scholarly journals Age and learning environment: Are children implicit second language learners?

2016 ◽  
Vol 43 (3) ◽  
pp. 707-730 ◽  
Author(s):  
KAREN LICHTMAN
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Age Differences ◽  
Second Language Learners ◽  
Explicit Instruction ◽  
Age Groups ◽  
Second Languages ◽  
Instruction Condition ◽  
Explicit Training

AbstractChildren are thought to learn second languages (L2s) using primarily implicit mechanisms, in contrast to adults, who primarily rely on explicit language learning. This difference is usually attributed to cognitive maturation, but adults also receive more explicit instruction than children, which may influence their learning strategies. This study crosses instruction condition with age, teaching forty children aged 5;3 to 7;11 and forty adults an artificial mini-language under implicit or explicit training conditions. Participants produced novel sentences and judged sentence grammaticality equally well in either condition, but both children and adults in the explicit training condition developed greater awareness of the mini-language's structures – and greater awareness was associated with better performance for both age groups. Results show that explicit instruction affects children and adults in the same way, supporting the hypothesis that age differences in implicit vs. explicit L2 learning are not exclusively caused by maturation, but also influenced by instruction.

Samenwerkend Woorden Leren Als Vorm Van Content Based Language Learning; Een Succesvolle Aanpak?

1998 ◽  
Vol 58 ◽  
pp. 63-69
Author(s):  
Hilde Hacquebord
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Small Scale ◽  
Control Group ◽  
Word Knowledge ◽  
Reading Vocabulary ◽  
Post Test

Second-language learners need a vocabulary course that they can apply in content areas. Although many schools opt for a reading curriculum to support weak readers, many L2-readers still have difficulties at the word level. In the reading course Weet wat je Leest (Know what you are reading'), there is a vocabulary course especially for L2-readers. It is designed along the principles of 'natural word acquisition', in which attention to the unknown word and elaboration of its meaning on the basis of the co-text is important. Vocabulary learning strategies are presented in such a way that language learners can deal with it in a cooperative way. Cooperation between language teachers and subject teachers is also very important in this project. The experimental reading/vocabulary course has been implemented in several schools. Only 45 students took part in the vocabulary course, and were able to improve their results with respect to word knowledge. Also the control group improved on word knowledge, be it not to the same extent. In a small-scale study, we observed a number of students in the vocabulary course. It appeared that especially the 'overestimators' in the program among them improved their metalinguistic ability with respect to word knowledge, whereas the control Werestimators' did not; they even had lower scores on the post-test.

Effecten van Expliciete en Impliciete Instructiewijzen op Taalleren

2003 ◽  
Vol 70 ◽  
pp. 65-78 ◽  
Author(s):  
Greet Goossens
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Explicit Instruction ◽  
First Language ◽  
Long Term Effects ◽  
Implicit Instruction ◽  
One Year ◽  
Communicative Context

In this investigation, we wanted to find out what the short-term and long-term effects are of explicit and implicit instruction on language learning with 11/12-year-old LI and L2 learners, characteristics, and whether those effects are different for lexical and syntactic language items. The main conclusions we can draw from this investigation are the following: 11/12-year-old language learners appear to be capable of adequately acquiring explicit information about language in their language acquisition process. But there is the added condition that this explicit instruction should be imbedded in a communicative context. Also after one year, explicit instruction in a communicative context stul scores the best results, but the effect of explicit instruction only is significantly reduced in the long term. When we construct a combination of explicit and implicit instruction, it appears that explicit instruction foHowed by implicit instruction leads to better results than the reverse order; however, the combined input does not produce significantly better results than the teaching conditions with only explicit or only implicit instruction. The teaching effect for first language learners is generally a lot better than that for second language learners. Only for implicit instruction do first language learners proportionally score lower. Explicit instruction appears to be especially effective for introducing lexical language items. For syntactic language items, the results are much less outspoken.

scholarly journals The Use of Repetition as Self-Repair of an Efl Learner

2020 ◽  
Vol 15 (1) ◽  
pp. 104-111
Author(s):  
Amanda Ummu Haniah ◽  
Febry Khunto Sasongko ◽  
Endang Fauziati
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Lexical Item ◽  
Data Sets ◽  
Type D ◽  
Self Repair

Self-repair is one of the language learning strategies of second language learners that are distinctly different from each other. This study aims to investigate the use of repetition as self-repair in academic speaking. The researcher tried to find the types of lexical elements which frequently repeated in the academic speaking and dig up the underlying reason behind the repetition as self-repair. A case study was conducted using human instruments and interviews to collect the data. Once the data filled, the researcher analyzed the data by implementing a data archive, trying to expand the codes, evaluating the data sets, and wrapping up the data. The findings from this study revealed that the participants in this study might have used English in speech situations in which they would have used recycling the mistake word. The result of the study found that the participant did indeed self-repair Type D, which consisted of repetition and replacement of one lexical item, and nouns became the most repeated lexical item in the academic speaking. This was a delay strategy as she waited to restart the speech as she needed to think about the next word so that the listeners didn't misinterpret her. Twisted tongue and slip of tongue as a result of the participant’s first language interference contributed to the repetition of certain lexical elements as self-repair.

