The influence of L1 frequency in instructed second language learning of L2 idioms

2018 ◽  
Vol 1 (2) ◽  
pp. 334-357
Author(s):  
Ebru Türker
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Treatment Session ◽  
Facilitatory Effect ◽  
Computer Assisted ◽  
Structured Input ◽  
Instructional Treatment ◽  
Input Processing ◽  
Linguistic Representations ◽  
Korean Learners

Abstract This study investigates the influence of L1 frequency on the acquisition of L2 idioms with an experiment employing structured input instruction based on the input processing model. Intermediate L2 Korean learners completed a pretest, computer-assisted instructional treatment session, and posttest. The tests included production, interpretation, and meaning tasks, which manipulated amount of context and idiom type (i.e., Shared L1-L2 idioms, which have linguistic representations in both languages and are subgrouped by high or low L1 frequency, and L2 Only idioms, which have no L1 equivalent). The results show that high L1 frequency had a consistently facilitatory effect on the learning of equivalent L2 idioms, but that context had the strongest effect on the learning of L2 idioms that have no counterpart in the L1.

CALL research archive: How can an online knowledge base further communication among second language professionals

ReCALL ◽  
2005 ◽  
Vol 17 (2) ◽  
pp. 245-253
Author(s):  
JANE L. HANSON ◽  
SVETLANA DEMBOVSKAYA ◽  
SOOJUNG LEE
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Second Language Learning ◽  
Keyword Search ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Journal Articles ◽  
Research Findings ◽  
Search Index

The inspiration for our project arose from a perceived gap between research in foreign/second language learning and classroom practice. In order to address this issue, we created a web site containing summaries of seminal articles in the area of CALL – computer assisted language learning. The summaries are useful for many teachers who do not have time to read full text journal articles and understand the statistical terms, but would like to take advantage of the research findings. Researchers will receive feedback from teachers in the form of comments, which may give insight for further research. Other features of the website are: a database of teachers' comments and demographic information, keyword search, index, glossary, chronological and alphabetical bibliography, links to research archives and sites assisting with statistical terminology and design of experiments.

scholarly journals CALL and SLA Theory: Developing A Framework to Analyze Web-based Materials for Teaching Listening Skills

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Khoiriyah Khoiriyah
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Tools ◽  
Listening Skills ◽  
Learning Skills ◽  
Web Based ◽  
The Many

Listening skills, considered by many to be the most critical language learning skills, have yet to emerge a variety of problems for learners. In order to have an effective listening class, teachers can use one of the many technology-enhanced language learning tools, web-based materials. In this article attempts have been made to make a comprehensive review on the grounded theory of Computer-Assisted Language Learning (CALL) and Second Language Learning (SLA) related to the use of web-based resources in teaching and learning English, especially for listening skills. This article also proposes a framework for conducting CALL evaluation that is worthy for website materials. The result yields a good guideline for teachers to make judgment or decision in choosing the most congruent web-based sources for teaching listening skills. As a result, teachers are able to adapt a proper teaching materials and methodology for listening skills.

scholarly journals Working Memory, Processing Speed, and Executive Memory Contributions to Computer-Assisted Second Language Learning

2012 ◽  
Vol 3 (3) ◽  
Author(s):  
Keith E. Nelson ◽  
Aran Barlieb ◽  
Kiren Khan ◽  
Elisabeth M. Vance Trup ◽  
Mikael Heimann ◽  
...  
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Processing Speed ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Memory Processing

Research in the School of Languages and Linguistics at Griffith University

2014 ◽  
Vol 47 (3) ◽  
pp. 404-408
Author(s):  
Ben Fenton-Smith ◽  
Ian Walkinshaw
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Academic Language ◽  
Student Population ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
And Linguistics ◽  
International English

Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.

scholarly journals The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL

2019 ◽  
pp. 136216881987285
Author(s):  
Simón Ruiz ◽  
Patrick Rebuschat ◽  
Detmar Meurers
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Vocabulary Acquisition ◽  
Declarative Memory ◽  
Memory Task ◽  
Computer Assisted ◽  
Instructional Condition ◽  
The Relationship

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read and completed automatically-generated multiple-choice gaps where phrasal verbs appeared in the text, while learners in the meaning-focused condition simply read and did not complete any gaps. Mixed-effects regression analyses showed that working memory was associated with vocabulary acquisition and that this association depended on the instructional context, with working memory being predictive of learning only in the form-focused condition, suggesting an aptitude-treatment interaction. Furthermore, declarative memory abilities were related to learning only as measured by the Continuous Visual Memory Task, and the relationship was not moderated by instructional condition. Overall, the study contributes to accounting for variability in second language learning in general, as well as in instructional contexts supported by intelligent CALL.

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