scholarly journals Language Development in Study Abroad (SA) Context and Relationship with Input and Interaction in SLA

2015 ◽  
Vol 2 (2) ◽  
pp. 95
Author(s):  
Suryani Suryani
Keyword(s):  
Language Development ◽  
Study Abroad ◽  
Language Learning ◽  
Language Learners ◽  
Clear Understanding ◽  
Studying Abroad ◽  
Home Context ◽  
Research Findings ◽  
Communicative Skill

Language learning can occur anytime and anywhere (context). In term of context, language learning can take place whether at home context or at a study abroad context. This article presents the necessary background to existing literature and previous research about language development in various contexts, more specifically in a study abroad (SA) context. Language learners who are studying abroad can lead to language development from a number of perspectives. Research findings revealed that language development can take a variety of forms including grammar, vocabulary, fluency, communicative skill, etc. These research findings will be reviewed in order to have a clear understanding about this issue. Then, this article continues to give a brief explanation on the role of input and interaction in SLA with some views on it.

On The Role Of Context In The Development Of Learner Language

2005 ◽  
Vol 147-148 ◽  
pp. 1-20 ◽  
Author(s):  
Martin Howard
Keyword(s):  
Language Development ◽  
Study Abroad ◽  
Language Learning ◽  
International Exchange ◽  
Future Research ◽  
Learning Context ◽  
Past Time ◽  
Learner Language ◽  
Time Systems

Based on an expansive study of Irish university learners of French, this paper aims to illuminate the specificity of the role played by ‘learning context’ on the learners’ language development. Following discussion of the concept of ‘learning context’ in language learning, the paper compares the language development of classroom instructed learners in Ireland and ‘study abroad’ learners who are also instructed learners, but who have resided in France thanks to an international exchange programme. Given the differences in the type of intercultural encounter which each learning context permits, the paper collates results of a study which attempts to capture how such encounters might transform the learners’ language use on a particular aspect of their linguistic repertoire in French, namely the expression of past time reference. Whilst the results detail the highly beneficial effect of the study abroad context on the learners’language development, they none the less point to a number of similarities in the past time systems of both the study abroad learners and the instructed learners. The results are discussed in relation to previous findings and areas for future research.

Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

Probus ◽  
2015 ◽  
Vol 27 (2) ◽  
Author(s):  
Matthew Kanwit ◽  
Kimberly L. Geeslin ◽  
Stephen Fafulas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Present Perfect ◽  
Immersion Programs ◽  
Growing Body ◽  
English Speaking ◽  
Grammatical Structures

AbstractThe present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

scholarly journals Coda – opportunities and challenges in language learning and professionalization in higher education: the road ahead

2020 ◽  
pp. 263-268
Author(s):  
Béatrice Dupuy ◽  
Muriel Grosbois
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Foreign Languages ◽  
Work Requirements ◽  
Global Citizens ◽  
The Road ◽  
Curriculum Instruction ◽  
Research Findings

In considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, the preceding chapters have sought to highlight how research findings could/should inform curriculum, instruction, and professional development in higher education so as to promote language learning and sustain its link to professionalization in today’s and tomorrow’s society. Language learning and professionalization have been explored here through researches focusing on: university students who need to learn to communicate in one or more foreign languages to both interact as global citizens and increase their chances of employability; professionals who, on their lifelong learning journey, study foreign languages to enrich or develop (new) skills for a variety of reasons, including the need to meet evolving work requirements and adapt to an ever changing society; and (pre-service) language teachers who need to learn how best to meet the needs of learners. In this brief coda, we synthesize the major points from the chapters included in this book and highlight the opportunities that exist and the challenges that must be addressed if we want the opportunities not to remain just that.

scholarly journals Non-native English Varieties: Thainess in English Narratives

2016 ◽  
Vol 9 (4) ◽  
pp. 128 ◽  
Author(s):  
Piyahathai Singhasak ◽  
Phongsakorn Methitham
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
World Englishes ◽  
Literary Texts ◽  
Lexical Borrowing ◽  
New Variety ◽  
Second Languages ◽  
Code Mixing ◽  
Research Findings ◽  
Thai English

