scholarly journals Parameters Inducing Motivational Surges in Second Language Learning

2017 ◽  
Vol 1 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Zana Ibrahim
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Negative Emotion ◽  
Language Teachers ◽  
Five Factors ◽  
New Information ◽  
Second Language Teachers ◽  
Novel Concept

Motivational surges in language learning occur when a number of personal and contextual parameters come together to induce intense and long-term motivational experiences. In the second language learning literature, this phenomenon is known as the directed motivational current (Dörnyei, Muir, & Ibrahim, 2014). As a novel concept in the field, little is known about what might induce this extraordinary motivational surge. The current study empirically examined the parameters of nine participants who provided accounts of the conditions around the initial stages of their motivational currents. The qualitative analysis found that five factors triggered the motivational currents in the participants: emergent opportunities, negative emotion, moments of realization/awakening, new information, and meeting others who shared the goal. The study also revealed two main conditions necessary for a DMC to begin: goal/ambitions and perceived feasibility. The final section of this paper presents practical implications of the current findings in relation to how second language teachers and educators might benefit from the findings to help incite motivational surges in their language learners.

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.

Intercultural Nonverbal Communication Competence as Intercultural Responsiveness in the Second Language Learning Classroom

2020 ◽  
pp. 339-359
Author(s):  
Ping Yang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Nonverbal Communication ◽  
Second Language Learning ◽  
Research Question ◽  
Communication Competence ◽  
Language Teachers ◽  
Communication Style ◽  
Time Concepts ◽  
Second Language Teachers

This chapter examines the important role intercultural nonverbal communication competence plays as intercultural responsiveness in the second language learning classroom. The researcher reviewed relevant theory about intercultural nonverbal communication competence and focused on the research question. First, nonverbal communication styles are part of a culture, and the differences between low-context culture and high-context culture are represented in direct and indirect communication style in classroom communication activities. Second, speakers from different cultures use different nonverbal communication rules and behave differently and this can cause misunderstanding. Third, intercultural nonverbal communication differs between people from polychronic culture and those from monochronic culture. Different time concepts result in different behaviour patterns. Second language teachers should undertake training in intercultural nonverbal communication to facilitate students learning. The pedagogical implications for the second language teachers are discussed.

Intercultural Nonverbal Communication Competence as Intercultural Responsiveness in the Second Language Learning Classroom

2020 ◽  
pp. 902-922
Author(s):  
Ping Yang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Nonverbal Communication ◽  
Second Language Learning ◽  
Research Question ◽  
Communication Competence ◽  
Language Teachers ◽  
Communication Style ◽  
Time Concepts ◽  
Second Language Teachers

This chapter examines the important role intercultural nonverbal communication competence plays as intercultural responsiveness in the second language learning classroom. The researcher reviewed relevant theory about intercultural nonverbal communication competence and focused on the research question. First, nonverbal communication styles are part of a culture, and the differences between low-context culture and high-context culture are represented in direct and indirect communication style in classroom communication activities. Second, speakers from different cultures use different nonverbal communication rules and behave differently and this can cause misunderstanding. Third, intercultural nonverbal communication differs between people from polychronic culture and those from monochronic culture. Different time concepts result in different behaviour patterns. Second language teachers should undertake training in intercultural nonverbal communication to facilitate students learning. The pedagogical implications for the second language teachers are discussed.

The Role of Technology Acceptance Model in Constructing Unbounded Learning Environments for Second Language Learners

2021 ◽  
pp. 282-298
Author(s):  
Nurdan Kavaklı ◽  
Rabia Ölmez
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Technology Acceptance ◽  
Learning Environments ◽  
Language Learners ◽  
Technology Acceptance Model ◽  
Second Language Learners ◽  
Language Teachers ◽  
Second Language Teachers ◽  
Acceptance Model

This chapter provides a foundation as to why second language teaching and learning as a discipline should be refocused with caution in the world of technology, what sort of theoretical and practical implications should be in place for second language teachers to employ in unbounded learning environments, what the roles of technology acceptance model (TAM) in shaping unbounded language learning environments for second language teachers and learners are, in what ways it can be possible to provide an ecological perspective on learning to utilize web-based technologies for second language learners, which is basically different from traditional learning models. More specifically, this chapter takes an informed look at the significance of teachers' technology acceptance in constructing unbounded learning environments to teach a second language.

