Effects of second language proficiency and working memory span on novel language learning

2018 ◽  
Vol 1 (1) ◽  
pp. 79-105
Author(s):  
Kaitlyn L. Zavaleta ◽  
Janet L. Nicol
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Learning ◽  
Memory Span ◽  
Learning Experience ◽  
Test Word ◽  
Learning Performance ◽  
Production Test ◽  
L2 Proficiency ◽  
Comprehension Test

Abstract In this paper we examine the effects of prior language learning experience and working memory capacity on learning a novel language. Participants with a range of proficiency in a second language were trained on a third language. They were presented with 20 Turkish words (to test word-learning) and their plural counterparts (to test rule-learning). After training, participants were asked to judge whether a given label correctly matched the pictured object (comprehension) and to verbally produce the correct label for a given object (production). The comprehension test took place immediately after training and again a week later. The production test was administered after the second comprehension test. We found that performance on the initial comprehension test was predicted by working memory span but not L2 proficiency; L2 proficiency predicted learning performance only for the delayed tests. This suggests that the two variables – L2 Proficiency and Working Memory – play different roles in L3 learning.

SOURCES OF VARIATION IN SECOND AND NATIVE LANGUAGE SPEAKING PROFICIENCY AMONG COLLEGE-AGED SECOND LANGUAGE LEARNERS

2021 ◽  
pp. 1-26
Author(s):  
Mona Roxana Botezatu ◽  
Taomei Guo ◽  
Judith F. Kroll ◽  
Sarah Peterson ◽  
Dalia L. Garcia
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Cognitive Control ◽  
Second Language Learners ◽  
Native Language ◽  
L2 Proficiency ◽  
Speaking Proficiency ◽  
Sources Of Variation ◽  
Internal Sources ◽  
L1 And L2

Abstract We evaluated external and internal sources of variation in second language (L2) and native language (L1) proficiency among college students. One hundred and twelve native-English L2 learners completed measures of L1 and L2 speaking proficiency, working memory, and cognitive control and provided self-ratings of language exposure and use. When considering learner-external variation, we found that more frequent L2 exposure predicted higher L2 and L1 proficiency, while earlier L2 exposure predicted higher L2 proficiency, but poorer L1 maintenance. L1–L2 distance limited crosslinguistic transfer of print-to-sound mappings. When considering learner-internal variation, we found that L1 and L2 proficiency were highly correlated and that better working memory, but not cognitive control, accounted for additional variance in L2 and L1 proficiency. More frequent L2 exposure was associated with better cognitive control.

Podcasts and English-Language Learning

2019 ◽  
Vol 11 (1) ◽  
pp. 20-35
Author(s):  
Yuping Mao ◽  
Martin Guardado ◽  
Kevin R. Meyer
Keyword(s):  
Second Language ◽  
Nontraditional Students ◽  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Community Services ◽  
English Language Learning ◽  
Educational Settings ◽  
Language Programs ◽  
Non Profit

There are three ways to use podcasts in education: accessing podcasts created by others, teacher-created podcasts, and student-created podcasts. This chapter focuses on the use of teacher-created and student-created podcasts in an English as a second language (ESL) class. Existing literature on the use of podcasts in learning primarily focuses on formal educational settings, while nontraditional students in freely available language programs provided by non-profit organizations (NPOs) remain unexplored. Thus, the authors examine how podcasting enhances immigrants' English language learning experience in an ESL course offered by an NPO that provides community services to immigrants in Canada. This chapter addresses pedagogical and organizational affordances and challenges of using podcasts in language learning and provides recommendations for their implementation in NPOs.

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.

Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments

2020 ◽  
pp. 136216882093727
Author(s):  
Aki Tsunemoto ◽  
Pavel Trofimovich ◽  
Sara Kennedy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Learning Experience ◽  
Teaching Experience ◽  
School Students ◽  
Online Questionnaire ◽  
Teacher Assessments ◽  
L2 Pronunciation

Teacher cognition has attracted increased attention among second language (L2) researchers and practitioners, likely because of its potential consequences for classroom practices, such as teaching and assessment. Prior research has revealed links between teacher beliefs about pronunciation teaching and teachers’ own experience (e.g. amount of teacher training and teaching experience). However, no research has to date focused on how teachers’ experience and their beliefs are intertwined, possibly affecting teacher assessments of L2 speakers’ pronunciation. For this study, 77 Japanese pre-service teachers of English completed an online questionnaire examining their beliefs about the teaching of English pronunciation and eliciting details about their L2 teaching and learning experience. Additionally, pre-service teachers assessed 40 Japanese secondary school students performing an extemporaneous speech task, rating these speakers for comprehensibility, accentedness, and fluency. Results showed that pre-service teachers could be categorized into two distinct profiles, defined by joint contributions of pre-service teachers’ experience (a mixture of language learning/teaching experience and pronunciation-related instruction) and their beliefs (teachability of L2 pronunciation and approaches to its teaching). Pre-service teachers with more experience appeared to be more skeptical about how (easily) L2 pronunciation can be learned and taught and also provided harsher accentedness ratings, compared to pre-service teachers with less experience, revealing links between experience, beliefs, and speech assessments. Taken together, the findings reveal how pre-service teachers’ experience might shape their beliefs and assessments, implying that teacher educators must encourage future teachers to hold positive views about the teachability of L2 pronunciation by shifting their attention toward communicatively oriented dimensions of L2 speech and by providing teachers with pedagogical skills to target these dimensions.

Omani Undergraduate Students' Writing Errors

2015 ◽  
pp. 288-306
Author(s):  
Muhammed Ali Chalikandy
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Positive Relationship ◽  
Learning Experience ◽  
Linguistic Competence ◽  
Target Language ◽  
Writing Errors

This chapter analyses learners' writing errors. It focuses on error types and sources because these will reveal learners' current linguistic competence and what they need now for improvement. Data was collected mainly from the written work of English Department students at Al Buraimi University College. Results show that their errors are both interlingual and intralingual and that there is a positive relationship between these and learning strategies. Not only does the learners' previous language-learning experience influence the process of second language acquisition; target language learning experience does so as well.

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