scholarly journals Multimodally Enhanced Opportunities for Language Learning: Gestures Used in Word Search Sequences in ESL Tutoring

2021 ◽  
Vol 12 (1) ◽  
pp. 44
Author(s):  
Mi-Suk Seo
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Corrective Feedback ◽  
Fine Grained ◽  
Candidate Solution ◽  
Word Search ◽  
Lexical Errors ◽  
Esl Learners ◽  
Study Offer

Focusing on word search sequences initiated by ESL learners in conversation tutoring, this study examines how the participants use gestures in order to facilitate language learning as well as mutual understanding. Adopting the methodological framework of Conversation Analysis, it analyzes two particular sequential contexts: (a) when a tutee uses gestures without a candidate solution to her/his word search, directly soliciting the tutor’s co-participation; and (b) when a tutee uses gestures with a candidate solution to her/his word search but there is mismatch between the candidate solution and the accompanying gesture. A fine-grained analysis of the participants’ moment-by-moment verbal and nonverbal actions reveals that gestures create multimodally enhanced opportunities for language learning by allowing the tutor to offer lexical items that are new or unfamiliar to the tutee and/or to provide corrective feedback on the lexical errors. The findings from this study offer implications for the role of gesture in L2 learning and for some of the key concepts in second language acquisition such as output, corrective feedback, and communication strategies.

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.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

scholarly journals Role of Self-Efficacy in Learning English as a Second language: A Comparative Study among ESL Learners in Pakistan

2019 ◽  
Vol 12 (1) ◽  
pp. 1163-1167
Author(s):  
Muhammad Saleem Rana ◽  
Muhammad Irfan Rai ◽  
Muhammad Zubair ◽  
Noor Muzammil
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Language Learner ◽  
Statistical Program ◽  
The University ◽  
Esl Learners ◽  
The Relationship

This article looks into the competence of second language acquisition investigating that how a language learner does learn English as a second language effectively by using his own abilities.Many studies have examined the function of Self-Efficacy in academic achievement, though as Pajares (2000) mentioned the relation of language achievement and Self-Efficacy has not been studied well and there has been small research in this regard. This made the researcher to investigate the relationship between Pakpattan ESL learners' language achievements and their Self-Efficacy. It also studies the variations of ESL learners’ Self-Efficacy and their majors. Besides, it explores the differences between ESL learners' majors and their language achievements. Population of this study was 200 ESL learners of The University of Lahore Pakpattan campus but 60 ESL learners from different departments of The University of Lahore Pakpattan campus selected for the sample of present study in order to measure ESL learners' language proficiency. Different types of tests applied for its measurement. A questionnaire was prepared and conducted. Computer statistical program SPSS XXII was used for statistics. Literature were reviewed and the work cited mentioned as well.

scholarly journals What Lies Beneath the Stated Meanings: a Transactional View of Language Learners Making Meaning with Texts

2021 ◽  
Author(s):  
◽  
~ Marianne
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Reading Program ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading For Pleasure ◽  
Esl Learners

<p>This thesis reports on a year long case study conducted into the processes and products of English Second Language (ESL) learners reading fiction texts for pleasure in a high school extensive reading program. Although 'extensive reading' is usually associated with interactive language learning perspectives such as 'Second Language Acquisition' (for one view within this perspective see Krashen [1982]), a different theoretical perspective was applied in the present study. Louise Rosenblatt's transactional theory of reader response is used to analyse and discuss data made about teenagers reading for pleasure in an extensive reading program. At the heart of Rosenblatt's transactional theory is the assumption that every reading event is unique to the person, text and context of that reading experience. To understand what it means to make meaning with a text, each of those things must be considered. Thus in order to better understand ESL learners' processes and products of reading for pleasure, this thesis provides a fine grained, deep description of how one reader made meaning with texts. This description is contextualised and enriched through the inclusion of case study data from other ESL and native English speaker participants. By focusing on one reader, the complexity of the interrelationships of reader, text and context are amply demonstrated. This, it will be argued, provides a valuable lens through which teachers and researchers may view other readers, other texts and other contexts. Conclusions drawn from this study will claim that Rosenblatt's transactional theory not only readily facilitates language learning goals (for example, extensive use of the target language) but importantly provides another perspective, apart from the predominant interactive language learning perspectives, on what it might mean for readers to make meaning with texts read for pleasure. Understanding the processes and products of reading for pleasure from a transactional view has pedagogical import for the utilization of extensive reading programs, and perhaps most importantly, for the intellectual development of second language learners.</p>

scholarly journals Fostering EFL/ESL Students’ Language Achievement: The Role of Teachers’ Enthusiasm and Classroom Enjoyment