Intercultural Nonverbal Communication Competence as Intercultural Responsiveness in the Second Language Learning Classroom

2017 ◽  
pp. 127-147 ◽  
Author(s):  
Ping Yang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Nonverbal Communication ◽  
Second Language Learning ◽  
Research Question ◽  
Communication Competence ◽  
Language Teachers ◽  
Communication Style ◽  
Time Concepts ◽  
Second Language Teachers

This chapter examines the important role intercultural nonverbal communication competence plays as intercultural responsiveness in the second language learning classroom. The researcher reviewed relevant theory about intercultural nonverbal communication competence and focused on the research question. First, nonverbal communication styles are part of a culture, and the differences between low-context culture and high-context culture are represented in direct and indirect communication style in classroom communication activities. Second, speakers from different cultures use different nonverbal communication rules and behave differently and this can cause misunderstanding. Third, intercultural nonverbal communication differs between people from polychronic culture and those from monochronic culture. Different time concepts result in different behaviour patterns. Second language teachers should undertake training in intercultural nonverbal communication to facilitate students learning. The pedagogical implications for the second language teachers are discussed.

Learning Arabic through Language of Journalism

2015 ◽  
pp. 471-498
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 I Meant to Say That: How Adult Language Learners Construct Positive Identities Through Nonstandard Language Use

2006 ◽  
Vol 24 (1) ◽  
pp. 21 ◽  
Author(s):  
Michelle Szabo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Classroom Practice ◽  
Second Language Learners ◽  
Social Inequalities ◽  
Language Teachers ◽  
Adult Language Learners ◽  
Second Language Teachers ◽  
The Relationship

The aim of this article is to raise awareness in L2 education about the relationship between second-language learners' linguistic choices in the L2 and their identities. The author reviews empirical research and language-learning narratives that show that L2 learners may purposely use nonstandard L2 forms. Using a poststructuralist framework to conceptualize identity, the author argues that these second-language learners use nonstandard language in the L2 in order to create positive identities, and in some cases to resist social inequalities, in the L2 community. The implications of this research for second-language teachers are discussed and suggestions for classroom practice are offered.

scholarly journals Diary of an Edu-Tourist in Costa Rica: An Autoethnographical Account of Learning Spanish

2007 ◽  
Vol 24 (2) ◽  
pp. 109 ◽  
Author(s):  
Heather Lotherington
Keyword(s):  
Second Language ◽  
Costa Rica ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teachers ◽  
Local Context ◽  
Pedagogical Practice ◽  
Multilingual Education ◽  
Immersion Education ◽  
Second Language Teachers

This article presents an autoethnographical account of my foray into Spanish immersion education in Costa Rica as a professor of multilingual education at a university in Canada. This language-learning journey was inspired by curiosity about the growing trend for Internet marketing of second-language learning as a form of tourism, which I label edu-tourism. I map the course of my edu-tourism experience, contemplating second-language learning in a local context, describing professionalism in private language teaching institutes, comparing pedagogical practice across various Spanish-as-a-second-language teachers, and documenting my experiential sociopragmatic acquisition of textbook Spanish.

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.

First and Second Language Learning: Same or Different?

1976 ◽  
Vol 158 (2) ◽  
pp. 39-54 ◽  
Author(s):  
John Macnamara
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Mother Tongue ◽  
First Language ◽  
Research Data ◽  
Language Teachers ◽  
Practical Guidelines ◽  
Considerable Body

The thesis of the following paper is that the process of learning a second language, if it produces successful results, is the same as that of learning a first language. The paper reviews various objections that have been raised against this thesis, and it discusses the considerable body of research which explores it. It examines the appropriateness of the research data for throwing light on the validity of the thesis. It concludes with some practical guidelines for language teachers drawn from observations of babies learning their mother tongue.

Sign in / Sign up

Export Citation Format

Share Document