Task dependency effects of collaboration in learners’ corpus consultation: An exploratory case study

ReCALL ◽  
2015 ◽  
Vol 28 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Hyeyoung Cho
Keyword(s):  
Language Learning ◽  
Meaning Making ◽  
Collaborative Group ◽  
Task Completion ◽  
Nonverbal Behaviors ◽  
Procedural Task ◽  
The Individual ◽  
Task Types ◽  
Verbal And Nonverbal Behaviors

AbstractCollaborative learning has attracted attention as pedagogic mediation to assist learners’ corpus consultation, but some studies have pointed to negative aspects of collaboration. Based on the two sides of collaboration in language learning, this study presents a qualitative investigation of different effects of collaboration depending on task types used in learners’ corpus consultation. This study examined two types of tasks: a conceptual task, which tested students’ competence to draw a generalizable conclusion through a meaning-making process of corpus consultation; and a procedural task, which asked students to complete problem-solving activities strategically through corpus analysis. Two groups of three students were given the same tasks of corpus consultation but asked to complete the tasks either collaboratively or individually. The students’ verbal and nonverbal behaviors during the task completion, pre-and post-interviews, and the instructor’s observation notes were the main sources of data for analysis. The results of this study showed that collaboration has significantly different effects depending on the task types of corpus consultation. The collaborative group (CG) outperformed the individual group (IG) in the conceptual corpus consultation task, but the procedural task was more efficiently completed by the IG than the CG. The underperformance of the CG in the procedural task seemed to be partly attributable to the role of established intersubjectivity and the power inequality in the CG. Despite some limitations, the findings of this study reveal task-dependent effects of collaboration in corpus consultation and suggest practical implications for more effective and pedagogically beneficial use of learners’ corpus consultation in second language (L2) instruction.

Listening, Language, and Literacy Development and Children With Hearing Loss Who are Learning Spoken Language

2020 ◽  
pp. 36-51
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Literary Criticism ◽  
Meaning Making ◽  
Spoken Language ◽  
Language And Literacy ◽  
Symbol Systems ◽  
Thinking Processes ◽  
Children With Hearing Loss ◽  
The Individual

This chapter explores the acquisition of spoken language and literacy in children with hearing loss whose auditory access through the use of hearing technology enables them to listen, and it examines the relationships among language, thought, and print that offer explanation of the role of spoken language as the foundation for literacy. It defines reading and writing as thinking processes that make use of symbol systems representative of spoken language and gives attention to the numerous cueing systems and conventions comprising representations of meaning. Drawing from cognitive psychology, linguistics, psycholinguistics, sociolinguistics, literary criticism, and critical traditions developed over time through study of people with typical hearing, this chapter argues that meaning making resides in the individual in the presence of symbols both heard and seen and for maximizing spoken language acquisition in children with hearing loss so as to prepare them for lifelong literacy and language use.

scholarly journals From First Life to Second Life: Evaluating task-based language learning in a new environment / De la vie réelle à la vie virtuelle: évaluation de l'apprentissage des langues basé sur les tâches dans un nouvel environnement

2014 ◽  
Vol 40 (1) ◽  
Author(s):  
Min Jung Jee
Keyword(s):  
Language Learning ◽  
Second Life ◽  
Task Completion ◽  
Esl Students ◽  
Prise De Décision ◽  
Intermediate Students ◽  
Voice Chat ◽  
Langue Seconde ◽  
Task Types ◽  
The Voice

Second Life is an avatar-based 3D virtual world that has recently received attention from educators and researchers in various fields to explore its pedagogical benefits. Considering the increasing implementation of technologies broadly in much instruction, this study investigated how different task types affect ESL students’ use of Second Life environment, and factors that determine success or failure of a task completion. Enrolled in a university ESL program, 34 high- and low-intermediate students participated, and they were asked to use the voice-chat function and communication features of avatars as they participated in three task types: Jigsaw, Decision-making, and Discussion tasks, representing the continuum of communicative tasks by Pica, Kanagy, and Falodun (1993). Emerging phenomena from the data described how the different levels’ of ESL students used Second Life environment in different task types, focusing on avatar use, telepresence, and affordances, and critical factors that led success or failure of task completion. « Second Life » est un univers virtuel en 3D basé sur des avatars qui a récemment retenu l'attention des éducateurs et des chercheurs de divers domaines, désireux d’explorer les avantages pédagogiques de ce jeu. Étant donné l’application croissante des technologies en éducation, cette étude a examiné la manière dont différents types de tâches affectent l’utilisation de l’environnement « Second Life » chez les étudiants d’anglais langue seconde (ALS), et les facteurs déterminant le succès ou l'échec dans l’exécution d’une tâche. 34 étudiants universitaires inscrits dans des programmes intermédiaires d’ALS de niveaux différents ont été invités à utiliser les fonctions de conversation orale (chat vocal) et de communication des avatars alors qu’ils participaient à trois types de tâches: casse-tête, prise de décision, et tâches de discussion, correspondant à l’éventail des tâches communicatives de Pica, Kanagy et Falodun (1993). Les données montrent de façon provisoire comment les d’étudiants d'ALS de différents niveaux ont utilisé l’environnement « Second Life » dans des types variés de tâches, en mettant l'accent sur l'utilisation des avatars, la téléprésence et les affordances, et révèlent les facteurs cruciaux qui ont conduit au succès ou à l'échec dans l'exécution des tâches.  

