scholarly journals Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Xin Kang ◽  
Stephen Matthews ◽  
Virginia Yip ◽  
Patrick C. M. Wong
Keyword(s):  
Language Learning ◽  
Structural Equation ◽  
Linear Models ◽  
Structural Equation Models ◽  
Foreign Language Learning ◽  
Learning Condition ◽  
Third Language ◽  
Musical Background ◽  
Learning Success ◽  
Learning Conditions

AbstractThe question of why native and foreign languages are learned with a large performance gap has prompted language researchers to hypothesize that they are subserved by fundamentally different mechanisms. However, this hypothesis may not have taken into account that these languages can be learned under different conditions (e.g., naturalistic vs. classroom settings). With a large sample of 636 third language (L3) learners who learned Chinese and English as their first (L1) and second (L2) languages, the present study examined the association of learning success across L1–L3. We argue that learning conditions may reveal how these languages are associated in terms of learning success. Because these languages were learned under a continuum of naturalistic to classroom conditions from L1 to L3, this sample afforded us a unique opportunity to evaluate the hypothesis that similar learning conditions between languages could be an important driving force determining language learning success. After controlling for nonlanguage factors such as musical background and motivational factors and using a convergence of analytics including the general linear models, the structural equation models, and machine learning, we found that the closer two languages were on the continuum of learning conditions, the stronger their association of learning success. Specifically, we found a significant association between L1 and L2 and between L2 and L3, but not between L1 and L3. Our results suggest that learning conditions may have important implications for the learning success of L1–L3.

scholarly journals The challenge of learning a new language in adulthood: Evidence from a multi-methodological neuroscientific approach

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0246421
Author(s):  
Sarah Steber ◽  
Sonja Rossi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Near Infrared ◽  
Methodological Approach ◽  
Foreign Language Learning ◽  
Neural Correlates ◽  
Adult Brain ◽  
Functional Near Infrared Spectroscopy ◽  
Learning Success ◽  
Recognition Experiment

Being proficient in several foreign languages is an essential part of every-day life. In contrast to childhood, learning a new language can be highly challenging for adults. The present study aims at investigating neural mechanisms supporting very initial foreign language learning in adulthood. For this reason, subjects underwent an implicit semantic associative training in which they had to learn new pseudoword-picture pairings. Learning success was measured via a recognition experiment presenting learned versus new pseudoword-picture pairings. Neural correlates were assessed by an innovative multi-methodological approach simultaneously applying electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS). Results indicate memory-related processes based on familiarity and mechanisms of cognitive control to be present during initial vocabulary learning. Findings underline the fascinating plasticity of the adult brain during foreign language learning, even after a short semantic training of only 18 minutes as well as the importance of comparing evidence from different neuroscientific methods and behavioral data.

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

PENGGUNAAN METODE KONVENSIONAL DAN METODE AUDIO VISUAL DALAM PEMBELAJARAN BAHASA KEDUA BAGI ANAK DWI KEWARGANEGARAAN

JURNAL SPHOTA ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 56-69
Author(s):  
Chendy Sulistyo ◽  
Nunung Supriadi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Visual Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Learning Methods ◽  
Dual Citizenship ◽  
Third Language ◽  
The Third

The development of foreign language learning in Indonesia in the millennial era nowadays requires the child to speak at least two foreign languages fluently. As in the case that the researcher founded which is a dual citizenship 10 years old child studying French as his third language. The study then focuses on 1) what third language learning’s steps for a 10 years old goes through, 2) at which stage each method is properly used, and 3) what factors influence that success. The data of this research is processed quantitatively and qualitatively. This study uses Skinner’s behaviorism theory, conventional reading and audio visual learning methods. The researcher found that the two methods complement to each other in the third language learning for dual citizenship Abstrak Perkembangan pembelajaran bahasa asing di Indonesia pada era milenial sekarang menuntut anak dapat menguasai minimal dua bahasa asing. Kasus yang ditemukan oleh peneliti yaitu seorang anak berusia 10 tahun dengan dwi kewarganegaraan yang mempelajari bahasa Prancis sebagai bahasa kedua. Penelitian ini kemudian fokus menjawab 1) tahapan pembelajaran bahasa kedua apa saja yang dilalui anak usia 10 tahun, 2) pada tahapan yang mana setiap metode itu tepat digunakan, dan 3) faktor-faktor apa saja yang mempengaruhi keberhasilan itu. Data penelitian ini diolah dengan metode kuantitatif dan kualitatif. Penelitian ini menggunakan teori behaviorisme Skinner, metode pembelajaran konvensional membaca dan audio visual. Peneliti menemukan bahwa kedua metode tersebut saling melengkapi dalam pembelajaran bahasa kedua bagi anak dwi kewarganegaraan

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

scholarly journals Learning a Path from Real Navigation: The Advantage of Initial View, Cardinal North and Visuo-Spatial Ability

