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Purpose: To build multilingual corpus network of English reading nature’s data of English speakers L1 and L2. The research focuses on two questions that are often placed in the forefront of theoretical and empirical discussions in this field: (i) What component skills are the most predictive of the difference in the reading and listening performance of L1 vs L2 speakers of English? And (ii) what factors predict an individual’s proficiency in English reading and listening comprehension? Objectives: the relation between bechaviour and visual perception of L1 and L2 evaluation of group differences in language background (L1) individual differences and affects in reading proficiency in L1 and L2 L1 and L2 proficiency correlations Different Predictors of reading of L1 and L2:
One of the biggest mistakes students make in IELTS writing is to try and show off and be overly ambitious with their grammar. This is because many students think that all of their sentences need to be ‘complex’ and them not understanding what a ‘complex’ sentence is. Trying to write overly complicated sentences leads to grammar mistakes and this will lead to lost marks in many different areas. Key words: complex sentence, IELTS writing task 2, relative, subordinate and conditional clauses
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary, spelling, and grammar, as well as rich demographic and language background data. We first demonstrate high reliability for ENRO tests and their convergent validity with existing meta-analyses. We then provide a bird's-eye view of first (L1) and second (L2) language comparisons and examine the relative role of various predictors of reading and listening comprehension and reading speed. Across analyses, we found substantially more overlap than differences between L1 and L2 speakers, suggesting that English reading proficiency is best considered across a continuum of skill, ability, and experiences spanning L1 and L2 speakers alike. We end by providing pointers for how researchers can mine ENRO data for future studies.
Despite the government’s effort to bring the quality of teaching English to international standards, Mongolian adult citizens have still been ranked in the ‘very low skills’ category in the English Proficiency Index reports (EF EPI, 2019). Experts and researchers repeatedly mention a lack of appropriate curriculum, particularly at higher education institutions as one of the main hindrances to Mongolians’ failure to acquire English (Cohen, 2004; Demchig, 2016), and urge to develop nationwide policy and curriculum on teaching English for Specific Purposes (Gundsambuu, 2019; Sukhbaatar, 2020).
IELTS, the International English Language Testing System is recognized and accepted by over 10,000 organizations worldwide, including universities, employers, professional bodies, immigration authorities and other government agencies. The accomplishment of academic achievement is affected by the measurement of students’ performance and competencies in a certain subject towards the end of a course or a program. It is to give a general impression of how the subjects learned impact the students’ understanding of the lessons and identify the skills they are strong in. However the scores do not necessarily reflect students’ actual knowledge and skills in reality. In some cases, proficiency tests which are used to determine students’ level of certain skills have become an important aspect in measuring ability.
Building multilingual corpus network of English reading nature’s data of English speakers L1 and L2 Objectives: the relation between bechaviour and visual perception of L1 and L2 evaluation of group differences in language background (L1) individual differences and affects in reading proficiency in L1 and L2 L1 and L2 proficiency correlations Different Predictors of reading of L1 and L2: Research methodology English reading online (ENRO) Eye-Movements (MECO)
