Non-native English Learners Research Articles

CHALLENGES IN PRONOUNCING THE LETTER "R" IN THE INTERNATIONAL PHONETIC ALPHABET

This research aims to explore the challenges faced by students in pronouncing the letter "r" in English words. A descriptive quantitative research design was used, incorporating pronunciation tests to gather data. The study focused on eighth-grade students at SMP Islam An Nizam Medan, with a sample of 15 students selected through simple random sampling from a total of 30 students. The students' pronunciation was recorded as they read aloud from three different texts, and their performance was analyzed for errors in pronouncing the "r" sound. The results revealed significant difficulties, with a total of 79 errors across all three texts. Specifically, Text 1 contained 21 errors (26.5%), Text 2 had 39 errors (49.3%), and Text 3 accounted for 19 errors (24%). The findings highlight the widespread difficulties students face in pronouncing the "r" sound, emphasizing the need for targeted interventions and teaching strategies to help improve pronunciation skills. This study contributes valuable insights into the specific pronunciation challenges encountered by non-native English learners.

Computer-Assisted Online Learning of English Oral Pronunciation Based on DAE End-to-End Recurrent Neural Networks

With the development of globalization, learning a second language has received increasing attention from people. To improve English oral proficiency, a computer-aided online learning system for English oral pronunciation is studied. A denoising autoencoder is integrated into the system to create a simplified end-to-end recurrent neural network for pronunciation detection and diagnosis based on deep learning. The study first collected and preprocessed oral pronunciation data of English learners, including enhancing speech signals and reducing noise. Next, an RNN model with Long Short-Term Memory (LSTM) as the core was constructed to capture time series characteristics in pronunciation. And use DAE to extract features and reduce the influence of background noise to enhance the recognition of pronunciation features. At the same time, the study utilized web crawler technology to collect a large amount of oral pronunciation data from non-native English learners, and constructed an English oral corpus containing pronunciation errors. And in order to simulate real situations, white noise and pink noise were artificially added to the corpus in the study, and they were divided into training and testing sets in a ratio of 60% to 40%. The results showed that the classification accuracy of the system in the training and testing sets under white noise environment was 78.97% and 94.01%, respectively, and the classification accuracy in the pink noise environment was 76.19% and 94.03%, respectively. The system’s error detection accuracy in vowel and consonant pronunciation detection is 88.91% and 91.68%, respectively, and the error correction accuracy in vowel and consonant pronunciation detection is 90.67% and 91.96%, respectively. In summary, the research on computer-aided online learning of English oral pronunciation based on Denoising Auto Encoders end-to-end recurrent neural networks has effectively improved learning efficiency.

Are Written Syntax Features Related to Writing Quality? An Examination of Spanish and English Compositions by Bilingual Children.

There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English immersion). We also examined whether Spanish and English syntax features were related cross-linguistically and related to writing quality within languages and whether these relations to writing quality were moderated by grade level, English learner status, and instructional program. We examined written syntax features of Spanish and English essays by simultaneous and emergent bilinguals in Grades 1, 2, and 3 in either Spanish-English dual immersion or English immersion instruction in the United States (N = 278). Essays were scored for quality and evaluated for mean length of T-units, number of verbs, number of noun agreement words, and number of subject agreement words accurately conjugated. Written syntax features significantly differed by language and varied as a function of grade level, English learner status, and instructional program. Grades 2 and 3 wrote longer utterances, more verbs, and greater noun agreement accuracy than Grade 1. Syntax features were related to writing quality within languages, but Spanish relations were weaker for English learners than non-English learners and for dual immersion students than English immersion students. Our findings suggest written syntax features may be useful for evaluation of English-Spanish simultaneous and emergent bilinguals' writing. https://doi.org/10.23641/asha.25927366.

Novel Metaphor Recognition, Interpretation and Construction: Barriers Face Kurds as Non-native English Speakers

This study which is titled ‘Novel Metaphor Recognition and Interpretation: Barriers Face Kurds as Non-native English speakers’ considers the recognition and the interpretation process difficulty of English novel metaphors. Novel metaphor is one of the most problematic types of metaphor in which its creation, recognition and interpretation usually require a higher level of efficiency. This sort of metaphor is highly connected with personal established conceptual systems which probably cause misunderstanding among interactants: native and non-native ones. This study aims at identifying novel metaphor, determining the nature of problems that Kurds as non-native English speakers face in recognizing novel metaphors in English. Thus, it would be helpful for both non-native English learners and speakers to improve their English comprehension and construction competence. The current study makes use of both quantitative and qualitative approach in the process of data analysis; and it has come up with the conclusion that the insufficiency in English communicative language competence, cognitive analysis proficiency, and background knowledge are three main problems in the process of recognizing and interpreting novel metaphors.

