keywords: access structures, addressing, density of information, encyclopedic information, explicitness, illustrative examples, learner's dictionary, macrostructure, metalexicography, microstructure, pictorial illustrations, retrievability, simplicity, target user, translation equivalents

Misplaced Heritage Language Learners of Japanese in Secondary Schools

While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage learners of Japanese who have been inappropriately placed in courses designed for native speakers and as a result, in some cases, have withdrawn from taking any formal program of Japanese language study. Focusing on the situation of Australian senior secondary Japanese students, this article reports the findings of questionnaire and interview data, featuring the voices of both teachers and heritage learners of Japanese. The data identify the issues that delineate heritage language learners from native speakers and highlight, through the experiences of misplaced learners, the need for appropriate placement, pedagogy and curriculum

The access structure in learner's dictionaries

Dictionaries have to be compiled in accordance with specific target users and dictionary goals. User orientation is, however, not the only criterion for measuring the success of a dictionary. Present-day lexicography requires the evaluation of the accessibility of dictionaries. The ease with which macro- and microstructural information is located and retrieved determines the quality and accessibility of the presentation. User-orientated, accessible learner's dictionaries can contribute substantially to the improvement of communication in a multilingual South Africa with different groups of language learners. Metalexicography makes provision for guide structures that facilitate access to information in the dictionary. The outer, inner and meta-access structure are functional structure elements that increase the retrievability of information and help the user to reach, as swiftly as possible, the information he/she is looking for. During the planning of a learner's dictionary, the lexicographer must draw up, among others, a dictionary plan in which a detailed explanation of the outer and inner access structure is given. Such a dictionary plan contributes to a consistent application of lexicographical decisions. Decisions regarding the access structure must also be explained and illustrated in the front text in order to enable learners to acquire dictionary skills and become effective dictionary users. Keywords: metalexicography, outer access structure, inner access structure, learner's dictionary, frame structure, unintegrated, integrated, mono- and poly-accessible, outer texts, outer rapid access, data distribution structure, micro-architecture, data-architecture, data exposure structure, meta-access

The grammatical morpheme deficit in moderate hearing impairment

Much remains unknown about grammatical morpheme (GM) acquisition by children with moderate hearing impairment (HI) acquiring spoken English. To investigate how moderate HI impacts on the use of GMs in speech and to provide an explanation for the pattern of findings. Elicited and spontaneous speech data were collected from children with moderate HI (n = 10; mean age = 7;4 years) and a control group of typically developing children (n = 10; mean age = 3;2 years) with equivalent mean length of utterance (MLU). The data were analysed to determine the use of ten GMs of English. Comparisons were made between the groups for rates of correct GM production, for types and rates of GM errors, and for order of GM accuracy. The findings revealed significant differences between the HI group and the control group for correct production of five GMs. The differences were not all in the same direction. The HI group produced possessive -s and plural -s significantly less frequently than the controls (this is not simply explained by the perceptual saliency of -s) and produced progressive -ing, articles and irregular past tense significantly more frequently than the controls. Moreover, the order of GM accuracy for the HI group did not correlate with that observed for the control group. Various factors were analysed in an attempt to explain order of GM accuracy for the HI group (i.e. perceptual saliency, syntactic category, semantics and frequency of GMs in input). Frequency of GMs in input was the most successful explanation for the overall pattern of GM accuracy. Interestingly, the order of GM accuracy for the HI group (acquiring spoken English as a first language) was characteristic of that reported for individuals learning English as a second language. An explanation for the findings is drawn from a factor that connects these different groups of language learners, i.e. limited access to spoken English input. It is argued that, because of hearing factors, the children with HI are below a threshold for intake of spoken language input (a threshold easily reached by the controls). Thus, the children with HI are more input-dependent at the point in development studied and as such are more sensitive to input frequency effects. The findings suggest that optimizing or indeed increasing auditory input of GMs may have a positive impact on GM development for children with moderate HI.

Conceptualizing learning style modalities for ESL/EFL students

A major hurdle in assessing the learning styles of English as a second language (ESL) and English as a foreign language (EFL) students is the development of an instrument with established validity and reliability. This article reports the results of testing a newly developed learning styles instrument [System 29 (2001) 385; Wintergerst et al., TESL Canada Journal Revue TESL du Canada (in press)] on three groups of language learners: Russian EFL students, Russian ESL students, and Asian (specifically Chinese, Korean, and Japanese) ESL students to determine their learning style preferences. Results indicate that these students learn English under three modalities: Project Orientation, Group Activity Orientation, and Individual Activity Orientation. Findings further reveal that these three groups of language learners clearly prefer group activity above individual work, with the Russian EFL and Asian ESL students favoring group work and project work. The outcome of this study suggests that this instrument holds promise as a viable assessment tool for determining selected learning styles of ESL/EFL students and has sound implications for classroom teachers.