Journal > Category: Language

Perception and performance: The influence of linguistic knowledge and self-efficacy beliefs on the L2-english spoken fluency of Taiwanese University Students

The majority of Taiwanese university students obtain high proficiency in all domains of L2-English but speaking. Research often attributes this imbalance to insufficient opportunities to speak in the general context where most Taiwanese students learn English. Indeed, L2 classrooms in Taiwan have been criticised for neglecting oral skills, and students are often anxious about their lack of L2 speaking competence. Concerning the worrisome phenomenon, rarely has research sought to explore students’ self-efficacy beliefs developed in this learning context or examine the impact of self-efficacy on speech production.

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Explaining words: how EMI teachers conceptualize and deliver explanations of unfamiliar vocabulary

Vocabulary has come to be regarded as one of the most vital elements of language and language learning (Cook, 2016; Nation, 2013). In recent years, it has gained more attention in research and is being stressed more in the second language acquisition (SLA) field (Cook, 2016). In 2015, Macaro and Tian conducted an exploratory study of Chinese university professors’ vocabulary explanations in the English language classroom in an attempt to provide preliminary insight into what types of vocabulary explanation were used.

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Assessing the effects of mediating academic vocabulary teaching through L1 in linguistically diverse classes in mainstream UK schools. A methodology paper.

It is an axiom in the literature that children should be given opportunities to use their L1s in the service of their learning in English. However, uncertainty about the effects of this general advice is reflected in the choice by many teachers to insist on ‘English only’ in their classrooms. Even where teachers are well disposed to L1-mediated learning, the sheer range of languages represented in typical UK classrooms makes this difficult to operationalise. Moreover, intervention research that might help us to understand the effects of L1 mediated learning in linguistically diverse contexts appears to be vanishingly small. The principle aim of this study is, therefore, to assess whether purposeful L1 use in linguistically diverse classrooms is operationisable and helpful.

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A Novel Type of Text Modification and Its Implications for Vocabulary Learning Through Reading

This study investigates a novel text modification method called reflash. Reflash is designed to assist inferring word meaning from context, which is unique since the most widely researched text modification method, namely gloss, gives learners instant access to the word meaning. Reflash is a set of left and right arrows, attached to the target words in a text. By clicking the arrows, the learners can review the previous occurrences or preview the subsequent occurrences of the word. This study intends to answer whether learners use reflash, how they use it, and the efficacy of reflash regarding incidental vocabulary acquisition through reading.

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Exploring the Influence of English Exposure on Implicit Knowledge using Self-Paced Reading

Fast and fluent comprehension is often assumed to be linked to implicit knowledge — unconscious knowledge of linguistic regularities, as opposed to rule-based explicit knowledge. Therefore, mastering implicit knowledge might be considered an important objective of language education, helping language learners overcome barriers. We conduct a self-paced reading study to investigate what determines the development of implicit knowledge. We compare levels of explicit and implicit knowledge between English learners who have experienced different amounts of exposure to English. Our results provide evidence that implicit knowledge about English grammar is influenced independently by learners’ explicit knowledge and the amount of prior exposure to English.

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Teacher’s Feedback and Students’ Uptake in an Intermediate English as a Second Language Classroom at a British University: A Conversation-Analytic Study

This conversational analytic-informed study aims to investigate the role of teacher’s feedback in an English as a Second Language (ESL) classroom. The study draws on multiple excerpts from an extended sequence of an interaction collected at INTO Newcastle University, United Kingdom. The findings demonstrate that explicit feedback is proved to be effective in leading to students’ uptake rather than being seen as not effective (Lyster and Ranta, 1997).

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E-book’s Effect on American CFL Kindergartner’s Vocabulary Gain

This exploratory study examined the impact of the story book format (print book vs. e-book), on easy and difficult Chinese vocabulary acquisition. Thirty-two five- and six-year-old, typically-developing American kindergarteners from middle Social Economic Status (SES) family were pre-tested in their L1 English receptive vocabulary and L2 Chinese vocabulary knowledge to investigate which factor would predict their L2 vocabulary learning outcome in the Target Vocabulary Test (TVT).

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