Contemporary tutorial call

2015 ◽  
Vol 38 (1) ◽  
pp. 50-65
Author(s):  
Jarrad R. Merlo ◽  
Paul A. Gruba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
University Students ◽  
New Technologies ◽  
The State ◽  
Teaching Presence ◽  
Video Tutorials ◽  
Post Test ◽  
The Impact

Despite an increased emphasis on form-focused instruction (FFI), the use of the computer as a grammar tutor has remained largelyunexamined for nearly two decades. With new technologies at hand, there is a need to take a fresh look at online grammar tutors andlink designs more strongly to contemporary second language acquisition (SLA) principles and the concept of a teaching presence. Theaim of this study, therefore, is to investigate the potential of using a purpose-built digital video series as a virtual grammartutor. To achieve this aim, we used a pre-test, post-test, and delayed post-test to evaluate the impact of a purpose-built grammar video on 62 EFL university students. The results of the study demonstrate that purpose-built video has strong potential for use as a virtual grammar tutor. Consequently, it may be possible to improve the state of Tutorial CALL from a drill-based approach to one that is more substantive through the development of a series of step-based video tutorials that tutor, allow for the practice of and evaluate second language (L2) grammar skills.

scholarly journals Assessing the Impact of Game Modalities in Second Language Acquisition: ELLE the EndLess LEarner

2020 ◽  
Vol 26 (8) ◽  
pp. 880-903
Author(s):  
Emily Johnson ◽  
Amy Giroux ◽  
Don Merritt ◽  
Gergana Vitanova ◽  
Sandra Sousa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
University Students ◽  
Vocabulary Knowledge ◽  
Learning Gains ◽  
System A ◽  
Post Test ◽  
Player Experience ◽  
The Impact

This paper describes a study comparing four educational videogames designed for second language acquisition (SLA) of Portuguese vocabulary terms: three versions (one VR and two PC versions with different perspectives) of an endless-runner called ELLE the EndLess LEarner and a control game This or That, which is a digitized flashcard system. A total of 68 university students took a pre-test assessing vocabulary knowledge, played one of the four versions for a total of 20 minutes, and took a post-test that assessed vocabulary knowledge and player experience. The study showed significant learning gains for all participants, regardless of which version of the game they played, with the highest increases coming from the group playing the control flashcard game. Possible explanations for these results are discussed, along with the results from post-test gameplay items of playability, engrossment, enjoyment, gratification, and immersion.

Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism—ERRATUM

2013 ◽  
Vol 34 (2) ◽  
pp. 417-417 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Open Access ◽  
First Language ◽  
Age Of Acquisition ◽  
Foreign Accent ◽  
Language Attrition ◽  
First Language Attrition ◽  
The Impact

The open access copyright line contained within this page was not included in the original FirstView article or the print article contained within this issue. We sincerely regret these errors and any problems they may have caused.

scholarly journals The second language acquisition: problems and challenges for Georgian Deaf community

2021 ◽  
Vol X (3) ◽  
pp. 95-100
Author(s):  
Tamar Makharoblidze ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Hard Of Hearing ◽  
Native Language ◽  
The State ◽  
Short Paper ◽  
Deaf People ◽  
Key Issues ◽  
State Language

As stated in the title, the paper is devoted to the issue of second language acquisition by Deaf people in Georgia, describing the current situation and the challenges. There are about 2500 Deaf and hard of hearing residents in Georgia. Being the linguistic minority in the country, these people communicate with each-other in the Georgian Sign Language – GESL. The second native language for local Deaf and hard of hearing people is the Georgian spoken language – the State language. In many countries Deaf people are bilingual, while it is hard to consider the local Deaf and hard of hearing people bilingual, as the knowledge of spoken Georgian on the level of a native language among the Deaf residents is not observed. Unfortunately in Georgia there are no studies concerning the second language acquisition for Deaf and hard of hearing people. The main problems are the agrammatism in written communication on the state language and the ignorance of deferent hierarchical levels of spoken Georgian. This short paper offers the key issues for the plan of strategy of spoken Georgian acquisition for local Deaf and hard of hearing residents.

