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Journal articles on the topic 'Advanced learners of English'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

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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Brand, Christiane, and Sandra Götz. "Fluency versus accuracy in advanced spoken learner language." International Journal of Corpus Linguistics 16, no. 2 (2011): 255–75. http://dx.doi.org/10.1075/ijcl.16.2.05bra.

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In this paper we present a possible multi-method approach towards the description of a potential correlation between errors and temporal variables of (dys-)fluency in spoken learner language. Using the German subcorpus of the Louvain International Database of Spoken English Interlanguage (LINDSEI) and the native control corpus Louvain Corpus of Native English Conversation (LOCNEC), we first analysed errors and temporal variables of fluency quantitatively. We detected lexical and grammatical categories which are especially error-prone as well as problematic aspects of fluency for all learners i

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Tajgozari, Mostafa. "The effect of watching captioned TV series on speaking accuracy of Iranian advanced EFL learners." Global Journal of Foreign Language Teaching 9, no. 3 (2019): 157–66. http://dx.doi.org/10.18844/gjflt.v9i3.4221.

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The present study aimed to find out the effect of watching captioned TV series on speaking accuracy of Iranian advanced English as a Foreign Language (EFL) learner. To do so, 66 advanced learners were selected out of 104 ones, using Oxford Placement Test. The researchers assigned the participants randomly into three groups, one control and two experimental, each including 22 learners. One of the experimental groups watched the series with English subtitles and the other group with Persian subtitles while the control group (CG) watched the same series without any subtitles. The form of the pre-

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Daneshfard, Farhang, Elham Khosravian, Zahra Alimorad, Maryam Honarparvaran, and Fatemeh Tabe Bordbar. "Watching English movies and proficiency development: Advanced learners’ perceptions and strategies." Global Journal of Foreign Language Teaching 11, no. 2 (2021): 109–23. http://dx.doi.org/10.18844/gjflt.v11i2.5660.

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Watching movies can help language learners improve their proficiency. However, important in this regard are what kinds of movies learners perceive as beneficial and how they benefit from watching movies. This study intended to discover advanced English learners’ perceptions and strategies regarding watching movies. To this aim, the researchers selected 34 advanced English learners in Iran. The participants completed a questionnaire and then the researchers interviewed them to find out their perceptions and strategies with regard to watching English movies. The findings suggested that the most

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Dangin, Dangin, and Nurvita Wijayanti. "THE STUDY OF ENGLISH PHONOLOGICAL ERRORS OF ADVANCED SECOND LANGUAGE LEARNERS IN PRONOUNCING SIMILARLY-SPELLED WORDS." Lire Journal (Journal of Linguistics and Literature) 2, no. 1 (2018): 29–34. http://dx.doi.org/10.33019/lire.v2i1.20.

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The phenomenon of phonological error as the common sense in pronouncing the words not only happens among beginners but also among the advanced English learners. The English learners are also active speakers who use English as their second language used such as in a formal situation. They tend to pronounce the same for words that have same spelling as other words in most parts of the words or even thewhole words but of different parts of speech. The present writers’ study tries to answer the question on how the English learners’ pronunciation is influenced by words with the same spelling. The p

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von Stutterheim, Christiane. "Linguistic structure and information organisation." EUROSLA Yearbook 3 (August 28, 2003): 183–206. http://dx.doi.org/10.1075/eurosla.3.11stu.

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This paper addresses the factors that distinguish very advanced learners from native speakers, investigating the difficulties which arise in overcoming the final thresholds in the learning process. Firstly, it compares different linguistic systems with respect to specific grammaticised categories, showing how these categories relate to patterns of information organisation at text level, with the assumption that the principles underlying these patterns form part of the learner’s linguistic knowledge. Secondly, it demonstrates that L2-learners who master the formal system of the target language

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Ponder, Roger, Linda Schinke-Llano, Dennis Keen, and George Reeves. "Advanced Vocabulary Games for English Language Learners." Modern Language Journal 71, no. 1 (1987): 90. http://dx.doi.org/10.2307/326776.

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Johansen, Stine Hulleberg. "Hedging in spoken conversations by Norwegian learners of English." Nordic Journal of Modern Language Methodology 8, no. 2 (2020): 27–48. http://dx.doi.org/10.46364/njmlm.v8i2.751.

