scholarly journals Prompting second language writers for productive reflection using narrative questioning prompt

2019 ◽  
Vol 14 (2) ◽  
pp. 115-133
Author(s):  
Nugrahenny T. Zacharias
Keyword(s):  
Second Language ◽  
Perceived Learning ◽  
Learning Gain ◽  
Individual Interviews ◽  
The Us ◽  
Pedagogical Implication ◽  
Composition Classes

This paper aims to introduce a novel form of reflective tool ‘narrative questioning’ to facilitate students’ elaborate and graded reflection in two ESL composition classes in a university in the US. Little has been written about a reflective tool where students need to produce a graded and elaborate reflection and this paper will seek to narrow that gap. Narrative questioning is developed primarily from Barkhuizen and Wette’s (2008) narrative frames. Narrative frames employ “a series of incomplete sentences and blank spaces of varying lengths” (Barkhuizen, 2014, p. 13). Narrative questioning utilizes a series of questions through which students reflected on their perceived learning gain throughout the semester. This paper will first discuss research in narrative reflective tools. Then, it will describe the classroom pedagogical lesson that I conducted to introduce and guide students to write their reflection using narrative questioning. Thirdly, the data gathered through students' reflection and individual interviews of 10 students will be presented and discussed. The data illustrates the different ways of narrative questioning facilitate reflection. Limitations of the narrative questioning elicited from students' interviews will also be presented here along with the pedagogical implication of the study.

scholarly journals Context, word, and student predictors in second language vocabulary learning

2018 ◽  
Vol 40 (1) ◽  
pp. 137-166 ◽  
Author(s):  
EVELIEN MULDER ◽  
MARCO VAN DE VEN ◽  
ELIANE SEGERS ◽  
LUDO VERHOEVEN
Keyword(s):  
Second Language ◽  
Learning Outcomes ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Levenshtein Distance ◽  
Context Word ◽  
Learning Gain ◽  
English Sentence ◽  
Contextual Support ◽  
L2 Vocabulary

ABSTRACTWe examined to what extent the variation in vocabulary learning outcomes (vocabulary knowledge, learning gain, and rate of forgetting) in English as a second language (L2) in context can be predicted from semantic contextual support, word characteristics (cognate status, Levenshtein distance, word frequency, and word length), and student characteristics (prior vocabulary knowledge, reading ability, and exposure to English) in 197 Dutch adolescents. Students were taught cognates, false friends, and control words through judging sentences with varying degrees of semantic contextual support using a pretest/posttest between subjects design. Participants were presented with an English target word and its Dutch translation, followed by an English sentence. They were instructed to judge the plausibility of the sentence. Mixed-efffects models indicated that learning gains were higher for sentences with more semantic contextual support and in students with stronger reading comprehension skills. We were the first to show that Levenshtein distance is an important predictor for L2 vocabulary learning outcomes. Furthermore, more accurate as well as faster learning task performance lead to higher learning outcomes. It can thus be concluded that L2 study materials containing semantically supportive contexts and that focus on words with little L1-L2 overlap are most effective for L2 vocabulary learning.

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

scholarly journals ‘transformative’ potential of translanguaging and other heteroglossic educational practices

2020 ◽  
Vol 1 (2) ◽  
pp. 266-289
Author(s):  
M. Rafael Salaberry
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Practical Implementation ◽  
Heritage Speakers ◽  
Linguistic Resources ◽  
The Us ◽  
Negative Effect ◽  
Heritage Speakers Of Spanish

Over the last few decades, there has been an increased awareness about imprecise, inaccurate and, thus, unfair conceptualisations of language based on monoglossic views of language that delegitimise the linguistic repertoire of multilingual minorities as is the case of heritage speakers of Spanish in the US or speakers of Lingua Franca English worldwide. At the same time, there are theoretical and educational proposals that offer new conceptualisations of multilingualism focused on the concept of heteroglossia, which, in contrast with monoglossic views, focuses our attention on the fluid and full use of all linguistic resources available to language learners/users as they engage in the process of interacting with their interlocutors. In the present paper, I describe an important challenge that compromises the valuable agenda of heteroglossic approaches to develop multilingualism: the effect of listeners’ biases and reverse linguistic stereotyping. That is, educational programmes designed to counteract the negative effect of monoglossic approaches to second language learning in general cannot adopt a segregationist approach (neither in their theoretical design nor in their practical implementation). To place this challenge in context, I describe in detail the specific example of Spanish heritage second language learners at the tertiary level of education in the US setting and I also provide a broad outline of potential improvements in the curricular design of such programmes.

A Phenomenological Study of Female and Feminist Identities Among Iranian Muslim Immigrant Women

2021 ◽  
pp. 39-60
Author(s):  
Mozhgan Malekan
Keyword(s):  
Social Change ◽  
Phenomenological Study ◽  
Immigrant Women ◽  
Religious Identities ◽  
Individual Interviews ◽  
Gender Consciousness ◽  
Self Image ◽  
The Us ◽  
Research Questions ◽  
Definition Of

Little is known about Iranian Muslim immigrant women in the US with respect to their female and feminist identities and the interconnections with Islam and immigration. The aim in the current study was to provide detailed answers to the research questions using diagrammatic elicitation, semi-structured individual interviews, and observation as the primary tools for collecting data. Two themes—immigration and experiencing more freedom and autonomy and immigration and different conditions—emerged through diagrammatic elicitation. Five themes emerged during the interviews. These themes included experiencing social change and a new definition of the situation, experiencing different values, empowerment and emancipation, fulfillment of needs, and self-image. Three themes appeared from observation of the participants in the group meetings: gender identity versus national and religious identities, America the land of opportunities, and to be or not be is the question. The current study suggests that the participants are experiencing a sort of gender consciousness and agency.

