In order to promote the activeness and initiative of learners and allow them to take theirlearning advantages,a teacher should be fully aware of the psychological process and models ofL2L．For no matter how well learn...In order to promote the activeness and initiative of learners and allow them to take theirlearning advantages,a teacher should be fully aware of the psychological process and models ofL2L．For no matter how well learners can command a language,their subjective incentives play adecisive role,that is the case particularly for non—Eniglish majors,who are always exposed tocrowded,serious and teacher—centred learning contexts.展开更多
L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and i...L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and its connection with L2 Teaching are analyzed,along with a discussion on the relationship between L1A,L2A and L2 Teaching.The limitation of L1A to L2T is elaborated from the aspect of literacy,age and time distinction.展开更多
The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this ...The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers.展开更多
Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L...Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners＇ errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS （Junior High School） classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.展开更多
This study explores the potential application of ChatGPT in designing customized instructional plans for Chinese as a Second Language(CSL)teaching,focusing on non-Chinese-speaking(NCS)students in Hong Kong.Through two...This study explores the potential application of ChatGPT in designing customized instructional plans for Chinese as a Second Language(CSL)teaching,focusing on non-Chinese-speaking(NCS)students in Hong Kong.Through two rounds of comparative experiments,the study evaluates the effectiveness of AI-generated instructional designs against expert-designed versions.Results reveal that while initial ChatGPT designs initially have limitations,advanced versions demonstrate significant potential in supporting teachers with task-based language teaching(TBLT).These designs provide practical,culturally relevant tasks tailored to diverse learners,enhancing instructional efficiency and learner engagement.Furthermore,ChatGPT’s accessibility offers opportunities to reduce educational disparities by supporting teachers in resource-limited contexts,thereby addressing inequities in instructional quality.The study concludes that,while AI cannot replace teachers,ChatGPT can serve as a valuable supplementary tool,complementing human expertise in culturally and linguistically complex L2 teaching.It underscores the importance of ethical considerations and the critical role of teachers in integrating AI technology effectively to maximize its benefits in education.展开更多
The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 wr...The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 writing on which L2 writing teachers should focus. This paper presents a chronological sketch of the main approaches and trends in teaching and researching L2 writing around the world. It summarizes the components of L2 writing addressed in these approaches and enumerates the dimensions of L2 writing stressed in different approaches including language structure, text functions, themes and topics, creative expression, composing processes, content, genre, and context of writing. Referring to the types of knowledge that need to be imparted to L2 writers, the paper exemplifies teaching activities that can enrich L2 writing classes. The theme that emerges from the discussion is that varied pedagogical implications of the research literature will not be confusing for L2 writing teachers, if they broaden their vision of L2 writing to extend a social view to all dimensions of forms, processes, audiences and L2 writers Teaching L2 writing is presented as the teaching of social individuals using socially-mediated processes to produce socially-meaningful texts for socially-aligned audiences展开更多
Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide lang...Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide language teaching, which are the principle of tolerance ambiguity and the principle of active selection. And teachers should try to cultivate the students＇ cognitive learning style of inference, guessing, and association. In this way the students＇ communicative competence of using L2 will be improved.展开更多
Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the normative language. Cognates, words which area like beyond two or addit...Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the normative language. Cognates, words which area like beyond two or additional languages in some fields signify an attention-grabbing, illuminating, and crucial facet of foreign or second language learning and research. Forty-five （males and females） participants have been randomly chosen and participated in the experiment in Islamic Azad University, Zanjan, Iran, in 2014-2015 school year. The participants＇ age was between from 18 to 28, with a mean age of 21.5 years. The materials were divided into two groups which include 30 true cognates and 30 false cognates words from 300 words by doing CVR （content validity ratio） and CVI （content validity index） （Lawshe＇s table with index of 88% and 82% respectively） for being reliable and valid. These words have been taught to them, after a week, a test has been prepared about those words. According to the results of T-test for comparing the average marks of learning in every two groups can be said that there is a meaningful difference between the scores. The results show that the students learned true cognate words better than the false cognate words. The results of this investigation conjointly make sure the expectations that cognate-based instruction can absolutely impact in second language acquisition.展开更多
