Konglish: Awareness and Audience

Language Learning, 2012

argues that languaging plays a crucial role in learning a second language (L2). The effect of languaging, especially oral languaging (e.g., collaborative dialogue, private speech), has been tested on the learning of L2 knowledge domains. This study explored the effects of written languaging about the overt corrections provided on draft essays written by 24 Japanese learners of English. The effect of the type (e.g., grammar-based vs. lexis-based) of written languaging was assessed by subsequent text revisions. Two major findings emerged. First, written languaging about direct feedback on linguistic errors in the first essay helped learners successfully correct these errors during immediate revision. Second, both lexis-and grammar-based written languaging were associated with improved accuracy. These findings appear to support Swain"s To appear in Language Learning, 62. (2006) claim that providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. Theoretical and pedagogical implications are also discussed in this article.

IAR Consortium, 2021

During the COVID-19 pandemic, all universities in Vietnam require most students to study and sit examinations online. Besides, most students are self-consciously taking part in E-teaching and doing exercises posed by teachers in the learning process. The research focuses on the grammatical interference made by non-English major students in the University of transport and communications Ho Chi Minh Campus in their online English writing compositions, then to provide some workable solutions to avoid the negative transfer. We conducted a survey in a group of 50 non-major students from the B1level course. The findings supposed that there was grammatical interference as the manifestations of negative transfer in the students" writing. Students' grammatical interference in their writing texts is highly influenced by their first language, Vietnamese.

It is widely known that teacher written feedback plays an important role in teaching writing skill, and that this feedback technique has been employed for a long time in many parts of the world as well as in Vietnam. By using a questionnaire, the study investigates elementary learners’ attitudes towards a particular technique of error correction in English writing – peer correction. The population of the study includes forty students who are randomly chosen from an English class at University of Science Ho Chi Minh City. The learners are instructed and conducted peer correction for a semester of twelve weeks, including six writing assignments followed by peer correction activity. At the end of the term, an adapted questionnaire is distributed to the learners for data collection. The questionnaire findings revealed that students generally have positive attitudes towards peer correction. They generally agree and enjoy the activity. However, since their English proficiency is not at a high level, the students are noticed of insecurity and anxiety when participating in the process. Thus, the researcher suggested that peer correction should be applied in a proper way, with teachers’ careful supervision and monitoring; and it was suggested that peer correction can be employed in other lessons such as listening, speaking, and reading classes. Besides, more applications and recommendations for further research were also proposed. Keywords: attitudes, peer correction

Research and Issues in Second and Foreign Language Teaching, 2014

[CITATION FORMAT] Adnan, A. H. M. (2014). "Seeing red": practicalities of correcting written work in the Malaysian (faux) ESL context. In H. Harun, et al. (eds.) Research and Issues in Second and Foreign Language Teaching (pp. 157-170). Bandar Baru Nilai: USIM Publisher [Universiti Sains Islam M'sia].

This paper examines the errors committed by second language learners in English essay writing based on eight selected grammatical items and makes recommendations to improve English writing skills in Malaysia. While errors were once regarded with contempt and looked upon as something to be avoided at all cost, they are now perceived to represent stages of language acquisition. The objectives of this paper are to identify and classify comprehensible and incomprehensible errors committed by the respondents, and attempt to explain the probable causes of such errors. Analyses of data revealed that most of the errors committed by the respondents were comprehensible ones. With reference to the selected grammatical items, the analysis established that respondents faced particular difficulty in the use of verbs, prepositions and spellings. The research further showed that the errors committed by the respondents were due to over-generalization and simplification. The paper thus recommends the incorporation of explicit grammar instructions in the teaching of English as a second language in order to improve grammatical competence in English writing.

3L Language Linguistics Literature, 2014

The present study aims at investigating the relative effects of peer versus self-editing on EFL students' linguistic accuracy in writing composition... Forty-five Iranian EFL students were divided into two experimental groups (n=30) and one control group (n=15). The experimental groups received four treatment sessions, in which they were required to write two compositions and revise them. The first experimental group (editors) provided peerediting without receiving any feedback from their peers or teacher, and the second experimental group (receivers) received peer-editing from the editors. Both groups received training on how to edit and revise their compositions based on coded feedback. In the next session, the receivers were asked to revise their papers based on the symbols and write a second draft. In addition, the editors were required to self-edit their own drafts and compose a second draft. In order to determine the effectiveness of the treatments in their writing accuracy, preand post-tests were administered to all groups including the control group. The analysis of data indicated that both editors and receivers made significant improvements from pre-test to post-test compared to the control group. Considering the accuracy of linguistic features, it was found that out of 10 linguistic features targeted in this study, capitalisation, spelling, verb tense, and wrong word improved significantly for both groups.

2018

Researchers in corpus linguistics and applied linguistics have recommended the use of corpus data by language learners to promote independent learning (Bernardini, 2004; Yoon & Hirvela, 2004; O’Keeffe et al, 2007). However, it is not clear to what extent learners are able to use corpus resources independently, and how they can be trained to use a corpus more effectively. This thesis reports a study of learners using a corpus for error correction. The learners recorded their processes using a think-aloud protocol. The thesis records three main findings. Firstly, the learners found it easiest to spot and correct errors of clause structure, noun class, adjective pattern, and collocation; they found verb pattern the most difficult errors to correct. Secondly, the learners most frequently searched for information about colligation, collocation, acceptability/occurrence of strings in a corpus, and determiner-noun agreement; they searched for information about lexical pattern relatively in...

2018

This research attempted at knowing the implementation of peer-editing technique in learners’ English writing skill and their perceptions to peerediting for teaching and learning writing. The method used in this research is qualitative study. The subjects of this research were 22 learners of the second semester of English Department of University of Pesantren Tinggi Darul Ulum (Unipdu) Jombang of 2015/2016 academic year. The instrument for collecting data was students’ descriptive texts and questionnaire. The data were analyzed by descriptive analysis. The results of the research showed that, in general, peer-editing technique made the learners’ progress on their writing achievement and good perceptions for teaching and learning writing skill of English. This implied that the implementation of peer-editing is significantly improving learners’ writing skill.

2005

This study examined the attitudes of South Korean teachers of English in Jeollanamdo toward Konglish, particularly in relation to English education. The literature search shows that Konglish is a typical local variety, evolved from the borrowing and redefining of English words that became part of everyday South Korean speech. Konglish is not unique in this regard. Japlish in Japan and Chinglish in China developed for similar reasons and display the distinctive characteristics of those languages. However, Konglish is usually defined as poor and incorrect.

Linguistics and Literature Studies, 2014

One of the most difficult areas to address in required college English classes for students and teachers alike is composition accuracy at the sentential level, that is, sentence grammar. The purpose of this study is to explore the effect of explicit grammar instruction on Korean students' perceptions of their writing and editing skills at the sentential level in a freshman reading and writing course. The study participants comprised of 15 students enrolled in a required intermediate-level freshman English reading and writing course during the winter vacation semester at a top-ranking university in Seoul. The students completed a pre-intervention writing assignment prior to receiving sentence grammar instruction, and a similar but slightly different post-intervention assignment after receiving the instruction. The intervention was provided in the form of a set of workbooks which the students read and studied for homework over a period of a week. Aside from answering students' questions on the workbooks, no other sentence grammar instruction was provided. Upon submitting the post-intervention writing assignment, the students completed an online survey anonymously to reflect on their experience of the overall task. The results of the survey point to a positive impact of the intervention on the participants' perceptions of their writing and editing abilities. This study is significant for raising the issue that explicit grammar instruction delivered in the form of workbooks could have a beneficial role in foreign language writing pedagogy.