Omani Undergraduate Students' Writing Errors

2015 ◽  
pp. 288-306
Author(s):  
Muhammed Ali Chalikandy
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Positive Relationship ◽  
Learning Experience ◽  
Linguistic Competence ◽  
Target Language ◽  
Writing Errors

This chapter analyses learners' writing errors. It focuses on error types and sources because these will reveal learners' current linguistic competence and what they need now for improvement. Data was collected mainly from the written work of English Department students at Al Buraimi University College. Results show that their errors are both interlingual and intralingual and that there is a positive relationship between these and learning strategies. Not only does the learners' previous language-learning experience influence the process of second language acquisition; target language learning experience does so as well.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

Learners’ interactions: a comparison of oral and computer-assisted written conversations

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 113-136 ◽  
Author(s):  
MARISOL FERNÁNDEZ-GARCÍA ◽  
ASUNCÍON MARTÍNEZ ARBELAIZ
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Language Context

Previous research has underscored the role of negotiation in providing appropriate conditions for second language acquisition. Varonis and Gass (1985b), in a study of English as a Second Language (ESL), found greater amount of negotiation in non-native–non-native interaction than in native-non–native interaction. Given the increased interest in computer mediated communication and in its applications to language learning, this investigation explores whether those results are obtained when using an electronic written medium. This study compared the negotiations generated by dyads of non-native speakers (NNS–NNS), native speakers (NS–NS), and non-native and native speakers (NNS–NS), in the oral and written modes. The results revealed that the NNS–NS group negotiated in the oral mode significantly more than in the written mode; this group also negotiated significantly more than the other two groups in the oral mode. Learners' shared social and linguistic background seemed to have facilitated the comprehension of input. Conversely, lack of familiarity with native speaker's pronunciation seemed to have caused more breakdowns in the oral conversations of the mixed dyads. Though the results of this study suggest that negotiation is not the main resource to obtain modified input in a foreign language context, other learning strategies that may be beneficial in the language learning process were at use in learner-learner interaction.

scholarly journals A Literature-Based Approach on Age Factors in Second Language Acquisition: Children, Adolescents, and Adults

2019 ◽  
Vol 12 (10) ◽  
pp. 27
Author(s):  
Burhan Ozfidan ◽  
Lynn M. Burlbaw
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Instructional Methods ◽  
Age Factors ◽  
Target Language ◽  
Older Learners ◽  
Age Factor ◽  
Adolescents And Adults

Age is an essential factor in Second Language Acquisition (SLA), impacting the success of students and instructional methods. The purpose of this study is to examine the age factor in SLA by examining three age categories – children, adolescents and adults. In doing so, the study considers the Critical Period Hypothesis as a base of linguistic research in the area of age factor. The study disapproves the assertion of the hypothesis that all prepubescent learners are able to acquire native-like proficiency in target language pronunciation. The study analyzes common SLA beliefs, including: 1) younger learners are more successful than older learners, 2) the language learning processes of younger learners are less stressful and require less of an effort, and 3) young learners are more skillful in language learning. Adolescents and adults are considered as older learners in terms of cognitive maturity. The results of the study indicated that children learn a language easier than adolescents and adults, particularly with respect to pronunciation and morpho syntax. Adolescents are good at syntax and listening sills, while the best results for adults are for reading and writing activities. Thus, the types of brain organization at learners of different developmental stages lead to the need for a diversity of instructional methods for children, adolescents and adults.

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 Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

scholarly journals Effects of Strategy-Based Instruction on Low Proficiency Omani ESL Learners’ Acquisition of Writing Skills

2021 ◽  
Vol 14 (6) ◽  
pp. 36
Author(s):  
P. M. Binu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Writing Skills ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Sources Of Information ◽  
Theoretical Understanding

The past few decades have seen a great amount of second language acquisition research on language learning strategies. Most of the research on strategy instruction had more practical goals than mere theoretical understanding. These practical goals are different ways of equipping learners with self-learning strategies. The latest developments in education and research, especially with the incorporation of neurosciences, psychology, and information technology have provided promising solutions to most of the problems faced by the low proficiency learners in second language acquisition. They also have given birth to numerous learning tools and methods of instruction. As a result, teachers can now rely on various sources of information and communication technology and use individualized instructional strategies to provide adequate support to these struggling learners especially for enhancing their writing skills. However, they need to be careful in providing support because an excessive amount of support may hinder the learners’ ability to work independently and develop critical thinking skills.

scholarly journals THE ACCULTURATION MODEL OF SECOND LANGUAGE ACQUISITION: INSPECTING WEAKNESSES AND STRENGTHS

2017 ◽  
Vol 2 (2) ◽  
pp. 80 ◽  
Author(s):  
Alireza Zaker
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Social Distance ◽  
Linguistic Competence ◽  
Target Language ◽  
Affecting Factor ◽  
Different Types ◽  
L2 Learning ◽  
Language Environment

Previous research has highlighted the significant impact of culture on learning a second language (L2). Accordingly, culture is now believed to be a major learning-affecting factor which, along with linguistic competence, facilitates the process of L2 learning. Some have proposed that being surrounded in the L2 environment gives one a better chance of learning an L2. Based on this premise, Schumann in 1978 proposed the acculturation/pidginization model as an environmental-oriented model that emphasizes identification with a community as the primary requirement of second language acquisition. This study attempts to take a closer look at different aspects of this theory. The taxonomy of factors which control social distance is presented along with the different types of acculturation and the stages/steps of acculturation in an L2 environment. The article concludes with a discussion on the advantages and shortcomings of the model.Keywords: acculturation, culture, pidginization, target language environment

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

2017 ◽  
pp. 116-130 ◽  
Author(s):  
Edo Forsythe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Digital Technology ◽  
Computer Assisted ◽  
Flipped Learning ◽  
Sociocultural Learning ◽  
Learning And Teaching

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

2016 ◽  
pp. 1-20
Author(s):  
Edo Forsythe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Digital Technology ◽  
Computer Assisted ◽  
Flipped Learning ◽  
Sociocultural Learning ◽  
Learning And Teaching

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

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

2021 ◽  
Vol 12 (2) ◽  
pp. 540-550
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.

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