| 1 |
Impact of international office's role in teaching English in an ESL/EFL context
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Rhetorical structure of introduction chapters by English L1 and L2 writers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
A quantitative study of influencing factors in heritage language maintenance
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Effects of the great textual shift : spatial multimodality and second/foreign language reading
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Social networks in essay writing revision of second language writers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Influence of L1 phonological and orthographic systems on L2 spelling : a case of adult Arab and Chinese ELLs at an intensive English institute ; Effects of L1 phonology & orthography on L2 spelling
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Semantic knowledge development of second language vocabulary among second language learners
|
|
|
|
Abstract:
Word knowledge is essential in any aspect of second language acquisition (e.g., Nation, 2001). Despite such importance, even advanced L2 learners continually use L2 words inappropriately (Sonaiya, 1991). The present study attempted to shed more light on successful L2 word meaning knowledge development, which was investigated through an experiment called the semantic judgment test with English near-synonyms. Non-native speakers (NNS) and native speakers (NS) participated in the experiment. All NNS participants were homogeneous EFL learners (n = 20) who were enrolled in a four-year program at a university in Japan at the time of investigation. All NS participants (n = 20) were those who were working at a military base overseas or freshmen at a university in U.S. To examine NNS participants’ (L2 learners) possible acquisition of L2 specific word-senses, the semantic judgment test was adapted from Jiang (2002, 2004a). This was a paper-pencil type of task where participants were asked to judge whether presented English word pairs (n = 79) were related in meaning as quickly as possible. Data was gathered from the experiment using a 2 × 2 × 2 mixed design with three independent variables. The between-subject variable consisted of two groups (NS and NNS group). The within-subject variables were a translation variable and a word-sense variable. The translation variable was operationalized by dividing the group of word pairs according to whether the paired words share the same Japanese translation or not. The word-sense variable was operationalized by how many word-senses the words in each pair shared, especially either they shared only a single word-sense or more than two word-senses. The dependent variable was accuracy of participant’s judgment determined by the score based on the semantic judgment test. The results of a three-way ANOVA yielded mixed findings. First, the NNS participants were still under a strong L1 translation effect when processing L2 near-synonyms. However, the NNS participants showed a native-like lexical performance when the stimuli shared a single word-sense. Furthermore, the present study found a correlational relationship, which suggests that the longer the L2 learners had studied or lived in the country where the target language was spoken, the more successfully they responded in the experiment where they were asked if the stimuli shared a single word-sense. The results support our prediction of advanced L2 learners’ possible achievement of native-like lexical competence when words share only a single word sense, suggesting that acquiring native-like word-knowledge takes a long period of time, but it does not necessarily mean that native-like word knowledge acquisition is impossible. These novel findings have practical implications for the further development of word-meaning knowledge, by contributing empirical evidence to the understanding of the achievement of native-like lexical competence by L2 learners. ; Department of English ; Access to thesis permanently restricted to Ball State community only. ; Thesis (Ph. D.)
|
|
Keyword:
English language -- Study and teaching (Higher) -- Japanese speakers; English language -- Synonyms and antonyms; Semantics
|
|
URL: http://liblink.bsu.edu/catkey/1768896
http://cardinalscholar.bsu.edu/handle/123456789/198435
|
|
BASE
|
|
Hide details
|
|
|
| 10 |
Influences on inferences : the roles of L1 transfer and L2 proficiency on L2 lexical inferencing
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
An error analysis of Chinese characters written by beginning learners of Chinese as a foreign language
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The influence of L1 phonological and orthographic system in L2 spelling : a comparison of Korean learners of English and native speaking children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
How to respond to a compliment : an analysis of pragmatic transfer of Chinese learners of English
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
The Role of Phonological Decoding in Second Language Word-Meaning Inference
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The Role of Phonological Decoding in Second Language Word-Meaning Inference
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
