Relevant bibliographies by topics / Advanced learners of English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Advanced learners of English'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Advanced learners of English"

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Ptasznik, Bartosz. "Types of sense-navigation devices in print monolingual English learners’ dictionaries." Prace Językoznawcze 20, no. 2 (2019): 157–69. http://dx.doi.org/10.31648/pj.4573.

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The aim of the paper is to describe the types of sense-navigation devices in print monolingual English learners’ dictionaries. The paper begins with a section devoted to the various definitions of sense-navigation devices. The following sections are a description of the different types of sense-navigation devices in learners’ dictionaries: signposts in the Longman Dictionary of Contemporary English (LDOCE), guide words in the Cambridge International Dictionary of English (CIDE) and guidewords in the Cambridge Advanced Learner’s Dictionary (CALD), short cuts in the Oxford Advanced Learner’s Dic
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Xiong, Lijia. "The Acquisition of English Articles by Chinese Learners." International Journal of Languages, Literature and Linguistics 8, no. 3 (2022): 198–203. http://dx.doi.org/10.18178/ijlll.2022.8.3.348.

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English articles pose a lot of problems even after years of L2 English exposure and learning. The question is why it is so difficult to acquire these elements when a learner does not have them in their native language. This question points to a deeper reason that involves looking into the structure of L1 and L2 and understanding their differences. In this paper, we focus on Chinese learners of English, where Chinese is a language without articles. In order to find out more about the differences in the structure of the grammar between the elementary and advanced learners, we conducted a simple
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Harmer, J. "Macmillan English Dictionary for Advanced Learners." ELT Journal 56, no. 4 (2002): 421–23. http://dx.doi.org/10.1093/elt/56.4.421.

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Xia, Detong, Haiyang Ai, and Hye K. Pae. "“Please let me know”." International Journal of Learner Corpus Research 8, no. 1 (2022): 1–30. http://dx.doi.org/10.1075/ijlcr.20019.xia.

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Abstract Lexical bundles are frequently recurring word sequences (e.g. as can be seen) that function as building blocks of discourse. This corpus-based study examined the use of four-word lexical bundles in business emails written by three groups of writers: intermediate business English learners, advanced business English learners, and working professionals. The prominent structural and functional characteristics of lexical bundles expressed in business emails were identified and compared across the three groups. The results showed that lexical bundles were related to the extent to which form
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He, Qiaoling, and Isabel Oltra-Massuet. "Implicit Knowledge Acquisition and Potential Challenges for Advanced Chinese and Spanish EFL Learners: A Word Monitoring Test on English Questions." Behavioral Sciences 13, no. 2 (2023): 99. http://dx.doi.org/10.3390/bs13020099.

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This study aims to explore whether advanced EFL learners can acquire implicit knowledge of basic sentence structures, such as English questions. We ran a reaction-time experiment, a word monitoring test experiment to test learners’ implicit knowledge by checking advanced EFL learners’ grammatical sensitivity to English questions with five types of grammatical errors. The study recruited three groups of participants: native English speakers (n = 12), advanced Chinese EFL learners (n = 32), and advanced Spanish EFL learners (n = 37). Our results revealed that advanced EFL learners had not yet at
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Nesi, Hilary. "Dictionary use by English language learners." Language Teaching 47, no. 1 (2013): 38–55. http://dx.doi.org/10.1017/s0261444813000402.

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Research into dictionary use does not have a long history. Although publishers recognised in the 1960s that ‘dictionaries should be designed with a special set of users in mind’ (Householder 1967: 279) there were extremely few empirical user studies before the 1980s – Welker's most recent survey (2010) lists only six. The subsequent surge of interest in this field was fuelled by big changes to dictionary content and design in the 1980s and 1990s, changes that were particularly evident in dictionaries for learners of English as a foreign language, conventionally known as ‘learners’ dictionaries
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Klopp, Susan, Lee Colman, and Linda Schinke-Llano. "Beginning Activities for English Language Learners; Intermediate Activities for English Language Learners; Advanced Activities for English Language Learners." Modern Language Journal 71, no. 4 (1987): 445. http://dx.doi.org/10.2307/328488.

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Balas, Anna. "English vowel perception by Polish advanced learners of English." Canadian Journal of Linguistics/Revue canadienne de linguistique 63, no. 3 (2018): 309–38. http://dx.doi.org/10.1017/cnj.2018.5.