Association of lexical and collocation knowledge: A comparative analysis of native speakers and nonnative learners of English

To provide a comprehensive estimate of Korean college students’ lexical competence, this study compared L2 learners’ (EFL) use of single words and collocations with that of native speakers (NSs). The study compiled two text corpora, one from an existing native corpus and the other with texts from Korean EFL learners at three proficiency levels. There were significant differences between the two corpora in lexical diversity, although the difference between advanced EFL learners and NSs was non-significant, indicating that advanced learners were on par with NSs in terms of using a diverse range of words. In a comparison of lexical distribution of single words, however, these advanced learners were found to use words between the 1K and 4K level, whereas NSs used words beyond this level. This suggests the need to cover a wider range of words in classroom teaching and assessment. Regarding collocational knowledge, the difference between the NSs and EFL group was apparent and statistically significant, regardless of learners’ proficiency levels. Namely, EFL learners used far fewer collocations in a smaller range than their counterparts. The learners’ limited collocational competence indicates that collocations should be considered an integral component of the curriculum, instruction, and assessment.

Research on the Language Acquisition Model of Non-Native English Learners Based on Artificial Intelligence

Abstract The widest application field of intelligent teaching supported by artificial intelligence technology is language learning, and enhancing learners’ language acquisition ability is the top priority. On the basis of analyzing the guidelines for the construction of a language acquisition model for non-native English learners, this paper combs through the main advantages of intelligent technology-assisted English teaching and establishes an intelligent language acquisition model based on artificial intelligence. Fuzzy cognitive diagnosis of the language acquisition level of non-native English learners is carried out using the Fuzzy-CDF model, the language acquisition ability of learners is modeled, and the regression model is constructed by combining with artificial intelligence technology so as to realize the bidirectional assessment of language acquisition level of learners. When the Fuzzy-CDF model is utilized for the learner’s language acquisition level, its MAE value is the lowest at 0.1385, and the influence coefficient of the teacher’s teaching method on the learner’s language acquisition ability is the largest at 23.506. The difference between the learner’s language acquisition response time at different levels on the experimental example sentences and the native learners is small, and close to 90% of the students indicated that they were more satisfied with the intelligent language acquisition model. Relying on artificial intelligence technology to construct intelligent language acquisition models can help non-native English learners improve their language acquisition ability.

Investigating the Syntactic Variation among Non-Native English ESL Learners of Khawaja Fareed University of Engineering and Information Technology

Introduction: This research investigates syntactic variation among non-native ESL learners with Urdu, Punjabi, and Saraiki language backgrounds, utilizing Howard Giles' Communicative Accommodation theory. Methodology: Writing samples from 105 students at Khawaja Fareed University of Engineering and Information Technology were analyzed for syntactic differences across various linguistic elements. Results/Findings: Distinct patterns of syntactic variation emerged among language groups, with Urdu-speaking students showing heightened variation in Prepositions, Pluralization, Modal Verbs, Adjective Placement, and Code Switching. Punjabi-speaking students demonstrated increased variation in Subject-Verb Agreement, Verb Tense, Word Order, Pronunciation, Vocabulary, and Relative Clauses. Saraiki-speaking students displayed more variations in Idiomatic Expressions, Question Formation, Negation, and Conjunction. Implication/Future Direction: The findings underscore the importance of considering mother tongue influence in ESL instruction. These variations are attributed to students' inadequate competence, insufficient training, and limited exposure to the target language. Further research should explore effective strategies to address syntactic variation in ESL classrooms.

