What Research Tells Us About Audio (and Video)

2021 ◽  
pp. 155-185
Author(s):  
Naomi S. Baron
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Research Literature ◽  
Written Language ◽  
Written Text ◽  
Learning Platform ◽  
Learning Challenges ◽  
Reading Text ◽  
Common Technique ◽  
Audio Files

Chapter 7 explores the potential of audio as a learning platform. We lay the groundwork by looking at the historical relationship between spoken and written language, and at the evolution of recorded audio, from the phonograph up through books for the blind, books on tape, audiobooks, and podcasts. Compared with the research literature weighing reading in print versus digitally, relatively few studies have explored use of podcasts or audiobooks in educational settings, especially measured against reading equivalent written text. We review studies to date, distinguishing between audio files played alone (solo audio) and reading that combines listening to audio with following along in the text (audio + text). Simultaneous audio and text is a common technique with readers having learning challenges and with second language learners. Given rising use of video materials in education settings, we also consider research comparing viewing video versus reading text, and viewing video versus only listening to audio.

Museums as a Site for Racialization and Heritage Language Maintenance

2014 ◽  
Vol 11 (2) ◽  
pp. 98-122
Author(s):  
Laura Callahan
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Maintenance ◽  
The United States ◽  
Symbolic Capital ◽  
Written Language ◽  
Spanish Speakers ◽  
Group I ◽  
A Site

Racialization is a process by which a group of people comes to be associated with and defined by certain essentialized characteristics. Racialization assumes unindividuated populations, and qualities such as intelligence, industriousness, and educational attainment can attach to an entire ethnic group. I argue that some practices in American museums may unintentionally contribute to the racialization of Spanish and Spanish speakers in the United States. This happens, first, by virtue of what printed language appears in Spanish and what does not, and second, by the particular features of the written Spanish that does appear. In reference to linguistic landscapes and language maintenance, Landry and Bourhis (1997) underline the benefit a language’s ingroup users may obtain from its prevalence in a given area; other researchers point out ways in which written language on signage can help second language learners. Heritage language learners lack ample exposure to written forms of their language, and museums— as custodians of knowledge and high culture—could provide one more venue and also offer access to symbolic capital. This paper invites reflection on questions such as whether or not some Spanish in a museum is better than none, and if the features of the Spanish that appears there matter.

scholarly journals READABILITY OF ESL PICTURE BOOKS IN MALAYSIA

2016 ◽  
Vol 1 (1) ◽  
pp. 60 ◽  
Author(s):  
Adlina Ismail ◽  
Normah Yusof
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Common Core ◽  
Picture Books ◽  
Second Language Learners ◽  
Computational Tool ◽  
Reading Materials ◽  
Word Concreteness ◽  
Reading Text ◽  
Readability Assessment

Predicting readability of a reading text for second language learners is important for teachers, educators, and other concerned parties to make sure the text matches targeted readers’ proficiency. Suitable reading materials would promote language development among readers, especially children. In Malaysia nowadays, English story books for children which are published locally can be easily found in libraries or bookstores. However, the readability of these reading materials has remained uncovered. Hence, this study aimed to investigate the readability of Malaysian English children story books on five aspects (narrativity, syntactic simplicity, word concreteness, referential cohesion and deep cohesion) as provided by the computational tool, Coh-Metrix Common Core Text Ease Readability Assessor (T.E.R.A). Ten local English children story books were selected as samples. It was found that the majority of the samples have high narrativity, syntactic simplicity, and word concreteness but average referential cohesion and deep cohesion. The result revealed that there is lack of attention given to the aspect of cohesion in children story books. This study recommends that children book writers consider the readability of ESL children story books to help children’s language development.  Keywords: readability, assessment of reading materials, Coh-Metrix, picture books, childrenCite as: Ismail, A., & Yusof, N. (2016). Readability of ESL picture books in Malaysia. Journal of Nusantara Studies, 1(1), 60-70.

scholarly journals Different Approaches to the Concept of Collocation in English: Why Learn Collocations?

