bluuebunny/crossref_metadata_2025_split huggingface dataset:
Fossilisation contre emploi du moniteur
Authors: Van Der Linden Elisabeth 
Published: December 2016

Résumé
Dans cet article, nous parlerons de deux aspects de l'apprentissage des langues qu'on désigne communément par le nom de fossilisation (angl. fossilization) et d'emploi du Moniteur (angl. Monitor use).
Une étude des prémices théoriques de ces deux phénomènes mène à la conclusion que par leur essence même, ils semblent s'exclure mutuellement. L'étude d'un cas (des énoncés d'un sujet chilien parlant le roumain dans une situation "monitorisée" et dans une situation informelle) montre que dans ces deux situations, des différences sont présentes mais qu'elles sont peu importantes.
Variation synchronique dans l’interlangue
Authors: Dewaele Jean-Marc 
Published: December 2016

Résumé
Dans cet article nous analysons le modèle d’inspiration labovienne que Elaine Tarone a développé pour expliquer la variation dans l’interlangue. Le “Modèle du Caméléon” connaît un vif succès depuis les années quatre-vingts malgré un manque de preuves empiriques de ses hypothèses. La théorie de Tarone est soumise à une analyse approfondie et critique.
Assessing Short-term Change in Advanced Oral Proficiency
Authors: Lennon Paul 
Published: December 2016

Abstract
This paper presents four case studies to demonstrate developments in oral proficiency made by advanced learners of English during two months in England. The data base consists of picture story oral narratives. Performance shortly after arrival in Britain is compared with that at the end of the two months. Assessment was by:

subjective reactions of a panel of experienced native-speaker EFL teachers

quantitative analysis of transcriptions of recordings.

An attempt is made to apply VORSTER’s (1980) components of proficiency developed for use with children mother tongue speakers. The main findings were as follows:

There was considerable dissension among teachers, so that the reliability of subjective teacher assessment in such cases must be seriously questioned.

Results on the objective quantitative measures were very chequered, suggesting that the variables chosen did not, in many cases, function well to identify developments over so short a period.

Nevertheless, there were clear trends towards improvements in productivity and modality (co-verbs).

There were signs of individual differences among subjects in route of development.
Gender
Authors: Zoubir-Shaw Sadia 
Published: December 2016

Abstract
In English,inanimate referents that are not clearly defined in terms of sex-related attributes do not seem readily classifiable into feminine or masculine categories.
The present study of gender use by American speakers tested the gender connotations of English inanimate referents commonly considered or perceived as "neuter".
The results suggest that, when a noun is strongly connoted the natural gender rule applies, showing more salience for women than for men. However, contrary to the findings of current research, when the inanimate noun is conceived as neuter it is not necessarily labeled as masculine. Women are more likely than men to classify inanimate referents into feminine and masculine categories, and a confidence level test revealed that answers were more often random for male respondents while females tended to favor the feminine category. In light of this feminization tendency, this study suggests that in addition to its major function as a reference-tracking device, gender could be used as a "status marker".
The comparative Phonetics of Dutch and its Dialects
Authors: Shibles Warren 
Published: December 2016

Abstract
The literature on Dutch phonetics reveals a controversy about certain vowels and consonants. Dictionaries typically do not give phonetics, or if they do, it is not standard IPA, but Dutch-IPA, a personal, or local symbolism. In addition, transcriptions differ. The effect is that the researcher must use questionable symbols and descriptions, and that the language teacher and learner are not provided with a reliable or accessible resource for pronunciation. These difficulties are met here by the attempt to give more careful descriptions of articulations, and consonants. Terms for articulation are standardized, and an extended IPA vowel chart is given to provide a better descriptive analysis than is presently available. A system is presented for the consistent and precise location of vowels.
This extended IPA system is used as the basis of phonetic description, analysis and comparison. Emphasis is on the specific case or paradigm method of the philosophy of science so that numerous examples must of necessity be given. This contrasts with the usual article on phonology which provides the fewest number of examples required to support a general or universal hypothesis. This is one of the important differences between phonetics and phonology. These examples provide data for phonology, further research, comparative and contrastive phonetics, as well as to aid the language teacher or learner.
In addition, a phonetic comparison is given between Dutch and the Germanic languages.
Effect of Gender on the Rate of Interaction. Some Implications for Second Language Acquisition and Classroom Practice
Authors: Kasanga Luanga A. 
Published: December 2016