The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive rec...The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. The study aims at investigating some second language learners＇ meta-linguistic ability in solving multidimensional grammatical problems. The subjects of the present study were 40 Egyptian students who were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. The instrument of this study consisted of pre-test, post-test and individual interviews. Two tasks were used： （1） ＂Sentence Completion＂ task; and （2） ＂Error Recognition and Correction＂ task. Finally, students were interviewed to explain and comment on their performance in the previous tasks. The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.展开更多
This paper investigates one aspect of the processing perspective in L2 （the second language） learning： the processing of new words. The article does not try to offer a comprehensive overview of language acquisition...This paper investigates one aspect of the processing perspective in L2 （the second language） learning： the processing of new words. The article does not try to offer a comprehensive overview of language acquisition mechanisms, but rather it intends to review more narrowly how our conceptual systems, governed by intricately linked networks of neural connections in the brain, make language development possible, at the same time creating some L2 processing problems. Vocabulary acquisition and application has been one of the main issues in English as a Second Language （ESL）/English as a Foreign Language （EFL） learning and teaching research. EFL instructors in Bosnia and Herzegovina, in particular, are coping with the effective vocabulary teaching approaches. The current paper will examine three principles based on cognitive linguistics （CL）, namely the study of categorization, prototype, and metaphor, and applications of these principles in formal vocabulary instruction in a Bosnian context of English learning in Bosnia and Herzegovina.展开更多
This study aims at investigating the effect of using L 1 （Arabic Language） while teaching a target language （English Language） on the achievement in General English of foundation year students in King Abdulaziz Un...This study aims at investigating the effect of using L 1 （Arabic Language） while teaching a target language （English Language） on the achievement in General English of foundation year students in King Abdulaziz University. To achieve the purpose of the study, the researcher used an experimental design： an experimental group and a control group. The independent variable is using L1 while teaching English in very limited and specified areas. The dependent variable is students＇ achievement in general English. The statistics used is the t-test. The population of the study was all students enrolled in the foundation year 1431/1432 in the ELI （English Language Institute） at King Abdulaziz University. The sample of the study consisted of 50 students taking North Star in the sections A and B as a university requirement in the foundation year 1431/1432 in King Abdulaziz University. The results of the study were in favor of banning Arabic in the English language classroom as shown in the mean scores of the control and experimental groups in the tables. It is recommended that teachers and instructors should be trained to use teaching strategies that help them use English only in the English language classroom.展开更多
Except for positive transfer, the first language has a bad effect on people's second language learning undoubtedly, which is the very thing all second language learners ought to pay attention to and overcome.
This qualitative study aims at exploring the influence of L2 learners' willingness to communicate(WTC) on second language communication. The participants involved in this study were 7 beginners learning Mandarin i...This qualitative study aims at exploring the influence of L2 learners' willingness to communicate(WTC) on second language communication. The participants involved in this study were 7 beginners learning Mandarin in a Chinese university whose native languages were totally different. Multiple sources of data were collected, including classroom observations, semistructured interviews and stimulated recalls. The results indicate that the students with higher level of WTC were more fluent in L2 Chinese communication, and the student whose native language or second language is Russian performed better in Chinese communication.展开更多
With a growing number of foreign language studies on proficiency outcomes,it is imperative to address the challenge of measuring students’proficiency development in a language program where standardized proficiency t...With a growing number of foreign language studies on proficiency outcomes,it is imperative to address the challenge of measuring students’proficiency development in a language program where standardized proficiency testing is not readily available.This article reports administering a Chinese elicited imitation test(EIT)by an instructor to track students’global oral proficiency development in a small language program in a mid-size U.S.public university.The test results from the EIT of second language(L2)Chinese suggest that this tool can provide the instructor with valuable insights into students’oral proficiency.This study also discusses the potential practical value of using this EIT in a language program with limited resources for standardized proficiency assessment.The hope is that this study will encourage language educators who are not already doing so to start using empirical evidence from a valid and reliable proficiency measurement tool to reflect on,improve,and guide their instructional practices.展开更多
文摘In order to promote the activeness and initiative of learners and allow them to take theirlearning advantages,a teacher should be fully aware of the psychological process and models ofL2L．For no matter how well learners can command a language,their subjective incentives play adecisive role,that is the case particularly for non—Eniglish majors,who are always exposed tocrowded,serious and teacher—centred learning contexts.
