The Effect of Graphic Representation of Knowledge Structures on ESL Reading Comprehension

1992 ◽  
Vol 14 (2) ◽  
pp. 177-195 ◽  
Author(s):  
Gloria Tang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Content Knowledge ◽  
Academic Language ◽  
Esl Students ◽  
Esl Reading ◽  
English Speaking ◽  
Representation Of Knowledge

Research suggests that English as a second language (ESL) students take upwards of 5 years to acquire a level of proficiency in academic language that is comparable to their English-speaking peers. They are likely to be denied full access to school knowledge unless teachers help to bring about student content knowledge learning and second language acquisition simultaneously.

scholarly journals Learning Poetry: Attitudes and Challenges Faced by ESL Students

2020 ◽  
Vol 7 (2) ◽  
pp. 55-69
Author(s):  
Hafilah Zainal Abidin ◽  
Taufik Lock Kim Wai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Attitude ◽  
English Language ◽  
Language Skills ◽  
Esl Students ◽  
Selection Of

Learning literature, as part of the English Language Syllabus, has been practiced in many countries. In Malaysia, literature is incorporated as a component and an authentic means of learning the language with the hope that students acquire the desired language skills. However, poetry, one of the genres in the component, is the least favourable among students. This paper investigates students’ attitude towards learning poetry and the challenges they encountered learning poetry. Data from 120 respondents were collected through questionnaire and interviews. The findings revealed that the selection of texts for poetry in the literature component and teacher’s methodology play a role in cultivating students' interest in learning not only the language but also the context, culture, and values as well as inculcating a positive attitude towards learning poetry in second language acquisition.

scholarly journals Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

2020 ◽  
Vol 10 (12) ◽  
pp. 391
Author(s):  
Blanka Klimova ◽  
Katarina Zamborova
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Academic Success ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Applications ◽  
New Technologies ◽  
Mobile Apps ◽  
Academic Goals ◽  
Learner Motivation

Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.

scholarly journals Language Learning Exposure and Grammatical Proficiency of Intermediate Pupils

2020 ◽  
Vol 3 (2) ◽  
pp. 73-74
Author(s):  
Marz Kimberly T. Salas ◽  
Ma. Judy B. Legaspi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Catholic School ◽  
The Philippines ◽  
Holistic Process ◽  
English Speaking ◽  
The Difference ◽  
The Relationship

The Philippines is recognized globally as one of the largest English-speaking nations. The majority of its population has at least some degree of fluency in the language. Filipinos are exposed to the heavy usage of English, not just in school but also in their everyday lives. Exposing elementary pupils to different language learning sources (home, friends, school, and media) can help them acquire the language more easily. Thus, the second-language acquisition is a holistic process, which means acquiring the second language is not confined within the four walls of the classroom. This paper describes the extent of language learning exposure and the level of grammatical proficiency of Grade 6 pupils of a Catholic school in Bacolod City. Similarly, it explores the difference in the pupils' extent of language learning exposure and level of grammatical proficiency. Also, it determines the relationship between language learning exposure and grammatical proficiency.   

scholarly journals Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

2018 ◽  
Vol 68 (2) ◽  
pp. 392-437 ◽  
Author(s):  
Kara Morgan-Short ◽  
Emma Marsden ◽  
Jeanne Heil ◽  
Bernard I. Issa II ◽  
Ronald P. Leow ◽  
...  
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Attention

Syntactic Markedness and Language Acquisition

1985 ◽  
Vol 7 (1) ◽  
pp. 15-35 ◽  
Author(s):  
Irene Mazurkewich
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Case Theory ◽  
Case Assignment ◽  
English Speaking ◽  
Native English Speaking

The aim of this paper is to demonstrate the role played by linguistic universals in second language acquisition. Research reported here focuses on the acquisition of dative structures and dative questions in a passive context in English by French and Inuit (Eskimo) students. Data were also elicited from native English-speaking students to serve as the norm. The data are interpreted within the theory of markedness and core grammar, as well as Case theory. The results of the testing, showing that unmarked forms are acquired before marked ones, are consistent with the predictions made by the theory of markedness and the property of adjacency which is crucial for Case assignment.

