This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
1) The document discusses a study that compared the effectiveness of input-oriented tasks (like glossing) and output-oriented tasks (like gap-filling and composing) on improving EFL learners' vocabulary.
2) 64 Iranian EFL learners were divided into two groups - one received input tasks and the other received output tasks over 15 sessions.
3) Both groups showed improvement on a vocabulary test, but the study found no significant difference between the groups, suggesting that neither input nor output tasks were superior for vocabulary learning.
This document discusses a study that investigated the impact of English metaphorical awareness on vocabulary retention in 60 intermediate EFL learners in Iran. The experimental group received 20 minutes of tasks involving pictorial idioms, poems, and matching for 16 sessions to increase their metaphorical awareness, while the control group received regular vocabulary exercises. The experimental group significantly outperformed the control group on tests of vocabulary retention, supporting the positive impact of metaphorical awareness training. Prior research suggests metaphorical awareness can help EFL learners better understand polysemic words and idioms by recognizing conceptual metaphors.
This document discusses applying Bloom's Taxonomy of educational objectives to grade English texts in terms of difficulty for non-native English translators. The study had 30 Iranian English translation students take a translation test with 6 passages graded based on the cognitive processes (knowledge, comprehension, application, etc.) required. Results found translator performance quality aligned with expected difficulty based on Bloom's levels, except for the synthesis text. The findings support using Bloom's Taxonomy to assess translation quality and reliability, and to teach translation skills.
This document summarizes a research study on the difficulties of learning English idioms for non-native speakers and strategies to address these difficulties. The study explored the categories of idioms that create challenges, and suggested strategies like choosing idioms frequently used in the target language and discussing idioms to contrast literal and figurative meanings. The strategies discussed teaching idioms by defining them in context, using situational examples, drawing pictures, and acting them out dramatization to help learners understand idiomatic meanings.
This study examined the impact of cohesive devices in English textbooks on Iranian high school students' reading comprehension. 64 students were divided into experimental and control groups. The experimental group read passages from a textbook that highlighted cohesive devices, while the control group practiced past exam questions. Both groups took a pre-test and post-test of reading comprehension. Results of t-tests and effect size calculations showed that the experimental group performed significantly better on the post-test, indicating that exposure to cohesive devices in texts helped improve their reading comprehension. A correlation also suggested that students with higher English proficiency benefited more from the cohesive devices. The findings suggest explicit instruction of cohesive devices could aid EFL reading comprehension.
This document provides an overview of the field of second language acquisition (SLA) research over the past several decades. It discusses how SLA research has addressed questions about language acquisition processes while retaining its original applied and linguistic interests. The document notes that SLA research has become increasingly bidirectional, with findings applying to both educational concerns and further research. It has also become multifaceted, drawing on multiple disciplines like linguistics, psychology, and education.
1) The document discusses a study that compared the effectiveness of input-oriented tasks (like glossing) and output-oriented tasks (like gap-filling and composing) on improving EFL learners' vocabulary.
2) 64 Iranian EFL learners were divided into two groups - one received input tasks and the other received output tasks over 15 sessions.
3) Both groups showed improvement on a vocabulary test, but the study found no significant difference between the groups, suggesting that neither input nor output tasks were superior for vocabulary learning.
This document discusses a study that investigated the impact of English metaphorical awareness on vocabulary retention in 60 intermediate EFL learners in Iran. The experimental group received 20 minutes of tasks involving pictorial idioms, poems, and matching for 16 sessions to increase their metaphorical awareness, while the control group received regular vocabulary exercises. The experimental group significantly outperformed the control group on tests of vocabulary retention, supporting the positive impact of metaphorical awareness training. Prior research suggests metaphorical awareness can help EFL learners better understand polysemic words and idioms by recognizing conceptual metaphors.
This document discusses applying Bloom's Taxonomy of educational objectives to grade English texts in terms of difficulty for non-native English translators. The study had 30 Iranian English translation students take a translation test with 6 passages graded based on the cognitive processes (knowledge, comprehension, application, etc.) required. Results found translator performance quality aligned with expected difficulty based on Bloom's levels, except for the synthesis text. The findings support using Bloom's Taxonomy to assess translation quality and reliability, and to teach translation skills.
This document summarizes a research study on the difficulties of learning English idioms for non-native speakers and strategies to address these difficulties. The study explored the categories of idioms that create challenges, and suggested strategies like choosing idioms frequently used in the target language and discussing idioms to contrast literal and figurative meanings. The strategies discussed teaching idioms by defining them in context, using situational examples, drawing pictures, and acting them out dramatization to help learners understand idiomatic meanings.
This study examined the impact of cohesive devices in English textbooks on Iranian high school students' reading comprehension. 64 students were divided into experimental and control groups. The experimental group read passages from a textbook that highlighted cohesive devices, while the control group practiced past exam questions. Both groups took a pre-test and post-test of reading comprehension. Results of t-tests and effect size calculations showed that the experimental group performed significantly better on the post-test, indicating that exposure to cohesive devices in texts helped improve their reading comprehension. A correlation also suggested that students with higher English proficiency benefited more from the cohesive devices. The findings suggest explicit instruction of cohesive devices could aid EFL reading comprehension.
