scholarly journals Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

2021 ◽  
pp. 1-18
Author(s):  
Ping Li ◽  
Yu-Ju Lan
Keyword(s):  
Language Learning ◽  
Big Data Analytics ◽  
Analytical Framework ◽  
Affective Processing ◽  
Learning Context ◽  
Second Languages ◽  
Learning And Teaching ◽  
L2 Learning ◽  
Brain Correlates ◽  
Digital Language

Abstract How can we leverage digital technologies to enhance language learning and bilingual representation? In this digital era, our theories and practices for the learning and teaching of second languages (L2) have lagged behind the pace of scientific advances and technological innovations. Here we outline the approach of digital language learning (DLL) for L2 acquisition and representation, and provide a theoretical synthesis and analytical framework regarding DLL's current and future promises. Theoretically, DLL provides a forum for understanding differences between child language and adult L2 learning, and the effects of learning context and learner characteristics. Practically, findings from learner behaviors, cognitive and affective processing, and brain correlates can inform DLL-based language pedagogies. Because of its highly interdisciplinary nature, DLL can serve as an approach to integrate cognitive, social, affective, and neural dimensions of L2 learning with new and emerging technologies including VR, AI, and big data analytics.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

Four L2 Learning Objectives to Guide Podcast Design

2011 ◽  
pp. 21-36
Author(s):  
Claudia Fernández
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practices ◽  
Learning Objectives ◽  
Instructional Materials ◽  
L2 Acquisition ◽  
Learning And Teaching ◽  
Comprehension Skills ◽  
L2 Learning ◽  
Target Culture

This chapter addresses the production of podcasts as second language (L2) instructional materials developed by language instructors. The author discusses the importance of having clear language learning objectives when creating podcasts. The clarity of the objectives will depend on the particular nature of these materials and will influence podcast design and outcomes. In an effort to contribute to the understanding of podcast design that effectively promotes L2 acquisition and development, the author proposes that podcasts - when used by students as listening tools - can help the L2 learner accomplish four main learning objectives: (1) language acquisition, (2) development of listening comprehension skills, (3) learning of explicit information about the L2 and (4) awareness of the target culture. As with any L2 learning materials (Mobile Assisted or not), podcast development should be based on what is known about L2 acquisition and best teaching practices (Rosell-Aguilar, 2007; 2009). Therefore, the author addresses some of the aspects of language learning and teaching that should be considered in order to create well-informed podcasts that aim at the four proposed learning objectives.

scholarly journals The role of literature in instructed foreign language learning and teaching: An evidence-based survey

2008 ◽  
Vol 41 (4) ◽  
pp. 465-496 ◽  
Author(s):  
Amos Paran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Research Articles ◽  
Evidence Based ◽  
Classroom Discussions ◽  
Second Languages ◽  
Learning And Teaching

The resurgence in the use of literature in language teaching has been accompanied by an increasing number of research articles in this area. Research (in a number of second languages) has looked at the type of interactions and the type of language that arise from classroom discussions about literature, as well as at the views of teachers and learners. Importantly, the reactions that learners have to incorporating literature in their language lessons are linked to the type of approach and type of task that are used in the classroom. The paper surveys the existing research, as well as evidence from practitioners about approaches that are used and the range of works and authors that are taught.

scholarly journals Review of doctoral research on second language teaching and learning in Spain (2008–2010)

2012 ◽  
Vol 46 (1) ◽  
pp. 87-107
Author(s):  
Raquel Serrano ◽  
Imma Miralpeix
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Learning Context ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Immigrant Populations ◽  
Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

scholarly journals Selection Criteria for Commercial Off-the-Shelf (COTS) Video Games for Language Learning

2012 ◽  
Vol 42 (2) ◽  
pp. 52-78 ◽  
Author(s):  
Felix Arnulf Kronenberg
Keyword(s):  
Video Games ◽  
Language Learning ◽  
Selection Criteria ◽  
Heavy Rain ◽  
Learning Context ◽  
Game Mechanics ◽  
L2 Learning ◽  
Commercial Off The Shelf ◽  
Course Integration