2020 ◽  
Vol 10 (4) ◽  
pp. 204
Author(s):  
Veronica Muffato ◽  
Chiara Meneghetti
Keyword(s):  
Perspective Taking ◽  
Linear Models ◽  
Individual Factors ◽  
Learning Condition ◽  
Sense Of Direction ◽  
Learning Path ◽  
Learning Conditions ◽  
Pointing Accuracy ◽  
Egocentric Navigation

Background: Spatial cognition research strives to maximize conditions favoring environment representation. This study examined how initial (egocentric) navigation headings interact with allocentric references in terms of world-based information (such as cardinal points) in forming environment representations. The role of individual visuo-spatial factors was also examined. Method: Ninety-one undergraduates took an unfamiliar path in two learning conditions, 46 walked from cardinal south to north (SN learning), and 45 walked from cardinal north to south (NS learning). Path recall was tested with SN and NS pointing tasks. Perspective-taking ability and self-reported sense of direction were also assessed. Results: Linear models showed a better performance for SN learning and SN pointing than for NS learning and NS pointing. The learning condition x pointing interaction proved SN pointing more accurate than NS pointing after SN learning, while SN and NS pointing accuracy was similar after NS learning. Perspective-taking ability supported pointing accuracy. Conclusions: These results indicate that initial heading aligned with cardinal north prompt a north-oriented representation. No clear orientation of the representation emerges when the initial heading is aligned with cardinal south. Environment representations are supported by individual perspective-taking ability. These findings offer new insight on the environmental and individual factors facilitating environment representations acquired from navigation.

scholarly journals تطبيق الطريقة الانتقائية في تحقيق الأهداف المكتوبة من الحكومة الخاصة في تعليم اللغة العربية بالمدرسة الثانوية الإسلامية الحكومية جمبر الأولى بالقسم الديني للسنة الدراسية 2019

2020 ◽  
Vol 2 (1) ◽  
pp. 11-28
Author(s):  
Zainuri Zainuri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Peer Learning ◽  
Book Reading ◽  
Learning Method ◽  
Learning Condition ◽  
Advantages And Disadvantages ◽  
Target Set ◽  
The Government

Eclectic method is when a teacher combines a number of methods and selects the appropriate methods based on the learning condition. According to the experts of eclectic method, there is no appropriate learning method for all learning purposes, students, teacher and all foreign language learning aspects. No method is perfect. Each method has advantages and disadvantages. The problem of the research is how the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The purpose of this research is describing the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The research used in the research is descriptive qualitative method. It analyzes the application of eclectic method in achieving the target set by the government in Arabic learning at MAN 1 Jember religion program in 2019. The data collection method used by the researcher is purposive sampling. The result of the research is a learning method used for learning Arabic grammar which combines speech, memorizing, drill, audio-lingual, nahwu-tarjamah, inductive, and peer-learning methods. Classical book-reading learning includes speech, memorizing, drill, audio-lingual, nahwu-tarjamah, answer-and-question, peer-learning, and sorogan methods, while oral learning (speaking) includes speech, direct, audio-lingual, memorizing, and role-play methods.

scholarly journals THE ROLE OF LEARNERS’ TEST PERCEPTION IN CHANGING ENGLISH LEARNING PRACTICES: A CASE OF A HIGH-STAKES ENGLISH TEST AT VIETNAM NATIONAL UNIVERSITY, HANOI

2020 ◽  
Vol 35 (6) ◽  
Author(s):  
Nguyen Thuy Lan ◽  
Nguyen Thuy Nga
Keyword(s):  
Factor Analysis ◽  
Language Learning ◽  
Structural Equation ◽  
Real Life ◽  
Foreign Language Learning ◽  
Equation Model ◽  
Equation Modeling ◽  
High Stakes ◽  
Learning Content ◽  
National University

Among various factors influencing foreign language learning, learners’ perception of a high-stakes language test plays a crucial part, especially when the test serves as a threshold for their university graduation.  In this study, the researcher tested a washback effect model by focusing on test-takers’ perception of the high-stakes test VSTEP in terms of test familiarity, test difficulty and test importance. On a sample of 751 Vietnamese learners of English at Vietnam National University, structural equation model was employed to validate the conceptual model. The analytical methods of Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for analysis. Our empirical findings revealed that VSTEP seems to have had a pervasive impact on the participating students. Senior students’ evaluations of VSTEP acted as the largest factor in constituting the participants’ perception of VSTEP. There are positive links between test pressure and test familiarity with students' goal setting and study planning as well as their selection of learning content and materials. Meanwhile, the pressure from the test had no effect on students’ seeking opportunities to practice with foreigners, and test familiarity did not influence students’ choice of study methods and exam preparing strategies. The emerging patterns from the data also suggested that participating students preferred test-oriented learning content and activities at the cost of interactive English practices for real-life purposes.

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