scholarly journals Pinyin Spelling Promotes Reading Abilities of Adolescents Learning Chinese as a Foreign Language: Evidence From Mediation Models

2020 ◽  
Vol 11 ◽  
Author(s):  
Huimin Xiao ◽  
Caihua Xu ◽  
Hetty Rusamy
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Mediating Effect ◽  
Phonological Representations ◽  
Reading Abilities ◽  
Two Measures

Pinyin is a phonological encoding system used to spell modern Chinese Mandarin due to the phonological opacity of Chinese characters. The present study examined the role of Pinyin spelling in the reading abilities of adolescents learning Chinese as a foreign language (CFL). A total of 158 Indonesian senior primary students were tested on Pinyin spelling, character production, listening comprehension, depth of vocabulary knowledge, and reading comprehension. Pinyin spelling skills were assessed by two measures, Pinyin Dictation (sentence dictation in Pinyin) and Pinyin Tagging (Pinyin writing for characters). Path analysis revealed that even after controlling for the effect of character production, Pinyin dictation performance influenced reading comprehension through the mediating effect of listening comprehension and the depth of vocabulary knowledge, and Pinyin tagging performance also influenced reading comprehension through the mediating effect of the depth of vocabulary knowledge. The results highlight the importance of Pinyin skills for Chinese reading abilities of CFL learners. As a reliable and explicit indicator of specifying Chinese phonological representations and processing, Pinyin spelling has a long-term and multifaceted influence on higher-level CFL abilities.

scholarly journals Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

2020 ◽  
Vol 10 (4) ◽  
pp. 723-749
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Word Level ◽  
Lexical Segmentation ◽  
Two Measures ◽  
L2 Listening ◽  
Japanese Learners ◽  
L2 Vocabulary

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners’ capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC & Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.

scholarly journals The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽  
2018 ◽  
Author(s):  
Alicia Martínez-Flor ◽  
Esther Usó-Juan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
Long Term Effects ◽  
Positive Role ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

The use of humor in the foreign language classroom: Funny and effective?

2011 ◽  
Vol 24 (4) ◽  
Author(s):  
Manuela Wagner ◽  
Eduardo Urios-Aparisi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
World Language ◽  
Long Term Study ◽  
Language Classroom ◽  
The World ◽  
World Language Classroom

AbstractThe present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.

scholarly journals VOCABULARY KNOWLEDGE LEARNING AND READING COMPREHENSION PERFORMANCE: WHICH ONE IS SUPERIOR - BREADTH OR DEPTH?

2016 ◽  
Vol 3 (2) ◽  
pp. 5
Author(s):  
SEYED M. MOHAMMADI ◽  
NASROLLAH BAYAT AFSHAR
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Vocabulary Knowledge ◽  
Knowledge Learning

La lectura ha sido y es una tarea demandada para los aprendices de segundas lenguas. Igualmente, el aprendizaje de vocabulario juega un papel vital en el aprendizaje de una lengua extranjera y numerosos investigadores han establecido la correlación entre conocimiento del vocabulario y la comprensión lectora. Sin embargo, la investigación sobre la amplitud y la profundidad en el conocimiento del vocabulario de aprendices de inglés como lengua extranjera (EFL – English as a Foreign Language) y sus interacciones mutuas es inadecuada. De manera similar, este artículo intenta revisar las relaciones entre el conocimiento del vocabulario de alumnado EFL y su comprensión lectora, así como analizar si la amplitud y la profundidad de dicho conocimiento de vocabulario están correlacionadas. Habiendo revisado numerosos estudios al respecto, encontramos que al tiempo que la profundidad y la amplitud en el conocimiento del vocabulario tienen papeles esenciales en la comprensión lectora de los aprendices EFL, la profundidad juega un papel más esencial, si cabe. También encontramos que la profundidad y la amplitud en el conocimiento del vocabulario están correlacionadas de manera positiva, es decir, aquel alumnado que mostraba un amplio conocimiento en el número de palabras, también mostraba un conocimiento más profundo de esas palabras.

scholarly journals La influencia de niveles básicos de procesamiento en la comprensión lectora de los alumnos sordos: revisión actual / The Influence of Processing Basic Levels in Reading Comprehension of Deaf Students

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Francisco Carrero Barril
Keyword(s):  
Reading Comprehension ◽  
Lexical Access ◽  
Vocabulary Knowledge ◽  
Deaf Students ◽  
Phonological Coding ◽  
Current Review ◽  
Reading Efficiency ◽  
Language Knowledge ◽  
Global Meaning

