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Production of third-person singular–s and be copula in communication tasks by Vietnamese EFL learners: Acquisition order and learner orientation to form. ...
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Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
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Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
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In: Canadian Journal of Applied Linguistics; Vol. 25 No. 1 (2022); 19-46 ; Revue canadienne de linguistique appliquée; Vol. 25 No. 1 (2022); 19-46 ; 1920-1818 ; 1481-868X (2022)
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Abstract:
Research on the acquisition order of inflectional morphemes in English has shown that third-person singular –s (3SG–s) is challenging to acquire and acquired later than be copula by both L1 and L2 learners of English. In a departure from the usual practice of controlled elicitation, the current study investigated the production of these two forms by Vietnamese EFL learners in oral communication tasks performed in intact classrooms. Vietnamese L1 does not inflectionally mark 3SG–s although the construction of be copula in Vietnamese and English shares some features. These differences motivated the selection of the two target forms. Nine pairs of Vietnamese EFL university students were recorded performing five communicative tasks generated contexts for use of 3SG–s. over three weeks in their normal classes. Performance data were transcribed and analyzed for frequencies of production and omission of the two target forms in obligatory contexts. After completing the tasks, the students were interviewed about what they attended to when performing the tasks. Interview transcripts were analyzed thematically. Results show that the learners omitted 3SG–s in most obligatory contexts and across all tasks. They were better at accurately producing be copula than 3SG–s but accuracy rates varied between learners. Interview data revealed the conscious decisions learners made concerning the accuracy of their language production. The findings are discussed with reference to different theoretical models. The study advances understanding of acquisition of 3SG–s and be copula by EFL learners and offers pedagogical implications for how a focus on inflectional forms can be managed in oral communicative task performance. ; Des recherches sur l’ordre d’acquisition des morphèmes flexionnels en Anglais ont montré que, pour les apprenants L1 et L2, l’acquisition de la marque de la troisième personne du singulier –s (3SG–s) est difficile et plus tardive que celle de la copule be. Différemment de la pratique commune des élicitations contrôlées, la présente étude a investigué la production de ces deux formes par des apprenants d’EFL Vietnamiens dans des activités de communication orale dans des salles de classe intactes. Dans le L1 Vietnamien on ne marque pas la flexion 3SG–s, tandis que la construction de la copule be en Vietnamien et en Anglais comportent quelques similarités. Ces différences ont motivé la sélection de ces deux formes. Neuf paires d’apprenants universitaires Vietnamiens d’EFL ont été enregistrées, au long de trois semaines de leurs cours réguliers, lors de leur participation à cinq tâches communicatives engendrant des contextes pour l’usage de 3SG–s. Les données de performance ont été transcrites et analysées en fonction des fréquences de la production et omission des deux formes cibles dans des contextes obligatoires. Les étudiants ont aussi été interviewés afin d’examiner à quoi ils faisaient attention lors de l’exécution de l’activité. Les transcriptions des entretiens ont été analysées par thème. Les résultats ont montré que les apprenants ont omis le 3SG–s dans la majorité des contextes obligatoires. Les apprenants ont été plus précis dans l’utilisation de la copule be, mais le degré de précision a varié selon l’apprenant. Les données de l’entretien ont révélé les décisions conscientes des étudiants concernant l’exactitude de leur production langagière. Cette étude fait avancer les connaissances sur l’acquisition du 3SG–s et de la copule be par les apprenants d’EFL et fournit des consignes pédagogiques sur comment l’attention sur les formes flexionnelles peut être gérée lors de l’exécution de tâches de communication orale.
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URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/31466
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
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Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 99-126 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 99-126 ; 1920-1818 ; 1481-868X (2021)
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Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading
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The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers
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Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study
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Tran, Thao. - : Victoria University of Wellington, 2020
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The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam
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Bui, Trang. - : Victoria University of Wellington, 2019
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Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study
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Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension
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Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University
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In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia
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