scholarly journals Understanding High Performance in Late Second Language (L2) Acquisition—What Is the Secret? A Contrasting Case Study in L2 French

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Fanny Forsberg Lundell ◽  
Klara Arvidsson
Keyword(s):  
Language Learning ◽  
High Performance ◽  
Native Speaker ◽  
Age Of Onset ◽  
Learning Experience ◽  
Host Community ◽  
L2 Acquisition ◽  
Attribute Importance ◽  
High Performing ◽  
High Performers

Adult L2 acquisition has often been framed within research on the Critical Period Hypothesis, and the age factor is one of the most researched topics of SLA. However, several researchers suggest that while age is the most important factor for differences between child and adult SLA, variation in adult SLA is more dependent on social and psychological factors than on age of onset. The present qualitative study investigates the role of migratory experience, language use/social networks, language learning experience, identity and attitudes for high performance among Swedish L1 French L2 users in France. The study constitutes an in-depth thematic analysis of interviews with six high-performing individuals and four low-performing individuals. The main results show that the high performers differ from the low performers on all dimensions, except for attitudes towards the host community. High performers are above all characterized by self-reported language aptitude and an early interest in languages, which appears to have led to rich exposure to French. Also, they exhibit self-regulatory behaviors and attribute importance to being perceived as a native speaker of French—both for instrumental and existential reasons.

scholarly journals The production of Norwegian tones by multilingual non-native speakers

2016 ◽  
Vol 22 (3) ◽  
pp. 316-329 ◽  
Author(s):  
Guri Bordal Steien ◽  
Wim A van Dommelen
Keyword(s):  
Language Learning ◽  
Acoustic Analysis ◽  
Dynamic Range ◽  
Native Speakers ◽  
Learning Experience ◽  
Spontaneous Speech ◽  
Lexical Tone ◽  
L2 Acquisition ◽  
Chi Square ◽  
Tonal Patterns

Aim and objectives/purpose/research questions: The aim of this study is to examine the extent to which multilingual second language (L2) speakers of Norwegian manage to produce lexical pitch accents (L*H¯ or H*LH¯) as expected in natural spontaneous speech. Using native speech as a reference, we analyse realizations of multilingual speakers whose respective dominant languages are Lingala, a lexical tone language, and Swahili, a non-tonal language with fixed stress, and hypothesize that this difference might be reflected in the speakers’ competence in the East Norwegian tone system. Design/methodology/approach: We examined a corpus of spontaneous speech produced by eight L2 speakers and two native speakers of East Norwegian. Acoustic analysis was performed to collect fundamental frequency (f0) contours of 60 accentual phrases per speaker. Data and analysis: For LH and HLH tonal patterns, measuring points were defined for quantitative evaluation of f0 values. Relevant aspects investigated were (a) pattern consistency, (b) f0 dynamic range and (c) rate of f0 change. Pattern consistency data were statistically evaluated using chi-square testing. The dynamic range and rate of f0 change data were explored through to linear mixed effects models. Findings/conclusions: We found no really substantial differences between the speaker groups in the parameters we examined, neither between the L2 speakers and the Norwegian natives nor between the Lingala and Swahili speakers. Originality and significance/implications: This study is a contribution to the scarcely explored area of L2 acquisition of tones. It is concerned with languages that have received little or no attention in the field: Norwegian, Lingala and Swahili. Participants are multilinguals who have extensive language learning experience. Further, the study is based on a corpus of spontaneous speech.

scholarly journals To What Extent Can Non-Native Speaker Teachers Teach Speaking Successfully in Foreign Language Learning Context?

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Xinyi Yang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Context ◽  
Second Language Learning ◽  
Native Speaker ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Direct Access ◽  
Learning Context ◽  
Absolute Priority

In this essay, non-native speaker teachers teaching speaking under the foreign language learning context would be analyzed. Instead of simply regarding native speaker teachers as the absolute priority in teaching speaking, non-native speaker teachers could also effectively impart speaking skills to students with their bilingual proficiency, second language learning experience and direct access to the cultural context of their students. After further studies, the unique competence of non-native speaker teachers would be revealed through this essay.

scholarly journals Nonconvergence on the native speaker grammar: Defining L2 success

2018 ◽  
Vol 21 (5) ◽  
pp. 934-935 ◽  
Author(s):  
LYDIA WHITE
Keyword(s):  
Language Learning ◽  
Native Speaker ◽  
Childhood And Adolescence ◽  
L2 Acquisition ◽  
Learning Abilities ◽  
Learning Capacity ◽  
Sensitive Periods ◽  
Task Effects ◽  
Age Related ◽  
Influential Paper

The issue of critical or sensitive periods affecting the outcome of second language (L2) acquisition has been the subject of intense investigation and debate for many years, with people arguing for or against maturational effects on ultimate attainment. In their influential paper, Johnson and Newport (1989) identify two hypotheses: the exercise hypothesis and the maturational state hypothesis. According to the former, if the capacity for acquiring language is exercised early in life (in first language acquisition), then language learning abilities will remain intact throughout life: in other words, permitting successful L2 acquisition regardless of age. In contrast, according to the maturational state hypothesis, the language learning capacity declines with age, affecting L2 acquisition as well as late L1. Johnson and Newport take their results, which show an age-related decline in performance during childhood and adolescence, to support the maturational state hypothesis. Many L2 researchers have adopted a maturational perspective and have reached similar conclusions as to the presence of critical or sensitive periods (e.g., Abrahamsson, 2012; DeKeyser & Larson-Hall, 2005; Long, 1990; Oyama, 1976; Patkowski, 1980). Some researchers have pointed out that age effects continue into adulthood, contrary to the claim for a critical period (e.g., Birdsong & Mollis, 2001). Others have suggested that what looks like an age-related maturational decline may be accounted for by confounding factors, such as task effects, effects of L1, amount of L2 use, education or input (e.g., Bialystok & Miller, 1999; Flege, Yeni-Komshian & Liu, 1999).

