On the Incidental Learning of Sino-Korean Idiomatic Phrases by Adult Non-Sino Language Learners - Focusing on learning efficiency according to type of annotated vocabulary -

2021 ◽  
Vol 39 ◽  
pp. 283-310
Author(s):  
kyoungSook Suh ◽  
SeoHyeon Park
Keyword(s):  
Language Learners ◽  
Incidental Learning ◽  
Learning Efficiency

scholarly journals ULearnEnglish: An Open Ubiquitous System for Assisting in Learning English Vocabulary

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1692
Author(s):  
Letícia Garcia da Silva ◽  
Eduardo Gonçalves de Azevedo Neto ◽  
Rosemary Francisco ◽  
Jorge Luis Victória Barbosa ◽  
Luis Augusto Silva ◽  
...  
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Language Learners ◽  
Incidental Learning ◽  
Ease Of Use ◽  
L2 Acquisition ◽  
Communication Problems ◽  
Learning Techniques ◽  
Ubiquitous System ◽  
Acceptance Model

Language learners often face communication problems when they need to express themselves and do not have the ability to do so. On the other hand, continuous advances in technology are creating new opportunities to improve second language (L2) acquisition through context-aware ubiquitous learning (CAUL) technology. Since vocabulary is the foundation of all language acquisition, this article presents ULearnEnglish, an open-source system to allow ubiquitous English learning focused on incidental vocabulary acquisition. To evaluate our proposal, 15 learners used the developed system, and 10 answered a survey based on the Technology Acceptance Model (TAM). Results indicate a favorable response to the application of incidental learning techniques in combination with the learner context. ULearnEnglish achieved an acceptance rate of 78.66% for the perception of utility, 96% for the perception of ease of use, 86.5% for user context assessment, and 88% for ubiquity. Among its main contributions, this study demonstrates a possible tool for ubiquitous use in the future in language learning; additionally, further studies can use the available resources to develop the system.

Learning phrasal verbs in the EFL classroom: the effect of prior vocabulary knowledge and opacity

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dina Abdel Salam El-Dakhs ◽  
Suhad Sonbul ◽  
Rawan Alwazzan
Keyword(s):  
Language Learners ◽  
Incidental Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Control Group ◽  
Phrasal Verbs ◽  
Learning Group ◽  
Post Test ◽  
Phrasal Verb ◽  
Restaurant Reviews

Abstract Although it is widely acknowledged that phrasal verbs constitute a major difficulty for language learners, only a few studies have examined how to best learn phrasal verbs in the EFL context. With the aim of addressing this gap in the literature, the current study compared the influence of different learning conditions on phrasal verb knowledge development. The 77 EFL participants were divided into two experimental groups (incidental learning vs. enhanced exposure) and a control group. While the incidental learning group read the target phrasal verbs within restaurant reviews, the enhanced exposure group had the phrasal verbs bolded and underlined in the same texts and the control group did not receive any treatment. The participants’ performance on the post-test revealed a clear advantage for enhanced exposure over incidental learning. The results also revealed a significant relationship between the participants’ prior vocabulary knowledge and their phrasal verb knowledge, and that opacity and vocabulary knowledge modulated learning gains. The results are discussed in light of the existing literature. Pedagogical implications and directions for future research are highlighted.

scholarly journals PEDAGOGICAL IMPORTANCE OF MNEMOTECHNICS IN INCREASING THE VOCABULARY OF UZBEK LANGUAGE LEARNERS IN GERMAN LANGAUGE

2021 ◽  
pp. 34-44
Keyword(s):  
Language Learners ◽  
German Language ◽  
Learning Efficiency ◽  
The Subject ◽  
Memory Techniques

This article presents the views on the use of mnemonics in increasing the vocabulary of Uzbek learners in German language and the analysis of its effectiveness. The pedagogical significance of the use of mnemonics is analyzed. The main literature on the subject is studied. The effect of memory techniques on learning efficiency is described.