Feedback In Het Computerondersteund Talenonderwijs

1989 ◽  
Vol 33 ◽  
pp. 64-70
Author(s):  
Elisabeth van der Linden
Keyword(s):  
Language Learning ◽  
Real Life ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Essential Difference ◽  
Huge Amount ◽  
Level Of Knowledge ◽  
The Individual ◽  
Univer Sity

One of the most important questions that has to be answered before we can start developing courseware for computer assisted language learning concerns the role feedback could or should play in this type of courseware. This question is the more important because in the last few years two tendencies seem to be developing in CALL: -one that stimulates and elaborates 'traditional' CALL-programmes, adapted as much as possible to the characteristics of the individual learners, taking into account the level of knowledge of the learner and providing feedback that is specifically adapted to the learners' responses; -other CALL-developers tend to propagate 'open-ended' programmes like adventures, simulations, that they consider more interesting and more motivating because they are closer to real-life situations. Making the first type of programme requires a huge amount of work: foreseeing and analyzing learners' responses and developing adequate feedback. The second type of programme is available and ready for use, no programming is necessary - but individual control and correction are not possible. Moreover, it is not very clear what learners do learn when working with these programmes. An essential difference between the two types of programmes is in the feedback they provide. If we want to be able to make a choice between these two approaches to CALL, we should know more about the role of feedback. That is what the project at the Univer-sity of Amsterdam described here wants to achieve.

Different Point OF View to the Mastering of Bulgarian Language by Students for Whom it is Not Mother Languagе

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Taniya Borisova
Keyword(s):  
Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
National Language ◽  
Bilingual Students ◽  
Group Activities ◽  
Methods And Techniques ◽  
The Individual

The article examines the problems of literacy and language learning by students for whom it is not a mother. Attention is paid to bilingualism and its manifestations, seeking opportunities for mastering the national language in the educational process. Special attention is paid to the variety of methods and techniques for motivating bilingual students to communicate and group activities. The role of language learning in the context of integration and socialization of the individual is taken into account.

scholarly journals Gesture, meaning-making, and embodiment: Second language learning in an elementary classroom

2014 ◽  
Vol 5 (2) ◽  
pp. 227-250 ◽  
Author(s):  
Alessandro (Alex) Rosborough
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Social Practice ◽  
Second Language Learning ◽  
Meaning Making ◽  
Body Movement ◽  
Language Learner ◽  
Whole Body ◽  
Communication Task

Abstract The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault’s (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analyzed for their role as mediational tools for meaning making during a math assignment. Analysis of the teacher-student dyad provides insight as to how they moved from simply exchanging answers to using positions and gestures to embody meaning and feelings, thus establishing strategic ways to solve communication problems in the future. A shift to embodying the communication task provided new meanings not previously afforded while sitting at a desk. Combining a Gibsonian (1979) ecological perspective with Vygotskian (1978, 1986) sociocultural theory provides a way to view the role of embodiment in the social practice of second language learning (van Lier, 2004). Findings provide evidence that gesture along with bodily positions and [inter]actions play a central role in this dyadic meaning- making experience. The data demonstrate the interactive nature of the semiotic resources of the activity (i.e., speech, gesture/hands, math graph, whiteboard), with their materialized bodily/speech-voiced acts coinciding with Thibault’s (2004, 2011) explanation of human meaning-making activity as a hybrid phenomenon that includes a cross-coupled relationship between semiotic affordances and physical-material body activity. This perspective embraces Vygotsky’s (1978, 1997a) view of dialectical development including the importance of psychological and materialized-physical tools such as gesture in dealing with language learning processes (McNeill, 2012).

scholarly journals Models of Language Evolution

2018 ◽  
pp. 898-914
Author(s):  
Cathleen O’Grady ◽  
Kenny Smith
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Language Evolution ◽  
Experimental Models ◽  
Central Question ◽  
Individual Level ◽  
Learning Biases ◽  
Evolutionary Linguistics ◽  
The Individual

This chapter provides evidence for the role of cultural evolution in the emergence of linguistic structure. It reviews these models, and discusses why the emergence of structure in language is a central question for evolutionary linguistics. Computational and experimental models demonstrate that pressures operating during language learning and language use can give rise to the appearance of design in language, through the repeated cycles of learning and use that characterizes language transmission. Finally, this chapter discusses how learning biases at the individual level lead to the presence of typological universals: systematic patterns in how the world’s languages tend to be structured.