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

International teleconferences in EGAP courses: preparing students for prospective professional situations

2021 ◽  
Vol 11 (1) ◽  
pp. 15-32
Author(s):  
Anila R. Scott-Monkhouse ◽  
Michal Tal ◽  
Maria Yelenevskaya
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Personal Development ◽  
English Language ◽  
Traditional Approach ◽  
Learning Experience ◽  
Israel Institute ◽  
Self Reflection ◽  
Active Involvement ◽  
Institute Of Technology

Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

scholarly journals ULearnEnglish: An Open Ubiquitous System for Assisting in Learning English Vocabulary

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1692
Author(s):  
Letícia Garcia da Silva ◽  
Eduardo Gonçalves de Azevedo Neto ◽  
Rosemary Francisco ◽  
Jorge Luis Victória Barbosa ◽  
Luis Augusto Silva ◽  
...  
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Language Learners ◽  
Incidental Learning ◽  
Ease Of Use ◽  
L2 Acquisition ◽  
Communication Problems ◽  
Learning Techniques ◽  
Ubiquitous System ◽  
Acceptance Model

Language learners often face communication problems when they need to express themselves and do not have the ability to do so. On the other hand, continuous advances in technology are creating new opportunities to improve second language (L2) acquisition through context-aware ubiquitous learning (CAUL) technology. Since vocabulary is the foundation of all language acquisition, this article presents ULearnEnglish, an open-source system to allow ubiquitous English learning focused on incidental vocabulary acquisition. To evaluate our proposal, 15 learners used the developed system, and 10 answered a survey based on the Technology Acceptance Model (TAM). Results indicate a favorable response to the application of incidental learning techniques in combination with the learner context. ULearnEnglish achieved an acceptance rate of 78.66% for the perception of utility, 96% for the perception of ease of use, 86.5% for user context assessment, and 88% for ubiquity. Among its main contributions, this study demonstrates a possible tool for ubiquitous use in the future in language learning; additionally, further studies can use the available resources to develop the system.

scholarly journals SERS Biosensor Based on Engineered 2D-Aperiodic Nanostructure for In-Situ Detection of Viable Brucella Bacterium in Complex Matrix

Nanomaterials ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 886
Author(s):  
Massimo Rippa ◽  
Riccardo Castagna ◽  
Domenico Sagnelli ◽  
Ambra Vestri ◽  
Giorgia Borriello ◽  
...  
Keyword(s):  
High Performance ◽  
Foodborne Pathogen ◽  
Surface Enhanced Raman Spectroscopy ◽  
High Performing ◽  
Sensing Platform ◽  
Food Detection ◽  
Raman Enhancement ◽  
Surface Enhanced ◽  
Surface Enhanced Raman ◽  
In Situ Detection

Brucella is a foodborne pathogen globally affecting both the economy and healthcare. Surface Enhanced Raman Spectroscopy (SERS) nano-biosensing can be a promising strategy for its detection. We combined high-performance quasi-crystal patterned nanocavities for Raman enhancement with the use of covalently immobilized Tbilisi bacteriophages as high-performing bio-receptors. We coupled our efficient SERS nano-biosensor to a Raman system to develop an on-field phage-based bio-sensing platform capable of monitoring the target bacteria. The developed biosensor allowed us to identify Brucella abortus in milk by our portable SERS device. Upon bacterial capture from samples (104 cells), a signal related to the pathogen recognition was observed, proving the concrete applicability of our system for on-site and in-food detection.

scholarly journals Decoupling electron and phonon transport in single-nanowire hybrid materials for high-performance thermoelectrics

2021 ◽  
Vol 7 (20) ◽  
pp. eabe6000
Author(s):  
Lin Yang ◽  
Madeleine P. Gordon ◽  
Akanksha K. Menon ◽  
Alexandra Bruefach ◽  
Kyle Haas ◽  
...  
Keyword(s):  
Thermal Conductivity ◽  
Thermal Transport ◽  
Electrical Transport ◽  
High Performance ◽  
Figure Of Merit ◽  
Phonon Transport ◽  
Core Shell ◽  
Nanowire Diameter ◽  
High Performing ◽  
Polycrystalline Thin Films

Organic-inorganic hybrids have recently emerged as a class of high-performing thermoelectric materials that are lightweight and mechanically flexible. However, the fundamental electrical and thermal transport in these materials has remained elusive due to the heterogeneity of bulk, polycrystalline, thin films reported thus far. Here, we systematically investigate a model hybrid comprising a single core/shell nanowire of Te-PEDOT:PSS. We show that as the nanowire diameter is reduced, the electrical conductivity increases and the thermal conductivity decreases, while the Seebeck coefficient remains nearly constant—this collectively results in a figure of merit, ZT, of 0.54 at 400 K. The origin of the decoupling of charge and heat transport lies in the fact that electrical transport occurs through the organic shell, while thermal transport is driven by the inorganic core. This study establishes design principles for high-performing thermoelectrics that leverage the unique interactions occurring at the interfaces of hybrid nanowires.

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