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Tuesday, May 19, 2020 | History

2 edition of Indices of L1 transfer in EFL writing: a study of Japanese learners of English found in the catalog.

Indices of L1 transfer in EFL writing: a study of Japanese learners of English

Sakae Okuma

Indices of L1 transfer in EFL writing: a study of Japanese learners of English

by Sakae Okuma

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  • 5 Currently reading

Published .
Written in English


Edition Notes

Thesis (M.A.) - University of Surrey, 1999.

StatementSakae Okuma.
ContributionsUniversity of Surrey. School of Linguistics and International Studies.
ID Numbers
Open LibraryOL18424083M

Drawing on the notions of 'interface' and 'reverse transfer' in second language acquisition, this book addresses the possible role of L3 French in the acquisition of English as an L2 with two major concerns: firstly, the degree to which L3 acquisition will bring about a positive or negative transfer effect on L2 acquisition and secondly, the. Empirical studies have shown that anxiety and negative emotion can hinder language acquisition. The present study implemented a writing instructional model so as to investigate its effects on the writing anxiety levels of English Foreign Language learners. The study was conducted with participants, who were administered the Second Language Writing Anxiety Inventory (SLWAI; Cited by: 2.

  Levitzky-Aviad, T., & Laufer, B. (). Lexical properties in the writing of foreign language learners over eight years of study: Single words and collocations. In C. Bardel, C. Lindqvist, & B. Laufer (Eds.), L2 vocabulary acquisition, knowledge and use. New perspectives on assessment and corpus analysis (EUROSLA Monographs 2, pp. – Author: Mădălina Chitez. A key finding of the study showed that they rarely used important strategies such as text integration, planning, strategy evaluation, and strategy selection. Another study that found that low-level second language readers used few strategies was done by Zhang () with ten Chinese L1 students from two academic proficiency by:

Effect of saliency and L1-L2 similarity on the processing of English past tense by French learners: an ERP study, 7th ISEL Conference on Experimental Linguistics, St Pétersbourg, juillet. This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners’ vocabulary comprehension and recall. For this purpose, a sample of male students from a private school in Tehran was selected through convenience sampling and based on Author: Abbas Ali Zarei, Golnaz Moftakhari Rezaei.


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Indices of L1 transfer in EFL writing: a study of Japanese learners of English by Sakae Okuma Download PDF EPUB FB2

The present paper examines Kurdish EFL learners’ writing aiming at identifying transfer types, particularly, the negative transfer. this book is an authoritative account of transfer in Author: Jamal Omar. Written narratives as an index of L2 competence in Korean EFL learners Article in Journal of Second Language Writing 14(4) December with.

“My purpose in being Part in the goverment is Change. I want to change the world. Change in the means of War, Freedom, and equalness.

Also as being part of the government, One should have self-confidence, can stand-up for self, and others, and at the same time have a degree in a great How am I working now, I’am participation in every activity Possible, that has. We assumed that Chinese-to-English phonetic transfer occurs but that the extent of the transfer would be small because Chinese and English belong to different language families.

However, findings from this study confirm that Chinese-to-English phonetic transfer occurs and. Current Issues in Reading, Writing and Visual Literacy: An Introduction Christina Gitsaki, Melanie Gobert, and Helene Demirci Production of Formulaic Sequences in L2 Writing by Japanese Learners of English Natsumi Okuwaki AWL words in CEEC Level 1.

Table AWL words in CEEC Level 2 ranked by COCA ( The overarching research question addressed in the present exploratory study is to what extent syntactic complexity, as a multi‐layered construct, may vary in L2 writing across proficiency levels, between L2 and L1, and across different by: 1. Thus, this study sought to determine whether there is a systematic difference in the CAF of English writing among ESL and EFL college students.

For this purpose, a total of 1, essays were collected from the International Corpus Network of Asian Learners of English-Written or : Jessie Barrot, Mari Karen Gabinete.