The document summarizes a study that examines the use of discourse markers (DMs) such as "so, and, but, ok, well and right" by native English-speaking professors and non-native English-speaking Chinese professors in their academic lectures. The study found that while non-natives have acquired the use of some DMs like "so" and "and", their use lacks pragmatic functions and DMs like "ok, well and right" are often used inappropriately. The study analyzed recordings of lectures from 5 native and 5 non-native professors. It found that non-native use of DMs showed greater fluctuation and inconsistency than native professors. The findings provide implications for second language teaching.
A HISTORICAL DEVELOPMENT OF CONTRASTIVE ANALYSIS: A RELEVANT REVIEW IN SECOND...ijejournal
This document provides a historical overview of contrastive analysis (CA) and its use in second language teaching from the 1950s to the 1990s. It discusses:
1) How CA originated in the 1950s as a way to compare learners' first and second languages to predict difficulties and inform teaching materials. It was widely used through the 1960s.
2) CA was later criticized for having weak and strong versions that did not accurately account for learner errors. This led to a moderate version being proposed.
3) In response, newer approaches to CA emerged in the 1990s focusing on exposing learners to contrastive linguistic inputs between the languages and strengthening this with activities, showing CA can still be useful with
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
University of Sfax, Tunisia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
:This paper introduces some basic theory of pragmatics, then it makes a study on college English teaching combined with pragmatics. Through analyzing the relationship between pragmatics and college English teaching, and offering countermeasures to improve the students ability in applying pragmatics, it provides theoretical reference for college English teaching.
JALT 2014 Noticing and learning lexical bundlesHaidee Thomson
Language is inherently formulaic and lexical bundles make up a generous proportion of it. Lexical bundles are usually acquired through extensive exposure to fluent discourse. However, in an environment where exposure is limited, intervention may be helpful. This presentation was given at JALT2014: Conversations across borders conference
Slideshare haidee thomson noticing and acquiring lexical bundles with schemat...Haidee Thomson
Noticing and acquiring lexical bundles with schematic linguistic representation - presentation given at Vocab@Vic conference 19 Dec, 2013. A study that investigates the efficacy of noticing lexical bundles with linguistic schematic representation in reading texts as a classroom teaching method for learning lexical bundles.
This document summarizes research on collocational errors made by EFL learners. It finds that the most common source of error is transfer from the learner's native language (L1). When collocations differ between the L1 and English, learners often apply their L1 patterns, resulting in deviations. Additional sources of error include using synonyms incorrectly and overgeneralizing rules. The research studied errors made by both high- and low-proficiency Thai EFL learners based on their written work. It aims to better understand how learners develop collocational knowledge at different proficiency levels.
1. The document discusses differing perspectives on the role of Universal Grammar (UG) in second language acquisition (SLA). Specifically, it examines whether interlanguage (IL) representation is constrained by UG.
2. There has been debate around terms like "direct access" and "full access" to UG in SLA research. Some argue L2 learners can reset UG parameters to new settings, while others argue they are restricted to their L1 settings.
3. The document argues that research should focus more on describing the nature of IL representations in their own right, rather than constantly comparing them to native speaker grammars of the L1 or L2. Comparing ILGs to other grammars
This document summarizes an academic paper presented at an international conference on language teaching. The paper discusses an approach to ESL/EFL instruction that integrates an understanding of how language varies across communication contexts, uses corpus-based descriptive grammar, and incorporates scaffolded language learning activities based on sociocultural theory. It argues this approach can help bridge the gap between theoretical knowledge and classroom application for teachers by providing specific models of language use.
The document discusses lexical bundles, which are frequently occurring multi-word expressions in a given register or genre. Lexical bundles are not complete grammatical structures or idioms, but rather bridge phrases. They serve important functions in constructing discourse and indicating success within discourse communities. The document provides examples of lexical bundles from conversation and academic prose and categorizes them based on structural patterns and functional classification. It also discusses the importance of teaching lexical bundles to language learners.
The document provides an overview of the historical evolution of theoretical grammar, covering four main approaches:
1) Traditional grammar focused on prescriptive rules based on Latin grammar and classified words into parts of speech. It described English syntax but was not suitable for describing the language.
2) Structural grammar rejected the mentalistic approach and focused on observable structures like phonemes and morphemes. It emphasized synchronic analysis and descriptive rules.
3) Transformational-generative grammar proposed that sentences are generated from deep structures through transformations. It aimed to distinguish competence from performance and generate all grammatical sentences.
4) Pedagogical grammar examines the implications of different theories for language teaching and learning. The researcher analyzes
Using meaningful interpretation and chunking to enhance memory the case of ch...yuxuan liu
This study examined whether a method called meaningful interpretation and chunking (MIC) could improve students' learning and retention of Chinese characters. Students were randomized into a treatment group, who learned characters using MIC, and a control group, who learned through rote repetition of stroke order. The treatment group showed better immediate learning and retention of characters. The teacher-cued method and familiar independent work were more effective than teacher-instructed and unfamiliar work. The treatment effect varied across measurement components, instruction levels, and heritage versus non-heritage groups.
