scholarly journals Erratum

1994 ◽  
Vol 16 (3) ◽  
pp. 359-360
Author(s):  
James P. Lantolf
Keyword(s):  
Language Learning ◽  
Seminal Work ◽  
Erroneous Statement ◽  
Made In

I would like to apologize to Robin Scarcella and Rebecca Oxford for an erroneous statement I made in my review of their book, The Tapestry of Language Learning. In the review I accused the authors of not referencing Vygotsky's seminal work, Thought and Language. Upon rereading the review, I suddenly realized that the authors do indeed cite the first volume of Vygotsky's collected works which includes his Thought and Language.

The construction of units in conversational talk

2000 ◽  
Vol 29 (4) ◽  
pp. 477-517 ◽  
Author(s):  
MARGRET SELTING
Keyword(s):  
Conversation Analysis ◽  
Activity Type ◽  
Seminal Work ◽  
Conversational Context ◽  
Linguistic Unit ◽  
Definition Of ◽  
Made In

The notion of Turn-Constructional Unit (TCU) in Conversation Analysis has become unclear for many researchers. The underlying problems inherent in the definition of this notion are here identified, and a possible solution is suggested. This amounts to separating more clearly the notions of TCU and Transition Relevance Place (TRP). In this view, the TCU is defined as the smallest interactionally relevant complete linguistic unit, in a given context, that is constructed with syntactic and prosodic resources within their semantic, pragmatic, activity-type-specific, and sequential conversational context. It ends in a TRP unless particular linguistic and interactional resources are used to project and postpone the TRP to the end of a larger multi-unit turn. This suggestion tries to spell out some of the assumptions that the seminal work in CA made in principle, but never formulated explicitly.

Grammar learning strategies as a key to mastering second language grammar: A research agenda

2019 ◽  
Vol 53 (3) ◽  
pp. 358-370
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research Agenda ◽  
Language Learning Strategies ◽  
Real Time Processing ◽  
Time Processing ◽  
Grammar Learning ◽  
Grammar Rules ◽  
Based Instruction ◽  
Made In

AbstractAlthough major advances have been made in research on language learning strategies (LLS), there are some areas that have been somewhat surprisingly neglected by specialists. This applies without doubt to the strategies that learners draw on to better understand and learn grammar rules but also to employ grammar structures in real-time processing, as required in spontaneous communication. In this paper, I outline a research agenda for grammar learning strategies (GLS), identifying three distinct lines of inquiry: (1) identification and measurement of GLS, (2) examination of factors moderating GLS use, and (3) strategies-based instruction as applied to GLS. Although these three areas are to some extent reflective of the main foci of empirical investigations in research on LLS, in each case, I try to demonstrate how cutting-edge theoretical and empirical developments can be applied to the study of GLS. For each of the three areas, I propose research tasks the execution of which has the potential of moving research on GLS forward.

scholarly journals Graffiti on the walls: an action research plan on how making authentic opportunities for student composition helps Latin 1 comprehension

2019 ◽  
Vol 20 (39) ◽  
pp. 101-104
Author(s):  
Jacob Holke
Keyword(s):  
High School ◽  
Action Research ◽  
Language Learning ◽  
Student Learning ◽  
Research Plan ◽  
Classical Language ◽  
Student Composition ◽  
Made In

With the changes made in the new US Standards for Classical Language Learning, pedagogy needs to develop to better meet the updated standards for student learning. One of the major changes is that reading Latin is no longer the sole pursuit of a high school Latin class (Standards, 2017; Natoli, 2018). The new standards recognise that students learn in diverse ways and that students need to learn about and interact with the cultures they are studying.

scholarly journals KESALAHAN DEIKSIS DALAM KARANGAN MAHASISWA PADA NIVEAU A2 DI JURUSAN SASTRA JERMAN UM

LingTera ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 27 ◽  
Author(s):  
Lilis Afifah ◽  
Pratomo Widodo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
German Literature ◽  
Foreign Language Learning ◽  
Social Psychological ◽  
Psychological Conditions ◽  
Spatial Deixis ◽  
Demonstrative Pronouns ◽  
Observation Method ◽  
Made In