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Hedging is an important aspect of pragmatic competence, but it is also a complex phenomenon that is difficult to master. This has resulted in underuse of hedging strategies by language learners, and many learners limit their hedging repertoire to a few strategies. This study compares the use of 10 hedging expressions commonly used in informal spoken English, a bit, I mean, I think, just, kind of/kinda, like, might, probably, thing(s), and you know, in data from LINDSEI-no, a corpus of Norwegian advanced learners, and LOCNEC, a comparable corpus of native English speakers. Norwegian learners ty

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Schweinberger, Martin. "A corpus-based analysis of differences in the use of very for adjective amplification among native speakers and learners of English." International Journal of Learner Corpus Research 6, no. 2 (2020): 163–92. http://dx.doi.org/10.1075/ijlcr.20011.sch.

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Abstract This paper analyzes the use of very as an adjective amplifier by native speakers and advanced learners of English with diverse language backgrounds based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study applies Multifactorial Prediction and Deviation Analysis Using Regression/Random Forests (MuPDARF) to find differences between native speakers and advanced learners and evaluates which factors contribute to learners’ non-target-like use of very. The analysis finds language background and adjective-specific differ

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Lee, Juyeon, and Michael Heinz. "English Language Learning Strategies Reported By Advanced Language Learners." Journal of International Education Research (JIER) 12, no. 2 (2016): 67–76. http://dx.doi.org/10.19030/jier.v12i2.9629.

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The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several finding

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Yang, Jian. "Learners and users of English in China." English Today 22, no. 2 (2006): 3–10. http://dx.doi.org/10.1017/s0266078406002021.

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Just how many millions are there? China’s huge English-knowing population of 200–350 million is often cited as evidence of the language being nativized in the world’s most populous country. We may note, however, that the words user and learner are used interchangeably in reference to its speakers of English. When however the focus is on the nativization of English in China, a country in Kachru’s ‘Expanding Circle’ of Englishes, it is imperative to distinguish between users and learners of the language. Kachru points out that institutionalized varieties of English in Outer Circle countries have

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Peterson, Peter G. "Past time reference in learner English." Australian Review of Applied Linguistics 21, no. 2 (1998): 21–42. http://dx.doi.org/10.1075/aral.21.2.02pet.

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Abstract A “concept-oriented” analysis of past time reference in the English of two French learners provides insight into the communicative strategies employed by advanced language learners. Although these learners have a limited command of past tense morphology, they nevertheless manage to establish past time reference in conversational discourse, utilising alternatives to morphological marking such as the use of adverbial phrases, implicit framing established by prior discourse, or “nil” framing, relying on assumed shared knowledge or the interlocutor’s interpretive skills. The two varieties

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Ene, Estela. "Developmental Stages in Advanced SLA." ITL - International Journal of Applied Linguistics 156 (2008): 53–86. http://dx.doi.org/10.2143/itl.156.0.2034421.

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Abstract Second Language Acquisition (SLA) researchers have yet to map the developmental stages language learners go through as they approach the target language. In studies of English as a Second Language (ESL) writing, the term 'advanced learner' has been applied indiscriminately to learners ranging from freshman ESL composition to graduate students. There is a need to examine the advanced stages of SLA in order to refine SLA theories and pedagogical approaches. A corpus of texts written by non-native English-speaking doctoral students in applied linguistics from several linguistic backgroun

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Ene, Estela. "Developmental Stages in Advanced SLA." ITL - International Journal of Applied Linguistics 156 (2008): 53–86. http://dx.doi.org/10.1075/itl.156.06ene.

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Second Language Acquisition (SLA) researchers have yet to map the developmental stages language learners go through as they approach the target language. In studies of English as a Second Language (ESL) writing, the term 'advanced learner' has been applied indiscriminately to learners ranging from freshman ESL composition to graduate students. There is a need to examine the advanced stages of SLA in order to refine SLA theories and pedagogical approaches. A corpus of texts written by non-native English-speaking doctoral students in applied linguistics from several linguistic backgrounds was an

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Wulff, Stefanie, and Ute Römer. "Becoming a proficient academic writer: shifting lexical preferences in the use of the progressive." Corpora 4, no. 2 (2009): 115–33. http://dx.doi.org/10.3366/e1749503209000276.

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Recent corpus studies have shown that learners of English are aware of systematic associations between verbs and their preferred argument structures to an extent that is similar to that of a native speaker of English (e.g., Gries and Wulff, 2005 ). Given evidence for similarly systematic associations in native speaker data at the lexis–morphology interface (e.g., Römer, 2005a ), the question arises whether, and to what extent, learners of English are also sensitive to lexical dependencies at the level of morphology, and how their verb-aspect associations compare with those of native speakers.

