Second language learning and second language teaching. Cook Vivan. London: Edward Arnold, 1991. Pp. 168.

1994 ◽  
Vol 15 (4) ◽  
pp. 578-580
Author(s):  
Diana Masny
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Second Language Teaching

scholarly journals On Some Issues Promoting Successful Second Language Learning and Teaching

2006 ◽  
Vol 2 (1-2 (2)) ◽  
pp. 96-100
Author(s):  
Anahit Zatikian
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Learning And Teaching ◽  
Modern Methods ◽  
Independent Thinking

The article attempts to address some of the issues related to successful second language teaching and suggest possible solutions. The success of teaching depends on the relevance of the favorable teaching atmosphere accompanied with the awareness of students’ objectives. It is necessary to use original texts and pay attention to the independent thinking and individuality of the students. The article pays special attention to the role of the teacher, his/her ability to present the material and other issues related to modern methods. These factors contribute to the promotion of the efficiency of second language teaching.

Neurological Bimodality and Theories of Language Teaching

1988 ◽  
Vol 10 (1) ◽  
pp. 13-31 ◽  
Author(s):  
Marcel Danesi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Classroom Environment ◽  
Cerebral Hemisphere ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Research Directions ◽  
Perceptual Modalities

The failure of the method notion in second language teaching has been attributed to a series of valid pedagogical and socioeducational factors. The concept of neurological bimodality, which posits that effective language learning in a classroom environment requires the utilization of the perceptual modalities associated with each cerebral hemisphere, offers a more fundamental, neurologically related diagnosis of this failure. This paper looks at the historiography of language teaching theories from the perspective of bimodality, and then concludes with specific suggestions vis-à-vis the kinds of research directions that might empirically substantiate the usefulness of this concept for second language acquisition in a classroom environment.

Application of Radial Categories to the Second Language Learning of Chinese Learners

2016 ◽  
Vol 6 (5) ◽  
pp. 972
Author(s):  
Xiaqing Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
20Th Century ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Chinese Learners ◽  
Grammar Rules ◽  
Metaphor And Metonymy

As a relatively new discipline which raised in the 20th century Cognitive linguistics has gradually become the mainstream in the development of recent decades. In cognitive linguistics some major theories related with language teaching and learning are construal, categorization, encyclopedic knowledge, symbol, metaphor, and metonymy. In this paper being based on the theory of radial categories the author turns attention to second language learning to explore implications of performance of vocabulary, morphemes, grammar rules, phonology, and intonation in radial categories in the second language learning.

From the editor

2016 ◽  
Vol 6 (4) ◽  
pp. 176
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Curriculum Development ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Teaching

 Message from Editor Dear Readers,It is a great honor for us to publish August 2016 Vol 6 No 4 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Teachers’ Beliefs and Students’ Experiences, Indonesian University Students’ Vocabulary Mastery, Multiple Language Learning, Idiom Transformation and Modification, Computer-Assisted Language Learning, Writing Achievement, Complex Sentence Structures in Patients with Schizophrenia, and The Effect of Second Life on Speaking Achievement have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University

CALL, the foreign-language undergraduate and the teaching of grammar: a linguistic and political battlefield

ReCALL ◽  
1992 ◽  
Vol 4 (7) ◽  
pp. 3-5 ◽  
Author(s):  
Peter Metcalfe
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Recent History ◽  
Present Generation ◽  
The Social ◽  
History Of

The recent history of the teaching of grammar, both for first- and second-language learning, has produced highly polarised and acrimonious debate. The repercussions have extended beyond the boundaries of linguistics into the social and political domain. The present generation of foreign-language undergraduates has been profoundly (if unknowingly) affected by this debate, as reflected in their approach to the learning of grammar, and any consideration of the methodology of language teaching, including that of CALL, must take account of it.

Diane Belcher and Ulla Connor, eds., Reflections on multiliterate lives. (Bilingual Education and Bilingualism, Vol. 26, Series editors Colin Baker & Nancy Hornberger.) Clevedon, England: Multilingual Matters, 2001. Pp. vii, 211. Hb $79.95, pb $29.95.

