The Generalization of Instruction on Genitive Relative Clause in the Acquisition of English as a Foreign Language

2006 ◽  
Vol 151 ◽  
pp. 99-113
Author(s):  
Akihiro Ito
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Relative Clause ◽  
Relative Clauses ◽  
Foreign Language Learning ◽  
Control Group ◽  
Test Results ◽  
Japanese Learners Of English ◽  
Special Instruction ◽  
Japanese Learners

This study examines the generalization of instruction in foreign language learning. A group of Japanese learners of English served as participants and received special instruction in the structure of genitive relative clauses. The participants were given a pre-test on combining two sentences into one containing a genitive relative clause wherein the relativized noun phrase following the genitive marker "whose" is either the subject, direct object, or object of preposition. Based on the TOEFL and the pre-test results, four equal groups were formed; three of these served as experimental groups, and one as the control group. Each experimental group was given instruction on the formation of only one type of genitive relative clause. The participants were then given two post-tests. The results indicated that the generalization of learning begins from structures that are typologically more marked genitive relative clauses to those structures that are typologically less marked, and not vice versa.

scholarly journals White matter microstructure predicts foreign language learning in army interpreters

2020 ◽  
Vol 23 (4) ◽  
pp. 763-771 ◽  
Author(s):  
Johan Mårtensson ◽  
Johan Eriksson ◽  
Nils Christian Bodammer ◽  
Magnus Lindgren ◽  
Mikael Johansson ◽  
...  
Keyword(s):  
White Matter ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Brain Structure ◽  
Foreign Language Learning ◽  
Control Group ◽  
Final Test ◽  
Foreign Language Acquisition ◽  
White Matter Microstructure

AbstractAdult foreign language acquisition is challenging, and the degree of success varies among individuals. Anatomical differences in brain structure prior to training can partly explain why some learn more than others. We followed a sample of conscript interpreters undergoing intense language training to study learning-related changes in white-matter microstructure (FA, MD, RD and AD) and associations between differences in brain structure prior to training with acquired language proficiency. No evidence for changes in white matter microstructure relative to a control group was found. Starting values of RD, AD and MD were positively related to final test scores of language proficiency, corroborating earlier findings in the field and highlighting the need for further study of how initial brain structure influences and interacts with learning outcomes.

scholarly journals The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

2018 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Raniah Kabooha ◽  
Tariq Elyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Vocabulary Comprehension ◽  
Efl Students ◽  
Youtube Videos ◽  
Reading Activities

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

Bimodale Aanbieding en Consolidatie Bij Woord-Verwerving

1998 ◽  
Vol 58 ◽  
pp. 185-192
Author(s):  
Lydius Nienhuis ◽  
Heleen de Hondt
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Word Learning ◽  
Foreign Language Learning ◽  
Test Results ◽  
Subsequent Research ◽  
Reading Condition ◽  
Bimodal Condition ◽  
French Words

In this article we address the question whether in word learning the effects of a bimodal (reading and pronouncing) condition are superior to the effects obtained in a monomodal (written only) condition. Research in the domains of psychology, psycholinguistics and foreign language learning lends support to the hypothesis that the effects of bimodal presentation and learning of words will be superior. In our experiment, pupils of intermediate classes from three different schools had to learn twelve French words in a bimodal condition: the words were presented in a text in a listening + reading condition; then the pupils learned the words by reading and pronouncing them. Pupils of three other (parallel) classes from the same three schools only read the same text and learned the words in a writing condition. The results of our investigation provide modest evidence for better retention in the bimodal condition: overall scores of the imodal' classes proved superior to scores of the monomodal classes. But this result is almost exclusively due to the results of only one school; in the two other schools test results did not differ significantly. This may be due to the small number of words. In subsequent research, the number of words to be learned will have to be larger than the modest number of twelve, in order to provide more convincing results.

