Written Languaging, Learners' Aptitude and Second Language
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Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language Lucy E
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2015 Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language Lucy E. Long East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Other Rehabilitation and Therapy Commons, and the Speech Pathology and Audiology Commons Recommended Citation Long, Lucy E., "Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language" (2015). Electronic Theses and Dissertations. Paper 2507. https://dc.etsu.edu/etd/2507 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language ____________________ A thesis presented to the faculty of the Department of Audiology and Speech-Language Pathology East Tennessee State University In partial fulfillment of the requirements for the degree Master of Science in Communicative Disorders ____________________ by Lucy Estes Long May 2015 ____________________ Dr. Kerry Proctor-Williams, Chair Dr. Brenda Louw Mrs. Teresa Boggs Keywords: metalinguistic productions, specific language impairment, age-matched, language- matched ABSTRACT Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language by Lucy Estes Long This study seeks to: (1) determine if differences exist between children with Specific Language Impairment (SLI) compared to age-matched (AM) and language- matched (LM) children with typical language development (TL) in rates and proportions of five types of metalinguistic productions and (2) test theories of metalinguistic production. -
Exploring the Dynamics of Second Language Writing
CY147/Kroll-FM CY147/Kroll 0 521 82292 0 January 15, 2003 12:46 Char Count= 0 Exploring the Dynamics of Second Language Writing Edited by Barbara Kroll California State University, Northridge v CY147/Kroll-FM CY147/Kroll 0 521 82292 0 January 15, 2003 12:46 Char Count= 0 published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon´ 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org C Cambridge University Press 2003 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2003 Printed in the United States of America Typefaces Sabon 10.5/12 pt. and Arial System LATEX2ε [TB] A catalog record for this book is available from the British Library. Library of Congress Cataloging in Publication data Exploring the dynamics of second language writing / edited by Barbara Kroll. p. cm. – (The Cambridge applied linguistics series) Includes bibliographical references and index. ISBN 0-521-82292-0 (hardback) – ISBN 0-521-52983-2 (pbk.) 1. Language and languages – Study and teaching. 2. Composition (Language arts) 3. Rhetoric – Study and teaching. I. Kroll, -
The Impact of Pushed Output on Accuracy and Fluency Of
Iranian Journal of Language Teaching Research 2(2), (July, 2014) 51-72 51 Content list available at www.urmia.ac.ir/ijltr Urmia University The impact of pushed output on accuracy and fluency of Iranian EFL learners’ speaking Aram Reza Sadeghi Beniss a, Vahid Edalati Bazzaz a, * a Semnan University, Iran A B S T R A C T The current study attempted to establish baseline quantitative data on the impacts of pushed output on two components of speaking (i.e., accuracy and fluency). To achieve this purpose, 30 female EFL learners were selected from a whole population pool of 50 based on the standard test of IELTS interview and were randomly assigned into an experimental group and a control group. The participants in the experimental group received pushed output treatment while the students in the control group received non-pushed output instruction. The data were collected through IELTS interview and then the interview of each participant was separately tape-recorded and later transcribed and coded to measure accuracy and fluency. Then, the independent samples t-test was employed to analyze the collected data. The results revealed that the experimental group outperformed the control group in accuracy. In contrast, findings substantiated that pushed output had no impact on fluency. The positive impact of pushed output demonstrated in this study is consistent with the hypothesized function of Swain’s (1985) pushed output. The results can provide some useful insights into syllabus design and English language teaching. Keywords: pushed output; accuracy; fluency; EFL speaking © Urmia University Press A R T I C L E S U M M A R Y Received: 28 Jan. -
CELF-5 Metalinguistics