Penelitian ini bertujuan untuk mengetahui kesalahan-kesalahan yang terdapat dalam penggunaan deiksis persona, deiksis tempat, dan deiksis waktu dalam karangan mahasiswa pada Niveau A2 di Jurusan Sastra Jerman UM serta mengetahui faktor-faktor penyebabnya. Subjek penelitian adalah karangan mahasiswa yang dihasilkan dalam matakuliah Aufsatz II. Objek penelitiannya adalah kesalahan deiksis persona, kesalahan deiksis tempat, dan kesalahan deiksis waktu. Proses pengumpulan data menggunakan metode simak yang terdiri dari teknik dasar yang berwujud teknik sadap dan dilanjutkan dengan teknik simak bebas libat cakap. Instrumen penelitian adalah peneliti (human instrument). Keabsahan data dicapai melalui intrarater dan interrater. Selanjutnya data dianalisis dengan metode agih. Hasil penelitian ini adalah sebagai berikut. Dalam karangan mahasiswa ditemukan kesalahan-kesalahan yang terkandung dalam deiksis persona, deiksis tempat, dan deiksis waktu. Faktor yang menyebabkan kesalahan tersebut adalah interferensi, over generalisasi, strategi komunikasi, elemen pembelajaran bahasa asing, kurangnya kontras, kondisi sosial psikologis pembelajar, efek domino, dan redundansi. ________________________________________________________________________________________________________________ DEIXIS ERRORS IN STUDENTS’ ESSAYS IN THE DEPARTMENT OF GERMAN LITERATURE OF UM Abstract This study aimed at determining the erros in using personal deixis, spatial deixis, and temporal deixis in students’ essays on Niveau A2 in the Department of German Literature of UM and also aimed at determining the factors that motivate the occurrence of deixis errors. The subjects were essays written by students which were made in the course of Aufsatz II. The research objects were personal deixis errors, spatial deixis errors, and temporal deixis errors. The data were collected using the observation method which consisted of basic techniques in the form of recording techniques and continued by using the technique of uninvolved-conversation observation. The research instrument in this study was the researcher (human instrument). The data trustworthiness was gained through intrarater and interrater. Furthermore, the data were analyzed by using the distributional method.The results of this study are as follows. In the essay of Niveau A2 students in the German Literature Department of UM, there are some errors in using personal deixis, spatial deixis, and temporal deixis. Errors of personal deixis are realized in six forms of pronouns: personal pronouns, relative pronouns, indefinite pronouns, demonstrative pronouns, and possessive pronouns. Errors of spatial deixis are realized in adverbs and verbs. Errors of temporal deixis are realized in adverbs and tenses. The occurrences of those errors are motivated by a variety of factors, i.e. interference, over-generalization, communication strategies, elements of foreign language learning, a lack of contrast, the students’ social psychological conditions, domino effect, and redundancy. Keywords: errors, deixis, essay

scholarly journals ORDER OF MORPHEMES ACQUIRED BY THE FIRST SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT THE FACULTY OF EDUCATION

2017 ◽  
pp. 1-21
Author(s):  
Viator Lumban Raja
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
English Department ◽  
First Semester ◽  
Catholic University ◽  
Faculty Of Education ◽  
Derivational Morphemes ◽  
Academic Year ◽  
Regular Verb ◽  
Made In

