‘What does the fox say?’

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Seongeun Hong ◽  
David Kellogg
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Discourse ◽  
Conscious Awareness ◽  
Wh Questions ◽  
Young Learner ◽  
Learning Language ◽  
Children's Development ◽  
Proximal Zone ◽  
Children’S Development

Abstract The late M. A. K. Halliday sketched a language-based theory of learning which posited three overlapping functions of learning language, learning through language, and finally learning about language as the young learner struggles to direct his or her own learning from language. Here we focus on one aspect of this struggle for what Vygotsky called conscious awareness and mastery of learning, namely questions. First we examine Hasan’s case that learning particular kinds of questions enable participation in classroom discourse while others disable it. Next, we look at Vygotsky’s case that self-directed questions (rhetorical and narrativized questions) have a key role to play in learning through questions. Finally, we consider what path the child has to take in learning about questions in English as a foreign language. Using ordinary classroom tasks under ordinary classroom conditions, we trace changes in children’s questions over six months, and we find statistically significant changes, particularly remarkable in retelling dialogues containing questions as narratives. But we also find very few new wh-questions, and we suggest that this is because mastery and conscious awareness of the structure of wh-questions still lie in the next, or proximal, zone of the children’s development.

scholarly journals ENCOURAGING STUDENTS TO HAVE POSITIVE ATTITUDES TOWARD LEARNING ENGLISH

2017 ◽  
Author(s):  
Ismail Sangkala
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Affective Factors ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Learning Language ◽  
Learning English

In foreign Language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning language. This study looks into the concept of attitude as one of the major affective factors for success in learning a foreign language.

scholarly journals Learners’ Beliefs and Communities Around Them: The Social Pressure to Learn Language

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989884
Author(s):  
Munassir Alhamami
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Social Pressure ◽  
Mixed Methods Design ◽  
Efl Learners ◽  
Face To Face ◽  
The Social ◽  
Efl Students ◽  
Learning Language

This study used a mixed-methods design to investigate the effects of language learners’ subjective norm (SN) beliefs on learning English as a foreign language (EFL). To examine the perceived social pressure to learn EFL, two experiments were conducted in a Saudi university: a face-to-face language learning (FLL) experiment and an online language learning (OLL) experiment. A total of 674 EFL learners participated in the FLL treatment, and 286 EFL learners participated in the OLL treatment. In addition, several interviews were conducted with participants from both groups. The results show that understanding the SN beliefs of particular groups of people can help predict EFL students’ perceived social pressure to engage or not in learning a foreign language in online and face-to-face settings. Comparing the results of both groups shows that EFL learners hold more positive SN beliefs toward learning language in face-to-face settings than in online settings due to the participants’ SN beliefs. This finding highlights the importance of understanding the social pressure confronting language learners.

Discourse Worlds in the Classroom and in Foreign Language Learning

1985 ◽  
Vol 7 (2) ◽  
pp. 159-168 ◽  
Author(s):  
Willis J. Edmondson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
Classroom Discourse ◽  
Foreign Language Learning ◽  
Frame Theory ◽  
Simultaneous Activation ◽  
Multi Level ◽  
Language Input

The paper begins to explore the nature of the cognitive processing involved in foreign language learning. The notion of a “discourse world” as a set of elements against the background of which a unit of talk makes sense is introduced, and the claim is made that several such “discourse worlds” may be seen to coexist in classroom discourse, in part because of participants' “awareness” (on some level) of why they are there. The notion of a discourse world is then given a psychological interpretation in terms of frame-theory, and the view is argued that the simultaneous activation of several such frames is central to the business of understanding language, and to language learning. The classroom, it is argued, offers rich opportunities for the training of such multi-level perception of foreign language input, with consequent gains in learning. From this perspective Krashen's Monitor Theory is found implausible.

Children’s word knowledge

1987 ◽  
Vol 10 (1) ◽  
pp. 40-55
Author(s):  
Peggy Goldsmith
Keyword(s):  
Language Learning ◽  
Secondary Students ◽  
Word Knowledge ◽  
Spelling Development ◽  
Orthographic Awareness ◽  
New Words ◽  
Children's Development ◽  
Children’S Development

Abstract In regard to language learning, whether it be in listening, speaking, reading or writing, children appear to be genuinely interested In meaning in their world. When it comes to a knowledge of words to be used in any of the processes mentioned, children are interested in their use, their meaning and in connecting new words with old words or ideas. Numerous studies have investigated the development of children’s word knowledge up to year 4 or approximately age 10 (e.g. Read, 1971; Beers and Henderson, 1977; Zutell, 1979; Gentry, 1981). There are, however, only a few studies involving upper primary and secondary students. This paper looks at literature on children’s word knowledge (including spelling) development up to year 4 and beyond, and includes a table of researched and hypothesized stages in children’s development in orthographic awareness and in word knowledge. An outline of the author’s theory of children’s development in word knowledge is given.

scholarly journals Binaural Sound to Enhance Listening Comprehension in Language Tests