2018 ◽  
Vol 4 (87) ◽  
Author(s):  
Lina Danilevičienė ◽  
Roma Vaznonienė
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Second Language Learners ◽  
English For Academic Purposes ◽  
Scientific Data ◽  
Written Language ◽  
Grammatical Structure ◽  
Theoretical Approaches ◽  
Uniform Definition ◽  
Insurmountable Obstacle

Research background. A collocation is a combination of two or more words that are commonly used together in English. Collocation is an indispensable element of any English text and no piece of natural spoken or written language is totally free of collocation. There exist different approaches to the concept of collocations in English. However, there is no exhaustive and uniform definition or categorization of it. Second language learners do not have many guidelines to follow considering the admissibility of collocation, thus collocations seem to be an insurmountable obstacle to the attainment of native like fluency and is one of error generating areas in general English and especially in EAP (English for Academic Purposes) and ESP (English for Special Purposes).Research aims were to analyze and systemize different theoretical approaches to the concept of collocation in English with reference to the data of scientific research as well as give the answer why collocations should be learned and taught at all levels of language proficiency and within different registers.Research method used – theoretical analysis of classical and modern research articles on collocation in English.Research  results.  Various  linguistic  schools  have  had  different  approaches  to  the  study  of  collocations. Acquisition  of  collocations  can  be  the  source  of  particular  difficulties  for  L2  leaners  in  attaining  native-level competence. Collocations should be taught from the very beginning at all levels of language proficiency .Discussion and conclusions. As a result of analysis and systemization of scientific data the following conclusions have been made:1. Collocation is a lexical co-occurrence of lexemes. In order a lexical combination could be called a collocation it should satisfy the criterion of frequency and grammatical structure;2. Lexis and grammar cannot be separated;3. Lexis is inseparable from semantics. 4.  Knowledge  of  collocations  can  help  develop  language  proficiency  in  such  areas  as  English  for  Specific Purposes (ESP) and English for Academic Purposes (EAP). Students’ motivation to learn collocations and make good use of them in their essays, research works and academic language should be increased.Keywords: collocational, co-occurrence, language acquisition, register.

Bridging the L1-L2 Divide

2020 ◽  
pp. 309-325
Author(s):  
Bridget M. Morgan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Heritage Learners ◽  
Learning Challenges ◽  
Learner Centered ◽  
Writing Course ◽  
The University

This chapter engages the reality of the university classroom that includes Heritage-Learners (HL) and second-language learners (L2) of Spanish. Rather than furthering the “what if” considerations of the idealized heritage learner in a quasi-homogenous group and specialized course track, the author focuses on the very pressing question of ways in which HL and L2 populations face similar learning challenges in an intermediate-level Spanish writing course. Drawing on research about learner-centered and HL and L2 language-learning pedagogies, the author discusses how implementation of progressive assignment design and targeted learning skills development supported L2 students and transitional bilinguals in the mixed classroom. Finally, the limits of this mixed classroom model for HL and L2 learners are discussed.

scholarly journals Autonomy Building Through Peer Tutoring: Second Language Students Engage in Literacy Learning

2007 ◽  
Vol 1 (1) ◽  
pp. 151-174
Author(s):  
Joanne Kingsley
Keyword(s):  
Second Language ◽  
Critical Pedagogy ◽  
Language Learners ◽  
Peer Tutoring ◽  
Second Language Learners ◽  
Classroom Teacher ◽  
Literacy Learning ◽  
Reading Program ◽  
Literacy Skills ◽  
Learning Challenges

Research indicates that direct instruction of literacy skills benefits all learners, especially second language learners and students with learning challenges; however, students become disengaged when skills are taught through repetitive drill and skill practice in isolation from meaningful contexts. This article examines the critical pedagogy of an elementary classroom teacher as she engaged students in a peer tutoring reading program that developed learners’ autonomy and self-esteem.

scholarly journals How learners of English learn best in a foreign language context? A glimpse of the debate over the written versus the spoken form