文摘L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and its connection with L2 Teaching are analyzed,along with a discussion on the relationship between L1A,L2A and L2 Teaching.The limitation of L1A to L2T is elaborated from the aspect of literacy,age and time distinction.
文摘The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers.
文摘Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners＇ errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS （Junior High School） classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.
基金This paper is supported by“Tin Ka Ping Foundation:Guangdong-Hong Kong-Macao Greater Bay Area'Characteristic Affection,Classical Aspirations'Teaching Development Research Project”(Project Number:CB372).
文摘This study explores the potential application of ChatGPT in designing customized instructional plans for Chinese as a Second Language(CSL)teaching,focusing on non-Chinese-speaking(NCS)students in Hong Kong.Through two rounds of comparative experiments,the study evaluates the effectiveness of AI-generated instructional designs against expert-designed versions.Results reveal that while initial ChatGPT designs initially have limitations,advanced versions demonstrate significant potential in supporting teachers with task-based language teaching(TBLT).These designs provide practical,culturally relevant tasks tailored to diverse learners,enhancing instructional efficiency and learner engagement.Furthermore,ChatGPT’s accessibility offers opportunities to reduce educational disparities by supporting teachers in resource-limited contexts,thereby addressing inequities in instructional quality.The study concludes that,while AI cannot replace teachers,ChatGPT can serve as a valuable supplementary tool,complementing human expertise in culturally and linguistically complex L2 teaching.It underscores the importance of ethical considerations and the critical role of teachers in integrating AI technology effectively to maximize its benefits in education.
文摘The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 writing on which L2 writing teachers should focus. This paper presents a chronological sketch of the main approaches and trends in teaching and researching L2 writing around the world. It summarizes the components of L2 writing addressed in these approaches and enumerates the dimensions of L2 writing stressed in different approaches including language structure, text functions, themes and topics, creative expression, composing processes, content, genre, and context of writing. Referring to the types of knowledge that need to be imparted to L2 writers, the paper exemplifies teaching activities that can enrich L2 writing classes. The theme that emerges from the discussion is that varied pedagogical implications of the research literature will not be confusing for L2 writing teachers, if they broaden their vision of L2 writing to extend a social view to all dimensions of forms, processes, audiences and L2 writers Teaching L2 writing is presented as the teaching of social individuals using socially-mediated processes to produce socially-meaningful texts for socially-aligned audiences
文摘Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide language teaching, which are the principle of tolerance ambiguity and the principle of active selection. And teachers should try to cultivate the students＇ cognitive learning style of inference, guessing, and association. In this way the students＇ communicative competence of using L2 will be improved.
文摘Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the normative language. Cognates, words which area like beyond two or additional languages in some fields signify an attention-grabbing, illuminating, and crucial facet of foreign or second language learning and research. Forty-five （males and females） participants have been randomly chosen and participated in the experiment in Islamic Azad University, Zanjan, Iran, in 2014-2015 school year. The participants＇ age was between from 18 to 28, with a mean age of 21.5 years. The materials were divided into two groups which include 30 true cognates and 30 false cognates words from 300 words by doing CVR （content validity ratio） and CVI （content validity index） （Lawshe＇s table with index of 88% and 82% respectively） for being reliable and valid. These words have been taught to them, after a week, a test has been prepared about those words. According to the results of T-test for comparing the average marks of learning in every two groups can be said that there is a meaningful difference between the scores. The results show that the students learned true cognate words better than the false cognate words. The results of this investigation conjointly make sure the expectations that cognate-based instruction can absolutely impact in second language acquisition.
