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All Journal Indonesian Journal of Applied Linguistics (IJAL) LLT Journal: A Journal on Language and Language Teaching
Upor, Rose Acen
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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LEMMATIC INFLUENCE ON VOCABULARY ACQUISITION AMONG L3 ENGLISH LANGUAGE LEARNERS IN TANZANIA Kaoo, Lydia; Upor, Rose Acen
Indonesian Journal of Applied Linguistics Vol 11, No 1 (2021): Vol. 11, No. 1, May 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i1.34671

Abstract

This paper investigates cross-linguistic influence (CLI) on the acquisition of English vocabulary by third language (L3) learners in Tanzania. Specifically, the study aims to establish how lemmatic CLI from L1 and L2 influences L3 in a multilingual rural context where L1 is a dominant ethnic community language (L1=Haya, L2=Swahili, L3=English). Fourty students whose L1 was Haya participated in the study. They performed three language tasks i.e., word association task (WAT), letter writing task (LWT), and wordless picture narration (WPN). Using the Parasitic model of L3 vocabulary acquisition (Hall Ecke, 2003), the study found evidence of lemmatic transfer from background languages at form, frame and concept levels. More significantly, the L2 played instrumental and facilitative roles, both strategically and spontaneously, in influencing L3 vocabulary acquisition relative to the L1.  Into the bargain, the results show that the L2 is the predominant source language for lemmatic influence on L3 English and was modulated by proficiency and exposure. The study confirms that L3 learners reduce CLI as they increase L3 proficiency and that L2 acts as a filter for L2 features in L3.
RATER AGREEMENT AND DISAGREEMENT IN THE MEASUREMENT OF ENGLISH ARTICLE ACQUISITION SUPPLIANCE AND ACCURACY Upor, Rose Acen
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i1.2603

Abstract

This study combines language assessment processes and interlanguage analysis techniques to determine rater agreement and disagreement in assessing English article acquisition. Employing native English speaking and non-native English speaking raters, picture sequence narratives that were written by English as a Foreign Language (EFL) learners (n=97) were coded and scored for suppliance-in-obligatory context (SOC) and target-like utterance (TLU). Although the kappa statistic revealed a fair agreement between raters (0.17 – 0.33), content analysis methods revealed much higher agreement (88.29% - 94.07%). Furthermore, language background effects between the raters could not be substantiated however the results demonstrated a discernable disagreement pattern between them. Thus, the study recommends the inclusion of a foreign language teaching background as a factor for rater selection to minimize language background effects on rating language assessments.
RETHINKING TEACHING AND LEARNING LANGUAGE IN THE NEW ERA: LESSONS FROM THE COVID-19 PANDEMIC IN TANZANIA Upor, Rose Acen
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i2.3262

Abstract

This study examines the language teaching and learning experiences in Tanzania that were prompted in response to the impact of COVID-19 pandemic-related school closures. Crucial to the study was determining how students’ and teachers’ coped with language teaching and learning and determining technological resources and their usefulness in language teaching and learning.A total of 127 students (74 female, 53 male) and 33 teachers participated in the study. The study revealed that the reception of educational broadcasting was low among the participants while reliance on mobile learning increased, the participants faced challenges when they attempted to cope with the shift to technology-based formats for language teaching and learning, and students were not fully able to develop the autonomy of learning on their own partly due to the unpreparedness for the shift to technology-based learning.Overall, the results confirm that web resources, SNS, and applications are rapidly becoming a resource for native speaker input for students learning English in foreign language learning contexts.
Co-Authors Kaoo, Lydia