Self-concept in University-level FL Learners

proficiency level and factors fostering reticence in efl learners

according to cheng (1999), in recent esl/efl literature, asian (especially east asian) learners of english as a foreign/second language have been arguably reported as reticent and passive learners. the most common allegations are that these students are reluctant to participate in classroom discourse; they are unwilling to give responses; they do not ask questions; and they are passive and over...

Metalinguistic Knowledge and Language Ability in University-Level L2 Learners

Existing research indicates that instructed learners’ L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners’ ability to correct, describe, and explain L2 errors. More recently, this operati...

The Study of University Students ’ Self - Concept

Towards Friendly Concept-Learners

We give a general overview of C U N T , a userfriendly interactive concept-learner, which can be used as a module for Learning Apprentice Systems. CLINT combines several interesting features : it uses domain-knowledge, generates examples, copes with indirect relevance, shifts its bias, recovers from errors and identifies concepts in the limit.

The Relationship between Fl Listening Anxiety and Fl Listening Strategies: the Case of Turkish Efl Learners

-It is assumed that learners may feel anxious while listening in the target language due to many factors such as the authenticity of the listening text, incomprehensibility of the listening material and environmental factors. In this respect, developing effective listening strategies may help to overcome many problems related to target language listening. It is then of interest for reserachers ...