Translation as Translingual Writing Practice in English as an Additional Language

Pragmatic Awareness of the Request Speech Act in English as an Additional Language: Monolinguals or Bilinguals?

This study attempted to investigate the effect of bilingualism on pragmaticawareness and development among Iranian Turkish/Persian EFL learners. Data werecollected through a personal profile questionnaire with questions about theparticipants’ language background and a WDCT with 10 situations to determine theextent to which the bilinguals demonstrated their pragmatic awareness of requests.They w...

critical period effects in foreign language learning:the influence of maturational state on the acquisition of reading,writing, and grammar in english as a foreign language

since the 1960s the age effects on learning both first and second language have been explored by many linguists and applied linguists (e.g lennerberg, 1967; schachter, 1996; long, 1990) and the existence of critical period for language acquisition was found to be a common ground of all these studies. in spite of some common findings, some issues about the impacts of age on acquiring a second or...

Profiling Writing Challenges in children with English as an Additional Language (EAL)

An English Grammar Checker as a Writing Aid for Students of English as a Second Language

This paper describes an implemented on-line English grammar checker for students of English as a second language. This system focuses on a limited category of frequently occurring grammatical mistakes in essays written by students in the English Language Programs at the University of X. The grammar checker exploits the syntactic domain of locality from a Combina-tory Categorial Grammar for the ...

English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language

Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages...