bluuebunny/crossref_metadata_2025_split huggingface dataset:
Thinking and Writing in EFL
Authors: Maamouri Ghrib Esma 
Published: December 2016

Abstract
This research examines university students' writing problems and strategies; it also tries to investigate the way learner difficulties and strategies are perceived by students and teachers. Two questionnaires were conducted to find out both students' and teachers' assessment of these difficulties and strategies, and a corpus of 25 exam copies was examined, errors were classified, their sources analysed and strategies defined.
This study aims to point out the major difficulties that our EFL learners encountered in writing and to find out some of the reasons that could explain them. It also tries to see whether there were any discrepancies between the students’ and teachers’ assessment of writing difficulties and strategies and the students’ ‘real’ problems and strategy use, at least, as they were displayed in their exam copies. One of the major goals is also to identify and define Tunisian learners’ writing strategies and see whether they match those of ESL and EFL learners in the literature.
The research is based on the following hypotheses:
a) Students have difficulties in expressing their thoughts and ideas in the FL because they generate them in the L1 and then try to translate them in the FL.
b) Students’ problems are mainly conceptual; i.e, they result from a lack of understanding of the new concepts introduced in the course and course materials.
The results showed that the learners’ difficulties were mainly grammatical and organizational and that, just like other learners, our students made use of metacognitive, cognitive, social and affective strategies when handling their linguistic tasks.
Japanese EFL Learners' Processing in English Relativization
Authors: Ito Akihiro 
Published: December 2016

Abstract
The purpose of the present study is to investigate the effects of branching type (Factor 1) and grammatical function of noun phrase (NP) (factor 2) of English relative clauses on interlanguage performance among Japanese learners of English as a foreign language (EFL). The sentence combining test was administered to Japanese learners of English. Results indicated that both of the two factors significantly determine the difficulty of English relative clauses. Left-branching (center-embedded) relative clauses have a tendency to be more difficult than right-branching ones. Moreover, it is implied that subject-relative clauses are answered more accurately than object-relative clauses. These findings suggested that branching type and grammatical function of the noun phrase are complimentary determine the difficulty level of English relative clauses. The results implied the validity of KAWAUCHl's (1988) hypothesis that the difficulty order of relative clauses is as follows : OS > 00 > SS > SO. The results are also discussed with the recent theoretical frameworks in psycholinguistic research. The limitation of the present investigation and the directions of the further research are also discussed.
Knowledge of expletive and pronominal subjects by learners of Spanish
Authors: Lozano Cristóbal 
Published: December 2016

Abstract
Abstract A number of studies investigating second language acquisition (SLA) from the perspective of Principles and Parameters Theory (P&P, CHOMSKY, 1981, 1995) have focused on the pro-drop parameter, and have argued that older second language learners are sensitive to the different, properties it purportedly covers (e.g., AL-KASEY & PÉREZ-LEROUX, 1998; LICERAS, 1989; PHINNEY, 1987; WHITE, 1986). In this paper we extend this work by investigating two of its syntactic corollaries, namely, referential pronominal subjects (ProS) and expletive pronominal subjects (ExpS). In so-called [+pro-drop] languages both may be realised as an empty element (pro). While on the surface these forms are identical, referential subject pro is different from expletive subject pro both syntactically and semantically; syntactically because referential pro co-exists with a set of overt subject pronouns (yo 'I' , tú 'you', etc), whereas there are no overt expletive pronouns; semantically because referential pro is distinguished for 3 persons, number and gender features, whereas expletive pro would appear to be a third person, singular, gender-neutral pronoun. We will examine whether older L2 learners are sensitive to these differences by using paired grammaticality judgement tests (PGJT). Results are consistent with the claim that learners have different mental representations for ProS and ExpS.
'Novel unaccusatives'
Authors: Han ZhaoHong 
Published: December 2016

