scholarly journals Speech processing and plasticity in the right hemisphere predict variation in adult foreign language learning

2019 ◽  
Author(s):  
Zhenghan Qi ◽  
Michelle Han ◽  
Yunxin Wang ◽  
Carlo de los Angeles ◽  
Qi Liu ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Resting State ◽  
Foreign Language Learning ◽  
Speech Discrimination ◽  
Term Retention ◽  
Initial Learning ◽  
Long Term Retention

Foreign language learning in adulthood often takes place in classrooms where learning outcomes vary widely among students, for both initial learning and long-term retention. Despite the fundamental role of speech perception in first language acquisition, its role in foreign language learning outcomes remains unknown. Using a speech discrimination functional magnetic resonance imaging (fMRI) task and resting-state fMRI before and after an intensive, classroom-based, Mandarin Chinese course, we examined how variations in pre-training organization and pre-to-post reorganization of brain functions predicted successful language learning in male and female native English-speakers. Greater pre-training activation in right inferior frontal gyrus (IFG) to Mandarin speech was associated with better Mandarin attainment at the end of the course. After four weeks of class, learners showed overall increased activation in left IFG and left superior parietal lobule (SPL) to Mandarin speech, but in neither region was variation related to learning outcomes. Immediate attainment was associated with greater pre-to-post reduction of right IFG activation to Mandarin speech but also greater enhancement of resting-state connectivity between this region and both left IFG and left SPL. Long-term retention of Mandarin skills measured three months later was more accurately predicted by models using features of neural preparedness (pre-training activation) and neural plasticity (pre-to-post activation change) than models using behavior preparedness and plasticity features (pre-training speech discrimination accuracy and Mandarin attainment, respectively). These findings suggest that successful holistic foreign language acquisition in human adulthood requires right IFG engagement during initial learning but right IFG disengagement for long-term retention of language skills.

scholarly journals Language Difficulty and Prior Learning Influence Foreign Vocabulary Acquisition

Languages ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 2
Author(s):  
Sayuri Hayakawa ◽  
James Bartolotti ◽  
Aimee van den Berg ◽  
Viorica Marian
Keyword(s):  
Foreign Language ◽  
Prior Learning ◽  
Vocabulary Retention ◽  
Learning Contexts ◽  
Term Retention ◽  
Initial Acquisition ◽  
Language Difficulty ◽  
Long Term Retention ◽  
Better Than

When learning a foreign language, words that are the hardest to learn are often the easiest to forget. Yet, there is also evidence that more challenging learning contexts can lead to greater long-term retention. Here, we investigate the effect of language difficulty on vocabulary retention by teaching participants novel words that varied in both imageability and similarity to a known language over a period of four weeks. We found that easier words (high-imageability and familiar) were generally retained better than harder words (low-imageability and unfamiliar). However, when words were fully learned during training, the more difficult unfamiliar words were later recalled with higher accuracy than easier familiar words. The effect of language difficulty on vocabulary retention therefore varies depending on how well words were initially encoded. We conclude that greater challenges can reap greater long-term rewards so long as learners establish a strong foundation during initial acquisition.

scholarly journals Increasing Arabic Vocabulary Mastery Through Gamification; is Kahoot! Effective?

2021 ◽  
Vol 5 (1) ◽  
pp. 19-35
Author(s):  
Agus Riwanda ◽  
Muhammad Ridha ◽  
M Irfan Islamy
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Reading Aloud ◽  
Foreign Language Learning ◽  
Average Score ◽  
Game Based Learning ◽  
Average Value ◽  
Minimum Criteria

Vocabulary (mufradat) mastery is decisive in the success of foreign language learning. Mastering many vocabularies can improve students’ listening, speaking, reading, and writing skill. Various strategies have been applied to improve vocabulary mastery, but the results are not satisfactory. They were only able to achieve an average score of 42, far below the minimum criteria of mastery leaning, which is 75. It was because the students are less motivated to master it. Quantitative research with experimental design was carried out to test Kahoot! media, one of the game-based learning methods to improve students’ vocabulary learning outcomes in class X MAN 4 HST. The results showed that students' learning outcomes in the experimental class which used Kahoot! Gamification method is significantly higher than the control class, which used reading aloud and guessing the meaning method. The average learning outcomes in the experimental class were 28,269 points higher than that of the control class. The average value of the control class N-Gain is 25.95, which is categorized as ineffective. While the average N-Gain value of the experimental class is 74.31, categorized as quite effective category. The results indicated that Kahoot! implementation can increase the average score of students in learning mufradat to 85.

