Conditions for Second Language (L2) Learning

1997 ◽  
pp. 23-31
Author(s):  
Rebecca L. Oxford
Keyword(s):  
Second Language ◽  
L2 Learning

Second language learning via syntactic priming: The effects of modality, attention and motivation

2021 ◽  
Author(s):  
Marion Coumel ◽  
Ema Ushioda ◽  
Katherine Messenger
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Speakers ◽  
Syntactic Priming ◽  
Input Modality ◽  
Online Study ◽  
L2 Learning ◽  
Short And Long Term ◽  
High Motivation

We examined whether language input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared French L2 English and L1 English speakers’ primed production of passives in reading-to-writing vs. listening-to-writing priming conditions. We measured immediate priming (producing a passive immediately after exposure to the target structure) and short- and long-term learning (producing more target structures in immediate and delayed post-tests without primes relative to pre-tests). Both groups showed immediate priming and short- and long-term learning. Prime modality did not influence these effects but learning was greater in L2 speakers. While attention only increased learning in L1 speakers, high motivation increased L2 speakers' learning in the reading-to-writing condition. These results suggest that syntactic priming fosters long-term L2 learning, regardless of input modality. This study is the first to show that motivation may modulate L2 learning via syntactic priming.

scholarly journals The Bilingual Mental Lexicon and Lemmatic Transfer in Second Language Learning

2020 ◽  
Vol 2 (3) ◽  
pp. p43
Author(s):  
Longxing Wei
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Argument Structure ◽  
Mental Lexicon ◽  
Language Transfer ◽  
L1 Transfer ◽  
Abstract Approach ◽  
Lexical Structure ◽  
L2 Learning ◽  
Predicate Argument Structure

There have been numerous studies of first Language (L1) transfer in second Language (L2) learning. Various models have been proposed to explore the sources of language transfer and have also caused many controversies over the nature of language transfer and its effects on interlanguage. Different from most previous studies remaining at a surface level of observation, this study proposes an abstract approach, which is abstract because it goes beyond any superficial observation and description by exploring the nature and activity of the bilingual mental lexicon in L2 learning. This approach adopts the Bilingual Lemma Activation Model (BLAM) (Wei, 2006a, 2006b) and tests its crucial assumptions and claims: The bilingual mental lexicon does not simply contain lexemes but abstract entries, called “lemmas”, about them; lemmas in the bilingual mental lexicon are language-specific; language-specific lemmas in the bilingual mental lexicon are in contact in L2 learning, lemmas underlying L1 abstract lexical structure may replace those underlying L2 abstract lexical structure. Lemmas in the bilingual mental lexicon are about three levels of abstract lexical structure: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The typical instances of L1 lemma transfer in L2 learning are discussed and explained in support of the BLAM.

scholarly journals Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Aisha Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Classroom Environment ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonparametric Test ◽  
Research Paper ◽  
L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

scholarly journals A Review of Research on the Effects of LREs on L2 Development

2016 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Lilliati Ismail
Keyword(s):  
Second Language ◽  
Learning Opportunities ◽  
Future Research ◽  
Narrative Texts ◽  
Beneficial Effects ◽  
Learner Interaction ◽  
L2 Learning ◽  
Poetic Narrative ◽  
L2 Development ◽  
Interlanguage Development

<p>Swain and Lapkin’s (1998, 2001, 2002) language-related episodes (LREs) have generated greater interest among ESL (English as a Second Language) practitioners and researchers on the effects of addressing linguistic issues during learner-learner interaction in the course of completing pedagogic tasks on interlanguage development. This paper reviews the results of various studies that measured the effects of LREs on L2 development. This paper concludes that LREs could have beneficial effects on L2 learning as reflected by the amount of negotiation and learning opportunities that occurred, the rate of successful outcomes of the repair practices, and L2 achievements in posttests. This paper also suggests that future research could further analyse the exchanges that occur during LREs to gain a greater understanding of interaction-oriented learning opportunities.</p>he semiotic atoms of its grammatical narration as much as the semiotic atoms of its spatial narration in poetic narrative texts to develop and improve the theories of poetic narratology and expand its studies from macro-studies to micro-studies.<p> </p>

Interaction in Google Wave Sends Chat Rooms Out with the Tide

2014 ◽  
pp. 639-659
Author(s):  
Linda Jones
Keyword(s):  
Second Language ◽  
World Wide ◽  
Asynchronous Communication ◽  
Cross Cultural ◽  
Chat Room ◽  
Communication Research ◽  
Chat Rooms ◽  
Message Length ◽  
L2 Learning ◽  
Innovative Learning

This chapter focuses on Google Wave, a new, emerging world-wide technology by Google that supports both synchronous and asynchronous communication. Research on this technology took place during two sessions of an advanced second language (L2) technology course whereby synchronous conversations in Google Wave were compared to synchronous conversations in Blackboard chat rooms. Students experienced both forms of technology while discussing cross-cultural and pedagogical discussions relevant to L2 learning. Structural comparisons in terms of message length, message turns, numbers of words, and clarification revealed that students were more patient and wrote lengthier, more complex posts when conversing in Google Wave as compared to the chat room. Students’ impressions further confirmed their awareness of writing and reflecting more within Google Wave. These results suggest that Google Wave will support flexible, innovative learning and will provide researchers with multiple opportunities for expanding our understanding of students’ interactions in synchronous environments.