Abstract
Interlanguage 'novel unaccusative' (term borrowed from BALCOM 1997) has been a subject of investigation since the late 1970s, though it has usually been discussed under the terms of an interlanguage syntactic structure called the 'pseudo-passive' (e.g., SCHACHTER & RUTHERFORD 1979; RUTHERFORD 1983; YIP 1995; HAN 2000). While most of the research to date is in favor of the view that the interlanguage structure is primarily induced by L1 discourse/syntactic influence, BALCOM (1997) provides an alternative explanatory account. Assuming a lexical perspective, she sees the interlanguage structure as the creation of a 'novel unaccusative' through a lexical process of detransitivization. In this paper, I shall discuss Balcom's view, in particular, her contention that interlanguage novel unaccusatives and native-like unaccusatives with transitive counterparts share the same underlying lexical process of detransitivization. Drawing on both natural longitudinal data and elicited data (HAN 1998), I will show that Balcom's view would be over-generalizing if applied across language acquisition contexts. What renders the application problematic is the fact that while some novel unaccusatives from L2 acquisition may derive from the lexical process of detransitivization as in L1 acquisition, some do not. It seems imperative to me that in the context of SLA, we discriminate, at least in loose terms, between developmental and L1-induced novel unaccusatives. Such a distinction is important not only because it helps to refine our understanding of what underlies novel unaccusatives in L2 acquisition, but also because it would lend more accurate guidance to L2 teachers in dealing with novel unaccusatives in the classroom.
Direction-giving Interactions in Korean High School English Textbooks
Authors: Kim Kyung Suk 
Published: December 2016

Abstract
This paper investigates the authenticity of conversational texts, particularly direction-giving interactions in Korean high school English textbooks. Previous studies (e.g., PEARSON & LEE 1992; SCOTTON & BERNSTEN 1986) of natural conversations of direction-giving have shown that the structure of native speakers' direction-giving turns is highly formulaic. They are composed of four main moves: 'insertion sequence' (SCHEGLOFF 1972), a set of directions, pre-closing, and closing. In addition, realizations of the moves were very much uniform across the studies.
The study demonstrates that 7 7 direction-giving interactions of the textbooks fall short of the features of authentic direction-giving. Specifically, the moves before or after a set of directions are usually not included, especially insertion sequence and pre-closing. Also, the forms of directives in a sequence of directions are more in favor of bald imperative than in naturalistic data. It is argued that in order to help language learners be better equipped to function outside the classroom, textbook conversations should reflect not the authors’ introspection but naturally occurring conversations.
Does Cognitive Linguistics have anything to offer English language learners in their efforts to master phrasal verbs?
Authors: Condon Nora , Kelly Peter 
Published: December 2016

Abstract
Phrasal verbs are widely acknowledged as being a notoriously difficult area of language for learners of English. The tendency in the past has been to regard them as arbitrary items of language that must simply be learned by heart. As an alternative to the rote memorisation of random lists of phrasal verbs, the Collins COBUILD dictionary of phrasal verbs has set out its own approach. Yet another alternative can be found within the framework of cognitive linguistics. In this paper the two approaches are described and compared. We then set out and discuss the results of tests carried out with two groups of learners, where one group had used the Collins approach and the other a cognitive approach in order to learn phrasal verbs. The results point to the need for further research.
Approximations in impromptu interlanguage
Authors: Nsakala Lengo M. , Matondo Lusala D. 
Published: December 2016

Abstract
This paper deals with approximations in the impromptu speech of Congolese students of English. The paucity of vocabulary knowledge prompts foreign language learners to fall back on readily accessible resources in spontaneous speech, such as approximations. The latter are characteristic of an elementary stage in target language development, their frequency relatively decreasing with advanced students. Approximations can be accounted for in terms of communication strategies and in the light of semantic findings. In respect of semantics, three categories of approximations are distinguished : superordinate terms, hyponyms, and cohyponyms. Approximations in a foreign language setting may stem from teachers' negative attitude to vocabulary instruction and from learners' inadequate input. Another source is passive vocabulary, which causes retrieval problems. To minimize this situation, teachers must pay particular attention to vocabulary instruction by teaching vocabulary systematically, rather than leaving it to develop independently.
A Student Perspective on Academic Literacy
Authors: Rycke Ine De 
Published: December 2016

Abstract
Becoming academically literate involves two main parties: teaching staff and students. Previous research (Belcher, 1994; Cotton, 2004; Van de Poel & Brunfaut, 2004) has indicated that a discrepancy exists between the interpretations of and expectations about academic literacy of teaching staff on the one hand and students on the other. The different interpretations of academic literacy and the lived experiences of both parties need to be identified before the existing discrepancy between the concept as used by teaching staff and students can be narrowed or even bridged. This article is based on the results of a study conducted at the University of Antwerp in 2009. It aims to shed light on the students’ interpretation of academic literacy and integrate the student perspective in a definition of academic literacy.
L2 English Receptive and Productive Vocabulary in Senior Learners
Authors: Adrián María Martínez , Puerto Francisco Gallardo del 
Published: December 2016

