Monolingual Learners Research Articles

The Use of the Progressive in Light of the AH in Monolingual EFL-Instructed Spanish Learners at University Level: A Longitudinal Learner Corpus-Based SLA Study

Despite recent interest in the analysis of the progressive in light of the Aspect Hypothesis (AH), little information is available on the use of the progressive by EFL Spanish learners. To gain a better understanding of the use of the progressive in EFL-instructed Spanish learner writing at advanced levels, this longitudinal learner corpus-based SLA study examines the frequency of use of the progressive, as well as two of the associations of the AH: (i) the progressive with dynamic verbs; (ii) and, no overextension of the progressive to stative verbs. The effects derived from factors or variables such as the tense employed, target- and non-target-like uses, students’ academic year and expected higher proficiency level, task type and individual preferences are also discussed as a way to fine-tuning the strong version of the AH to the use of the progressive by this learner group

Construal of Mental Health Problems in English Learners' Dictionaries

The purpose of the present study is to check how well monolingual learners' dictionaries cope with the sensitive field of mental ill health. The subject is considered worthy of attention in view of the high prevalence of mental health problems among young people, at whom learners' dictionaries are primarily targeted. To obtain a picture of the situation, twelve names of common mental health issues have been looked up in six learners' dictionaries of English (five British and one American). The analysis zoomed in on the choice of genus words, the information value of the definitions and examples, and the potential impact of both on the sensibilities of dictionary users. To resolve occasional disagreements in matters of content, specialist medical sources have been consulted. The treatment is cognitive linguistic in spirit, with the notion of construal — specifically its key component of focal adjustment — serving as the main descriptive tool.

An aspectual contour of phrasal verb constructions with English think

Abstract In English, the internal constituency of an event is obligatorily expressed by means of non-progressive versus progressive aspect. It is also represented linguistically by means of lexical aspect, and thus verb semantics. The two types of distinctions are shown to lie at two different levels of schematicity in the Integrated Model of Aspect (IMA, Kokorniak 2018). Although particles constitute only an additional tool in aspectual profiling in English, they are very productive at the level of lexical aspect in profiling minor aspectual differences that main verb semantics and inflection cannot reflect. The particles that the verb think can be combined with include out, over, through and up. Monolingual learners’ dictionaries suggest that think out, think over and think through can be used interchangeably. Their definitions indicate that in all three cases the particles designate a careful and thorough mental process. The study presents an aspectual contour of think and the particles that the verb can be combined with, and displays that each particle constitutes an elaboration of the mental path in a slightly different way. Their semantic contribution to the aspectual verb profile is shown and located in the IMA continuum, while corpus examples depict their use.

Evidence for an Early Novelty Orientation in Bilingual Learners

AbstractBilingual environments are more complex than monolingual environments. To adapt to this complexity, bilingual infants may navigate their environment in fundamentally different ways than monolingual infants. Drawing from visual, social, and linguistic processing, in this article, I present evidence to suggest that bilingual and monolingual learners demonstrate basic differences in the distribution of attention. Across these areas, bilingual learners appear to orient to novel information over familiar information, more so than monolingual learners. Attending more broadly within one’s environment may support flexibility of learning within a complex environment, where underlying structure is harder to detect. However, broad exploration may also protract the process by which underlying structure is detected and learned. This may introduce developmental costs, such as delayed specialization in the native language observed in bilingual infants. In this way, bilingual infants may explore their surroundings in a manner distinct from monolingual infants that is both responsive to and adaptive for a relatively complex environment.

Applying Freire’s Critical Pedagogy to Iranian EFL Bilingual and Monolingual Speaking Performance

The purpose of the present pre-experimental study is to examine the extent to how Critical Pedagogy (CP) may function in EFL teaching in Iran. Compared with the growing but far from conclusive body of research, virtually few studies have been covered comparatively among monolinguals and bilinguals. Also, no studies have examined Freire’s CP among monolinguals and bilinguals especially in Iran, which considered as two privileged and less privileged groups respectively. Therefore, this study was done among sixty Iranian monolingual and bilingual university sophomores to know if CP affects them differently. The study is done under two available classes in bilingual and two other classes in monolingual context. The first groups received problem-posing and the second groups were exposed to banking model. The scoring procedure of participants’ performance was based on IELTS speaking band descriptors. Findings reveal that applying problem-posing model cause improvement in speaking performance of both monolingual and bilingual learners than banking model. More importantly, it is concluded that there is no significant difference between monolinguals and bilinguals in terms of problem-posing model, perhaps because the standards of educational justice have been partially observed among both communities. Finally, implications were drawn for EFL teachers and syllabus designers.