This research is pertinent to the morphemes made in the writing examination by the first semester students or freshman of English Department of Faculty of Education Catholic University of Saint Thomas in the academic year 2012/2013. There are two classes of the first semester students in English Department, and one class with 34 students is taken out as a sample to represent the whole first semester students in the academic year 2012/2013. The research data is taken from the result of the first semester writing examination, especially paragraph writing. Thus, there are 34 paragraphs thoroughly examined one by one to obtain morphemes both inflectional and derivational morphemes, including compounding words. The result of data analysis shows that the students produce 550 morphemes comprising 450 inflectional morphemes, 100 derivational morphemes, and 20 compounding words. Of the inflectional morphemes, irregular past morpheme amounts to 169, and that of regular one amounts to 101. But if it is seen from the verb form without the frequencies, the regular verb form amounts to 59 verbs, while the irregular amounts to 36 verbs only. In other words, the irregular verb form has much more frequencies than that of the regular one. Then, this number is followed by the plural morpheme which amounts to 77 frequencies. Meanwhile, of the derivational morphemes, noun suffix {-ing} has the highest position, namely 57 frequencies, then followed by adjective with 28 frequencies, adverb with15 frequencies and verb with 1 frequency. Based on the data analysis, it can be concluded that the easiest morphemes are the most produced by the students, and then followed by the most difficult morphemes. This is in line with the language learning theory which says that the learners will grasp the easiest parts first, then gradually move to the more difficult.

scholarly journals Difficult contrasts: an analysis of phonemic distinctions in the English of young Norwegian learners seen against the backdrop of incidental foreign language learning

2014 ◽  
Vol 8 (1) ◽  
pp. 10
Author(s):  
Kåre Nitter Rugesæter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
L2 Acquisition ◽  
Language Competence ◽  
Foreign Language Acquisition ◽  
Passive Exposure ◽  
Computer Based ◽  
State Schools ◽  
Made In

Norwegian children in the 21st century are quite massively exposed to English as an L2, primarily through subtitled television programmes, films and various computer-based activities. The article investigates to what extent this passive exposure influences their basic phonological competence in the L2 by analyzing their ability to actively distinguish between certain phoneme pairs in English which are considered difficult for Norwegian learners, mainly due to interference from the phonemic system in their L1. The data material was collected through 136 recordings of 11-16 year old pupils in ten Norwegian state schools. By comparing the results to similar studies made in Norway 20-35 years ago, at a time when young people's exposure to English was considerably more limited, the article discusses the effects of incidental foreign language acquisition on young people's L2 competence. The discussion is also placed in the light of recent, international research in this field. By critically investigating some of the findings of that research, the article furthermore attempts at problematizing the concept of L2 acquisition by focusing on the distinction between active and passive language competence. The findings indicate that basic L2 phonological competence is in no way automatically enhanced by passive exposure to the language. The article points to the necessity of structured teaching programmes to counterweight the complexity and variations in the L2 input that young people encounter in their media based exposure to the L2.

scholarly journals A STUDY OF ERRORS IN THE THIRD SINGULAR PRONOUNS OF SIMPLE PRESENT TENSE BY USING INTERLANGUAGE ANALYSIS AS AN APPROACH. A CASE STUDY

2015 ◽  
Vol 1 (1) ◽  
pp. 77-94
Author(s):  
Salmon Pandarangga
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Native Language ◽  
Case Study Research ◽  
Target Language ◽  
Language System ◽  
Present Tense ◽  
Made In ◽  
Learning English