AbstractThis study aims to analyse the effect of previous foreign language (FL) contact on the acquisition of receptive and productive vocabulary by senior learners in the early stages of English acquisition. Additionally, we also explore the relationship between receptive vocabulary and productive vocabulary as well as the link between lexical competence and reading comprehension. Results confirm that false beginners consistently outperform true beginners, supporting previous research findings (Fukai, 2000; Watt, 1997). Receptive and productive vocabulary were found to be positively correlated, which indicates a direct relationship between the passive and the active knowledge of FL vocabulary. In agreement with previous research (Agustín Llach and Terrazas Gallego, 2009; Laufer, 1992; Quian, 2002), we found a positive correlation between senior learners’ lexical competence and their reading comprehension.
Effective Language Learning in LSP Contexts
Authors: Buysse Kris 
Published: December 2016

Abstract
As today’s students need to be motivated by “triggers and rewards” to acquire new contents, and 80% of the structures learnt are lost in less than 24 hours, learners need to encounter newly taught structures several times in a relatively short time span, in various ways and al ways in significant and different contexts (Gijselaers, 2007; Cervero & Pichardo Castro, 2000; Schmitt, 2000). In other words, learning materials should “trigger” language learning by repeating the new structures several times in different contexts in a short time span.
However, many course books do not apply these principles (Maciel, 1997; Veraghtert, 2004), and neither do the course materials we analysed in the context of the present study (Buyse, 2008).
In this paper, we will clarify these principles and their possible effect on vocabulary and grammar acquisition by presenting their implementation in a number of LSP courses and their correlation with student performances.
The Language of Trade Between The Far East and The Old Continent.
Authors: Fromont Audrey 
Published: December 2016

Abstract
This paper reports on a field study of language needs in a rather extreme area of contemporary business communication, i.e. between the Dutch-speaking Low Countries and mainland China. Interviews within the Dutch-speaking business community dealing with China, as well as case-study research in Flemish and Dutch small-and-medium-sized enterprises have yielded a model of the business sequence within this particular trade setting. The paper highlights language-specific requirements in each phase of that sequence, drawing attention to the role of written and spoken language, culture, Chinese, English and the translation from one into the other. However, an additional form of discourse has come to the forefront. I will zoom in on this key language, which in simplistic terms is all too frequently labelled as being English, and surmise that it has turned into an asset for business communication rather than a source of misunderstanding. Although this paper is not intended to be normative, it equally commands attention with respect to language situations in the area of business, which supposedly condition didactic issues, by considering varying language and cultural features, discussed in the light of tuition policies.
A Comparison of Mexican and US American Students’ Perceptions of High-Low Context Business Communication Style
Authors: Hooft Andreu van 
Published: December 2016

Abstract
Cross-cultural studies (Hofstede, 1984, 1991, 2001; Hall, 1959, 1976) posit that Mexico is a more collectivistic and high context culture than the United States of America and therefore it could be claimed that Mexicans will communicate and perceive professional communication in a different way than US Americans. In contrast, professional communication and social (psychology) studies argue that in order to communicate in a truly intercultural way it is necessary to go beyond the frame of cultural dimensions, since shared professional and educational frameworks could override the impact of cultural differences in professional settings. While empirical evidence so far has shown mixed results, the results of this article provide additional evidence to support the view that the two cited cultural dimensions have been overridden, since the Mexican (N=280) and US American (N=300) student samples showed a rather similar perception of professional dialogues in a monocultural as well as in an intercultural communication setting. A shared framework of knowledge and skills, the impact of the new media and technologies, the virtual and real intercultural encounters between Mexicans and US Americans, their shared educational level, and the fact that nearly all of the Mexican participants reported to speak English as a foreign language and that a majority of the US American participants reported to speak Spanish as a foreign language, could explain, at least for the studied samples, the observed convergence.
The Language of Graphic Advertising in The UK
Authors: García-Yeste Miguel Ángel 
Published: December 2016

AbstractThe aim of this article is to explore the influence of cultural values on the design and communicative style of British graphic advertisements for food and beverages, particularly in relation to Hall’s context dependence and Hofstede’s individualism index. The motivation for this study comes from the increasing importance of international trade and cross-cultural and intercultural communication strategies. Additionally, previous research projects (ELISE, ELUCIDATE, ELAN) have emphasized the dramatic effect the lack of these skills has on business effectiveness. Therefore, Guillén-Nieto’s correlations model between culture-specific and language-specific behaviour (2009) was adopted, and 100 British advertisements were collected and analyzed. First, a qualitative examination of the sample using ATLAS.ti and SPSS software tried to identify any patterns present in the sample. Second, the realization of the aforementioned patterns was considered. The results of these analyses highlight the fact that the language-specific behaviour associated with context dependence is clearly visible in the sample, whereas the individualism index does not seem to be as influential in the design of press advertisements for food in the UK. Finally, some guidelines are provided in order to aid international companies in advertising their products more effectively in the UK.
The Linguist as Expert Witness in The Community Trademark Courts
Authors: Guillén-Nieto Victoria 
Published: December 2016

