First Person Singular

First Person ◽

Library Collection ◽

The Impact ◽

Library Technology ◽

The Web

We use digital library technology to help language learners express themselves by capitalizing on the human-generated text available on the Web. From a massive collection of n-grams and their occurrence frequencies we extract sequences that begin with the word “I”, sequences that begin a question, and sequences containing statistically significant collocations. These are preprocessed, filtered, and organized as a digital library collection using the Greenstone software. Users can search the collection to see how particular words are typically used and browse by syntactic class. The digital library is richly interconnected to other resources. It includes links to external vocabularies and thesauri so that users can retrieve words related to any term of interest, and links the collection to the web by locating sample sentences containing these patterns and presenting them to the user. We have conducted an evaluation of how useful the system is in helping students, and the impact it has on their writing. Finally, language activities generated from the digital library content have been designed to help learners master important emotion related vocabulary and expressions. We predict that the application of digital library technology to assist language students will revolutionize second language learning.

THE IMPACT OF INTELLIGENCE AND APTITUDE IN THE SECOND LANGUAGE LEARNING: A BRIEF STUDY

Towards Excellence ◽

10.37867/te090228 ◽

2017 ◽

pp. 199-206

Author(s):

Hitendra Vyas

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Cognitive Abilities ◽

Dimensions Of Learning ◽

Language Capacity ◽

Definition Of ◽

The Mind ◽

This paper focuses on the relationship between Intelligence and Aptitude, and second language learning. The definition of aptitude refers to cognitive abilities rather than attitudes and affective dimensions of learning. Aptitude measures can predict achievement in cognitive language capacity rather than ability to communicate on an interpersonal level. Two sets of intellectual abilities are involved in learning a L2. One of them is intelligence, “a general academic or reasoning ability” (Ellis 1986). As Mc Donough (1981) suggests, intelligence refers to “the capacity rather than the contents of the mind.” Initial attempts to identify successful and unsuccessful language learners focused mainly on the concept of intelligence (Gardner 1985). Intelligence is involved in the learning of other school subjects as well as an L2. It underlies “our ability to master and use a whole range of academic skills” (Ellis 1986)

Googleology for second language learning

Language Learning in Higher Education ◽

10.1515/cercles-2021-2021 ◽

2021 ◽

Vol 11 (2) ◽

pp. 453-469

Author(s):

Patrizia Giampieri

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

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 Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

Simulation & Gaming ◽

10.1177/10468781211056511 ◽

2021 ◽

pp. 104687812110565

Author(s):

Maram Almufareh

Keyword(s):

Student Achievement ◽

Saudi Arabia ◽

Second Language ◽

Video Games ◽

Language Learning ◽

Video Gaming ◽

Control Group ◽

Students Attitudes ◽

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

The Impact of Wait Time Instruction and Teaching Experience on Teachers’ Feedback in Moroccan Speaking Classes

10.31235/osf.io/d2vey ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Sana SAKALE

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

Wait Time ◽

Teaching Experience ◽

Historical Background ◽

Ex Post ◽

Ex Post Facto ◽

Instruction plays a major role in the development of speaking skills for second language learners. Different approaches and methods have emerged throughout the history of language learning/teaching based on the influence of different theories of language, psychology, and related domains such as psycholinguistics, sociolinguistics, pragmatics and cultural studies. Two major trends in language teaching emerged under the influence of these mentioned language theories, namely, accuracy based versus fluency based approaches. This article gives a historical sketch up to these trends in an attempt to provide a historical background and to empirically bring evidence that wait time instruction and teaching experience can impact classroom feedback in Moroccan classes. Relevant questions related to the role of teachers’ experience in leading different types of feedback, the effect of the number of teaching years as well as the correlation between wait time instruction and the corresponding teaching experience are closely investigated. This article adheres to a mixed design or what has been identified in research methodology as ex-post facto (Cohen, Manion, Morrison, 2007). Therefore, it is both a qualitative and a descriptive one. For the type of instructions used, the results obtained show the insignificance of the impact of experience on this variable. On the other hand, results retained that wait- time instruction in comparison to other items recorded a higher significance of the impact of experience. Therefore, current article brings empirical evidence on how wait- time instruction plays a crucial role in spoken activity for second language learners.

Advances in Educational Technologies and Instructional Design - Intelligent Design of Interactive Multimedia Listening Software ◽

Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments

10.4018/978-1-4666-8499-7.ch008 ◽

2015 ◽

pp. 198-224

Author(s):

Vehbi Turel

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Intelligent Design ◽

Interactive Multimedia ◽

Intermediate Language ◽

Separate Part ◽

Listening Environments ◽

Definition Of

The objective of this chapter is to clearly demonstrate through concrete examples how affective and efficient post-listening tasks for autonomous intermediate and upper-intermediate (intermediate) language learners can be designed and created in interactive multimedia listening environments (IMLEs) as a part of foreign/second language learning (FLL/SLL) process. Thus, in this chapter, firstly the definition of autonomy is slightly touched on. Secondly, the categorisation of autonomy is briefly explained. Thirdly, a separate part on multimedia listening environments and the nature of the listening stages and tasks in such environments is presented. Mainly and finally, what need to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful post-listening tasks for autonomous intermediate language learners in IMLEs is accounted for in detail.