Single-clause when-defining models in English monolingual pedagogical dictionaries

Abstract The paper is concerned with the single-clause when-definition, which is a common folk-defining style that has been established by lexicographers in English monolingual learners’ dictionaries (the Big Five), especially the Longman Dictionary of Contemporary English and Cambridge Advanced Learner’s Dictionary. In brief, the single-clause when-definition format can be applied to explain the meaning of abstract nouns and it closely resembles the double-clause (full-sentence) definition, which can also begin with a subordinating conjunction such as when or if. However, the when-definition does not include the word which is being defined (definiendum) and it is formed out of a single, subordinate clause. This definition-type has received metalexicographers’ attention as it appears to, in general, limit the effectiveness of correct extraction of word class information from abstract noun entries in contrast to the traditional defining model – the analytical definition. In this paper, an attempt is made to investigate two types of single-clause when-defining models: (1) when + personal pronoun; and (2) when + indefinite pronoun (someone/something).1 The collected evidence from the Linear Mixed-effects Modelling analysis indicates that the effect of when-definition type on syntactic class identification accuracy is statistically significant at the 8% level of significance, with the when + personal pronoun defining style being the superior defining model.

Edulingualism: linguistic repertoires, academic tasks and student agency in an English-dominant university

ABSTRACT This article reports on a study that examined how a group of plurilingual students use their linguistic repertoires to achieve a number of purposes such as performing identity, learning and socialising, and negotiating with structure in an English-dominant university. In order to capture the dynamic relationship between language-as-resource, academic tasks and agency in this particular context, the article proposes ‘edulingualism’ as a conceptual and analytic lens. To this end, the article examines multiple data sets (narratives, reflective accounts, recorded interactions and texts) that show how, by mobilising their multilingual resources, these students achieve their purposes and take ownership of their learning experiences within a monolingual learning space.

Language of instruction: a question of disconnected capabilities

ABSTRACT This paper focuses on the issue of language of instruction, particularly in Sub-Saharan Africa, and considers the persistent preference for monolingual learning environments in multilingual societies. The perception that the use of African languages in education interferes with the acquisition of a global language is shown to be incongruous with current research and theories about multilingual learning and translanguaging. Moreover, drawing from an empirical study in Tanzania, it is observed that the rigid separation of different languages not only has implications for effective language acquisition, but is also associated with negative social consequences for learners. This paper argues that the capability approach can contribute to improved understanding and analysis of these phenomena. In particular, it suggests that several issues relating to language of instruction can be usefully reframed as a problem of disconnected capabilities.

Effects of age and bilingualism on sensitivity to native and nonnative tone variation: Evidence from spoken word recognition in Mandarin Chinese learners.

Most children learn a language such as Mandarin Chinese that uses lexical tone to communicate meaning. This study aimed to examine the phonological specificity of tone representations in monolingual and bilingual learners of Mandarin. Two age-groups were tested: toddlers (2.5 to 3.5 years) and preschoolers (4 to 5 years; N = 80). Using a preferential looking paradigm, children were presented with correct and mispronounced (Cantonese or Mandarin tone substitutions) forms of familiar words. In the aggregate, participants demonstrated preferential fixation to visual targets (naming effects) for correctly pronounced words, words mispronounced with native (Mandarin) tone substitutions, and for words mispronounced with nonnative (Cantonese) tone substitutions. However, naming effects were greater for correct pronunciations and for Cantonese tone mispronunciations relative to Mandarin tone mispronunciations. There were no interactions of responses to each trial type with age or with language exposure. Results are discussed in terms of possible determinants of tone sensitivity in early childhood. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Access Routes to BODY PART Multiword Expressions in the 'Big Five' MELDs: Use of Hyperlinks

The treatment of multiword expressions (MWEs) in dictionaries has not received much attention in metalexicography, although the significant role of phraseology has been stressed since the advent of corpus linguistics. The paper aims to analyse the lexicographic representation of semantically related MWEs, containing body part names. The study focuses on access routes to these MWEs in the 'Big Five' monolingual English learners' dictionaries online (MELDs). It investigates the presence and positions of hyperlinked MWEs on the page of the body part headword in order to find out if they depend on a given MWE or are dictionary-specific. Double or multiple hyperlinks to the same MWE are frequently found within a single body part entry, and the variety of access routes is evaluated with a view to offering a more homogeneous presentation of hyperlinked related MWEs.

Which Defining Model Contributes to More Successful Extraction of Syntactic Class Information and Translation Accuracy?