2020 ◽  
Vol 14 (01) ◽  
pp. 4
Author(s):  
Teresa Magal-Royo ◽  
Jesus Garcia-Laborda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Multimodal Learning ◽  
Sound Perception ◽  
Language Tests ◽  
Digital Formats ◽  
Computer Aided Learning ◽  
Learning Language ◽  
Binaural Sound

<p class="0abstract"><span lang="EN-US">The use of new digital formats in language learning and testing improves both the learning and acquisition skills development process of language tests. The process of listening comprehension is considered one of the most complex in the field of Computer Aided Learning Language (CALL) because it relates to multimodal learning channels and brain sound perception in an unfamiliar communication environment (the foreign language) for the learner. This article stresses the possibilities of using binaural sound in the design and implementation of tests as well as the cognitive issues that might be involved in the process of learning and assessment of a foreign language.</span></p>

scholarly journals AN EXPLORATION OF POTENTIAL REWARDS IN ENGLISH FOR YOUNG LEARNER (EYL) CLASSROOM

2019 ◽  
Vol 3 (2) ◽  
pp. 329-343
Author(s):  
Indra Yoga Prawiro ◽  
Natalia Anggrarini ◽  
Natalia Anggrarini
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Primary Schools ◽  
Teaching English ◽  
Use Of Technology ◽  
Young Learner ◽  
Social Reinforcers ◽  
Learning Language ◽  
Learning English

In the 21st century, many parents try to introduce foreign language since earlier. The introduction is started since very beginning because some experts believed that the students who learn foreign language especially English on their primary schools or pre-schools, it will contribute the successful of them in learning language in the next level Ferrandino and Tirozzi as cited in MacDonell, C. (2007:1). This research is a case study. It aims to find out the use of potential rewards in kindergarten schools. This study will also investigate some challenges and efforts of five EYL teachers in teaching English. Hence this study will also focus on the benefits of potential rewards in motivating the EYL students in learning English. The result showed that social reinforcers is the most used reward and three activities that usually implemented in the class are giving applause, smiles and teacher’s signature. Then, there are two main challenges in teaching English in kindergarten school. The first is the use of technology and the second is classroom management. While the efforts used in teaching EYL are the use of media, strategy and rewards. So, the students will be more fun and enjoyable in learning English. Then, the last is the benefits. The result showed that by implementing the rewards system in the class. It can encourage the students to achieve the target learning. The students are happy to follow the instructions from the teacher and can complete the task well.

scholarly journals CONSTRUCTIVIST APPROACH: CREATING A MEANING TO LEARNING

2016 ◽  
Vol 4 (9(SE)) ◽  
pp. 18-25
Author(s):  
Prabha S. Chiniwar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Direct Method ◽  
Direct Approach ◽  
Translation Method ◽  
Constructivist Approach ◽  
Teaching English ◽  
Learning Language ◽  
The Way

The author is wholly concerned with the unstressed learning of the students for which he wants to revolutionize the way of teaching English. A foreign language is learnt specially with the translation method is the practical side of the language learning. The author has experienced the various learning criteria of learning language as he has been working in the Tribal Institution. For the infants the most practical and fruitful method we have gone through is the Direct Method of language learning. The Direct Method refers to the ‘Direct approach in the language application’ The words, ‘This’, ‘That’, envisage to the appetite of understanding the information of the object. These words are to be regarded as the model words of the ‘Direct Method.’ In language learning, the presentation of the objects or the things put a sort of stress on the views of the students that is accompanied with the experience. The author is feasibly concerned with the – 1. Actual understanding of the language by the student, 2.Throughout application of the language by the student, 3. The proper information and stress on the words by the students and 4. Beneficence of the learnt language to the student. We look in for the various methodologies in making language learning easy.

scholarly journals "A Mountain of Words"

2019 ◽  
Vol 45 (3) ◽  
pp. 42-78
Author(s):  
Elizabeth C. Macknight
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Interdisciplinary Approach ◽  
Educational Programs ◽  
Archival Research ◽  
Linguistic Competency ◽  
Aims Of Education ◽  
Children's Development ◽  
Children’S Development

This article presents an interdisciplinary approach to archival research on records produced by children that survive in family archives. It corresponds with the aims of education specialists who investigate patterns in language learning to understand how young minds absorb influences concurrently from familial, religious, and social circles across disparate cultural settings. Drawing upon the concept of syncretic literacy, the article interprets French archival evidence of children’s development of linguistic competency and sensitivity to language use in context. It argues for the need to advocate both the conservation of children’s archives and the design of educational programs that enable children to discover the role of archivists and the purposes of recordkeeping in society.

Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 241-258 ◽  
Author(s):  
Ana Niño
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Training Tool ◽  
Advantages And Disadvantages ◽  
Language Class ◽  
Learning Language

AbstractThis paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in the form of translation memories, pre-editing and post-editing), and MT as a “CALL tool”. Subsequently, some of the implications of the use of MT and of free online MT for FL learning are outlined and discussed along with practical examples for language teaching purposes. Finally, qualitative data, drawn from our empirical investigation are presented as synthesized findings pertaining to the perceptions of language learners and tutors in relation to the use of MT and, in particular, free online MT as a language tool.

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