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Fatimah Almutrafi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Written Language ◽  
Teaching Methodology ◽  
Written Form ◽  
Language Context

The primacy of speech in second language learning and the relative lack of importance of the written form have triggered a continuous debate in the field of language teaching methodology. The various approaches which have been developed throughout the years emphasise the importance of the spoken language. Therefore, the written form has been taken for granted in most teaching methodologies. This paper considers the question of whether second language learners learn best through spoken or written language. It reviews the literature with regard to how speaking and writing have been taught in the last two decades. In addition, it describes the differences between spoken and written forms of languages. The paper then presents some characteristics and features of both language forms and states the situation of teaching English in a foreign language context. The paper concludes that both spoken and written aspects of any language are important in language learning and they both complement one another. Second language learners need to learn both aspects in order to master the language. The degree of exposure to spoken or written language is yet determined by the learners’ purpose for learning the language.

scholarly journals Reading Comprehension and Its Importance in Learning English as a Second Language

2016 ◽  
Vol 1 (1) ◽  
pp. 61
Author(s):  
Ghafour Saeedi ◽  
Afsaneh Khanmohammadi ◽  
Hadi Mahmmodi
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Reading Ability ◽  
Second Language Learners ◽  
Written Language ◽  
Content Areas ◽  
New Knowledge ◽  
Academic Settings ◽  
Learning English

Reading can be the most important skill for second language learners in the academic contexts. In other words, in the academic settings, reading is the central means for acquiring new knowledge and gaining new access to alternative explanations and interpretations (Grabe & Stoller, 1997, cited in Celce-Murcia, 2001). If a student cannot read and comprehend a written language, they cannot be expected to be good in other content areas which will indispensably require some reading ability (Decker, 2007). So this study aims at studying and reviewing reading comprehension and its importance.

Bridging the L1-L2 Divide

2017 ◽  
pp. 270-286
Author(s):  
Bridget M. Morgan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Heritage Learners ◽  
Learning Challenges ◽  
Learner Centered ◽  
Writing Course ◽  
The University

This chapter engages the reality of the university classroom that includes Heritage-Learners (HL) and second-language learners (L2) of Spanish. Rather than furthering the “what if” considerations of the idealized heritage learner in a quasi-homogenous group and specialized course track, the author focuses on the very pressing question of ways in which HL and L2 populations face similar learning challenges in an intermediate-level Spanish writing course. Drawing on research about learner-centered and HL and L2 language-learning pedagogies, the author discusses how implementation of progressive assignment design and targeted learning skills development supported L2 students and transitional bilinguals in the mixed classroom. Finally, the limits of this mixed classroom model for HL and L2 learners are discussed.

scholarly journals Error Analyses and the Cognitive or Linguistic Influences on Children’s Spelling: Comparisons Between First- and Second-Language Learners

2021 ◽  
Vol 24 (3) ◽  
pp. 79-97
Author(s):  
Gina Louise Harrison
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Written Language ◽  
Formative Assessments ◽  
Linguistic Resources ◽  
Syntactic Knowledge ◽  
L2 Learners ◽  
Correct Letter ◽  
L1 And L2 ◽  
Linguistic Influences

A collection of cognitive, linguistic, and spelling measures were administered to third- grade English L1 and L2 learners. To capture formative assessments of children’s developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2) Visual- Orthographic; and (3) Correct Letter Sequences. There were no group differences on the cognitive or spelling accuracy measures, but L1 learners achieved higher scores than L2 on linguistic measures of vocabulary and syntactic knowledge. Analyses across the spelling metrics indicated that both L1 and L2 learners drew more heavily on their knowledge of graphophonemic rules and positional constraints in pronunciation for spelling. However, the contribution of underlying cognitive and linguistic resources to spelling differed as a function of scoring system and language group. Across spelling metrics, linguistic predictors (vocabulary and syntactic knowledge) accounted for more variance in L1 than L2 learners. The results are discussed in relation to conceptualization of spelling as an integral link between oral and written language in literacy development.

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