scholarly journals Pitch It Right: Using Prosodic Entrainment to Improve Robot-Assisted Foreign Language Learning in School-Aged Children

2021 ◽  
Vol 5 (12) ◽  
pp. 76
Author(s):  
Bo Molenaar ◽  
Breixo Soliño Fernández ◽  
Alessandra Polimeno ◽  
Emilia Barakova ◽  
Aoju Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Task ◽  
Future Research ◽  
Robot Assisted ◽  
School Aged Children ◽  
Nao Robot ◽  
Pitch Level ◽  
Promising Application

Robot-assisted language learning (RALL) is a promising application when employing social robots to help both children and adults acquire a language and is an increasingly widely studied area of child–robot interaction. By introducing prosodic entrainment, i.e., converging the robot’s pitch with that of the learner, the present study aimed to provide new insights into RALL as a facilitative method for interactive tutoring. It is hypothesized that pitch-level entrainment by a Nao robot during a word learning task in a foreign language will result in increased learning in school-aged children. The results indicate that entrainment has no significant effect on participants’ learning, contra the hypothesis. Research on the implementation of entrainment in the context of RALL is new. This study highlights constraints in currently available technologies for voice generation and methodological limitations that should be taken into account in future research.

Factors associated with foreign language anxiety

1999 ◽  
Vol 20 (2) ◽  
pp. 217-239 ◽  
Author(s):  
ANTHONY J. ONWUEGBUZIE ◽  
PHILLIP BAILEY ◽  
CHRISTINE E. DALEY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Future Research ◽  
Prior History ◽  
Foreign Countries ◽  
Self Worth ◽  
History Of

Foreign language anxiety is a complex phenomenon that has been found to be a predictor of foreign language achievement. This study of 210 university students examined factors that predict1 foreign language anxiety. A setwise multiple regression analysis revealed that seven variables (i.e., age, academic achievement, prior history of visiting foreign countries, prior high school experience with foreign languages, expected overall average for current language course, perceived scholastic competence, and perceived self-worth) contributed significantly to the prediction of foreign language anxiety. An analysis of variance, which included trend analysis, revealed that freshmen and sophomores reported the lowest levels of foreign language anxiety, and that anxiety levels increased linearly as a function of year of study. The educational implications of these findings for understanding foreign language anxiety and for increasing foreign language learning are discussed, as are suggestions for future research.

scholarly journals Foreign Language Learning Strategies and Consecutive Interpreting Achievement: An Exploratory Study on Taiwanese Interpreting Students

2014 ◽  
Vol 58 (1) ◽  
pp. 146-164
Author(s):  
Yung-Nan Chiang ◽  
Daniel Steve Villarreal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Exploratory Study ◽  
Foreign Language Learning ◽  
Future Research ◽  
Language Learning Strategies ◽  
Positive Correlations ◽  
Consecutive Interpreting ◽  
The Relationship

Although it has been frequently noted that interpreting students’ command of their working languages has not been solid enough to meet the challenge of interpreting, especially the challenge of interpreting from an A language to a B language, there has been no empirical research into whether their B language learning strategies are related to their interpretation achievement. This exploratory study filled this gap in the literature by investigating the relationship between foreign language (English) learning strategies and consecutive interpreting achievement among a group of undergraduate interpreting students in Taiwan. The participants’ learning strategies were assessed by Oxford’s Strategy Inventory for Language Learning (SILL), while their achievement was measured by their semester grades in Mandarin-English interpreting classes. Descriptive statistics and correlation analyses were used to analyze the data. The results showed that learning strategies had significant positive correlations with interpreting achievement, regardless of whether the SILL was analyzed in terms of the overall scale, its subscales, or its individual items. Based on the results, implications for offering learning strategies training to students are discussed and directions for future research are suggested.

scholarly journals Exploring Language Learning as a Potential Tool against Cognitive Impairment in Late-Life Depression: Two Meta-Analyses and Suggestions for Future Research

2020 ◽  
Vol 10 (9) ◽  
pp. 132
Author(s):  
Jelle Brouwer ◽  
Floor van den Berg ◽  
Remco Knooihuizen ◽  
Hanneke Loerts ◽  
Merel Keijzer
Keyword(s):  
Cognitive Impairment ◽  
Foreign Language ◽  
Language Learning ◽  
Cognitive Dysfunction ◽  
Foreign Language Learning ◽  
Late Life ◽  
Community Dwelling ◽  
Future Research ◽  
Late Life Depression ◽  
Meta Analyses

