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Journal articles on the topic 'Intermediate learners'
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Miller, A. Kate. "INTERMEDIATE TRACES AND INTERMEDIATE LEARNERS." Studies in Second Language Acquisition 37, no. 3 (November 6, 2014): 487–516. http://dx.doi.org/10.1017/s0272263114000588.
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This study reports on a sentence processing experiment in second language (L2) French that looks for evidence of trace reactivation at clause edge and in the canonical object position in indirect object cleft sentences with complex embedding and cyclic movement. Reaction time (RT) asymmetries were examined among low (n = 20) and high (n = 20) intermediate L2 learners and native speakers (n = 15) of French in a picture-classification-during-reading task. The results show that a subgroup of learners (13 from the low intermediate and 9 from the high intermediate group) as well as the native speakers produced response patterns consistent with reactivation—with the shortest RTs for antecedent-matching probes presented concurrently with the gap—at clause edge, followed by a second reactivation in the canonical object position. This finding suggests that L2 learners may be able to process real-time input in nativelike ways, despite arguments set forth in previous research of this kind.
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Szczepaniak, Marta, Habibullah Pathan, and Niaz Soomro. "A study of teaching listening to intermediate learners." International Journal of Academic Research 5, no. 6 (December 10, 2013): 207–12. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.33.
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Naidoo, U., and K. Reddy . "Perceptions of Educators of Reading Literacy; A Case Study of the Intermediate Phase in South African Primary Schools." Journal of Economics and Behavioral Studies 4, no. 10 (October 15, 2012): 555–69. http://dx.doi.org/10.22610/jebs.v4i10.357.
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The achievement of worldwide participation in education is essentially determined by the quality of education available. How well learners are instructed and how much they learn determines how regularly learners attend schools. Sound education is further affected by the following factors: time spent learning by learners, assessment methods for monitoring learner progress, styles of teaching, education spending, the language of instruction, and classroom organisation strategies (EFA Global Monitoring Report, 2005). However, the development of learners’ literacy in South Africa as a developing country is accentuated by several challenges. Many learners in South Africa have difficulty understanding the language in which they are taught which is English, as they are not taught in their mother tongue. However, the language of instruction is not solely responsible for the poor performance in international reading tests and schooling in general. Learners are also faced with socio-economic issues, very little or hardly any parental supervision and educators are faced with the challenge of finding reading methods and strategies suitable to improving reading. Learners in the foundation phase are explicitly taught reading skills. In the intermediate phase, learners are expected to apply the skills acquired in the foundation phase to access the curriculum. In reality, this is difficult to achieve. The purpose of this article is to determine educator perceptions of reading literacy in the intermediate phase with the aim of enhancing reading literacy in the intermediate phase.
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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 (May 31, 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, complementing the data of advanced learner English provided by Parkinson & Musgrave (2014). Our results show that global measures of NP complexity remain stable as learners progress from grades 10 to 12. Zooming in on individual learners and features, the results lend tentative support to Biber et al.’s (2011) stages of acquisition. However, individual variation influences the frequency of noun-phrasal modifiers.
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PAVLOVIČ, Miha. "Grammar Errors by Slovenian Learners of Japanese: Corpus Analysis of Writings on Beginner and Intermediate Levels." Acta Linguistica Asiatica 10, no. 1 (January 30, 2020): 87–104. http://dx.doi.org/10.4312/ala.10.1.87-104.
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This paper presents the construction of a corpus of writings by Slovene learners of Japanese as a foreign language at the beginner and intermediate levels and an analysis of the grammar errors contained within it, with the purpose of providing a simple and effective means of acquiring data on errors made by students of Japanese as a second language. Additionally, an error analysis of the grammar errors in the corpus and a comparison of the most common errors found on both levels, reveals the types of errors that carry over from the beginner to the intermediate level, negatively affecting the learning process. By compiling and analyzing a collection of 182 written texts written by Japanese learners, 492 cases of grammar misuse were observed on the beginner and 564 on the intermediate level. A comparative analysis of the most common types of grammar misuse on each level highlights the types of errors that seem to carry over from the beginner to the intermediate level. The findings can be useful to Japanese language learners as well as teachers. Furthermore, the learner’s corpus created in the process marks the first step towards the creation of a larger, annotated and publicly accessible learner corpus of writings by Slovenian learners of Japanese to be used for further research in the field of second language acquisition.
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Tavakoli, Sara, and Omid Akbari. "An Exploration of the Effects of Electronic Dictionaries on Iranian Intermediate EFL Learners’ Reading Comprehension." Journal of English Language and Literature 3, no. 2 (April 30, 2015): 253–58. http://dx.doi.org/10.17722/jell.v3i2.49.
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This research examined the L2 learners’ use of electronic dictionaries compared to printed dictionaries. Nowadays, with the advancement and growth of technology, there has been a shift of trend from traditional paper dictionaries to online and electronic dictionaries. In this study the learners’ questionnaire, a reading textbook, a paper dictionary, an electronic dictionary, a reading comprehension test, and the semi-structured interviews were employed as instruments. At first, two questionnaires and the semi-structured interviews were conducted to identify the attitudes and beliefs of EFL learners in relation to the effectiveness of paper and electronic dictionaries on Iranian intermediate EFL learners’ reading comprehension. TOEFL Reading Flash: The Quick Way to Build Reading Power by Milada Broukal (1997) was used as the reading textbook. The Seventh edition of the Oxford Advanced Learner’s Dictionary authored by Hornby (2005) was chosen as the paper dictionary. The other dictionary used in this study was an equivalent electronic version of Oxford Advanced Learner's Dictionary on a CD-ROM as the electronic dictionary. The Statistical Package for Social Sciences (SPSS, 20) was used in order to analyze required statistics. A series of paired-sample t tests were run to examine the learners' reading comprehension scores. In addition, a series of chi-square tests were run to analyze the questionnaires. As results showed, electronic dictionary use has positive effect on learners’ reading comprehension skills and also electronic dictionaries help learners’ vocabulary learning. The implications of the findings are discussed and suggestions are made for future research.
