Application of Radial Categories to the Second Language Learning of Chinese Learners

2016 ◽  
Vol 6 (5) ◽  
pp. 972
Author(s):  
Xiaqing Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
20Th Century ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Chinese Learners ◽  
Grammar Rules ◽  
Metaphor And Metonymy

As a relatively new discipline which raised in the 20th century Cognitive linguistics has gradually become the mainstream in the development of recent decades. In cognitive linguistics some major theories related with language teaching and learning are construal, categorization, encyclopedic knowledge, symbol, metaphor, and metonymy. In this paper being based on the theory of radial categories the author turns attention to second language learning to explore implications of performance of vocabulary, morphemes, grammar rules, phonology, and intonation in radial categories in the second language learning.

scholarly journals Individual Differences in Second Language Learning

2021 ◽  
Vol 8 (7) ◽  
pp. 608
Author(s):  
Hilola Sayfiddinovna Turakulova ◽  
Dilfuza Davronovna Marupova
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Learning Styles ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
To Receive ◽  
Language Teaching And Learning

This article is directed to identify learners needs and organize the further procedure of language teaching and learning. To this extend, teachers should identify the learner’s personality, character, and learning styles, they may comprehensively organize lesson procedures and use various methods in an appropriate manner and finally, they will be able to receive high outcomes in the field of language teaching.

Language learning ‘in the wild’ in transnational encounters

2015 ◽  
Vol 28 (2) ◽  
pp. 382-415
Author(s):  
Emilee Moore
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
A Priori ◽  
In The Wild ◽  
Language Teaching And Learning

This article draws on a corpus of transnational encounters that are not a priori about learning, recorded at a university in Catalonia immersed in processes of internationalization. However, by taking a CA-for-SLA approach to the data, it is shown how opportunities for language teaching and learning emerge across the settings, from the most institutional (i.e. formal ceremonies) to the most informal interactions (i.e. friendly conversation), and are mediated by available plurilingual and multimodal resources. In this regard, the analysis yields results that differ from previous research conducted in similar higher education contexts in which categorizations of participants as language ‘experts’/‘non-experts’ or ‘teachers’/‘learners’ were avoided (e.g. Kurhila, 2004). Such data prompts the author to argue that beyond simply recognizing the potential for second language learning ‘in the wild’ at universities going about internationalization, active steps could be taken to implement strategies that would enhance opportunities for language learning to happen.

scholarly journals COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION

2013 ◽  
pp. 76-83
Author(s):  
E. G. Beliaevskaya
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
First Language ◽  
Conceptual Structures ◽  
Second Language Aquisition ◽  
Expression Characteristic ◽  
The Given

The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Aisha Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Classroom Environment ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonparametric Test ◽  
Research Paper ◽  
L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

CALL, the foreign-language undergraduate and the teaching of grammar: a linguistic and political battlefield

ReCALL ◽  
1992 ◽  
Vol 4 (7) ◽  
pp. 3-5 ◽  
Author(s):  
Peter Metcalfe
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Recent History ◽  
Present Generation ◽  
The Social ◽  
History Of

The recent history of the teaching of grammar, both for first- and second-language learning, has produced highly polarised and acrimonious debate. The repercussions have extended beyond the boundaries of linguistics into the social and political domain. The present generation of foreign-language undergraduates has been profoundly (if unknowingly) affected by this debate, as reflected in their approach to the learning of grammar, and any consideration of the methodology of language teaching, including that of CALL, must take account of it.

scholarly journals A Pragmatic Study of Humour in Udurawana’s Joke Stories of Sri Lanka: Implications for Second Language Teaching and Learning

2019 ◽  
Vol 9 (7) ◽  
pp. 762
Author(s):  
Upul Priyantha Gamage ◽  
Wellman Kondowe
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Theoretical Models ◽  
Language Teachers ◽  
Teaching Tool ◽  
Conversational Implicature ◽  
Second Language Teaching

This paper presents a step by step approach of unpacking humour in joke stories from Udurawana in Sir-Lanka. The analysis has employed two theoretical models: Grice’s (1975) theory of Conversational Implicature, and Juckel, Bellman and Varan’s (2016) Taxonomy of Humour Techniques. The study has demonstrated that understanding humour involves going through different layers of language given that humour itself does not reside at the surface; but rather inside meanings of words and phrases. The paper appeals to language teachers to utilise humour as a teaching tool owing to the enormous joys it brings in facilitating the teaching and learning of the second language. We conclude that helping learners take baby-steps to decipher humour can lead them into better understanding and fluency of second language learning; an indication of advancement in language acquisition.

scholarly journals On Some Issues Promoting Successful Second Language Learning and Teaching

2006 ◽  
Vol 2 (1-2 (2)) ◽  
pp. 96-100
Author(s):  
Anahit Zatikian
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Learning And Teaching ◽  
Modern Methods ◽  
Independent Thinking

The article attempts to address some of the issues related to successful second language teaching and suggest possible solutions. The success of teaching depends on the relevance of the favorable teaching atmosphere accompanied with the awareness of students’ objectives. It is necessary to use original texts and pay attention to the independent thinking and individuality of the students. The article pays special attention to the role of the teacher, his/her ability to present the material and other issues related to modern methods. These factors contribute to the promotion of the efficiency of second language teaching.

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.

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