Emergency Remote Language Learning: Student perspectives of L2 learning during the COVID-19 pandemic

We examined whether language input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared French L2 English and L1 English speakers’ primed production of passives in reading-to-writing vs. listening-to-writing priming conditions. We measured immediate priming (producing a passive immediately after exposure to the target structure) and short- and long-term learning (producing more target structures in immediate and delayed post-tests without primes relative to pre-tests). Both groups showed immediate priming and short- and long-term learning. Prime modality did not influence these effects but learning was greater in L2 speakers. While attention only increased learning in L1 speakers, high motivation increased L2 speakers' learning in the reading-to-writing condition. These results suggest that syntactic priming fosters long-term L2 learning, regardless of input modality. This study is the first to show that motivation may modulate L2 learning via syntactic priming.

Download Full-text

EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

Premise Journal of English Education ◽

10.24127/pj.v7i1.1162 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Made Frida Yulia

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Extensive Reading ◽

Efl Learners ◽

Current Trends ◽

Foreign Language Reading ◽

L2 Learners ◽

L2 Learning ◽

Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration.

Download Full-text

Phenomenological Analysis into Students’ Self-Perceived Autonomy and Out-Of-Class Learning

Studies in Self-Access Learning Journal ◽

10.37237/090306 ◽

2018 ◽

pp. 324-341

Author(s):

Diego Mideros

Keyword(s):

Language Learning ◽

Phenomenological Research ◽

Phenomenological Analysis ◽

Qualitative Approach ◽

Comprehensive Description ◽

Philosophical Approach ◽

Qualitative Approaches ◽

L2 Learning ◽

Learning Research ◽

Shed Light

Autonomy researchers have employed qualitative approaches to investigate a variety of issues. Ethnographies, case studies, language learning histories, (auto)biographies, among others, are featured in the literature. Some of these approaches fall under the umbrella of narrative research (Barkhuizen, Benson, & Chik, 2014; Early & Norton, 2012), which is emerging strongly in the L2 learning research (Barkhuizen, 2013; Benson 2014). This paper discusses another approach that has not been widely featured in autonomy or L2 learning research, phenomenology. “Phenomenology is a philosophical approach to the study of experience” (Smith, Flowers, & Larkin, 2009, p. 11). Phenomenology seeks “to determine what an experience means for the persons who have had the experience and are able to provide a comprehensive description of it” (Moustakas, 1994, p. 13). Phenomenological research was employed to explore the phenomenon of ‘institutionalised L2 learning and possibilities for autonomy in Trinidad & Tobago’ with thirty students in the context of a BA in Spanish programme. Students’ self-perceived autonomy emerged from the analysis and shed light on the sociocultural phenomena that enabled or hindered students’ development and exercise of autonomy. The paper illustrates how phenomenological research can be a valuable qualitative approach to explore sociocultural phenomena in learner autonomy.

Download Full-text

The Bilingual Mental Lexicon and Lemmatic Transfer in Second Language Learning

English Language Teaching and Linguistics Studies ◽

10.22158/eltls.v2n3p43 ◽

2020 ◽

Vol 2 (3) ◽

pp. p43

Author(s):

Longxing Wei

Keyword(s):

Second Language ◽

Language Learning ◽

Argument Structure ◽

Mental Lexicon ◽

Language Transfer ◽

L1 Transfer ◽

Abstract Approach ◽

Lexical Structure ◽

L2 Learning ◽

Predicate Argument Structure

There have been numerous studies of first Language (L1) transfer in second Language (L2) learning. Various models have been proposed to explore the sources of language transfer and have also caused many controversies over the nature of language transfer and its effects on interlanguage. Different from most previous studies remaining at a surface level of observation, this study proposes an abstract approach, which is abstract because it goes beyond any superficial observation and description by exploring the nature and activity of the bilingual mental lexicon in L2 learning. This approach adopts the Bilingual Lemma Activation Model (BLAM) (Wei, 2006a, 2006b) and tests its crucial assumptions and claims: The bilingual mental lexicon does not simply contain lexemes but abstract entries, called “lemmas”, about them; lemmas in the bilingual mental lexicon are language-specific; language-specific lemmas in the bilingual mental lexicon are in contact in L2 learning, lemmas underlying L1 abstract lexical structure may replace those underlying L2 abstract lexical structure. Lemmas in the bilingual mental lexicon are about three levels of abstract lexical structure: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The typical instances of L1 lemma transfer in L2 learning are discussed and explained in support of the BLAM.

Download Full-text

Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

Education and Linguistics Research ◽

10.5296/elr.v6i1.16627 ◽

2020 ◽

Vol 6 (1) ◽

pp. 87

Author(s):

Aisha Bhatti ◽

Habibullah Pathan ◽

Syed Waqar Ali Shah

Keyword(s):

Second Language ◽

Public Sector ◽

Language Learning ◽

Classroom Environment ◽

Second Language Learning ◽

Teaching And Learning ◽

English Language ◽

Nonparametric Test ◽

Research Paper ◽

L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

Download Full-text

RETHINKING THE USE OF L1 IN L2 CLASSROOM

Englisia Journal ◽

10.22373/ej.v6i1.2514 ◽

2019 ◽

Vol 6 (1) ◽

pp. 42

Author(s):

Zulfikar Zulfikar

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Mother Tongue ◽

Language Teaching ◽

English Language Learning ◽

Learning And Teaching ◽

L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

Download Full-text

Familiar or Unfamiliar Context?