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Arina Afiyati Shadikah. "VOCABULARY LEARNING STRATEGIES USED BY MALE AND FEMALE LEARNERS OF HIGHER INTERMEDIATE LEVEL." Jurnal Pendidikan, Sains Sosial, dan Agama 6, no. 1 (August 3, 2020): 88–97. http://dx.doi.org/10.53565/pssa.v6i1.126.
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This recent study focuses on the use of vocabulary learning strategies (VLSs). Nevertheless, in this study the subject was categorized based on gender (male and female). This study aims to identify vocabulary learning strategies employed by female and male learner in learning new vocabularies. The method of this study is qualitative. The participants are 10 male learners and 10 female learners of higher intermediate level at LBPP LIA Solo. The data were collected using vocabulary learning strategy questionnaires (VLSQs), interview, documentations, and test. The data collected were analyzed qualitatively. The research finding showed that female learners tend to use more vocabulary learning strategies than male did. In addition, the most vocabulary learning strategies used by female learners were dictionary strategies and memory strategy: rehearsal as the least vocabulary learning strategies used. Meanwhile, male learners indicated to use guessing strategies more often and note-taking strategy rarely.
Keywords : VLSs, Higher Intermediate Level, Male Learners, Female Learners.
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Farrokh, Parisa. "The effect of reactive versus intensive performance on Iranian intermediate EFL learnersʼ listening comprehension ability." International Journal of Learning and Teaching 9, no. 1 (July 22, 2017): 340–48. http://dx.doi.org/10.18844/ijlt.v8i5.1891.
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This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book” Four Corners” was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance.
Key words: listening, comprehension, strategy, reactive performance, intensive performance.
Abstract
This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book” Four Corners” was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance.
Key words: listening, comprehension, strategy, reactive performance, intensive performance.
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Fuchs, Robert, and Valentin Werner. "The use of stative progressives by school-age learners of English and the importance of the variable context." Tense and aspect in Second Language Acquisition and Learner Corpus Research 4, no. 2 (August 27, 2018): 195–224. http://dx.doi.org/10.1075/ijlcr.17010.fuc.
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Abstract Previous studies indicate that even advanced learners of English as a Foreign Language and speakers of English as a Second Language extend the progressive to stative verbs, contrary to the predictions of the Aspect Hypothesis (AH). We test this claim based on a corpus of beginning and lower intermediate learner writing produced by speakers of three languages with and three without a progressive. In contrast to previous studies, we measure the frequency of stative progressives using the variable context method, which is frequently used in research on dialectal variation. Results reveal that stative progressives are very rare at the beginning/lower intermediate level, regardless of the presence of a progressive in the learners’ L1, confirming the claim of the AH for beginning and lower intermediate learners. Moreover, stative progressives mostly occur in contexts that are grammatical in native usage, especially in the interlanguage of learners with a progressive in their L1.
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Solati-Dehkordi, Seyed Amir, and Hadi Salehi. "Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners." International Education Studies 9, no. 4 (March 30, 2016): 141. http://dx.doi.org/10.5539/ies.v9n4p141.
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<p class="apa">Studying explicit vocabulary instruction effects on improving L2 learners’ writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL participants were asked to write a composition titled 'A Cruel Sport' after a reading activity on 'Bull Fighting'. Comparing this writing to the one written after target vocabulary instruction, it caused a significant increase in the number of vocabularies used productively in learners’ writing. The statistical analysis revealed that in delayed writing, the participant retained the newly-learned vocabularies even sometimes after the instruction. Based on the obtained results, this research offers below suggestions for L2 instructors: 1) productive use of words is not guaranteed by word comprehension per se, 2) learners are not only able to increase the active vocabulary under their control but also use the words they just learned, 3) in a writing task which was immediately fulfilled through explicit vocabulary instruction, vocabulary recognition is converted into a productive one, improving retention and leading to productive use of newly learned vocabulary at the same time. This productiveness, however, is loss prone and more practice is needed in producing newly learned vocabulary.</p>
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Oliver, Rhonda, and Agurtzane Azkarai. "Patterns of interaction and young ESL learners." Language Teaching for Young Learners 1, no. 1 (March 22, 2019): 82–102. http://dx.doi.org/10.1075/ltyl.00006.oli.
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Abstract Previous research carried out from a socio-cultural perspective has explored the way adult learners interact when undertaking tasks. Following the type of analysis initiated by Storch (2002) we examined the patterns of interaction of young ESL learners (ages 9–12) of different English proficiency levels, high-intermediate (H) and low-intermediate (L) as they worked with native speakers (NS) (i.e., H/NS and L/NS pairs) to carry out a one-way and a two-way task. Once the patterns of interaction were determined, we then explored the relationship between these patterns, the learners’ proficiency levels and the task type. Our findings reveal that, regardless of proficiency, these child ESL learners engaged with the tasks and with each other, most often collaboratively, but also using other patterns interaction. However, the findings also suggest that task type and learner proficiency influenced the pattern of interactions that occurred.
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Aalinezhad, Parisa, Zohreh Salehan, and Zohreh Noroozi. "Investigating the Effect of Blended Learning on Iranian EFL Learners' Autonomy, Self-esteem, and Vocabulary Achievement." International Journal of Linguistics, Literature and Translation 4, no. 6 (June 30, 2021): 155–62. http://dx.doi.org/10.32996/ijllt.2021.4.6.18.
