scholarly journals A Case Study of a Chinese learner’s Learning Style in English Studying

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Mi Zhang
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Second Language Learning ◽  
Section 8 ◽  
Research Questions ◽  
Stages Of Learning ◽  
Learning English

This essay focus on the second language learning styles of a L2 learner, utilizing Learning style survey, designed by Andrew D. Cohen, Rebecca L.Oxford and Julie C.Chi, and self-designed interview. The data have indicated that the learner's learning style re- mained relatively constant throughout his time in language studying, but it would change in different environment, in different stages of learning English. And his learning style is related to his reading. This essay is organized as follows. Section 2 gives a brief overview of learning styles. In section 3, it proposes research questions that would be investigated in this report. And section 4 and 5 provide methodology and information of participant. Section 6 presents the data and results. And section 7 considers these results with previous findings. Section 8 concludes this report.

Learning english through musicals: a case study of social economically disadvantaged aboriginal students in Eastern Taiwan

2012 ◽  
Vol 6 (1-2) ◽  
pp. 204-210 ◽  
Author(s):  
Lih-Wei Lei ◽  
Cheng-Fang Huang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Economically Disadvantaged ◽  
Second Language Learning ◽  
Intervention Group ◽  
Control Group ◽  
Aboriginal Students ◽  
Significant Difference ◽  
Learning English

This study explores the possibility of using musicals to teach English with instructional VCD for following practice, and investigates whether it helps social economically disadvantaged aboriginal students overcome their difficulties with English and enhance their learning motivation. A series of surveys and interviews were conducted to investigate the influence of this intervention. The results showed that about 90 per cent of responded students in the intervention group considered learning English through musical interesting and it helped them to be more confident in English. About 80 per cent of students indicated that they would actively practice English through ways such as imitating singers to sing an English song. About 60 per cent of students felt more comfortable speaking English loudly and were less afraid of talking to others in English. Further comparison show that there was a significant difference between students who participated (n=39) and who didn't participate (n=15) in the English musical programme. Only about 60 per cent of those in the control group would actively learn English. Being unaware of the English musical programme, only half of the students considered learning English through acting interesting. The results of this exploratory study show musicals can provide the opportunity for the students to use language meaningfully and appropriately. The use of drama activities in second language learning helps the learners to be more imaginative, creative and less frustrated as they become more confident in the process of learning English as a second language.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

2008 ◽  
Vol 13 ◽  
pp. 2
Author(s):  
David Coniam
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Second Language Learning ◽  
Command Line ◽  
Esl Learners ◽  
The Way ◽  
Learning English ◽  
Esl Classroom

<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

scholarly journals A CASE STUDY OF FACTORS CONTRIBUTING TO SUCCESSFUL SECOND LANGUAGE ACQUISITION

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Terri Chen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Personality Characteristics ◽  
Single Individual ◽  
English Speaker ◽  
Learning Success

Every case of second language learning is different, but they are often influenced by systematic factors. What causes a learner to succeed or fail? In this case study, the language learning experiences of a single nonnative English speaker who successfully acquired English sheds light on the interplay between several of these aspects. An interview with a single adult subject reveals that for this particular individual, a high aptitude, as well as identity and personality characteristics that aligned with an openness to experience and learning in general, were more effective than factors of motivation. While identifying how and why a single individual may be successful or unsuccessful might not be generalizable to all learners, it can serve as a tool in helping to understand differences in L2 learning success.  

Attitudes and Motivation of Turkish EFL Students towards Second Language Learning

2000 ◽  
Vol 129-130 ◽  
pp. 141-168 ◽  
Author(s):  
Z. Kiziltepe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Teachers ◽  
Foreign Languages ◽  
English Teacher ◽  
English Classes ◽  
Motivational Intensity ◽  
Efl Students ◽  
Learning English

This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.

The Cambridge Guide to Learning English as a Second Language

2018 ◽  
Keyword(s):  
Second Language ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Context ◽  
Different Dimensions ◽  
Comprehensive Coverage ◽  
Learning English

This volume provides an up-to-date and comprehensive coverage of second language learning. The focus throughout the book is primarily on language learning, but each chapter also discusses the implications for teaching and assessment, thus informing both understanding and practice. The book contains nine sections, which aim to organise and reflect different dimensions of the diverse and complex scope of learning English as a second or additional language. Four themes which permeate the chapters are: learning and learners; learning and language; learning and language development; learning and learning context. The 36 chapters are up-to-date and authoritative, written by experts in the field. The content is accessibly written, with questions for discussion and follow-up reading suggestions provided.

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