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AbstractThis article examines English vowel perception by advanced Polish learners of English in a formal classroom setting (i.e., they learnt English as a foreign language in school while living in Poland). The stimuli included 11 English noncewords in bilabial (/bVb/), alveolar (/dVd/) and velar (/gVg/) contexts. The participants, 35 first-year English majors, were examined during the performance of three tasks with English vowels: a categorial discrimination oddity task, an L1 assimilation task (categorization and goodness rating) and a task involving rating the (dis-)similarities between p
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Davidse, Kristin, Liesbet Heyvaert, and An Laffut. "Conjunctive structures in learner English." English Text Construction 8, no. 2 (2015): 236–64. http://dx.doi.org/10.1075/etc.8.2.05dav.

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In this paper we address the issue of conjunction use in learner writing from a text-structuring angle, focusing on hortatory expositions by NNS learners and NS professionals. The learners are advanced Dutch-speaking students of English, while the professionals are journalists writing for British quality newspapers. We investigate how external conjunctive items (CIs), which express real-world relations between states of affairs, interact with internal CIs, which relate to the writer’s speech acts or modal positions, to construct specific rhetorical macro-structures, or conjunctive profiles. On
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Muñoz, Carmen, and David Singleton. "Foreign accent in advanced learners." EUROSLA Yearbook 7 (August 10, 2007): 171–90. http://dx.doi.org/10.1075/eurosla.7.10mun.

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Research has generally found age of learning (AOL) (i.e., age of initial significant L2 exposure) to predict degree of foreign accent (FA), while length of residence (LOR) has sometimes been seen as simply a corollary of AOL. The subjects in the present study were twelve late L2 learners of English with an average AOL of 22.5 and an average LOR of 10, plus a native-speaker control group. All the English-L2 subjects had Spanish and/or Catalan as L1. Short extracts were taken from their oral retelling of a film narrative and judged for FA by four native speakers of English. Language background d
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Dissertations / Theses on the topic "Advanced learners of English"

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Chen, Long. "Lexical strategies of advanced Chinese learners of English." Marburg Tectum-Verl, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2798635&prov=M&dok_var=1&dok_ext=htm.

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Eriksson, Anders. "Tense and aspect in advanced Swedish learners' written English /." Göteborg : Acta Universitatis Gothoburgensis, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789173466097.

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Iqbal, Zafar. "Aspects of the learner's dictionary with special reference to advanced Pakistani learners of English." Thesis, Aston University, 1987. http://publications.aston.ac.uk/10282/.

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The present work is an empirical investigation into the lq`reference skills' of Pakistani learners and their language needs on semantic, phonetic, lexical and pragmatic levels in the dictionary. The introductory chapter discusses the relatively problematic nature of lexis in comparison with the other aspects in EFL learning and spells out the aim of this study. Chapter two provides an analytical survey of the various types of research undertaken in different contexts of the dictionary and explains the eclectic approach adopted in the present work. Chapter three studies the `reference skills' o
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El-Badry, Nawal H. "Bilingual dictionaries of English and Arabic for Arabic-speaking advanced learners of English." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255346.

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Several aspects of bilingual lexicography of English with Arabic are investigated in this study. Responses from 499 subjects to a questionnaire survey are analyzed in order to acquire information concerning a number of issues. Among these are the image of the English-Arabic dictionary as perceived by this population as well as the habits of dictionary use that prevail among the respondents. The historical development of this type of dictionary is outlined and the theoretical background to Arabic-English lexicography is surveyed. Some interesting characteristics of the investigated population o
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Morley, John. "Fluency gain by advanced learners of English during study abroad." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506633.

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Ketabi, Saeed. "The acquisition of modality by advanced Persian learners of English." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624929.

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Hattori, H. "The acquisition of wh-movement by Japanese advanced learners of English." Thesis, University of Essex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399026.

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Tåqvist, Marie. ""Another thing" : Discourse-organising nouns in advanced learner English." Doctoral thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41085.

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This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker (L1) students and from expert writing in this respect. The study uses corpus linguistic methodology and is set within the frameworks of Halliday’s systemic-functional linguistics and Granger’s Contrastive Interlanguage Analysis. Results show both similarities and differences across the writer groups. N
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Baudy, Christian Marino. "Producing verbal play in English : a contrastive study of advanced German learners of English and English native speakers /." Hamburg : Kovač, 2008. http://www.verlagdrkovac.de/978-3-8300-3820-7.htm.

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Baudy, Christian Marino. "Producing verbal play in English a contrastive study of advanced German learners of English and English native speakers." Hamburg Kovač, 2007. http://d-nb.info/988939754/04.

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Books on the topic "Advanced learners of English"

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Mills, Martin. Nexus: English for advanced learners. Heinemann International, 1990.

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Mills, Martin. Nexus: English for advanced learners. Heinemann, 1990.

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Foley, Mark. Distinction: English for advanced learners. Nelson, 1993.