Abstract
In the course of a preliminary analysis of data used in an investigation into the effect on the rate of interaction in the target language of the "level of proficiency" and the "type of task", some unexpected results for participation pattern led the analyst to pursue additional lines of enquiry. A decision was taken to consider gender in a subsequent analysis. Gender had been suggested by previous studies as being capable of affecting the learners' L2 access and performance. Some of the data of the wider investigation were re-analyzed with gender as an independent variable in lieu of, then together with, the level of proficiency. This paper reports on the results of the wider investigation and describes the findings of the analysis of data with gender as an independent variable. To set the scene for the discussion of the results relevant to gender, the paper discusses a sampling of studies on gender and communication. The results of the analysis concurred with those of at least four separate studies in which it had been suggested that gender tended to affect the learners1 target language access and performance in ways that may influence their language learning.
Subsequences of Self-initiated Self-repair Repetition in the Speech of Arab EFL Students
Authors: Al-Arishi Ali Yahya 
Published: December 2016

Abstract
This study investigates the subsequential relationship between repetition and the other three types of self-initiated self-repair — correction, abandonment, and postponement — in the speech of Arab EFL students: Repetition followed by correction (Re → C), by abandonment (Re → A), and by postponement (Re → P). It also examines the repetition as repair (Re/R) pattern when it is followed by an error (Re/R → E). Subjects of the study were twenty-seven beginning EFL students whose native language was Arabic and who attended a college in Saudi Arabia: fifteen from level one and twelve from level two. The data of the study confirm the frequent use of repetition as a self-repair device, particularly repetition used as repair (the Re/R pattern), and that Re/R functions almost exclusively as a planning or stalling device. Also there appeared to be a subsequential relationship between repetition and abandonment (the Re → A pattern), particularly with the first-year subjects; a subsequential relationship between repetition and correction (the Re → C pattern) for the level one group, and a subsequential relationship between repetition as repair and a following error (the Re/R → E pattern) for both groups. However, this last pattern particularly needs further testing.
The Effect of Reading on the Acquisition of English Relative Clauses
Authors: Lee Yon Ok , Krashen Stephen D. , Gribbons Barry 
Published: December 2016

Abstract
49 adult acquirers of English as a second language took two tests probing restrictive relative clause competence. The amount of reported pleasure reading done by subjects were the only significant predictor of both measures. Neither years of formal study nor length of residence in the United States was a significant predictor. These results are consistent with the input hypothesis.
A comparison of the perceptions and practices of Chinese and French-speaking Belgian university students in the learning of English
Authors: Kelly Peter , Li Xinghua , Vanparys Johan , Zimmer Carole 
Published: December 2016

Abstract
This paper describes the first stage of a pedagogically oriented programme of research, the ultimate objective being to facilitate the learning of lexis within the context of the language learning programmes already developed within our respective universities, namely, the Facultés Universitaires Notre-Dame de la Paix (Namur, Belgium) and Wuhan University of Hydraulic and Electrical Engineering (Wuhan, China). This first stage consists in exploring the personal language learning practices and perceptions of the student populations concerned. We have already completed the second stage which attempts to highlight the most salient and persistent difficulties encountered by our respective student populations. At present, we are investigating various exercises and techniques which, in the light of theoretical and empirical findings, should facilitate their learning of lexis; if proved effective, they would eventually be integrated into the existing language programmes.
Reading, Language Acquisition, and the “Din in the Head”
Authors: Mcquillan Jeff 
Published: December 2016

Abstract
The phenomenon of involuntary mental rehearsal or "Din in the head," has been associated by researchers with second language (L2) acquisition, primarily with beginning learners. This study provides new evidence for Din in association with the acquisition of new linguistic elements from a different population of language acquirers, advanced first language readers. The results lend support to the claims made by Krashen concerning the nature of L1 and L2 acquisition, and indicate a connection between acquisition and the perceived pleasure of the Din phenomenon. Possible implications for the selection of L1 and L2 classroom activities are discussed.
Structural Regularities vs. Definition Patterns
Authors: Fontenelle Thierry 
Published: December 2016

Abstract
In a paper dealing with the computational analysis of dictionaries, Boguraev ("Building a Lexicon: The Contribution of Computers", in International Journal of Lexicography, 4:3, Autumn 1991) claims that exploiting definition patterns in the Longman Dictionary of Contemporary English (PROCTER, 1978) to identify verbs participating in the causative/inchoative alternation misses a number of verb candidates. His contention is that this linguistic property of verbs is reflected in the structure of dictionary definitions and not in the language of definitions. However, the algorithm he suggests for extracting causative/inchoative verbs from LDOCE on the basis of purely structural regularities is not sufficiently selective insofar as it also identifies verbs which participate in other types of transitivity alternations, such as, for instance, the reciprocal alternation.
On the likelihood of past tense situations still being the case at the time of speaking
Authors: Depraetere Ilse 
Published: December 2016

