scholarly journals Variations in phonological working memory: Linking early language experiences and language learning outcomes

2017 ◽  
Vol 38 (6) ◽  
pp. 1265-1300 ◽  
Author(s):  
LARA J. PIERCE ◽  
FRED GENESEE ◽  
AUDREY DELCENSERIE ◽  
GARY MORGAN
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Learners ◽  
Language Processing ◽  
Oral Language ◽  
Processing System ◽  
Adopted Children ◽  
Early Language ◽  
Language Input

ABSTRACTIn order to build complex language from perceptual input, children must have access to a powerful information processing system that can analyze, store, and use regularities in the signal to which the child is exposed. In this article, we propose that one of the most important parts of this underlying machinery is the linked set of cognitive and language processing components that comprise the child's developing working memory (WM). To examine this hypothesis, we explore how variations in the timing, quality, and quantity of language input during the earliest stages of development are related to variations in WM, especially phonological WM (PWM), and in turn language learning outcomes. In order to tease apart the relationships between early language experience, WM, and language development, we review research findings from studies of groups of language learners who clearly differ with respect to these aspects of input. Specifically, we consider the development of PWM in children with delayed exposure to language, that is, children born profoundly deaf and exposed to oral language following cochlear implantation and internationally adopted children who have delayed exposed to the adoption language; children who experience impoverished language input, that is, children who experience early bouts of otitis media and signing deaf children born to nonsigning hearing parents; and children with enriched early language input, that is, simultaneous bilinguals and second language learners.

scholarly journals Optimizing auditory input for foreign language learners through a verbotonal-based dichotic listening approach

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Xirui Cai ◽  
Andrew Lian ◽  
Nattaya Puakpong ◽  
Yaoping Shi ◽  
Haoqiang Chen ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Processing ◽  
Dichotic Listening ◽  
Event Related Potential ◽  
Hemispheric Dominance ◽  
Foreign Language Learners ◽  
Language Input ◽  
The Right ◽  
The Brain

AbstractThe quality of the physical language signals to which learners are exposed and which result in neurobiological activity leading to perception constitutes a variable that is rarely, if ever, considered in the context of language learning. It deserves some attention. The current study identifies an optimal audio language input signal for Chinese EFL/ESL learners generated by modifying the physical features of language-bearing audio signals. This is achieved by applying the principles of verbotonalism in a dichotic listening context. Low-pass filtered (320 Hz cut-off) and unfiltered speech signals were dichotically and diotically directed to each hemisphere of the brain through the contralateral ear. Temporal and spatial neural signatures for the processing of the signals were detected in a combined event-related potential (ERP) and functional magnetic resonance imaging (fMRI) experiment. Results showed that the filtered stimuli in the left ear and unfiltered in the right ear (FL-R) configuration provided optimal auditory language input by actively exploiting left-hemispheric dominance for language processing and right-hemispheric dominance for melodic processing, i.e., each hemisphere was fed the signals that it should be best equipped to process—and it actually did so effectively. In addition, the filtered stimuli in the right ear and unfiltered in the left ear (L-FR) configuration was identified as entirely non-optimal for language learners. Other outcomes included significant load reduction through exposure to both-ear-filtered FL-FR signals as well as the confirmation that non-language signals were recognized by the brain as irrelevant to language and did not trigger any language processing. These various outcomes will necessarily entail further research.

scholarly journals In search of resilient and fragile properties of language

2014 ◽  
Vol 41 (S1) ◽  
pp. 64-77 ◽  
Author(s):  
SUSAN GOLDIN-MEADOW
Keyword(s):  
Young Children ◽  
Language Learning ◽  
Language Learners ◽  
Great Promise ◽  
Artificial Language ◽  
Fundamental Properties ◽  
Linguistic Input ◽  
Language Input

ABSTRACTYoung children are skilled language learners. They apply their skills to the language input they receive from their parents and, in this way, derive patterns that are statistically related to their input. But being an excellent statistical learner does not explain why children who are not exposed to usable linguistic input nevertheless communicate using systems containing the fundamental properties of language. Nor does it explain why learners sometimes alter the linguistic input to which they are exposed (input from either a natural or an artificial language). These observations suggest that children are prepared to learn language. Our task now, as it was in 1974, is to figure out what they are prepared with – to identify properties of language that are relatively easy to learn, the resilient properties, as well as properties of language that are more difficult to learn, the fragile properties. The new tools and paradigms for describing and explaining language learning that have been introduced into the field since 1974 offer great promise for accomplishing this task.

