scholarly journals Gamifying Portuguese Language Learning: A Case Study Examining a Quest-Based Website to Prompt Oral Production and Interaction in Learners of Portuguese L2

2020 ◽  
Vol 20 (4) ◽  
pp. 733-760
Author(s):  
Carla Cristina Munhoz Xavier
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
Social Constructivism ◽  
Extrinsic Motivation ◽  
Second Language Learners ◽  
Novel Studies ◽  
Oral Production ◽  
Robust Response

ABSTRACT One of the major challenges when teaching second language learners is to maintain them motivated and eager to learn and work on the proposed activity. The literature showed that a combination of social constructivism and technology-integrated learning is crucial for achieving the goals set by modern educational objectives. However, in order to have a robust response from students, one should take into account the psychological aspect of intrinsic and extrinsic motivation. This paper proposes a gamified activity in Portuguese L2 that aims to intensify the students’ motivation. Ten undergraduate students participated in this study. Their responses show that novel studies based on awards and gamification can boost the students’ motivation when learning Portuguese.

Technological Enhancements of the Method of Loci for Facilitating Logographic Language Learning

2019 ◽  
Vol 48 (3) ◽  
pp. 440-459
Author(s):  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Reneta P. Barneva ◽  
Lisa Walters
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Technology Enhanced Learning ◽  
Novel Approach ◽  
Method Of Loci ◽  
New Knowledge ◽  
Enhanced Learning ◽  
Augmented Method

Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the needs of second language learners and support the development of appropriate logographic skills. Our novel approach facilitates the memorization of pictograms through the augmented method of loci. We detail augmented method of loci, discuss its wide impact in a range of disciplines, and provide a case study of its application.

scholarly journals The Use of Repetition as Self-Repair of an Efl Learner

2020 ◽  
Vol 15 (1) ◽  
pp. 104-111
Author(s):  
Amanda Ummu Haniah ◽  
Febry Khunto Sasongko ◽  
Endang Fauziati
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Lexical Item ◽  
Data Sets ◽  
Type D ◽  
Self Repair

Self-repair is one of the language learning strategies of second language learners that are distinctly different from each other. This study aims to investigate the use of repetition as self-repair in academic speaking. The researcher tried to find the types of lexical elements which frequently repeated in the academic speaking and dig up the underlying reason behind the repetition as self-repair. A case study was conducted using human instruments and interviews to collect the data. Once the data filled, the researcher analyzed the data by implementing a data archive, trying to expand the codes, evaluating the data sets, and wrapping up the data. The findings from this study revealed that the participants in this study might have used English in speech situations in which they would have used recycling the mistake word. The result of the study found that the participant did indeed self-repair Type D, which consisted of repetition and replacement of one lexical item, and nouns became the most repeated lexical item in the academic speaking. This was a delay strategy as she waited to restart the speech as she needed to think about the next word so that the listeners didn't misinterpret her. Twisted tongue and slip of tongue as a result of the participant’s first language interference contributed to the repetition of certain lexical elements as self-repair.

Motivation in Reading Among Learners of English as a Second Language

2014 ◽  
Vol 4 (2) ◽  
pp. 355-361
Author(s):  
Zahid Ali ◽  
Illahi Bux Gopang ◽  
Farhad Qassemi ◽  
Faraz Ali Bughio
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Qualitative Case Study ◽  
Crucial Issue ◽  
Study Approach ◽  
Different Types ◽  
Reading Activities

The prominent significance of motivation on all skills of language learning is brilliant to all. Despite considerable researches have been done on motivation, there is no sufficient study on the effects of motivation on reading. So far, this study attempts to demonstrate influences of different types of motivation on reading of second language learners. Using a qualitative case study approach, this study examines different aspects of motivation affects on 20 Malaysian girls studying in Master Degree in University of Malaya. The candidates took part in an interview and all questions were explained to them and then they filled up a reconstructed Wigfield questionnaire. The challenge of identifying different types of motivation led to finding out that efficacy and competition in reading plays significant role in reading activities. In sum, the data is presenting the crucial issue that extrinsic and intrinsic motivation empowers each other.

scholarly journals Translation Trainees’ Uses of and Attitudes towards Different Types of Dictionaries: A Case Study

2021 ◽  
Vol 10 (2) ◽  
pp. 73
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
Second Language Learners ◽  
Online Questionnaire ◽  
Two Phase ◽  
Mixed Methods Case Study ◽  
Different Types ◽  
Undergraduate Female ◽  
Indispensable Tool