This article addresses criteria for choosing commercial off-the-shelf(COTS) games and their implementation in the classroom and other L2learning environments. The proposal and discussion of a set of suchcriteria, which include the categories of motivation and flow, clearlydefined and spaced goals, game skills and game mechanics, content,story and narrative, multimodality, agency, course integration andscaffolding, and financial, technical, and administrative considerationsare the focus of this article. This discussion is followed by the analysesof three examples of COTS games (Buzz, Heavy Rain, and SingStar)which may be suitable in a L2 learning context.

scholarly journals Specific learning difficulties in second language learning and teaching

2020 ◽  
Vol 53 (2) ◽  
pp. 129-143
Author(s):  
Judit Kormos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Learning Context ◽  
Learning And Teaching ◽  
Inclusive Language ◽  
Set Up ◽  
Specific Learning

Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

When technology speaks language: an evaluation of course management systems used in a language learning context

ReCALL ◽  
2010 ◽  
Vol 22 (3) ◽  
pp. 332-355 ◽  
Author(s):  
Wen-Kai Yu ◽  
Yu-Chih Sun ◽  
Yu-Jung Chang
Keyword(s):  
Language Learning ◽  
Professional Training ◽  
Language Teachers ◽  
Management Systems ◽  
Learning Context ◽  
Language Resources ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Courses ◽  
Education Today

AbstractIn light of the growing popularity of the use of computer management systems (CMSs) in higher education today, this study critically evaluates CMS adoption through a content-specific lens. By employing a mixed-method approach, the study examines college teachers’ and students’ experiences and perceptions of CMS adoption for language learning and teaching purposes. The findings show that despite the users’ perceived advantages of using CMSs in language courses, the systems’ lack of content-area specificity undermines many of the potential benefits. The study calls for better-rounded professional training to assist language teachers in integrating CMS functions strategically into their disciplinary pedagogy and incorporating multimedia language resources selectively to maximize the benefit of CMSs. Furthermore, the findings demonstrate the importance of developing content-specific CMSs with functions tailored toward pedagogical needs in different contexts.

Internet-Based Technology Use in Second Language Learning

2015 ◽  
pp. 432-446
Author(s):  
Shuyi Guan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Education ◽  
Instructional Tools ◽  
Second Languages ◽  
Learning And Teaching ◽  
Online Technologies

Ever since computer technologies were accessible to second language learners and teachers, various types of computer-assisted language learning (CALL) have been harnessed in the service of teaching languages. Most recently, the advent of online technologies has sparked CALL practitioners to integrate this powerful form of teaching and learning into language education. This paper synthesizes the extant research on these online language education activities and the state of current understanding regarding the potential of Internet-based teaching and learning second languages. The results of analyzing extensive studies of Internet-based second language learning reveals that Internet-based technology has been widely used in second language learning. In addition, Internet-based technologies are effective instructional tools for second language learning and teaching.

Learners’ and teachers’ voices in developing digital language learning environments: insights from a survey

2018 ◽  
Vol 8 (1) ◽  
pp. 133-156
Author(s):  
Janne Niinivaara ◽  
Johanna Vaattovaara
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Language Teachers ◽  
Local Context ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practical Strategy ◽  
Classroom Language ◽  
Digital Environments ◽  
Digital Language

Abstract This article deals with a learning environment survey conducted among University of Helsinki students and language teachers in the university’s Language Centre (LC). The survey was designed to acquire information for the development of a practical strategy for the digitalization of language learning and teaching by the local LC. The article presents the central results of the survey by systematically comparing the student (N=219) and teacher (N=39) data, and it also considers more general implications. The investigated areas include attitudes towards and experiences of out-of-classroom (language) learning environments in general and digital environments in particular. Special attention was in the possible differences and similarities of the response groups’ views and experiences in order to point out possible gaps as specific challenges within the local context. One of the most central findings is that while there may be challenges, particularly in designing pedagogy for online environments, no huge generational gaps exist in attitudes towards online tools.

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