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"... Abstract Research on lexical errors made by second/foreign language studentwriters is scarce in comparison to research in other problematic areas in writing, such as grammar. More studies are needed to expand/modify the relatively limited number of lexical error categories, and to explore the sourc ..."
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Abstract Research on lexical errors made by second/foreign language studentwriters is scarce in comparison to research in other problematic areas in writing, such as grammar. More studies are needed to expand/modify the relatively limited number of lexical error categories, and to explore the sources of such errors. This study aims at presenting a comprehensive taxonomy capable of accounting for Saudi EFL students' lexical errors. It examines the types of lexical errors produced by female Saudi students studying English as part of the requirements of the preparatory year at Taibah University in Al-Madinah Al-Munawarrah, Saudi Arabia. The study addresses the following research questions: a) what types of lexical errors are common in the writings of female EFL students studying in a preparatory year program at a Saudi university? b) Which of these lexical
ONLINE STRATEGY INSTRUCTION FOR INTEGRATING DICTIONARY SKILLS AND LANGUAGE AWARENESS
"... This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both actual and perceived, of a five-week, online SI cou ..."
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This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both actual and perceived, of a five-week, online SI course designed to teach web-based dictionary skills integrated with knowledge of lexical patterns (involving grammatical collocation, complementation, and transitivity). Sixty-four learners in a US university ESL composition course were matched for vocabulary size and then randomly assigned to treatment and comparison groups in a learning management system. The SI treatment comprised multimedia presentations and a variety of practice activities with immediate, specific feedback, while the comparison condition involved recurrent use of dictionaries for referencing vocabulary usage features but no instruction. Performance data showed significant gains among the SI group in contrast to the comparison group, as well as a clear need for such training, while perception data indicated that participants felt the instruction was effective and relevant. The findings point to the as yet untapped potential of this form of instruction to address long-standing cost-benefit concerns about SI, as well as to help learners make more strategic use of CALL resources.
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"... Ésta será sin duda la sección más difícil de escribir. Hay tanto que agradecer y tantos nombres. Gracias profesores, aquellos que realmente marcaron mi paso por esta Universidad y de paso, mi vida. Nombrarlos quizá sería dejar a mucha gente de lado. Sólo diré que probablemente olvidaré contenidos y ..."
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Ésta será sin duda la sección más difícil de escribir. Hay tanto que agradecer y tantos nombres. Gracias profesores, aquellos que realmente marcaron mi paso por esta Universidad y de paso, mi vida. Nombrarlos quizá sería dejar a mucha gente de lado. Sólo diré que probablemente olvidaré contenidos y materias, pero nunca a las grandes personas que conocí en este camino, y que supieron apoyar y comprender a esta alumna con una vida de mamá, esposa, estudiante y más. Sin su apoyo, hubiese dejado la carrera hace años, sin duda. Gracias a los amigos y compañeros que pude conocer en este período, a los de antes también, que fueron apoyo fundamental para no decaer. A mis compañeros, gracias por recibirme y permitirme ser yo misma, con lo bueno y lo malo que eso pudiera implicar. Nos reímos, sufrimos y nos acompañamos. Fuimos entre todos una especie de grupo de terapia, hay que decirlo. Me permitieron ser auténtica, con mi humor característico, con mis achaques y todo lo que soy. Gracias por eso. A mi familia, los fundamentales. Gracias a mis hijitas, Isabel y Laura. Ustedes fueron, son y serán el motor de mi vida, la razón para levantarme cada mañana, para secarme las lágrimas cuando hay dolor, para reírme con más ganas cuando llega la alegría. Gracias por comprender a la mamá cuando no podía salir a jugar al parque porque tenía que estudiar, o cuando, por correr todo el día, llegaba cansada a la casa y no tenía energías. Gracias Chini por ser la mejor