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
la lingüística aplicada también comenzó restringida como la aplicación de puntos de vista de la lingüística estructural - en primer lugar a la enseñanza del Inglés en las escuelas y, posteriormente, a la segunda y la enseñanza de lenguas extranjeras.
Attitude od teachers_and_students_towards_classroom_code_switching-libreStoic Mills
This document summarizes a research study on the attitudes of teachers and students towards code switching in English literature classes at the university level in Pakistan. A questionnaire was used to collect data from 12 teachers and 288 students from 4 universities. The findings show that most students and teachers have a positive attitude towards code switching between English, Urdu, and Punjabi in class. Students reported that code switching helps them better understand concepts and does not confuse them. Teachers indicated they code switch for communication, control, and explanation purposes. Overall, the study found that code switching is viewed positively and as beneficial for teaching and learning in multilingual university classrooms in Pakistan.
The document discusses three cognitive linguistic approaches to teaching vocabulary to EFL learners: categorization, prototype, and metaphor. Categorization involves grouping words based on similarities. The prototype approach recognizes that some words are better representations of categories than others. Metaphor allows words to take on figurative meanings beyond their literal definitions. Studies have found that lessons applying these cognitive linguistic concepts can improve students' vocabulary retention compared to traditional memorization methods.
An Update On Discourse Functions And Syntactic Complexity In Synchronous And ...Angel Evans
The document summarizes recent developments in measuring syntactic complexity in second language writing produced through computer-mediated communication. It discusses earlier studies that measured complexity using metrics like T-units and clauses per T-unit. More recent research emphasizes the need for improved measures that account for lexical and phrasal complexity, as clausal subordination alone does not fully capture complexity in academic writing. The author also reflects on limitations of earlier studies and the need for future research using large learner corpora and more nuanced measures of complexity as related to factors like proficiency level and first language background.
Analysis On Cohesive Devices Errors In EFL University Students Argumentative...Holly Fisher
The document discusses an analysis of cohesive device errors in argumentative compositions written by EFL university students in Indonesia. It finds that students made a small number of cohesive errors, only 2% of the total cohesive devices used. The most common types of cohesive devices used were personal references, demonstrative references, additive conjunctions, and adversative conjunctions. Interviews with students found that second language learning strategies, transfer training, and language transfer were the main sources of errors in using cohesive devices. The study aims to help improve students' writing skills and understanding of cohesive devices.
The document summarizes a study that examines the use of discourse markers (DMs) such as "so, and, but, ok, well and right" by native English-speaking professors and non-native English-speaking Chinese professors in their academic lectures. The study found that while non-natives have acquired the use of some DMs like "so" and "and", their use lacks pragmatic functions and DMs like "ok, well and right" are often used inappropriately. The study analyzed recordings of lectures from 5 native and 5 non-native professors. It found that non-native use of DMs showed greater fluctuation and inconsistency than native professors. The findings provide implications for second language teaching.
A HISTORICAL DEVELOPMENT OF CONTRASTIVE ANALYSIS: A RELEVANT REVIEW IN SECOND...ijejournal
This document provides a historical overview of contrastive analysis (CA) and its use in second language teaching from the 1950s to the 1990s. It discusses:
1) How CA originated in the 1950s as a way to compare learners' first and second languages to predict difficulties and inform teaching materials. It was widely used through the 1960s.
2) CA was later criticized for having weak and strong versions that did not accurately account for learner errors. This led to a moderate version being proposed.
3) In response, newer approaches to CA emerged in the 1990s focusing on exposing learners to contrastive linguistic inputs between the languages and strengthening this with activities, showing CA can still be useful with
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
University of Sfax, Tunisia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
:This paper introduces some basic theory of pragmatics, then it makes a study on college English teaching combined with pragmatics. Through analyzing the relationship between pragmatics and college English teaching, and offering countermeasures to improve the students ability in applying pragmatics, it provides theoretical reference for college English teaching.
JALT 2014 Noticing and learning lexical bundlesHaidee Thomson
Language is inherently formulaic and lexical bundles make up a generous proportion of it. Lexical bundles are usually acquired through extensive exposure to fluent discourse. However, in an environment where exposure is limited, intervention may be helpful. This presentation was given at JALT2014: Conversations across borders conference
Slideshare haidee thomson noticing and acquiring lexical bundles with schemat...Haidee Thomson
Noticing and acquiring lexical bundles with schematic linguistic representation - presentation given at Vocab@Vic conference 19 Dec, 2013. A study that investigates the efficacy of noticing lexical bundles with linguistic schematic representation in reading texts as a classroom teaching method for learning lexical bundles.
This document summarizes research on collocational errors made by EFL learners. It finds that the most common source of error is transfer from the learner's native language (L1). When collocations differ between the L1 and English, learners often apply their L1 patterns, resulting in deviations. Additional sources of error include using synonyms incorrectly and overgeneralizing rules. The research studied errors made by both high- and low-proficiency Thai EFL learners based on their written work. It aims to better understand how learners develop collocational knowledge at different proficiency levels.
1. The document discusses differing perspectives on the role of Universal Grammar (UG) in second language acquisition (SLA). Specifically, it examines whether interlanguage (IL) representation is constrained by UG.
2. There has been debate around terms like "direct access" and "full access" to UG in SLA research. Some argue L2 learners can reset UG parameters to new settings, while others argue they are restricted to their L1 settings.
3. The document argues that research should focus more on describing the nature of IL representations in their own right, rather than constantly comparing them to native speaker grammars of the L1 or L2. Comparing ILGs to other grammars
This document summarizes an academic paper presented at an international conference on language teaching. The paper discusses an approach to ESL/EFL instruction that integrates an understanding of how language varies across communication contexts, uses corpus-based descriptive grammar, and incorporates scaffolded language learning activities based on sociocultural theory. It argues this approach can help bridge the gap between theoretical knowledge and classroom application for teachers by providing specific models of language use.
The document discusses lexical bundles, which are frequently occurring multi-word expressions in a given register or genre. Lexical bundles are not complete grammatical structures or idioms, but rather bridge phrases. They serve important functions in constructing discourse and indicating success within discourse communities. The document provides examples of lexical bundles from conversation and academic prose and categorizes them based on structural patterns and functional classification. It also discusses the importance of teaching lexical bundles to language learners.
The document provides an overview of the historical evolution of theoretical grammar, covering four main approaches:
1) Traditional grammar focused on prescriptive rules based on Latin grammar and classified words into parts of speech. It described English syntax but was not suitable for describing the language.
2) Structural grammar rejected the mentalistic approach and focused on observable structures like phonemes and morphemes. It emphasized synchronic analysis and descriptive rules.
3) Transformational-generative grammar proposed that sentences are generated from deep structures through transformations. It aimed to distinguish competence from performance and generate all grammatical sentences.
4) Pedagogical grammar examines the implications of different theories for language teaching and learning. The researcher analyzes
Using meaningful interpretation and chunking to enhance memory the case of ch...yuxuan liu
This study examined whether a method called meaningful interpretation and chunking (MIC) could improve students' learning and retention of Chinese characters. Students were randomized into a treatment group, who learned characters using MIC, and a control group, who learned through rote repetition of stroke order. The treatment group showed better immediate learning and retention of characters. The teacher-cued method and familiar independent work were more effective than teacher-instructed and unfamiliar work. The treatment effect varied across measurement components, instruction levels, and heritage versus non-heritage groups.
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
la lingüística aplicada también comenzó restringida como la aplicación de puntos de vista de la lingüística estructural - en primer lugar a la enseñanza del Inglés en las escuelas y, posteriormente, a la segunda y la enseñanza de lenguas extranjeras.
Attitude od teachers_and_students_towards_classroom_code_switching-libreStoic Mills
This document summarizes a research study on the attitudes of teachers and students towards code switching in English literature classes at the university level in Pakistan. A questionnaire was used to collect data from 12 teachers and 288 students from 4 universities. The findings show that most students and teachers have a positive attitude towards code switching between English, Urdu, and Punjabi in class. Students reported that code switching helps them better understand concepts and does not confuse them. Teachers indicated they code switch for communication, control, and explanation purposes. Overall, the study found that code switching is viewed positively and as beneficial for teaching and learning in multilingual university classrooms in Pakistan.
The document discusses three cognitive linguistic approaches to teaching vocabulary to EFL learners: categorization, prototype, and metaphor. Categorization involves grouping words based on similarities. The prototype approach recognizes that some words are better representations of categories than others. Metaphor allows words to take on figurative meanings beyond their literal definitions. Studies have found that lessons applying these cognitive linguistic concepts can improve students' vocabulary retention compared to traditional memorization methods.
An Update On Discourse Functions And Syntactic Complexity In Synchronous And ...Angel Evans
The document summarizes recent developments in measuring syntactic complexity in second language writing produced through computer-mediated communication. It discusses earlier studies that measured complexity using metrics like T-units and clauses per T-unit. More recent research emphasizes the need for improved measures that account for lexical and phrasal complexity, as clausal subordination alone does not fully capture complexity in academic writing. The author also reflects on limitations of earlier studies and the need for future research using large learner corpora and more nuanced measures of complexity as related to factors like proficiency level and first language background.
Analysis On Cohesive Devices Errors In EFL University Students Argumentative...Holly Fisher
The document discusses an analysis of cohesive device errors in argumentative compositions written by EFL university students in Indonesia. It finds that students made a small number of cohesive errors, only 2% of the total cohesive devices used. The most common types of cohesive devices used were personal references, demonstrative references, additive conjunctions, and adversative conjunctions. Interviews with students found that second language learning strategies, transfer training, and language transfer were the main sources of errors in using cohesive devices. The study aims to help improve students' writing skills and understanding of cohesive devices.
A STUDY OF COHESION IN THIRD-YEAR COLLEGE STUDENTS ESSAYS.pdfLisa Graves
This document summarizes a study on the use of cohesive devices in essays written by third-year college students in Iraq. It hypothesizes that grammatical cohesive devices will be used more frequently than lexical devices, and that there will be a correlation between the number of cohesive devices used and the scores of the essays. The study analyzes 20 essays to identify the types and frequency of cohesive devices used and examines the relationship between device usage and essay scores. The results indicate that students used a variety of devices more frequently, and that scores were positively affected by higher numbers of cohesive devices.