Investigation of the Impact of Bilingualism on the Identity of a sample of Bilingual English learners

This paper aims to investigate how learners of English at ALbaydha University and ALYemeni Institute perceive themselves as being bilinguals and how being bilinguals can affect their core identity. Also it investigates whether they understand being bilingual, based on how well they use and speak the English language and how often it is used or influenced by the factors of English culture which make them use it instead of their local language culture, inside and outside college, to gain prestige without taking into consideration that the change will affect their core identity. This paper is qualitative in nature based on a questionnaire administered at ALbaydha University and ALYemeni Institute students as non-native English learners who study English to obtain Bachelor Degree or Diploma in English language. The most unexpected findings that emerged show that despite studying English and having some skills in using the language none of the participants perceived him/herself as being bilingual, there is no evidence of language shift, and the core identity takes first status in most situations. Additionally, English choices do not dominate most of bilingual conversations but the local language is the dominator. All participants are proud of their identity and do not accept to replace it by another. They do not believe that being bilingual will affect their core identity. It is also noted that all participants behave carefully during their use of the English language and avoid any direct contact with English culture or adopting any of its norms of life though they prove to be equally competent in both local languages
 Key words: bilingualism and bilinguals, identity, code switching, identity in language education. 
 
 
 
 
 
 

ERP evidence for Slavic and German word stress cue sensitivity in English.

Word stress is demanding for non-native learners of English, partly because speakers from different backgrounds weight perceptual cues to stress like pitch, intensity, and duration differently. Slavic learners of English and particularly those with a fixed stress language background like Czech and Polish have been shown to be less sensitive to stress in their native and non-native languages. In contrast, German English learners are rarely discussed in a word stress context. A comparison of these varieties can reveal differences in the foreign language processing of speakers from two language families. We use electroencephalography (EEG) to explore group differences in word stress cue perception between Slavic and German learners of English. Slavic and German advanced English speakers were examined in passive multi-feature oddball experiments, where they were exposed to the word impact as an unstressed standard and as deviants stressed on the first or second syllable through higher pitch, intensity, or duration. The results revealed a robust Mismatch Negativity (MMN) component of the event-related potential (ERP) in both language groups in response to all conditions, demonstrating sensitivity to stress changes in a non-native language. While both groups showed higher MMN responses to stress changes to the second than the first syllable, this effect was more pronounced for German than for Slavic participants. Such group differences in non-native English word stress perception from the current and previous studies are argued to speak in favor of customizable language technologies and diversified English curricula compensating for non-native perceptual variation.

Psychological Problems Faced by Nonnatives English Learners: A Perspective of Secondary Level English Learners in D. G. Khan

This study aimed to explore the problems behind the psychological weaknesses of speaking among some nonnative English language learners. The speaking skill was an unused part of a rather silent, nonparticipating classroom practices in the past in educational processes. The nonnative learners of English as a result, have hardly paid any attention to it in foreign language learning practices in a formal education. This has been documented as a developing problem in the practices of the learners in Pakistan at present. The research design was descriptive, based on survey design. The participants of this study were 400 boys and girls at secondary school level studying in Dera Ghazi Khan (D G Khan). The data were collected through a self-developed research questionnaire at five-point Likert scale by applying random sampling technique. Both descriptive and inferential statistical techniques were used for data analysis. The study results show that many learners faced psychological problems at high level in speaking English. Therefore, it is recommended that the teachers should promote English speaking through the usage of direct method.

Examining the Heterogeneous Early Literacy Profiles of First-Grade Students Who Are English Learners.

This study examined the heterogeneity of early literacy profiles of English learners and non-English learners. Utilizing a latent profile analysis, the degree to which distinct learner profiles emerged was examined using code-based and language-based measures administered in the beginning of first grade. Participants included 11,803 English learners and 34,129 non-English learners. Three early literacy profiles emerged for English learners while four profiles emerged for non-English learners. Both sets of profiles can be identified based on the severity of students' difficulties with component skills rather than the specificity of their difficulties. Resulting profiles in both samples were then utilized to predict performance on a measure of broad reading comprehension administered at the end of first and second grade. Results indicated that the profile that was associated with the greatest success on the later measures of reading comprehension for both samples included the strongest performance on measures of both code-related and language-related skills. Results highlight the heterogeneity of early literacy skills within the English learner and non-English learner populations and demonstrate the importance of designing instruction that addresses the severity of a student's skill deficit.