Řečové akty omluvy u českých studentů v angličtině (L2): vybrané výsledky pilotáže

2019 ◽  
pp. 157-188
Author(s):  
Marie Vališová
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
20Th Century ◽  
Speech Acts ◽  
Linguistic Competence ◽  
Pragmatic Competence ◽  
Shed Light

During the second half of the 20th century, there was a shift in focus in second language acquisition research from linguistic competence to communicative and pragmatic competence (Hymes, 1972; Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Bachman & Palmer, 1996; Usó-Juan & Martínez-Flor, 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my dissertation project aims to shed light on apology strategies used by Czech university students.

scholarly journals Use of Mobile Applications in Developing Reading Comprehension in Second Language Acquisition—A Review Study

2020 ◽  
Vol 10 (12) ◽  
pp. 391
Author(s):  
Blanka Klimova ◽  
Katarina Zamborova
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Academic Success ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Applications ◽  
New Technologies ◽  
Mobile Apps ◽  
Academic Goals ◽  
Learner Motivation

Reading is a fundamental skill for academic success because university students need to comprehend an extensive amount of information in a short time to achieve their academic goals. However, the influx of new technologies into education has challenged the teaching of reading skills in a foreign language. The purpose of this study was to explore the effect of emerging technologies, especially mobile applications, on second language reading comprehension in the period between 1 January and 30 September 2020. Therefore, the authors of this article conducted a search of available studies on the topic, i.e., the use of mobile applications in developing reading comprehension in second language acquisition, in two databases: Web of Science and Scopus. Despite the methodological differences, the findings of all of the identified studies showed that there was an improvement in reading comprehension after the treatment with mobile applications. In addition, a positive attitude and enhanced learner motivation when using mobile apps was found in several studies. Overall, there is potential for developing research on MALL and reading comprehension for randomized control studies with larger populations and longer intervention periods.

Impact of an interaction-oriented Japanese course on learners

1998 ◽  
Vol 15 ◽  
pp. 123-138 ◽  
Author(s):  
Kyoko Ogawa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Target Language ◽  
Japanese People ◽  
Language And Culture ◽  
The Third ◽  
The Impact ◽  
Active Interaction

Abstract Neustupny (1988, 1991) recommended an interactive competence approach for second language acquisition that places a greater emphasis on learners’ active interaction with native speakers in real communicative situations. In order to have the opportunity to interact with native speakers in the target language, a conscious effort by the learners as well as support from the teachers and the community is essential. The third-year Japanese course at Monash University was designed to encourage and support learners to establish and maintain relationships with Japanese people as well as to utilise various other resources of the target language and culture. This paper examines the impact of this interaction-oriented course on learners in their establishment and maintenance of relationships with Japanese people, and cultural and social understanding. It is based on data collected during 1996 and 1997.

scholarly journals A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

2018 ◽  
Vol 8 (4) ◽  
pp. 232 ◽  
Author(s):  
Habibullah Pathan ◽  
Rafique A. Memon ◽  
Shumaila Memon ◽  
Ali Raza Khoso ◽  
Illahi Bux
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Problems ◽  
Proximal Development ◽  
Learning To Learn ◽  
Learning And Teaching ◽  
The Impact

The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

scholarly journals 'You wouldn't pass the salt' – from accusation to request or the impact of learning context and learner identity on the acquisition of situational variation in highly advanced learners of English

2010 ◽  
pp. 53-58
Author(s):  
Anne Marie Devlin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Context ◽  
Advanced Learners ◽  
Learner Identity ◽  
Language Environment ◽  
The Impact

The field of second language acquisition is a fascinating and global topic. Many of us have spent long hours poring over textbooks, memorising vocabulary and perfecting our grammar only to find that when we arrive in the country no-one understands us or our use of language unexpectedly gives rise to hilarity or even causes offense. We've been told, 'Don't worry. Spend a few weeks in the country and you'll soon soak up the language'. Again, this is not always the case. While many learners return from their time abroad showing and feeling huge improvements, there are others who seem not to have benefited from the experience. In fact, it is well known that people can live in another language environment for years and never 'pick up' the language. So, if learning doesn't necessarily help and spending time in the country doesn't always produce the desired results, then what are the ...

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