Talking about oneself

2022 ◽  
Author(s):  
Charles M. Mueller ◽  
Peter Richardson
Keyword(s):  
Second Language ◽  
Student Engagement ◽  
Empirical Research ◽  
Correlational Analysis ◽  
Japanese University ◽  
Language Instructors ◽  
Lexical Complexity ◽  
English Students ◽  
Practical Implications

Abstract Second language instructors often have students talk about their own experiences rather than abstract impersonal topics. Intuitively, such topics seem more likely to encourage student engagement. Unfortunately, virtually no empirical research has examined the effects of personal prompts on spoken output. To address this gap in research, the current study (N = 117) compares the spoken output of Japanese university English students who responded to a personal prompt with students responding to an impersonal prompt. Output was recorded in transcripts and then analyzed using a battery of measures related to complexity, accuracy, and fluency. Findings showed that personalized prompts were associated with greater fluency. Moreover, there was some evidence that impersonal prompts led to output with greater lexical complexity. Rates of accuracy were similar in both groups. Correlational analysis suggested that lexical sophistication was associated with reduced fluency. The conclusion addresses practical implications and avenues for further research.

scholarly journals A pilot study of Alexa for autonomous second language learning

2019 ◽  
pp. 107-112 ◽  
Author(s):  
Gilbert Dizon ◽  
Daniel Tang
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learning ◽  
Second Language Learning ◽  
Likert Scale ◽  
Japanese University ◽  
Students Attitudes ◽  
Personal Assistants ◽  
English Students ◽  
Initial Research

Although initial research involving Intelligent Personal Assistants (IPAs) for language learning have yielded promising results, no study has examined their use in the context of Autonomous Second Language Learning (ASLL). Thus, the main goal of this pilot study was to investigate the use of an IPA, specifically Alexa, for ASLL. Two Japanese university second language (L2) English students participated in a four-week study, which involved the learners interacting with Alexa through the Echo Dot speaker in their respective homes. Learner usage data was collected via the Alexa website and the students’ attitudes toward the IPA for ASLL were evaluated through a survey consisting of 12 Likert-scale items and four open-ended questions. It was found that while the L2 students had positive opinions toward the use of Alexa for ASLL, the learners did not make active use of the technology.

scholarly journals Examining Katakana Synform Errors Made by Japanese University Students

2020 ◽  
Vol 9 (1) ◽  
pp. 62-72
Author(s):  
Raymond Stubbe ◽  
◽  
Kosuke Nakashima ◽  
Keyword(s):  
Second Language ◽  
University Students ◽  
English Word ◽  
Japanese University ◽  
Frequent Word ◽  
Japanese Learners Of English ◽  
Study Results ◽  
Japanese Learners ◽  
Vocabulary Assessment ◽  
English Students

Laufer (1988) introduced the concept of synform errors, where second language (L2) learners confuse a word for a different but similar looking or sounding L2 word. Stubbe and Cochrane (2016) reported that of 1,187 commonly repeated errors on a Japanese to English non-contextual translation test, 461 were synform errors (39%). This study introduces the concept of katakana consonant pairing synform errors, where Japanese learners of English can confuse one English word for another because some English consonants have no Japanese equivalent, for example, l and v. Words containing these consonants can be transcribed into katakana using the closest Japanese consonant sound: r, b, respectively. This can result in katakana pairings (l-r, v-b), which may lead to confusion for the Japanese learners. “Vest” may be interpreted as “best,” for instance. In the present study, English students at one Japanese university (N = 235) were given a Japanese to English non-contextual translation test containing the lower frequency member of 30 such katakana pairs (“vest” being a much less frequent word than its pair “best,” for instance). Thirty words not having a katakana partner (e.g., shade) from the same JACET8000 frequency levels were also tested. The study results suggest that katakana consonant pairing synform errors are problematic for these Japanese university students. Implications for the classroom and vocabulary assessment are presented.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

scholarly journals Engaging English Learners Through Literature, Fairy Tales, and Drama

2019 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Alison Larkin Koushki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Fairy Tales ◽  
English Learners ◽  
Fairy Tale ◽  
Research Question ◽  
Language Education ◽  
Project Based Learning ◽  
The Impact

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

scholarly journals Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

2018 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Graham G. Robson ◽  
Darrell J. Hardy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speakers ◽  
Self Determination Theory ◽  
Self Determination ◽  
Target Language ◽  
Learner Motivation ◽  
Japanese University ◽  
Self Study

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.