iPad and iPod in the Language Classrooms

2018 ◽  
pp. 286-306
Author(s):  
Martine Pellerin
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Language Learners ◽  
Oral Language ◽  
Learning Experiences ◽  
Collaborative Action Research ◽  
Mobile Technologies ◽  
Language Classrooms ◽  
Innovative Learning ◽  
Innovative Learning Environments

The chapter examines how the use of emergent mobile technologies such as iPad and iPod in the classroom with young language learners can promote innovative learning environments and authentic oral language learning experiences. The chapter is based on a collaborative action research (CAR) project involving young French language learners in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies support the creation of innovative learning environments and authentic oral language learning experiences through collaborative dialogue and peer-peer scaffolding among young language learners. The outcomes of the inquiry also demonstrate that the use of mobile devices such as iPad and iPod promotes the emergence of metacognitive reflection among learners, as well as a greater sense of agency and autonomy.

Interpreting phonological memory performance in bilinguals

2017 ◽  
Vol 38 (6) ◽  
pp. 1333-1336
Author(s):  
Margarita Kaushanskaya
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Memory Performance ◽  
Bilingual Children ◽  
Phonological Memory ◽  
Language Experience ◽  
Early Language ◽  
Central Hypothesis ◽  
The Relationship

The central hypothesis in the Pierce, Genesee, Delcenserie, and Morgan article is that phonological memory is key to explaining the relationship between early language experience (more specifically, less and more optimal ends of the language-experience continuum) and language learning outcomes. One piece of evidence offered is that phonological memory skills are enhanced by bilingualism, with bilingualism representing enriched experience. Here, I propose that data from bilingual children may contradict Pierce et al.’s central hypothesis, rather than support it.

Language Loss and Language Learning in Internationally Adopted Children

2019 ◽  
pp. 469-480
Author(s):  
Lara J. Pierce ◽  
Fred Genesee ◽  
Denise Klein
Keyword(s):  
Language Learning ◽  
Language Processing ◽  
Adopted Children ◽  
Language Attrition ◽  
Activation Patterns ◽  
L2 Processing ◽  
L1 Attrition ◽  
Internationally Adopted Children ◽  
L1 And L2 ◽  
Internationally Adopted

Internationally adopted (IA) children begin acquiring one language from birth (L1), but typically discontinue it in favour of their adoption language (L2). Language attrition occurs quickly with IA children unable to speak/understand their L1 within months of adoption. However, as adults IA test participants show certain advantages in this language compared to monolingual speakers never exposed to it, suggesting that certain elements of the L1 may be retained. Neuroimaging studies have found that IA participants exhibit brain activation patterns reflecting the retention of L1 representations and their influence on L2 processing. This chapter reviews research on L1 attrition in IA children, discussing whether/how elements of the L1 may be retained. It discusses how L1 attrition versus retention might influence subsequent language processing in the L1 and L2. Implications of language attrition versus retention patterns observed in IA participants for neuroplasticity and language acquisition are also discussed beyond this specific group.

scholarly journals FOREIGN LEARNERS’ PERCEPTION, SATISFACTION, AND LEARNING OUTCOME IN LEARNING INDONESIAN LANGUAGE

2021 ◽  
Vol 40 (1) ◽  
pp. 133-146
Author(s):  
Imam Suyitno ◽  
Kusubakti Andayani ◽  
Peni Dyah Anggari ◽  
Taufiq Kurniawan ◽  
Heni Dwi Arista
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Learners ◽  
Learning Outcome ◽  
High Learning ◽  
Qualitative And Quantitative ◽  
Learning Satisfaction ◽  
Foreign Language Learners ◽  
Communication Needs

Indonesian language learning institute for foreign learners emphasizes on increasing the experiences and skills of foreigners to speak Indonesian in the real context. One of the models used to achieve this is by optimizing the learning process. Therefore, this research studied the learning model and its impact on the perceptions, satisfaction, and outcomes using qualitative and quantitative approaches. The sample study consists of 21 foreign learners and 10 tutors. Data were obtained from the experiential-tutorial learning, scores of perception, satisfaction, and outcomes through interviews, questionnaires, and tutor assessment on the speaking abilities recorded on document sheets. The study found that the experiential-tutorial learning was developed based on the learners’ daily communication needs. The statistical analysis results showed that the average scores of their perception, satisfaction, and learning outcomes were in the high category. Therefore, foreign learners have a good perception and high learning satisfaction in conducting experiential-tutorial learning to increase their outcomes. These findings indicate that experiential-tutorial learning is an effective model for foreign language learners.

