THE ROLE OF FORMAL AND INFORMAL ENVIRONMENTS IN SECOND LANGUAGE LEARNING: A PILOT STUDY

Linguistics ◽  
1976 ◽  
Vol 172 (1) ◽  
pp. 15-22
Author(s):  
STEPHEN D. KRASHEN ◽  
HERBERT W. SELIGER
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learning ◽  
Second Language Learning

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Creole phonological restructuring

2010 ◽  
Vol 25 (2) ◽  
pp. 263-288 ◽  
Author(s):  
Eric Russell
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Causal Factor ◽  
Perceptual Knowledge ◽  
Loanword Adaptation ◽  
Formal Framework ◽  
Target Languages

This article examines the influence of perception on creole phonological restructuring, drawing comparisons to loanword adaptation and second language learning and outlining a formal framework within which change can be described and explained. The three scenarios of contact-induced modification are compared and contrasted, focusing on the nature of contact, the role of different source and target languages, and the means by which participants access source tokens. Data from Haitian, showing diachronic modification to lexifier rhotics, is used to illustrate the position that perception may be the primary causal factor in phonological modification in some instances. It is argued that source ambiguity and substrate (L1) perceptual knowledge underlie restructuring. Perceptual competence is formalized in a broadly Optimality Theoretic grammar using level-specific constraints referring to the parsing and categorization of experiential input. Putative substrate data are used to establish a perceptual grammar which, when applied to experiential input, predict attested outcomes in Haitian.

Learner feedback and its effects in communication tasks: a pilot study

1981 ◽  
Vol 4 (1) ◽  
pp. 46-59 ◽  
Author(s):  
Stephen J. Gaies
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Pilot Study ◽  
Language Learning ◽  
Second Language Learning ◽  
Referential Communication ◽  
Learner Interactions ◽  
Pilot Investigation ◽  
Feedback Responses

This article reports on a pilot investigation of learner feedback and its effects on teacher/ learner interactions in second language learning. In twelve ESL (English as a Second Language) dyads and triads, tapes were made of the performance by the participants of a pair of tasks in referential communication. In these tasks, the teacher described verbally a series of six graphic designs in such a way that the learner(s), who had the designs reproduced on a sheet of paper, could determine the order in which the designs were described. Data analysis involved classification of both learner feedback and teachers' post-feedback responses.

scholarly journals Children’s perspectives on the use of robotics for second language learning in the early years of primary education: a pilot study

2019 ◽  
pp. 321-326
Author(s):  
Susan Nic Réamoinn ◽  
Ann Devitt
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learning ◽  
Second Language Learning ◽  
Early Years ◽  
Children’S Perspectives ◽  
Play Activity ◽  
Before And After ◽  
Language Data ◽  
Age Range

This paper explores how floor programmable robotics can be used during play to promote language development. This paper describes a two-day pilot in two early years classrooms and presents data collected on children’s perception of the Irish language and using robotics. A sample of 48 children (age range six to seven years) took part in a robotics activity using a bee-shaped robot, called Beebot. The activity was orientated around the children’s second language, Irish. The children took part in a questionnaire before and after the activity about the language and the use of the robot in promoting their use of the language. Data was also collected through video, photos, a focus group, and the teacher’s observations. The main finding of the pilot study was an increase in children’s positive responses towards using the language when integrated into a robotics play activity.

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