DYNAMIC INTERPLAY BETWEEN PRACTICE TYPE AND PRACTICE SCHEDULE IN A SECOND LANGUAGE

2019 ◽  
Vol 42 (1) ◽  
pp. 169-197 ◽  
Author(s):  
Yuichi Suzuki ◽  
Midori Sunada
Keyword(s):  
Second Language ◽  
Prior Knowledge ◽  
Processing Speed ◽  
English Learners ◽  
Practice Effects ◽  
Skill Transfer ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Dynamic Interplay ◽  
Prior Processing

AbstractTo investigate the skill transfer and the effects of practice schedules in the learning of second language syntax, 129 intermediate-level English learners were divided into six groups, based on practice format (input vs. output practice) and practice schedule (blocked vs. interleaved vs. hybrid [blocked + interleaved]). Analyses revealed that the learners tested on the skill they had practiced outperformed those who were tested on the nonpracticed skill. This pattern was particularly pronounced in comprehension processing speed and production accuracy. Moreover, hybrid practice facilitated skill development more than blocked or interleaved practice alone. Furthermore, a dynamic interplay was detected among practice format, schedule, and learners’ prior knowledge. Hybrid practice led to the least transfer from receptive skills (gained through input practice) to productive skills. Unlike interleaved practice effects, the effects of blocked practice on comprehension speed were more susceptible to learners’ prior processing speed.

Sound Production Treatment for Acquired Apraxia of Speech: An Examination of Dosage in Relation to Probe Performance

2020 ◽  
pp. 1-16
Author(s):  
Julie L. Wambaugh ◽  
Lydia Kallhoff ◽  
Christina Nessler
Keyword(s):  
Retrospective Analysis ◽  
Sound Production ◽  
Apraxia Of Speech ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Baseline Performance ◽  
The Mean ◽  
Number Of Treatment ◽  
The Impact

Purpose This study was designed to examine the association of dosage and effects of Sound Production Treatment (SPT) for acquired apraxia of speech. Method Treatment logs and probe data from 20 speakers with apraxia of speech and aphasia were submitted to a retrospective analysis. The number of treatment sessions and teaching episodes was examined relative to (a) change in articulation accuracy above baseline performance, (b) mastery of production, and (c) maintenance. The impact of practice schedule (SPT-Blocked vs. SPT-Random) was also examined. Results The average number of treatment sessions conducted prior to change was 5.4 for SPT-Blocked and 3.9 for SPT-Random. The mean number of teaching episodes preceding change was 334 for SPT-Blocked and 179 for SPT-Random. Mastery occurred within an average of 13.7 sessions (1,252 teaching episodes) and 12.4 sessions (1,082 teaching episodes) for SPT-Blocked and SPT-Random, respectively. Comparisons of dosage metric values across practice schedules did not reveal substantial differences. Significant negative correlations were found between follow-up probe performance and the dosage metrics. Conclusions Only a few treatment sessions were needed to achieve initial positive changes in articulation, with mastery occurring within 12–14 sessions for the majority of participants. Earlier occurrence of change or mastery was associated with better follow-up performance. Supplemental Material https://doi.org/10.23641/asha.12592190

Plural marking in the second language: Atomicity, definiteness, and transfer

2021 ◽  
pp. 1-30
Author(s):  
Sea Hee Choi ◽  
Tania Ionin
Keyword(s):  
Second Language ◽  
English Learners ◽  
Judgment Task ◽  
Native Languages ◽  
L1 Transfer ◽  
Mass Nouns ◽  
Count Nouns ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Plural Marking

Abstract This paper examines whether second language (L2)-English learners whose native languages (L1; Korean and Mandarin) lack obligatory plural marking transfer the properties of plural marking from their L1s, and whether transfer is manifested both offline (in a grammaticality judgment task) and online (in a self-paced reading task). The online task tests the predictions of the morphological congruency hypothesis (Jiang 2007), according to which L2 learners have particular difficulty automatically activating the meaning of L2 morphemes that are incongruent with their L1. Experiment 1 tests L2 learners’ sensitivity to errors of –s oversuppliance with mass nouns, while Experiment 2 tests their sensitivity to errors of –s omission with count nouns. The findings show that (a) L2 learners detect errors with nonatomic mass nouns (sunlights) but not atomic ones (furnitures), both offline and online; and (b) L1-Korean L2-English learners are more successful than L1-Mandarin L2-English learners in detecting missing –s with definite plurals (these boat), while the two groups behave similarly with indefinite plurals (many boat). Given that definite plurals require plural marking in Korean but not in Mandarin, the second finding is consistent with L1-transfer. Overall, the findings show that learners are able to overcome morphological incongruency and acquire novel uses of L2 morphemes.

scholarly journals Regular and Novel Metonymy: Can You Curl up with a Good Agatha Christie in Your Second Language?