AbstractThis paper explores the way the linguist as expert witness may smooth the progress of legal decision-making in cases involving a Community trademark (CTM) dispute. The study hypothesizes that the seesaw of court decisions found in CTM disputes could be avoided, if linguists were called upon as experts by the courts. Therefore, the discussion attempts to provide an answer to the following research questions: (a) Can forensic linguists provide relevant evidence in CTM litigation? (b) If so, what is the nature of this evidence? And (c) is it possible to determine and measure the strength of mark and the likelihood of confusion between two marks in dispute? In order to answer these research questions, an authentic case was thoroughly examined. This involved revisiting the CTM litigation between the earlier German nation-al trademark Respicort (Mundipharma AG) and the international trademark Respicur (Altana Pharma AG). The record showed no indication that a linguist had participated in this case during the eight years the legal dispute lasted. For purposes of analysis, the parameters most commonly accepted by Community trademark courts were employed in the forensic linguistic review of the Respicort v. Respicur case, namely strength of mark and likelihood of confusion.
Communication for Maritime Purposes
Authors: Noble Alison , Vangehuchten Lieve , Van Parys Willy 
Published: December 2016

Abstract
Multilingual and multicultural crews have become the rule rather than the exception in the globalised maritime world. Professionals as well as researchers indicate that this increases the risk of miscommunication both on board and in external communication with major consequences for efficiency and safety (Deboo 2004, de la Campa Portela 2005 & 2006, Horck 2005, Squire 2006, Trenkner 2010). The mission statements of international shipping companies1 reveal objectives that aim not only to provide professional services, ensure safety, increase security and protect the marine environment but also to deal with cultural and linguistic diversity and how to harness its strengths and eliminate its weaknesses. Effective communication at sea plays a key role in achieving these objectives as well as in creating a harmonious and efficient working atmosphere on board.
This paper offers an analysis of a survey-based research project (University of Antwerp and Antwerp Maritime Academy2 which aims to determine the linguistic and intercultural features of maritime communication that hinder or aid the quality of work onboard a merchant ship.
Having established the profile of the respondent group, the paper explores the influence of (inter)cultural and linguistic features such as verbal and non-verbal communication, intercultural factors (ethical and social norms, thinking patterns, turn-taking in conversation, cross-cultural prejudices), gender issues and organisational factors on the quality of communication in the maritime sector.
Supporting Word Retrieval From Memory
Authors: Liu I-Hsin 
Published: December 2016

Abstract
This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model. Students in four lower intermediate EFL classes participated in the pre-test (of vocabulary size) post-test experimental study. Some of them only read the new text before taking an immediate and a delayed word retention test (control group); others read the text and afterwards completed comprehension questions (meaning-oriented receptive task). Still others, in addition, wrote a text similar in structure and contents to the input text while using the target words (meaning-oriented productive task). The fourth student group completed all three tasks consecutively. Our results show the superiority of the guided writing task over the ‘reading + comprehension questions’ and the ‘reading only’ conditions. On a theoretical level, content familiarity is shown to be an important mediator variable in early stages of vocabulary processing and consolidation.
The Impact Of Input On Early Second Language Vocabulary Acquisition
Authors: Verhelst Machteld , Jaspaert Koen , Branden Kris Van den 
Published: December 2016

Abstract
This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model. Students in four lower intermediate EFL classes participated in the pre-test (of vocabulary size) post-test experimental study. Some of them only read the new text before taking an immediate and a delayed word retention test (control group); others read the text and afterwards completed comprehension questions (meaning-oriented receptive task). Still others, in addition, wrote a text similar in structure and contents to the input text while using the target words (meaning-oriented productive task). The fourth student group completed all three tasks consecutively. Our results show the superiority of the guided writing task over the ‘reading + comprehension questions’ and the ‘reading only’ conditions. On a theoretical level, content familiarity is shown to be an important mediator variable in early stages of vocabulary processing and consolidation.