Definitions in English monolingual learners' dictionaries are the central focus of the paper. Metalexicographers have had a consuming interest in the following three types of definitions: analytical definitions (or classical definitions), full-sentence definitions (also called contextual definitions) and single-clause when -definitions. The use of when -definitions, the role of which is to define abstract nouns, has raised questions and doubts as to their efficacy on correct part of speech recognition of the definiendum , or item being defined, in light of the problems related to the substitutability of headwords and parts of definitions (lack of general category words in this definition format). By and large, existing research has substantiated the superiority of the classical definition-type over single-clause when -definitions with respect to the accuracy of word class identification. The current experiment attempts to further delve into the subject of part of speech recognition with regard to the three aforementioned defining formats — in previous studies only data from analytical and single-clause when -definitions were collated, since contextual definitions were not included in the study design. The study was conducted on a group of 120 advanced-level Polish university students of English. The subjects were tested on their ability of correct extraction of syntactic class information and translation accuracy of abstract noun headwords as regards the three predominant definition-types in English lexicographic practice.

Executive function developmental trajectories kindergarten to first grade: monolingual, bilingual and English language learners

ABSTRACT Many studies examine how bilinguals and monolinguals differ in their executive function abilities at one time-point or cross-sectionally. Fewer examine how these groups of children may differ over time. Using nationally representative data obtained from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), this study examines the developmental trajectories of executive functions among bilingual, monolingual and ELL (English Language Learner) children during their early school years across four time points from the start of kindergarten to the end of first grade while controlling for sex and socioeconomic status. Latent growth curve models show that ELL children start with lower executive function skills on the dimensional change card sort (DCCS) and Numbers Reversed. Yet, have a steeper slope on both tasks. Bilinguals also had a steeper slope on the DCCS Task despite not differing initially. In addition to cognitive assessments, we also evaluated teacher reports of children’s executive function skills. Results from teacher reports showed that bilingual children have an initial higher perceived executive function in comparison to monolinguals. Together, the findings indicate that bilinguals and monolinguals are in some ways different in their cognitive control trajectories. Implications for findings regarding ELLs are further discussed.

Investigating Pragmatic Competence, Metapragmatic Awareness and Speech Act Strategies among Turkmen-Persian Bilingual and Persian Monolingual EFL Learners: A Cross-Cultural Perspective

ABSTRACTThis study investigated the effect of bilinguality on pragmatic production and metapragmatic awareness in third language learning. Thus, 59 Turkmen-Persian bilinguals (using Turkmen as their L1 and Persian as their L2) learning English as a third language and 55 Persian monolinguals learning English as their second language were selected and given a WDCT and a metapragmatic awareness questionnaire. The results showed that bilingual EFL learners outperformed monolingual EFL learners in pragmatic production and metapragmatic awareness. The findings also confirm the pragmatic differences among the three languages and the bilinguals’ advantage over monolinguals concerning the appropriate use of speech act strategies.

NONVERBAL MEANS OF COMMUNICATION IN THE ENGLISH DICTIONARIES

The article is devoted to the study of the periods of development of the English learner’s lexicography. The communicative specificity of learner’s dictionaries consists in their targeting to a clear segment of the readership. These are non-native speakers of English, studying it as a foreign language and living outside the area of its functioning, and, therefore, outside the situational context. The features of users to whom learner’s dictionaries are addressed determine the content and presentation of lexicographic material, which is aimed primarily at expanding the vocabulary of the reader and, moreover, familiarizing him more closely with the culture of English-speaking society. Lexicographers note that every user of the dictionary faces three problems: how to find the right information; how to understand it (comprehend) and how to apply what you understood. The history of the creation of educational dictionaries of the English language begins in the middle of the twentieth century. Lexicographers unanimously name such dictionaries as the Cambridge Advanced Learner’s Dictionary, Longman Dictionary of Contemporary English, Collins COBUILD Advanced Dictionary, Oxford Advanced Learner’s Dictionary and Macmillan English Dictionary for Advanced Learners as the “Big Five” of educational dictionaries, the highest achievement in this field of lexicographic practice (pinnacle of monolingual learners’ dictionaries).

Highly Potent and Vastly Conditional Instructional Practices: Variations in Use and Utility of Language Interactions for Kindergarten

ABSTRACTResearch Findings: This study of kindergarten monolingual and Dual Language Learners (DLLs) (N=263; mean age = 63.40 months) and their teachers (N=27) found significant mean differences in the observed quality of language interactions in classrooms with differing proportions of DLLs. Teachers instructing in classrooms with higher numbers of DLLs had lower levels of concept development and quality of feedback. Moderation findings revealed that interactions supporting concept development were particularly beneficial for DLLs’ vocabulary growth. Practice and Policy: Study results underscore the importance of using language interaction practices that cultivate higher-order thinking with DLLs.

Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds

The current research tracked kindergarteners into Grade 4 to investigate the longitudinal relations between reading and verbal working memory (VWM). The samples for investigation included the overall weighted sample, English monolingual (EL1) learners, language minority learners with high English proficiency (HP-LM), and language minority learners with persistently low English proficiency (LP-LM). We first investigated the growth factor relation between VWM and reading and then examined the cross-lagged relations between the two skills in different groups. Results suggested that VWM and reading growth could be separated into the initial phase (kindergarten to Grade 1) and the consolidation phase (end of Grade 1 to Grade 4). Despite the growth rate relation between VWM and reading starting to decline at the consolidation phase for EL1 and HP-LM learners, a moderate growth rate relation was able to remain for LP-LM learners. However, the effects of early VWM on later reading were either small (βs ≤ 0.15) or nonsignificant. In addition, the earlier reading skills were not predictive of later VWM. We suggest that the bidirectional relation between VWM and reading is a codevelopment process rather than a causal factor of each other. However, the process of acquiring basic reading skills and the shaping of VWM influence each other irrespective of linguistic background. Implications for intervention and suggestions for future research are provided.

From corpus usages to cognitively informed dictionary senses: reconstructing an MLD entry for the verb float

This paper offers a step-by-step guide to compiling a dictionary entry by applying cognitive semantic theories to corpus data. In this way, the paper aims to make a contribution to the field of cognitive lexicography. The focus of attention is on the lexicographic tasks of identifying lexical units, capturing usage patterns and providing definitions. In an attempt to systematize these demanding and highly subjective tasks, we combine the principles of corpus linguistics (corpus pattern analysis) and cognitive semantics (frame semantics, conceptual metaphor and metonymy theory, principled polysemy approach). The proposed integrated (corpus-based and cognitively oriented) lexicographic approach is demonstrated in the analysis of a polysemous lexical item from the semantic field of motion, the verb float. The independent semantic and phraseological analysis of float is compared with the corresponding entries of monolingual learners’ dictionaries to specify in what respects the described approach can improve EFL lexicography. The paper is not restricted to a theoretical discussion of lexicographic issues or a critical review of existing entries; rather, a new version of the float entry is offered. The proposed entry is claimed to be more transparent and streamlined than existing ones and can serve learners better in both decoding and encoding tasks.

“I can see myself …”A Q methodology study on self vision of Korean language learners

Most of the research on foreign language learner's motivation is focused on learners of English as a second or foreign language, and uses quantitative methodologies often applied to monolingual learning contexts. It has been pointed out that this restricted focus and a lack of a holistic perspective might have biased the conceptual framework currently used to understand motivation, and that insufficient considerations are given to learners of languages other than English and their learning goals. This paper aims at contributing to the development of research on motivation by discussing the results of an investigation into future language selves and future multilingual self vision of students of Korean language in an Australian university. The research uses Q methodology, allowing such a holistic approach to emerge. The paper highlights the presence of four main points of view about future self visions and learning goals. The discussion of these four perspectives informs current conceptualizations of L2 motivation to learn languages other than English, and offers opportunities to consider the teaching of foreign languages at the tertiary level in a new light.

Attitudes to English in the Kaleidoscopic Iranian Context: Second, Foreign or International?

Today’s world seems to be quite overwhelmingly concerned with communication as an incontestable aspect of which is communicating with people lacking a shared linguistic background. A common language (or lingua franca) would, therefore, be needed which can cut across all local, national, and regional linguistic boundaries. This study aimed at exploring the attitudes of 400 bilingual and monolingual college students and EFL learners. It investigated English language status in the linguistically diverse context of Iran. For the purpose of the study, a standardized questionnaire containing 37 Likert-type items was distributed. Descriptive statistics were employed for data analysis revealing that learners from different linguistic backgrounds had significantly different reactions and attitudes to the issues such as: General perception to English, Status of English, text and content matter comprehensibility through English, job prospects, official status, culture learning, integrating with American or British cultures, religion and foreign language learning, English ownership, Adherence to British English, American English or English as an international language.

State-of-the-art on monolingual lexicography for Estonia

The paper describes the state of the art of monolingual lexicography in Estonia. Firstly, we describe the current situation in Estonia and the main public functions performed by the Institute of the Estonian Language. Secondly, we provide an overview of the primary types of monolingual academic dictionaries (dictionaries of Standard Estonian and explanatory dictionaries) published in Estonia since the 20th century. Monolingual learner’s lexicography has emerged as a new field in the 2010s, focusing on basic vocabulary and collocations. Thirdly, we give a short overview of accessibility policy and availability of language resources for Estonian. Finally, we envisage the future work in the field of lexicography in the Institute. Within the framework of the new dictionary writing system Ekilex the Institute is moving away from presenting separate interfaces for different dictionaries towards a unified data model in order to provide the data in the aggregated form.