The Neurolinguistics of Bilingualism

2019 ◽  
pp. 260-294 ◽  
Author(s):  
David W. Green ◽  
Judith F. Kroll
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Processing ◽  
Second Language Learners ◽  
Control Mechanisms ◽  
Neural Basis ◽  
New Findings ◽  
Tightly Coupled ◽  
New Research

In the last two decades, the development of new methods for imaging and tracking the neural basis of language processing has revealed remarkable evidence for plasticity. Perhaps no other topic on language has exploited these developments as fully as bilingualism. Until recently, the acquisition and use of a second language, especially for adults, had been taken to be a model of how language processes might be constrained beyond early childhood. The new research has exposed a system that is more open to new language learning and more tightly coupled to the brain networks that engage cognitive control mechanisms than previously understood. This chapter reviews the most exciting new findings on how second-language learners and bilinguals adapt to the openness of the system to enable proficient language use. In this way, bilingualism becomes a model for the development of neuroplasticity across the life span.

The effects of language and communication training on nursing students’ self-perceived communicative competence

2021 ◽  
Vol 54 (2) ◽  
pp. 119-137
Author(s):  
Marilize Pretorius
Keyword(s):  
Nursing Students ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Training Programme ◽  
Learning Needs ◽  
Self Perceptions ◽  
Awareness Raising

Nursing students are typically unable to identify and label their language-learning needs accurately, which can impact on their learning behaviour and learning outcomes. Gathering information about learners’ perceptions of their communicative competence, as indicators of their learning needs, can guide pedagogic decisions made during training as well as being used to evaluate the effects of training. This study focuses on changes in nursing students’ perceptions of their communicative competence from before to after training. A pre- and post- training questionnaire on self-perceived communicative competence is used to investigate changes in nursing students (n=27) self-perceptions during an English language-training programme. The results show that the participants’ self-perceived communicative competence increases significantly from before to after training. However, while the Culture and Rapport components of overall communicative competence show significant increase from before to after training, the Comprehension component does not. These results indicate the effects of the training on the changes in learners’ perceptions of their communicative competence, which holds implications for the design and implementation of training, particularly in terms of awareness raising activities that can help language learners become competence accommodators.

iPad and iPod in the Language Classrooms

2020 ◽  
pp. 658-678
Author(s):  
Martine Pellerin
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Language Learners ◽  
Oral Language ◽  
Learning Experiences ◽  
Collaborative Action Research ◽  
Mobile Technologies ◽  
Language Classrooms ◽  
Innovative Learning ◽  
Innovative Learning Environments

The chapter examines how the use of emergent mobile technologies such as iPad and iPod in the classroom with young language learners can promote innovative learning environments and authentic oral language learning experiences. The chapter is based on a collaborative action research (CAR) project involving young French language learners in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies support the creation of innovative learning environments and authentic oral language learning experiences through collaborative dialogue and peer-peer scaffolding among young language learners. The outcomes of the inquiry also demonstrate that the use of mobile devices such as iPad and iPod promotes the emergence of metacognitive reflection among learners, as well as a greater sense of agency and autonomy.

Features of Language Learning in Handheld Electronic Devices

2011 ◽  
Vol 63-64 ◽  
pp. 94-97
Author(s):  
Gao Da He ◽  
Hui Chen
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Electronic Devices ◽  
Foreign Language Learners ◽  
Language Input ◽  
Handheld Electronic Devices

Handheld electronic devices promote M-learning greatly. Foreign language learners favour the learning environment in handheld electronic devices. The authors explore the features of language learning in handheld electronic devices from the prospective of language input theory.The paper discusses the comprehension, nature and authenticity, abundance and varieties in language learning with handheld electronic devices.

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