Utilizing WhatsApp Messenger to Enhance Listening Skills of Civil Engineering Degree Students in Mandarin Courses at UiTM Penang Branch

2021 ◽  
Vol 5 (1) ◽  
pp. 51-60
Author(s):  
Foo Terng Hoe ◽  
◽  
Teck Heng Lim ◽  
Boon Yih Mah ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Scores ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tool ◽  
Significant Difference ◽  
Experimental Group

Listening skills are important skills that need to be mastered by foreign language learners. Listening skills have, however, often been neglected in the teaching and learning process. This study aims to investigate the effectiveness of using WhatsApp messenger as an instructional tool in enhancing listening skills. This experimental research employs the two-group pre-test post-test design. Two groups of 30 students who enrolled in the Introductory Mandarin course in one of the public universities in Malaysia took part in the study. During the study, the experimental group of 30 students underwent listening drills and exercises using WhatsApp messenger as the treatment, while another 30 students in the control group were taught by another lecturer using the conventional method of teaching listening skills. Listening test scores of before and after the treatment were compared and analyzed using Independent Samples t-Test to identify the significant level of the difference between the scores of these two groups. The findings show no significant difference in the listening pre-test scores between both control and experimental groups. However, after the treatment, the listening scores of the experimental group students are significantly better than that of the control group students. These results indicate that WhatsApp messenger is a useful instructional tool to teach listening skills in foreign language. The findings of this study could be used as a reference for further development of WhatsApp messenger as an instructional tool to enhance listening skills, overcome the constraints on teaching time, and improve the pedagogy as well as the instructions of foreign language learning.

Influence of prestudy on foreign language learning attitude

2010 ◽  
Vol 38 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
Control Group ◽  
Learning Attitude ◽  
Target Unit ◽  
Reading Activities

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

The influences of proficiency levels and working memory capacities on sentence comprehension by Japanese learners of English

2015 ◽  
Vol 15 ◽  
pp. 143-163 ◽  
Author(s):  
Koji Suda
Keyword(s):  
Working Memory ◽  
Sentence Processing ◽  
Relative Clause ◽  
Relative Clauses ◽  
Sentence Comprehension ◽  
Structural Information ◽  
Proficiency Levels ◽  
Japanese Learners Of English ◽  
Japanese Learners ◽  
Object Relative

Examining influences of two participant factors, i.e., proficiency and working memory (WM), in second language (L2) sentence processing, we discuss how Japanese learners of English (JLEs) with distinct proficiency levels and WM capacities comprehend relative clauses in English. Reading times (RTs) were collected from intermediate and elementary levels of JLEs with different WM capacities using a self-paced reading task. The results revealed that: (1) JLEs had difficulty interpreting object relative clauses with animate antecedents; (2) JLEs at the elementary level processed the critical region in subject relative clauses with animate antecedents faster than that in object relative clauses with animate antecedents; (3) JLEs with the large WM capacity read embedded verbs faster than those with the small WM capacity; and (4) RTs of the verb region in the subject relative clause were shorter than those in the object relative clause. From these results, we propose that lower proficient L2 learners depend heavily on animacy information when they comprehend relative clauses though there appears evidence that JLEs also make use of structural information. Moreover, we suggest that WM has a positive role in the L2 comprehension process, similar to findings in previous L2 processing studies.

scholarly journals Maintaining and Supporting Seniors’ Wellbeing through Foreign Language Learning: Psycholinguistics of Second Language Acquisition in Older Age

2020 ◽  
Vol 17 (21) ◽  
pp. 8038
Author(s):  
Marcel Pikhart ◽  
Blanka Klimova
Keyword(s):  
Second Language ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Control Groups ◽  
Young Control ◽  
Experimental Group ◽  
Elderly Control

This study concerns aspects of positive psychology connected to foreign language learning (FLL) in an older healthy generation. The positive psychology perspective stresses the positive aspects of improved wellbeing in participants who engage in various activities, particularly mental and brain-training practices. Therefore, the aim of this study was to explore older people’s subjective feelings connected to their FLL as one of the crucial ways to improve their quality of life (QoL). The objective of the research was to determine the subjective satisfaction level of the participants of a second language (L2) acquisition course. The research sample (experimental group) consisted of 105 respondents who were Czech citizens and 55+ years old. Two control groups were set up. The first (young control) consisted of 102 young adults (university students), also Czech citizens, aged between 19 and 23 years. The second control group (elderly control) consisted of 102 subjects older than 55 years, similar in age to the experimental group. A standardized online questionnaire survey was the principal research method, identical both for the experimental and control groups. The findings clearly showed that language training significantly improved the subjective positive feelings and wellbeing of the older participants, regardless of their objective progress in FLL itself. These results stood in opposition to the young control group and were different from the elderly control group. The results revealed that FLL is an effective tool for enhancing the overall wellbeing of older people, which was shown in their expression of their feelings of happiness, satisfaction, and positive motivation to learn an L2. In addition, FLL objectively affected their mental health in a positive way and expanded their social networks. Moreover, FLL was a meaningful activity for them, despite the weak objective learning outcomes due to the decline of cognitive functions, helping them find their general purpose of life, as well as life motivation as expressed in the survey. These findings are crucial, as it has already been proven that wellbeing is directly connected with good health and longevity. Therefore, national governments and all stakeholders dealing with the present issue of the aging population should pay undivided attention to the enhancement of older people’s wellbeing by all possible intervention approaches, including FLL. There is limited research into the issue and the findings of this investigation could be an impetus for further research into the topic from the perspectives of cognitive science, psychology, and psycholinguistics.