文摘The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. The study aims at investigating some second language learners＇ meta-linguistic ability in solving multidimensional grammatical problems. The subjects of the present study were 40 Egyptian students who were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. The instrument of this study consisted of pre-test, post-test and individual interviews. Two tasks were used： （1） ＂Sentence Completion＂ task; and （2） ＂Error Recognition and Correction＂ task. Finally, students were interviewed to explain and comment on their performance in the previous tasks. The data were analyzed both quantitatively and qualitatively. Results were obtained and conclusions were made.
文摘This paper investigates one aspect of the processing perspective in L2 （the second language） learning： the processing of new words. The article does not try to offer a comprehensive overview of language acquisition mechanisms, but rather it intends to review more narrowly how our conceptual systems, governed by intricately linked networks of neural connections in the brain, make language development possible, at the same time creating some L2 processing problems. Vocabulary acquisition and application has been one of the main issues in English as a Second Language （ESL）/English as a Foreign Language （EFL） learning and teaching research. EFL instructors in Bosnia and Herzegovina, in particular, are coping with the effective vocabulary teaching approaches. The current paper will examine three principles based on cognitive linguistics （CL）, namely the study of categorization, prototype, and metaphor, and applications of these principles in formal vocabulary instruction in a Bosnian context of English learning in Bosnia and Herzegovina.
文摘This study aims at investigating the effect of using L 1 （Arabic Language） while teaching a target language （English Language） on the achievement in General English of foundation year students in King Abdulaziz University. To achieve the purpose of the study, the researcher used an experimental design： an experimental group and a control group. The independent variable is using L1 while teaching English in very limited and specified areas. The dependent variable is students＇ achievement in general English. The statistics used is the t-test. The population of the study was all students enrolled in the foundation year 1431/1432 in the ELI （English Language Institute） at King Abdulaziz University. The sample of the study consisted of 50 students taking North Star in the sections A and B as a university requirement in the foundation year 1431/1432 in King Abdulaziz University. The results of the study were in favor of banning Arabic in the English language classroom as shown in the mean scores of the control and experimental groups in the tables. It is recommended that teachers and instructors should be trained to use teaching strategies that help them use English only in the English language classroom.
文摘Except for positive transfer, the first language has a bad effect on people's second language learning undoubtedly, which is the very thing all second language learners ought to pay attention to and overcome.
文摘This qualitative study aims at exploring the influence of L2 learners' willingness to communicate(WTC) on second language communication. The participants involved in this study were 7 beginners learning Mandarin in a Chinese university whose native languages were totally different. Multiple sources of data were collected, including classroom observations, semistructured interviews and stimulated recalls. The results indicate that the students with higher level of WTC were more fluent in L2 Chinese communication, and the student whose native language or second language is Russian performed better in Chinese communication.
文摘With a growing number of foreign language studies on proficiency outcomes,it is imperative to address the challenge of measuring students’proficiency development in a language program where standardized proficiency testing is not readily available.This article reports administering a Chinese elicited imitation test(EIT)by an instructor to track students’global oral proficiency development in a small language program in a mid-size U.S.public university.The test results from the EIT of second language(L2)Chinese suggest that this tool can provide the instructor with valuable insights into students’oral proficiency.This study also discusses the potential practical value of using this EIT in a language program with limited resources for standardized proficiency assessment.The hope is that this study will encourage language educators who are not already doing so to start using empirical evidence from a valid and reliable proficiency measurement tool to reflect on,improve,and guide their instructional practices.
