Second Language Learners&#39; Spoken Discourse

Future Research ◽

Computer Assisted ◽

Learning And Development ◽

Speech Technology ◽

Spoken Discourse ◽

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

Second Language Learners' Spoken Discourse

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch037 ◽

2019 ◽

pp. 787-810 ◽

Cited By ~ 1

Author(s):

Catia Cucchiarini ◽

Helmer Strik

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Future Research ◽

Computer Assisted ◽

Learning And Development ◽

Speech Technology ◽

Spoken Discourse ◽

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

Second Language Learners' Spoken Discourse

Computational Linguistics ◽

10.4018/978-1-4666-6042-7.ch029 ◽

2014 ◽

pp. 618-639

Author(s):

Catia Cucchiarini ◽

Helmer Strik

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Future Research ◽

Computer Assisted ◽

Learning And Development ◽

Speech Technology ◽

Spoken Discourse ◽

This chapter examines the use of Automatic Speech Recognition (ASR) technology in the context of Computer Assisted Language Learning (CALL) and language learning and teaching research. A brief introduction to ASR is first provided, to make it clear why and how this technology can be used to the benefit of learning and development in second language (L2) spoken discourse. This is followed by an overview of the state of the art in research on ASR-based CALL. Subsequently, a number of relevant projects on ASR-based CALL conducted at the Centre for Language and Speech Technology of the Radboud University in Nijmegen (the Netherlands) are presented. Possible solutions and recommendations are discussed given the current state of the technology with an explanation of how such systems can be used to the benefit of Discourse Analysis research. The chapter concludes with a discussion of possible perspectives for future research and development.

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

Heritage Language Journal ◽

10.46538/hlj.11.1.2 ◽

2014 ◽

Vol 11 (1) ◽

pp. 29-44 ◽

Cited By ~ 2

Author(s):

Janet S. Oh ◽

Bertha A. Nash

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Heritage Language ◽

Language Learner ◽

Future Research ◽

Heritage Language Learners ◽

Background Factors ◽

Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

International Journal of Virtual and Personal Learning Environments ◽

10.4018/jvple.2012100101 ◽

2012 ◽

Vol 3 (4) ◽

pp. 1-15 ◽

Cited By ~ 6

Author(s):

Isara Kongmee ◽

Rebecca Strachan ◽

Alison Pickard ◽

Catherine Montgomery

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Virtual Communities ◽

Role Playing ◽

Learning And Teaching ◽

Role Playing Games ◽

Second Language Speakers ◽

Massively Multiplayer

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers.

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second- Language Learners

Handbook of Research on Human Performance and Instructional Technology ◽

10.4018/978-1-60566-782-9.ch013 ◽

2010 ◽

pp. 210-222

Author(s):

Angelene McLaren

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Communicative Competence ◽

Language Teachers ◽

Future Research ◽

Teachers And Students ◽

Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.

Book Review: Technology and the Psychology of Second Language Learners and Users (New Language Learning and Teaching Environments)

Frontiers in Psychology ◽

10.3389/fpsyg.2021.619887 ◽

2021 ◽

Vol 12 ◽

Author(s):

Yang Chunhong

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Dialogue in second language learning and teaching

Language and Dialogue ◽

10.1075/ld.3.3.03vit ◽

2013 ◽

Vol 3 (3) ◽

pp. 388-402 ◽

Cited By ~ 1

Author(s):

Gergana Vitanova

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Second Language Learning ◽

Language Teacher Education ◽

Learning And Teaching ◽

International Language

The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin’s framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners’ and their teachers’ identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.

Internet-Based Technology Use in Second Language Learning

International Journal of Cyber Behavior Psychology and Learning ◽

10.4018/ijcbpl.2014100106 ◽

2014 ◽

Vol 4 (4) ◽

pp. 69-81 ◽

Cited By ~ 1

Author(s):

Shuyi Guan

Keyword(s):

Second Language ◽

Language Learning ◽

Technology Use ◽

Second Language Learning ◽

Teaching And Learning ◽

Language Education ◽

Computer Assisted ◽

Instructional Tools ◽

Ever since computer technologies were accessible to second language learners and teachers, various types of computer-assisted language learning (CALL) have been harnessed in the service of teaching languages. Most recently, the advent of online technologies has sparked CALL practitioners to integrate this powerful form of teaching and learning into language education. This paper synthesizes the extant research on these online language education activities and the state of current understanding regarding the potential of Internet-based teaching and learning second languages. The results of analyzing extensive studies of Internet-based second language learning reveals that Internet-based technology has been widely used in second language learning. In addition, Internet-based technologies are effective instructional tools for second language learning and teaching.

Language Simulations for Fostering Language Acquisition and Communicative Competence in Adult Second-Language Learners

Gaming and Simulations ◽

10.4018/978-1-60960-195-9.ch804 ◽

2011 ◽

pp. 1954-1966

Author(s):

Angelene McLaren

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Communicative Competence ◽

Language Teachers ◽

Future Research ◽

Teachers And Students ◽

Traditional Language

Language teachers and students are making a mass exodus in theory and practice in the field of secondlanguage instruction. They are leaving behind boring drills, nonsensical memorizations and endless strings of grammatical rules and are demanding a shift from traditional language learning to modern language acquisition. Language acquisition means being culturally literate and commutatively competent in a language (Byrnes, 2001). This change requires finding effective ways to facilitate this paradigm shift. This chapter will try to answer the following questions: Can language simulations foster language acquisition and communicative competence in adult second-language learners? It will also explore: what language acquisition is and how it is obtained; theoretical foundations of language acquisition; learning simulations and what makes them effective; language simulations – how and why they work; what simulations can do to promote communicative competence; a practical example; future applications and importance of language simulations; and what future research is necessary to fulfill this promise.