Language aptitude and language awareness: Polyglot perspectives

2021 ◽  
pp. 1-21
Author(s):  
Kenneth Hyltenstam
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Awareness ◽  
Language Aptitude ◽  
Proficiency Level ◽  
Strong Motivation ◽  
Advanced Proficiency ◽  
Oral Interaction

Abstract This paper discusses the notion of language aptitude as a factor contributing to successful language acquisition achievements in polyglots. The difficulty in distinguishing between what is, indeed, language aptitude and what is language awareness is the main focus of the paper. A polyglot is operationalized here as a person who, after puberty, (a) acquired/learned at least six new languages (L2s), (b) commands at least six L2s at an intermediate or advanced proficiency level, and (c) presently uses these languages relatively unimpededly in oral interaction. The article draws specifically on a controlled investigation of ten polyglots who were extensively interviewed and tested for language aptitude, motivation, language awareness, and use of language learning strategies. Results show well above average, often outstanding, aptitude scores and an immediate preference for explicit learning. It appears that the combination of strong motivation and high levels of language aptitude and language awareness is what makes polyglots unusually successful second language learners. This paper suggests that language aptitude is both a prerequisite for developing high levels of language awareness and (since the two concepts are partially overlapping), much of the dynamism sometimes ascribed to aptitude is indeed awareness.

scholarly journals Effects of Intervention on Self-Regulated Learning for Second Language Learners

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Yu Lu ◽  
Wen-Juo Lo ◽  
Felicia Lincoln
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Goal Setting ◽  
Self Efficacy ◽  
Second Language Learners ◽  
Self Regulation ◽  
Environment Management ◽  
Self Regulated Learning

AbstractThe study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students’ motivational beliefs, students’ strategy use, and students’ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.

What About Fluency? Implicit vs. Explicit Training Affects Artificial Mini-Language Production

2020 ◽  
Author(s):  
Karen Lichtman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Production ◽  
Explicit Knowledge ◽  
Second Language Learners ◽  
Explicit Instruction ◽  
Language Instruction ◽  
Training Condition ◽  
Explicit Training ◽  
The Impact

Abstract A great deal of research explores how implicit vs. explicit instruction affects second language learners’ grammatical accuracy, generally finding that explicit instruction increases accuracy. However, no research to date has examined the impact of implicit/explicit instruction on learners’ fluency. Additionally, nearly all the research has only tested adult learners, despite strong claims about the effects of age on implicit vs. explicit language learning. This study tests the impact of implicit or explicit training on children’s and adults’ performance with an artificial mini-language. After seven days of training, fluency, accuracy, and explicit knowledge were measured. Implicit groups became significantly more fluent than explicit groups. Adults were more accurate than children, but training condition did not significantly affect accuracy. Adults and explicit groups developed more explicit knowledge than children and implicit groups, with no interactions between age and training condition. This study is one of the first to show measurable benefits for implicit second language instruction over explicit instruction: both children and adults produce sentences more fluently after implicit instruction.

Vragen of Observeren?

1999 ◽  
Vol 61 ◽  
pp. 61-73
Author(s):  
Nadia Eversteijn ◽  
Jeanne Kurvers
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Social Cognitive ◽  
Second Language Learners ◽  
Metacognitive Strategies ◽  
Social Strategies ◽  
Class Room ◽  
Cognitive And Metacognitive Strategies

The language learning strategies of adult second-language learners get more important as education concentrates more on individualisation and flexibility. In a multiple case study, it was examined which learning strategies were utilised by some lower educated, second-language learners who were working on their own in a class room, with a system called 'Indiflex' It was concluded that observing is a useful method to make learning strategies operational. Starting learners of Dutch as a second language already turned out to use a broad range of social, cognitive and metacognitive strategies. As learners make more progress in the language, the number of negative strategies (skipping difficult tasks for example) and social strategies (like asking for help) seems to decrease in favour of cognitive and metacognitive strategies like looking something up in a dictionary and deducing a word's meaning from its context.

scholarly journals Captioning and Subtitling: Undervalued Language Learning Strategies

2004 ◽  
Vol 49 (1) ◽  
pp. 67-77 ◽  
Author(s):  
Martine Danan
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learning Strategies ◽  
Depth Of Processing ◽  
Pedagogical Tool ◽  
Comprehension Skills ◽  
Linguistic Ability ◽  
Cognitive Benefits

Abstract Audiovisual material enhanced with captions or interlingual subtitles is a particularly powerful pedagogical tool which can help improve the listening comprehension skills of second-language learners. Captioning facilitates language learning by helping students visualize what they hear, especially if the input is not too far beyond their linguistic ability. Subtitling can also increase language comprehension and leads to additional cognitive benefits, such as greater depth of processing. However, learners often need to be trained to develop active viewing strategies for an efficient use of captioned and subtitled material. Multimedia can offer an even wider range of strategies to learners, who can control access to either captions or subtitles.

The acquisition of requests by second language learners of Spanish

2005 ◽  
Vol 2 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Derrin Pinto
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Advanced Learners ◽  
English Speaking ◽  
Request Strategies ◽  
Using Data ◽  
L1 And L2

This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, but still rely largely on L1 request behavior. Learners at all levels display more difficulties in areas in which there is cross-linguistic variation between the L1 and L2.

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