Learning Languages Abroad

2018 ◽  
pp. 23-43
Author(s):  
Alex Pinar
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Research Methods ◽  
Learning Process ◽  
Life Stories ◽  
Native Speakers ◽  
Communicative Competence ◽  
Narrative Research ◽  
Japanese Student ◽  
Oral Expression

This chapter presents research on language learning abroad and its influence on the development of oral expression. By using biographical-narrative research methods, specifically linguistic life stories, this work examines the experiences and beliefs of a Japanese student of Spanish who has studied this language in Spain on several occasions. This study attempts to determine how study abroad has influenced his language training and the development of his communicative competence, in particular oral expression. At the same time, it describes how the length of each stay abroad has helped or hindered the language learning process, the interaction with native speakers, and the practice of speaking skills.

Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

Probus ◽  
2015 ◽  
Vol 27 (2) ◽  
Author(s):  
Matthew Kanwit ◽  
Kimberly L. Geeslin ◽  
Stephen Fafulas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Present Perfect ◽  
Immersion Programs ◽  
Growing Body ◽  
English Speaking ◽  
Grammatical Structures

AbstractThe present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

Communication networks of Japanese language learners in their home country

2004 ◽  
Vol 14 (1) ◽  
pp. 153-178 ◽  
Author(s):  
Naomi Kurata
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Communication Networks ◽  
Native Speakers ◽  
Home Country ◽  
Communicative Competence ◽  
Target Language ◽  
Japanese Language ◽  
Language Play ◽  
The Relationship

This paper deals with communication networks of four upper-intermediate level Japanese language learners with in-country experience who are studying at an Australian university, and it also examines the relationship between the learners’ networks and language learning. Utilizing Boissevain’s criteria for network analysis, I compared the characteristics of the informants’ current networks with those that existed prior to their in-country experiences. In addition, this study applied the framework of communicative competence developed by Hymes and Neustupny to analyse the informants’ language learning that occurred within their networks. The study found that a number of characteristics of the informants’ networks, such as their multiplex social roles and the variety of backgrounds of their Japanese network interactants, were probably related to the raising of the learners’ non-linguistic as well as linguistic awareness. It therefore appears that learners’ out-of-class communication networks with native speakers of the target language play an important role in terms of language learning.

scholarly journals Competing priorities: Student perceptions of helps and hindrances to language acquisition during study abroad

2015 ◽  
Vol 26 (1) ◽  
pp. 83-106 ◽  
Author(s):  
Marcie J. Pyper ◽  
Cynthia Slagter
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Student Perceptions ◽  
Language Proficiency ◽  
Language Contact ◽  
Native Speakers ◽  
Target Language ◽  
Community Members ◽  
Before And After ◽  
Competing Priorities

Multiple studies have investigated the effect of language contact on language proficiency, testing the assumption that the study abroad context means greater contact with the target language (L2).  Other studies have examined the context of L2 interactions, considering host families, contact with community members, and interactions with non-native-speaking peers. While these studies are helpful, larger scales studies are needed to determine how students are interacting with native and non-native speakers during study abroad.  The current study examines student perceptions of helps and hindrances to L2 gain during semester-long study abroad of more than 100 students studying Spanish in Spain, Honduras, and Peru. Participants completed surveys patterned after the Language Contact Profile of Freed, Dewey, Segalowitz, and Halter (2004) and took the Versant Language Test before and after their study abroad experience. They also participated in a post-program interview which was subsequently transcribed, encoded and analyzed.  Results suggest that students experience competing priorities in decisions governing L1 vs L2 use and that student intentionality is key to successful language learning.

scholarly journals PENELITIAN TINDAKAN KELAS DALAM KONTEKS PEMBELAJARAN BAHASA JERMAN

Diksi ◽  
2021 ◽  
Vol 29 (2) ◽  
pp. 149-160
Author(s):  
Aditya Rikfanto ◽  
Sridanto Farras Rachmadi
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Language Learning ◽  
Research Methods ◽  
Learning Process ◽  
Language Teaching ◽  
Class Action ◽  
German Language