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Alghazo, Sharif M. "Advanced EFL Learners’ Beliefs about Pronunciation Teaching." International Education Studies 8, no. 11 (2015): 63. http://dx.doi.org/10.5539/ies.v8n11p63.

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<p class="apa">This paper explores EFL learners’ beliefs about English pronunciation teaching and aims to provide insights into current teaching practices of English pronunciation at both college and university levels. To this end, the study sought to elicit the beliefs of a group of 71 third- and fourth-year EFL learners majoring in English at a university college in Saudi Arabia about crucial aspects of pronunciation teaching. The study utilized a survey containing five-point Likert scale items as well as multiple-choice questions. Open-ended questions were also included in order to ga

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Granger, Sylviane. "The Learner Corpus: a revolution in applied linguistics." English Today 10, no. 3 (1994): 25–33. http://dx.doi.org/10.1017/s0266078400007665.

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Kreyer, Rolf, and Steffen Schaub. "The development of phrasal complexity in German intermediate learners of English." International Journal of Learner Corpus Research 4, no. 1 (2018): 82–111. http://dx.doi.org/10.1075/ijlcr.16011.kre.

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Abstract On the basis of a longitudinal corpus of English produced by German intermediate learners, the present paper explores how noun phrase (NP) complexity develops in terms of global measures of complexity (length, number of modifiers per 1,000 words) in learner data on an intermediate level of competence and describes how the use of individual NP-modification structures changes as learners progress through their three final years of secondary school. An additional objective is to test Biber et al.’s (2011) hypothesized stages of acquisition against our data of intermediate learner English

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Chen, Lidan. "Corpus-aided Business English Collocation Pedagogy: An Empirical Study in Chinese EFL Learners." English Language Teaching 10, no. 9 (2017): 181. http://dx.doi.org/10.5539/elt.v10n9p181.

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This study reports an empirical study of an explicit instruction of corpus-aided Business English collocations and verifies its effectiveness in improving learners’ collocation awareness and learner autonomy, as a result of which is significant improvement of learners’ collocation competence. An eight-week instruction in keywords’ collocations, with the help of AntConc and self-constructed Business English Pedagogical Corpus combined with COCA general corpus and Wikipedia corpus, was imparted to 23 undergraduate learners majoring in Business English in Guangdong University of Foreign Studies.

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Karlsson, Monica. "Advanced learners’ L1 (Swedish) versus L2 (English) inferencing." Australian Review of Applied Linguistics 37, no. 1 (2014): 3–23. http://dx.doi.org/10.1075/aral.37.1.01kar.

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Research shows that the most important skill to possess when learning a previously unknown word is to be able to interpret its meaning based on the context in which it is found (Nation, 2001). This is especially true for L1 learners, but regrettably, research shows, not as true for students learning a second language (Nation, 2001). The aim of the present study is therefore to investigate what differences, if any, there are between advanced learners’ inferencing skills in their first versus their second language. This is done by subjecting 15 first-term university students to two parallel infe

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Zhao, Helen, and Yasuhiro Shirai. "Arabic learners’ acquisition of English past tense morphology." Tense and aspect in Second Language Acquisition and Learner Corpus Research 4, no. 2 (2018): 253–76. http://dx.doi.org/10.1075/ijlcr.17006.zha.

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Abstract The current study investigates the roles of lexical aspect and phonological saliency in second language acquisition of English past tense morphology. It also explores whether the effects of these factors are affected by data elicitation tasks and learners’ L2 proficiency. We created a learner corpus consisting of data from oral personal narratives from twenty Arabic EFL learners from two proficiency groups (low vs. intermediate/advanced), which were transcribed in CHAT format, tagged, and included in the TalkBank corpora. We also administered a written cloze task. Despite task variati

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Vanek, Norbert. "Event linearization in advanced L2 user discourse." EUROSLA Yearbook 13 (August 2, 2013): 47–80. http://dx.doi.org/10.1075/eurosla.13.05van.

