scholarly journals INTELLIGENCE'S EFFECTS ON SECOND LANGUAGE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 37-43
Author(s):  
M. Dian Yusuf Fikri
Keyword(s):  
Second Language ◽  
Social Context ◽  
Language Learning ◽  
Second Language Learning ◽  
Social Variables ◽  
Efficient Approach

It is often assumed that intellect is the most important element in determining whether or not a person would be successful in learning a second language. When compared to someone with a moderate IQ, someone with a high IQ learns a second language faster. However, this is not always the case. In my perspective, not every person with a high IQ finds it difficult to learn a second language. Other research discovered other factors that influence someone's performance in learning a second language. This demonstrates how various things impact someone's decision to learn a second language. The most significant variables in learning a second language are social variables. As a result, if they have medium intellect, learning a second language is not an issue. If they acquire a second language in a supportive atmosphere, they will be able to master the second language. As a result, selecting a decent social context in which to learn a second language is the most efficient approach to master it.

Moving Towards an Ecological View of Second Language Learning in Multiplayer Online Games

2018 ◽  
pp. 390-404
Author(s):  
Jinjing Zhao
Keyword(s):  
Second Language ◽  
Social Context ◽  
Language Learning ◽  
Dynamic Process ◽  
Second Language Learning ◽  
Online Games ◽  
Ethnographic Study ◽  
Multiplayer Online Games ◽  
The Social ◽  
Ecological View

Massively multiplayer online games (MMOGs) are perceived to afford informal, contextualized L2 interaction. While earlier CALL research examined MMOGs as a tool for interaction and negotiation, more recent research is moving towards a game-as-ecology view, showing that L2 learning in MMOGs is a complex, interconnected, and dynamic process that is highly contingent on context. This chapter presents an ethnographic study of informal ESL learning mediated by multiplayer gameplay. Drawing on data from questionnaires, interviews, gaming sessions, and gaming journals, the author argues that L2 learners, when playing MMOGs at their own discretion, engage with those game discourses that align with their preferences of gameplay and goals of language learning. The study presented here adds to the growing evidence that affordances of MMOGs must be understood in relation to the learner's history, ability, and preference within the social context of gameplay. These components are interconnected and change dynamically in a coherent learning-gaming ecology.

scholarly journals Authenticity of Identity and Second Language Learning

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110685
Author(s):  
Ying Wang
Keyword(s):  
Second Language ◽  
Social Context ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Language Learning ◽  
Identity Theory ◽  
Target Language ◽  
Language Identity ◽  
Language Context ◽  
The Impact

This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual’s competence and desires. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. The discussion is carried out in a theoretical framework consisting of Sociocultural Identity Theory of Second Language Learning and Identity Theory. It is revealed that besides individual learners’ insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. Based on the discussion, suggestions are made for second language teaching and learning practice.

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