scholarly journals Input-output relation in second language acquisition

2021 ◽  
Author(s):  
Gyu-Ho Shin ◽  
Boo Kyung Jung
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Input Output ◽  
L2 Acquisition ◽  
Form Function ◽  
Initial Stage ◽  
English Speaking

Abstract Studies on the role of input in L2 acquisition often estimate L2 input properties through L1 corpora and focus on L2-English. This study probes the initial stage of L2-Korean learning for adult English-speaking beginners of Korean to investigate input-output relations in the acquisition of L2 that is typologically different from English in a more direct manner. We specifically ask how L2 beginner input affects L2 beginner production with respect to Korean postpositions. For this purpose, we investigate how the beginners receive input regarding Korean postpositions from a textbook and to what extent the input characteristics are manifested in learner writing. We found that, whereas the presentation of certain postpositions in the textbook was generally reflected in learner writing, individual postpositions showed disparity in their use between the textbook and the writing. Implications of the findings are discussed in light of L1-L2 differences and how the textbook presents form-function pairings of these postpositions.

Re-Purposing a Recreational Video Game as a Serious Game for Second Language Acquisition

2010 ◽  
pp. 178-195 ◽  
Author(s):  
Yolanda A. Rankin ◽  
Marcus W. Shute
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Serious Games ◽  
Vocabulary Acquisition ◽  
Native Speakers ◽  
Serious Game ◽  
Role Playing Game ◽  
Developer Tools

Serious games designed for educational purposes promote acquisition of knowledge and skills that are valued in the both the virtual realm and the real world. However, the million dollar question is how do we design serious games that produce positive learning outcomes without sacrificing the element of fun? The authors’ answer is simple but no less profound. Don’t recreate the wheel; instead use it to create new technology! Using this premise, they re-purpose the recreational Massively Multiplayer Online Role Playing Game (MMORPG) EverQuest® II as a serious game, leveraging the entertainment value and readily accessible developer tools to promote learning in the context of Second Language Acquisition (SLA). They outline the process of transformation, first identifying the affordances attributed to MMORPGs and then evaluating the impact of gameplay experiences on SLA. Promising results from experimental studies reveal that in-game social interactions in the target language between native speakers and non native speakers provide a higher degree of engagement and significantly increase second language vocabulary acquisition and reading comprehension skills compared to traditional classroom instruction. They conclude with the design of two game modules that promote vocabulary acquisition, reading comprehension and conversational fluency.

Morphological insensitivity in second language processing

2004 ◽  
Vol 25 (4) ◽  
pp. 603-634 ◽  
Author(s):  
NAN JIANG
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Processing ◽  
Word Reading ◽  
Morphological Knowledge ◽  
Second Language Processing ◽  
Language Competence ◽  
Esl Learners

Two competing explanations exist regarding the nature of morphological difficulty in adult second language acquisition: competence deficit versus performance deficiency. This study tested these explanations by examining English as a second language (ESL) learners' morphological performance in reading comprehension tasks. Chinese ESL speakers were asked to read English sentences for comprehension in three self-paced word by word reading experiments. Their reading times were measured to determine if they were sensitive to idiosyncrasies/disagreement in sentences that do and do not involve the number morpheme. The results show that they are not sensitive to number disagreement, but sensitive to other idiosyncrasies tested. This insensitivity to the number morpheme suggests that their morphological knowledge is not an integrated part of their automatic second language competence.

scholarly journals Role-Play: Taking the Line of Least Resistance

2012 ◽  
Vol 2 (2) ◽  
pp. 258
Author(s):  
Mohamad Jafre Zainol Abidin ◽  
Monir Sadat Hosseini ◽  
Monir Sadat Hosseini
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Essential Role ◽  
Role Play ◽  
Esl Students ◽  
Effective Technique ◽  
Esl Classroom

Today, one of the main concerns in second language acquisition is to learn how to communicate orally with others. So speaking has played an increasingly essential role in second language settings. However, in many universities, ESL students rarely communicate effectively in English with other people. They would rather remain passive when a communicative task is assigned. Such a phenomenon has long left many ESL practitioners defeated. This had prompted the research to ascertain the effectiveness of role-play in eradicating the problem. Using Kolb (1984) model in the ESL classroom experimentally, after fourteen weeks, the outcomes showed that role-play is an effective technique to enhance the learners' confidence and their oral competency.

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