Effects of Technology-Supported Language Experience Approach for English Learners With Exceptional Needs

2019 ◽  
Vol 36 (5) ◽  
pp. 418-437
Author(s):  
Sara Jozwik ◽  
April L. Mustian
Keyword(s):  
English Learners ◽  
Language Experience ◽  
Language Experience Approach

scholarly journals IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH THE APPLICATION OF LANGUAGE EXPERIENCE APPROACH

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Eka Surya Fitriani And Yunita Agnes Sianipar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Key Words ◽  
Second Grade ◽  
Language Experience ◽  
Second Grade Students ◽  
Language Experience Approach

This paper discusses improving students’ achievement in reading comprehension through the application of language experience approach. This paper will answer the question “Does the application of Language Experience Approach improve the students’ achievement in reading comprehension?” The objective of the study is aimed at finding out whether the application of Language Experience Approach improves the students’ achievement in reading comprehension. The sample of the research was the second grade students of SMA Panca Budi Medan, class XI – 2 science which consisted of 39 students, 19 boys and 20 girls. The technique of collecting data was by using three tests with two cycles in action research. The result showed that the application of language experience approach improved the students’ achievement in reading comprehension.   Key Words: Reading Comprehension, Language Experience Approach

Language Experience and Subjective Word Familiarity on the Multimodal Perception of Non-Native Speakers’ Vowels

2021 ◽  
pp. 002383092199872
Author(s):  
Solène Inceoglu
Keyword(s):  
English Learners ◽  
Visual Information ◽  
Native Speakers ◽  
Native Speaker ◽  
American English ◽  
Vocabulary Knowledge ◽  
Language Experience ◽  
Monosyllabic Words ◽  
Word Familiarity ◽  
Multimodal Perception

The present study investigated native (L1) and non-native (L2) speakers’ perception of the French vowels /ɔ̃, ɑ̃, ɛ̃, o/. Thirty-four American-English learners of French and 33 native speakers of Parisian French were asked to identify 60 monosyllabic words produced by a native speaker in three modalities of presentation: auditory-only (A-only); audiovisual (AV); and visual-only (V-only). The L2 participants also completed a vocabulary knowledge test of the words presented in the perception experiment that aimed to explore whether subjective word familiarity affected speech perception. Results showed that overall performance was better in the AV and A-only conditions for the two groups with the pattern of confusion differing across modalities. The lack of audiovisual benefit was not due to the vowel contrasts being not visually salient enough, as shown by the native group’s performance in the V-only modality, but to the L2 group’s weaker sensitivity to visual information. Additionally, a significant relationship was found between subjective word familiarity and AV and A-only (but not V-only) perception of non-native contrasts.

scholarly journals The Connectionist Approach of Processing L2 Ambiguous English Sentences

2017 ◽  
Vol 6 (2) ◽  
pp. 26
Author(s):  
Hulin Ren
Keyword(s):  
Language Processing ◽  
English Learners ◽  
Language Experience ◽  
Syntactic Structures ◽  
Grammaticality Judgment ◽  
Chinese Learners ◽  
Group 3 ◽  
Connectionist Approach ◽  
Group 2 ◽  
Group 1

The connectionist approach to language processing is popular in second language (L2) study in recent years. The paper is to investigate the connectionist approach of Chinese learners’ individual differences in the comprehension of certain ambiguous English sentences. Comprehension accuracy and grammaticality judgment are carried out with three groups with different background of language experience, namely, well-experienced English natives (group 1), well-experienced non-native English learners (group 2) and semi-experienced non-native English learners (group 3) on four types of ambiguous English sentences such as The polite actor thanked the old man who carried the black umbrella. Results of the study are discussed and a number of conclusions based on the results are summarized with regard to L2 learners’ differences in the performance to comprehend ambiguous syntactic structures.

scholarly journals My Writing: An E-LEA-Based Android Application to Develop Kindergarten Children's Early Literacy

2021 ◽  
Author(s):  
Martha Christianti ◽  
Rahmatul Irfan ◽  
Nur Cholimah ◽  
Fuad Reza Pahlevi
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Android Application ◽  
Language Experience ◽  
Reading And Writing ◽  
Children And Parents ◽  
Language Experience Approach ◽  
Children's Literacy ◽  
Teacher Opinions ◽  
At Home

My Writing is a tool that preschool children can use to improve their reading and writing skills, which can be used both at school and at home. This tool was developed based on the Language Experience Approach (LEA) and is in the form of an Android application designed for children. It is used to help children understand that the spoken language can be altered into the written one and still retains its meaning. 10 teachers were included in this study and data were collected from teacher opinions and assessments. The findings showed that My Writing is an effective application for developing literacy in young children, and that it is easy to use by children and parents, making it simple for teachers to assess children’s literacy skills while they study at home. Keywords: Language Experience Approach (LEA), Digital LEA, E-LEA, My Writing, early reading and writing

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