2002 ◽  
Vol 31 (5) ◽  
pp. 786-790
Author(s):  
Elizabeth Scheyder
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Success Stories ◽  
Professional Careers ◽  
L2 Literacy

Many authors write books and papers about deficits in second language teaching and competence, shining a spotlight on what teachers are doing “wrong” or what students are lacking. In this volume, Diane Belcher and Ulla Connor set out to provide a model that bypasses these negative perspectives and showcases success stories in second (or nth) language learning. The result is a compilation of auto-ethnographies from 18 adults with successful professional careers who were asked to provide their “L1/L2 literacy autobiograph(ies)” (p. 209).

scholarly journals A Pragmatic Study of Humour in Udurawana’s Joke Stories of Sri Lanka: Implications for Second Language Teaching and Learning

2019 ◽  
Vol 9 (7) ◽  
pp. 762
Author(s):  
Upul Priyantha Gamage ◽  
Wellman Kondowe
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Theoretical Models ◽  
Language Teachers ◽  
Teaching Tool ◽  
Conversational Implicature ◽  
Second Language Teaching

This paper presents a step by step approach of unpacking humour in joke stories from Udurawana in Sir-Lanka. The analysis has employed two theoretical models: Grice’s (1975) theory of Conversational Implicature, and Juckel, Bellman and Varan’s (2016) Taxonomy of Humour Techniques. The study has demonstrated that understanding humour involves going through different layers of language given that humour itself does not reside at the surface; but rather inside meanings of words and phrases. The paper appeals to language teachers to utilise humour as a teaching tool owing to the enormous joys it brings in facilitating the teaching and learning of the second language. We conclude that helping learners take baby-steps to decipher humour can lead them into better understanding and fluency of second language learning; an indication of advancement in language acquisition.

scholarly journals Input, Output, and Intake

2021 ◽  
Vol 10 (19) ◽  
pp. 41-45
Author(s):  
Lilia Sulema Bórquez Morales ◽  
Martha Guadalupe Hernández Alvarado
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Input Output ◽  
Use Of Resources ◽  
Innovative Materials ◽  
Basic Concepts ◽  
Teaching Learning ◽  
Learning Area

Within the language teaching-learning area, many factors can be identified as impacting the proficiency of the language students achieve. As teachers, we have gone from searching the latest technologies to creating innovative materials that motivate students, passing through the use of resources that integrate skills and curricular designs that help students develop their autonomy. It is in this environment that we consider it relevant to review basic concepts that help us understand how the information we receive needs to be converted into knowledge in order to produce the language being studied. The concepts of input, output, adn intake are reviewed and the relevance of such concepts in Second Language Learning is pointed out in this essay.

scholarly journals ROLE PLAY AS A TECHNIQUE OF DEVELOPING LEARNERS' PROFESSIONALLY SIGNIFICANT COMPETENCES

2020 ◽  
Vol 5 ◽  
pp. 428
Author(s):  
Natalia Ivanova
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Vocational Training ◽  
Second Language Learning ◽  
Language Teaching ◽  
Role Play ◽  
Foreign Language Teaching ◽  
Military Students ◽  
Acquisition Processes

The article addresses essential aspects of role play as a technique aimed at facilitating military students' professionally significant competences. The study undertaken here advocates the task-based language teaching as an integral part of the military students’ vocational training at the law faculty. Hence the goal of our study is to provide theoretical justification and methodological development of the concept of role play in foreign language teaching as a means of promoting second language learning and facilitating vocational training. We have analysed the impact of role play on the learner acquisition processes and forming of their professionally significant competences. We have identified stages and algorithms of role play, examined its components and characteristics in foreign language teaching. The conceptual framework of the study follows the model of professional competence approach. Research and experience data obtained in our experimental work make it possible to identify the significance of role play in second language learning designed for military students’ professional development in educational programs at law faculties.  

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