® Elisabeth H. Wiig, PhD, Eleanor Semel, EdD & Wayne A. Secord, PhD Test Objectives and Descriptions ® Overview Clinical Evaluation of Language Fundamentals Metalinguistics®–Fifth Edition The Clinical Evaluation of Language Fundamentals Metalinguistics®–Fifth Edition (CELF–5 Metalinguistics) is a revision of the Test of Language Competence–Expanded. CELF–5 Metalinguistics is designed to identify students 9-21 years old who have not acquired the expected levels of communicative competence and metalinguistic ability for their age. Metalinguistic awareness involves the ability to reflect on and distance oneself from language and to view it as a tool (Owens, 2010). In order for language to become a strategic tool, the student must be able to talk about language, analyze it, and think about it independent of the meaning (content). The student must be able to think about language in the abstract, apart from the literal meaning. CELF-5 Metalinguistics is a clinical tool that can be used to assess a student’s ability to make inferences, construct conversationally appropriate sentences, understand multiple meaning words and ambiguous sentences, and understand figurative language. The test may be used for initial diagnosis of a language disorder, to evaluate metalinguistic aspects of a social (pragmatic) communication disorder, or as a complement to and extension of the social-pragmatic communication skills assessed by CELF-5. Importance of Metalinguistic Awareness CELF-5 Metalinguistics focuses on the evaluation of metalinguistic awareness, which is demonstrated when a student is able to talk about, analyze, and think about language independently of the concrete meaning of each word. In other words, the student must make a momentary shift from the content or meaning of the message to the form or linguistic expression (Edwards & Kirkpatrick, 1999). -
Spanglish” and Its Effects on L1 and L2
“Spanglish” and Its Effects on L1 and L2 CAMILA PEREZ Produced in Katherine Curtis’ Spring 2012 ENC1102 The present study discusses and shows how “Spanglish,” the constant mixture of Spanish and English at the word, phrase and sentence level, affects bilinguals’ first and second languages. Researchers have demonstrated that code-switching can serve as a bridge between the two languages and that Spanish can facilitate English word learning, but they have not studied the effects of “Spanglish,” as a third language used by many Spanish bilinguals. From interviews, textual analysis, and interview observations of three Spanish bilinguals, it was demonstrated that “Spanglish” does affect L1 and L2. The results showed that “Spanglish” affects communication with Spanish and English monolinguals, leads to the creation of nonexistent words, and diminishes fluency in both Spanish and English. Introduction The fast growing Hispanic population in the United States has called for an increase in the number of researchers studying Spanish-speaking bilinguals. Given that 1 out of 12 kindergarten students come from homes where a language other than English is spoken and Spanish is the other language in almost 75% of these cases, bilingualism has become a very important subject in the education system (Carlson and Meltzoff 284). This ethnic and linguistic diversity among students in American schools has required educators to find new methods to help non-English speakers learn English. To be able to identify the most efficient methods that help students learn English and to create new ones that would make this process easier, researchers have studied numerous groups of bilinguals and have focused on investigating the advantages and disadvantages of bilingualism in English writing and learning processes. -
Empirical Studies in Applied Linguistics
UZRT2018 : empirical studies in applied linguistics Edited book / Urednička knjiga Publication status / Verzija rada: Published version / Objavljena verzija rada (izdavačev PDF) Publication year / Godina izdavanja: 2020 Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:737635 https://doi.org/https://doi.org/10.17234/UZRT.2018 Rights / Prava: Attribution-NonCommercial-NoDerivatives 4.0 International Download date / Datum preuzimanja: 2021-10-07 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences UZRT 2018 Empirical Studies in Applied Linguistics Edited by Renata Geld and Stela Letica Krevelj 1 FF press UZRT 2018: Empirical Studies in Applied Linguistics Edited by Renata Geld and Stela Letica Krevelj, FF press http://wp.ffzg.unizg.hr/ffpress ISBN: 978-953-175-843-7 Collection © 2020 FF press Papers © 2020 The Contributors Cover image © 2017 Ivana Rež ek Layout: Silvia Kurolt All parts of this publication may be printed and stored electronically. CONTENTS Foreword 5 Sanja Marinov & Višnja Pavičić Takač On the nature of relationship between self-regulation and lexical competence 19 Gábor Szabó The Application of Objective Measures of Text Difficulty to Language Examinations 34 Sandra Mardešić, Ana Gverović & Ana Puljizević Motivation in modern language studies: A pilot study in Italian language 56 Mirna Trinki & Stela Letica Krevelj Multilingualism in English language classrooms in Croatia: Can we think outside the box? 75 Ivana Cindrić & Mirta Kos Kolobarić -
Cross Language Transfer of Metalinguistic Awareness: a Meta-Analytic
