Review of doctoral research in second language acquisition, language learning and teaching in Poland (2006–2010)

2012 ◽  
Vol 45 (3) ◽  
pp. 347-375
Author(s):  
Krystyna Droździał-Szelest ◽  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Overall Evaluation ◽  
Doctoral Dissertations

This paper reviews 25 doctoral dissertations on second language acquisition (SLA), English language learning and teaching submitted in Poland in the years 2006–2010. The theses were selected for review on the basis of the recommendations of Ph.D. supervisors from leading Polish universities and they are divided into six groups: learner autonomy, individual differences, language subsystems and skills, culture, assessment and miscellaneous. The dissertations are discussed with respect to their main findings as well as their strengths and weaknesses, and the paper concludes with an overall evaluation of the research in terms of its dominant themes and methodology.

scholarly journals AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Christina Atika Yulina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Textbook Analysis ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
Material Analysis

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

English-Language Learning at Their Fingertips

2015 ◽  
pp. 1950-1970 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2011

2012 ◽  
Vol 45 (4) ◽  
pp. 407-408
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that there were two tied winners of the 2011 Christopher Brumfit thesis award: Dr Cecilia Guanfang Zhao and Dr Catherine van Beuningen. Both theses were selected by an external panel of judges on the basis of their significance to the field of second language acquisition, second or foreign language learning and teaching, as well as their originality, creativity and quality of presentation.

English-Language Learning at their Fingertips

2015 ◽  
Vol 7 (2) ◽  
pp. 45-63 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

2017 ◽  
pp. 116-130 ◽  
Author(s):  
Edo Forsythe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Digital Technology ◽  
Computer Assisted ◽  
Flipped Learning ◽  
Sociocultural Learning ◽  
Learning And Teaching

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

2016 ◽  
pp. 1-20
Author(s):  
Edo Forsythe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Digital Technology ◽  
Computer Assisted ◽  
Flipped Learning ◽  
Sociocultural Learning ◽  
Learning And Teaching

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

Learning English as a Second Language through Social Media: Saudi Arabian Tertiary Context

2016 ◽  
Vol 8 (6) ◽  
pp. 112 ◽  
Author(s):  
Amin Ali Al Mubarak
Keyword(s):  
Social Media ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Saudi Arabian ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Perceptions And Attitudes ◽  
Saudi Arabian Students ◽  
Learning English

This paper aims to identify the role of social media in learning English as a second language among Saudi Arabian students. Four year students majoring B A in English at Al Ardh college of Science and Arts for girls in Jazan University were identified as the participants of this study. The instrument of this study is a comprehensive questionnaire, which is constructed in order to explore the students’ perceptions and attitudes on using social media for English language learning. It is found that majority of the participants use social media to enhance their communication skills. Moreover, the result revealed that collaborative learning that are embedded in a social media may help improve learning activities which in turn leads to the success of learning English as a second language. Apart from that, some of the problems encountered when using social media and combined group work in the learning and teaching of English as a second language at Tertiary level are also highlighted. Most importantly, the students agreed that social media has by and large affected in their English language learning skills. 

scholarly journals Does Critical Period Affect Bilingual Advantage for Working Memory and Metacognition?

2020 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Kexuan Huang
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Critical Period ◽  
Language Experience ◽  
Learning And Teaching ◽  
Bilingual Advantage ◽  
Experience Questionnaire

There have been many studies exploring the advantages that bilingualism confers to individuals’ working memory and metacognition (see Ransdell, 2006; Del Missier et al., 2010). The hypothesis of language critical period states that if no language learning and teaching happen during the critical period, an individual will never be able to fully grasp any language to a full extent (Fromkin et al., 1974). This study investigates whether late bilingualism (second language acquisition after the critical period) will positively affect a person’s working memory and metacognition just like early bilingualism (second language acquisition before the critical period) does. Sixty Chinese persons between the ages of 18 and 35 participated in my online experimental protocol, including a language experience questionnaire, a reading comprehension exam, and a reading span task. I found that late bilingualism poses a similar advantage to an individual’s working memory as early bilingualism, while it negatively affects an individual’s metacognitive awareness of their own language ability. 

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