The Influence of Working Memory on Second Language Learning

2016 ◽  
Vol 6 (9) ◽  
pp. 1819
Author(s):  
Yanan Guo
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Great Influence ◽  
Foreign Language Learning ◽  
Learning Ability ◽  
The Individual

The learning ability of a foreign language means the tendency people present when studying a second language. It is already accepted abroad that the learning capacity of a foreign language is one of the factors to predict the individual differences of the language learning results. Working memory is the important concept of cognitive psychology, and has great influence on many aspects of language learning (vocabulary acquisition, language understanding, language performance, reading comprehension and so on). So working memory is regarded as the important element of learning ability of a foreign language. As to the research at home so far, the concentration has been purely on academic reasoning as well as the introduction to research abroad during a selected period. The author of the paper is, having experimented with the psychological research mode, trying to analyze the individual differences in the foreign language learning because of their working memory which affects their vocabulary acquisition.

Closing in on Vocabulary Acquisition

2011 ◽  
pp. 195-210 ◽  
Author(s):  
Carly J. Born ◽  
Andrea Lisa Nixon ◽  
Christopher Tassava
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Vocabulary Acquisition ◽  
Foreign Language Learning ◽  
Building Blocks ◽  
Language Fluency ◽  
Technological Intervention

Vocabulary acquisition is one of the critical building blocks in acquiring foreign language fluency. While a number of studies have focused on effective vocabulary learning techniques for second language learners, several confounding factors complicate the practical application of this research in a classroom. For instance, faculty, pressed for time and results, frequently find it too cumbersome to explore new variations in their teaching and opt for standard methods of providing students with vocabulary lists which the student are expected to study on their own using their own methods. This tactic falters when the students are unaccustomed to second language learning and have not yet identified effective learning strategies suited to their own learning styles. This chapter will discuss one attempt to resolve this problem through the use of mobile devices as digital flashcards. This technological intervention may address the need to help students study vocabulary more effectively and do so in practical, sustainable ways that do not increase work loads for faculty, students, or academic technical support staff. Based on the results from a small-scale study, the authors make recommendations about this pedagogical approach and the technology used, aiming toward the goal of creating a pedagogically sound and scalable application of mobile devices in foreign language learning.

scholarly journals Attitude and Motivation in Learning a Local Language

2018 ◽  
Vol 8 (1) ◽  
pp. 105 ◽  
Author(s):  
Mulyanto Widodo ◽  
Farida Ariyani ◽  
Ag. Bambang Setiyadi
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Individual Differences ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Local Language ◽  
Language Learning Motivation ◽  
Attitude And Motivation

Some studies have been conducted to relate motivation with second /foreign language learning. Belmechri and Hummel (1988) introduced intensity and desire in exploring motivation in the acquisition of a second language. In some studies motivation was classified into integrative and instrumental (Gardner and Lambert, 1972; Ely, 1986; Oxford and Shearin, 1994; and Sung and Padila, 1998), while some other studies motivation was classified into extrinsic and intrinsic (Dornyei (1994; Ramage, 1990; and Noels et al. 1999). Unlike the concept of motivation introduced by Oller et al.(1977 and Spolsky ( 1969), who did not separate attitude from motivation in language learning motivation in language learning in the study is separated from attitude. This study attempted to investigate how individual differences with regard to attitude and motivation are correlated in language learning. The participants in this study consisted of 75 students of a university in Indonesia who have been learning Lampungese language, a local language, since Elementary School. The data of attitude and motivation, which were collected through questionnaires, were analyzed by undertaking correlation analyses. The findings show that attitude and motivation was significantly correlated. The pedagogical implications were also provided in this study.

Individual differences in adult foreign language learning

2009 ◽  
Author(s):  
Patricia J. Brooks ◽  
Vera Kempe ◽  
Annemarie Donachie
Keyword(s):  
Individual Differences ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

Adult And Child Learning Second Language Differences

2021 ◽  
Vol 03 (01) ◽  
pp. 38-44
Author(s):  
Dilrabo Babakulova ◽  
◽  
◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Differences ◽  
Short Period ◽  
Child Learning

Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

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