scholarly journals Increasing fluency in L2 writing with singing

2016 ◽  
Vol 6 (2) ◽  
pp. 271-292 ◽  
Author(s):  
Jenni Alisaari ◽  
Leena Maria Heikkola
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
L2 Writing ◽  
The Other ◽  
Significant Difference ◽  
Pedagogical Methods

Fluency is an essential part of a language learner’s skills. Despite various studies on fluency, little is known about the effects of different pedagogical methods on the development of written fluency. In this paper, we examine how different pedagogical methods affect the development of second language learners’ written fluency. Participants in this study were 51 language learners enrolled in two intensive Finnish courses. The pedagogical methods investigated in the study were singing, listening to songs, and reciting lyrics of songs. Written stories based on cartoon strips were used as a pretest and a posttest. The fluency of written stories was analyzed based on the number of words used in the texts. Differences between the groups taught by different pedagogical methods were analyzed. The results seem to indicate that fluency increased the most in the singing groups compared to the other groups. There was also a statistically significant difference between the singing group and the group reciting lyrics, as well as between the group listening to songs and the group reciting lyrics.

The neural timecourse of American English vowel discrimination by Japanese, Russian and Spanish second-language learners of English

2021 ◽  
pp. 1-14
Author(s):  
Valerie L. Shafer ◽  
Sarah Kresh ◽  
Kikuyo Ito ◽  
Miwako Hisagi ◽  
Nancy Vidal ◽  
...  
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learners ◽  
Second Language Learners ◽  
American English ◽  
First Language ◽  
Perceptual Task ◽  
Temporal Contrast ◽  
Asymmetrical Pattern ◽  
Significant Difference

Abstract This study investigated the influence of first language (L1) phoneme features and phonetic salience on discrimination of second language (L2) American English (AE) vowels. On a perceptual task, L2 adult learners of English with Spanish, Japanese or Russian as an L1 showed poorer discrimination of the spectral-only difference between /æ:/ as the oddball (deviant) among frequent /ɑ:/ stimuli compared to AE controls. The Spanish listeners showed a significant difference from the controls for the spectral-temporal contrast between /ɑ:/ and /ʌ/ for both perception and the neural Mismatch Negativity (MMN), but only for deviant /ɑ:/ versus /ʌ/ (duration decrement). For deviant /ʌ/ versus /ɑ:/, and for deviant /æ:/ versus /ʌ/ or /ɑ:/, all participants showed equivalent MMN amplitude. The asymmetrical pattern for /ɑ:/ and /ʌ/ suggested that L2 phonetic detail was maintained only for the deviant. These findings indicated that discrimination was more strongly influenced by L1 phonology than phonetic salience.

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

2019 ◽  
pp. 136216881985645 ◽  
Author(s):  
Ping-Jung Lee ◽  
Yeu-Ting Liu ◽  
Wen-Ta Tseng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Transient Nature ◽  
Significant Difference ◽  
L2 Learners ◽  
Comprehension Aids ◽  
The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

scholarly journals Input type effects on students’ written narrative responses

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Mohd Izwan Ramlee
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learners ◽  
Second Language Learners ◽  
Visual Input ◽  
The Other ◽  
Written Responses ◽  
Input Type ◽  
Similar Content

This pilot study examines the differences of second language learners’ written responses when they are given two different input types with similar content. One input was through written narrative or visual only input, where the learners need to read, and the other was a performed narrative or audio-visual input, where learners need to watch. Learners were then required to respond to the input by completing the narratives. Results showed that there were no major discrepancies in terms of complete/incomplete storylines, length, and number of dialogues, but revealed that the audio-visual input influenced learners more as their responses have a stronger correspondence to the traits in the performance rather than the written narrative.

scholarly journals CLASSIFICATION OF L2 WRITING PROCESS AND WRITING STRATEGIES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Imelda Hermilinda Abas ◽  
Noor Hashima Abd Aziz
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Writing Process ◽  
L2 Writing ◽  
Writing Strategies ◽  
Short Period ◽  
Language Writing ◽  
Oriented Approach

English for second language writing has developed greatly, from product oriented approach to process oriented approach. This implies that the focus of L2 writing has shifted from the final product of writing to the process of writing. Because of its own rules and conventions, writing skill is considered difficult to learn in a short period of time. Although it is a difficult skill, writing is essential for second language learners’ academic success. Second language researchers are still trying to find satisfactory answers to the how and why of the teaching of writing process to second language learners. More studies are needed to shed light on second language writing process area. This paper discusses briefly the writing process and the writing strategies employed by a few EFL proficient student writers in writing. It is found that the writing process stages employedin this study were prewriting, planning, drafting, pausing and reading, revising and editing which occurred non-linear and recursive. The writing strategies identified in the writing process stages were relating the topic to past knowledge and experience, taking the readers into consideration, talk-write, freewriting, outlining, listing, seeking help, using online materials, focusing on the mechanics of writing, and text organization. However, what works successfully for some students may not work well for others, and what functions well for one assignment may not be compatible for another.

scholarly journals THE EFFECTS OF EPICS ON INTERCULTURAL AWARENESS OF SECOND LANGUAGE LEARNERS AT SCHOOL OF FOREIGN LANGUAGES

2021 ◽  
pp. 265-299
Author(s):  
Nuriye KÜLAHLI
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Control Group ◽  
Intercultural Awareness ◽  
Significant Difference ◽  
Post Test