Polysemous Verbs Break, Run, and Draw Within Prototype Theory From the Perspective of Saudi Learners of English

This paper attempts to explore the nature of polysemous verbs using a cognitive linguistic framework from the perspective of second-language (L2) users: specifically, English as a foreign language (EFL) students in a Saudi Arabian university context. Drawing on Pulman (1983), this analysis examines multiple senses of the verbs break, run, and draw using prototype theory and seeks to identify any semantic patterns in the priority accorded to the polysemous senses attached to each verb by the learner. A questionnaire with sentences as placeholders embodying different senses of each verb and a 4-point goodness-of-fit scale were prepared. The results of this study show that non-native learners of English (EFL learners) are aware that there is a semantic network of meanings for polysemous verbs, and that these meanings exist on a continuum from more central (about three to four senses for each verb, which could be considered core/generic meanings) to more peripheral (between one to three senses, which could be considered more specific meanings). Correlation analyses between learners’ perceptions of a verb’s polysemy and vocabulary size and years of learning English were performed, yielding few positive relationships, and those only weakly significant.

On Communicative Competence and Intercultural Understanding through the Lens of the Japanese Government-Approved English Language Textbook

It has been more than decades since English education in Japan started focusing on communicative competence. Textbooks and lessons in public schools are chosen based on a government-made Course of Study (Guideline). The Guideline puts emphasis on communicative competence and intercultural understanding in terms of English language education. The Government’s efforts to enact reform measures have failed, and the outcomes of various international assessments of Japanese English proficiencies are unsatisfactory. It implies that despite great effort the goal set by the Guideline has not been achieved yet. Students are motivated to learn English not for communication purposes but for test taking. This study examines a government-approved textbook for high school students’ required course from Sanseido Press to see how the Guideline’s objective is reflected in it. Since it is important to raise cultural awareness, this study tries to figure out how this textbook helps students understand other cultures. This study uses Alptekin’s model of intercultural communicative competence and analyses the content of this textbook. This model is best for figuring out what makes effective intercultural understanding for nonnative English learners, which requires knowing about different cultures and being able to use that knowledge appropriately in any situation. The findings revealed a clear bias towards Japanese cultures and US citizens. It is assumed that American English is considered an ideal model for English education in Japan. It is recommended that textbooks accept the concept of World Englishes, include a more diverse culture, and get nonnative speakers involved. Keywords: English education in Japan; intercultural understanding; cultural awareness; World Englishes; intercultural communicative competence

Home culture and its effects on English as a lingua franca communication: Voices from Chinese students at a United Kingdom university.

In academic research on intercultural communication (IC), students' perceptions and experiences regarding English as a lingua franca (ELF) have been central to the discussion because they form the basis for English teaching policies and practices in multilingual and multicultural environments. Substantial theoretical research on ELF has called for a paradigm shift from emphasizing the over-simplistic correlation between language and Anglophone cultures to recognizing the legitimacy of non-native English learners' home culture in English teaching pedagogy. Nonetheless, little empirical research has been conducted to examine how ELF speakers understand their home culture in ELF communications. Relatively fewer studies have investigated to what extent ELF users' perceptions of home culture influence their IC practices. To address these gaps, this study aims to explore Chinese international students in a liberal arts university in the United Kingdom and their understanding of Chinese culture in authentic ELF interactions. In addition, the perceived effects of Chinese culture on students' IC were explored in great depth. This study adopts a mixed-method approach, including a student questionnaire (N = 200) and follow-up semi-structured interviews (N = 10). Following descriptive statistics and thematic analysis of the obtained data, the findings revealed that most participants lacked a thorough understanding of their home culture, while they considered home culture playing a significant role in ELF communications. The contribution of this study builds on work in English users' awareness of home culture in IC to identify the significance of enabling the presence of English learners' home culture in English language teaching (ELT) classrooms.

Subject-Verb Agreement in Popular Music and Its Potential Impact on Linguistic Development of Non-Native English Learners

Subject-Verb Agreement in Popular Music and Its Potential Impact on Linguistic Development of Non-Native English Learners

Microsoft Reading Progress as Capt Tool

The paper explores the accuracy of feedback provided to non-native learners of English by a pronunciation module included in Microsoft Reading Progress. We compared pronunciation assessment offered by Reading Progress against two university pronunciation teachers. Recordings from students of English who aim for native-like pronunciation were assessed independently by Reading Progress and the human raters. The output was standardized as negative binary feedback assigned to orthographic words, which matches the Microsoft format. Our results indicate that Reading Progress is not yet ready to be used as a CAPT tool. Inter-rater reliability analysis showed a moderate level of agreement for all raters and a good level of agreement upon eliminating feedback from Reading Progress. Meanwhile, the qualitative analysis revealed certain problems, notably false positives, i.e., words pronounced within the boundaries of academic pronunciation standards, but still marked as incorrect by the digital rater. We recommend that EFL teachers and researchers approach the current version of Reading Progress with caution, especially as regards automated feedback. However, its design may still be useful for manual feedback. Given Microsoft declarations that Reading Progress would be developed to include more accents, it has the potential to evolve into a fully-functional CAPT tool for EFL pedagogy and research.