Late-life depression (LLD) affects about an eighth of community-dwelling seniors. LLD impacts well-being, with loneliness and small social networks being typical. It has also been linked to cognitive dysfunction and an increased risk of developing dementia. Safety and efficacy of pharmacological treatments for LLD have been debated, and cognitive dysfunction often persists even after remission. Various cognitive interventions have been proposed for LLD. Among these, one has received special attention: foreign language learning could serve as a social intervention that simultaneously targets brain structures affected in LLD. Lifelong bilingualism may significantly delay the onset of cognitive impairment symptoms by boosting cognitive reserve. Even late-life foreign language learning without lifelong bilingualism can train cognitive flexibility. It is then counterintuitive that the effects of language learning on LLD have never been examined. In order to create a theoretical basis for further interdisciplinary research, this paper presents a status quo of current work through two meta-analyses investigating cognitive functioning in LLD on the one hand and in senior bilinguals or seniors following a language course on the other hand. While LLD was consistently associated with cognitive dysfunction, inconsistent results were found for bilingualism and language learners. Possible reasons for this and suggestions for future research are subsequently discussed.

scholarly journals Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

2018 ◽  
Vol 4 (2) ◽  
pp. 92-104
Author(s):  
Deborah Azaryad Shechter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Corrective Feedback ◽  
Foreign Language Learning ◽  
Target Language ◽  
Future Research ◽  
Grammar Instruction ◽  
Television Series ◽  
Authentic Language

Mastering the grammar of a foreign language requires learning the rules as well as the contexts within which the structures are used. Formal grammar instruction should therefore be augmented by exposing learners to authentic language. According to the literature, watching television series in the target language improves listening comprehension and enhances vocabulary acquisition. No study to date, however, has investigated the recursive use of one series, in the classroom and over an entire course, to explicitly teach grammar. Presenting apt pedagogical arguments substantiated by the literature on grammar instruction and evidence from the classroom, this article maintains that a television series can be an invaluable source of authentic language and an excellent means to teach grammar in context. It recommends using the dialogues in the scenes to teach and illustrate grammatical structures, especially those that are very different or do not exist in the learners’ mother tongue. The article also proposes giving students pertinent writing tasks and adequate corrective feedback to help them internalize these structures. Consistent with recent studies indicating a strong connection between emotion and cognition, this method raises the students’ motivation and enhances grammar learning; as such, it can supplant or complement conventional practices of grammar instruction and thereby warrants empirical studies. Finally, the article delineates directions for future research to elucidate how television series contribute to the teaching and learning of grammar.

scholarly journals Digital Recording Platforms and Integrated Performance Assessments in Second/Foreign Language Learning

2015 ◽  
pp. 1524-1538
Author(s):  
Peter B. Swanson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Performance Assessments ◽  
Language Teachers ◽  
Future Research ◽  
Foreign Language Teachers ◽  
Integrated Performance ◽  
Voice Recorder

The teaching and learning of a new language can be daunting for both instructors and learners. Second/foreign language teachers must overcome a multitude of impediments in which to bring students to higher levels of language learning. Research using digital voice recording software indicates that by integrating such technology into the curriculum, there are multiple benefits for both instructors and students. In this chapter, the author discusses the challenges language teachers face and then outlines six free digital voice recorder options that are available to teachers. Afterward, the author advances a series of curricular and procedural considerations for the integration of digital voice recordings in the language-learning classroom before discussing findings from studies focused on the use of digital recordings for educational purposes. The chapter concludes with a discussion of best practices using digital voice recordings for integrated performance assessments and a discussion of new avenues for future research.

Neural Correlates of Foreign-language Learning in Childhood: A 3-Year Longitudinal ERP Study

2011 ◽  
Vol 23 (1) ◽  
pp. 183-199 ◽  
Author(s):  
Shiro Ojima ◽  
Naoko Nakamura ◽  
Hiroko Matsuba-Kurita ◽  
Takahiro Hoshino ◽  
Hiroko Hagiwara
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Developmental Stages ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
School Age Children ◽  
Future Research ◽  
Cross Sectional ◽  
Early Introduction ◽  
L1 Acquisition

A foreign language (a language not spoken in one's community) is difficult to master completely. Early introduction of foreign-language (FL) education during childhood is becoming a standard in many countries. However, the neural process of child FL learning still remains largely unknown. We longitudinally followed 322 school-age children with diverse FL proficiency for three consecutive years, and acquired children's ERP responses to FL words that were semantically congruous or incongruous with the preceding picture context. As FL proficiency increased, various ERP components previously reported in mother-tongue (L1) acquisition (such as a broad negativity, an N400, and a late positive component) appeared sequentially, critically in an identical order to L1 acquisition. This finding was supported not only by cross-sectional analyses of children at different proficiency levels but also by longitudinal analyses of the same children over time. Our data are consistent with the hypothesis that FL learning in childhood reproduces identical developmental stages in an identical order to L1 acquisition, suggesting that the nature of the child's brain itself may determine the normal course of FL learning. Future research should test the generalizability of the results in other aspects of language such as syntax.

