scholarly journals Language Proficiency, Reading Development, and Learning Context

2014 ◽  
Vol 24 (1) ◽  
pp. 73-92 ◽  
Author(s):  
Liu Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Quantitative Methods ◽  
Reading Development ◽  
Learning Context ◽  
Qualitative And Quantitative Methods ◽  
Learning Contexts

Language learning context plays an important role in second language acquisition. Yet little research has been done to find out the effects of contexts on second language reading development. This study compared the reading development of students at three proficiency levels in two learning contexts: the study abroad context and the at homeland context. Both qualitative and quantitative methods were used to measure the students’ progress. The results indicate that learning contexts play a role in learners’ reading development. The facilitative effects of the study-abroad context are more pronounced at the intermediate level.

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

Study abroad and the development of second language identities

2012 ◽  
Vol 3 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Phil Benson, ◽  
Gary Barkhuizen, ◽  
Peter Bodycott, ◽  
Jill Brown,
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Sense Of Self ◽  
Self Concept ◽  
Second Language Proficiency ◽  
Language Identity ◽  
Hong Kong Students ◽  
Identity Based

AbstractMuch of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) second language-mediated aspects of personal competence. The study found that most of the students reported developments along all three of these dimensions, although there were variations among individuals that were related both to the duration of the programmes and individual goals and purposes.

scholarly journals Specific learning difficulties in second language learning and teaching

2020 ◽  
Vol 53 (2) ◽  
pp. 129-143
Author(s):  
Judit Kormos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Learning Context ◽  
Learning And Teaching ◽  
Inclusive Language ◽  
Set Up ◽  
Specific Learning

Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

scholarly journals A Comparison of Spanish Second Language Acquisition in Two Different Learning Contexts: Study Abroad and the Domestic Classroom

2004 ◽  
Vol 10 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Norman Segalowitz ◽  
Barbara Freed ◽  
Joe Collentine ◽  
Barbara Lafford ◽  
Nicole Lazar ◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Study Abroad ◽  
Language Learning ◽  
The United States ◽  
Oral Fluency ◽  
Context Of Learning ◽  
The Individual ◽  
Study Abroad Program

In this paper, we report the results of a study that compared differences in the linguistic gains made by native English-speaking students from the United States who were studying Spanish in one of two different contexts of learning. One was a regular university classroom situation in Colorado; the other was a study abroad program in Alicante, Spain. We examined the gains students made on a number of linguistic dimensions: oral proficiency, oral fluency, grammar, vocabulary, pronunciation, and communication strategies. In addition, we investigated the relationships between these variables and a variety of background factors, including aspects of language learning readiness. As far as we know, this is the first study to examine such a comprehensive array of variables associated with linguistic performance as a function of context of learning. Each of the individual studies that contributed to the full report of this project can be found in a special issue of the journal Studies in Second Language Acquisition edited by Collentine and Freed (2004). When those studies are looked at as a whole, they lead to general interpretations that were not immediately apparent when considering each of the reports separately. In this paper, we review these results, discuss the larger picture that emerges, and speculate on future questions about the effects of the study abroad experience on second language acquisition (see also Freed, Segalowitz & Dewey, 2004, for a related study).

scholarly journals An Investigation of the Relationship of Motivation, Attitudes and Environment

2014 ◽  
pp. 1212-1225
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

scholarly journals Reviewing the potential of the Experience Sampling Method (ESM) for capturing second language exposure and use

2021 ◽  
pp. 026765832110200
Author(s):  
Henriette L Arndt ◽  
Jonas Granfeldt ◽  
Marianne Gullberg
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Study Abroad ◽  
Language Learning ◽  
Sampling Method ◽  
Experience Sampling ◽  
Experience Sampling Method ◽  
Self Report ◽  
Language Exposure

Frequent language exposure and use are among the most important conditions for successful language learning, whether in classrooms, during study abroad, or in other informal contexts. Research probing exposure and usage often relies on one-off self-report questionnaires in which participants estimate their typical level of language exposure over extended periods of time, often long after it occurred. This may negatively affect the validity of the resulting data. This article instead explores the potential of methods used in medical and psychological research, variably known as the Experience Sampling Method (ESM), Ecological Momentary Assessment (EMA), or diary methods. These methods are often combined with electronic and mobile survey applications to elicit self-report assessments at frequent, sometimes randomized intervals. We consider the possibilities of these methods for strengthening research into language exposure and use, second language acquisition more broadly, and study abroad research specifically. The methods have the potential to drastically reduce biases associated with summative recall. Additionally, they enable researchers to collect richer data about how individuals engage with language differently over time, and the contexts in which they do so, thus ultimately contributing to our understanding of individual differences in language acquisition.

scholarly journals An Overview of Issues and Research in Language Learning in a Study Abroad Setting

1998 ◽  
Vol 4 (1) ◽  
pp. 31-60 ◽  
Author(s):  
Barbara F. Freed
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Study Abroad ◽  
Language Learning

The purpose of this chapter is to review what is currently known about second language acquisition (SLA) in a study abroad context and to identify some of the issues that confront those who wish to explore this topic in greater depth.

scholarly journals Processes of Acquisition a Second Language and Learning a Foreign Language: Terminology Standardisation and Harmonization

2019 ◽  
Vol 25 (2) ◽  
pp. 307-322
Author(s):  
Oksana Turkevych
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Performance ◽  
Language Aptitude ◽  
Language Competence

The article analyzes microgroup of terms relating to the process of second language acquisition or foreign language learning (language aptitude, interlanguage, language competence, language performance, language proficiency). The semantics of this group is analyzed and some aspects of normalization (compliance with linguistic and terminological norms) and harmonization (compliance with variants that function in English) are proposed. The difference between the terms of language acquisition and language learning is specified. The author of the article proves the idea that the acquisition of the second language is an unconscious process of producing the language, when a person implicitly assimilates speech samples and produces them intuitively. Learning a foreign language is a conscious process of producing a language when a person explicitly learns speech samples and produces them consciously. Language aptitude denotes the innate ability of a person which develops with the experience of communication, and it is a kind of mechanism that allows the mental and physiological levels to master the language. It is revealed that bilingualism (natural and educational) can be the result of different strategies of language mastering and thus there are various mechanisms for its formation. It is found out that interlanguage is a language that is characterizing a person who learns a new language, and it is the result of the interaction of language systems, rules, norms of native language and the language which is learned. It is dynamic and reflects the appropriate level of language proficiency. The relationship between terms language competence (a set of language knowledge), language performance (production and comprehension of language), and language proficiency (ability of an individual to speak or perform in a language according to the aim of communication) is determined. These terms are at the stage of entry into Ukrainian science.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2013 ◽  
pp. 194-207 ◽  
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner’s approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner’s motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner’s model of socio-educational model in second language acquisition and Weiner’s attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners’ motivation and competitiveness in the global economy.

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