St Aying Abroad with the Family

2010 ◽  
Vol 160 ◽  
pp. 24-48 ◽  
Author(s):  
Carmen Muñoz
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Learning Experience ◽  
Lexical Diversity ◽  
Proficiency Level ◽  
The Family ◽  
Naturalistic Setting ◽  
L2 Development ◽  
The One

Abstract The present paper deals with second language learning in an increasingly common type of situation: the one encountered by children of families that move to a different country for a limited period of time. These children enjoy a learning experience that provides them with a naturalistic setting for full immersion in the language community as well as formal instruction at school. The paper presents a case study that investigates the longitudinal development of English proficiency in two Catalan-Spanish bilingual siblings during a year’s stay abroad with their family. Specifically, the study measures gains in the two learners’ written productions in English by examining the development of the dimensions of fluency, syntactic complexity, lexical diversity and accuracy. The findings highlight the variability inherent in L2 development and the possible effects of proficiency level on the language gains. In addition, the on-site observation provides insights into the qualities of the stay abroad experience that also help explain the results.

scholarly journals Using Jazz Chants to Increase Vocabulary Power among ESL Young Learners

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Learning Experience ◽  
Young Learners ◽  
Proficiency Level ◽  
Post Test ◽  
Low Performance

The foundation of learning starts for children from pre-school and progresses to young learners in school. They come from various backgrounds with abilities to use home languages and mother tongue. However, their exposure to English Language is very limited due to the importance of this language is neglected as it is seen as impossible to master. Therefore, this paper investigates the effects of jazz chants approach to teach English Language to 30 pupils who are 10-year-old that have low proficiency level in a primary school located in a state in Malaysia. To improve teacher support and student involvement, it is crucial to have suitable strategies in educational contexts that would be able to develop a positive attitude among the pupils and improve their academic performance in English Language. The objective of this paper is to propose language learning strategies for low performance ESL pupils. It will highlight a direction which might improve the second language learning pedagogy in classrooms. Data was collected through pre-test and post-test, and satisfaction questionnaire which was given to the pupils (purposive sampling). The findings showed a marked increase in scores involving 15 students who achieved 100% scores. As a conclusion, they had motivating fun learning experience while they progressed in their learning activities.

scholarly journals CONSERVATIVE AND LIBERAL, HIERARCHICAL AND EGALITARIAN: SOCIAL-POLITICAL USES OF THE CONCEPT OF “HOME” IN GRECO-ROMAN ANTIQUITY AND EARLY CHRISTIANITY

Phronimon ◽  
2018 ◽  
Vol 16 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Johan Strijdom
Keyword(s):  
Roman Empire ◽  
Early Christianity ◽  
Greco Roman ◽  
House Churches ◽  
The Family ◽  
George Lakoff ◽  
The One ◽  
Roman Antiquity ◽  
Point Of Departure

The cognitive linguist George Lakoff has argued that in the human brain two concepts of the family are mapped onto two contrasting political concepts, which reveal two kinds of systemic morality: a hierarchical, strict and disciplining father morality of conservatives on the one hand, and an egalitarian, nurturing parent morality of progressives or liberals on the other. Taking Lakoff’s thesis as point of departure, I offer a critical comparison of social-political uses of the concept of “home” in the early Roman Empire and Pauline Christianity. For this case study I engage primarily with the work of John Dominic Crossan, a prominent scholar of early Christianity within its Jewish and Greco-Roman contexts. Although “home” does not constitute the focus of his analysis, a close reading of his oeuvre does allow us to identify and highlight this as a crucial theme in his work. The focus will be on the patriarchal home under Greco-Roman imperial conditions as model of the imperial system, the Pauline egalitarian concept of the Christian home and house churches, and the deutero-Pauline return to the imperial model. By comparing these case studies from another epoch and another culture, thevalidity of Lakoff’s thesis will be tested and our understanding of the concepts “liberal” and “conservative” will be enriched.

Pronunciation among adult Indigenous language learners

2020 ◽  
Author(s):  
Sonya Bird
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Acoustic Analysis ◽  
Indigenous Language ◽  
Coast Salish ◽  
Learning And Teaching

Abstract This paper describes the features that set adult Indigenous language learning apart from other types second language learning, examining in particular the role that unique teaching and learning contexts might play in the acquisition of pronunciation. As a case study, the pronunciation of SENĆOŦEN (Coast Salish) /t’/ is compared across four groups of speakers, including two groups of adult learners. Acoustic analysis shows that /t’/, described as a weak ejective in previous work, is now consistently realized as a strong ejective, especially among learners and teachers. These findings are discussed with reference to factors relevant to language learning and teaching in general, as well as to ones relevant to Indigenous language learning and teaching in particular.