scholarly journals Expanding English Vocabulary Knowledge through Reading: Insights from Eye-tracking Studies

RELC Journal ◽  
2020 ◽  
Vol 51 (1) ◽  
pp. 134-146
Author(s):  
Ana Pellicer-Sánchez
Keyword(s):  
Foreign Language ◽  
Eye Tracking ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Reading Tests ◽  
Online Processing ◽  
Unknown Words

Students in academic contexts are expected to engage with large amounts of reading and they frequently meet unknown words and phrases in those reading materials. Previous research has shown that second and foreign language learners can acquire some of the unknown vocabulary that they encounter during reading. However, these previous findings were mainly based on scores in off-line, post-reading tests and thus, our understanding of the cognitive processes involved during learning from reading has been rather limited. Technological advancements have made it easier for researchers to explore learners’ online processing behaviour. One of such advancements is eye-tracking, which provides a rich record of online reading behaviour. The last decade has witnessed an unprecedented increase in the number of eye-tracking studies conducted in second/foreign language learning research, with a particular focus on vocabulary learning from reading. This article illustrates how the use of eye-tracking has helped researchers gain a better understanding of the process of vocabulary learning from reading and of the relationship between eye-movements and performance measures. This article discusses recent research findings and identifies directions for future research.

scholarly journals Digital Recording Platforms and Integrated Performance Assessments in Second/Foreign Language Learning

2014 ◽  
pp. 380-394
Author(s):  
Pete Swanson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Performance Assessments ◽  
Language Teachers ◽  
Future Research ◽  
Foreign Language Teachers ◽  
Integrated Performance ◽  
Voice Recorder

The teaching and learning of a new language can be daunting for both instructors and learners. Second/foreign language teachers must overcome a multitude of impediments in which to bring students to higher levels of language learning. Research using digital voice recording software indicates that by integrating such technology into the curriculum, there are multiple benefits for both instructors and students. In this chapter, the author discusses the challenges language teachers face and then outlines six free digital voice recorder options that are available to teachers. Afterward, the author advances a series of curricular and procedural considerations for the integration of digital voice recordings in the language-learning classroom before discussing findings from studies focused on the use of digital recordings for educational purposes. The chapter concludes with a discussion of best practices using digital voice recordings for integrated performance assessments and a discussion of new avenues for future research.

Second or foreign language learning through watching audio-visual input and the role of on-screen text

2022 ◽  
pp. 1-30
Author(s):  
Maribel Montero Perez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Foreign Language Learning ◽  
Visual Input ◽  
Future Research ◽  
Different Types ◽  
L2 Learners ◽  
L2 Learning

Abstract This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

scholarly journals Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

2018 ◽  
Vol 4 (2) ◽  
pp. 59-72
Author(s):  
Deborah Azaryad Shechter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Corrective Feedback ◽  
Foreign Language Learning ◽  
Target Language ◽  
Future Research ◽  
Grammar Instruction ◽  
Television Series ◽  
Authentic Language

Mastering the grammar of a foreign language requires learning the rules as well as the contexts within which the structures are used. Formal grammar instruction should therefore be augmented by exposing learners to authentic language. According to the literature, watching television series in the target language improves listening comprehension and enhances vocabulary acquisition. No study to date, however, has investigated the recursive use of one series, in the classroom and over an entire course, to explicitly teach grammar. Presenting apt pedagogical arguments substantiated by the literature on grammar instruction and evidence from the classroom, this article maintains that a television series can be an invaluable source of authentic language and an excellent means to teach grammar in context. It recommends using the dialogues in the scenes to teach and illustrate grammatical structures, especially those that are very different or do not exist in the learners’ mother tongue. The article also proposes giving students pertinent writing tasks and adequate corrective feedback to help them internalize these structures. Consistent with recent studies indicating a strong connection between emotion and cognition, this method raises the students’ motivation and enhances grammar learning; as such, it can supplant or complement conventional practices of grammar instruction and thereby warrants empirical studies. Finally, the article delineates directions for future research to elucidate how television series contribute to the teaching and learning of grammar. This article is published under the Creative Commons Attribution 4.0 International License.

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