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This study aimed at examining the influence of blended learning on Iranian English as Foreign Language (EFL) learners' autonomy, self-esteem, and vocabulary achievement. To do this, 60 Iranian females intermediate EFL learners were chosen from an institute in Ilam, Iran. Then, the selected participants were divided into two groups; one experimental group (EG) and one control group (CG). Each group contained 30 learners. Afterwards, in three separate sessions, the instruments of learner autonomy, self-esteem, and vocabulary progress were distributed and administered among the participants of both groups. The researchers offered a blended learning teaching framework to the EG to encourage students to utilize the language in and out of the classroom. The target vocabulary was learnt by the learners using blended learning techniques. While the same vocabularies were learned through the face-to-face way of instruction in the CG. After the period of teaching that lasted for 6-weeks, the participants of both groups received the learner autonomy, self-esteem, and vocabulary achievement instruments as post-test. The results demonstrated that instruction through a blended learning approach had a considerable impact on participants' level of autonomy and vocabulary achievement. But the approach had no significant impact on learners' self-esteem. EFL learners, Teachers, and material developers can benefit from the results of the study.
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Kim, Jongmin, and Hossein Nassaji. "Incidental focus on form and the role of learner extraversion." Language Teaching Research 22, no. 6 (March 22, 2017): 698–718. http://dx.doi.org/10.1177/1362168817699642.
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Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their teacher participated in the study. Data were collected through classroom observation over 7 weeks (for a total of 16 hours) and background and personality trait questionnaires. All sessions were audio- and video-recorded. The classroom data were first coded for the instances of focus on form episodes (FFEs) and then individualized post-tests were created and administered to each student after the final classroom observation. The results revealed that more extraverted learners were more likely to engage in FFEs in the advanced class and that more introverted learners produced more successful uptake in the upper-intermediate class. The findings partially support the role of this learner variable in learners’ participation in FFEs and its effects on immediate L2 improvement.
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Fallah, Elahe, and Parisa Abdolrezapour. "An investigation into the impact of reflective teaching on EFL learners autonomy and intrinsic motivation." Cypriot Journal of Educational Sciences 10, no. 4 (January 13, 2016): 305. http://dx.doi.org/10.18844/cjes.v10i4.229.
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This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a) the experimental group - taught by a reflective teacher - and b) the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that the two groups were not significantly different in terms of the level of motivation and autonomy. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners’ autonomy and the intrinsic motivation level. Keywords: reflective teaching, intrinsic motivation, learner autonomy.
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Nezakatgoo, Behzad, Goudarz Alibakhshi, and Sohrab Rezaei Mezajin. "The Impact of Story Retelling on Intermediate Iranian EFL Learners’ learning of Grammar." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (April 6, 2017): 51–58. http://dx.doi.org/10.18844/gjhss.v2i9.1099.
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Aydın, Fatma. "Willingness to Communicate (WTC) among Intermediate-level Adult Turkish EFL Learners: Underlying Factors." Journal of Qualitative Research in Education 5, no. 3 (November 29, 2017): 1–29. http://dx.doi.org/10.14689/issn.2148-2624.1.5c3s5m.
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이충규. "Japanese Compound Verbs for Intermediate Korean Learners." Journal of Japanese Language Education Association ll, no. 82 (December 2017): 167–80. http://dx.doi.org/10.26591/jpedu.2017..82.012.
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Naderi, Samane, and Ali Fazilatfar. "Newspaper Reading Comprehension Development through Vocabulary or Structure Instruction." IJOHMN (International Journal online of Humanities) 6, no. 4 (August 7, 2020): 1–18. http://dx.doi.org/10.24113/ijohmn.v6i4.188.
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The purpose of this study is investigating the effect of specific vocabularies and structures instruction on the upper intermediate EFL learners’ newspaper reading comprehension development. For this purpose, fifty four female upper intermediate EFL learners were selected and randomly assigned in three groups each consisting of eighteen learners, two experimental and one control. At the first session,a researcher-made newspaper reading comprehension test was applied as the pretest. The learners of one experimental group received instruction of newspaper structures and the other one received related vocabularies instruction and the control one received just translation of newspaper content by the teacher. In the last session, another researcher-made comprehension test was administered for three groups as the post test. The findings indicate thatstructure instruction is significantly the most beneficial one and the mere translation of newspaper content is the least beneficial in developing learner's newspaper reading comprehension.The results of interviews confirmed the study findings as well.
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Ghayebi, Kobra, and Parisa Farrokh. "The Impact of Raising Awareness of the Speech Act On Speaking Ability across Gender and Proficiency Level." July/December 27, no. 2 (August 31, 2020): 93–111. http://dx.doi.org/10.19183/ho2.27.2.556.
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The present study intended to investigate the possible effects of speech acts strategies on Iranian beginner and intermediate EFL learners’ speaking ability. The first step in conducting this research was the administration of QPT as the homogenizing tool. It was administered to 180 beginners and intermediate EFL learners. After analyzing the results, 80 males and females as starters and 80 males and females as intermediate subjects were chosen. Then, the beginner and intermediate EFL learners were randomly divided into control and experimental groups (including 40 beginner male and 40 female EFL learners in each class). Next, a pretest of speaking was administered to all the participants and the experimental groups received speech act role play as treatment. However, the researcher did not use any treatment of speech acts in control groups. After ten sessions, the posttest was administered to all participants. The findings suggested that awareness raising on speech acts resulted in a better speaking ability as compared to the simply traditional teaching of speaking for Iranian intermediate and beginner EFL learners. Additionally, intermediate EFL learners’ achievement in speaking was not in line with the beginner EFL learners’ achievement in the corresponding group. Finally, it was found that gender does not interact with awareness raising on speech acts in such a way as to produce a statistically significant effect on the beginner and intermediate EFL learners’ speaking ability.
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Tabrizi, Amir Reza Nemat, and Setareh Abbasi. "The Effect of Oral Summary of Short Stories on Iranian Intermediate EFL Learners’ Vocabulary Learning: With a Focus on Gender." International Journal of English Linguistics 6, no. 6 (November 24, 2016): 129. http://dx.doi.org/10.5539/ijel.v6n6p129.