            (Title: Class Action Research in the Context of German Language Learning). As a means of problem-solving, research methods continue to evolve. In the '40s began to be known action research, and this research was also applied in the classroom or called Class Action Research (CAR). This type of research is becoming increasingly popular to evaluate the learning process of German Language Teaching. However, the focus of CAR talks in German language learning is still likely to be rare. This paper discusses the characteristics and application of CAR in German language learning. In addition, this article also reviews the situation of German learning in general. Thus the article can contribute scientifically to teachers and educators in improving performance in their fields. Keywords: Action Research, CAR, Learning, German Language

scholarly journals Student Perspectives on Language Learning in a Study Abroad Context

1998 ◽  
Vol 4 (1) ◽  
pp. 91-120 ◽  
Author(s):  
Valerie A. Pellegrino
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Social Environment ◽  
Learning Process ◽  
Student Perspective ◽  
The Past ◽  
The Social ◽  
Language Classroom ◽  
The Impact

This chapter offers an overview of research that has been performed over the past 35 years concerning study abroad participants’ perceptions of language and language learning, the role of the language classroom, the influence of the social environment, and the study abroad experience as a whole. The impact of students’ perceptions on the language learning process and the value of student perspective research in the field of SLA are also considered.

scholarly journals The Toledo Teacher Trainees corpus (TTT): Bridging the gap between students’ narratives and corpus linguistics

2020 ◽  
Vol 8 ◽  
pp. 147-163
Author(s):  
Fátima Faya-Cerqueiro ◽  
Gema Alcaraz-Mármol
Keyword(s):  
Qualitative Methods ◽  
Language Learning ◽  
Research Methods ◽  
Learning Process ◽  
Corpus Linguistics ◽  
Language Production ◽  
Teacher Trainees ◽  
L2 Learners ◽  
New Research ◽  
Teaching Learning

In recent decades a few research methods have resorted to L2 learners in order to analyse several aspects aiming at methodological improvements. One of them is corpus linguistics, which has largely contributed to the study of language production from a quantitative perspective. A very different one has been the compilation of perceptions of the L2 learning process using ‘narrative inquiry’ and qualitative methods of analysis. However, scholars have not addressed the combination of both methods. In this proposal we examine their main individual features and offer an interwoven line of research, applying the quantitative approach of corpus linguistics to the genre of language learning narratives. Thus, we present a new corpus of L2 learners’ perceptions and provide detailed information on its structure, compilation and categorisation. The interdisciplinary status of this proposal will enable the exploration of new research possibilities that can ultimately benefit the teaching-learning process.

scholarly journals Communicative Competences

2015 ◽  
Vol 21 (2) ◽  
pp. 624-629
Author(s):  
Marioara Pateşan ◽  
Dana Zechia ◽  
Alina Balagiu
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Grade Level ◽  
Language System ◽  
New Knowledge ◽  
Grammar Rules

Abstract In the last decades communicative competences in a foreign language have become a necessity. You need to speak a foreign language either to study abroad, to find a job or just watch a movie or understand the music you listen to. Learners are taught to be communicators. You do not simply become a communicator if you acquire vocabulary and grammar rules. Language learning is complex and difficult, especially when the language is acquired later in life as a second language. The learning process consists of acquiring a language system, rather than learning a series of disconnected components. Receptive comprehension becomes increasingly important with each grade level because students are required to do more reading and to integrate the information acquired with new knowledge presented by the teacher who has to find the best strategies to help students advance to more complex language structures.

scholarly journals El reto de la expresión oral en Educación Primaria: características, dificultades y vías de mejora

2019 ◽  
Vol 37 (3 Nov- Feb) ◽  
pp. 9-32
Author(s):  
Dimitrinka G. Níkleva ◽  
María Pilar López-García
Keyword(s):  
Language Learning ◽  
Critical Reflection ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Careful Planning ◽  
Oral Expression ◽  
Educación Primaria ◽  
Pragmatic Aspects ◽  
Methodological Difficulties