Acquisition of the Japanese reflexive zibun and movement of anaphors in Logical Form

1995 ◽  
Vol 11 (3) ◽  
pp. 206-234 ◽  
Author(s):  
Margaret Thomas
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speaker ◽  
Universal Grammar ◽  
Logical Form ◽  
Long Distance ◽  
Proficiency Level ◽  
Subject Pool ◽  
Crosslinguistic Variation

Several recent accounts of crosslinguistic variation in the properties of anaphors have rejected Manzini and Wexler's (1987) parameterized binding principles. Pica (1987), Battistella (1989), Cole et al. (1990) and Katada (1991), among others, claim that anaphors move in Logical Form (LF) such that 'long-distance' binding can be reduced to a series of local relationships. This article looks at research on adult second language learning in the light of the proposal that reflexives move in LF. A first approach to the issue reanalyses data from earlier research on the acquisition of the Japanese long-distance anaphor zibun, research conducted under the assumption that the binding principles are parameterized. Secondly, a new study of 58 adult learners of Japanese is presented, showing that learners' knowledge of zibun at a high-proficiency level is largely consistent with a key prediction of the movement in LF approach. Although relatively few high-proficiency learners in the subject pool seem to have arrived at the full native-speaker grammar of zibun, there is little evidence that the grammars they construct violate principles of Universal Grammar. On the other hand, data from lower-proficiency learners are less readily accounted for from the perspective of movement in LF.

scholarly journals Refugees’ L2 learning: new perspectives on language motivation research

XLinguae ◽  
2020 ◽  
pp. 64-80
Author(s):  
Monica Ortiz Cobo ◽  
Roman Kralik ◽  
Rosella Bianco
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Experience ◽  
Learning Motivation ◽  
Refugee Students ◽  
Motivation Factors ◽  
Self Confidence ◽  
Language Learning Motivation ◽  
L2 Learning

This study analyses the factors that influence the second language learning motivation of refugees in Italy. To do so, we have conducted an ethnography by making interviews and questionnaires to adult refugee students of the Italian language. The analysis of the data highlights that the peculiar migration experience of this type of students results in specific language learning motivation factors. Starting by the existing paradigm, we discuss the refugee second language (L2) learning motivation as composed by the following dimensions: Ideal L2 Self, Ought-to L2 Self, Social Distance, Learning Experience, Self-confidence, and Anxiety and Multilingual Self.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals Developing cognitive and language skills through visual arts.

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Renáta Marosi
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Visual Arts ◽  
Cognitive Skills ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Visual Aids ◽  
The One ◽  
Visual Materials

Pedagogy works with a number of methods in order to develop students’ mental and emotional skills. For example, using audio-visual materials (e.g. songs, videos, flashcards) is considered highly beneficial and motivating for students. Taking into account the popularity and effectivity of audio-visual aids, it is worth considering the use of paintings, as representatives of visual arts, in education and more particularly in teaching and learning EFL. This pedagogical approach does not only expand students’ general knowledge on arts but also at the same time actives skills such as skills of making logical connections, reasoning and problem-solving, which are highly required in language acquisition (L2). Consequently, the purpose of the present paper is twofold. On the one hand, it aims at describing the positive influences of visual arts, i.e. paintings, in developing students’ cognitive skills that are likewise essential in (second) language learning: critical thinking, reasoning, problem-solving skill and the ability of expressing their own opinions, etc. On the other hand, the study provides the reader with an example of using paintings in pedagogy: it offers a 45-minute lesson plan on a particular work of art with a special attention to improving students’ aforementioned cognitive skills and practicing particular tenses (present simple and present continuous).

scholarly journals call talk english application

2019 ◽  
Author(s):  
kiki muzy
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Learning And Teaching ◽  
Listening Skill ◽  
Communication Interaction ◽  
Speaking Skill ◽  
The One ◽  
Speak Up ◽  
Crucial Part ◽  
Share Information

Speaking is the one of the important parts in English skills that should be mastered by students besides reading, writing and listening. The function of speaking skill are to express an idea, someone feeling, thought, and it express spontaneously by orally. Speaking is one of the language art of talk as communication interaction with someone, and it is very difficult to master it. Speaking skill is have a closely relationship with listening skill, in speaking act, the students must be listening and then speak up, because speaking is not only remembering and memorizing the sentences in written but speaking is spontaneous to show the students idea by orally. According to Chaney (1998:3), “speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols in a variety of contexts. Speaking is a crucial part of second language learning and teaching.” It means students should be able to communicate with the others to get or to share information and/or to express what they feel.

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