The purpose of this study is to analyze factors contributing to errors made in learning English as a target language (TL). Employing a case study research, the participant was interviewed for approximately 30 minutes about daily activities and experiences in learning English. This research focuses in analysing the participant‟s use of third singular pronoun in simple present tense. The findings revealed that errors made by TL learners are mainly influenced by some factors related to their TL‟s and native language‟s (NL) knowledge, systems and rules. These factors are coexisted and interconnected in TL learners‟ minds. This is against Robert Lado‟s argument which mentioned that learner made errors in TL learning because of the interference from NL. The study provides pedagogical implications that TL teachers should perceive errors made by the learners as a sign of language learning and development; therefore they should not be discouraged to learn. Also, TL teachers should be aware of their very important roles to help, to guide and to lead the learners‟ progress in learning the TL. The future subsequent studies should consider of involving more sample size over a longer period of time as to obtain to a more generalized finding. Target language (TL) learning is often challenging for learners. This is because of the vast differences between their native language and the TL in terms of rules, forms and knowledge. Some learners find learning fun while others find it frustrating. Learners exert considerable effort to become competent speakers or even to emulate native speakers. For example, they strive for perfect pronunciation. In their efforts to learn the TL, learners usually make errors. Some teachers strongly believe making mistakes is an important part of the learning process and that it enables learners to improve their TL skills. Other teachers perceive errors negatively as obstacles in learning, and therefore believe errors need to be eliminated. These teachers have limited tolerance with learners who make errors. Other teachers might ignore errors, or they simply do not know how to address them. It is widely assumed that errors occur because of the interference of NL and the degree of difference between TL and NL. It appears that learners transfer rules, forms and knowledge of NL to TL. For example, learners in Indonesia might believe that the rules, forms and knowledge of Bahasa Indonesia are similar to English. Some theorists consider errors as a learning process. It demonstrates the mind‟s ability to adapt, transform and restructure NL and TL language systems to a new language system. These theorists also believe that errors are reflections of the learner‟s efforts to comprehend the TL systems and knowledge. In other words, berita terkini indonesia are reflections of a new language system being constructed. This new system combines elements of both the NL and the TL. Therefore, it is strongly argued that TL learners make errors as efforts to construct a new language system which is somehow different from the system of NL and TL and not interference of NL to TL. This paper is intended to analyze factors contributing to errors made in learning English as a foreign language. Key words: errors, interference, interlanguage

scholarly journals Gli studenti gifted: riflessioni e proposte per la loro valutazione linguistica

EL LE ◽  
2019 ◽  
Author(s):  
Alberta Novello
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Gifted Students ◽  
Made In

Gifted students have peculiarities that make their learning noticeably different from their peers. If this distinctiveness is not taken into consideration in teaching, the efficacy of their learning can be affected. In language learning the particularities demonstrated by gifted students set their development of the foreign language completely apart from that of their schoolmates. The essays describes how gifted students learn a foreign language and examines the main mistakes that can be made in assessing their learning. Some proposals are then described in order to avoid the main mistakes.

scholarly journals The Application of Corrective Feedback Theory in Integrated English Course

2020 ◽  
Vol 3 (4) ◽  
pp. 77
Author(s):  
Jiayu Zhuo
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Corrective Feedback ◽  
Skills Development ◽  
Classroom Teachers ◽  
Educational Training ◽  
Learning Skills ◽  
Gradual Improvement ◽  
English Major ◽  
Made In

Integrated English Course in Chinese universities serves a group of non-English major students for the main educational training purpose of second language learning together with language learning skills development under different unit themes. In the process of learning another language, as language leaners, making mistakes is natural and inevitable. This procedure of making mistakes and correcting mistakes contribute to the gradual improvement from a starter to an advanced learner. Encountering mistakes made in various conditions in the classroom, teachers need to form proper awareness, and give appropriate feedback.

scholarly journals Selective prefrontal cortex responses to joint attention in early infancy

2010 ◽  
Vol 6 (4) ◽  
pp. 540-543 ◽  
Author(s):  
Tobias Grossmann ◽  
Mark H. Johnson
Keyword(s):  
Prefrontal Cortex ◽  
Language Learning ◽  
Social Interactions ◽  
Joint Attention ◽  
Near Infrared ◽  
Human Infant ◽  
Cultural Learning ◽  
Triadic Interactions ◽  
The Brain ◽  
Made In

The process by which two people share attention towards the same object or event is called joint attention. Joint attention and the underlying triadic representations between self, other person and object are thought to be unique to humans, supporting teaching, cooperation and language learning. Despite the progress that has been made in understanding the behavioural importance of joint attention during early social development, almost nothing is known about the brain substrate that supports joint attention in the developing infant. We examined responses in five-month-old infants' prefrontal cortex during triadic social interactions using near-infrared spectroscopy. The results demonstrate that, even by the age of five months, infants are sensitive to triadic interactions and, like adults, they recruit a specific brain region localized in left dorsal prefrontal cortex when engaged in joint attention with another person. This suggests that the human infant is neurobiologically prepared for sharing attention with other humans, which may provide the basis for a wide variety of uniquely human social and cultural learning processes.

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