scholarly journals Storytelling and Sustained Silent Reading in Foreign Language Acquisition: Evidence from Taiwan

2021 ◽  
Author(s):  
Sy-ying Lee
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
English Education ◽  
Effective Means ◽  
Silent Reading ◽  
Sustained Silent Reading ◽  
Extensive Reading ◽  
Writing Ability ◽  
Foreign Language Acquisition ◽  
Support Of Research

English education in Taiwan has been an issue for many years and the search for the core of the problem is still ongoing. What has been missing in our English education? This paper attempts to deal with several interrelated issues which are believed to be of vital importance when discussing the problem of our English education and when trying to determine ways of improving it: (1) storytelling as an indispensable first step; (2) storytelling as the bridge to independent reading; (3) extensive reading as the most enjoyable and effective means for continuing language acquisition, (4) extensive reading in the form of in-class sustained silent reading as the most important factor for developing one’s academic language as well as writing ability. Finally, (5) I intend to hypothesize, with the support of research and theory, that there is a developmental path for foreign language acquisition which corresponds very well with first language development.

Vocabulary Learning in Uninstructed Silent Reading and Story Rewriting

2009 ◽  
Vol 158 ◽  
pp. 97-134
Author(s):  
Sandra Siok Lee
Keyword(s):  
Learning Strategies ◽  
Short Story ◽  
Vocabulary Learning ◽  
School Setting ◽  
Silent Reading ◽  
Extended Period ◽  
Operational Definition ◽  
Sustained Silent Reading ◽  
Extensive Reading ◽  
Reading Research

Abstract A current issue in L2 reading research is whether extensive reading promotes vocabulary development. This study examined vocabulary acquisition in uninstructed silent reading of a short story with and without a vocabulary list followed by a story rewriting task. Time constraints of a public school setting prevented an extended period of study required for extensive reading research, but vocabulary learning strategies and outcomes of this study are applicable to extensive reading. This study also explored Hinkel’s (2006) recommendation to modify the goal of extensive reading programs to meet the pedagogical ideal of integrated skills learning, that is, reading and vocabulary learning. Questioning the traditional goal of extensive reading to read relatively quickly for general ideas, Hinkel (2006) also proposes that it should draw learner attention to some aspect of language such as vocabulary. Similarly, Nation (2005) emphasizes need for deliberate vocabulary learning in extensive reading which should form a substantial and obligatory part of language courses (p.15). Due to the assumption that uninstructed sustained silent reading encourages students to read widely, I will refer to research on “extensive reading,” using Hinkel’s (2006) and Day, Omura, and Hiramatsu’s (1991) operational definition of sustained silent reading as extensive reading for pleasure over time.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

2017 ◽  
Vol 50 (2) ◽  
pp. 398-409 ◽  
Author(s):  
Isabel Moreno-López ◽  
Aida Ramos-Sellman ◽  
Citlali Miranda-Aldaco ◽  
Maria Teresa Gomis Quinto
Keyword(s):  
Language Acquisition ◽  
Experiential Learning ◽  
Foreign Language ◽  
Learning Approaches ◽  
Foreign Language Acquisition ◽  
Spanish Classroom

scholarly journals Auditory Factors in Foreign Language Acquisition

1965 ◽  
Vol 49 (1) ◽  
pp. 22 ◽  
Author(s):  
Ralph R. Leutenegger ◽  
Theodore H. Mueller ◽  
Irving R. Wershow
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Language Acquisition

scholarly journals Auditory Factors in Foreign Language Acquisition*

1965 ◽  
Vol 49 (1) ◽  
pp. 22-31
Author(s):  
RalphR. Leutenegger ◽  
TheodoreH. Mueller ◽  
IrvingR. Wershow
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Language Acquisition

The contribution of prosody to intelligibility, comprehensibility and accentedness in foreign language acquisition

2021 ◽  
Vol 26 (2) ◽  
pp. 273-298
Author(s):  
Pauline Degrave
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Musical Training ◽  
Potential Effect ◽  
Future Research ◽  
General Description ◽  
Content Type ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition

Abstract The purpose of this paper is to review recent research illustrating the importance of prosody in foreign language acquisition, and to examine whether music might help in this learning process. The paper starts off by defining prosody and by examining previous research on foreign language prosody acquisition, stating the difficulties for learners and the potential effect of non-native prosody on communication, notably on comprehensibility, intelligibility and accentedness. A subsequent section focuses on prosodic characteristics of Dutch and the problems foreign language learners may encounter in acquiring them. Based on this general description of foreign language prosody acquisition, the paper then zooms in on the link between music and prosody, and on the potential effect of musical training, musical abilities or the use of music in the foreign language classroom on foreign language prosody acquisition. The paper ends with a short discussion on avenues for future research.

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