Students attitude towards teachers code switching code mixingSamar Rukh
This document summarizes a study that examined business students' attitudes toward their teachers' use of code-switching between English and the local language (Urdu) in class, and the impact of this on the students' English language learning. Quantitative and qualitative data was collected through questionnaires given to 100 business students and 6 English teachers at universities in Sargodha, Pakistan. The findings from the student questionnaire showed that most students had a positive attitude toward their teachers' code-switching and believed it helped their understanding and strengthened their English. The teacher questionnaire explored the teachers' views, with most believing code-switching facilitated clearer communication and instruction. In conclusion, the study found that business students generally viewed teachers' code-switch
This document summarizes research on code switching in English as a foreign language (EFL) classrooms. It discusses how code switching occurs when teachers and students alternate between the target language (L2) and their shared first language (L1). The use of L1 depends on whether the teacher is a native or non-native speaker. While some argue L1 should be avoided, others believe controlled use of L1 can support L2 learning. Factors like the teacher's language background and students' age influence the amount and purpose of code switching in EFL classrooms.
Applying Corpus-Based Findings To Form-Focused Instruction The Case Of Repor...Justin Knight
The document summarizes a study that compared how reported speech is presented in English language textbooks versus how it is used in real language based on corpus data. The study found that textbooks focus mainly on indirect reported speech and backshifting verbs to past tense, but neglect many structures used in natural language. Corpus data from two studies of reported speech was then used to identify 10 principles for how it should be taught. The document proposes applying these corpus-based findings to design classroom activities and materials for teaching reported speech that are grounded in theories of second language acquisition.
This document summarizes a research paper that analyzes errors made by second language (L2) learners in order to understand strategies used in L2 learning. It discusses how error analysis is an important area of applied linguistics and L2 teaching. The study analyzes writing assignments from Pakistani ESL and Iranian EFL students to identify grammatical errors and their causes, such as influence from students' first language. Error analysis provides insights into the complex process of language acquisition and can help teachers improve instruction.
Vocabular learning strategies preferred by knorean univ stPatricia Cuamatzi
This study surveyed 135 Korean university students about their use of and perceptions of helpfulness for various vocabulary learning strategies (VLS). It compared the results to Schmitt's 1997 taxonomy of VLS, adding some technology-based strategies.
The results showed higher reported use of VLS across the board compared to Schmitt's study, with an average increase of 37% in reported use. Perceived helpfulness of VLS was also generally higher, with an average increase of 14% compared to Schmitt. Technological strategies were widely used for meaning discovery. The trends suggest learners rely on a range of VLS rather than just a few core strategies, and that technological strategies are commonly used among Korean university students.
A Morphosyntactic Analysis on Malaysian Secondary School Students Essay Writ...Erica Thompson
This document summarizes a research paper that analyzed the morphosyntactic errors in English essay writing among Malaysian secondary school students. The study examined 10 student essays totaling 50 pages. It found that students made errors with plural marking, subject-verb agreement, tense marking and other grammatical issues. These errors occurred because of differences between English and Malay grammar rules regarding morphology and syntax. The researchers concluded that Malaysian students have not fully mastered certain English grammar rules regarding plural forms, third-person singular verbs and other structures.
Adopting An SFL Approach To Teaching L2 Writing Through The Teaching Learning...Mary Calkins
This document summarizes a study that applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year Japanese university students improved their writing of analytical exposition essays during a 15-week English course using the Teaching Learning Cycle (TLC) approach. The study assessed students' understanding of metafunctions (ideational, experiential, and textual meanings) and linguistic resources in their pre- and post-essays. The results demonstrated that applying an SFL framework for writing assessment can explicitly examine students' improvements in understanding the target genre of essay writing.
A statistical analysis of corpus based approach on learning sentence patterns IJECEIAES
This research paper examines the adverse effect of theoretical explanation of the grammatical rules among the learners. Exploration of the methods and materials taught inductively or deductively is the panacea to achieve the required goal. The study throws light on the pedagogical implication of adopting appropriate methods and materials for building the learners’ grammar and language. It primarily intends to explore a new teaching method using language corpora that can be employed in the English grammar classes in colleges at the undergraduate level. It strives to evaluate the effectiveness of teaching sentence patterns through corpus-based activities comparing with the traditional based teaching. Thus, the methodology aims to encourage students to become independent corpus users.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
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The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
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D3123741.pdf
1. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 37
American Research Journal of Humanities & Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-03, Issue-12, pp 37-41
December-2020
www.arjhss.com
Research Paper Open Access
The Use of Relative Clauses as a Syntactic Complexity Measure
by NUL Students
Dr. M. E. Morato-Maleke and Dr. M.L. Mokhathi-Mbhele
National University of Lesotho P.O. Roma 180 Maseru 100 Lesotho
Dr. ʼMatšitso Eugenia Morato-Maleke
Dr. Morato-Maleke Eugenia ʼMatšitso is a lecturer at the National University of Lesotho in the Faculty of
Humanities, Department of English. She obtained a PhD in English Language and Linguistics in the area of
Syntax and Grammar from NUL. She publishes her work in refereed journals. She supervises undergraduate
and Masters’ projects in Syntax and Grammar.