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Within the functionalist approach to SLA, this study examines the interaction of event linearization patterns in L2 with the ways temporal information is typically structured in learners’ source and target languages. Specifically, film verbalisations and picture descriptions by Czech and Hungarian advanced learners of English were elicited to test learners’ susceptibility to restructure linearization principles in the target language. Another aim was to test whether linearization patterns within groups interrelate with L1-L2 contrasts in temporal structuring. Analyses of non-chronological orde

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Bikelienė, Lina. "Resultive Connectors in Advanced Lithuanian Learners’ English Writing." Kalbotyra 59, no. 59 (2008): 30. http://dx.doi.org/10.15388/klbt.2008.7590.

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Teksto jungimo priemonių svarba rašytiniame besimokančiųjų anglų kalbos diskurse plačiai tyrinėjama ir diskutuojama tema. Naujos galimybės tirti didelius empirinės medžiagos kiekius atsirado Liuvene (Belgija) pradėjus ICLE (tarptautinis besimokančių anglų kalbos tekstynas) projektą. Šiame straipsnyje pristatomo bandomojo tyrimo medžiaga paimta iš šiuo metu sudarinėjamos lietuviškos ICLE dalies (LICLE) ir gimtakalbių tekstyno (LOCNESS). Darbe siekiama apžvelgti anglakalbių ir besimokančiųjų anglų kalbos studentų priežastinių konektorių vartojimą. Kontrastyvinės analizės metodu atliktu tyrimu bu

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Sherman, Jody, and Elena Nicoladis. "Gestures by advanced Spanish-English second-language learners." Gesture 4, no. 2 (2005): 143–56. http://dx.doi.org/10.1075/gest.4.2.03she.

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We examined the role of deictic (i.e., point) and symbolic (i.e., imagistic) gestures in advanced Spanish-English second-language learners to determine whether the role of gestures is consistent with that of intermediate second-language learners (i.e., Gullberg, 1998). Participants (10 L1 Spanish and 10 L1 English) watched two short cartoons and re-told the stories in both of their languages to native-speaking listeners who had never seen the film. Gestures were coded and analyzed in relation to word types from the verbal narratives. We found that participants used more deictic gestures in the

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Sari, Candrika Citra, and Rindawati Rindawati. "English Listening Anxiety of Indonesian Speakers." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 15, no. 1 (2021): 11. http://dx.doi.org/10.24036/ld.v15i1.111327.

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Research on foreign language anxiety among Indonesian learners of English has gained some attention thus far. However, few studies have examined specifically English listening anxiety of Indoensian speakers. Previous research in other countries has suggested a number of variables contributing to the foreign language anxiety. Taking into consideration some of the factors that are distinctive for Indonesian learners’ contexts, this present study aims to find out the relationship between number of languages learned or acquired by the learners, gender of the learners, the learners’ English self-ra

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Vuuren, Sanne van, Janine Berns, and Marketa Bank. "Strategies of clausal postmodification in learner English." International Journal of Learner Corpus Research 8, no. 2 (2022): 157–89. http://dx.doi.org/10.1075/ijlcr.21013.vuu.

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Abstract The difficulty of automatically extracting syntactic structures from authentic learner data has previously limited the kinds of questions addressed by means of Contrastive Interlanguage Analysis (CIA; Granger, 2015), or has forced researchers to resort to manual analysis of smaller corpora. This study responds to the call for greater use of parsed corpora by using automated parsing and refined corpus analysis software to investigate advanced EFL learners’ use of relative and participial clauses for nominal postmodification. The use of clausal postmodifiers inside the noun phrase may b

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Hasselgård, Hilde. "Lexicogrammatical features of adverbs in advanced learner English." ITL - International Journal of Applied Linguistics 166, no. 1 (2015): 163–89. http://dx.doi.org/10.1075/itl.166.1.05has.

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This paper explores the use of -ly adverbs by Norwegian advanced learners of English compared to that of native speakers. The investigation is based on two corpora of novice academic English: VESPA and BAWE. It considers features of lexis (frequencies, style, meanings, collocational patterns) as well as of syntax, i.e. whether the adverbs function as adjuncts, disjuncts, conjuncts or modifiers in adjective or adverb phrases. The learners make few clear mistakes with adverbs, but there are important frequency differences between the corpora concerning lexical choice and semantic and syntactic f

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Novari, Ari Fajria, Yeni Maryani, and Heva Rostiana. "A Comparative Between British English And American English: Vocabulary Analysis." Journal of English Education Studies 4, no. 1 (2021): 27–40. http://dx.doi.org/10.30653/005.202141.65.