2014 ◽  
Vol 37 (2) ◽  
pp. 175-197 ◽  
Author(s):  
Roumyana Slabakova ◽  
Jennifer Cabrelli Amaro ◽  
Sang Kyun Kang
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
English Learners ◽  
Teaching Practices ◽  
Native Speakers ◽  
Native Language ◽  
Stages Of Development ◽  
Psychological Reality ◽  
Experimental Support ◽  
Agatha Christie

Abstract This article presents results of two off-line comprehension tasks investigating the acceptability of unconventional and conventional metonymy by native speakers of Korean and Spanish who speak English as a second language. We are interested in discovering whether learners differentiate between conventional and unconventional metonymy, and whether the acceptability of metonymic expressions in the native language has an effect on learners’ judgments in the second language. The findings of this study constitute further experimental support for the psychological reality of the distinction between conventional and unconventional metonymy, but only in English. Learners of English at intermediate levels of proficiency exhibit transfer from the native language in comprehending metonymic shifts of meanings. Restructuring of the grammar is evident in later stages of development. Finally, complete success in acquiring L2 metonymic patterns is attested in our experimental study. Implications for L2A theories and teaching practices are discussed.

scholarly journals Engaging English Learners Through Literature, Fairy Tales, and Drama

2019 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Alison Larkin Koushki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Fairy Tales ◽  
English Learners ◽  
Fairy Tale ◽  
Research Question ◽  
Language Education ◽  
Project Based Learning ◽  
The Impact

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

scholarly journals Mathematical Classroom Discussion as an Equitable Practice: Effects on Elementary English Learners’ Performance

2018 ◽  
Vol 17 (6) ◽  
pp. 416-433 ◽  
Author(s):  
Leslie C. Banes ◽  
Rebecca C. Ambrose ◽  
Robert Bayley ◽  
Rachel M. Restani ◽  
Heather A. Martin
Keyword(s):  
English Learners ◽  
Classroom Discussion ◽  
Practice Effects ◽  
Elementary English

Language background affects online word order processing in a second language but not offline

2018 ◽  
Vol 22 (04) ◽  
pp. 802-825 ◽  
Author(s):  
ANNIKA ANDERSSON ◽  
SUSAN SAYEHLI ◽  
MARIANNE GULLBERG
Keyword(s):  
Second Language ◽  
Word Order ◽  
English Learners ◽  
Native Speakers ◽  
Event Related Potentials ◽  
Language Background ◽  
Order Processing ◽  
Online Processing ◽  
Related Potentials ◽  
Crosslinguistic Influence

This study examines possible crosslinguistic influence on basic word order processing in a second language (L2). Targeting Swedish V2 word order we investigate adult German learners (+V2 in the L1) and English learners (-V2 in the L1) of Swedish who are matched for proficiency. We report results from two offline behavioural tasks (written production, metalinguistic judgements), and online processing as measured by event-related potentials (ERPs). All groups showed sensitivity to word order violations behaviourally and neurocognitively. Behaviourally, the learners differed from the native speakers only on judgements. Crucially, they did not differ from each other. Neurocognitively, all groups showed a similar increased centro-parietal P600 ERP-effect, but German learners (+V2) displayed more nativelike anterior ERP-effects than English learners (-V2). The results suggest crosslinguistic influence in that the presence of a similar word order in the L1 can facilitate online processing in an L2 – even if no offline behavioural effects are discerned.