The focus of most studies on dictionary users has been on foreign and second language learners, with seldom attention paid to translation trainees. Given that the dictionary is an indispensable tool used by translators and translators in the making alike, research in this regard is crucial to uncover the uses and attitudes of this group of dictionary users’ towards different forms of dictionaries. Revealing translation trainees’ practices facilitates the correction of wrong ones and helps in guiding students towards the efficient use of dictionaries. The ultimate goal is, thus, informing translation pedagogy. Hence, the present study aims at investigating translation trainees’ uses of dictionaries and their attitudes towards different types of dictionaries. The focus is on uncovering the uses and attitudes of Saudi undergraduate female translation trainees towards the different forms of dictionaries available for them today. The article in hand specifically reports on the quantitative phase of a two-phase, mixed-methods case study. A group of 95 undergraduate students answered a multi-item, online questionnaire, with the aim of revealing their dictionary uses and preferences. The results confirmed the participants’ preference for and heavy reliance on electronic dictionaries, due to their convenience, comprehensiveness, portability and being up-to-date. The results further indicated the participants’ preference for bilingual over monolingual dictionaries. Surprisingly, the results also showed that a high number of the respondents reported using Google Translate frequently. Despite these findings, the survey results revealed that the participants have good knowledge of and do in fact use a wide selection of bilingual and monolingual dictionaries, including paper and electronic ones.

scholarly journals The Benefits of Student-Led Video Production in the Language for Business Classroom

2018 ◽  
pp. 155-193 ◽  
Author(s):  
Claudia Gremler ◽  
Elisabeth Wielander
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
Good Practice ◽  
Video Production ◽  
Student Responses ◽  
Business Context ◽  
Video Based Learning ◽  
Collaborative Learning Opportunities

The use of video in the language learning classroom has long been seen as a way to enrich the student experience and to increase student engagement. This case study presents a good practice example of student-led video production tasks. The project which is analysed here was conducted with undergraduate students of German at Aston University in Birmingham, UK. It examined student responses and student achievement in relation to a number of different video-based learning activities and explored the potential of student-led digital video production in a language for business context. Results of the study highlighted the various benefits of using video production tasks with language learners. In particular, the data demonstrated how video-based tasks embedded in a Content and Language Integrated Learning (CLIL) approach and supported by adequate scaffolding, such as task-based learning structures, provide collaborative learning opportunities and increase students' confidence.

scholarly journals A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 23
Author(s):  
Antoni Fernandez Parera
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
Second Language Learners ◽  
Heritage Language Learners ◽  
Group Feedback ◽  
Feedback Questionnaire ◽  
Spanish Subjunctive ◽  
Post Test ◽  
Based Instruction ◽  
Didactic Models

This article investigates the effects that Mindful Conceptual Engagement (MCE) had on the teaching of the Spanish subjunctive on second (L2) and heritage language learners (HL) of Spanish. A total of 26 university-level undergraduate students participated in the study; 12 were advanced L2 students and 14 were intermediate HL students. The methodology used was MCE, which is based on the principles of Concept-Based Instruction (Negueruela 2003; Negueruela and Lantolf 2006). MCE has its origins in Vygotsky’s sociocultural theory and it proposes that the creation and manipulation of didactic models by students promotes the internalization of complex grammatical concepts that would otherwise require long grammatical explanations. Models need to be generalizable and informative and can include, for example, flowcharts, pictures, or schemas among others. In the present study, the concept of [±EXPERIENCE] (Bull 1965) was used to teach the variable uses of indicative and subjunctive in adjectival relative clauses (Busco unas tijeras que cortan/corten). Students had to create their own models and use them to complete a series of assignments in class and at home. Production and interpretation exercises were used in pre- and post-test questionnaires to gauge their improvement. Feedback questionnaires were administered three weeks after the intervention to measure the attitudes and perceptions towards the use of didactic models. Results indicate that both groups improved their indicative/subjunctive interpretation and production abilities after MCE. However, statistically significant differences exist between HL and L2 students according to type of task and student group. Feedback questionnaire results also show that MCE was regarded as positive and useful by both groups.

The acquisition of requests by second language learners of Spanish

2005 ◽  
Vol 2 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Derrin Pinto
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Advanced Learners ◽  
English Speaking ◽  
Request Strategies ◽  
Using Data ◽  
L1 And L2

This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, but still rely largely on L1 request behavior. Learners at all levels display more difficulties in areas in which there is cross-linguistic variation between the L1 and L2.

Teaching Adult Second Language Learners Who Are Emergent Readers

2011 ◽  
Vol 31 ◽  
pp. 120-136 ◽  
Author(s):  
Martha Bigelow ◽  
Patsy Vinogradov
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Learning Needs ◽  
Formal Schooling ◽  
Emergent Readers ◽  
Print Literacy ◽  
Historical Issues

Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Skills ◽  
Linguistic Research ◽  
Advanced Search ◽  
The World ◽  
Google Search

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.

Sign in / Sign up

Export Citation Format

Share Document