scholarly journals Frameworks of Intercultural Language Teaching: A Review

2021 ◽  
Vol 17 (3) ◽  
pp. 150
Author(s):  
Long Chen ◽  
Peng Yi
Keyword(s):  
Knowledge Acquisition ◽  
Language Learners ◽  
Intercultural Competence ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Influence Factors ◽  
Future Research ◽  
Teaching Intervention ◽  
Specific Level ◽  
Teaching Paradigm

This article mainly summarizes the important achievements of domestic intercultural teaching research from the perspective of intercultural competence and teaching and finds that the research of intercultural teaching has gradually shifted from being teacher-centred to learner-centred, focusing on the influence factors of intercultural teaching intervention by different methods and students' intercultural and the improvement of communicative competence, and the teaching paradigm. However, the application background of existing research has certain limitations, and insufficient attention has been paid to learners' own differences. Future research can further research on specific level one or all level students explore ways and methods to effectively improve the intercultural knowledge and abilities of second language learners, and further, promote the optimization of intercultural knowledge acquisition and implement and teaching theories.

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second- Language Learners

2010 ◽  
pp. 210-222
Author(s):  
Angelene McLaren
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Future Research ◽  
Teachers And Students ◽  
Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second-Language Learners

2011 ◽  
pp. 1954-1966
Author(s):  
Angelene McLaren
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Future Research ◽  
Teachers And Students ◽  
Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

scholarly journals The Critical Intersection of Heritage Language Learning and eTandem Learning Environments

2018 ◽  
Vol 48 ◽  
pp. 97-112
Author(s):  
Alexis Vollmer Rivera ◽  
Kaitlyn Teske
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mobile Applications ◽  
Heritage Language ◽  
Second Language Learners ◽  
Learning Technologies ◽  
Future Research ◽  
Power Structures ◽  
Apparent Lack ◽  
The Individual

At first glance, the growing popularity of eTandem mobile applications for language learning purposes seems to facilitate the connection and collaboration of speakers from all different locations and walks of life. However, when looking more deeply at the design of these applications, an exclusive dichotomy is revealed that prescribes use only by Native Speakers (NS) and Second Language Learners (L2), leaving no consideration for the needs of Heritage Language Learners (HLL). This perpetuation of the hierarchical ranking of language learners and speakers mirrors these same power structures that are present in society (Valdés, González, López García, & Márquez, 2003). In order to explore the apparent lack of space for HLL, this study critically analyzes two eTandem mobile applications, HelloTalk and Tandem. By means of Content Analysis (Krippendorff, 1989) of the applications’ affordances informed by a Critical Applied Linguistics framework (Pennycook, 2001), the study finds that there are various features that might offer HLL a space within this environment and foster their affective and educational needs. However, these features are not a primary focus of the application design and the way in which these features could be used to support HLLs’ development is totally dependent on the individual experiences of each user. Utilizing these findings, the investigators offer a set of suggestions for future research in order to advocate for social change manifested by the inclusion of HLL in language learning technologies. In addition, they discuss pedagogical implications for the current state of affairs in order to prepare HLL for interaction with these virtual power structures.

Second Language Learners' Spoken Discourse

2017 ◽  
pp. 367-389 ◽  
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany

2019 ◽  
Vol 7 (1) ◽  
pp. 61-112 ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Secondary School ◽  
Language Learners ◽  
Second Language Learners ◽  
Peer Interactions ◽  
Age Groups ◽  
Future Research ◽  
Language Classrooms ◽  
Peer Assistance ◽  
Major Factors ◽  
Mixed Age

AbstractDrawing from a sociocultural framework, this paper reports a study which investigated peer assistance among 10 mixed-age pairs (n=20) in mixed-age English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. Mixed-age is increasingly used (Kallery and Loupidou 2016; Kuhl et al. 2013; Thurn 2011), but is under-researched in language classrooms. Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within mixed-age groups/pairs in L2 contexts. This study aims to lay the foundations for future research of peer interactions among M-A second language learners. Results show that mixed-age pairs assisted one another in ways similar to those found in teacher-learner interactions, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding. However, the extent that this assistance benefited learning varied across learners. The findings also suggest that rather than age, the relationship between learners seems to be one of the major factors mediating the extent and quality of assistance.

Communicative competence and personality dimensions in first and second language learners

2002 ◽  
Vol 23 (3) ◽  
pp. 361-374 ◽  
Author(s):  
LUDO VERHOEVEN ◽  
ANNE VERMEER
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Communicative Competence ◽  
Openness To Experience ◽  
Pragmatic Competence ◽  
Personality Factors ◽  
Big Five Personality ◽  
Organizational Skills

The purpose of the present study was to examine the relations between communicative competence and five dimensions of personality in 241 first and second language–learning children in The Netherlands. To determine the underlying communicative competence of the first and second language learners of Dutch, a broad array of linguistic measures and teacher judgments were collected. Observational scales referring to the Big Five personality factors were used to characterize the children's personalities. The results showed that three basic components underlie both the monolingual and bilingual children's communicative competence: organizational competence, involving lexical, syntactic, discourse, and functional abilities; pragmatic competence, involving sociocultural routines and illocutionary force; and strategic competence, involving the planning and monitoring of communicative behavior. The relations between the different dimensions of personality and the components of communicative competence revealed the following patterns to characterize first language learners: conscientiousness and emotional stability correlated with basic organizational skills; openness to experience correlated with pragmatic competence; and a broad range of personality characteristics with the acquisition of communicative strategies. In contrast, primarily openness to experience and, to a lesser extent, conscientiousness and extraversion were found to be related to the buildup of basic organizational skills, the acquisition of pragmatic skills, and the development of monitoring strategies in second language learners.

scholarly journals Listening in Older Second Language Learners: The Teachers’ Perspective

2017 ◽  
Vol 8 (1) ◽  
pp. 148-163
Author(s):  
Agata Słowik
Keyword(s):  
Adult Students ◽  
Language Learners ◽  
Older Adult ◽  
Cognitive Abilities ◽  
Second Language Learners ◽  
Future Research ◽  
Learning And Teaching ◽  
Teaching Preferences ◽  
Older Adult Students ◽  
Older Adult Learners

There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 

scholarly journals Teaching listening to older second language learners: Classroom implications

2017 ◽  
Vol 8 (2) ◽  
pp. 143-155
Author(s):  
Agata Słowik
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Abilities ◽  
Second Language Learners ◽  
Future Research ◽  
Older Individuals ◽  
Age Related ◽  
Language Classrooms ◽  
State Of Research ◽  
Listening Strategies

Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

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