Dr. ʼMasechaba Lerato Mokhathi-Mbhele is equally working at the National University of Lesotho in the
Faculty of Humanities, Department of English. She is currently working as the Head of the Department. She
publishes her work in both peer-reviewed and accredited journals. She supervises undergraduate, Masters’ and
PhD projects in different fields.
ABSTRACT:- The present paper explores the use of relative clause as a syntactic complexity measure in the
examination scripts of the National University of Lesotho (NUL) fourth year students. The study is based on the
employment of the interpretivist paradigm as well as descriptive and case study designs. Data was collected
from the students’ continuous writing in the (2016/2017) examination papers and analysed qualitatively,
following the Transformational Generative Grammar (TGG) and the Cognitive Grammar (CG), both of which
formed the theoretical frameworks for the study. The paper shows that NUL students have a reasonably high
level of syntactic complexity with the use of relative clause as the analysis reflects the use of both wh- and that
relative clauses in their writing.
I. BACKGROUND
Relative clauses are finite subordinate clauses whose main function is to modify a noun phrase (Leech
et al., 2002:383). The present study adopts this definition. The paper starts by showing that in English language,
syntactic complexity features such as subordination that include relative clause, are used as measures of
syntactic complexity in written texts. Relative clause is introduced by the wh- and that subordinating
conjunctions. This feature is used to form a complex sentence. A complex sentence has an independent and a
dependent clause and in such a structure, relative clause is a dependent clause. The ability to produce complex
sentences is generally considered a measure of developing syntactic complexity and maturity (Hunt, 1965).
Earlier research
Research on syntactic complexity in English as a First Language has been carried out by many linguists
in English as the First Language (L1) and English as a Second Language (L2). These researchers used different
measures of syntactic complexity that include subordination. Unlike other studies, Beard et al. (2002) focused
on identification of different syntactic structures including subordination. The conclusions drawn from studies in
L1 acquisition were that initially children produce clauses which are subordinated but some of them fail to
connect ideas appropriately; as a result, they write disjointed sentences. Some of them produced floating clauses
as shown in example (1) below.
(1) Or [if it is the other way round] you turn the black over (Beard et al., 2002:23).
Example (1) is disjointed and a subordinate clause observed in it is floating because it requires a main clause in
order for it to convey a complete thought. Thus, this sentence does not have meaning.
2. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 38
The study
The current paper explores the use of relative clause in the NUL (English L2) students’ written texts. It answers
the questions:
1) Do NUL students use relative clause appropriately?
2) What are its syntactic functions in the students’ sentences?
3) Which textual functions does it (is it observed in beginning, internally and at sentence final
position) perform?
The first objective of the present study was to examine the syntactic complexity of NUL students’
writing through the use of relative clause. The second objective was to explore its syntactic use in order to
observe whether it has any syntactic functions or not and to observe whether students are aware of its textual
functions.
The examination scripts of fourth year students of the National University of Lesotho (NUL) were
purposively, systematically and randomly selected. Regardless of the faculties, all the NUL students are
normally introduced to Communication and Study Skills (CSS) and Remedial Grammar of English in the first
year of their university study. By the time they get to the fourth year, they have been involved in continuous
writing for three years. The researcher was interested in investigating whether NUL students use relative clause
to form complex sentences in their continuous writing and whether they use it appropriately or not. She was also
examining its syntactic functions and exploring the environments in which this category is reflected in their
sentences.
The students from the Faculty of Education and from the Faculty of Humanities language departments
are extensively exposed to English language and linguistics courses throughout the four years of their university
study. Their scripts were not included in the study. These students whose scripts were in the sample share the
level, time frame, setting and genre.
In Lesotho, there are church, government and privately owned schools. The church and Government
schools constitute the majority and in such schools, Sesotho, the mother tongue, is used as the medium of
instruction from Grade 1 to Grade 3. From Grade 4, English, the second language (L2) is used as the medium of
instruction up to tertiary education level. The fourth year students at NUL are therefore advanced ESL students.
The high school graduates are admitted to NUL only if they obtain credit (high marks) in English Language
examinations. However, those who fail to obtain credit are admitted into the Faculty of Science and Technology
as long as they meet all the other criteria.
The data was collected from the continuous writing taken from the fourth year students’ examination
scripts for the academic year (2016/2017) across the faculties. Wendy et al. (2002) observe that written
language can provide a rich data base for studying complex structures because it is likely to have longer
sentences with more complex syntactic structures than spoken language. Kemper et al. (1989) and Weisberg
(2000) also note that writing is the modality through which L2 learners initiate the use of new syntactic
structures.
II. DATA ANALYSIS
Data was analysed qualitatively, hence the reason for employment of the interpretivist paradigm and
the Content Analysis (CA). In order to conduct a CA, the text was broken down into sentences. Then the text
was examined using one of the CA basic methods, namely, the conceptual analysis, because it begins with
identifying the concepts present in a given text. The researcher first identified the sample scripts from the
students’ essays, read them and identified relative clauses.
