Multimedia learning materials for second language learners

2020 ◽  
Vol 55 (3) ◽  
pp. 175-192
Author(s):  
Xiaoling He ◽  
Haojiang Ying ◽  
Sureenate Jaratjarungkiat
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Community Exposure ◽  
Beginning Learners ◽  
Human Actors ◽  
Noisy Background ◽  
Live Action

Abstract As an important form of second language input, videos have been given much attention by both language teachers and SLA researchers. Second language learning videos typically come in two forms: live-action videos (with human actors in realistic settings) and animation videos. In this paper, we report on an empirical study on the relative merits of these two kinds of videos for beginning learners of Chinese. A total of 82 participants took part in this research as students in a Beginners’ Chinese Language course at a university in Singapore. Each participant attended four learning sessions, two of which being based on live-action videos and another two on animation videos. Post-tests showed that the efficacy of the two kinds of videos differed between students who had had richer community exposure to Mandarin before attending the course and students who did not have such exposure. The former group performed significantly better than the latter after attending live-video sessions. However, students in the latter group reported a preference for animation videos during the post-interviews due to the more well-controlled quality of the soundtracks (i.e., less noisy background).

scholarly journals Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis

2020 ◽  
Vol 3 (4) ◽  
pp. 58
Author(s):  
Fan Xu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Sociocultural Theory ◽  
Second Language Learners ◽  
Specific Aspect ◽  
Language Teachers ◽  
Psychology Education

Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to the field by highlighting a specific aspect of the language acquisition process. Second language acquisition theories are intrinsically related with various disciplines such as applied linguistics, psychology, education, sociolinguistics, neurology, etc. Considering the impossibility to elaborate all second language theories, I will focus on sociocultural theory and bottleneck hypothesis in second language acquisition. There is an overview which follows the introduction to the Sociocultural Theory and Bottleneck Hypothesis and its contribution to second language acquisition respectively, and then I will evaluate them to see their contributions to the SLA disciplinary development.

The Role of Technology Acceptance Model in Constructing Unbounded Learning Environments for Second Language Learners

2021 ◽  
pp. 282-298
Author(s):  
Nurdan Kavaklı ◽  
Rabia Ölmez
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Technology Acceptance ◽  
Learning Environments ◽  
Language Learners ◽  
Technology Acceptance Model ◽  
Second Language Learners ◽  
Language Teachers ◽  
Second Language Teachers ◽  
Acceptance Model

This chapter provides a foundation as to why second language teaching and learning as a discipline should be refocused with caution in the world of technology, what sort of theoretical and practical implications should be in place for second language teachers to employ in unbounded learning environments, what the roles of technology acceptance model (TAM) in shaping unbounded language learning environments for second language teachers and learners are, in what ways it can be possible to provide an ecological perspective on learning to utilize web-based technologies for second language learners, which is basically different from traditional learning models. More specifically, this chapter takes an informed look at the significance of teachers' technology acceptance in constructing unbounded learning environments to teach a second language.

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second- Language Learners

2010 ◽  
pp. 210-222
Author(s):  
Angelene McLaren
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Future Research ◽  
Teachers And Students ◽  
Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

scholarly journals I Meant to Say That: How Adult Language Learners Construct Positive Identities Through Nonstandard Language Use

2006 ◽  
Vol 24 (1) ◽  
pp. 21 ◽  
Author(s):  
Michelle Szabo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Classroom Practice ◽  
Second Language Learners ◽  
Social Inequalities ◽  
Language Teachers ◽  
Adult Language Learners ◽  
Second Language Teachers ◽  
The Relationship

The aim of this article is to raise awareness in L2 education about the relationship between second-language learners' linguistic choices in the L2 and their identities. The author reviews empirical research and language-learning narratives that show that L2 learners may purposely use nonstandard L2 forms. Using a poststructuralist framework to conceptualize identity, the author argues that these second-language learners use nonstandard language in the L2 in order to create positive identities, and in some cases to resist social inequalities, in the L2 community. The implications of this research for second-language teachers are discussed and suggestions for classroom practice are offered.

scholarly journals EXPLORING MOBILE AS LANGUAGE LEARNING LAB FOR SECOND LANGUAGE LEARNERS

2020 ◽  
pp. 1-13
Author(s):  
Jagdish Joshi ◽  
Tapan Shah
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Teachers And Students ◽  
Minimal Effort

This paper portrays the structure and improvement of a Mobile language lab system called MLab. The Mobile Lab structure hopes to displace the customary language lab which commonly has a prohibitive plan and needs correspondence with an all the more straight forward, minimal effort versatile language lab. The Mobile Lab is profitable to language teachers and Students, and the system offers them the chance to move around and use their very own contraptions at whatever point and in wherever. The Mobile Lab system has been made by using a couple of web developments to give a snappy and profitable technique for getting to required substance.

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second-Language Learners

2011 ◽  
pp. 1954-1966
Author(s):  
Angelene McLaren
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Future Research ◽  
Teachers And Students ◽  
Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

Teaching Adult Second Language Learners Who Are Emergent Readers

2011 ◽  
Vol 31 ◽  
pp. 120-136 ◽  
Author(s):  
Martha Bigelow ◽  
Patsy Vinogradov
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Learning Needs ◽  
Formal Schooling ◽  
Emergent Readers ◽  
Print Literacy ◽  
Historical Issues

Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Skills ◽  
Linguistic Research ◽  
Advanced Search ◽  
The World ◽  
Google Search

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.

The 'Third Place': Investigating an ESL Classroom Interculture

2004 ◽  
Vol 22 (1) ◽  
pp. 1 ◽  
Author(s):  
Xuemei Li ◽  
Anita Girvan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cultural Identities ◽  
Third Place ◽  
Cultural Space ◽  
The Third ◽  
The Creation ◽  
Esl Classroom

This study focuses on a multicultural ESL classroom with the purpose of exploring the creation of new individual and cultural identities and the formation of interculture. Through on-site observations and interviews with second-language learners and their teacher, the study presents findings about the dynamics, quandaries, complexity, and diversity of classroom interculture. The metaphor of the 'third place' (Kramsch, 1993) aptly captures the nature of this interculture in its fluidity and ambiguity. Perceiving language-learning in this way allows one to look beyond the traditional dichotomous views and approaches to culture and identity in ESL settings and to describe properly the enriching process of creating new identity and new cultural space that is greater than the sum of individual cultures.

Sign in / Sign up

Export Citation Format

Share Document