Existen numerosos estudios sobre la competencia comunicativa y la enseñanza de la expresión e interacción oral en el aula. La destreza lingüística de la expresión oral es la más difícil de conseguir en el aprendizaje de la lengua materna y extranjera. Por tanto, hay que dedicarle especial atención y una cuidadosa planificación. El presente trabajo tiene como objetivo la reflexión crítica sobre los fundamentos teóricos que diferencian la modalidad oral de la modalidad escrita y las dificultades que se presentan para la enseñanza de la expresión oral en el aula de Educación Primaria. Para ello, hemos observado una serie de fundamentos teóricos para el desarrollo de la expresión oral, y nos hemos detenido en las dificultades metodológicas de esta destreza, entre otras, en la complejidad de su evaluación. Asimismo, hemos definido una serie de objetivos para cada ciclo educativo en los que se incluyen aspectos pragmáticos y en los que se describen actividades y procedimientos didácticos para ejercitar diferentes estrategias para el desarrollo de la competencia comunicativa, considerándola uno de los objetivos primordiales de la lengua. There have been numerous studies on communicative competence and the teaching of oral expression and interaction in the classroom. The linguistic skills inherent in oral expression are the most difficult to achieve in the learning of both the mother tongue and foreign languages. Therefore, it needs special attention and careful planning. The aim of the present work is to make a critical reflection upon the theoretical basis that differentiate the oral modality from the written modality and the difficulties that arise in teaching oral expression in the primary education classroom. In order to achieve this, we have looked at a series of theoretical bases for the development of oral expression, paying particular attention to the methodological difficulties of this skill, such as the complexity of its assessment, among other aspects. Similarly, we have defined a series of objectives for each educational stage, including pragmatic aspects. Activities and didactic procedures are described in order to highlight different strategies for the development of communicative competence, considering it to be one of the fundamental objectives of language learning.

scholarly journals اختبارات اللغة العربية في مهارة الكلام (تصميم اختبار مهارة الكلام بالمقابلة)

2019 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Rikhlah Ilmiyah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Oral Language ◽  
Communicative Competence ◽  
Language Test ◽  
Significant Progress ◽  
Language Performance ◽  
Communication Tools ◽  
Speaking Skill ◽  
Teaching Learning

Test is considered as something important in teaching-learning process for its use to limit teaching-learning process through its result. Basically, test is designed as an instrument which is useful to support learning process and to motivate students gaining a significant progress. In addition, test can be used as an instrument to evaluate students’ performance in learning a language. In some condition, a high correlation between language learning and language test may be lost. Speaking skill is known as one of language skill giving more attention on communicative competence. However, in fact, it is found that what is said by the speaker cannot be understood but by using sign language or other communication tools which is not discovered as language. Language test is useful to know students’ ability to communicate, and a discussion on language test especially speaking will be discussed in this writing. Since interview giving more highlight on the fluency and accuracy of speech, also the appropriateness of delivering ideas, it is chosen, in this research, to measure students’ oral language performance

scholarly journals الكفاءة اللازمة توافرها لمعلم اللغة العربية لغير الناطقين بها

2020 ◽  
Vol 2 (2) ◽  
pp. 14-34
Author(s):  
Imam Wahyudi ◽  
Ahmad Mizan Rosyadi Abdul Jalil Manan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Professional Education ◽  
Developmental Psychology ◽  
Native Speakers ◽  
Teaching Method ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Education Psychology

Teacher is the foundation in teaching and learning process who plays the important roles of primary and secondary elements in learning process. By having experience and competence, a teacher can transfer language to students well. A purpose of learning will not be reached without the role of a teacher with relevant competence. In second language teaching, especially in teaching Arabic to non-native speakers, it requires a professional expert as the purpose of second language teaching will not meet success unless managed by a teacher who has experience, has learned the teaching method, and has full comprehension in the characteristic of language he teaches.Therefore, the competence of Arabic teacher to non-native speakers is compulsory to have for anyone who teaches the language. There are at least three competences to have by an Arabic teacher to non-native speakers including, first, academic competence, that covers the language mastery learned for approximately four years during undergraduate study and includes the branches of linguistics, like Grammar, Morphology, Phonology, etc;. Second, professional education competence, that includes understanding and mastering various methods and teaching strategies of second language, learning children-related fundamental theory, like Education Psychology, Developmental Psychology, Education Evaluation, etc; and, Third, culture competence.

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