scholarly journals LANGUAGE LEARNING ACROSS THE SCALE: PERSPECTIVES FROM BRAZILIAN ESL STUDENTS

2017 ◽  
Vol 7 (1) ◽  
pp. 289 ◽  
Author(s):  
Marília Da Silva Corrêa Lemos
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
The Other ◽  
Esl Students ◽  
Research Context ◽  
The One ◽  
External Forces ◽  
Work Done

<p>The present work is part of the discussion held by School of Advanced Studies in Language and Society at Universidade Estadual de Campinas (Unicamp). The aim of this paper is to discuss findings from an ESL study conducted in 2014 once many issues remained unexplored. Findings suggest that students who took part in the research are assuming a dual behaviour towards their learning. On the one hand they show interest and commitment to learning, on the other, they show insecurity and do not seem to be pro-active during class. This issue will be discussed in light of two concepts approached during the course: the notion of Scale discussed by Blommaert (2010) and the notion of Stance present in the work done by Jaffe (2009). Drawing on both concepts, the research context will be understood as affected by participant’s mobility, which allows a perspective that understands learning as influenced by external forces. We suggest that participants assume different stances as language learners, and by doing that, their concept of ‘learning’ assumes a mobile perspective as well. They seem to find their learning effective in a lower scale, positioning themselves as potential learners, whilst this belief is delegitimized when traveled to a higher scale, where they assume a stance of “no significant learner”, therefore showing a dual behaviour.</p><p><strong>Keywords: </strong>Second Language Learning. Globalization. Stance.</p>

Referential place-holding in Chinese children's acquisition of English articles

1994 ◽  
Vol 15 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Kang Lee ◽  
Catherine Ann Cameron ◽  
Murrary J. Linton ◽  
Anne K. Hunt
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
First Language ◽  
The Other ◽  
Definite Article ◽  
Indefinite Article ◽  
Coding Scheme ◽  
English Articles

ABSTRACTThis longitudinal study examines the acquisition of English articles by three 6-year-old, second language learning children whose native tongue is Chinese, a language without articles. Brown's coding scheme and an extended coding scheme were used in scoring the corpora of children's responses to a Syntax Elicitation Task. Results revealed that the Chinese children's acquisition of the definite article differed from- what had been previously found using Brown's coding scheme with English as first language learners and second language learning children of other native language origins. Chinese children's use of the definite article developed through an unmarked phase, a referential place-holding phase, a marked phase, and a referential substitution phase before the definite article was fully acquired. The acquisition of the indefinite article, on the other hand, was similar to the acquisition pattern already reported for children learning English as a first language or as a second language. It is suggested that referential place-holding, as well as referential substitution, might not be a Chinese-specific second language learning phenomenon; rather, they might be derived from a universal referential strategy for learning articles.

scholarly journals Second Language Learners Making Video in Three Contexts

2012 ◽  
Vol 14 (2) ◽  
pp. 75 ◽  
Author(s):  
Kelleen Toohey ◽  
Diane Dagenais ◽  
Elizabeth Schulze
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
The Other ◽  
School Resources ◽  
Multimodal Literacy ◽  
Literacy Activities ◽  
Form Of Expression

We describe videomaking projects in Canada, India, and Mexico in which second language learners were asked to show the children in the other countries what their lives were like. We consider how this form of expression might contribute to second language learning and allow children to make use of in and out-of-school resources. We also raise questions about the affordances and constraints of the videomaking process and explore how teachers might approach such multimodal literacy activities with children.

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.

Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments

2015 ◽  
pp. 198-224
Author(s):  
Vehbi Turel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Intelligent Design ◽  
Second Language Learning ◽  
Interactive Multimedia ◽  
Intermediate Language ◽  
Separate Part ◽  
Listening Environments ◽  
Definition Of

The objective of this chapter is to clearly demonstrate through concrete examples how affective and efficient post-listening tasks for autonomous intermediate and upper-intermediate (intermediate) language learners can be designed and created in interactive multimedia listening environments (IMLEs) as a part of foreign/second language learning (FLL/SLL) process. Thus, in this chapter, firstly the definition of autonomy is slightly touched on. Secondly, the categorisation of autonomy is briefly explained. Thirdly, a separate part on multimedia listening environments and the nature of the listening stages and tasks in such environments is presented. Mainly and finally, what need to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful post-listening tasks for autonomous intermediate language learners in IMLEs is accounted for in detail.

First Person Singular

2012 ◽  
pp. 22-40
Author(s):  
Shaoqun Wu ◽  
Ian H. Witten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Digital Library ◽  
Second Language Learning ◽  
First Person ◽  
Library Collection ◽  
The Impact ◽  
Library Technology ◽  
The Web

We use digital library technology to help language learners express themselves by capitalizing on the human-generated text available on the Web. From a massive collection of n-grams and their occurrence frequencies we extract sequences that begin with the word “I”, sequences that begin a question, and sequences containing statistically significant collocations. These are preprocessed, filtered, and organized as a digital library collection using the Greenstone software. Users can search the collection to see how particular words are typically used and browse by syntactic class. The digital library is richly interconnected to other resources. It includes links to external vocabularies and thesauri so that users can retrieve words related to any term of interest, and links the collection to the web by locating sample sentences containing these patterns and presenting them to the user. We have conducted an evaluation of how useful the system is in helping students, and the impact it has on their writing. Finally, language activities generated from the digital library content have been designed to help learners master important emotion related vocabulary and expressions. We predict that the application of digital library technology to assist language students will revolutionize second language learning.

Learning Arabic Through Language of Journalism

2019 ◽  
pp. 1837-1867
Author(s):  
Mai Samir El-Falaky
Keyword(s):  
Second Language ◽  
Mass Media ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
First Language ◽  
Language Teachers ◽  
Natural Context ◽  
Direct Exposure ◽  
Lexical Items

Second language learning requires more than memorizing rules and vocabulary detached from contexts. Language teachers have to encourage the exposure to real context to enable their students to ‘acquire' the language in the same way they acquire their first language. This could entail an unconscious induction called ‘analogy'. Analogy may enable language learners to create neologisms for the purpose of communicating. This could also enable them to obtain a better understanding of lexical items in context. This chapter highlights the benefits of direct exposure to neologisms in journalistic texts, which influences learners' morphological choice. Mass media in general and journalism in particular are thought to be a perfect means of learning any language in its natural context.

scholarly journals Sampling Bias and the Problem of Generalizability in Applied Linguistics

2020 ◽  
Vol 40 ◽  
pp. 134-142 ◽  
Author(s):  
Sible Andringa ◽  
Aline Godfroid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Applied Linguistics ◽  
Sampling Bias ◽  
Biased Sampling ◽  
Important Concept ◽  
Insight Into ◽  
Learning And Instruction

AbstractIn this final contribution to the issue, we discuss the important concept of generalizability and how it relates to applied linguists’ ability to serve language learners of all shades and grades. We provide insight into how biased sampling in Applied Linguistics currently is and how such bias may skew the knowledge that we, applied linguists, are building about second language learning and instruction. For example, our conclusions are often framed as universally-applying, even though the samples that have given rise to them are highly specific and Western, Educated, Industrialized, Rich, and Democratic (WEIRD; Henrich, Heine, & Norenzayan, 2010). We end with a call for research and replication in more diverse contexts and with more diverse samples to promote progress in the field of Applied Linguistics as ARAL celebrates its 40th anniversary.

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

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