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<p>This study investigated the effect of producing oral summary of short stories by language learners on vocabulary learning of EFL learners at intermediate level and the possible different effect of this classroom activity on male and female participants. In order to pursue the purpose of the study, one hundred twenty Iranian EFL learners were given Nelson proficiency test as the proficiency test and pretest. Seventy five learners were chosen as the participants for the study who formed one control group and two experimental groups. After twenty sessions of treatment, the participants were given a piloted version of a researcher-made test based on the vocabulary used in the short stories. The findings of the study proved that oral production of short stories can have a positive effect on vocabulary learning among intermediate learners, but the effect of this mode of teaching was not different on male or female language learners. The findings of the study could be used by language teachers who aim at conducting learner-centered language classes and material producers who aim at increasing the outcome of language courses by opting suitable course content.</p>
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Nasri, Mehdi, and Reza Biria. "Integrating Multiple and Focused Strategies for Improving Reading Comprehension and L2 Lexical Development of Iranian Intermediate EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 311. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.311.
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Effective reading is essential for success in learning a foreign language. EFL learners, therefore, need to master a number of reading strategies to be able to comprehend text information. Strategic reading research has already evidenced the possibility of teaching comprehension strategies to enhance learner’ comprehension and metacognitive abilities. Further research is needed though to examine the procedures or methodologies through which the approach can be applied. This pretest-posttest quasi-experimental article aimed, firstly, to compare the effects of the two widespread methods of explicit teaching of comprehension strategies (focused vs. multiple) on EFL learner’ reading comprehension and lexical development and, secondly, to explore whether or not integration of fixed and multiple instructional techniques significantly improved intermediate EFL learners reading comprehension ability and lexical knowledge. To this end, four intact classes including 69 intermediate EFL learners in a language center in Isfahan were randomly assigned to one control and three experimental groups. The groups received the same amount of instruction, however differently, three receiving focused, multiple, and integrated strategy interventions respectively and the other receiving conventional reading-based instruction. The results revealed that while receiving focused strategy intervention did not offer a statistically significant advantage over the typical classroom setting, benefiting from multiple strategy intervention significantly improved the learners’ ability in reading comprehension. Moreover, the results asserted the efficacy of integrated strategy instruction in improving both reading comprehension and lexical development among Iranian intermediate EFL learners.Keywords: Focused strategy instruction, Lexical development, Multiple strategy instruction, Reading comprehension
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Mojdehi, Hamed Abbasi, and Davood Taghipour Bazargani. "The Impact of Individualized Homework Assignment on Iranian Intermediate EFL Learners’ Motivation." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 129. http://dx.doi.org/10.17507/tpls.0801.17.
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This study was designed to investigate the effectiveness of applying individualized homework assignments on Iranian intermediate level EFL learners’ motivation. To achieve this objective, 60 learners in the 16-21 age range who were studying at two private language institutes in Rasht, Iran, were selected from 122 participants based on their performance on QPT. The participants were randomly assigned to experimental and control groups. A pretest piloted before with an accepted reliability index was administered to both groups. Next, the experimental group received the treatment for 20 sessions (doing homework materials specifically designed based on each learner’s interests and preferred learning style). Meanwhile, the control group received a placebo which was the use of exercises in the workbook of the coursebook American English File 3 (Second Edition) as homework assignments. The posttest of motivation was then administered to both groups. The results showed significantly higher scores on motivation test for experimental group at the end of the course. Based on the findings of this study, language teachers can utilize individualized homework assignments to motivate their learners for doing their homework more willingly.
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Yazdani, Hooshang, and Parviz Ghasedi. "Efficacy of EFL Teachers’ Assessment Literacy and Professional Identity in Boosting Learners’ Autonomy." Journal of Language Teaching and Research 12, no. 3 (May 1, 2021): 395–403. http://dx.doi.org/10.17507/jltr.1203.09.
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This study was set out to investigate the effects of EFL teachers’ assessment literacy and professional identity on learners’ autonomy. Meanwhile, the relationship between teachers’ assessment literacy and professional identity was investigated. Moreover, educators’ perspectives on learner autonomy were studied. To this end, 40 EFL teachers participated in the study through completing assessment literacy scale developed by Mertler (2003) and teacher professional identity questionnaire designed by Beijaard et al. (2000). Besides, 20 EFL teachers were interviewed. Likewise, 110 upper-intermediate EFL learners answered Zhang and Li’s (2004) learner autonomy questionnaire. A mixed method design was used to answer the research questions. The findings revealed that teachers’ assessment literacy was linked to their professional identity. Moreover, assessment literacy and professional identity had fruitful effects on learner autonomy. The findings made it certain that teachers believed in learners’ abilities however they didn’t know how to cultivate autonomous learners.
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Abdolrezapour, Parisa. "An Investigation into the Impact of Reflective Teaching on EFL Learners’ Autonomy and Intrinsic Motivation." Cypriot Journal of Educational Sciences 10, no. 4 (December 30, 2015): 305. http://dx.doi.org/10.18844/cjes.v10i4.116.
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<p>This study sought to explore the effect of reflective teaching on learner autonomy and intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a) the experimental group- taught by a reflective teacher- and b) the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that two groups were not significantly different in terms of the level of motivation and autonomy. Then, the experimental group was taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicated that reflective teaching led to the enhancement of both learners’ autonomy and intrinsic motivation level.</p><p><strong>Key Words:</strong> Reflective Teaching; Intrinsic Motivation; Learner Autonomy</p>
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PRESSON, NORA, NURIA SAGARRA, BRIAN MACWHINNEY, and JOHN KOWALSKI. "Compositional production in Spanish second language conjugation." Bilingualism: Language and Cognition 16, no. 4 (December 20, 2012): 808–28. http://dx.doi.org/10.1017/s136672891200065x.