Portfolios

2016 ◽  
pp. 166-183
Author(s):  
Joan Lachance
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Teacher Candidates ◽  
Theory And Practice ◽  
Teaching Performance ◽  
Graduate Level ◽  
Capstone Project ◽  
K 12

Graduate level teacher candidates preparing to work with English learners participate in coursework related to theory and practice for many aspects of second language acquisition. In this presentation the author describes and discusses an innovative capstone project, completed in the context of the second language acquisition course, which conceptualizes and embodies performance-based assessments. What makes this exceptional is that teacher candidates demonstrate deep insight regarding the authenticity of using performance-based assessments with K-12 English learners while simultaneously connecting the concepts to their own pre-service teaching performance-based assessments; Portfolios2.

scholarly journals Enhancing English Learners’ Willingness to Communicate through Debate and Philosophy Inquiry Discussion

2017 ◽  
Vol 10 (8) ◽  
pp. 145
Author(s):  
Mardziah Shamsudin ◽  
Moomala Othman ◽  
Maryam Jahedi ◽  
Dalia Aralas
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
English Learners ◽  
Discussion Group ◽  
T Test ◽  
Willingness To Communicate ◽  
Classroom Discussion ◽  
Paired Samples ◽  
Esl Learners ◽  
The Impact

The present study investigated the impact of two instructional methods, Debate and Philosophy Inquiry (PI), in enhancing Willingness to Communicate (WTC) among two groups of English as a Second Language (ESL) learners who were randomly selected. In each group there were sixteen participants. The researchers used independent samples t-test and paired samples t-test to analyze the collected data. The data analysis using paired samples t-test showed that both methods of instruction have a significant effect on learners’ WTC. However, the learners’ WTC increased more in Debate group comparing to the Philosophy Inquiry classroom discussion group. The results indicate that Debate is more effective than Philosophy Inquiry classroom discussion in enhancing ESL learners’ WTC.

Are orthographic effects language specific? The influence of second language orthography on second language phoneme awareness

2016 ◽  
Vol 38 (2) ◽  
pp. 233-262 ◽  
Author(s):  
CAROLYN PYTLYK
Keyword(s):  
Second Language ◽  
English Learners ◽  
First Language ◽  
Intermediate Level ◽  
Phoneme Awareness ◽  
Counting Task ◽  
Phoneme Perception ◽  
Two Parameters

ABSTRACTThis research investigated first language (L1) and second language (L2) orthographic effects on L2 phoneme perception. Twenty-five native English learners of Russian (n = 13) and Mandarin (n = 12) participated in an auditory phoneme counting task, using stimuli organized along two parameters: consistency and homophony. The learners more successfully counted phonemes in L2 words with consistent letter–phoneme correspondences (e.g., всё /fsʲɔ/, three letters/three phonemes) than in words with inconsistent correspondences (e.g., звать /zvatʲ/, five letters/four phonemes), indicating that L2 phoneme awareness is influenced by L2 orthography and that orthographic effects are not limited to the L1. In addition, the lack of any L1 homophone effects suggests that L2 orthographic effects overrode any potential L1 orthographic interference for these intermediate-level learners, suggesting orthographic effects may be language specific.

Effect of Blocked Versus Random Practice on Physical Therapy Students’ Manual Force Modulation

2018 ◽  
Vol 125 (6) ◽  
pp. 1173-1185
Author(s):  
Jill Horbacewicz
Keyword(s):  
Physical Therapy ◽  
Retention Test ◽  
Physical Therapy Students ◽  
Skill Levels ◽  
Practice Schedule ◽  
Practice Schedules ◽  
Force Magnitude ◽  
Practice Organization ◽  
Practice Time ◽  
Manual Force

This study examined (a) the effect of practice organization on learning to modulate manual force, and (b) the effect of force magnitude on ability to accurately reproduce force. I randomly assigned 52 novice physical therapy students to either blocked or random practice schedules as they learned to apply different manual forces. I tested students immediately after training and one week later, using a three-way mixed design analysis of variance to assess the effects of practice organization (random vs. blocked), test (immediate posttest vs. retention test), and force (high vs. low) on ability to modulate manual forces. I found that blocked versus random practice, led to more accurate force application at the posttest and retention test, F(1, 50) = 5.57, p < .05; both practice groups performed more accurately at the posttest than at the retention test, F(1, 50) = 5.6, p < .05, and both performed more accurately at the lower, compared with the higher, force level, F(1, 50) = 60.9, p < .05. These findings support use of a blocked' practice schedule for this motor training, though relevant contextual interference moderators may include such variables as nature of the task, learners’ skill levels, and practice time. In addition, higher forces resulted in greater errors and must be considered in preparing for and engaging in clinical practice.

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