Cross Language Transfer of Metalinguistic Awareness: A Meta-Analytic Structural Equation Model for Chinese-English Bilingual Children A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctor of Education in Literacy/Second Language Studies Of College of Education, Criminal Justice, and Human Services by Xuejiao Diao M.Ed. University of Cincinnati, OH, USA April 2014 Committee Chair: Mary Benedetti, Ed.D. ABSTRACT While a number of studies have been conducted to investigate the construct of metalinguistic awareness in Chinese-English bilingual children, the results are conflicting regarding whether bilingualism facilitates the transfer of metalinguistic skills across English and Chinese. This dissertation was designed to offset the shortcomings of relatively small sample sizes in prior research by synthesizing prior study results using meta-analysis and meta-analytic structural equation modeling. These methods were used in order to reveal a holistic picture of the construct of metalinguistic awareness and its relationship with other moderators. Using meta- analysis, this study examined if Chinese-English bilinguals and Chinese or English monolinguals have equal performance on various metalinguistic tasks. A proposed Bilingual Metalinguistic Awareness Model was then fitted to the meta-analytic data to bring to light the best measurement model for the construct of metalinguistic awareness and its relationship with Chinese and English language proficiency, cognitive development, language instructional methods, and social influence. The dissertation analyzed data from 49 studies, including, 27 correlation matrices, and found no statistical differences between Chinese or English monolingual children and Chinese- English bilingual children in terms of metalinguistic awareness. -
The Impact of Task Complexity on the Development of L2 Grammar
English Teaching, Vol. 75, No. 1, Spring 2020, pp. 93-117 DOI: https://doi.org/10.15858/engtea.75.1.202003.93 http://journal.kate.or.kr The Impact of Task Complexity on the Development of L2 Grammar Ji-Yung Jung* Jung, Ji-Yung. (2020). The impact of task complexity on the development of L2 grammar. English Teaching, 75(1), 93-117. The Cognition Hypothesis postulates that more cognitively complex tasks can trigger more accurate and complex language production, thereby advancing second language (L2) development. However, few studies have directly examined the relationship between task manipulations and L2 development. To address this gap, this article reviews, via an analytic approach, nine empirical studies that investigated the impact of task complexity on L2 development in the domain of morphosyntax. The studies are categorized into two groups based on if they include learner-learner interaction or a focus on form (FonF) treatment provided by an expert interlocutor. The results indicate that the findings of the studies, albeit partially mixed, tend to support the predictions of the Cognition Hypothesis. More importantly, a further analysis reveals seven key methodological issues that need to be considered in future research: target linguistic domains, different types of FonF, the complexity of the target structure, task types, outcome measures, the use of introspective methods, and the need of more empirical studies and replicable study designs. Key words: task complexity, Cognition Hypothesis, resource-directing and resource-dispersing -
Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2017 Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom Michael Spooner Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the First and Second Language Acquisition Commons Recommended Citation Spooner, Michael, "Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom" (2017). All Graduate Plan B and other Reports. 1126. https://digitalcommons.usu.edu/gradreports/1126 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. i CODE-SWITCHING AND ITS CHALLENGES: PERSPECTIVES ON TRANSLANGUAGING IN THE EFL CLASSROOM by Michael Spooner A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: Dr. Karin DeJonge-Kannan Dr. Maria Luisa Spicer-Escalante Major Professor Committee Member Dr. Abdulkafi Albirini Dr. Sylvia Read Committee Member Committee Member Dr. Bradford J. Hall Department Head UTAH STATE UNIVERSITY Logan, Utah 2017 Copyright 2017 © Michael Spooner All rights reserved DEDICATION This work is dedicated to the memory of Alberto, whose full name I do not know. Alberto was a Puerto Rican man who worked long ago with my father in a machine shop in Milwaukee. Alberto loved Spanish, his first language, and especially the way it was spoken in Puerto Rico. -
Metacognition, Metalinguistic Awareness, and Relevance in Language Learning: a Report on an Intervention Module Project