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Dual-route models of second language (L2) morphology (Clahsen & Felser, 2006; Ullman, 2004) argue that adult L2 learners rely on full-form retrieval, and therefore cannot use combination to produce inflected forms. We tested this prediction with learning of Spanish verb conjugations. Beginning (Experiment 1) and intermediate (Experiment 2) learners (total N = 816) completed 80–90 minutes of web-based training, conjugating regular and subregular verbs in present and preterite tense. Tests of generalization items showed that training led to substantial improvement, equally for metalinguistic and analogical feedback. Comparison with an untrained group showed that gains were maintained 18 weeks after training. In contrast with dual-route model predictions, pre-test accuracy and learning gains were strongly predicted by conjugation pattern, showing that full-form retrieval was insufficient to explain learner performance. Results indicate that adult L2 learners apply compositional analysis, and that conjugation patterns are learned on the basis of their relative cue validity.
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Zahra, Mahnoor, Tanveer Hussain, and Deeba Shahwar. "Role of Technology in Developing Oral Fluency among Intermediate Students." Global Regional Review V, no. I (March 30, 2020): 442–59. http://dx.doi.org/10.31703/grr.2020(v-i).48.
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Use of technology develops learner oral fluency, as well as their other learning skills. The recent research is on the role of modern technology in developing oral fluency of English among the students of intermediate level. The objective of the paper is to answer the question, what role technology plays in developing the oral fluency of learners? This study has been built on the hypothesis that technology has a positive influence on oral fluency, as by using technology learners enhance their oral fluency. In order to check our hypothesis this study used the quantitative data through questionnaire from 200 students (both male and female) aged between 17-19 years, at intermediate level from Government Emerson College Multan and Government Degree College Multan. The framework employed in this study is the input hypothesis by Stephen Krashen (1977). The hypothesis that technology plays positive role in developing oral fluency among students is proved in conclusion.
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Davoudi, Mohammad, and Milad Chavosh. "Vocabulary Learning Strategy Use by Iranian EFL Learners across Proficiency Levels." International Journal of Linguistics 8, no. 1 (March 5, 2016): 67. http://dx.doi.org/10.5296/ijl.v8i1.9032.
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<p>Given the importance of vocabulary as well as vocabulary learning strategies in the context of ELT, the present study sought to investigate the vocabulary learning strategies employed by Iranian intermediate and advanced learners. Several English language institutes in Yazd cooperated with the researchers by providing them with a list of intermediate to advanced learners. After arrangement with institutes’ administrators and getting students’ consent to participate in the study, students took a TOEFL and based on the obtained scores, 55 learners were chosen as intermediate and 50 as advanced students. Participants with TOEFL score range of 481-506 were classified as intermediate and those with TOEFL range of 507-600 were classified as advanced students (Phillips, 1991). Next, students completed VOLSI by choosing one of the options (1) never, (2) seldom, (3) sometimes, (4) often, and (5) always. The results of statistical analyses revealed that both advanced and intermediate language learners used mental linkages, memory strategies and auditory strategies as the most frequent vocabulary learning strategies respectively. On the other hand, both advanced and intermediate language learners used strategies for self-motivation, strategies involving authentic language, and strategies involving creative activities as the least frequent. It was also found that advanced and intermediate language learners were significantly different from each other in all categories of vocabulary learning strategies except strategies involving creative activities. Moreover, Iranian language learners with different levels of language proficiency used vocabulary learning strategies with varying frequency of use. </p>
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DANISH, KHALID FAROOQ, and AZRA SAEED AWAN. "LEARNING STYLES." Professional Medical Journal 16, no. 02 (June 10, 2009): 162–68. http://dx.doi.org/10.29309/tpmj/2009.16.02.2889.
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O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".
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Zoghi, Masoud, and Pooya Drood. "EFL Learners’ Note Taking: The Effect of Listening Questions and Activities." International Journal of English Linguistics 7, no. 1 (January 14, 2017): 173. http://dx.doi.org/10.5539/ijel.v7n1p173.
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In this comparative study, an attempt was made to examine the effects of two types of listening questions and activities on the quantity of note taking of intermediate EFL learners. In so doing, the researchers selected a sample of 30 intermediate English language learners randomly assigned to two comparison groups—Multiple-choice Group and True-false Group. The instrument for data collection was note taking papers of students from which the total number of words for each language learner was calculated. Results showed that the True-false Group gained higher scores in note taking quantity as compared with Multiple-choice Group. Based on the results of this study, it is imperative that EFL teachers pay serious attention to the types of activities and questions used in class as they can have an influence on the ways foreign language learners use note taking as a learning strategy.
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Kazemi, Ali, and Soraya Kiamarsi. "An Investigation into Listening Comprehension Strategies and the Relationship between Listening Comprehension Strategies and Overall Proficiency Level of Intermediate and Advanced Learners." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 149. http://dx.doi.org/10.17507/jltr.0801.18.
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Research into the role of listening strategies in acquiring knowledge of language has attracted increasing attention over last decades. The current study sought to determine the strategies used by intermediate and advanced learners. It also attempted to investigate the relationship between learners’ overall language proficiency and their choice of strategy. To this end, two language institutes were randomly selected in Yasouj. A Quick Placement Test was validated and administered. Based on the results, 30 intermediate and 30 advanced EFL learners were selected. Two listening tasks were given to each group. Think-aloud technique was used in order to elicit learners’ listening strategies. The protocols were coded by two raters in order to yield more reliable results. The data analyzed through descriptive statistics showed that advanced learners employed more listening comprehension strategies than intermediate listeners did. It was shown that advanced learners employed meta-cognitive strategies more frequently than cognitive and socio-affective strategies. However, intermediate language learners employed cognitive, and then social/affective strategies more frequently. The findings of the present study indicated that there was a relationship between overall listening proficiency of language learners and listening strategies employed by them.