Learning Arabic Through Language of Journalism

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch088 ◽

2019 ◽

pp. 1837-1867

Author(s):

Mai Samir El-Falaky

Keyword(s):

Second Language ◽

Mass Media ◽

Language Learning ◽

Language Learners ◽

First Language ◽

Language Teachers ◽

Natural Context ◽

Direct Exposure ◽

Lexical Items

Second language learning requires more than memorizing rules and vocabulary detached from contexts. Language teachers have to encourage the exposure to real context to enable their students to ‘acquire' the language in the same way they acquire their first language. This could entail an unconscious induction called ‘analogy'. Analogy may enable language learners to create neologisms for the purpose of communicating. This could also enable them to obtain a better understanding of lexical items in context. This chapter highlights the benefits of direct exposure to neologisms in journalistic texts, which influences learners' morphological choice. Mass media in general and journalism in particular are thought to be a perfect means of learning any language in its natural context.

Sampling Bias and the Problem of Generalizability in Applied Linguistics

Annual Review of Applied Linguistics ◽

10.1017/s0267190520000033 ◽

2020 ◽

Vol 40 ◽

pp. 134-142 ◽

Cited By ~ 4

Author(s):

Sible Andringa ◽

Aline Godfroid

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Applied Linguistics ◽

Sampling Bias ◽

Biased Sampling ◽

Important Concept ◽

Insight Into ◽

Learning And Instruction

AbstractIn this final contribution to the issue, we discuss the important concept of generalizability and how it relates to applied linguists’ ability to serve language learners of all shades and grades. We provide insight into how biased sampling in Applied Linguistics currently is and how such bias may skew the knowledge that we, applied linguists, are building about second language learning and instruction. For example, our conclusions are often framed as universally-applying, even though the samples that have given rise to them are highly specific and Western, Educated, Industrialized, Rich, and Democratic (WEIRD; Henrich, Heine, & Norenzayan, 2010). We end with a call for research and replication in more diverse contexts and with more diverse samples to promote progress in the field of Applied Linguistics as ARAL celebrates its 40th anniversary.

Reading strategy training in second language contexts

Australian Review of Applied Linguistics ◽

10.1075/aral.16.1.05cot ◽

1993 ◽

Vol 16 (1) ◽

pp. 71-82 ◽

Cited By ~ 1

Author(s):

Sara Cotterall

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

First Language ◽

Learning Difficulties ◽

Reading Strategy ◽

Strategy Training ◽

Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

The provision and uptake of different types of recasts in child and adult ESL learners

Australian Review of Applied Linguistics ◽

10.1075/aral.33.3.01oli ◽

2010 ◽

Vol 33 (3) ◽

pp. 26.1-26.22

Author(s):

Rhonda Oliver ◽

Ellen Grote

Keyword(s):

Second Language ◽

Language Learning ◽

Conversational Interaction ◽

Adult Esl ◽

Language Research ◽

Different Types ◽

Facilitative Role ◽

Esl Learners ◽

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

Understanding the nature of performance

Australian Review of Applied Linguistics ◽

10.1075/aral.35.3.05scr ◽

2012 ◽

Vol 35 (3) ◽

pp. 312-338 ◽

Cited By ~ 8

Author(s):

Andrew Scrimgeour

Keyword(s):

Student Achievement ◽

Second Language ◽

Language Learning ◽

Language Learners ◽

Chinese Language ◽

Target Language ◽

Test Procedures ◽

Language Programs ◽

The Impact ◽

At Home

While Chinese language learning in Australian schools is characterised by predominantly second language programs for learners who have had no prior exposure to the target language, there is increasing participation by Australian-born children who speak Putonghua (Mandarin) or another dialect at home. Curriculum and assessment frameworks and syllabuses at senior secondary level have responded to the diversity in learner background through the provision of separate curricula and assessment schemes for different learner groups based on country of birth, prior educational experience and languages used at home. However the impact of learner background on learning and achievement as learners progress through Chinese language programs both in primary and secondary school remains under-researched. In particular, evidence of how the performance of second language learners differs from that of learners who a) speak the language at home and b) may have substantial community schooling experience beyond the school classroom, or c) were born and initially educated in Chinese, is very limited. This paper reports on the results of the Student Achievement in Asian Languages Education (SAALE) Project (Scarino et al., 2011; Scarino, this issue and Elder, Kim & Knoch, this issue) with regard to student achievement in Chinese. It focuses on the writing performance of Year 10 learners of Chinese and considers specifically the impact of language background by comparing performances between Australian-born students who do and do not speak Chinese at home. Scores assigned to students’ writing gathered on common test procedures confirms the expectation that background language learners perform at significantly higher levels and suggests that the two groups also differ in the nature of that performance. The implications of this data for the teaching, learning and assessment of Chinese in schools, and for the appropriate provision of programs for these different groups of learners is discussed.