scholarly journals Book Review: Technology and the Psychology of Second Language Learners and Users (New Language Learning and Teaching Environments)

2021 ◽  
Vol 12 ◽  
Author(s):  
Yang Chunhong
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Learning And Teaching

scholarly journals A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

2012 ◽  
Vol 3 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Isara Kongmee ◽  
Rebecca Strachan ◽  
Alison Pickard ◽  
Catherine Montgomery
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Communities ◽  
Second Language Learners ◽  
Role Playing ◽  
Learning And Teaching ◽  
Role Playing Games ◽  
Second Language Speakers ◽  
Massively Multiplayer

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers.

Second Language Learners' Spoken Discourse

2017 ◽  
pp. 367-389 ◽  
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

Second Language Learners’ Spoken Discourse

2013 ◽  
pp. 169-189
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

Second Language Learners' Spoken Discourse

2019 ◽  
pp. 787-810 ◽  
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

Dialogue in second language learning and teaching

2013 ◽  
Vol 3 (3) ◽  
pp. 388-402 ◽  
Author(s):  
Gergana Vitanova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Teacher Education ◽  
Learning And Teaching ◽  
International Language

The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin’s framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners’ and their teachers’ identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.

scholarly journals Second Language Learners' Spoken Discourse

2014 ◽  
pp. 618-639
Author(s):  
Catia Cucchiarini ◽  
Helmer Strik
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Future Research ◽  
Computer Assisted ◽  
Learning And Development ◽  
Speech Technology ◽  
Spoken Discourse ◽  
Learning And Teaching

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

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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