<p>This study aims at examining Thainess as a writing strategy used in non-literary texts written by non-professional bilingual writers. These writers are advanced language learners who are pursuing their Master’s degree in English. Seven English narratives of their language learning experiences were analyzed based on Kachruvian’s framework of bilingual’s creativity and contact literatures. The findings showed that four out of six contextualization processes - transfer, translation, code-mixing, and reduplication - were utilized when conveying the writers’ experiences in acquiring their first and second languages. Unlike the findings in previous studies of Thainess in literary genre, lexical borrowing and shift process were not found in narratives. Although Thai English as a new variety in World Englishes has been debated for years and remains in an obscure status, it cannot be denied that the research findings in this study show the uniqueness of Thai English writing strategies.</p>

The American gaze east

2017 ◽  
Vol 2 (2) ◽  
pp. 175-205 ◽  
Author(s):  
Emma Trentman ◽  
Wenhao Diao
Keyword(s):  
Discourse Analysis ◽  
Study Abroad ◽  
Critical Discourse Analysis ◽  
Language Learners ◽  
21St Century ◽  
Critical Discourse ◽  
Critical Examination ◽  
Intercultural Learning ◽  
Policy Documents ◽  
Studying Abroad

Abstract The 21st century has seen an emphasis in US media and policy documents on increasing the numbers of US students studying abroad and also the amount of US students studying ‘critical’ languages. This paper examines the intersection of these discourses, or the experiences of critical language learners abroad. We analyze this intersection by using critical discourse analysis to examine US media and policy documents and data from students studying Arabic in Egypt and Mandarin in China. This analysis reveals considerable discrepancies between rhetoric and experience in terms of language and intercultural learning. We argue that a critical examination of current discourses of study abroad (SA) reveals that they in fact recreate the colonial map, mask global inequalities, and create a new global elite. We conclude that language and intercultural learning abroad will remain a source of tension until SA students and programs critically engage with these discourses.

scholarly journals Absorbed Expectations About English Study of Adolescent Japanese Students: Insights to the Ought-to L2 Self

2015 ◽  
Vol 39 (5) ◽  
pp. 3 ◽  
Author(s):  
Richard Sampson
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Possible Selves ◽  
First Grade ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
One Year ◽  
The Impact ◽  
Self System

Dörnyei’s (2009) L2 Motivational Self System draws the notion of possible selves into understanding language learning motivation. Whilst one element of this system involves language learners’ perceptions of expectations from significant others, research has revealed inconsistent conclusions as to the role of these influences on motivation. Moreover, little research has uncovered a picture of the qualities of such absorbed expectations. This paper presents part of a qualitative study into the contextualized motivation of one class group of first-grade Japanese kosen students. Emergent from data collected over one year, the results reveal that these students held detailed, often conflicting perceptions of expectations absorbed from various sources in their social environment. The results suggest that further research is necessary to explore the development of such perceived expectations with students and to investigate the impact on motivation of conflicting detail in expectations. Dörnyei (2009)のL2 Motivational Self Systemは、第2言語学習者の動機を理解するためにpossible self概念を用いている。 第2言語学習者が感じる「他人の期待」が動機付けになるというのがこのシステムの一部だが、その動機への影響に関して今までの研究結果は一貫性に欠けている。その上、第2言語学習者が感じる「他人の期待」の質に関する研究も少ない。本論は、ある工業高等専門学校１年の学生の動機を質的に調べる研究の一部である。1年間に収集したデータの分析により、学生が社会環境の様々な情報源から得た、詳細だが時には矛盾する期待を感じていたという結果が導き出された。第2言語学習者への「他人から感じる期待」を考察し、矛盾する期待が動機へ及ぼす影響について、更なる研究が必要とされる。

scholarly journals Do the Eyes Have It? A Systematic Review on the Role of Eye Gaze in Infant Language Development

2021 ◽  
Vol 11 ◽  
Author(s):  
Melis Çetinçelik ◽  
Caroline F. Rowland ◽  
Tineke M. Snijders
Keyword(s):  
Systematic Review ◽  
Language Development ◽  
Language Learning ◽  
Speech Processing ◽  
Eye Gaze ◽  
Gaze Following ◽  
Object Mapping ◽  
Attentional Cues ◽  
Gaze Cues