Handbook of Research on Individual Differences in Computer-Assisted Language Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8519-2.ch010 ◽

2015 ◽

pp. 223-250

Author(s):

Amir Mashhadi ◽

Saeed Khazaie

Keyword(s):

Language Learning ◽

Vocabulary Learning ◽

The Other ◽

Mobile Game ◽

Face To Face ◽

Learning Tasks ◽

Content Representation ◽

L2 Learning ◽

The Face ◽

Age Range

This chapter endeavored to devise a motivating way to engage learners in L2 English learning tasks presented through the mobile game (m-game). It started on the issue of whether types of a displayed picture on m-games had any significant relationship with learners' performance in the blended mode of L2 learning. To that end, a cellphone-based form of the nonEnglish game of 'Xane Bazi', modified as didactic 'Xane Bazi' for English vocabulary learning, was grafted onto the face-to-face mode of content representation in the blended language learning module. 100 Iranian boys and girls within the age range of 10-13 were divided into two groups to learn English vocabulary items during 12 sessions of an academic semester: One group played a version of 'Xane Bazi' with learner-made paintings and the other group played a version of the game filled with photos. The results hinted at the desired effect of utilizing m-games as applying learner-made painting condition to didactic 'Xane Bazi' was proved to significantly ratchet up the participants' L2 learning.

Download Full-text

Four L2 Learning Objectives to Guide Podcast Design

Academic Podcasting and Mobile Assisted Language Learning ◽

10.4018/978-1-60960-141-6.ch002 ◽

2011 ◽

pp. 21-36

Author(s):

Claudia Fernández

Keyword(s):

Second Language ◽

Language Learning ◽

Teaching Practices ◽

Learning Objectives ◽

Instructional Materials ◽

L2 Acquisition ◽

Learning And Teaching ◽

Comprehension Skills ◽

L2 Learning ◽

Target Culture

This chapter addresses the production of podcasts as second language (L2) instructional materials developed by language instructors. The author discusses the importance of having clear language learning objectives when creating podcasts. The clarity of the objectives will depend on the particular nature of these materials and will influence podcast design and outcomes. In an effort to contribute to the understanding of podcast design that effectively promotes L2 acquisition and development, the author proposes that podcasts - when used by students as listening tools - can help the L2 learner accomplish four main learning objectives: (1) language acquisition, (2) development of listening comprehension skills, (3) learning of explicit information about the L2 and (4) awareness of the target culture. As with any L2 learning materials (Mobile Assisted or not), podcast development should be based on what is known about L2 acquisition and best teaching practices (Rosell-Aguilar, 2007; 2009). Therefore, the author addresses some of the aspects of language learning and teaching that should be considered in order to create well-informed podcasts that aim at the four proposed learning objectives.

Download Full-text

WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

International Journal of English Language Education ◽

10.5296/ijele.v4i2.9711 ◽

2016 ◽

Vol 4 (2) ◽

pp. 70 ◽

Cited By ~ 4

Author(s):

Job W. Mwakapina ◽

Abdulkarim S. Mhandeni ◽

Onesmo S. Nyinondi

Keyword(s):

Second Language ◽

Language Learning ◽

Undergraduate Students ◽

Discussion Board ◽

Language Teachers ◽

Learning Tools ◽

Interactive Learning Environment ◽

English Grammar ◽

L2 Learning ◽

The Government

<p>Teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries. This study sought to explore whether the blending of WhatsApp Social Networking Tool (WSNT) in English Second Language (L2) learning class would make the class more interactive. Specifically, the study investigated roles and extent to which WSNT helps in the improvement of English Proficiency. Further, it explored advantages and challenges of using the tool in L2 learning. The study was conducted at one university involving first year undergraduate students who were pursuing different programs, and English grammar course was a compulsory course to them. WSNT was blended in grammar course for a period of one semester. Thereafter, evaluation forms and WhatsApp discussion board were used in data collection. It was realised that the tool plays a great role to the largest extent in helping students learn English interactively and collaboratively. In respect to advantages and challenges, it was reflected that the benefits of blending WSNT in L2 classroom far outweigh the challenges. This implies that WSNT does much good than harm on student’s L2 learning and development. The study concludes that WSNT can be fully utilised for education purposes. The government is therefore urged to provide loans to university students for online mobile learning tools as part of their special faculty requirements. Also, instructors are recommended to adapt the tool synchronously in their courses because the tool is effective at creating interactive learning environment.</p>

Download Full-text

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

Language Teaching ◽

10.1017/s0261444819000235 ◽

2019 ◽

Vol 52 (4) ◽

pp. 419-449 ◽

Cited By ~ 2

Author(s):

Simone E. Pfenninger ◽

David Singleton

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

Later Life ◽

Well Being ◽

Active Ageing ◽

Older Individuals ◽

L2 Acquisition ◽

Mature Adults ◽

L2 Learning

AbstractWhile there is a growing body of research on second language acquisition (SLA) in children, adolescents, young and more mature adults, much remains to be explored about how adults in later life learn a new language and how good additional language learning is for them. Our goal in this article is to survey and evaluate what is known about the linguistic, socio-affective, neurobiological and cognitive underpinnings of the second language (L2) learning process in older individuals, the extent to which L2 acquisition may be seen as contributing to healthy and active ageing, and how these phenomena are to be approached scientifically, methodologically and pedagogically. Our view is that a developmental enterprise as complex as L2 learning in senior adulthood and its effects in later life cannot be explained by a single theory or set of principles. Furthermore, we take it that L2 acquisition in the third age needs to be regarded not just as a goal in itself but as a means of promoting social interaction and integration, and that it is partly through the stimulation of social well-being that its cognitive effects may potentially be observed.

Download Full-text