The Value of Service-Learning in L2 Teacher Preparation

2018 ◽  
pp. 103-124 ◽  
Author(s):  
Kristen M. Lindahl ◽  
Zuzana Tomas ◽  
Raichle Farrelly ◽  
Anna Krulatz
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Preparation ◽  
Student Engagement ◽  
Service Learning ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Community Collaboration ◽  
Education Programs ◽  
Course Content

Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.

School Segregation and Language-Based Ethnic Divisions

2020 ◽  
pp. 24-48
Author(s):  
Christina P. Davis
Keyword(s):  
Second Language ◽  
Ethnic Difference ◽  
Pedagogical Practices ◽  
School Segregation ◽  
Education Policies ◽  
Language Of Instruction ◽  
Local Education ◽  
School Based ◽  
Everyday Practices ◽  
English Students

Chapter 2 demonstrates the segregation of Sinhala- and Tamil-medium students and how linguistic, ethnic, and religious divisions were reinforced in national and local education policies and everyday practices. It looks at the implementation of the recent Sinhala-as-a-second-language (SSL), Tamil-as-a-second language (TSL), and English programs at Hindu College and Girls’ College in relation to the regimenting of language of instruction, ethnicity, and religion in school-based practices. At Hindu College, pedagogical practices and the school’s orientation as a Tamil-speaking sphere of practice prevented students from improving their skills in SSL and English. Students gained proficiency in English at Girls’ College, but the SSL and TSL programs were unevenly implemented, with Sinhala-medium students writing Tamil but refraining from speaking it. This chapter argues that while the trilingual policies were enacted to create interethnic harmony, national and local education policies and practices continue to use languages as a basis for ethnic difference, the results of which play out far beyond educational settings.

Collaborative Pre-Task Planning Processes and Second-Language Task Performance

RELC Journal ◽  
2020 ◽  
pp. 003368822095322
Author(s):  
Paul Leeming ◽  
Scott Aubrey ◽  
Craig Lambert
Keyword(s):  
Second Language ◽  
Task Performance ◽  
First Language ◽  
Task Planning ◽  
Japanese University ◽  
Stimulated Recall ◽  
Planning Processes ◽  
The Impact ◽  
Subsequent Task

Task-based language teaching research has investigated the impact of planning on task performance, but little has been reported on the processes that take place while planning is undertaken. This study builds on previous planning research by providing a detailed analysis of four Japanese university learners’ collaborative pre-task planning (two dyads) and their performance on a subsequent second language (L2) oral monologue task that required them to express their opinions on a problem and propose a solution to it. Follow-up interviews incorporating stimulated recall were also conducted to gain insight into learners’ perceptions. Results suggest that the note-taking strategies employed, the interpersonal dynamics of the pairs, the L2 proficiency of the participants, and the language of planning (first language [L1] or L2) resulted in important differences in these learners’ planning processes and subsequent task performances. The results are discussed in terms of how pre-task planning processes might be optimized in teaching and research.

A psycho-social analysis of depression, anxiety and student engagement: Effects of parenting practices

2020 ◽  
pp. 135910452097244
Author(s):  
Mia A Jules ◽  
Donna-Maria B Maynard ◽  
Gillian Lowe ◽  
Garth Lipps ◽  
Roger C Gibson
Keyword(s):  
Student Engagement ◽  
Emotional Support ◽  
Parenting Practices ◽  
Primary Schools ◽  
Parental Monitoring ◽  
Depression Scale ◽  
Anxiety And Depression ◽  
Future Research ◽  
Harsh Parenting ◽  
Practical Implications

The extent to which students’ level of depressive and anxiety symptoms and student engagement were predicted by parental emotional support, monitoring and harsh parenting was investigated using a series of multiple regression analyses. Grade six students from public primary schools ( n = 293; 49% females, 51% males; mean age = 10 years) in Barbados completed the Revised Children’s Anxiety and Depression Scale, a Parenting Questionnaire and an adapted Student Engagement scale. Students’ level of depressive symptoms were predicted by parental emotional support and harsh parenting, but not by parental monitoring. With the exception of harsh parenting, neither parental emotional support nor parental monitoring were significant predictors of the anxiety levels of students. Student engagement was predicted by all three types of parenting practices. Limitations, recommendations for future research and practical implications of the study are discussed.

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