The Power of Pleasure Reading: A Narrative Inquiry of Proficient Non-English Learners

Pleasure reading, or termed Extensive Reading (ER) in the context of language learning, is defined as reading for enjoyment, happiness or satisfaction. A considerable number of studies have shed light on the benefits of ER to English language learning in L2 context. However, there has been no study examining the natural process of how pleasure reading naturally builds up language proficiency. Therefore, this study is intended to divulge the obscure process of how ones unconsciously build up English proficiency by doing pleasure reading. The participants in this study are two non-English learners who have done pleasure reading for, at least, 7 years with no purpose of learning English. Nested in a narrative inquiry methodology, this study examined the participants’ personal stories on the problems they tackle in doing pleasure reading, the gradual process they have been through, their motivation which makes them eager to read, and their unintentionally built up English proficiency. The data were collected through in-depth semi-structured interviews, observation and personal communication. The evidence showed that both participants underwent the language acquisition process in which they were not clued up about the subconscious awareness of language system obtained when reading. They got delectation of reading and achieved language proficiency (vocabulary, reading and listening skills, and grammar) simultaneously. Conclusively, pleasure reading or extensive reading works on improving language proficiency of not only language learners who intentionally read for learning but also those who read only for pleasure.

Assessment of reading performance of non-Native English learners

English being an international language is the need of the time. Reading is one of the essential skills of language learning for non-native English learners. In recent years the concern of reading decline among students has become a point of discussion among educators. In this article, we probe how the quality of English reading is going down gradually among non-native English learning students. For this purpose, we measure the reading abilities of grade 5 students with multiple languages as their mother tongue, having probably not very different socio-economic backgrounds. The data of students (N=589) were collected through convenience sampling. Students were assessed in three domains of reading (fluency, comprehension, and reading vocabulary) through the self-developed English Reading Achievement Scale (ERAS). The results demonstrated unsatisfactory performance of sampled students' reading in English. Only 56 percent of students remained successful in the assessment of English reading. The performance of girls' school students in reading was comparatively better than the boys' students. Students' performance was probably better in reading fluency and worse in reading vocabulary.

A comparative study of the phrase frames used in the essays of native and nonnative English students

A phrase frame (i.e., p-frame) is a type of recurrent discontinuous multiword sequence. So far, many studies have investigated the p-frames used in written texts in various genres, disciplines, and registers. However, few previous p-frame studies have attempted a comparative analysis of the p-frames used by native and nonnative English students. This scarcity prevents us from obtaining a full understanding of phraseological competence development in nonnative English learners. Using a corpus-driven approach, the current study identified and compared the 5-word p-frames used by native and nonnative English students in their college essays. The results showed no statistically significant difference between these two groups with respect to the types and tokens of p-frames used in their essays. However, significant intergroup differences could be observed when the predictability, variability, structural characteristics, and discourse functions of the identified p-frames were considered. These findings on the use of p-frames by native and nonnative English students could complement the comparative studies of recurrent continuous multiword sequences and thus advance our understanding of phraseological competence development in nonnative English learners.

“False Positives, Reentry Programs, and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy

ABSTRACT At the core of contemporary U.S. language education policy is the dichotomous dividing of bilingual students into English learners, who are entitled to extra support, and non-English learners, who are not entitled to this support. In this article, we genealogically trace the normative assumptions that have gone into this framing of the issue. We begin by examining the historical development of this dichotomous grouping of bilingual students within the remedial framing of the Bilingual Education Act that, building on the verbal deprivation theory that was prominent at the time, reproduced raciolinguistic ideologies that framed the language practices of bilingual students from low-income families as deficient and in need of remediation. Next, we examine how this remedial framing provided incentives for proponents of bilingual education to advocate for limited English proficiency to be defined as broadly as possible to ensure that more students were deemed eligible for these programs. We then examine contemporary vignettes that point to the tensions that this ideological underpinning has created for contemporary U.S. language education policymakers. We end with a discussion of ways of reconceptualizing U.S. language education policy that reject the remedial orientation that has informed this dichotomous framing and is responsive to the tensions illustrated in these vignettes.