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Sasaki, Mizue, and Masami Kadokura. "Japanese through Dialogues for Intermediate Learners [Kaiwano Nihongo]." Journal of the Association of Teachers of Japanese 31, no. 1 (April 1997): 78. http://dx.doi.org/10.2307/489686.
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Evans, Michael. "Nicolas: Using Hypercard with intermediate-level French learners." System 21, no. 2 (May 1993): 213–29. http://dx.doi.org/10.1016/0346-251x(93)90043-g.
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Sturm, Jessica L. "Teaching Liaison to Intermediate Learners of L2 French." French Review 90, no. 2 (2016): 157–70. http://dx.doi.org/10.1353/tfr.2016.0012.
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Mohammadzadeh, Aysheh, Touran Ahour, and Mahnaz Saeidi. "A Sociocultural Perspective on Second Language Writing: The Effect of Symmetrical versus Asymmetrical Scaffolding on Intermediate EFL Learners’ Writing Accuracy, Fluency, and Complexity and Their Attitudes." Education Research International 2020 (November 12, 2020): 1–10. http://dx.doi.org/10.1155/2020/5292356.
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This study investigated the effect of different patterns of scaffolding (symmetrical and asymmetrical) on Iranian English as a Foreign Language (EFL) students’ writing accuracy, fluency, and complexity. For this purpose, 90 intermediate female EFL learners took a Preliminary English Test (PET), based on which those whose scores fell one standard deviation below the mean were considered as low intermediate and those whose score was one standard deviation above the mean were considered as high intermediate learners. So, the participants were grouped into three symmetrical and asymmetrical patterns in terms of their language proficiency level: one asymmetrical group with High Intermediate-Low Intermediate learners (H-L), two symmetrical groups with High Intermediate learners (H-H), and another with Low Intermediate learners (L-L). There were 30 students in each group who were, then, divided into smaller groups to interact with each other to develop their essays during a treatment. To evaluate participants’ writing skill, they were made to take a pretest and a post-test. The results of one-way ANOVA and Kruskal–Wallis H tests showed that there were significant differences between the three scaffolding patterns in the writing accuracy and complexity of the EFL students, but not their writing fluency. The findings of the content analysis for the interview further showed that the students had positive attitudes towards the use of the collaborative writing method as they found it enjoyable and beneficial. The results have implications for teachers and learners.
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Mitkovska, Liljana, and Eleni Bužarovska. "Subject pronoun (non)realization in the English learner language of Macedonian speakers." Second Language Research 34, no. 4 (January 3, 2018): 463–85. http://dx.doi.org/10.1177/0267658317747925.
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This article investigates phenomena related to subject pronoun realization in the English interlanguage of Macedonian learners. Preliminary research indicates that learners tend to omit the subject pronoun in both referential and non-referential contexts. It can be presumed that such interlanguage features are due to crosslinguistic influence, given that Macedonian is a pro-drop language and makes no use of a dummy pronoun. The goal of this article is to determine the distribution of these phenomena at four proficiency levels: beginners (A1), elementary (A2), pre-intermediate (B1) and upper-intermediate (B2) for children up to 15 years of age. This research is supplemented by a questionnaire in which learners at the same age and proficiency level are asked to judge the grammaticality of correct and erroneous sentences from the corpus. The results from both studies serve as a basis for postulating the acquisition sequence of subject realization in the learner language and also shed light on the reasons for these types of divergence from the L2 norm.
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Mohammadi, Mohammad, and Ziba Mahdivand. "Is Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context?" Center for Educational Policy Studies Journal 9, no. 1 (March 25, 2019): 9. http://dx.doi.org/10.26529/cepsj.667.
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The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.
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Jafari, Sakineh, Saeed Ketabi, and Mansoor Tavakoli. "Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning." ITL - International Journal of Applied Linguistics 168, no. 1 (September 22, 2017): 70–90. http://dx.doi.org/10.1075/itl.168.1.03jaf.
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Abstract This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.
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Sandra, Benazzo, Dimroth Christine, and Fabian Santiago. "Additive Linking in L2 French Discourse by German Learners: Syntactic Embedding and Intonation Patterns." Languages 6, no. 1 (January 28, 2021): 20. http://dx.doi.org/10.3390/languages6010020.
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This study deals with the expression of additive linking in L2 French by adult German learners with two proficiency levels (advanced vs. intermediate). We examine whether crosslinguistic influences are observed in three domains: the frequency and type of additive expressions in discourse, the syntactic integration of additive particles in the utterance and the prosodic contour associated with them. A total of 70 participants (20 French native speakers, 20 German native speakers and 30 German learners of L2 French) performed an oral narrative task elicited via a video clip presenting abundant additive contexts. Our results show that advanced German learners did not experience an L1 transfer in any of the domains analyzed, but instead they show a learner-specific tendency to overmark the contrastive status of the relevant entities in discourse. Yet traces of crosslinguistic influence are visible in intermediate learners’ choice and frequency of additive means, as well as the preferred position of the particles. All learners seem to have quickly discarded the possibility to mark scope by prosody, in contrast to what they do in their L1. We discuss these findings in the light of the L2 acquisition of cohesive devices in discourse and their interactions with different linguistic levels.
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Ishikawa, Shin'ichiro. "L2 English Learners' Performance in Persuasion Role-Plays." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 2 (April 2021): 66–83. http://dx.doi.org/10.4018/ijcallt.2021040105.