International Journal for the Scholarship of Teaching and Learning Volume 14 Number 2 Article 9 November 2020 Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project Marianne Bessy Furman University, [email protected] Stephanie M. Knouse Furman University, [email protected] Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/ij-sotl Recommended Citation Bessy, Marianne and Knouse, Stephanie M. (2020) "Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project," International Journal for the Scholarship of Teaching and Learning: Vol. 14: No. 2, Article 9. Available at: https://doi.org/10.20429/ijsotl.2020.140209 Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project Abstract The purpose of this study is to examine the outcomes of a pedagogical intervention project in intermediate second language (L2) French and Spanish classes at the post-secondary level. The authors designed and implemented four “Language Learning Modules” (LLMs) to ascertain if these interventions could enhance students’ metacognitive and metalinguistic awareness and help students see the relevance of studying an L2. Sixty-two students were divided evenly into a “Module” group, which received the LLMs, and a “Non-Module” group, which did not receive such instruction. Analyses reveal that the Module group differed from the Non-Module group in terms of how they applied metacognitive insights, became more aware of the value of language learning, and found relevance in the L2. The authors contend that it is imperative for language educators to foster student growth in metacognitive abilities and metalinguistic awareness, and to explicitly instruct students on the relevance of L2 study. -
A Study of Chinese Second-Year English Majors' Code Switching
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 2, pp. 364-369, February 2015 DOI: http://dx.doi.org/10.17507/tpls.0502.17 A Study of Chinese Second-year English Majors’ Code Switching Phenomenon in Comprehensive English Course from the Perspective of Interlanguage Lili Cui Department of English, Guangdong University of Petrochemical Technology, Maoming, Guangdong Province, China Xianchun Xie Department of English, Guangdong University of Petrochemical Technology, Maoming, Guangdong Province, China Abstract—The paper analyzes functions and influencing factors of second-year English majors’ code switching in Comprehensive English Course on the basis of the interlanguage theory and other SLA (second language acquisition) models, i.e. Krashen’s Comprehensible Input Hypothesis and Affective Filter Hypothesis, Long’s Interaction Hypothesis and Swain’s Comprehensible Output Hypothesis. Index Terms—interlanguage, SLA, learners’ code switching in EFL classroom, functions, influencing factors I. INTRODUCTION Code is a neutral form, and it refers to the linguistic sign of any type. As Hudson states, code switching is to switch lingual varieties in bilingual or multilingual contexts. And learners’ code switching in EFL (English as a Foreign Language) class is the phenomenon that learners insert phonetic forms, vocabulary, phrases, sentences of MT (Mother Tongue) into English-dominated expressions or the activity that learners consciously or unconsciously inlay speech segments of MT into the grammatical system of English in the conversion between the two languages. There are many features of previous learners’ code switching in EFL class. Firstly, current classroom code switching studies are mostly conducted in primary schools, middle schools and non-English majors’ EFL classes in universities. -
Investigating Tertiary Level EFL Learners' Willingness To
English Language Teaching; Vol. 11, No. 3; 2018 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English Tutku Başöz1 & İsmail Hakkı Erten2 1 Department of English Language Teaching, Balıkesir University, Balıkesir, Turkey 2 Department of English Language Teaching, Hacettepe University, Ankara, Turkey Correspondence: Tutku Başöz, Department of English Language Teaching, Balıkesir University, Balıkesir, Turkey. E-mail: [email protected] Received: October 29, 2017 Accepted: February 15, 2018 Online Published: February 17, 2018 doi: 10.5539/elt.v11n3p78 URL: http://doi.org/10.5539/elt.v11n3p78 Abstract The present study aimed to investigate Turkish EFL learners’ perceived levels of willingness to communicate (WTC) in English inside and outside the classroom. The study also aimed to explore whether there is a statistically significant difference between their in-class WTC in English and out-of-class WTC in English. The study, which employed a quantitative research design, was conducted with the participation of 701 EFL learners enrolled in the departments of Tourism Guidance and Tourism Management at Balıkesir University Faculty of Tourism located in Balıkesir, Turkey. The data collection instrument included a scale which measures the participants’ perceived levels of WTC in English. The data were analyzed descriptively through IBM SPSS 21. The findings of the study indicated that EFL learners have a moderate level of WTC in English. The findings also showed that there was a statistically significant difference between the participants’ perceived levels of their in-class WTC in English and their out-of-class WTC in English.