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This research paper aims to analyze the comparative between British English and American English, because many language learners or English users still confuse to differentiate both of them, especially in the countries where English is foreign language. Sometimes, it cause misunderstanding in communication. The research paper use qualitative research design with characteristic of content analysis. It uses observation and documentation in collecting the data. The obtained data is vocabulary in Oxford Advanced Learner’s Dictionary 9th edition which published in 2015. The researcher took 150 word

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Sawaguchi, Ryo, and Atsushi Mizumoto. "Exploring the use of make + noun collocations by Japanese EFL learners through a bilingual essay corpus." Corpora 17, Supplement (2022): 61–77. http://dx.doi.org/10.3366/cor.2022.0247.

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Acquiring English collocations poses a major challenge for second language (L2) learners. It has been well noted that even advanced L2 English learners have difficulty using basic verb + noun collocations. Among the factors that make it difficult to acquire L2 collocations, the influence of learners’ first language (L1) has been repeatedly pointed out in the literature. As learners’ L1 and target language (L2) use data can help us to examine L1 influence effectively, in this study, we used a bilingual essay corpus, in which the same individuals ( n = 524) produced L1 and L2 essays on the same

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Eyckmans, June, and Seth Lindstromberg. "The power of sound in L2 idiom learning." Language Teaching Research 21, no. 3 (2016): 341–61. http://dx.doi.org/10.1177/1362168816655831.

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Corpus analyses of learners’ dictionaries of English idioms have revealed that 11% to 35% of English figurative idioms show either alliteration ( miss the mark) or assonance ( get this show on the road), depending on the type considered. Because English multiword combinations, particularly idiomatic expressions, present a huge challenge even to advanced learners, techniques for helping learners come to grips with this part of the lexicon should be welcomed. A quasi-experiment was conducted to investigate whether interword phonological similarity (specifically, alliteration and assonance) facil

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Soenning, Lukas. "Unstressed Vowels in German Learner English: An Instrumental Study." Research in Language 12, no. 2 (2014): 163–73. http://dx.doi.org/10.2478/rela-2014-0001.

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This study investigates the production of vowels in unstressed syllables by advanced German learners of English in comparison with native speakers of Standard Southern British English. Two acoustic properties were measured: duration and formant structure. The results indicate that duration of unstressed vowels is similar in the two groups, though there is some variation depending on the phonetic context. In terms of formant structure, learners produce slightly higher F1 and considerably lower F2, the difference in F2 being statistically significant for each learner. Formant values varied as a

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Ballester, Elisabet Pladevall. "Adult instructed SLA of English subject properties." Canadian Journal of Linguistics/Revue canadienne de linguistique 58, no. 3 (2013): 465–86. http://dx.doi.org/10.1017/s0008413100002668.

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AbstractThe acquisition of subject properties in adult instructed L2 English by Spanish speakers still constitutes an area of difficulty, especially in situations of minimal exposure where explicit teaching of the syntax of subjects rarely occurs. By exploring the L2 learners’ intuitions and corrections of grammatical and ungrammatical sentences containing subject properties, this article contributes new cross-sectional data from adult learners at three stages of L2 development: beginners, intermediate, and advanced groups. The data show initial L1 transfer and subsequent developmental progres

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Zhao, Helen. "The Emergence of Second Language Categorisation of the English Article Construction." Languages 5, no. 4 (2020): 54. http://dx.doi.org/10.3390/languages5040054.

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This study examines the emergent cognitive categorisation of the English article construction among second language (L2) learners. One hundred and fourteen Mandarin-L1 learners of English, divided into two L2 proficiency levels (low-to-intermediate and advanced), were measured by a computer-based cloze test for the accuracy and response time of appropriate use of English articles in sentential contexts. Results showed that when learners acquired the polysemous English article construction they demonstrated stronger competence in differentiating individual form-function mappings in the article

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Yoshikawa, Mariko. "Vocabulary acquisition by advanced learners." Issues in the Teaching and Learning of Japanese 15 (January 1, 1998): 169–82. http://dx.doi.org/10.1075/aralss.15.11yos.

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AbstractThis paper looks at the acquisition of the vocabulary used in daily conversation by advanced level English speaking learners of Japanese language. Five factors which were found to affect learners’ acquisition are discussed. The aim of this paper is to discuss lexical errors made by advanced learners of Japanese and identify the factors which hinder their lexical acquisition by focusing on intralexical factors and interlexical factors. The data was obtained from interviews with fourteen advanced level students. The findings of the study reveal that interlexical divergence of semantic st

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van Nus, Miriam. "The Recognition Of Words Spoken In Isolation In a Foreign Language." TTW: De nieuwe generatie 39 (January 1, 1991): 144–60. http://dx.doi.org/10.1075/ttwia.39.13nus.