Eye gaze is a ubiquitous cue in child–caregiver interactions, and infants are highly attentive to eye gaze from very early on. However, the question of why infants show gaze-sensitive behavior, and what role this sensitivity to gaze plays in their language development, is not yet well-understood. To gain a better understanding of the role of eye gaze in infants' language learning, we conducted a broad systematic review of the developmental literature for all studies that investigate the role of eye gaze in infants' language development. Across 77 peer-reviewed articles containing data from typically developing human infants (0–24 months) in the domain of language development, we identified two broad themes. The first tracked the effect of eye gaze on four developmental domains: (1) vocabulary development, (2) word–object mapping, (3) object processing, and (4) speech processing. Overall, there is considerable evidence that infants learn more about objects and are more likely to form word–object mappings in the presence of eye gaze cues, both of which are necessary for learning words. In addition, there is good evidence for longitudinal relationships between infants' gaze following abilities and later receptive and expressive vocabulary. However, many domains (e.g., speech processing) are understudied; further work is needed to decide whether gaze effects are specific to tasks, such as word–object mapping or whether they reflect a general learning enhancement mechanism. The second theme explored the reasons why eye gaze might be facilitative for learning, addressing the question of whether eye gaze is treated by infants as a specialized socio-cognitive cue. We concluded that the balance of evidence supports the idea that eye gaze facilitates infants' learning by enhancing their arousal, memory, and attentional capacities to a greater extent than other low-level attentional cues. However, as yet, there are too few studies that directly compare the effect of eye gaze cues and non-social, attentional cues for strong conclusions to be drawn. We also suggest that there might be a developmental effect, with eye gaze, over the course of the first 2 years of life, developing into a truly ostensive cue that enhances language learning across the board.

scholarly journals Publikasi Bentuk Fungsi dan Kategori SintaksisTuturan Masyarakat Manduro sebagai Pendukung Perkembangan Bahasa Anak Usia Dini

2018 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Diana Mayasari ◽  
Nanda Riski Ardhana
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Syntactic Structure ◽  
Analysis Techniques ◽  
Qualitative Descriptive ◽  
Data Validity ◽  
The Subject ◽  
Main Instrument ◽  
Descriptive Method

Researchers assume that with the publication of the speech is expected to be useful especially for teachers and employees in Manduro Elementary in language development through language transmission. The purpose of this research is to describe the syntactic structure of Manduro public utterance in Manduro Village, Kabuh Subdistrict, Jombang Regency, covering syntactic functions and categories. Qualitative descriptive method used in this research. With the subject of research is the device of Manduro Village. Samples were taken by purposive sampling with the aim of taking the device of each hamlet contained in Manduro Village. The researcher is the main instrument assisted by the Swadesh Morris questionnaire. Triangulation is used as a test of data validity. The researchers used inductive analysis techniques. The results obtained in this study are syntactic functions consisting of subjects, predicates, objects, descriptions and appendices that categorized nouns, verbs, and adjectives and adverbs. Based on the results of the research, the syntactic structure of public utterance of Manduro has a universality with the syntactic structure of Indonesian and Javanese, only the structures used are not structural. This is because the sentence is a nonformal speech. The results of this study are expected to be used as a supporter of early childhood language development in Manduro Elementary School through the role of teachers in language learning by using examples and communication with students outside the lesson with the manduro language. Thus language learning occurs in a natural context so that the language of the community is not increasingly experiencing shifts and extinctions as well as in the teaching of syntax and as a ruler of language rules in Indonesia.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals Preparedness for Study Abroad: Comparing the Linguistic Outcomes of a Short-Term Spanish Program by Third, Fourth and Sixth Semester L2 Learners

2009 ◽  
Vol 18 (1) ◽  
pp. 157-179 ◽  
Author(s):  
Lucile Duperron ◽  
Mark H. Overstreet
Keyword(s):  
Language Development ◽  
Study Abroad ◽  
Threshold Level ◽  
Optimal Timing ◽  
Language Experience ◽  
Short Term ◽  
Second Language Development ◽  
Studying Abroad ◽  
Short Term Study ◽  
The Individual

The present study examines second language development in a short-term program based on the number of courses that learners have completed prior to their abroad experience. However, it does not presume that longer seat time before studying abroad equals proportionately higher linguistic returns. Rather, it aims to describe what kind of language development occurs in the short-term study abroad environment based on learners’ previous language experience. This descriptive approach allows us to take into account the individual variation that characterizes study abroad learning outcomes (Segalowitz et al., 2004). It also brings a level of detail that is useful in investigating optimal timing conditions toward the study abroad experience, that is, a threshold level at which learners are primed to benefit most from study abroad (Segalowitz & Freed, 2004). 

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