This research study was aimed to determine whether the epics have effects on intercultural awareness of second language learners at the School of Foreign Languages, Selcuk University. It was conducted in two prep classes including 21 and 19 students to determine whether using epics was beneficial for intercultural awareness of second language learners during the foreign language learning process. The experimental group including 21 students was taught two English and two Turkish epics and related activities were done. The control group consisted of 19 students and no specific study for intercultural awareness was done. The students in that group got the cultural information from the coursebook. Both groups were given a questionnaire as a pre-test and a post-test. The test consisted of three open-ended questions related to the attitudes of students towards the target culture. During the study, the students were observed, and their behaviours and opinions were recorded by the researcher. The results showed a significant difference in the mean gains of the samples. Teaching epics proved to be effective on students’ intercultural awareness as second language learners while learning a second language.

scholarly journals Reading strategies used by Grade 9 English Second Language learners in a selected school

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Madoda Cekiso ◽  
Nophawu Madikiza
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Use ◽  
Wide Range ◽  
Significant Difference ◽  
English Second Language ◽  
Esl Learners

Knowledge of the reading strategies used by English Second Language learners can help teachers to plan appropriate lessons and apply relevant methods of teaching reading in order to enhance learners’ reading comprehension. The main objective of this study was to investigate the reading strategies used by Grade 9 English Second Language (ESL) learners and also to establish if there was any significant difference between perceived strategy use and gender. The respondents (192) were all ESL learners in Grade 9 in 2011 in a selected school. The study employed a quantitative research method. The study used convenience sampling on a group of 192 Grade 9 learners. The data collected through questionnaires was analysed by means of the Statistical Package for Social Sciences (SPSS) software. The findings revealed that the learners did not employ a wide range of reading strategies. The results further indicated that there was no significant difference between boys and girls in terms of strategy use. Based on the above findings several suggestions were made to help teachers improve their teaching and help learners improve their reading comprehension and also about possible areas for future research.

scholarly journals Second Language Learners’ Pauses Over Different Times Intervals in L2 Writing Essays: Evidence From a Keystroke Logging Program

2021 ◽  
Vol 30 (1) ◽  
pp. 180-202
Author(s):  
Mohammed Mohsen
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Processes ◽  
Second Language Learners ◽  
Video Recording ◽  
L2 Writing ◽  
Advanced Technology ◽  
Postgraduate Students ◽  
Language Writing ◽  
Argumentative Essays

Purpose. Several studies have been conducted to analyse students’ pauses during first language and/or second language writing to indicate the magnitude of the underlying cognitive processes learners have. Majority of studies have examined students’ pauses at a threshold 200ms. However, little is known about recording second language learners' pauses at different pauses’ times over different types of genres. The current investigation reports a case study of L2 learners’ cognitive processes by recording their pauses (<500ms, <1000ms, and <2000ms) during L2 writing in response to multiple genres prompts. Design / methodology / approach. Twenty-five postgraduate students were asked to write three essays over three weeks, and their writing processes were recorded using a keystroke logging program (Inputlog, 7, Leijten & van Waes, 2013). Data was triangulated using a log file from the keystroke logging program, a process graph for writing behavior through different stages, and a visual video recording of their captured screens during writing behaviours. Findings. Results found that the students paused over sentence and paragraph boundaries and their pauses between paragraphs were significantly higher in writing narrative essay than in their argumentative essays at pauses intervals <500 and <1000ms respectively, and in turn, their pauses between sentences in an argumentative essay were significantly higher than their pauses in a descriptive essay at <500, <1000 respectively. However, there were no significant differences across word boundaries over genre types. Conclusions. The current study extends the previous literature in examining the underlying cognitive processes during L2 writing tasks as the trendy issue of psycholinguistics. Knowing the cognitive processes is crucial in diagnosing the students’ difficulties in writing L2 essays as advanced technology has the potential to explore intrusively the accurate cognitive processes learners involved during writing tasks. Originality / value. This paper is innovative in examining a state-of-the-art issue and has implications to the field of psycholinguistics.

scholarly journals Teaching in the Absence of a Standard Language. A Case Study of Upper Sorbian

2018 ◽  
pp. 157-167
Author(s):  
Eduard Werner
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
The Other ◽  
Standard Language ◽  
Everyday Language ◽  
The One ◽  
Phonetic Representation

The teaching of Upper Sorbian (USo) is of increasing importance for the survival of this language. A challenge faced by learners is the lack of standardisation. Reliable standardisation has been conducted only in the area of orthography, which offers little indication about pronunciation. Pronunciation, however, is generally missing in all USo dictionaries, and teaching materials offer only general observations. Learners of USo mostly belong to one of two groups which require different teaching strategies: on the one hand, second-language learners aim to achieve authentic pronunciation; native speakers, on the other hand, struggle with the contrast between the standardised etymological orthography and the phonetic representation in everyday language (partly addressed in Šołćina 2014a/b).

scholarly journals Second Language Learners Making Video in Three Contexts

2012 ◽  
Vol 14 (2) ◽  
pp. 75 ◽  
Author(s):  
Kelleen Toohey ◽  
Diane Dagenais ◽  
Elizabeth Schulze
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
The Other ◽  
School Resources ◽  
Multimodal Literacy ◽  
Literacy Activities ◽  
Form Of Expression

We describe videomaking projects in Canada, India, and Mexico in which second language learners were asked to show the children in the other countries what their lives were like. We consider how this form of expression might contribute to second language learning and allow children to make use of in and out-of-school resources. We also raise questions about the affordances and constraints of the videomaking process and explore how teachers might approach such multimodal literacy activities with children.

Sign in / Sign up

Export Citation Format

Share Document