A Qualitative Analysis of EFL Learners’ Discrimination of Near-Synonyms in a Data-Driven Learning Task

,; Kim, Miso

doi:10.15858/engtea.75.3.202009.25

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…In fact, the rapid growth of PC skills is constantly integrated into people's Mobile Information Systems lives, coupled with the existing research results of corpus nationally and internationally and the extensive attention to corpus construction all over the world. Especially in the era of big data, people are more and more dependent on data processing and processing [19]. At present, corpus is widely used in the field of linguistics.…”

Section: Corpus Paid Platformmentioning

confidence: 99%

Meta-Analytical Approach to the Impact of Corpus-Driven Teaching on Foreign Language Acquisition

2022

Mobile Information Systems

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Corpus linguistics is an emerging discipline in contemporary linguistics. Corpus refers to a large number of real used languages, which are collected, classified, stored, coded, or marked by computer to form a huge electronic resource library for users to learn or conduct research. Nowadays, corpus is gradually applied to English teaching, but corpus is mostly used in undergraduate teaching, and it is still in its infancy in higher vocational English teaching. Starting from this realistic background, in this work, a meta-analysis was conducted to analyze corpus-driven instruction on foreign language acquisition. The introduction of meta-analysis and the related introduction of chaotic communication system were carried out, and the hardware architecture of the system was designed. In the experiment, the error corpus was collected and sorted out and used as a sample. The comparative experiment method was adopted, which meant that two or more experimental groups were set up, and the relationship between various factors and experimental objects was explored through the comparative analysis of the results. Experimental results showed that judging from the average correct rate, the correct rate of the questionnaires for international students generally increased with the level of the international students. It also showed from another aspect that the higher the level of international students, the less the impact of the English translation of words on their acquisition process. The subject of meta-analysis of the impact of corpus-driven teaching on foreign language acquisition has been well completed.

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Section: Corpus Paid Platformmentioning

confidence: 99%

Meta-Analytical Approach to the Impact of Corpus-Driven Teaching on Foreign Language Acquisition

2022

Mobile Information Systems

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“…In an attempt to identify patterns in EFL students' cognition, Kim (2020) conducted a study to investigate how students arrive at correct, near-correct, or mistaken answers when they try to discriminate between near-synonyms with the help of cues and concordance lines found in the corpus. The students' task was to identify the differences between the words based on the examples of sentences given to them, which included the target words.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In summary, the subject of near-synonyms has been generating an increasing number of studies in the field of teaching English as a foreign language (Mora, Valls-Ferrer 2012;Liu, Zhong 2014;Kim 2020;Wongkhan, Thienthong 2020;Phoocharoensil 2021). One of the reasons why researchers take interest in this linguistic phenomenon is the complex nature of near-synonyms, which presents a challenge for EFL learners at all levels of proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The concept of near-synonymy, also known as plesionymy, is an important linguistic phenomenon which, on the one hand, has been widely researched (Cruse 1986;Cruse 2000;Divjak 2008), yet, on the other hand, lacks clear classification and requires further investigation (Cruse 2000;Storjohann 2009). While this phenomenon was predominantly discussed in the context of machine learning and machine translation (DiMarco et al, 1993;Edmonds, Hirst 2002;Inkpen, Hirst 2003;Inkpen 2007), it has been gaining more attention in the field of English as a foreign language (EFL) studies (Liu, Zhong 2014;Kim 2020;Phoocharoensil 2021). Even though there are multiple definitions of near-synonyms, most of them have the following aspects in common: (1) near-synonyms must have overlapping shades of meaning but different contextual usage, (2) contrasting features are of greater importance than shared characteristics, and (3) the differences between the words must be evident, yet they cannot be too substantial (DiMarco et al 1993;Cruse 2000).…”

Section: Introductionmentioning

confidence: 99%

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An Empirical Study of Near-synonym Choice: A Comparison of Advanced EFL Learners to L1 English Speakers

Yevchuk

2022

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Near-synonyms are words which share certain semantic similarities, yet differ in their contextual usage (e.g. acquire vs obtain, evaluate vs judge). The current study compares lexical preferences and rationalizations for choosing near-synonyms of advanced C1 level non-native speakers of English (n = 45) to those given by native speakers of English (n = 58). The data has been collected using a forced-choice questionnaire which also included a justification section meant to explore respondents’ reasoning behind their lexical choices. The findings of the study suggest that EFL students may lack the depth of vocabulary knowledge necessary to choose the most suitable word from a pair of near-synonyms. Insufficient knowledge of target words resulted in EFL learners’ lexical choices and justifications being statistically different from those given by native speakers. Based on the findings of the study, it is recommended that EFL teachers increase students’ exposure to various contexts as well as focus on vocabulary depth.

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“…The studies that analyze students' mistakes (Alanazi, 2017;Krebt, 2017) associated with the use of near-synonyms constitute the first category. The second category includes studies with a focus on learners' ability to discriminate between near-synonyms (Miso, 2020;Wongkhan and Thienthong, 2020). Finally, the third largest category includes corpus-based studies of plesionymic pairs or sets (Petcharat and Phoocharoensil, 2017;Wang, 2019;Islamiyah and Muchamad 2019).…”

Section: Plesionymymentioning

confidence: 99%

Plesionyms as a Vocabulary Teaching Tool: The Case of Estonian EFL Learners

Yevchuk

2021

Sustainable Multilingualism

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Summary The present study investigated the effectiveness of using plesionyms, or near-synonyms, as a vocabulary teaching tool in the English as a foreign language classroom and attempted to determine at what level of proficiency this technique could be incorporated. 40 Estonian university students who were enrolled in three different ESP courses participated in the study. The students were divided into 4 groups according to their level of proficiency: one experimental and one control group consisted of B1 level students; and one experimental and one control group consisted of B2 level students. The experimental groups learned the vocabulary in plesionymic pairs by discussing the differences as well as the similarities between near-synonyms. Meanwhile, the control groups learned the same words non-adjacently, meaning that the words were taught independently and neither differences nor similarities between words were discussed. Based on the findings, it was concluded that teaching vocabulary through plesionymic pairs facilitates immediate recall and long term memory retention among B2 level students. This vocabulary teaching method could be considered more effective at more advanced levels of proficiency.

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A Qualitative Analysis of EFL Learners’ Discrimination of Near-Synonyms in a Data-Driven Learning Task

Cited by 6 publications

References 12 publications

Meta-Analytical Approach to the Impact of Corpus-Driven Teaching on Foreign Language Acquisition

Meta-Analytical Approach to the Impact of Corpus-Driven Teaching on Foreign Language Acquisition

An Empirical Study of Near-synonym Choice: A Comparison of Advanced EFL Learners to L1 English Speakers

Plesionyms as a Vocabulary Teaching Tool: The Case of Estonian EFL Learners

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