scholarly journals Authenticity of Identity and Second Language Learning

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110685
Author(s):  
Ying Wang
Keyword(s):  
Second Language ◽  
Social Context ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Language Learning ◽  
Identity Theory ◽  
Target Language ◽  
Language Identity ◽  
Language Context ◽  
The Impact

This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual’s competence and desires. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. The discussion is carried out in a theoretical framework consisting of Sociocultural Identity Theory of Second Language Learning and Identity Theory. It is revealed that besides individual learners’ insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. Based on the discussion, suggestions are made for second language teaching and learning practice.

scholarly journals Revisiting Input and Output Hypotheses in Second Language Learning

2016 ◽  
Vol 1 (1) ◽  
pp. 19 ◽  
Author(s):  
Victor A. Birkner
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Target Language ◽  
Effective Learning ◽  
Input And Output ◽  
New Ideas ◽  
The Impact ◽  
Output Hypothesis

This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students’ level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough. Students need to use the language they have learnt. These new ideas emerged from the output hypothesis that had a significant impact on the field of language teaching. The article concludes that both approaches can be used complementarily although more study is still needed. atology and expand its studies from macro-studies to micro-studies.<p> </p>

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

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.

First Person Singular

2012 ◽  
pp. 22-40
Author(s):  
Shaoqun Wu ◽  
Ian H. Witten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Digital Library ◽  
Second Language Learning ◽  
First Person ◽  
Library Collection ◽  
The Impact ◽  
Library Technology ◽  
The Web

We use digital library technology to help language learners express themselves by capitalizing on the human-generated text available on the Web. From a massive collection of n-grams and their occurrence frequencies we extract sequences that begin with the word “I”, sequences that begin a question, and sequences containing statistically significant collocations. These are preprocessed, filtered, and organized as a digital library collection using the Greenstone software. Users can search the collection to see how particular words are typically used and browse by syntactic class. The digital library is richly interconnected to other resources. It includes links to external vocabularies and thesauri so that users can retrieve words related to any term of interest, and links the collection to the web by locating sample sentences containing these patterns and presenting them to the user. We have conducted an evaluation of how useful the system is in helping students, and the impact it has on their writing. Finally, language activities generated from the digital library content have been designed to help learners master important emotion related vocabulary and expressions. We predict that the application of digital library technology to assist language students will revolutionize second language learning.

The provision and uptake of different types of recasts in child and adult ESL learners

2010 ◽  
Vol 33 (3) ◽  
pp. 26.1-26.22
Author(s):  
Rhonda Oliver ◽  
Ellen Grote
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Conversational Interaction ◽  
Adult Esl ◽  
Language Research ◽  
Different Types ◽  
Facilitative Role ◽  
Esl Learners ◽  
The Impact

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

Understanding the nature of performance

2012 ◽  
Vol 35 (3) ◽  
pp. 312-338 ◽  
Author(s):  
Andrew Scrimgeour
Keyword(s):  
Student Achievement ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Chinese Language ◽  
Target Language ◽  
Test Procedures ◽  
Language Programs ◽  
The Impact ◽  
At Home

While Chinese language learning in Australian schools is characterised by predominantly second language programs for learners who have had no prior exposure to the target language, there is increasing participation by Australian-born children who speak Putonghua (Mandarin) or another dialect at home. Curriculum and assessment frameworks and syllabuses at senior secondary level have responded to the diversity in learner background through the provision of separate curricula and assessment schemes for different learner groups based on country of birth, prior educational experience and languages used at home. However the impact of learner background on learning and achievement as learners progress through Chinese language programs both in primary and secondary school remains under-researched. In particular, evidence of how the performance of second language learners differs from that of learners who a) speak the language at home and b) may have substantial community schooling experience beyond the school classroom, or c) were born and initially educated in Chinese, is very limited. This paper reports on the results of the Student Achievement in Asian Languages Education (SAALE) Project (Scarino et al., 2011; Scarino, this issue and Elder, Kim & Knoch, this issue) with regard to student achievement in Chinese. It focuses on the writing performance of Year 10 learners of Chinese and considers specifically the impact of language background by comparing performances between Australian-born students who do and do not speak Chinese at home. Scores assigned to students’ writing gathered on common test procedures confirms the expectation that background language learners perform at significantly higher levels and suggests that the two groups also differ in the nature of that performance. The implications of this data for the teaching, learning and assessment of Chinese in schools, and for the appropriate provision of programs for these different groups of learners is discussed.

Study abroad and the development of second language identities

2012 ◽  
Vol 3 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Phil Benson, ◽  
Gary Barkhuizen, ◽  
Peter Bodycott, ◽  
Jill Brown,
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Sense Of Self ◽  
Self Concept ◽  
Second Language Proficiency ◽  
Language Identity ◽  
Hong Kong Students ◽  
Identity Based

AbstractMuch of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) second language-mediated aspects of personal competence. The study found that most of the students reported developments along all three of these dimensions, although there were variations among individuals that were related both to the duration of the programmes and individual goals and purposes.

scholarly journals The Extroverted Vs. the Introverted Personality and Second Language Learning

1987 ◽  
Vol 5 (1) ◽  
pp. 45 ◽  
Author(s):  
Paula Kezwer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Personality Assessment ◽  
Second Language Learning ◽  
Classroom Interaction ◽  
Classroom Teaching ◽  
Clear Correlation ◽  
Assessment Instruments ◽  
Second Language Proficiency

There have been a number of studies done to try to explain the effects of out goingness versus reservedness on second language learning. The results of these studies have often been contradictory with some showing a clear correlation between extroversion and success in learning a second language, others failing to demonstrate that there is a positive correlation between out goingness and second language proficiency. This paper presents a survey of all the major studies dealing with the influence of extroversion on second language learning. It is argued that among the reasons for the discrepancies in research results are the wide variety and dubious validity of the personality assessment instruments used; the nature of the tasks used to determine second language proficiency; and the structure of classroom interaction. The implications of extroversion and introversion for classroom teaching are also considered.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals The relationship between students’ second language learning anxiety and language proficiency

10.32698/0141 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Asnadia Binti Alias ◽  
Nur Atikah Binti Noor Rashid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Proficiency ◽  
Second Language Learning ◽  
English Language ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Spearman Test ◽  
The Relationship

Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

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