Building upon data collected from online video and audio interactions among Japanese and Taiwanese learners of English as a foreign language, the study shows how the utterance of short tokens and expressions of surprise alters a speakers’ epistemic stance towards an emerging intercultural topic, hence allowing the conversation to continue.

Errors of English Language Committed by Sudanese Students. at Some students study English as a foreign language because they are attracted by the culture of one of the target communities. -tongue, Arabic, in the English writings of EFL students at the American University of Beirut.

Okuma () studied the L1 transfer in the EFL. Cambridge Core - Research Methods in Linguistics - The Cambridge Handbook of Learner Corpus Research - edited by Sylviane Granger. The present study takes a look at the structure of English‐language proficiency for learners of EFL and its invariance at a more granular level.

As L2 acquisition is influenced by the learning environment, the study is limited to performance of ELLs in Author: Venessa Manna, Hanwook Yoo, Lora Monfils. AbstractAcommon approach to analyzing phraseological knowledge in first language (L1) and second language (L2) learners is to employ raw frequency data.

Several studies have also analyzed n-gram use on the basis of statistical association scores. Results from n-gram studies have found significant differences between L1 and L2 writers and between intermediate and Cited by: 1.

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Therefore, this study examines whether low L2 proficiency produces a short-circuit effect on the relationship between L1 and L2 writing skills. Based on Japanese (L1) and English (L2) essays, and English proficiency scores gathered in a four-year Japanese university, the presenter examines the threshold level for L1 writing skills to.

Proficient writing in English is a challenge for the linguistically diverse community college population. Writing research at the community college level is warranted in order to guide instruction and assist students in achieving higher levels of proficient writing.

The current study examined the writing of three community college groups: native English Language students (L1. The Iranian EFL Journal Quarterly February Volume 1. The Iranian EFL Journal, FebruaryVolume 1 2 support this new venture which adds a very important addition to the study and teaching of English as a foreign language in the Middle East areas.

Nowhere in the book, are the learners assigned writing activities to the sense. In this study, the International Corpus Network of Asian Learners of English (ICNALE) Written Essays Version was used, which contains approximately million tokens of English essays produced by 2, participants of Asian L2 English learners as well as a corpus of L1 English native speakers.

Modern Journal of Language Teaching Methods (MJLTM) s To select homogeneous participants for the present study, the Quick Placement Test was administered to (n =85) EFL learners. Sixty students whose score fell within the domain were chosen as the main sample for the present study.

The present study compares the effects of two types of instruction on text comprehension and the learning of the form, meaning, and grammar of English nouns and verbs in a text: affective input enhancement (Affective IE), which enhances the affective processing of the topic of a second language (L2) text before it is read, without focusing on the linguistic aspects of the text (n =.

intelligences and Iranian EFL learners’ reading comprehension ability. In the next article of the issue, digitized and non-digitized language assessment: a contrastive study of Iranian EFL language learners is presened by Jahanbakhsh Nikoopour, Mohammad Amini Farsani, Hamid Salimi and Afsaneh Rashidi.

In the. The study examined EFL learners' use of question patterns by tracking their use of one of the most frequent question constructions in English – (wh-) aux-do questions.

As often is the case in an EFL context, formal classroom instruction targeting English questions had not resulted in learners' acquisition of these : Tatiana Nekrasova-Beker.The Learner Corpus Bibliography (LCB) is a collection of bibliographical references related to learner corpus research.

The LCB was created and maintained by the Centre for English Corpus Linguistics (director: Prof. S. Granger) until September In its current state, the LCB totals c.

1, references but it is updated on a regular basis.In this semester-long study, L2 English learners from a variety of first languages (Chinese, Spanish, Arabic) analyzed authentic English-language tweets produced by well-known native speakers, with a focus on abbreviations, hashtags and tweeter mood.

Those studies did not focus on the effect of the use of blogs on Turkish EFL learners.