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Mills, Martin. Nexus: English for advanced learners. Heinemann, 1993.

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Mills, Martin. Nexus: English for advanced learners. Heinemann, 1991.

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Bonk, N. A. English for advanced learners: Prodvinutyi uroven'. Rosmen-Press, 2009.

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Writing for advanced learners of English. Cambridge University Press, 1996.

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Advanced activities for English language learners. National Textbook Co., 1987.

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A, Feroze S. M., ed. Caravan advanced learners Urdu-English dictionary. Caravan, 2001.

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system), COBUILD (Information retrieval, ed. Collins COBUILD English dictionary for advanced learners. 3rd ed. HarperCollins, 2001.

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Book chapters on the topic "Advanced learners of English"

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Langley, Susan Dulong, and Shana Lusk. "Accommodations for Advanced English Learners." In Content-Based Curriculum for Advanced Learners, 4th ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003310426-7.

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Puga, Karin. "English intonation of advanced learners." In Studies in Corpus Linguistics. John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/scl.92.10pug.

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Salas, Spencer, Bernadette Musetti, and Michelle Plaisance. "Latino Transnationals (Not) in Advanced Academics." In Talent Development for English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003238461-4.

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Dulong-Langley, Susan. "Curricular Considerations for Advanced English Language Learners." In Content–Based Curriculum for high-ability learners, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-6.

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Matthews, Michael S. "Advanced Academics, Inclusive Education, and English Language Learners." In Talent Development for English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003238461-1.

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Herriman, Jennifer, and Mia Bostrom Aronsson. "Themes in Swedish advanced learners' writing in English." In Studies in Corpus Linguistics. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/scl.33.11her.

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Gonet, Wiktor, Jolanta Szpyra-Kozłowska, and Radosław Święciński. "Acquiring Angma: The Velar Nasal in Advanced Learners’ English." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_4.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Creating Examples in English Language Arts for Advanced Learners." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts. Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-6.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Language Arts Pathways for Advanced Learners." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts. Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-14.

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Marzec-Stawiarska, Małgorzata. "Investigating Foreign Language Speaking Anxiety Among Advanced Learners of English." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_7.

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Conference papers on the topic "Advanced learners of English"

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Lan, Yizhou. "Perception of English Fricatives and Affricates by Advanced Chinese Learners of English." In Interspeech 2020. ISCA, 2020. http://dx.doi.org/10.21437/interspeech.2020-1120.

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Tumskiy, Stanislav, and Karina Tkachenok. "TEACHING ENGLISH TO ADVANCED-LEVEL LEARNERS AT AN INTERNATIONAL UNIVERSITY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0910.

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Watkins, Nancy. "Open the Door: Increasing Advanced Placement Access for English Learners." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1894671.

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Watkins, Nancy. "Open the Door: Increasing Advanced Placement Access for English Learners." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894671.

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Hung, Hsiu-Ting, Hui-Chin Yeh, and Chuan-Wen Chiang. "Computer Assisted Vocabulary Learning: Examining English Language Learners' Vocabulary Notebooks." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.158.

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Pospieszyńska-Wojtkowiak, Magdalena. "HOW COMPETENT ARE ADVANCED (POLISH) LEARNERS OF ENGLISH. THE CASE OF PRONUNCIATION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2437.

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Blinova, Olga. "INTERTEXTUAL COMPETENCE: AN EXPERIMENTAL STUDY OF ADVANCED L1 RUSSIAN LEARNERS OF ENGLISH." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1462.

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Sunakawa, Shiori, and Yuichi Ono. "English Writing Support for Japanese EFL Visually-Impaired Learners: A Preliminary Study." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00069.

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Wang Shudong and M. Higgins. "An online pronunciation training support system designed for Japanese learners of English." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.57.

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Jia, Jiyou, and Weichao Chen. "Script-Based Design for Human-Computer Dialog in Given Scenarios for English Learners." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.97.

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Reports on the topic "Advanced learners of English"

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2022.

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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3194.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional developm
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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1621.

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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these
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Luke, Christina, Sierra Noakes, and Aubrey Francisco. Rapid Cycle Pilots: Using Edtech to Support English Learners. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/26.

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In 2016-2017 Digital Promise conducted pilots of two different edtech tools to support English Learners in San Diego area school districts. This report shares process and outcome findings to improve the design, selection, and implementation of edtech for English Learners.
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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-
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Arbreton, Amy J. A. Arbreton, Julie Goldsmith Goldsmith, and Linda Jucovy Jucovy. Gaining Ground: Supporting English Learners Through After-School Literacy Programming. Public/Private Ventures, 2008. http://dx.doi.org/10.15868/socialsector.814.

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