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

2015 ◽  
pp. 198-224
Author(s):  
Vehbi Turel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Intelligent Design ◽  
Second Language Learning ◽  
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.

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

2019 ◽  
pp. 557-583
Author(s):  
Vehbi Turel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Intelligent Design ◽  
Second Language Learning ◽  
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.

Intelligent Design of Captions in Interactive Multimedia Listening Environments

2019 ◽  
pp. 893-920
Author(s):  
Vehbi Turel
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Intelligent Design ◽  
Interactive Multimedia ◽  
Native Speakers ◽  
Listening Skills ◽  
Listening Environments ◽  
Learning English

In this chapter, 48 language learners' perceptions towards the presence of captions at the first listening (i.e. the while listening stage) in an IME that aimed to enhance the language learners' listening skills as a part of learning English as a second language were investigated. The language learners were autonomous intermediate (and upper intermediate) non-native speakers (NNSs). The results reveal that captions should not be available at the while-listening stage in IMEs for FLL/SLL. The availability of the captions at the while-listening stage in IMEs for FLL/SLL seems to make language learners rely on captions. Instead, the unavailability of the captions at the while-listening stage in IMEs for FLL/SLL seems to: (1) help language learners to focus on listening texts, (2) encourage language learners to try to understand listening texts without captions help and (3) encourage and motivate language learners to listen to / view the listening texts more.

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

2017 ◽  
pp. 199-206
Author(s):  
Hitendra Vyas
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Cognitive Abilities ◽  
Second Language Learning ◽  
Dimensions Of Learning ◽  
Language Capacity ◽  
Definition Of ◽  
The Mind ◽  
The Impact

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)

Intelligent Design of Captions in Interactive Multimedia Listening Environments

2015 ◽  
pp. 47-74 ◽  
Author(s):  
Vehbi Turel
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Intelligent Design ◽  
Interactive Multimedia ◽  
Native Speakers ◽  
Listening Skills ◽  
Listening Environments ◽  
Learning English

In this chapter, 48 language learners' perceptions towards the presence of captions at the first listening (i.e. the while listening stage) in an IME that aimed to enhance the language learners' listening skills as a part of learning English as a second language were investigated. The language learners were autonomous intermediate (and upper intermediate) non-native speakers (NNSs). The results reveal that captions should not be available at the while-listening stage in IMEs for FLL/SLL. The availability of the captions at the while-listening stage in IMEs for FLL/SLL seems to make language learners rely on captions. Instead, the unavailability of the captions at the while-listening stage in IMEs for FLL/SLL seems to: (1) help language learners to focus on listening texts, (2) encourage language learners to try to understand listening texts without captions help and (3) encourage and motivate language learners to listen to / view the listening texts more.

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
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.

First Person Singular

2012 ◽  
pp. 22-40
Author(s):  
Shaoqun Wu ◽  
Ian H. Witten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Digital Library ◽  
Second Language Learning ◽  
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.

Learning Arabic Through Language of Journalism

2019 ◽  
pp. 1837-1867
Author(s):  
Mai Samir El-Falaky
Keyword(s):  
Second Language ◽  
Mass Media ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
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.

scholarly journals Sampling Bias and the Problem of Generalizability in Applied Linguistics

2020 ◽  
Vol 40 ◽  
pp. 134-142 ◽  
Author(s):  
Sible Andringa ◽  
Aline Godfroid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
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

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
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.

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