Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retent...Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography,receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the postlistening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.展开更多
EFL (English as a Foreign Language) speaking is a very demanding skill that requires learners' socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role...EFL (English as a Foreign Language) speaking is a very demanding skill that requires learners' socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners' speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students' inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 (second language) vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.展开更多
This paper attempts at an in-depth exploration of lexical mismatching, a pattern of vocabulary errors. In this paper, errors per se were collected from 107 writing samples of Chinese college students, and then investi...This paper attempts at an in-depth exploration of lexical mismatching, a pattern of vocabulary errors. In this paper, errors per se were collected from 107 writing samples of Chinese college students, and then investigated from a variety of linguistic perspectives. Traditional theoretical approaches, i.e. CA and EA, are incorporated in the source analysis for a more comprehensive interpretation. Hopefully, the findings of the study will shed lights on lexical instruction and acquisition in the field of SLA.展开更多
This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students' English writing. A classification as well as its exemplification is offered concern...This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students' English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.展开更多
As teachers of EFL (English as a Foreign Language) in the Kingdom of Saudi Arabia, we are sometimes flabbergasted by the errors that the/earners make in their English scripts. Apparently, there was no pattern to the...As teachers of EFL (English as a Foreign Language) in the Kingdom of Saudi Arabia, we are sometimes flabbergasted by the errors that the/earners make in their English scripts. Apparently, there was no pattern to these errors. However, when the researcher observed the frequency of similar error over a few years of her experience as an EFL faculty for Saudi learners, the theory of Lexical Relations appeared to offer an answer. Therein also lies the genesis of the current study. In a positive development, the study did bring to light certain factors that directly played a role in the Saudi EFL learners' English errors. These have been presented in this paper with the hope that with the diagnosis in hand, it will be easier for the EFL teachers to find a solution to the dearth of English proficiency among the Saudi EFL learners.展开更多
This study investigated the relationships among different dimensions of vocabulary knowledge (passive, controlled active and free active vocabulary knowledge) and how they affect EFL learners' writing quality. Part...This study investigated the relationships among different dimensions of vocabulary knowledge (passive, controlled active and free active vocabulary knowledge) and how they affect EFL learners' writing quality. Participants were a whole class of web-based English learners (N = 31) of tertiary level in the Chinese mainland. The results show that free active (above 2000) vocabulary knowledge has a much stronger correlation with controlled active than passive vocabulary knowledge, and writing quality has a stronger correlation with free active vocabulary knowledge than with the other two dimensions of vocabulary knowledge.展开更多
文摘Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography,receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the postlistening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.
文摘EFL (English as a Foreign Language) speaking is a very demanding skill that requires learners' socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners' speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students' inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 (second language) vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.
文摘This paper attempts at an in-depth exploration of lexical mismatching, a pattern of vocabulary errors. In this paper, errors per se were collected from 107 writing samples of Chinese college students, and then investigated from a variety of linguistic perspectives. Traditional theoretical approaches, i.e. CA and EA, are incorporated in the source analysis for a more comprehensive interpretation. Hopefully, the findings of the study will shed lights on lexical instruction and acquisition in the field of SLA.
文摘This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students' English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.
文摘As teachers of EFL (English as a Foreign Language) in the Kingdom of Saudi Arabia, we are sometimes flabbergasted by the errors that the/earners make in their English scripts. Apparently, there was no pattern to these errors. However, when the researcher observed the frequency of similar error over a few years of her experience as an EFL faculty for Saudi learners, the theory of Lexical Relations appeared to offer an answer. Therein also lies the genesis of the current study. In a positive development, the study did bring to light certain factors that directly played a role in the Saudi EFL learners' English errors. These have been presented in this paper with the hope that with the diagnosis in hand, it will be easier for the EFL teachers to find a solution to the dearth of English proficiency among the Saudi EFL learners.
文摘This study investigated the relationships among different dimensions of vocabulary knowledge (passive, controlled active and free active vocabulary knowledge) and how they affect EFL learners' writing quality. Participants were a whole class of web-based English learners (N = 31) of tertiary level in the Chinese mainland. The results show that free active (above 2000) vocabulary knowledge has a much stronger correlation with controlled active than passive vocabulary knowledge, and writing quality has a stronger correlation with free active vocabulary knowledge than with the other two dimensions of vocabulary knowledge.