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This article discusses some of the results of an experiment in which native speakers of English, Dutch advanced and intermediate learners of English listened to frequently occurring English words, which had been sliced into fragments of increasing duration. From the initial 100 ms. of a word onwards, each fragment contained the preceding fragment and an added 50 ms. of the word. The subjects were asked to write down the sounds they had heard and to identify the test words as soon as they had sufficient perceptual information about the words. Their responses show that the Dutch intermediate lea

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Liu, Dilin, and Shouman Zhong. "L2 vs. L1 Use of Synonymy: An Empirical Study of Synonym Use/Acquisition." Applied Linguistics 37, no. 2 (2014): 239–61. http://dx.doi.org/10.1093/applin/amu022.

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Abstract Synonymy is important but difficult for language learners to grasp. Using a forced-choice question instrument, along with corpus data as reference, this study examines the use of four sets of synonyms by intermediate/advanced Chinese EFL/ESL learners and native English speakers. The data analyses reveal several key findings, including a general synonym acquisition trajectory. First, synonyms are often differentiated by their typical collocates; hence, the acquisition of synonyms is largely the learning of their salient collocates. Secondly, construal of the communicative purpose/conte

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Szpyra-Kozłowska, Jolanta. "Mispronounced Lexical Items in Polish English of Advanced Learners." Research in Language 10, no. 2 (2012): 243–56. http://dx.doi.org/10.2478/v10015-011-0042-9.

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The paper is a continuation of the author’s earlier studies in which she argues that it is the mispronunciation of whole words due to their incorrect phonological storage in the learners’ phonetic memory that is more detrimental to successful communication via English than an inaccurate production of individual segments and suprasegmentals. Consequently, phonetically difficult words deserve to be thoroughly investigated and pedagogically prioritized. The present study is a report on an experiment in which 20 English Department students, all advanced learners of English, were recorded hav

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Akyel, Ayse, and Gülcan Erçetin. "Hypermedia reading strategies employed by advanced learners of English." System 37, no. 1 (2009): 136–52. http://dx.doi.org/10.1016/j.system.2008.05.002.

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Łodzikowski, Kacper, and Mateusz Jekiel. "Board games for teaching English prosody to advanced EFL learners." ELT Journal 73, no. 3 (2019): 275–85. http://dx.doi.org/10.1093/elt/ccy059.

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Abstract This exploratory study fills the gap in research on using print board games to teach English prosody to advanced EFL learners at university level. We developed three in-class print-and-play board games that accompanied three prosody-related topics in a course in English phonetics and phonology at a Polish university. For those topics, compared to topics without any board games, learners reported higher in-class engagement and obtained higher post-class quiz scores. At the end of the course, learners rated board games as equally or more useful than some of the other teaching aids. Alth

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Danilovic, Jelena, and Tatjana Grujic. "Vocabulary growth at tertiary level: How much progress can Serbian EFL learners make in a year?" Zbornik Instituta za pedagoska istrazivanja 46, no. 1 (2014): 200–218. http://dx.doi.org/10.2298/zipi1401200d.

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The size of L2 learners? vocabulary, both receptive and productive, represents a vital concept in the field of L2 acquisition, given that it determines the degree of success in communication. The larger the vocabulary size of a learner is, the better his/her understanding and ease of communication in the target language. For this reason, a body of research focusing on the developmental process of lexical acquisition in L2 learners of various proficiency levels (beginner, intermediate, advanced) in different teaching contexts is nowadays steadily expanding. A recent study aimed at investigating

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Schuhmann, Katharina S. "Cross-linguistic perceptual learning in advanced second language listeners." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 31. http://dx.doi.org/10.3765/plsa.v1i0.3731.

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An issue of long-standing interest is whether phones, which correspond to each other phonologically but differ phonetically across two languages, are distinct in the minds of bilinguals and second language learners. Here, we ask whether listeners maintain separate representations for phonetically highly similar phonemes common to two languages even though this might seem inefficient. One way to address this question is to induce a change in the representation of phonemes in one language, and to test whether the other language is also affected. We carried out two perceptual learning studies, on

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