Four L2 Learning Objectives to Guide Podcast Design

2011 ◽  
pp. 21-36
Author(s):  
Claudia Fernández
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practices ◽  
Learning Objectives ◽  
Instructional Materials ◽  
L2 Acquisition ◽  
Learning And Teaching ◽  
Comprehension Skills ◽  
L2 Learning ◽  
Target Culture

This chapter addresses the production of podcasts as second language (L2) instructional materials developed by language instructors. The author discusses the importance of having clear language learning objectives when creating podcasts. The clarity of the objectives will depend on the particular nature of these materials and will influence podcast design and outcomes. In an effort to contribute to the understanding of podcast design that effectively promotes L2 acquisition and development, the author proposes that podcasts - when used by students as listening tools - can help the L2 learner accomplish four main learning objectives: (1) language acquisition, (2) development of listening comprehension skills, (3) learning of explicit information about the L2 and (4) awareness of the target culture. As with any L2 learning materials (Mobile Assisted or not), podcast development should be based on what is known about L2 acquisition and best teaching practices (Rosell-Aguilar, 2007; 2009). Therefore, the author addresses some of the aspects of language learning and teaching that should be considered in order to create well-informed podcasts that aim at the four proposed learning objectives.

scholarly journals WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

2016 ◽  
Vol 4 (2) ◽  
pp. 70 ◽  
Author(s):  
Job W. Mwakapina ◽  
Abdulkarim S. Mhandeni ◽  
Onesmo S. Nyinondi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Discussion Board ◽  
Language Teachers ◽  
Learning Tools ◽  
Interactive Learning Environment ◽  
English Grammar ◽  
L2 Learning ◽  
The Government

<p>Teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries. This study sought to explore whether the blending of WhatsApp Social Networking Tool (WSNT) in English Second Language (L2) learning class would make the class more interactive. Specifically, the study investigated roles and extent to which WSNT helps in the improvement of English Proficiency. Further, it explored advantages and challenges of using the tool in L2 learning. The study was conducted at one university involving first year undergraduate students who were pursuing different programs, and English grammar course was a compulsory course to them. WSNT was blended in grammar course for a period of one semester. Thereafter, evaluation forms and WhatsApp discussion board were used in data collection. It was realised that the tool plays a great role to the largest extent in helping students learn English interactively and collaboratively. In respect to advantages and challenges, it was reflected that the benefits of blending WSNT in L2 classroom far outweigh the challenges. This implies that WSNT does much good than harm on student’s L2 learning and development. The study concludes that WSNT can be fully utilised for education purposes. The government is therefore urged to provide loans to university students for online mobile learning tools as part of their special faculty requirements. Also, instructors are recommended to adapt the tool synchronously in their courses because the tool is effective at creating interactive learning environment.</p>

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

2019 ◽  
Vol 52 (4) ◽  
pp. 419-449 ◽  
Author(s):  
Simone E. Pfenninger ◽  
David Singleton
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Later Life ◽  
Well Being ◽  
Active Ageing ◽  
Older Individuals ◽  
L2 Acquisition ◽  
Mature Adults ◽  
L2 Learning

AbstractWhile there is a growing body of research on second language acquisition (SLA) in children, adolescents, young and more mature adults, much remains to be explored about how adults in later life learn a new language and how good additional language learning is for them. Our goal in this article is to survey and evaluate what is known about the linguistic, socio-affective, neurobiological and cognitive underpinnings of the second language (L2) learning process in older individuals, the extent to which L2 acquisition may be seen as contributing to healthy and active ageing, and how these phenomena are to be approached scientifically, methodologically and pedagogically. Our view is that a developmental enterprise as complex as L2 learning in senior adulthood and its effects in later life cannot be explained by a single theory or set of principles. Furthermore, we take it that L2 acquisition in the third age needs to be regarded not just as a goal in itself but as a means of promoting social interaction and integration, and that it is partly through the stimulation of social well-being that its cognitive effects may potentially be observed.

scholarly journals Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

Languages ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13 ◽  
Author(s):  
Jennifer Legault ◽  
Jiayan Zhao ◽  
Ying-An Chi ◽  
Weitao Chen ◽  
Alexander Klippel ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Real Life ◽  
Recognition Task ◽  
Significant Benefit ◽  
Immersive Virtual Reality ◽  
Learning Context ◽  
Learning Condition ◽  
Learning Platform ◽  
L2 Learning

Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.

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