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Using persuasion role-play data, this study examined the features of the persuasion by Japanese learners of English (JLE). The quantitative and qualitative comparisons between the JLE and the English native speakers (ENS) showed that (1) the JLE took turns 16–26% less and spoke 8–35% less, and they did not speak more than the interviewers; (2) they used first/second-person pronouns 19-86% less; (3) they overused fillers and “want,” while they underused hedges, second-person pronouns, amplifiers, and semi-prefabricated phrases; and (4) they were divided into three subgroups (novice, lower-intermediate, and upper-intermediate) in terms of the use of high-frequency words, and the novice learners were characterized by talking about themselves, the lower-intermediate learners by generalizing their claims, and the upper-intermediate learners by making their persuasion more effective by utilizing their lexical and grammatical knowledge. These findings could be utilized for the development of new teaching materials and curriculums to enhance L2 learners' persuasion skills.
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Sanaeifar, Seyyed Hossein, and Fatemeh Nafarzadeh Nafari. "The Effects of Formative and Dynamic Assessments of Reading Comprehensions on Intermediate EFL Learners’ Test Anxiety." Theory and Practice in Language Studies 8, no. 5 (May 1, 2018): 533. http://dx.doi.org/10.17507/tpls.0805.12.
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The aim of this study was to investigate the effects of formative and dynamic assessments of reading comprehension on intermediate EFL learners’ test anxiety. To conduct the study, 50 out of 66 intermediate Iranian EFL learners, males (N= 22) and females (N=28) with age range of 14 to 19 were selected from a private institute based on their performance on the Oxford Placement Test (syndicate, 2001). They were randomly classified into formative and dynamic assessment groups of intermediate EFL learners which were 25 learners in each group. For the formative group the researchers administered reading comprehension test after teaching each reading task. The researcher provides feedback for each student based on their performance on the test separately. For dynamic group the researcher used sandwich model of dynamic assessment i.e. after each reading task the researcher administered reading comprehension test as a pre-test then after collecting pre-test information, the researcher provided mediation and necessary information for answering test question generally to students. The data were collected through the pre-test and the post-test. For pre-test and post-test the researcher used test anxiety questionnaire (Sarason, 1984). The data were analyzed using SPSS software. The result of this study showed that formative assessment of reading comprehension have statistically significant effect on intermediate EFL learners’ test anxiety reduction and dynamic assessment of reading comprehension have statistically significant effect on intermediate EFL learners’ test anxiety reduction. Also dynamic assessment of reading comprehension had more effect on intermediate EFL learners’ test anxiety reduction.
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Talakoob, Fahimeh, and Mansour Koosha. "Productive and Receptive Collocational Knowledge of Iranian EFL Learners at Different Proficiency Levels." International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.11.
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In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference between productive and receptive knowledge of collocations of the advanced EFL learners. However, the mean comparison between the receptive and productive collocation test scores of intermediate EFL learners revealed a significant difference. Pedagogical implications emanating from the obtained results are elaborated in the study.
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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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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 (August 27, 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 variations, we find strong evidence that supported the influence of lexical semantics in Arabic learners’ acquisition of past tense marking, confirming the predictions of the Aspect Hypothesis.
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Farrokh, Parisa. "The Effect of Learners’ Autonomous Textbook Selection on Intermediate Iranian EFL Learners’ Speaking Ability." Chinese Journal of Applied Linguistics 41, no. 1 (March 26, 2018): 101–19. http://dx.doi.org/10.1515/cjal-2018-0006.
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Abstract The ability to employ the language as a communicational tool often serves as a measure of one’s speaking success in the language learning class. This research sought to investigate the effect of learners’ autonomous textbook selection on the speaking ability of Iranian English as foreign language (EFL) learners. Moreover, finding and analyzing factors considered by the learners in selecting the textbooks were another aim of this research. Sixty Iranian intermediate EFL learners from the Simin Language Institute in Ramsar, Mazandaran, Iran, were selected as the participants of the study based on their scores on Oxford Placement Test. This test determines the level of the students’ English proficiency. These participants were randomly assigned into the control and experimental groups. An interview procedure was run as their pretest. The experimental group studied from their selected books, besides the researcher’s teaching in the class. After 16 sessions, a posttest, the same as the pretest, was run as well. The quantitative results indicated the superior performance of the experimental group over the control group. Furthermore, an analysis of the Litz’s (2000) questionnaire shows that learners considered criteria such as practical considerations, layout and design, activities, skills, language type, subject and content of the selected books.
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Yasaei, Hasti. "The Effect of Immediate vs. Delayed Oral Corrective Feedback on the Writing Accuracy of Iranian Intermediate EFL Learners." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1780. http://dx.doi.org/10.17507/tpls.0609.09.
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This research used the quasi-experimental design to investigate the effects of immediate vs. delayed oral corrective feedback (CF) on the writing accuracy of Iranian intermediate EFL learners. A Nelson English Language Test (section 200 A) was used to homogenize three classes, two of which then were randomly assigned to experimental group and one to control group. During the treatment, the experimental group 1 received immediate oral CF through a face-to-face negotiation between the teacher and each individual after an error was made by a learner. The experimental group 2 received delayed oral CF in which learners received oral CF some time after an error was made by a learner. The control group received direct correction. After a 16-session treatment, the results of the post-test indicated a significant difference between the three groups.
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Polat, Nihat, Laura Mahalingappa, and Rae L. Mancilla. "Longitudinal Growth Trajectories of Written Syntactic Complexity: The Case of Turkish Learners in an Intensive English Program." Applied Linguistics 41, no. 5 (June 14, 2019): 688–711. http://dx.doi.org/10.1093/applin/amz034.