scholarly journals INCIDENTAL LEARNING OF SINGLE WORDS AND COLLOCATIONS THROUGH VIEWING AN ACADEMIC LECTURE

2021 ◽  
pp. 1-29
Author(s):  
Thi Ngoc Yen Dang ◽  
Cailing Lu ◽  
Stuart Webb
Keyword(s):  
Language Learners ◽  
Incidental Learning ◽  
Second Language Learners ◽  
English For Academic Purposes ◽  
Control Group ◽  
Academic Texts ◽  
Reasonable Proportion ◽  
Academic Lectures ◽  
Recognition Level ◽  
Experimental Group

Abstract Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable proportion of frequently occurring sequences of words. Yet no intervention studies have explored the potential for learning single words and collocations through viewing a video of an unmodified academic lecture. To address this gap, this study collected data from 55 EAP learners in China, following a pretest-posttest design. The experimental group (n = 28) watched a video of an academic lecture in which 50 target single words and 19 target collocations were presented while the control group (n = 27) received no treatment. Results show that viewing the lecture led to significant learning gains of single words at the meaning recall level and collocations at the form recognition level. Frequency of occurrence in the lecture appeared to significantly contribute to the learning of single words but not the learning of collocations. Prior knowledge of general vocabulary appeared to make no significant contribution to the learning of single words and collocations.

scholarly journals Teaching Academic Vocabulary to English Language Learners (ELLs)

2021 ◽  
Vol 11 (12) ◽  
pp. 1507-1514
Author(s):  
Liping Wei
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Incidental Learning ◽  
Academic Language ◽  
Sheltered Instruction ◽  
Academic Vocabulary ◽  
Learning Tasks ◽  
K 12

Confronted with dual learning tasks—learning English as a 2nd language and grade-level content, English Language Learners (ELLs) in K-12 are often found struggling to become fluent in English and falling behind in academic studies. It is commonly recognized that academic vocabulary is strongly related to academic achievement. Academic vocabulary is of critical importance in content learning and key to classroom interactions as students are engaged in learning activities using academic language. This article will zero in on the challenges students encounter in learning academic vocabulary. It will start with the importance of teaching ELLs academic vocabulary, followed by a classification of academic vocabulary, and an elaboration of the characteristics of academic language. Teacher candidates will explore why sheltered instruction is indispensable for the learning of vocabulary and how the two main sources of word learning—incidental learning and explicit instruction, facilitates vocabulary development. The focus will be placed on the specific strategies to help students develop a rich academic vocabulary inventory. It is hoped that teacher candidates will walk away with some guiding principles on teaching academic vocabulary and find these principles helpful in their classrooms with ELLs.

scholarly journals Beyond learner autonomy: a dynamic systems view of the informal learning of English in virtual online communities

ReCALL ◽  
2012 ◽  
Vol 24 (2) ◽  
pp. 138-151 ◽  
Author(s):  
Geoffrey Sockett ◽  
Denyze Toffoli
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Language Learners ◽  
Dynamic Systems ◽  
Online Communities ◽  
Virtual Communities ◽  
Incidental Learning ◽  
Learner Autonomy ◽  
Areas Of Interest ◽  
Systems View

AbstractThis article discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. The concept of informal learning is presented and related to current areas of interest in the literature such as incidental learning, and dynamic systems theory. Our research investigates how non-specialist language learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites. The study looks particularly at the dynamics of these phenomena by studying a small number of non-native users of English over a period of two months. The results of this research will be used to question the relevance of the learner autonomy paradigm, which has been a cornerstone of language learning policy in Europe for the past thirty years.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1226-1240
Author(s):  
Janet L. Patterson ◽  
Barbara L. Rodríguez ◽  
Philip S. Dale
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Language Impairment ◽  
Dual Language ◽  
Dynamic Assessment ◽  
Dual Language Learners ◽  
Achievement Testing ◽  
Potential Applications ◽  
Language Screening ◽  
Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

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