Abstract
Several linguists have pointed out that the past tense has the implicature that the situation it refers to is no longer the case at the moment of speaking (cf. John lived in London in 1985, but he no longer does). In this article, it is argued that in certain types of sentences the implicature associated with the past tense is more likely to be cancelled than in others. It is shown how (un)-boundedness, (a)telicity and the status of adverbials in terms of given or new influence the likelihood of a past tense situation still/no longer being the case at the moment of speaking.
Phonological planes and spaces A quantitative study on five corpora
Authors: Bourdeau Marc , Tubach Jean-Pierre 
Published: December 2016

Abstract
We describe a statistical methodology that provides a quantitative definition of the concept of phonological space that has been used for a long time as a purely qualitative description of languages. We apply this description to five corpora : four of French language, and one of Polish language. We obtain cartesian planes where the speakers are represented as points. We show that we can discriminate the five corpora. We end by pointing to applications to the learning and destruction of phonological capabilities.
Writing Apprehension in Chinese as a First Language
Authors: Lee Sy-Ying , Krashen Stephen 
Published: December 2016

AbstractFirst year high school students in Taiwan filled out a questionniare probing their writing anxiety and leisure reading and writing habits in Chinese. A strong relationship was found between reported writing apprehension and frequency of leisure writing, confirming results reported by Daly and associates with North American English-speaking subjects. In addition, there was evidence of a relationship between writing apprehension and frequency of reading, suggesting that those who read more have lower writing apprehension.
Personality and Language Learning
Authors: Kiany G. Reza 
Published: December 2016

Abstract
There is a clear contradiction between the predictions of psychologists and applied linguists regarding the relationship between extraversion and learning. Psychologists claim that extraversion is a disadvantage for learning on the ground that an extravert has "less cortical arousal", is more easily "inhibited" and has a "limited long term memory". In contrast, many applied linguists predict that extraversion is an advantage for learning a second/foreign language on the assumption that an extravert elicits more "input" and produces more "output". To resolve this conflict, forty Iranian Ph.D. students who sat for TOEFL and IELTS were given the Persian restandardised form of Eysenck Personality Questionnaire (EPQ) twice. They were also asked to report their Grade Point Averages (GPA) of Diploma, Bachelor and Master. A pattern of negative but nonsignificant relationship was found between extraversion and GPAs. An even weaker but still negative relation emerged between extraversion and both total and subscores of TOEFL & IELTS. It might be concluded that extraversion may not help in developing cither linguistic skills (e.g. Structure section of TOEFL) or even communicative skills (e.g. Speaking of IELTS) in an Iranian EFL situation where there is no exposure to English and non-communicative teaching methods are used in English classes. It would be more interesting to see if extraversion helps learning English in ESL situation where exposure is present and the learners have the chance to communicate in English both inside and outside the class environment. It may also be more revealing to measure English proficiency by administering various tests with different nature.
Acquisition of Chinese Aspect
Authors: Wen Xiaohong 
Published: December 2016

Abstract
This study investigates the acquisition of Chinese aspect markers of -le, -guo, and -zhe by English-speaking learners at the university level. The speech and written data produced by students at two different levels of proficiency were collected, compared and analyzed. The results show that English-speaking learners of Chinese acquire the perfective aspect marker -le and the past experience marker -guo before the durative aspect marker -zhe. The process by which learners acquire the aspect markers appears be meaning-based and can be summarized into: 1) looking for logical temporal sequences; 2) using time adverbials and conjunction for the time references; 3) using lexical aspects and word meanings; and 4) using pragmatic cues with the aspect markers of -le and -guo. Learners, especially at the lower level of proficiency, rely more on the time adverbial expressions and lexical aspects than learners at the more advanced level.
Can Extensive Reading help Unmotivated Students of EFL Improve?
Authors: Mason Beniko , Krashen Stephen 
Published: December 2016

Abstract
University level students of English as a Foreign Language in Japan, enrolled in a special class for students who had failed English, did a semester of extensive reading in place of the traditional curriculum. Their gains in reading comprehension were significantly greater than a comparison group of traditionally taught regular students, and they clearly enjoyed the class.
Despite the growing amount of research supporting the use of extensive reading for improving second language competence (e.g. ELLEY and MANGUBHAI, 1983; TUDOR and HAFIZ, 1989; HAFIZ and TUDOR, 1989; ELLEY, 1991; PILGREEN and KRASHEN, 1993; CHO and KRASHEN, 1994; (1995a), (1995b); CONSTANTINO, 1994), many teachers are still uncertain about how effective it is. Some maintain that extensive reading will only benefit more successful and more motivated students, and will not help those who are unmotivated and who have not done well in language classes. These poor students, it is argued, lack the grammatical knowledge and vocabulary that is necessary for reading comprehension and enjoyment.
In this study, we investigate whether so called “bad students” or failures in EFL could improve with an extensive reading treatment.
Self-Repair in L1 and L2 Production
Authors: Van Hest Erna , Poulisse Nanda , Bongaerts Theo 
Published: December 2016

