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 Exploring the Influence of Gender and L1 Conceptual Transfer on English Prepositional Usage
Tác giả hoặc Nhóm tác giả: Tran Huu Phuc, Nguyen Tat Thang, Tran Tin Nghi
Nơi đăng: Theory and Practice in Language Studies; Số: 5;Từ->đến trang: 1-8;Năm: 2023
Lĩnh vực: Ngôn ngữ; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
This study investigates the influence of gender and first language (L1) conceptual transfer on English prepositional usage among 50 Vietnamese university students enrolled in an English language program and aged 18 to 25. The study employed pre- and post-tests with 20 multiple-choice questions to evaluate the participants'understanding of English prepositions in terms of usage, meaning, and context. Descriptive and inferential statistics, including chi-square tests and independent samples t-tests, were utilized in the data analysis. Both the pre- and post-test results indicate a moderate level of prepositional usage in English, with all participants demonstrating improvement. On the post-test, female participants performed marginally better than males, whereas there were no significant gender differences in pretest scores. On both tests, participants with high L1 conceptual transfer levels performed significantly worse than those with low levels. The study indicates that L1 conceptual transfer plays a significant role in the English prepositional usage of Vietnamese language learners, whereas gender may have a minor effect. Additional research is required to examine this relationship in greater depth. The significance of addressing L1 conceptual transfer when teaching English prepositions is highlighted by these results for English language instruction in Vietnam.
ABSTRACT
This study investigates the influence of gender and first language (L1) conceptual transfer on English prepositional usage among 50 Vietnamese university students enrolled in an English language program and aged 18 to 25. The study employed pre- and post-tests with 20 multiple-choice questions to evaluate the participants'understanding of English prepositions in terms of usage, meaning, and context. Descriptive and inferential statistics, including chi-square tests and independent samples t-tests, were utilized in the data analysis. Both the pre- and post-test results indicate a moderate level of prepositional usage in English, with all participants demonstrating improvement. On the post-test, female participants performed marginally better than males, whereas there were no significant gender differences in pretest scores. On both tests, participants with high L1 conceptual transfer levels performed significantly worse than those with low levels. The study indicates that L1 conceptual transfer plays a significant role in the English prepositional usage of Vietnamese language learners, whereas gender may have a minor effect. Additional research is required to examine this relationship in greater depth. The significance of addressing L1 conceptual transfer when teaching English prepositions is highlighted by these results for English language instruction in Vietnam.
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