2021 ◽  
Vol 12 ◽  
Author(s):  
Yang Liu ◽  
Mingjie Zhang ◽  
Xuetao Zhao ◽  
Fang Jia
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Psychology ◽  
Language Learning ◽  
Language Education ◽  
Esl Students ◽  
Current Review ◽  
Teacher Enthusiasm ◽  
Role Of Teachers

Thanks to the inflow of positive psychology (PP) in language education in general and language learning in particular, extensive consideration has been drawn to the role of emotion in second language acquisition (SLA). Enjoyment as a mutual constructive sensation experienced by students has engrossed academic attention. Likewise, teachers are redirected as the most remarkable figure of any educational association, and their enthusiasm is substantial for students in the classroom. In line with the inquiries of teacher enthusiasm, principles of PP, and classroom enjoyment, the current review strives for this form of connection and its impacts on learners’ achievement. Subsequently, the suggestions of this review for teachers, learners, and educator trainers are deliberated.

scholarly journals The Role of Universal Grammar in Second Language Acquisition from the Perspective of Chinese Acquiring English Reflexives

2019 ◽  
Vol 7 (2) ◽  
pp. p284
Author(s):  
Jing Song
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Universal Grammar ◽  
The Past ◽  
Chinese Learners ◽  
Chinese And English

In China, the second language learning has always played an important role in primary and higher education. The issue of how children acquire the second language has experienced a boom in China over the past decade as the proficiency of a person’s English level mainly depends on its acquisition in primary stage. The main focus of this paper is to examine the role of UG in the second language acquisition and to what extent it plays in the process. To illustrate this, the four access hypotheses were given firstly. In addition, the role of UG from the aspect of Chinese learners’ acquiring the English reflexives was discussed. In this section, the importance of analyzing the reflexives and the different features of them in Chinese and English were exhibited.

Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges

2020 ◽  
Vol 53 (1) ◽  
pp. 3-28 ◽  
Author(s):  
Hossein Nassaji
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Teachers ◽  
Future Research ◽  
L2 Acquisition ◽  
Conversational Interaction ◽  
Beneficial Effects ◽  
Challenging Question ◽  
Considerable Body

AbstractHow to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and over the years a considerable body of research has examined its effectiveness. In this context, a central and challenging question has always been how to determine whether such feedback is effective for language learning. Studies investigating the role of feedback have used various measures to assess its usefulness. In this paper, I will begin with a brief overview of the recent studies examining interactional feedback, with a focus on how its effectiveness has been assessed. I will then examine the various measures used in both descriptive and experimental research and discuss the issues associated with such measures. I will conclude with what continues to pose us a challenge in assessing the role of feedback and offer some recommendations to inform future research in this area.

Corrective feedback in historical perspective

1991 ◽  
Vol 7 (2) ◽  
pp. 89-102 ◽  
Author(s):  
Jacquelyn Schachter
Keyword(s):  
Language Learning ◽  
Experimental Work ◽  
Historical Perspective ◽  
Corrective Feedback ◽  
Negative Evidence ◽  
Positive Evidence

In this paper, pedagogical, linguistic theoretical, and psychological perspec tives on corrective feedback are discussed and an attempt is made to inte grate these different perspectives. To a large extent, researchers in these three approaches have been isolated from one another, each ignorant of the others' stands on the issues. Herein, we attempt to overcome the isolation, interweaving the similarities and pointing out the differences of the three approaches. It is argued that the answers to questions raised here and elsewhere concerning the role of corrective feedback in language learning will not come in the form of sweeping affirmative or negative generalizations. They will come from the careful teasing apart of the components of language and experimental work on these components. We need to ascertain whether some components can in fact be acquired on the basis of positive evidence alone, and whether negative evidence (feedback) is required for successful mastery of some other components.

Sign in / Sign up

Export Citation Format

Share Document