An Account of Iranian Intermediate EFL Learners’ Vocabulary Retention and Recall Through Spaced and Massed Distribution Instructions

2021 ◽  
pp. 002205742110319
Author(s):  
Ehsan Namaziandost ◽  
Mohammad Hasan Razmi ◽  
Anastasia Atabekova ◽  
Tatyana Shoustikova ◽  
Bibigul H. Kussanova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Spacing Effect ◽  
Foreign Language Learning ◽  
The Body ◽  
Receptive Vocabulary ◽  
Control Group ◽  
Efl Learners ◽  
Instruction Group ◽  
The Impact

There has been an ongoing debate on the effectiveness of spaced and massed distribution instruction in second/foreign language learning. A number of studies in the literature have investigated the impacts of spacing effect on English as a Foreign Language (EFL) learners’ vocabulary acquisition. This study aims to expand the body of existing research by exploring the impact of spaced versus massed distribution instruction on EFL learners’ vocabulary recall and retention. To this end, the Oxford Quick Placement Test (OQPT) was administered to 120 Iranian EFL students to determine their level of English proficiency. Accordingly, 75 intermediate students were selected and randomly assigned to three equivalent groups: two experimental groups, namely spaced instruction ( n = 25) and massed instruction ( n = 25), and one control group ( n = 25). After administering a pretest, the participants in both experimental groups received two different modes of instruction. The massed instruction group attended one intensive session to learn each set of target vocabularies; the spaced instruction group, on the contrary, had three sessions at irregular time intervals to learn the same vocabularies. The control group studied the same vocabularies but received no vocabulary-focused instructions. Overall, 180 vocabularies were taught to the students during a 12-week period (15 vocabularies per week). The instructions in each group took 60 min each week. Using a pretest, posttest, and delayed posttest design, the students first took a receptive vocabulary pretest before the treatment. One week after the treatment, a receptive vocabulary posttest was administered. Finally, after a 4-week interval, the students took the delayed posttest. The results revealed that the spaced instruction group significantly outperformed the massed instruction group on both immediate and delayed posttests. The findings lend support to the modulation of spaced instruction into the curricula in instructional settings as a valuable vocabulary instruction technique to promote vocabulary learning in real classroom environments.

scholarly journals Behavioral effect of mismatch negativity neurofeedback on foreign language learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254771
Author(s):  
Ming Chang ◽  
Hideyuki Ando ◽  
Taro Maeda ◽  
Yasushi Naruse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mismatch Negativity ◽  
Foreign Language Learning ◽  
Behavioral Effect ◽  
Control Group ◽  
Speech Sounds ◽  
Training Time ◽  
Native Japanese Speakers ◽  
Spoken English

Listening is critical for foreign language learning. Listening difficulties can occur because of an inability to perceive or recognize sounds while listening to speech, whereas successful listening can boost understanding and improve speaking when learning a foreign language. Previous studies in our laboratory revealed that EEG-neurofeedback (NF) using mismatch negativity event-related brain potential successfully induced unconscious learning in terms of auditory discrimination of speech sounds. Here, we conducted a feasibility study with a small participant group (NF group and control group; six participants each) to examine the practical effects of mismatch negativity NF for improving the perception of speech sounds in a foreign language. Native Japanese speakers completed a task in which they learned to perceive and recognize spoken English words containing the consonants “l” or “r”. Participants received neurofeedback training while not explicitly attending to auditory stimuli. The results revealed that NF training significantly improved the proportion of correct in discrimination and recognition trials, even though the training time for each word pair was reduced to 20% of the training time reported in our previous study. The learning effect was not affected by training with three pairs of words with different vowels. The current results indicate that NF resulted in long-term learning that persisted for at least 2 months.

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