scholarly journals Narrative data and analysis in Second Language teaching and learning

2016 ◽  
Vol 11 (2) ◽  
pp. 101-116
Author(s):  
Nugrahenny T. Zacharias
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Teaching ◽  
Narrative Research ◽  
Language Education ◽  
Second Language Teaching ◽  
Modest Contribution ◽  
Language Teaching And Learning

The present paper offers a modest contribution to the existing and ongoing attempt to find a place for narrative research in language education. The purpose is mainly to explore and highlight insights gleaned from narrative research with regard to narrative data and analysis. Due to the diverse and unique nature of second language learning and teaching, I would argue that gathering narrative data from second language learners are paramount and in line with the existing attempt to view second language teaching and learning in its own right and not as imitation of first language learning. To develop my argument, I will first discuss the position of narrative research in second language education highlighting the contribution and insights that narrative research brings to second language teaching and learning. I will proceed to define narrative research and explains the various tools to elicit narrative data as well as issues that narrative researcher needs to consider when collecting narrative data. The paper ends by looking at issues and strategies in analyzing narrative data. In all of the discussion, relevant research is cited to illustrate the point being discussed. The paper will end by highlighting that the discussion about narrative data and analysis are not aimed to replace other tools of data elicitation and analysis. Rather, it aims to invite teachers and researchers to see narratives as a viable option in research as the methodology continues to move forward.

scholarly journals An Analysis of the Learners’ Factors in Second Language Teaching and Learning

2015 ◽  
Vol 7 (4) ◽  
pp. 130
Author(s):  
Lili Zhao
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Language Teaching ◽  
Language Learning Strategies ◽  
Second Language Teaching ◽  
Learning And Teaching ◽  
Language Teaching And Learning

<p>This paper aims at exploring the influences that learner’s factors have on second language teaching and learning. Firstly, this paper gives brief definitions of cognitive theory and the theory of behaviorism, which are relevant to learner’s individual factors. And then a learner’s most important factors such as motivation, aptitude and self-confidence are introduced to illustrate the influences these factors have made on second language learning and teaching. Some suggestions are given for English teaching and after a presentation of the taxonomy of language learning strategies, the training of language learning strategies is mentioned so as to throw light on the future work of language teaching and learning.</p>

scholarly journals Applying constructional approach to second language teaching and learning

2021 ◽  
Vol 127 ◽  
pp. 01016
Author(s):  
Svetlana Viktorovna Ivanova ◽  
Svetlana Nikolaevna Medvedeva
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Future Research ◽  
Second Language Teaching ◽  
Analysis And Synthesis ◽  
Language Data ◽  
Language Teaching And Learning

The inevitability of addressing constructional approach in modern linguodidactics is caused by the crisis in teaching practices aimed at providing students with a set of static information. The ever- and fast-changing nature of the modern system of knowledge leads to the necessity of teaching students how to search for, analyze and critically assess actual language data. The paper discusses problems and prospects of applying constructional approach in second language teaching and learning and posits an algorithm of studying construction semantics of the ‘noun + get + adjective’ construction as an example. The research methods include analysis and synthesis for identifying problems and prospects of introducing constructional approach in second language learning. A set of resultative meanings of the ‘noun + get + adjective’ construction is obtained by way of semantic clusterisation. As a result, major advantages and challenges of applying constructional approach to second language teaching and learning are established. The paper emphasizes the need for students to have a sufficient theoretical basis in language typology and corpus linguistics. The current research also offers an algorithm of construction analysis and includes a listing of key resultative meanings of the ‘noun + get + adjective’ construction and its restrictions. The results can be of certain interest for corpus linguistics and construction semantics. Prospects for the future research in this field reside in developing strategies aimed at introducing construction grammar in the learning process and cataloguing constructions within different types of languages as well as identifying dependencies between constructional patterns and types of languages.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher&rsquo;s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students&rsquo; engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

2019 ◽  
Vol 11 (3) ◽  
pp. 538-558
Author(s):  
Mehrdad Vasheghani Farahani ◽  
Vahid Pahlevansadegh
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Large Body ◽  
Second Language Teaching ◽  
Writing Performance ◽  
Content Type ◽  
Learner Corpus ◽  
Language Teaching And Learning

Purpose In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses. Design/methodology/approach The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples. Findings The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance. Practical implications The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning. Originality/value This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

Literature Review of Second Language Learners’ Acquisition of Chinese Resultative Construction

2017 ◽  
Vol 7 (10) ◽  
pp. 907
Author(s):  
Yanmei Lu
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Research Results ◽  
Semantics And Pragmatics ◽  
Resultative Construction

Chinese resultative construction was the hotspot of grammar researches and also the difficult point of second language teaching and learning. From the aspects of syntax, semantics and pragmatics, this paper analyzed the ontology researches of Chinese resultative construction, reviewed the research results of second language learners’ acquisition of Chinese resultative construction and also provided some references and directions of related researches.

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