ABSTRACT:In the present paper, it is pretended to explain the role of basic levels in the processing of reading into the global comprehension when deaf students cope with writing texts. Deaf students have severe deficits in general language knowledge which involves deficits in syntactic and semantic abilities. And so they have several difficulties in reading and writing. Otherwise, deaf students have specific limitations in the processing of writing texts (Marschark, 2008). In the current review, the goal is to approach the specific difficulties in reading comprehension in the basis of processing: phonological awareness, lexical access and vocabulary knowledge. First, we will establish how phonological coding and reading efficiency are related. In the second hand, we asked if the limited lexical access influence final comprehension. Finally, it is noted that deaf students have a restricted vocabulary that affect their own ability to extract the global meaning of reading.RESUMEN:En el presente estudio procederemos a revisar el papel que juegan los niveles inferiores de procesamiento lector en la comprensión cuando los alumnos sordos se enfrentan a los textos escritos. Los alumnos sordos presentan déficits en la competencia lingüística general, lo que se traduce en déficit en las capacidades sintácticas y semánticas a nivel oral, lo que condiciona un abordaje del lenguaje escrito con dificultades de base. (Paul, 2009). Por otro lado, los alumnos sordos presentan déficits específicos en el procesamiento del lenguaje escrito (Marschark, 2008). En este estudio nos centraremos en los niveles que preceden a los procesos específicos de comprensión lectora. Revisaremos en profundidad tres de ellos: la decodificación fonológica, el acceso al léxico y el conocimiento del vocabulario. En nuestra revisión actual, nos centraremos en primer lugar en la relación entre los problemas de conciencia fonológica y los resultados en eficiencia lectora. Más adelante veremos las dificultades de los niños con déficit auditivo para el acceso a la palabra escrita y sus consecuencias en el acceso al significado del texto. Y finalmente, revisaremos si el volumen de vocabulario que el alumno sordo posee incide en el resultado final de la lectura. Contacto principal: [email protected]

scholarly journals Penerapan Metode Fuzzy C-Means Pada Aplikasi Simulasi TOEFL (Test Of English As A Foreign Language) Berbasis Web (Studi Kasus: Fakultas MIPA Universitas Mulawarman)

2019 ◽  
Vol 14 (1) ◽  
pp. 17
Author(s):  
Rizky Fitriani Kemala ◽  
Indah Fitri Astuti ◽  
Septya Maharani
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Cluster Structure ◽  
Written Expression ◽  
Fuzzy C Means

Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) di Universitas Mulawarman provinsi Kalimantan Timur merupakan salah satu fakultas yang berbasis pada keilmuan murni. Mahasiswa FMIPA dituntut untuk mampu mengikuti perkembangan ilmu dan teknologi serta meningkatkan penguasaan Bahasa Inggris untuk keperluan akademik. FMIPA mensyaratkan kepada mahasiswa calon lulusan untuk menguasai kemampuan bahasa Inggris sebagai bahasa internasional yang dibuktikan dengan sertifikat Test Of English as a Foreign Language (TOEFL) dengan skor minimal yang telah ditetapkan oleh pihak kampus. Mahasiswa satu dengan yang lain pasti mempunyai kemampuan yang berbeda dalam mengerjakan soal TOEFL, sehingga perlu pengelompokan data skor TOEFL berdasarkan jenis soal yang dikerjakan oleh mahasiswa. Algoritma yang digunakan untuk pengelompokkan adalah Fuzzy C-Means. Fuzzy C-Means adalah suatu teknik pengclusteran data yang mana keberadaan tiap-tiap titik data dalam suatu cluster ditentukan oleh derajat keanggotaan. Sistem aplikasi simulasi TOEFL menggunakan metode Fuzzy C-Means ini dapat mengelompokkan data menjadi beberapa cluster berdasarkan jenis soal dengan skor tertinggi yaitu Cluster Listening Comprehension, Cluster Structure and written expression, dan Cluster Reading Comprehension. Penelitian ini memberikan solusi kepada pengguna agar mempunyai persiapan yang lebih kuat menghadapi ujian TOEFL dan sebagai media belajar bagi siapapun yang ingin meningkatkan kemampuan berbahasa Inggris, juga memberikan saran kepada pengguna yang mempunyai nilai terendah pada jenis soal TOEFL tertentu.

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