scholarly journals The SweLL Language Learner Corpus

2019 ◽  
Vol 6 ◽  
pp. 67-104 ◽  
Author(s):  
Elena Volodina ◽  
Lena Granstedt ◽  
Arild Matsson ◽  
Beáta Megyesi ◽  
Ildikó Pilán ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Personal Information ◽  
Language Learner ◽  
Management Tool ◽  
Learner Corpus ◽  
Selection Principles

The article presents a new language learner corpus for Swedish, SweLL, and the methodology from collection and pesudonymisation to protect personal information of learners to annotation adapted to second language learning. The main aim is to deliver a well-annotated corpus of essays written by second language learners of Swedish and make it available for research through a browsable environment. To that end, a new annotation tool and a new project management tool have been implemented, – both with the main purpose to ensure reliability and quality of the final corpus. In the article we discuss reasoning behind metadata selection, principles of gold corpus compilation and argue for separation of normalization from correction annotation.

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

2004 ◽  
Vol 2 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Maria Carreira
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Family Background ◽  
Language Learner ◽  
Language And Culture ◽  
Heritage Language Learner ◽  
Explanatory Adequacy

What is a heritage language learner (HLL)? We argue that a pedagogically valuable answer to this question must do more than describe all individuals who ought be considered HLLs; it should also offer a roadmap for meeting the needs of HLLs with regard to language learning. To achieve this goal, which we refer to as achieving “explanatory adequacy”, the answer to the above question must 1) differentiate HLLs from second-language learners (SLLs), 2) differentiate HLLs from first-language learners (L1Ls), and 3) differentiate between different types of HLLs. In reference to the first task, we propose that HLLs are students whose identity and/or linguistic needs differ from those of second language learners by virtue of having a family background in the heritage language (HL) or culture (HC). In reference to the second task, we argue that unlike L1L-s, HLLs do not receive sufficient exposure to their language and culture to fulfill basic identity and linguistic needs. Consequently, they pursue language learning to fulfill these needs. Finally, with regard to the third task, we map out four categories of HLLs, each with different identity and linguistic needs. Along the way, we advocate for endowing all language courses where HLLs are enrolled with a focus on identity and language issues, as these relate to family background.

scholarly journals Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners

2021 ◽  
Author(s):  
Mehrzad Eftekhar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Second Language Learners ◽  
Research Question ◽  
Language Learner ◽  
Learning Performance

Through interviews with eight Iranian participants, this Major Research Paper explores second language adult learners’ beliefs about their abilities in performing English language tasks. Primary research questions include: (i) Do learners’ self-efficacy or beliefs about their competency in acquiring a second language affect their language learning performance? (ii) Does gender impact the level of self-efficacy a second language learner might hold? With respect to the first research question the findings demonstrate that unlike the female participants, the male participants’ self-efficacy positively correlates with their second language acquisition. In terms of the second research question, the results of the study show that gender isn’t deemed influential in the formation of self-efficacy among second language learners.

scholarly journals Classroom Participation as a Performative Act of Language Learners’ Identity Construction

2018 ◽  
Vol 6 (3) ◽  
pp. 72-84
Author(s):  
Rea Lujić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Identity Construction ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Classroom Participation ◽  
Learner Identity ◽  
Language Classroom ◽  
L2 Learners

Abstract In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.

scholarly journals Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners

2021 ◽  
Author(s):  
Mehrzad Eftekhar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Second Language Learners ◽  
Research Question ◽  
Language Learner ◽  
Learning Performance

Through interviews with eight Iranian participants, this Major Research Paper explores second language adult learners’ beliefs about their abilities in performing English language tasks. Primary research questions include: (i) Do learners’ self-efficacy or beliefs about their competency in acquiring a second language affect their language learning performance? (ii) Does gender impact the level of self-efficacy a second language learner might hold? With respect to the first research question the findings demonstrate that unlike the female participants, the male participants’ self-efficacy positively correlates with their second language acquisition. In terms of the second research question, the results of the study show that gender isn’t deemed influential in the formation of self-efficacy among second language learners.

Teaching Adult Second Language Learners Who Are Emergent Readers

2011 ◽  
Vol 31 ◽  
pp. 120-136 ◽  
Author(s):  
Martha Bigelow ◽  
Patsy Vinogradov
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Learning Needs ◽  
Formal Schooling ◽  
Emergent Readers ◽  
Print Literacy ◽  
Historical Issues

Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Skills ◽  
Linguistic Research ◽  
Advanced Search ◽  
The World ◽  
Google Search

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.

The 'Third Place': Investigating an ESL Classroom Interculture

2004 ◽  
Vol 22 (1) ◽  
pp. 1 ◽  
Author(s):  
Xuemei Li ◽  
Anita Girvan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cultural Identities ◽  
Third Place ◽  
Cultural Space ◽  
The Third ◽  
The Creation ◽  
Esl Classroom

This study focuses on a multicultural ESL classroom with the purpose of exploring the creation of new individual and cultural identities and the formation of interculture. Through on-site observations and interviews with second-language learners and their teacher, the study presents findings about the dynamics, quandaries, complexity, and diversity of classroom interculture. The metaphor of the 'third place' (Kramsch, 1993) aptly captures the nature of this interculture in its fluidity and ambiguity. Perceiving language-learning in this way allows one to look beyond the traditional dichotomous views and approaches to culture and identity in ESL settings and to describe properly the enriching process of creating new identity and new cultural space that is greater than the sum of individual cultures.

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