Second or foreign language learning through watching audio-visual input and the role of on-screen text

2022 ◽  
pp. 1-30
Author(s):  
Maribel Montero Perez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Foreign Language Learning ◽  
Visual Input ◽  
Future Research ◽  
Different Types ◽  
L2 Learners ◽  
L2 Learning

Abstract This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

scholarly journals The Importance Of Listening In Foreign Language Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 643-646
Author(s):  
Karimova Jamila Shariyevna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Listening Skill ◽  
Different Types

This article is devoted to the role of listening skill and it’s different types in terms of obtaining new language. The stages which are typically used in order to do listening  are given with their instructions in the article.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2018 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This article aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

scholarly journals THE ROLE OF TECHNOLOGY IN EFL CLASSROOM

2014 ◽  
Vol 1 (2) ◽  
pp. 107-118
Author(s):  
Fahri Haswani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
Ministry Of Education ◽  
Conceptual Foundation ◽  
Computer Based ◽  
English Speaking ◽  
Based Instruction

In  response  to  an  appeal  from  Indonesia’s  Ministry  of  Education  and  Culture  to  all universities and colleges to improve the quality of tertiary  education toward regional and international standard, language institutions are making great efforts to further promote the  foreign  language  learning  process.  In  the  last  few  years  there  have  been  dramatic changes  in  the  ways  that  languages  are  taught  by communicative  approach  and  the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become  a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into  the curriculum is not a single concept which is generated from one  single  theory  nor  does  it  give  full  guidelines  for  the  implementation  in  practical situation. This issue constitutes ideas from many different theories. This paper  discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates  the attainment of course goals.  The answer of the question will help  English  teachers  to  clarify  the  real  problems  of  the  initiative  so  that  the  innovation and possible changes can be aligned with the need of the students. However, this literature review  only  covers  limited  issues  related  with  the  role  of  technology  in  EFL  classroom. Further  discussion  from  other  different  points  of  view  is  still  needed  to  create  more complete description of conceptual foundation of the innovation.

scholarly journals The Role of Facebook in Foreign Language Learning

2015 ◽  
Author(s):  
Jacqueline Araya Ríos ◽  
Jorge Luis Espinoza Campos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Title Page

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Recientemente, la tecnología ha venido ejerciendo una gran influencia </span><span>sobre la forma en que se aprende un idioma. Tanto los estudiantes como los profesores están expuestos a la Internet diariamente, y esto puede aprovecharse para enseñar y aprender una lengua extranjera. Por esta razón, es necesario encontrar maneras de combinar la tecnología con la enseñanza de idiomas. Este trabajo presenta los resultados de un estudio llevado a cabo con estudiantes que han estado expuestos al uso de </span><span>Facebook </span><span>en sus cursos de inglés. Se hace hincapié en las formas en que </span><span>Facebook </span><span>puede emplearse como medio para promover la autonomía y se resumen los resultados de la aplicación de esta práctica. </span></p></div></div></div>

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Technical Students ◽  
The Future ◽  
Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .

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