Language Learning Background and Attitudes in ESL Contexts: The Case of Verb Acquisition

Year 2015, Volume: 5 Issue: 2, 74 - 85, 14.07.2016

Terri Schroth Bryant Smith Erin Kyles

Abstract

In order to determine how learner background and attitudes affect English as a Second Language (ESL) students’ verb production, eleven ESL learners participated in both oral and written tasks. They were given written surveys to determine if speaking or writing was emphasized more in learning English in their home countries. Another survey was administered to determine which of these activities they preferred. Next, the participants watched a movie clip and completed writing and speaking activities. The total amount of written and spoken verbs and the total amount of verbs used correctly were compared and analyzed to determine if there was a relationship among participants' learning background knowledge, correct verb usage, and activity preference. In the end, a variety of demographic differences played the largest role in verb production. Meanwhile, a slight but noticeable relationship between a preference for speaking and the number of correct verbs produced was noted.

Keywords

English as a Second Language (ESL), second language acquisition (SLA), verb acquisition, language learning background knowledge, learner attitudes

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