AbstractIn this article we will give an overview of the findings of L1 and L2 self-repair studies to date. A comparison between L1 and L2 self-repair research shows that, while L1 studies are firmly based in theory, most L2 studies are not. In order to contribute to theories and models of L2 production and acquisition, L2 self-repair studies will have to be more theory-driven than has been the case so far. Moreover, it is essential that large-scale investigations be conducted which focus on self-repair by L2 speakers at different levels of proficiency as well as on intra-individual comparisons between L1 and L2 self-repair.
The effect of gender on the choice of speech style
Authors: Dewaele Jean-Marc 
Published: December 2016

Abstract
The analysis of a number of linguistic variables reflecting formality in the advanced oral French interlanguage of 27 Dutch-speaking students showed significant differences between male and female speakers. Female speakers were found to opt for a much more implicit and deictical speech style, especially in an informal situation. As the situation became more formal, the differences between male and female speakers weakened. The same variation was found in a corpus of native Dutch.
Grammatical instruction and implicational features
Authors: Lando John 
Published: December 2016

Abstract
The present study examines the relationship between direct grammatical teaching of the past tense system of standard Italian and the use of some implicational features which, without being the object of direct instruction, are normally found within the same structure and context of the instructed ones. The subjects of the experiment were 60 tertiary learners of L2 Italian from a variety of Italian regional dialect background (age 18-25), receiving a period of intensive instruction on the use of the past tense system of standard Italian. The incidence of use of implicational features was measured on the basis of a written test prior to a three week period of intensive instructional treatment, followed by immediate and delayed written posttests. Similar monitoring was carried out with a control group of 40 comparable learners, who had not received direct instruction. The results of the study support the hypothesis that explicit and intensive form-focused instruction, when combined with continuous meaning-focused practice of instructed features, encourages an increased and more accurate use of other features that are closely related to the targeted ones.
Linguistic Minority Children's Knowledge of multiple Word Meanings; Polysemy and the Testing of lexical Skills
Authors: Appel René 
Published: December 2016

Abstract
It is often observed that minority children's lexical proficiency in the majority language lags behind that of majority children. This observations is substantiated by scores on vocabulary tests. However, in these (traditional) tests words are generally treated as having one meaning, while most words are polysemous, i.e. they have multiple meanings. A new test was designed to measure the knowledge of multiple word meanings of minority and majority children. Results pointed to a rather high correlation between the scores on a traditional vocabulary test and the newly developed test for the minority children. Furthermore, the minority children scored lower on the new test than the majority children, which suggests that they not only have a lexical deficit in their second language with respect to the number of words known, but also with respect to the number of meanings attached to each word.
Requests in English by second-language users
Authors: Kasanga L.A. 
Published: December 2016

Abstract
The study of learners' pragmatic and discourse knowledge, also known as "interlanguage pragmatics", is now an important preoccupation of second-language acquisition (SLA) research. Spurred by this growing interest in interlanguage pragmatics and with a view to contributing to this field of research I conducted a study of requests in English produced by English as a second language (ESL) university students in their daily interaction mainly with lecturers. I collected the data for this study by means of observation and by recording "golden episodes of requesting behaviour in students' spontaneous speech. For comparative purposes, I elicited additional data by means of a discourse-completion task (DCT). One finding is that the students' knowledge of contextual use of requesting strategies in English is inadequate because their requests are of (very) limited range and inappropriate in context. The in-appropriacy of the requests was confirmed by native speakers' judgments. One explanation of the inadequacy of the students' pragmatic knowledge is the lack of exposure to the whole gamut of requesting devices. Another may have a strategic dimension. Also important is the explanation of transfer from the first language/s (Ll/s) : learners may be simply carrying over into English structures translated from their L1. From a pedagogical point of view, it is suggested that discourse and pragmatic knowledge be systematically taught to avoid miscommunication and negative reactions from native and competent non-native speakers of English. The suggestion of teaching pragmatic knowledge seems to be supported by the finding about one subject who, after exposure to a variety of requesting expressions, seemed to modify the pattern of her requests.
La langue influence-t-elle la pensée? un état de la question
Authors: Fouyer Karine , Dewaele Jean-Marc 
Published: December 2016

Résumé
Langue et pensée ont longtemps été considérées indissociables. La langue, pensait-on, déterminait la pensée de l'individu. Des études récentes en linguistique et en psycholinguistique suggèrent cependant que le lien entre langue et pensée est beaucoup plus nuancé que l'on imaginait.