scholarly journals How Should Teachers View Learner Code Switching in Second/ Foreign Language Classrooms?

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Code Switching ◽  
Language Background ◽  
Language Learning Strategy ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Pedagogical Goals

This article aims to discuss functions of code switching in second and foreign language classrooms. The discussion focuses on learner (as opposed to teacher) code switching in classrooms in which the learners share the same language background. It explores the extent to which code switching plays the roles in enabling students to achieve the pedagogical goals. Also, it attempts to find the place of the functions in the notion of language learning strategy. For second language teaching and learning, the discussion is expected raise teachers’ awareness of the patterns and functions the code switching may have in the teaching and learning process. Therefore, the paper is specifically addressed to teachers of second or foreign language as it will expectedly widen the teachers’ horizon on the fact of code switching existing in language classrooms and help the teachers cope with the phenomenon.

Situating Language Learning Strategy Use

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes.

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

2017 ◽  
Vol 87 (3) ◽  
pp. 544-582 ◽  
Author(s):  
Yuliya Ardasheva ◽  
Zhe Wang ◽  
Olusola O. Adesope ◽  
Jeffrey C. Valentine
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Learning Domains ◽  
Regulated Learning ◽  
Language Classrooms

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.

Alternatieve Wegen Voor Gevorderde Taalleerders

1986 ◽  
Vol 25 ◽  
pp. 101-109
Author(s):  
Wil Knibbeler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Language Teachers ◽  
Integrative Approach ◽  
Educational Theories ◽  
Advanced Students ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Community Language

Alternative or humanistic approaches to foreign language teach-ing such as the Silent Way, Suggestopedia, Community Language Learning and Confluent Education, have been generated by scholars who are not linguists. An analysis of the ideas underlying the respective approaches leads to the conclusion that they are suitable for advanced students as well as for beginners. Although humanistic approaches are not based on empirical research, they have their roots in sound educational theories. If language teachers want to introduce these approaches into their teaching, they do not have to opt for any of them, but they can select elements from them. An example fo such an integrative approach is The Explorative-Creative Way. Research on processes which occur in second or foreign language classrooms, should be done in accordance with qualitative procedures as wellas with quantitative ones.

scholarly journals The Relationship between EFL Learners’ Language Learning Strategy Use and Achievement

2018 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Ozgul Balci ◽  
Selma Durak Uguten
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Language Achievement ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
The Relationship ◽  
Foreign Language Achievement

The primary purpose of this study was to examine the relationship between language learning strategy use and foreign language achievement, focusing on differences in gender. A total of 263 English as a foreign language students enrolled in English preparatory class program at Necmettin Erbakan University, School of Foreign Languages participated in the study. This was a descriptive study in relational screening model. The Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007), was used as the data collection tool. Results from the study indicated that metacognitive strategies were the most frequently used strategies among the participants, while cognitive strategies were the least frequently used. There was no significant difference between the male and female students in terms of language learning strategy use except memory strategies. Also, low but statistically significant positive correlations were observed between foreign language achievement and cognitive (r=0.23; p=0.00), compensation (r=0.16; p=0.01) and metacognitive strategies (r=0.15; p=0.02). The findings reported in the study suggest that high-level strategy use could affect students’ achievement in foreign language preparatory classes.

Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Anahí Alba de la Fuente ◽  
Hugues Lacroix
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Cognitive Skills ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Foreign Language Acquisition ◽  
Language Classrooms ◽  
Foreign Language Classrooms

AbstractIn foreign language classrooms we often find that, in addition to their mother tongue (L1), learners already speak – or are learning – at least one other language. As a result, they already have an array of linguistic and cognitive skills that may prove very useful if they are adequately exploited during the language learning process. However, in contrast with the growing interest displayed by researchers in the processes involved in the acquisition of a third or subsequent language (e.g.

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