scholarly journals Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences

2015 ◽  
Vol 37 (4) ◽  
pp. 813-840 ◽  
Author(s):  
KAZUYA SAITO ◽  
KEIKO HANZAWA
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Target Language ◽  
Oral Performance ◽  
Language Classrooms ◽  
Picture Description ◽  
Description Task ◽  
Cram School ◽  
Temporal Qualities

ABSTRACTThe current study aimed to examine how instruction can impact the global, segmental, prosodic, and temporal qualities of second language (L2) oral ability in foreign language (FL) settings (i.e., a few hours of target language input per week). Spontaneous speech was elicited via a timed picture description task from 56 Japanese freshman college students who had studied English through FL instruction from Grades 7 to 12 without any experience abroad. The tokens were rated for global accentedness and then submitted to segmental, prosodic, and temporal analyses. According to statistical analyses, (a) the participants' oral performance widely varied in relation to the length and focus of FL instruction, the frequency of their conversations in the L2, and aptitude; and (b) their diverse proficiency levels were predicted in particular by the amount of extra FL activities inside (i.e., pronunciation training) and outside (i.e., cram school) of high school (but not junior high) classrooms. The results in turn suggest that whereas extensive FL instruction (>875 hr) itself does make some difference in L2 oral ability development, its pedagogical potential can be increased by how students optimize their most immediate FL experience beyond the regular syllabus.

scholarly journals Second language pragmatic ability: Individual differences according to environment

2015 ◽  
Vol 5 (4) ◽  
pp. 519-556 ◽  
Author(s):  
Lauren Wyner ◽  
Andrew D. Cohen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teacher Development ◽  
Native Speaker ◽  
Research Literature ◽  
Target Language ◽  
Individual Factors ◽  
Discussion Section ◽  
Pragmatic Transfer

The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.

scholarly journals Formulaic Sequences and the Implications for Second Language Learning

2016 ◽  
Vol 9 (8) ◽  
pp. 39 ◽  
Author(s):  
Qi Xu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Review Of Literature ◽  
Formulaic Sequences

<p>The present paper is a review of literature in relation to formulaic sequences and the implications for second language learning. The formulaic sequence is a significant part of our language, and plays an essential role in both first and second language learning. The paper first introduces the definition, classifications, and major features of formulaic sequences. Then relevant studies on second language learning are reviewed, and pedagogical implications will be drawn from previous research. It is suggested that more emphasis should be put on prefabs in foreign language teaching, but at the same time, there is also danger of overemphasizing the role of prefabs in SLA research, given limited exposure to the target language in a foreign language learning environment.</p>

NEGOTIATED INTERACTION IN TARGET LANGUAGE CLASSROOM DISCOURSE.Jamila Boulima. Amsterdam: Benjamins, 1999. Pp. xiv + 338. $79.00 cloth.

2001 ◽  
Vol 23 (1) ◽  
pp. 126-128
Author(s):  
Alison Mackey
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Target Language ◽  
Review Of The Literature ◽  
Comprehensive Review ◽  
Language Classroom ◽  
Negotiated Interaction ◽  
Language Classrooms ◽  
The Subject

The topic of this book, part of a new series published by Benjamins entitled Pragmatics and beyond, is negotiated interaction. It begins with a lengthy introduction to the subject matter, and then presents an empirical study of negotiated interaction in English as a foreign language classrooms in Morocco. The first two chapters (a third of the text) seek to operationalize interaction and define the role of negotiated interaction in second language acquisition (SLA). These chapters are useful in the sense that they provide a fairly comprehensive review of the literature prior to 1991. However, the field has come a long way since that time, and a decade of crucial work is missing from this 1999 book.

scholarly journals The role of input in second language oral ability development in foreign language classrooms: A longitudinal study

2016 ◽  
Vol 22 (4) ◽  
pp. 398-417 ◽  
Author(s):  
Kazuya Saito ◽  
Keiko Hanzawa
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
First Year ◽  
Continuous Change ◽  
First Semester ◽  
English Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Academic Year

The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary and grammar qualities. According to the statistical analyses, the total amount of input (operationalized as number of English classes taken and L2 use outside of classrooms) was significantly related to the participants’ quick and immediate development of fluency and lexicogrammar during the first semester. Their pronunciation development was mixed, either subject to continuous change over two academic semesters (for prosody) or limited within the timeframe of the study (for segmentals). Similar to naturalistic L2 speech learning, the findings support the multifaceted role of input in different areas of oral proficiency development in foreign language classrooms.

The Direct Method

2017 ◽  
Author(s):  
Purwarno
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

scholarly journals Teaching Sociolinguistics: A Medium for Cultural Awareness of Indonesian University Foreign Language Learners

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 192
Author(s):  
Agnes Herawati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cultural Awareness ◽  
Target Language ◽  
Language Usage ◽  
Research Results ◽  
Foreign Language Learners ◽  
Language Classrooms

This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs. Sociolinguistics provides useful examples of language usage in different genres, including how culture influences people in using a language. The opportunities of learning other cultures through language will take the students to the higher level of appreciation of the culture of the target language. To determine how this outcome can be achieved in the language classrooms, this paper provides a review of closely connected literature about how to bridge the gap between cultures in particular. However, to increase its completeness and relevance, this paper also provides some research results that reveal how teaching Sociolinguistics has taken its new applicability and importance, and furthermore adds the effects on how students become more proficient and enthusiastic about their learning. 

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