III. THE FINDINGS
The findings are that, relative clause occurs in the writing of the students across the faculties at NUL.
The students use this feature as a syntactic measure in their writing and they use it appropriately. The present
paper adopts this definition. NUL students use only restrictive relative clauses as provided in examples 2(a) –
(t).
2(a) It includes a plan of work [which is an outline procedure [which address [sic] the logical way of
implementing a programme]]. (FOA)
(b) In Geography, [which is almost entirely the study of the environment], learners are taken out of the
classroom to study a phenomenon taking place in the environment]. (FOE)
(c) Dyslexia is a learning disability [which cause [sic] difficulty in reading and spelling of words due.
[sic] to phonological dificit [sic]. (FOE)
(d) There is now the 2 piece can [which easily allows form till [sic] and seal]. (FOHS)
3. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
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(e) Everything about the area [where the work is to be carried, [sic] together with its people] should be
considered. (FOA)
(f) The investors also aboden [sic] other areas of investment and invested in areas [where they will get
huge turn over]. (FOH)
(g) In societies [where a substance economy is in place], that is a system [where production is for
consumption]. (FOSS)
(h) However, in instances [where the insurer himself has directed [that payment of a premium should
be made in a certain manner [sic]]]. (FOL)
(i) This is the Situation [where the sample will be that of [playing tennis] [where there exists rules of
Confirmity [sic] with that rule]]] but to the overruling of the opponent. (FOL)
(j) Crop rotation needs someone [who fully understand [sic] the plant nutrient [sic] requirements]. (FOA)
(k) There is always a group of other children [who bullies [sic] others at schools], [sic] a bullied child
grows with a desire to revenge on that. (FOHS)
(l) Control group is made [sic] of learners [who experience difficulties in reading and writing]: [sic]
learners [who are more intelligent]. (FOE)
(m) In this instance, the party [who [sic] finds the avevements [sic] to be vague and embarrassing does
not have [to automatically approach] the court, he first has [to notify] the other party about the
vagueness, and [if the other party, having been notified, fails to remove the vagueness and
embarrasment,[sic] then the embarrassed party may apply for exception. (FOL)
(n) This is whereby everything or conditions [that exist in a situation area] are noted. (FOA)
(0) Fieldwork is any activity [that occurs outside the classroom]. (FOE)
(p) Science relies on experiment and observation, [when their [sic] are limited resources [that could be
used [to enhance learning of science such as Laboratory and its equipment], [sic] There would be poor
performance in science. (FOE)
(q) Education, [sic] through violent sports such as rugby or boxing [that are played at schools] can
predispose children to violence and that can lead children to abuse others [because of that physical
strength [that they attain there]. (FOHS)
(r) There are even shapes [that can be packed easiling [sic] in shelves made of plastic]. (FOHS)
(s) It can be done by using the language [that is gender sensitive]. (FOH)
(t) The theories are the set of ideas [that help us to understand the world]. (FOH)
On the basis of these examples, it is observed that the information about the preceding nouns in all the
examples is given and the references of the nouns have been specified. For instance, in example 2(a), the
preceding noun phrase, a plan of work is specified as the referent and it is post-modified by the restrictive
relative clause, [which is an outline procedure]. The noun phrase, an outline procedure, is in turn the
preceding noun phrase and referent for the restrictive relative clause, [which address [sic] the logical way of
implementing a programme]. This result confirms the view presented in Maleke (2011:6) that relative clauses
occur immediately after a noun, and are considered part of the noun phrase. In other words, relative clauses are
embedded in a noun phrase. Maleke (ibid) argues that relative clauses provide a way to talk about nouns. They
are used when a speaker wants to identify the noun or when the speaker wants to add information about the
noun in question. Forrest (1984:89) observes that if the defining clause is not stated, a person is bound to ask a
question such as “which person”? The findings of the present paper are supported by Forrest’s (1984) and
Maleke’s (2011) observations that relative clauses occur immediately after the noun and if the defining clause is
not stated, a hearer is forced to ask for more clarifying information. The findings show that in all the faculties,
NUL students are able to build syntactic complexity through the use of relative clauses. This observation
answers the first objective of the present paper since it shows that NUL students’ writing demonstrates syntactic
complexity.
It is further observed in this paper that the relative clauses are noted in three different syntactic
environments. However, in the FOE, FOL and FOSS, NUL students occasionally place relative clause at the
beginning of the sentence as indicated in examples (b), (g) and (m), the subordinators, which, where and who,
appear at sentence-initial position functioning as prepositional complement. In these examples, the relative
clause functions syntactically as a subject and this is supported by Mc Donough et al. (2015:69) who attest that
their research subjects used relative clauses as subjects. Another interesting observation is that NUL students in
the FOE and FOSS are able to build syntactic complex sentences through placing relative clauses at sentence-
initial position where they function as prepositional complement. In the FOL, they use the relative clause as the
subject and it is introduced by the noun phrase, the party and as such, it is used as a post-modifier. These
findings prove that NUL students are able to form syntactic complex sentences through the use of restrictive
relative clause that is placed at sentence-initial position. This observation is supported by Allan and Martins
(1983), Leech and Svartvik (2002) and Greenbaum and Nelson (2002) who say that subordinate clauses perform
4. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 40
various functions in sentences where they are demonstrated. They further coincide with Leech and Svartvik’s
(2002:397) claim that subordinate clauses may function as subjects, prepositional complements and post-
modifiers.
