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A Corpus-based Study of To-Infinitive Errors in Korean College Freshmen’s Writing
김정은,Yoo Isaiah Wonho 아시아테플 2015 The Journal of Asia TEFL Vol.12 No.4
This study aims to investigate how accurately to-infinitives are used by Korean learners of English who have completed primary and secondary education in Korea. Data were retrieved from a learner corpus consisting of essays written by 815 incoming freshmen at a university in Seoul, Korea. Of the 2,309 tokens of to-infinitives from the corpus, only 171 tokens were found to be errors, a finding which suggests that Korean students with high-intermediate proficiency in English possess a firm understanding of the use of to-infinitives. In addition to those 171 error tokens, 65 tokens of omission errors were manually identified; of these 236 error tokens, substitution was the most common type of error (103 tokens, 43.6%), which was closely followed by omission errors (99 tokens, 42.0%). A close examination of all the errors revealed that several types of errors derive from the learner’s lack of knowledge regarding subcategorization, i.e., information about selecting proper complementation types. Teachers should therefore provide L2 learners with detailed subcategorization information, especially when new verbs are introduced.
Puji Astuti,Leslie Barratt 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.1
Research shows that cooperative learning (CL) supports foreign language learning (e.g., Almuslimi, 2016; Wei & Tang, 2015). However, there is little research demonstrating how CL works and, specifically, how it promotes learning, particularly individual accountability, which is a principle in CL. This article reports on part of a larger study that aimed to fill this gap by exploring the roles of individual accountability in CL in enhancing EFL learning. The study involved two secondary school EFL teachers, with 77 students in their classrooms, and four focus students. Analysis of data from participant observations, in-depth interviews, and document analysis shows that individual accountability manifests itself in a series of activities from individual, group, and class presentations as well as other peer interactions. The findings also showed that the learners had more opportunities to interact and had more interactions with their peers during CL than during conventional group work (i.e., students simply completing non-CL activities in groups). Opportunities for student-student interactions in CL activities, absent in the conventional group work, may have contributed to the EFL learners’ communicative competence. However, teachers new to CL should follow the preset procedures for CL strategies to promote individual accountability and understand how these activities benefit students.
Predicting Second Language Writing Proficiency in Learner Texts Using Computational Tools
정연주,Scott Crossley,Danielle McNamara 아시아테플 2019 The Journal of Asia TEFL Vol.16 No.1
This study explores whether linguistic features can predict second language writing proficiency in the Michigan English Language Assessment Battery (MELAB) writing tasks. Advanced computational tools were used to automatically assess linguistic features related to lexical sophistication, syntactic complexity, cohesion, and text structure of writing samples graded by expert raters. The findings of this study show that an analysis of linguistic features can be used to significantly predict human judgments of the essays for the MELAB writing tasks. Furthermore, the findings indicate the relative contribution of a range of linguistic features in MELAB essays to overall second language (L2) writing proficiency scores. For instance, linguistic features associated with text length and lexical sophistication were found to be more predictive of writing quality in MELAB than those associated with cohesion and syntactic complexity. This study has important implications for defining writing proficiency at different levels of achievement in L2 academic writing as well as improving the current MELAB rating scale and rater training practices. Directions for future research are also discussed.
Examining EFL Teachers’ Non-verbal Behaviors in English-medium Lessons
Rintaro Sato 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.1
This paper describes an observational study with three Japanese EFL teachers that examined: (1) the difference in the frequencies of non-verbal behaviors (NVBs) depending on the amount of the second language (L2) used by the teacher; (2) the kinds of NVBs the Japanese EFL teachers used in the classes, and (3) the difference in frequency of NVB use depending on whether the same teacher used their first language (L1) or L2. An analysis of the findings indicated the following: (1) the greater the amount of teacher output of L2, the more frequently NVBs were used; (2) the teachers used different types of NVBs depending on the situation; and (3) NVBs were more frequently used when the teacher spoke L2. These findings suggest that NVBs play a crucial role in providing comprehensible input in EFL classrooms. The pedagogical implications for EFL teachers and teacher educators are also suggested in the conclusion.
Hiroshi Yamada 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.4
Vocabulary learning strategies (VLS) play a crucial role in L2 vocabulary education. Although it is assumed that metacognitive VLS are effective, few studies have empirically investigated this assumption. This paper, therefore, conducted a study in order to establish a comprehensive taxonomy of metacognitive VLS and explored the relationship between the use of metacognitive VLS and vocabulary knowledge. A vocabulary size test and a VLS questionnaire were administered to 132 Japanese junior high school students. The data were analyzed using exploratory factor analysis and multiple regression analysis. The results showed a total of 20 metacognitive VLS and categorized them into six. Among the six metacognitive VLS, input seeking was a positive predictor of test scores at any frequency level, while spaced learning, guessing with confidence, and note making varied in effectiveness depending on word frequency. These results suggest it is important to encourage students to learn vocabulary outside the classroom, teach basic affix knowledge, and facilitate students in making vocabulary notebooks.
Investigating MAKE Patterns in Learner English Writing: What can Frequency Tell?
ZHI Yuying 아시아테플 2022 The Journal of Asia TEFL Vol.19 No.2
This paper presents the uses of MAKE patterns in writing of Chinese English learners of different proficiency levels. MAKE patterns, such as “make decisions”, “make them have” or “make me happy”, are frequently used in EFL learners’ writing. Previous studies have examined MAKE patterns used by EFL learners, but it is still unclear what the differences are on the uses of MAKE patterns among learners at different proficiency levels. Thus, the present study investigated the different uses of MAKE patterns from a frequency perspective. The study compared MAKE patterns in writings of Chinese English learners at intermediate and upper intermediate levels. Corpus data were extracted from the Language teaching and Testing Center (LTTC) English Learner Corpus. Findings indicate that learners at the intermediate level use MAKE-VP/ADJ more frequently, while those at the upper intermediate level, use the causative function frequently and the support verb function of MAKE. The choice of verbs in the MAKE-VP structure reflects the learners’ lexical and grammatical control while writing. This study promotes the understanding of MAKE patterns used by different English proficiency level learners, which shed light on the developmental process of general-purpose verbs and other lexicons.