5. Errors and learning strategies by learners of Japanese as a second language

2016 ◽  
Author(s):  
Kumiko Sakoda
Keyword(s):  
Second Language ◽  
Learning Strategies

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

The acquisition of preposition stranding by second language learners and parametric variation

1985 ◽  
Vol 1 (1) ◽  
pp. 18-46 ◽  
Author(s):  
Paul van Buren ◽  
Michael Sharwood Smith
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Universal Grammar ◽  
Target System ◽  
Binding Theory ◽  
Pilot Studies ◽  
Preposition Stranding ◽  
Government Binding

This paper discusses the application of Government Binding Theory to second language acquisition in the context of a project which is looking into the acquisition of preposition stranding in English and Dutch. The bulk of the discussion focuses on the theoretical problems involved. Firstly, the potential value of Government Binding Theory in principle is considered both in terms of the formulation of linguistic questions per se and also in terms of more specifically acquisitional questions having to do with the speed and order of acquisition. Secondly, some results in the pilot studies conducted so far in Utrecht are examined with respect to the theoretical usefulness of the framework adopted. The potential of the framework to generate sophisticated linguistic research questions is found to be undeniable. The acquisitional aspects need to be elaborated and adapted to cope with the special features of second, as opposed to first, language acquisition. This involves an elaboration of scenarios to be investigated: one in which the learner's initial assumption is that the unmarked setting of a given parameter of Universal Grammar holds for the target system, one in which the settings of parameters shared by the target and native systems are assumed to be identical, the second being a 'cross linguistic' scenario. These possibilities are considered in the light of the nature of evidence derived from the input and in the light of a set of possible learning strategies derived from the scenarios. The scenarios, the types of evidence and the strategies are spelled out in terms of the specific problem of preposition stranding in Universal Grammar, in Dutch and in English.

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

scholarly journals Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners

2019 ◽  
Vol 12 (1) ◽  
pp. 1399-1412 ◽  
Author(s):  
Qismullah Yusuf ◽  
◽  
Zalina Jusoh ◽  
Yunisrina Qismullah Yusuf ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

scholarly journals Indonesian JSL Students Beliefs and Learning Strategies in Kanji Learning

2017 ◽  
Vol 2 (2) ◽  
pp. 132
Author(s):  
Aep Saeful Bachri ◽  
Dian Bayu Firmansyah ◽  
Sudjianto Sudjianto
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Report ◽  
Survey Questionnaire ◽  
Learning Beliefs ◽  
Major Purpose ◽  
Japanese Character ◽  
Questionnaire Result ◽  
Beliefs About Language Learning

AbstrakPenelitian ini bertujuan untuk mengetahui beliefs serta strategi belajar yang digunakan oleh pembelajar bahasa Jepang sebagai bahasa kedua (JSL Indonesia) dalam mempelajari huruf kanji. Penelitian ini juga bertujuan untuk meneliti tentang hubungan antara beliefs yang dimiliki oleh JSL Indonesia terhadap pembelajaran kanji dan strategi belajar kanji yang digunakan oleh pembelajar JSL Indonesia. Penelitian ini dilakukan dengan menggunakan metode deskriptif statistik. Instrumen penelitian yang digunakan untuk pengumpulan data berupa angket dan interview. Ada dua jenis angket yang digunakan pada penelitian ini yaitu angket Beliefs About Language Learning Inventory (BALLI) dan angket Strategy of Inventory Language Learning (SILL). Sampel dalam penelitian ini yaitu mahasiswa/i Departemen Pendidikan Bahasa Jepang, Universitas Pendidikan Indonesia. Dari hasil penelitian di lapangan, diketahui bahwa pembelajar JSL memiliki beliefs yang positif terhadap proses penguasaan kanji serta menganggap kesulitan-kesulitan yang dihadapi dalam proses pembelajaran kanji, dapat diatasi dengan pemilihan strategi belajar kanji yang tepat. Pengampu mata kuliah kanji juga dianggap memiliki peranan yang sangat penting untuk membantu pembelajar JSL Indonesia, terutama dalam memperkenalkan strategi-strategi belajar kanji yang efektif dalam proses penguasaan kanji. Terdapat korelasi positif yang signifikan antara Metacognitive-Compensation strategies dengan. Dari temuan penelitian di atas, disarankan agar pengampu mata kuliah kanji selalu mengevaluasi keefektifan metode ajar yang digunakan untuk membantu pembelajar dalam mengembangkan strategi belajar kanji mereka, serta membimbing pembelajar agar menghindari strategi belajar kanji yang tidak efektif seperti penggunaan kartu kanji untuk mengingat kanji.  The major purpose of this study were to find out about which kind of beliefs and learning strategies are used by Japanese as second language (JSL) students in studying Japanese character (kanji). In addition, this study also aims to examine how kanji learning beliefs relate to the use of kanji learning strategies by Indonesian university JSL students. This study was conducted with descriptive statistic method, using Lickert scale type survey questionnaire and short interviews. The self report survey questionnaire Beliefs About Language Learning Inventory (BALLI) and Strategy of Inventory Language Learning (SILL), was used to examine learners' beliefs in kanji learning and to determine about learning kanji strategies used by Indonesian JSL students. The subject in this current research were the Indonesia University of Education students who are majoring Japanese language as their second language. Survey questionnaire result showed that overall learners have a positive beliefs on the process of acquiring kanji and also consider that the difficulties experienced in kanji learning process, can be solve by employ appropriate kanji learning strategies. They also believe that teachers have an important role in providing them a wider range of appropriate kanji learning strategies, that help them to acquire kanji in more effective ways. The significant correlation found between Metacognitive-Compensation strategies and kanji learning beliefs. While negative correlation found between Association strategies and students beliefs. Based on these findings, it is highly recommends that teachers need to consider the effectiveness of teaching methods used, in order to help student develop their learning strategies and to aware them about the ineffective kanji learning strategies found in this study such as using kanji card to memorize a new kanji, etc.

scholarly journals Second Language Corner for Children’s House

2021 ◽  
Vol 7 (1) ◽  
pp. 67-82
Author(s):  
Romali Rosales Chavarria
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Research Perspective ◽  
Reflective Process ◽  
Montessori Education ◽  
Instruction Time ◽  
Teaching And Learning Strategies ◽  
Trained Teachers

This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy.  Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.

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