Apart from the occasional placement of the relative clause at sentence-initial position, they are also
placed at sentence-internal position as shown in examples 2(h), (i), (k), (l), (p) and (q) in the first occurrence.
The subordinators are, where, who and that. These incidences are reflected in four faculties namely FOE, FOH,
FOHS and FOL. A new claim is that NUL students in these faculties show ability to construct syntactic complex
sentences through the use of restrictive relative clauses that are placed in the middle of the sentences. This
internal placement of relative clauses is supported by the argument of Leech and Svartvik (ibid) that relative
clauses can be used as post-modifiers because where they are noted, that is, in the middle of the sentences, they
post-modify the noun phrases.
At sentence-final-position, the subordinators are which, where, who, and that and these are observed
in examples 2(a), (c), (d), (e), (f), (g) in the second occurrence, (j), (l), (n), (0), (q) in the second occurrence, (r),
(s) and (t). Amongst these subordinators, it is observed that that is mostly used over the others as shown in
examples 2(n), (0), (p), (q), (r), (s) and (t). These findings are supported by Fries (1984), Kies (1999), Keens
(2004) and Maleke (2011) who observe that subordinate clauses can be placed in three different syntactic
environments for different purposes. The findings reveal that NUL students have the ability to use relative
clauses to construct syntactic complexity.
A further observation is that in some environments, the wh-relative clauses embed other wh-relative
clauses and they appear at the end of the sentences as illustrated in 2(a) and (i). In other contexts such as
examples 2(h) and (m), wh-relative clause embeds that-nominal clause. It is also noted that relative clauses are
embedded in other subordinate clauses as exemplified in 2(p), where time adverbial embeds that-relative clause
which in turn embeds To-infinitive. This point supports the idea of embedding of subordinate clauses which is
important in the formation of syntactic complexity. It further indicates that wherever the relative clauses are
used in the given examples, they identify their referents and shows their defining capability as they make easy
for the reader to be aware of the preceding noun phrase. Looking at all the presented examples, it is essential to
note that NUL students’ writing notably display syntactic complexity.
The findings in this paper are supported by Forrest (1984:89) who points out that a defining relative
clause which is also referred to as restrictive relative clause identifies the referent for the reader because all the
examples have identified the reader. In other words, it tells who or what the noun is. The prime job of a
restrictive relative clause is to limit the possible referents of the preceding NP. That is, the relative clause makes
the referent more accessible to the hearer (Berk, 1999:265). The findings of the present paper are also supported
by Forrest (1984), Berk (1999) and Leech et al. (ibid) who claim that restrictive relative clause identifies the
referent for the reader, they make the referent more accessible to the reader, they post-modify the preceding
noun phrases and they possess the characteristic of being finite because they have finite verb phrases. In Beard
et al. (2002), students varied noticeably in their use of relative clauses. Only a few of them used relative
clauses (adjectival clauses constituted 13 percent of the subordinate clauses) appropriately which is not the case
in this paper because in the present paper, the students used relative clauses appropriately. Mc Donough et al.
(2015:69) state that in their study, the relative clauses were used as subjects and objects. In some incidences the
subject relative clauses were used without overt relative pronouns. In the present paper, the students rarely use
the restrictive relative clauses as subjects as it is only demonstrated in example (b). In all the examples, relative
clauses perform the syntactic function of post-modifying the noun phrases. TGG and CG helped the researcher
to identify complex sentences that were formed through the use of relative clauses. TGG further assisted the
researcher to notice the recursive structures and Merge which is stipulated in the Minimalist program since the
MP is entailed in TGG. CG helped in exploring the grammar of the identified complex sentences as according to
CG, syntax and grammar must go hand in hand.
IV. CONCLUSION
This paper concludes that the NUL students make a frequent use of relative clause and where it is
reflected, it has been used appropriately. The paper has achieved the proposed aims. The first research question
of the study was to find out whether NUL students use this structure, whether they use it appropriately, what its
syntactic and textual functions are. The assumption was that the use of this feature is frequent in students’
writing.
The second assumption was that the students are aware of syntactic and textual functions of this
feature. The two assumptions are supported. The students have a reasonably frequent use of relative clause.
This is an indication that they have a fairly good control of the syntax of English.
5. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 41
A further conclusion is that students have an intuitive awareness of the syntactic functions of relative
clause as a subject, prepositional complement and post-modifiers.
RECOMMENDATIONS
The present study recommends that the students must be given a lot of exercises with regard to the
syntactic functions of relative clauses especially the function of being a subject since based on the findings of
this paper, it is idiosyncratic in the Faculty of Education (FOE), Faculty of Law (FOL) and Faculty of Social
Sciences (FOSS).
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Dr. M. E. Morato-Maleke
National University of Lesotho P.O. Roma 180 Maseru 100 Lesotho