Immediate Impressions of LD Children by Female Adults

1979 ◽  
Vol 2 (1) ◽  
pp. 80-88 ◽  
Author(s):  
James H. Bryan ◽  
Barry Perlmutter
Keyword(s):  
Social Relationships ◽  
Peer Rejection ◽  
Learning Disabled ◽  
Nonverbal Behaviors ◽  
Considerable Evidence ◽  
The Social ◽  
The One ◽  
Verbal And Nonverbal Behaviors

While considerable evidence has been reported concerning peer rejection of the learning disabled child, much less study has been carried out of adult attitudes toward LD children. This study was designed to investigate adults' immediate impressions of LD children with whom they were unfamiliar and to analyze the relative contributions of the LD child's verbal and nonverbal behaviors upon such impressions. The results of this study suggest that considerably more attention needs to be given to the role of LD children's nonverbal behaviors in affecting others' impressions of them. The increasing concern in the field regarding the social relationships of LD children is addressed, in part, through investigations such as the one presented in this article.

scholarly journals Models of Language Evolution

2018 ◽  
Author(s):  
Cathleen O'Grady ◽  
Kenny Smith
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Language Evolution ◽  
Experimental Models ◽  
Linguistic Structure ◽  
Individual Level ◽  
Learning Biases ◽  
Evolutionary Linguistics ◽  
The Individual

Models of Language Evolution reviews the models that provide evidence for the role of cultural evolution in the emergence of linguistic structure. This chapter discusses the levels of linguistic structure, and why the emergence of structure in language is a central question for evolutionary linguistics. It reviews the computational and experimental models which demonstrate that pressures operating during language learning and language use can give rise to the appearance of design in language, through the repeated cycle of learning and use that characterise language transmission. Finally, it discusses how learning biases at the individual level lead to the presence of typological universals: systematic patterns in how the world’s languages tend to be structured.

scholarly journals The First Language (L1) as a Mediational Tool in Peer Interaction by EFL College Students in Vietnam

2019 ◽  
Vol 128 (6B) ◽  
pp. 39
Author(s):  
Khanh Linh Thi Vo
Keyword(s):  
College Students ◽  
Language Learning ◽  
Peer Interaction ◽  
Mother Tongue ◽  
First Language ◽  
Large Body ◽  
Task Completion ◽  
Learning Context ◽  
Efl College Students

The assumptions that using the first language (L1) in EFL/ESL language learning might spoil the linguistic development have been established for a long time. However, a large body of language learning studies has recently claimed the benefits of using L1 in learning context, especially during peer interaction. Moreover, Sociocultural Theory (SCT) provided the new perspectives towards learning shedding new lights on the potential role of L1 by highlighting the mediational role of L1 for the higher mental achievements in language learning. This paper drawing on SCT reports the results of the study which investigates the use of L1 in speaking tasks by EFL college students in Vietnam. It provides insights into the use of the L1 in the EFL learning in a speaking environment. Data collection was done by videotaping five pairs on completing two speaking tasks and analysed by adapting the L1 functions of Storch and Wigglesworth (2003), Swain and Lapkin (2000), Algería le la Colina & García Mayo (2009). The paper reveals the mediational functions of L1 in peer interaction in speaking task completion. It also provides the pedagogical implications for using mother tongue in teaching and learning English in the peer context.

Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xinran Wu ◽  
Yongcan Liu
Keyword(s):  
System Theory ◽  
University Students ◽  
Language Learning ◽  
Meaning Making ◽  
Learning Experience ◽  
Third Language ◽  
Motivational Change ◽  
L2 Motivational Self System ◽  
Perceived Relevance

Abstract This study explores language other than English (LOTE) learners’ third language (L3) motivational dynamics within the framework of the L2 motivational self-system theory. Analytical primacy is given to the role of the language learning experience in generating individual variances and non-linearities in motivational development. Four Japanese-major university students depicted their distinct L3 motivational fluctuations on a Motivational Timeline Sheet and recounted their stories of learning experience through narrative interviews, which were coded revealing the corresponding changes in learners’ L3 self-guides. It is found that learners’ meaning-making of experience provides the foundation for their self-guide construction, which leads to the emergence of motivation. Self-efficacy, relational influences, and perceived relevance of L3 learning play mediating roles between the learning experience and motivational change. This study calls for a non-reductionist and developmental way of conceptualising LOTE-as-L3 motivation and for attention paid to the unique opportunities and struggles faced by LOTE learners.

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