The Impact of Gestures on Formal Language Learning and Its Neural Correlates: A Study Proposal

2018 ◽  
pp. 85-91
Author(s):  
Selina Christin Wriessnegger ◽  
Christopher Hacker ◽  
Manuela Macedonia ◽  
Gernot R. Müller-Putz
Keyword(s):  
Language Learning ◽  
Formal Language ◽  
Neural Correlates ◽  
The Impact ◽  
Formal Language Learning

Robust separations in inductive inference

2011 ◽  
Vol 76 (2) ◽  
pp. 368-376 ◽  
Author(s):  
Mark Fulk
Keyword(s):  
Language Learning ◽  
Open Problem ◽  
Formal Language ◽  
Inductive Inference ◽  
Function Learning ◽  
Preliminary Results ◽  
Original Idea ◽  
Important Open Problem ◽  
Inference Theory ◽  
Formal Language Learning

AbstractResults in recursion-theoretic inductive inference have been criticized as depending on unrealistic self-referential examples. J. M. Bārzdiņš proposed a way of ruling out such examples, and conjectured that one of the earliest results of inductive inference theory would fall if his method were used. In this paper we refute Bārzdiņš' conjecture.We propose a new line of research examining robust separations; these are defined using a strengthening of Bārzdiņš' original idea. The preliminary results of the new line of research are presented, and the most important open problem is stated as a conjecture. Finally, we discuss the extension of this work from function learning to formal language learning.

scholarly journals Online translators for L2 writing: a comparison of student and teacher perspectives

2021 ◽  
pp. 23-28
Author(s):  
Antonie Alm ◽  
Yuki Watanabe
Keyword(s):  
Language Learning ◽  
Formal Language ◽  
Teacher Perspectives ◽  
L2 Writing ◽  
Short Paper ◽  
Appropriate Use ◽  
Learning Contexts ◽  
Online Translators ◽  
Writing Tools ◽  
Formal Language Learning

This short paper reports on the preliminary findings of a study into the use of Online Translators (OTs) by university language students. Students of Chinese, French, German, Japanese, and Spanish and their teachers responded to comparative surveys on their respective use and evaluation of OTs for L2 writing in formal language learning contexts. Findings indicate that teachers have little awareness of the range of strategies students apply when using OTs as writing tools. Concerns of OT misuse for cheating or as a replacement for language learning seem largely unfounded. Students, however, perceive a lack of guidance for the appropriate use of OTs. Preliminary findings suggest that teachers need to review their assumptions about students’ OT practices and that both students and teachers would benefit from technical and pedagogical OT training.

Increasing multilingualism in schoolscapes

2018 ◽  
Vol 4 (2) ◽  
pp. 101-127 ◽  
Author(s):  
Kate Menken ◽  
Vanessa Pérez Rosario ◽  
Luis Alejandro Guzmán Valerio
Keyword(s):  
New York ◽  
Language Learning ◽  
Formal Language ◽  
Language Education ◽  
Linguistic Landscape ◽  
Education Policies ◽  
Qualitative Research Study ◽  
The Impact ◽  
City Schools ◽  
Made In

Abstract In this qualitative research study, we examine changes made in 23 New York City schools that participated in a project for which participating schools were asked to regard bilingualism as a resource in instruction and develop a multilingual linguistic landscape. Findings document efforts made by schools to change their linguistic landscape in ways that recognize students’ many languages and cultures, significant corresponding ideological shifts by school leaders from monolingual to multilingual views of language and language learning, educators’ incorporation of students’ home languages in instruction, and new formal language education policies resulting from these efforts. We document the impact of all of these changes on students and their families and suggest that research on linguistic landscape conducted in schools should consider not only the physical landscape but also its connections to pedagogy, programming, and language policies.

scholarly journals Learner Autonomy: Concept and Considerations

1970 ◽  
Vol 15 (1-2) ◽  
pp. 114-120 ◽  
Author(s):  
Madhu Neupane
Keyword(s):  
Language Learning ◽  
Formal Language ◽  
Chinese Culture ◽  
Learner Autonomy ◽  
General Concept ◽  
The Body ◽  
Teacher Autonomy ◽  
Body Of Knowledge ◽  
Learning Contexts ◽  
Formal Language Learning

"Give me a fish and I eat for a day. Teach me to fish and I eat for a lifetime." This proverb taken from Chinese culture is associated with learner autonomy. Once learning used to be the matter of receiving the body of knowledge which could then be used for the rest of life. But such view has been nonsense in this fast-paced world. Therefore, the learners should be provided with the skills necessary for the lifelong pursuit for knowledge. This article begins with the general concept of autonomy and goes on to consider different aspects of autonomy. It insists that learner autonomy does work in any culture provided that the teacher also has autonomy to some extent and curriculum is designed accordingly. While it highlights that total autonomy is neither feasible nor desirable in formal language learning contexts, it argues that learner autonomy is necessary for making someone lifelong learner.Key words: Learner autonomy; Teacher autonomy; Curriculum; Culture; ActivitiesJournal of NELTAVol. 15 No. 1-2 December 2010Page: 114-120Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4617

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