Theory and Practice of Second Language Acquisition最新文献_第5页

Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study 外语学习中的阅读障碍、自我效能感与语言教学——一项定量-定性的混合研究

Theory and Practice of Second Language Acquisition Pub Date : 2022-01-28 DOI: 10.31261/tapsla.9501

Bogusława Gosiewska-Turek

引用次数: 0

A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey 基于语料库的土耳其高中英语教材和英语高考分析

Theory and Practice of Second Language Acquisition Pub Date : 2022-01-28 DOI: 10.31261/tapsla.9152

T. Gedik, Yağmur Su Kolsal

{"title":"A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey","authors":"T. Gedik, Yağmur Su Kolsal","doi":"10.31261/tapsla.9152","DOIUrl":"https://doi.org/10.31261/tapsla.9152","url":null,"abstract":"This study aims to explore the missing link between English textbooks used in high schools (9th-12th grades) and English university entrance exams (2010-2019) in Turkey on lexical and syntactic complexity levels by using corpus linguistics tools: AntWordProfiler, TAALED, and the L2 Syntactic Complexity Analyzer (L2SCA). Official textbooks and complementary materials obtained from the Ministry of National Education have been compared against the official university entrance exams from the past decade. The results show that: (i) differences in lexical sophistication level can be observed between the two corpora, the lexical sophistication level of the exam corpus was higher than that of the textbook corpus, (ii) there is a statistically significant difference between the two corpora in terms of lexical diversity, the exam corpus has a significantly higher level of lexical diversity than the textbook corpus, (iii) statistically significant differences also existed between the two corpora regarding the syntactic complexity indices. The syntactic complexity level of the exam corpus was higher than that of the textbook corpus. The findings suggest that Turkish high school students who have to learn English with the official textbooks throughout their high school years will have to tackle low-frequency and more sophisticated words at a higher level of syntactic complexity at the time of taking the nationwide exam. This, in return, creates a negative backwash effect, distorts their approach to L2, and raises other concerns about the misalignment between the official language education materials and nationwide exams.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41691783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Catalan Law and Business Students in Italy: 在意大利的加泰罗尼亚法律和商业专业学生：

Theory and Practice of Second Language Acquisition Pub Date : 2022-01-28 DOI: 10.31261/tapsla.10482

Xavier Martin-Rubió, Irati Diert-Boté

引用次数: 0

The Relationship between Attention and Extraneous Load 注意与无关负荷的关系

Theory and Practice of Second Language Acquisition Pub Date : 2021-07-09 DOI: 10.31261/TAPSLA.9986

Christopher Hughes, J. Costley, C. Lange

引用次数: 3

Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary 英语学习者语言学习策略与生成性词汇的性别差异

Theory and Practice of Second Language Acquisition Pub Date : 2021-07-09 DOI: 10.31261/TAPSLA.8594

Alejandra Montero-SaizAja

{"title":"Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary","authors":"Alejandra Montero-SaizAja","doi":"10.31261/TAPSLA.8594","DOIUrl":"https://doi.org/10.31261/TAPSLA.8594","url":null,"abstract":"Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary. \u0000 ","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43862084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Praise in the EFL Classroom 英语课堂中的赞美

Theory and Practice of Second Language Acquisition Pub Date : 2021-07-09 DOI: 10.31261/TAPSLA.9098

Adrian Leis

引用次数: 2

Using Character Strengths to Address English Writing Anxiety 运用性格优势解决英语写作焦虑

Theory and Practice of Second Language Acquisition Pub Date : 2021-07-09 DOI: 10.31261/TAPSLA.8431

T. Gregersen, P. MacIntyre, R. Buck

引用次数: 1

Learning Japanese Onomatopoeia through a Narrative-Evaluation E-Learning System 通过叙事评价电子学习系统学习日语拟声词

Theory and Practice of Second Language Acquisition Pub Date : 2021-07-09 DOI: 10.31261/TAPSLA.8514

Xiao-yang Li

{"title":"Learning Japanese Onomatopoeia through a Narrative-Evaluation E-Learning System","authors":"Xiao-yang Li","doi":"10.31261/TAPSLA.8514","DOIUrl":"https://doi.org/10.31261/TAPSLA.8514","url":null,"abstract":"In Japanese, onomatopoeia are an important element in expressing feelings and experiences. They are difficult for students of Japanese to acquire, especially the nuances. Herein, we propose an e-learning system to improve the efficiency of teaching the nuances – both explicit and tacit – to non-native speakers of Japanese in three steps. We synthesized a new learning strategy available to students leaning Japanese onomatopoeia using narrative strategies to mimic the learning methods used by native speakers. This was achieved by firstly teaching the formal rules representing the explicit nuances. Secondly, the students created new onomatopoeic words by utilizing those formal rules. Finally, feedback was provided by evaluating the onomatopoeias created through the support system of narrative strategies to provide implicit teaching. To verify the effectiveness of the proposed method and the learning system, we conducted an experiment involving two groups of subjects. While Group A got feedback about the appropriateness of their onomatopoeic constructions from the native speakers’ narrative interpretations, Group B just reviewed the database material like in a traditional classroom. Results indicate our e-learning system has a significant effect on the acquisition of a working understanding of onomatopoeia.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43047700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book review: Timothy Reagan, Linguistic Legitimacy and Social Justice 书评:蒂莫西·里根，《语言合法性与社会正义》

Theory and Practice of Second Language Acquisition Pub Date : 2021-07-09 DOI: 10.31261/TAPSLA.8456

Katarzyna Molek-Kozakowska

引用次数: 0

Conceptual and Linguistic Transfer from L2 (Catalan) to L1 (Amazigh) within the Context of Migration 移民背景下从第二语言(加泰罗尼亚语)到第一语言(阿马齐格语)的概念和语言迁移

Theory and Practice of Second Language Acquisition Pub Date : 2021-07-09 DOI: 10.31261/TAPSLA.9285

Carla Ferrerós Pagès

引用次数: 1