Assessing Business Communication Assignments of English-as-Second-Language Students

2002 ◽  
Vol 65 (2) ◽  
pp. 30-42
Author(s):  
Stephen D. Lewis ◽  
Linda G. McGrew ◽  
C. Nathan Adams
Keyword(s):  
Second Language ◽  
Communication Skills ◽  
Geographic Location ◽  
Teaching Experience ◽  
Nationwide Survey ◽  
Business Communication ◽  
Written Communication ◽  
Esl Students ◽  
English As Second Language ◽  
The Us

As the US population becomes more diverse, the enrollment of English-as-Second- Language (ESL) students in colleges and universities continues to expand. This diversity may sometimes lead to problems for business communication teachers who must assess the written communication skills of students who may not be fluent in English. To address these problems, we conducted a nationwide survey of business communication teachers, soliciting input on how ESL students' written communication skills were assessed. Respondents were asked to identify areas where their assessments of ESL students might differ from their assessments of stu dents whose first language was English. Comparisons were made based upon teachers' gender, age, number of years of teaching experience, and geographic location where they teach. Although some grading leniency was shown toward ESL students in specific areas, generally the respondents indicated that they do not assess business communication assignments any differently based upon the stu dents' primary language usage.

scholarly journals Exploring Mandarin Chinese Teacher's Knowledge Base in China and the US: A Comparative Case Study

2020 ◽  
Author(s):  
Moi Mooi Lew ◽  
Liu Liu
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Knowledge Base ◽  
Mandarin Chinese ◽  
Education Program ◽  
Subject Matter ◽  
Procedural Knowledge ◽  
Teacher Education Program ◽  
Subject Matter Knowledge ◽  
The Us

Abstract This study aimed to explore Mandarin Chinese teachers’ knowledge base in two different sociocultural contexts by comparing graduate level’s Teaching Chinese As a Foreign Language (TCFL) teacher education program curricula in China and the United States. The unit of analysis included four TCFL teacher education programs in both countries. The program curricula were analyzed based on three domains of knowledge, i.e., subject matter knowledge, procedural knowledge, and contextual knowledge. The comparative study results revealed that both countries focus on different domains of knowledge. China emphasis subject matters knowledge and the US focuses more on procedural knowledge. This study suggested that the TCFL teacher education program curricula in China should modify to focus more on the processes of Chinese second language teaching. The findings also asserted that the US’s TCFL teacher education curricula should focus more on the Chinese language subject matter knowledge so that graduates possess in-depth content knowledge to handle students’ misconceptions in second language acquisition. Mandarin Chinese teachers in both countries possess different domains of knowledge.

scholarly journals An Interdisciplinary Theory-Based ESL Curriculum to Teach English as a Second Language

2011 ◽  
Vol 13 (2) ◽  
pp. 60 ◽  
Author(s):  
Brenda Fuentes ◽  
Francisco Soto Mas ◽  
Erika Mein ◽  
Holly E. Jacobson
Keyword(s):  
Second Language ◽  
The United States ◽  
Border Region ◽  
Esl Programs ◽  
The Us ◽  
Social Achievement ◽  
Mexico Border ◽  
The Individual ◽  
Interdisciplinary Theory ◽  
Esl Curriculum

Among Hispanic immigrants in the United States (US), learning English is considered necessary for economic and social achievement. Asa consequence, there is a high demand for English as a Second Language (ESL) classes. Despite the recognized benefits of ESL programs,both at the individual and social levels, more research is needed to identify education strategies that effectively promote all aspects of learningEnglish as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specificallydesigned for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum aswell as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate thatthe participants significantly improved their English proficiency (L2). Qualitative results suggest that participants were positively impactedby both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It canbe concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults

Simulation Followed by a Reflection and Feedback Session in Medical Education

2011 ◽  
Vol 7 (2) ◽  
pp. 46-56 ◽  
Author(s):  
Christiana D. Kumalasari ◽  
Julie A. Caplow ◽  
Nicole Fearing
Keyword(s):  
Medical Education ◽  
Prior Knowledge ◽  
Research Study ◽  
First Year ◽  
Perceived Learning ◽  
Feedback Session ◽  
Individual Interviews ◽  
Surgical Residents ◽  
Teamwork Skills ◽  
New Strategies

This research study examines surgical residents’ perception of their learning after participation in a simulation followed by a reflection and feedback session. Eight first-year surgical residents participated in this study. A survey was administered prior their participation in the simulation, and individual interviews were conducted with all participants after the reflection and feedback session. Results of this study indicated that surgical residents make connections between prior knowledge and experiences while engaged in actions during the simulation and upon reflection after the simulation. Also, three areas of perceived learning were identified: (1) dealing with complexity; (2) dealing with distractions; and, (3) improvement of teamwork skills. The residents indicated that they were able to learn new strategies to address these complexities, distractions and improve teamwork for future, similar situations.

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