scholarly journals Teaching listening to older second language learners: Classroom implications

2017 ◽  
Vol 8 (2) ◽  
pp. 143-155
Author(s):  
Agata Słowik
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Abilities ◽  
Second Language Learners ◽  
Future Research ◽  
Older Individuals ◽  
Age Related ◽  
Language Classrooms ◽  
State Of Research ◽  
Listening Strategies

Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Second Language Learners' Spoken Discourse

2017 ◽  
pp. 367-389 ◽  
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany

2019 ◽  
Vol 7 (1) ◽  
pp. 61-112 ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Secondary School ◽  
Language Learners ◽  
Second Language Learners ◽  
Peer Interactions ◽  
Age Groups ◽  
Future Research ◽  
Language Classrooms ◽  
Peer Assistance ◽  
Major Factors ◽  
Mixed Age

AbstractDrawing from a sociocultural framework, this paper reports a study which investigated peer assistance among 10 mixed-age pairs (n=20) in mixed-age English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. Mixed-age is increasingly used (Kallery and Loupidou 2016; Kuhl et al. 2013; Thurn 2011), but is under-researched in language classrooms. Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within mixed-age groups/pairs in L2 contexts. This study aims to lay the foundations for future research of peer interactions among M-A second language learners. Results show that mixed-age pairs assisted one another in ways similar to those found in teacher-learner interactions, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding. However, the extent that this assistance benefited learning varied across learners. The findings also suggest that rather than age, the relationship between learners seems to be one of the major factors mediating the extent and quality of assistance.

scholarly journals Listening in Older Second Language Learners: The Teachers’ Perspective

2017 ◽  
Vol 8 (1) ◽  
pp. 148-163
Author(s):  
Agata Słowik
Keyword(s):  
Adult Students ◽  
Language Learners ◽  
Older Adult ◽  
Cognitive Abilities ◽  
Second Language Learners ◽  
Future Research ◽  
Learning And Teaching ◽  
Teaching Preferences ◽  
Older Adult Students ◽  
Older Adult Learners

There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second- Language Learners

2010 ◽  
pp. 210-222
Author(s):  
Angelene McLaren
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Future Research ◽  
Teachers And Students ◽  
Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

Second Language Learners’ Spoken Discourse

2013 ◽  
pp. 169-189
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

scholarly journals Utilizing Smartphones to Enhance Students ‘Learning of English Language

2021 ◽  
Vol 9 (7) ◽  
pp. 67-76
Author(s):  
S. Subha ◽  
Dr S Diravidamani
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Second Language Learners ◽  
Smart Phone ◽  
Language Teachers ◽  
Smart Phones ◽  
Language Classrooms ◽  
Learning English

Technology plays a momentous role in almost all the fields mainly far –reaching in educational field. It provides creative freedom, endless resources and learning materials. In the current scenario, students engage themselves in the recent technological advancements which not only kill their time but also entertain them all the time. So, the Teachers can take up these technological tools in their hands to inculcate English language to the younger generation instead of following the traditional method of teaching. Now-a-days, Smart phones have reached all the hands in the world including the rural people and made everything easier. By using   smart phones effectively in Language classrooms, English language teachers can provoke interest among the non –native learners in learning English Language. Smart phone is a tool which presents visually attractive materials to the students that would be very much appealing to the second language learners. Through this, the four basic communication skills (LSRW Skills) of the second language learners can be enriched and refined .Thus, this paper predominantly focuses on the  pros and cons of using smart phones in learning English  based on the feedback  accrued  from the undergraduate students .

scholarly journals Facilitating the task for second language processing research: A comparison of two testing paradigms

2013 ◽  
Vol 36 (3) ◽  
pp. 613-637 ◽  
Author(s):  
A. KATE MILLER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
Sentence Processing ◽  
Second Language Learners ◽  
Task Demands ◽  
Future Research ◽  
Second Language Processing ◽  
Advanced Learners ◽  
Probe Classification

ABSTRACTThis study considers the effects of experimental task demands in research on second language sentence processing. Advanced learners and native speakers of French were presented with the same experimental sentences in two different tasks designed to probe for evidence of trace reactivation during processing: cross-modal priming (Nicol & Swinney, 1989) and probe classification during reading (Dekydtspotter, Miller, Schaefer, Chang, & Kim, 2010). Although the second language learners produced nontargetlike results on the cross-modal priming task, the probe classification during reading task revealed results suggestive of trace reactivation, which point to detailed structural representations during online sentence processing. The implications for current theories of second language sentence processing and for future research in this domain are discussed.

Second Language Learners' Spoken Discourse

2019 ◽  
pp. 787-810 ◽  
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

scholarly journals Shadow-Reading Effect on Reading Comprehension: Actualization of Interactive Reading Comprehension: (A Vygotskyan View!)

2016 ◽  
Vol 9 (3) ◽  
pp. 130 ◽  
Author(s):  
Elahe Sadeghi ◽  
Akbar Afghari ◽  
Gholam-Reza Zarei
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Second Language Learners ◽  
Main Concern ◽  
Efl Learners ◽  
Language Classrooms ◽  
Post Test ◽  
And Control

<p>Reading comprehension has been the main concern for second language learners and researchers. Today with rising interests towards Vygotskyan Sociocultural Theory (SCT), attempts have been made to insert Vygotskyan approach into Foreign/Second Language classrooms emphasizing the role of scaffolding and meaningful interactions to promote learners’ comprehension. Having this on mind, the current study used shadow-reading as a means of meaning internalization to see if it affects on reading comprehension. To this end, 52 junior EFL learners from two universities were randomly assigned to experimental and control groups. A pretest of reading comprehension including 4 reading passages with 20 Multiple Choice items was administered to the learners to see if they were at the similar level of reading comprehension. During 10 sessions, the learners were provided with shadow-reading strategy in which they were required to listen and repeat the passage in a well-disciplined imitative task and, then summarize what they had comprehended from the text. A reading comprehension post test was also administered at the end of the semester after 10 sessions of conducting shadowing. The data of the first and the last sessions was analysed. The findings of the study showed that shadow-reading has significantly influenced learners’ comprehension. The results also lent support to Vygotskyan theory in that using shadowing as a means of meaningful imitation and interaction facilitates comprehension among learners. The results also shed light on the way through which instructors try to promote learners’ comprehension. It seems that shadow reading due to its sociocultural traits can be used as an appropriate means of promoting reading comprehension all over the world.</p>

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