The Accuracy Order of Sentential Complement Structures Among Japanese University EFL Students PDF Download
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Author: Masami Yasuda
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 73
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Book Description
Author: Masami Yasuda
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 73
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Book Description
Author: Masami Yasuda
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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Author:
Publisher:
ISBN:
Category : Humanities
Languages : en
Pages : 758
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Author: Atsuko Nishitani
Publisher:
ISBN:
Category :
Languages : en
Pages : 204
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This study investigated the difficulty order of 38 grammar structures obtained from an analysis of multiple-choice items using a Rasch analysis. The order was compared with the order predicted by processability theory and the order in which the structures appear in junior and senior high school textbooks in Japan. Because processability theory is based on natural speech data, a sentence repetition test was also conducted in order to compare the result with the order obtained from the multiple-choice tests and the order predicted by processability theory. The participants were 872 Japanese university students, whose TOEIC scores ranged from 200 to 875. The difficulty order of the 38 structures was displayed according to their Rasch difficulty estimates: The most difficult structure was subjunctive and the easiest one was present perfect with since in the sentence. The order was not in accord with the order predicted by processability theory, and the difficulty order derived from the sentence repetition test was not accounted for by processability theory either. In other words, the results suggest that processability theory only accounts for natural speech data, and not elicited data. Although the order derived from the repetition test differed from the order derived from the written tests, they correlated strongly when the repetition test used ungrammatical sentences. This study tentatively concluded that the students could have used their implicit knowledge when answering the written tests, but it is also possible that students used their explicit knowledge when correcting ungrammatical sentences in the repetition test. The difficulty order of grammatical structures derived from this study was not in accord with the order in which the structures appear in junior and senior high school textbooks in Japan. Their correlation was extremely low, which suggests that there is no empirical basis for textbook makers'/writers' policy regarding the ordering of grammar items. This study also demonstrated the difficulty of writing items testing the knowledge of the same grammar point that show similar Rasch difficulty estimates. Even though the vocabulary and the sentence positions were carefully controlled and the two items looked parallel to teachers, they often displayed very different difficulty estimates. A questionnaire was administered concerning such items, and the students' responses suggested that they seemed to look at the items differently than teachers and what they notice and how they interpret what they notice strongly influences item difficulty. Teachers or test-writers should be aware that it is difficult to write items that produce similar difficulty estimates and their own intuition or experience might not be the best guide for writing effective grammar test items. It is recommended to pilot test items to get statistical information about item functioning and qualitative data from students using a think-aloud protocol, interviews, or a questionnaire.
Author:
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 416
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Author: Stephen D. Krashen
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 202
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Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 542
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Author: Anja Wanner
Publisher: Walter de Gruyter
ISBN: 3110199211
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
This book analyzes the form and function of the English passive from a verb-based point of view. It takes the position that the various surface forms of the passive (with or without thematic subject, with or without object, with or without by-phrase, with or without auxiliary) have a common source and are determined by the interplay of the syntactic properties of the verb and general syntactic principles. Each structural element of the passive construction is examined separately, and the participle is considered the only defining component of the passive. Special emphasis is put on the existence of an implicit argument (ususally an agent) and its representation in the passive. A review of data from syntax, language acquisition, and psycholinguistics shows that the implicit agent is not just a conceptually understood argument. It is argued that it is represented at the level of argument structure and that this is what sets the passive apart from other patient-subject constructions. A corpus-based case study on the use of the passive in academic writing analyzes the use of the passive in this particular register. One of the findings is that about 20-25% of passives occur in constructions that do not require an auxiliary, a result that challenges corpus studies on the use of the passive that only consider full be-passives. It is also shown that new active-voice constructions have emerged that compete with the passive without having a more visible agent. The emergence of these constructions (such as "This paper argues...") is discussed in the context of changes in the rhetoric of scientific discourse. The book is mainly of interest to linguists and graduate students in the areas of English syntax, semantics, and pragmatics.
Author: Rod Ellis
Publisher: Multilingual Matters
ISBN: 1847698859
Category : Language Arts & Disciplines
Languages : en
Pages : 404
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The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 592
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