scholarly journals Temporal–prefrontal cortical network for discrimination of valuable objects in long-term memory

2018 ◽  
Vol 115 (9) ◽  
pp. E2135-E2144 ◽  
Author(s):  
Ali Ghazizadeh ◽  
Whitney Griggs ◽  
David A. Leopold ◽  
Okihide Hikosaka
Keyword(s):  
Functional Connectivity ◽  
Resting State ◽  
High Capacity ◽  
Long Term Memory ◽  
Gaze Behavior ◽  
Resting State Functional Connectivity ◽  
Term Memory ◽  
Term Retention ◽  
Long Term Retention

Remembering and discriminating objects based on their previously learned values are essential for goal-directed behaviors. While the cerebral cortex is known to contribute to object recognition, surprisingly little is known about its role in retaining long-term object–value associations. To address this question, we trained macaques to arbitrarily associate small or large rewards with many random fractal objects (>100) and then used fMRI to study the long-term retention of value-based response selectivity across the brain. We found a pronounced long-term value memory in core subregions of temporal and prefrontal cortex where, several months after training, fractals previously associated with high reward (“good” stimuli) elicited elevated fMRI responses compared with those associated with low reward (“bad” stimuli). Similar long-term value-based modulation was also observed in subregions of the striatum, amygdala, and claustrum, but not in the hippocampus. The value-modulated temporal–prefrontal subregions showed strong resting-state functional connectivity to each other. Moreover, for areas outside this core, the magnitude of long-term value responses was predicted by the strength of resting-state functional connectivity to the core subregions. In separate testing, free-viewing gaze behavior indicated that the monkeys retained stable long-term memory of object value. These results suggest an implicit and high-capacity memory mechanism in the temporal–prefrontal circuitry and its associated subcortical regions for long-term retention of object-value memories that can guide value-oriented behavior.

THE VALIDITY OF TENSES IN TRANSLATION BETWEEN USING ONLINE AND MANUAL TRANSLATION IN ENGLISH STUDENTS 2017-B OF STKIP PGRI JOMBANG

2020 ◽  
Vol 5 (1) ◽  
pp. 95-105
Author(s):  
Dina Cahya Restu Setya Putri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Foreign Language Learning ◽  
Background Knowledge ◽  
T Test ◽  
Learning Activity ◽  
The Core ◽  
English Students

Translation has always been the core of the controversy on whether it can be a valid and effective tool in foreign language learning. Translation is a language learning activity considered appropriate in the context of foreign language learning (Brown, 2002). The aim of the study is how to know most effective in translation, google translation or manual translation. The participant are 2017-B students  (8 females and 2 males) learning grammar. Their background knowledge would help them to effectively acquire manual translation and based knowledge during online translation help their learning outcomes. The sig value is 0,006 < 0,05 it means that; Ho is rejected and Ha accepted. Which mean that there is significant different in student translate with manual translation and using online translation. So, the student has more easy understanding with the online translation. Based on the result of the table about the score with analyze using SPSS in T-Test student on average get better score in online translation. It means that error tenses or the validity tenses more accurate with online translation. Base on the result of this research we can see that online translation is more valid when translating, but manual translation can also produce better translated results if we add to our background knowledge we can see that still many student can not understand about the material in prepositional grammar.

scholarly journals Developing Foreign Language Motivation in the Context of Competency-based Approach

2021 ◽  
Vol 7 (5) ◽  
pp. 451-456
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Necessary Conditions ◽  
Foreign Language Learning ◽  
Teaching Process ◽  
Research Results ◽  
Competency Based ◽  
The Subject

The subject of the research is language teaching process, theoretical and practical validity of the competency-based approach as the most effective approach in forming positive and sustainable motivation to foreign language learning. The purpose of the work is development of motivation to language learning, forming multilaterally developed linguistic individual through integration of competency-based approach in the teaching process. The research results obtained confirm the efficiency of competency-based approach in teaching and efficacy of using activities within this approach which enable to increase non-linguistic specialty students’ interest and sustainable motivation to language learning. Moreover, the research results indicate that competency-based approach, its result-orientation on necessary conditions facilitate long-term motivation and productivity of language proficiency.

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