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Abstract This longitudinal study examined growth patterns of written syntactic complexity of Turkish learners of English. Using a nonexperimental corpus of 852 writing samples by 284 English as a foreign language (EFL) learners over three semesters, the study addressed the following questions: which indices of syntactic complexity characterize the writing of EFL learners most saliently at elementary, pre-intermediate, and intermediate levels? How do levels of the indices of syntactic complexity change over time as learners progress from elementary to pre-intermediate and intermediate levels? Results suggested that lower proficiency level (levels 1 and 2) writers produced similar patterns of written syntactic complexity (reliance on phrasal coordination), while at proficiency level 3, they demonstrated constructions that were more complex and of greater variety. Findings revealed that over time, learners experienced significant syntactic changes in multiple aspects of complexity; however, these changes were not necessarily straightforward or incremental across the three levels. These findings underscore issues of unpredictability and linearity in second language acquisition, while also cautioning us about the role of intensity of classroom instruction in L2 development.
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Froese, Joanne, Lori Lobchuk, Jayesh Maniar, Ellen Pilon, Toshiyuki Takagaki, and Sandee Thompson. "Book Reviews." TESL Canada Journal 23, no. 1 (October 1, 2005): 111. http://dx.doi.org/10.18806/tesl.v23i1.82.
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Reviews of: 'Fifty Strategies for Teaching English Language Learners,' edited by A. and M. Jordan; 'Vocabulary,' by John Morgan and Mario Rinvolucri; 'Learner English: A Teacher's Guide to Interference and other Problems,' edited by Michael Swan and Bernard Smith; 'Putting Language Into Practice,' series by B. Vizard and C. Vizard; 'Test It, Fix It Pre-Intermediate (English Grammar),' and 'Test It, Fix It Intermediate (English Grammar),' by Kenna Bourke; and 'American Headway 3,' by Mike Sayer, John Soars and Liz Soars.
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Salehi, Hadi. "Effects of Using Consciousness-Raising Tasks on Iranian Intermediate EFL Learners’ Self-Efficacy and Autonomy in Speaking." Journal of Critical Studies in Language and Literature 2, no. 1 (December 26, 2020): 1–12. http://dx.doi.org/10.46809/jcsll.v2i1.47.
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This study investigates different methods for improving speaking skill and compares using traditional methods with using consciousness-raising (CR) tasks. The aim of this study was three fold: (i) to explore whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of self-efficacy, (ii) to examine whether using CR tasks can improve Iranian EFL learners’ speaking skill in terms of autonomy, and (iii) to explore Iranian EFL learner’ attitudes towards the effects of using CR tasks on their speaking skill in terms of self-efficacy and autonomy. To achieve these aims, 30 L2 learners studying English at Payam Persa language institute in Zarinshahr were selected, after taking part in an Oxford Quick Placement Test (OQPT), as the participants of the study. They were subsequently divided into two groups of equal size in order to obtain the required data. The study was a quasi-experimental one, which employed a pretest-treatment-posttest design. The experimental group (EG) was exposed to the treatment (i.e., Consciousness-Raising), while the control group (CG) was taught based on the pattern drill practice and traditional methods. The required data were obtained from a Face to Face Oral Placement Test (FFOPT), speaking pretest/posttest, speaking self-efficacy questionnaire, and speaking autonomy questionnaire. The findings showed that using CR tasks had significant effects on the learners’ self-efficacy. Furthermore, using CR tasks had a significant effect on the autonomy of the learners. In addition, the participants had significantly positive attitudes towards using CR tasks for the purpose of speaking self-efficacy and speaking autonomy in language class. The use of CR tasks has many pedagogical benefits for the teachers and they are enjoyable among the EFL learners.
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Noreillie, Ann-Sophie, Britta Kestemont, Kris Heylen, Piet Desmet, and Elke Peters. "Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages." Approaches to learning, testing, and researching L2 vocabulary 169, no. 1 (April 16, 2018): 212–31. http://dx.doi.org/10.1075/itl.00013.nor.
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Abstract The present study aims to replicate Stæhr’s (2009) study on the relationship between vocabulary knowledge and listening comprehension. To explore the generalizability of Stæhr’s findings, two experiments were conducted. However, the study changed the population (Flemish learners) and proficiency level of the materials in the first experiment (intermediate) and also the language in the second experiment (French). Our results generally confirm Stæhr’s findings. We also found a positive correlation between vocabulary knowledge and listening comprehension. Although our findings reveal that learners probably need fewer words for adequate listening comprehension at an intermediate proficiency level, our study also showed that learners who knew more words had higher listening comprehension scores. Finally, our study seems to suggest that learners might need less lexical coverage for intermediate listening.
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SAITO, KAZUYA, PAVEL TROFIMOVICH, and TALIA ISAACS. "Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels." Applied Psycholinguistics 37, no. 2 (February 2, 2015): 217–40. http://dx.doi.org/10.1017/s0142716414000502.
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ABSTRACTThe current project aimed to investigate the potentially different linguistic correlates of comprehensibility (i.e., ease of understanding) and accentedness (i.e., linguistic nativelikeness) in adult second language (L2) learners’ extemporaneous speech production. Timed picture descriptions from 120 beginner, intermediate, and advanced Japanese learners of English were analyzed using native speaker global judgments based on learners’ comprehensibility and accentedness, and then submitted to segmental, prosodic, temporal, lexical, and grammatical analyses. Results showed that comprehensibility was related to all linguistic domains, and accentedness was strongly tied with pronunciation (specifically segmentals) rather than lexical and grammatical domains. In particular, linguistic correlates of L2 comprehensibility and accentedness were found to vary by learners’ proficiency levels. In terms of comprehensibility, optimal rate of speech, appropriate and rich vocabulary use, and adequate and varied prosody were important for beginner to intermediate levels, whereas segmental accuracy, good prosody, and correct grammar featured strongly for intermediate to advanced levels. For accentedness, grammatical complexity was a feature of intermediate to high-level performance, whereas segmental and prosodic variables were essential to accentedness across all levels. These findings suggest that syllabi tailored to learners’ proficiency level (beginner, intermediate, or advanced) and learning goal (comprehensibility or nativelike accent) would be advantageous for the teaching of L2 speaking.