A Study on the Influence of Second Language Learning Experience on Vowel Perception

This study analyses the factors that influence the second language learning motivation of refugees in Italy. To do so, we have conducted an ethnography by making interviews and questionnaires to adult refugee students of the Italian language. The analysis of the data highlights that the peculiar migration experience of this type of students results in specific language learning motivation factors. Starting by the existing paradigm, we discuss the refugee second language (L2) learning motivation as composed by the following dimensions: Ideal L2 Self, Ought-to L2 Self, Social Distance, Learning Experience, Self-confidence, and Anxiety and Multilingual Self.

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Factors Influencing Second Language Learning Among Urban European Language Learners: A Qualitative Study

International Journal of Indian Psychology ◽

10.25215/0303.120 ◽

2016 ◽

Vol 3 (3) ◽

Author(s):

B. Poornima ◽

Harini Jayaraman ◽

Dr. Arun Kumar. A

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Second Language Learning ◽

Learning Experience ◽

European Language ◽

Research Attention ◽

Factors Influencing

Second-language acquisition, second-language learning, or L2 acquisition, is the process by which people learn a second language. The field of second-language acquisition is a sub discipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education. We aimed to understand the various factors influencing the second language learning among urban foreign language learners. Between February 2015 and September 2015, we conducted 10 in-depth interviews with a purposive sample of students learning European languages and five key informant interviews with European language teachers in Chennai. Audio recorded interviews were analysed thematically using NVivo 10. The mean age of the participants is 24.7 years. Most of the participants reported professional reasons to learn the language, uninteresting classrooms as a major reason for attrition and previous language learning experience affects their current learning. The need to integrate life and language skills in classes and activities to promote creativity was emphasized by most of them. About half of them said that there is a need to customize courses and use technology like smart boards for making classes more interactive. This paper discusses the findings of the study and its implications in second-language acquisition.

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Online Tools for Feedback Engagement in Second Language Learning

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2019010104 ◽

2019 ◽

Vol 9 (1) ◽

pp. 58-78 ◽

Cited By ~ 2

Author(s):

Marinella Caruso ◽

Nicola Fraschini ◽

Sabine Kuuse

Keyword(s):

Second Language ◽

Student Engagement ◽

Language Learning ◽

Second Language Learning ◽

Learning Experience ◽

Corrective Feedback ◽

Data Bank ◽

Online Data ◽

Time Saving ◽

Online Tools

Feedback is one of the most important influences on second language learning. While much research has been undertaken in the field of corrective feedback, the study of student engagement with feedback in languages remains understudied. This article addresses the need for more interactive, effective and time-saving feedback, achieving more student engagement and ultimately enhancing their learning experience. Considering that engagement with feedback goes hand-in-hand with both awareness of the learning process and literacy about the feedback process itself, a range of interactive materials was developed embracing technology as a useful partner: three short videos to support feedback and language literacy, an online coversheet to establish a dialogical relation between student and instructor and an online data-bank of feedback comments. The students' evaluation of the materials support the conclusion that this communicative feedback lead to students feeling more aware and engaged with the feedback, thus becoming more responsible and active participants in their own language learning.

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