Social Networking Sites and Critical Language Learning

Social Networking Site ◽

Japanese Learners

This chapter looks at the potential use of Social Networking Sites (SNSs) for educators and second language learners. It views SNSs broadly through the lens of Critical Language Learning (CLL) and looks at specific issues of identity formation, student empowerment, learner autonomy, and critical literacy as they relate to the use of SNSs. This chapter also reports the results of an initial project to make use of the MySpace social networking site for Japanese learners of English. It is hoped that this chapter will raise awareness of some of the complex issues surrounding the use of SNSs by language learners and that it will lead to further research and consideration of these issues.

Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

Intercultural Pragmatics ◽

10.1515/ip-2021-4001 ◽

2021 ◽

Vol 18 (4) ◽

pp. 425-446

Author(s):

David Aline ◽

Yuri Hosoda

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Interaction Analysis ◽

Classroom Interaction ◽

Fine Grained ◽

Language Classroom ◽

Alternative Procedures ◽

Japanese Learners

Abstract Formulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

Creativity and Mobile Language Learning Using LingoBee

International Journal of Mobile and Blended Learning ◽

10.4018/jmbl.2013070103 ◽

2013 ◽

Vol 5 (3) ◽

pp. 34-51 ◽

Cited By ~ 9

Author(s):

Sobah Abbas Petersen ◽

Emma Procter-Legg ◽

Annamaria Cacchione

Keyword(s):

Second Language ◽

Social Networking ◽

Language Learning ◽

Language Learners ◽

Mobile App ◽

Crowd Sourcing ◽

Creative Construction ◽

Language Content ◽

The Eu

In this paper, the authors explore the ideas of mobility and creativity through the use of LingoBee, a mobile app for situated language learning. LingoBee is based on ideas from crowd-sourcing and social networking to support language learners. Learners are able to create their own content and share it with other learners through a repository. The authors have analysed the language content created by second language learners in several European countries to identify creativity in mobile language learning. Three perspectives of creativity could be found: creativity spurred by the situated context or what the authors call “LingoBee moments”, collaborative creative construction of content and creative use of language. Examples of each are presented and discussed. This work has been conducted within the EU LLP project SIMOLA, Situated Mobile Language Learning.

Quasi-neutralization in the acquisition of English coronal fricatives by native speakers of Japanese

Journal of Second Language Pronunciation ◽

10.1075/jslp.1.1.03kan ◽

2015 ◽

Vol 1 (1) ◽

pp. 65-85 ◽

Cited By ~ 5

Author(s):

Emiko Kaneko ◽

Younghyon Heo ◽

Gregory Iverson ◽

Ian Wilson

Keyword(s):

Language Learners ◽

Native Speakers ◽

Language Transfer ◽

Acoustic Characteristics ◽

Sentence Construction ◽

Different Types ◽

Japanese Learners ◽

Construction Task

Second language learners show various forms of mispronunciation, or modification, of target pronunciation, most perhaps due to direct native language transfer, but others, summarized here, to deflected contrast, hypercorrection and covert contrast. The present paper reports on a novel form of adaptation that we term ‘quasi-neutralization,’ in which acoustic characteristics of competing target phonemes are found within the same interlanguage segment (e.g., think [θɪŋk] pronounced as [θsiŋk]). The three English voiceless coronal fricatives /s/, /ʃ/, /θ/ were elicited from Japanese learners of English via two techniques: a wordlist reading task that encouraged participants to focus on their pronunciation, and a sentence construction task that diverted their attention from pronunciation. Among different types of modification, quasi-neutralization was observed predominantly when participants were conscious of their pronunciation, which could reflect their linguistic insecurity as learners. This research thus illuminates another of the strategies that learners employ in the acquisition of L2 pronunciation.

Technologies, Innovation, and Change in Personal and Virtual Learning Environments ◽

Social Networking Sites and Language Learning

10.4018/978-1-4666-2467-2.ch008 ◽

2012 ◽

pp. 90-103

Author(s):

Billy Brick

Keyword(s):

Social Networking ◽

Language Learning ◽

Social Networking Sites ◽

Native Speakers ◽

Word List ◽

Social Networking Site ◽

Ease Of Use ◽

Target Language ◽

Future Success ◽

This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list” based language learning materials and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

Pedagogical Considerations and Opportunities for Teaching and Learning on the Web - Advances in Educational Technologies and Instructional Design ◽

Learning Languages via Social Networking Sites

10.4018/978-1-4666-4611-7.ch001 ◽

2014 ◽

pp. 1-16

Author(s):

Billy Brick

Keyword(s):

Social Networking ◽

Language Learning ◽

Social Networking Sites ◽

Native Speakers ◽

Word List ◽

Social Networking Site ◽

Ease Of Use ◽

Target Language ◽

Future Success ◽

This chapter reports on a study of seven learners who logged their experiences on the language learning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list”-based language learning materials, and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

Factoring out the parallelism effect in VP-ellipsis: English vs. Dutch contrasts

Second language Research ◽

10.1177/0267658309349425 ◽

2009 ◽

Vol 25 (4) ◽

pp. 427-467 ◽

Cited By ~ 6

Author(s):

Nigel Duffield ◽

Ayumi Matsuo ◽

Leah Roberts

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learners ◽

Native Speakers ◽

Qualitative Difference ◽

Vp Ellipsis ◽

Computer Based ◽

Japanese Learners

Previous studies, including Duffield and Matsuo (2001; 2002; 2009), have demonstrated second language learners’ overall sensitivity to a parallelism constraint governing English VP-ellipsis constructions: like native speakers (NS), advanced Dutch, Spanish and Japanese learners of English reliably prefer ellipsis clauses with structurally parallel antecedents over those with non-parallel antecedents. However, these studies also suggest that, in contrast to English native speakers, L2 learners’ sensitivity to parallelism is strongly influenced by other non-syntactic formal factors, such that the constraint applies in a comparatively restricted range of construction-specific contexts. This article reports a set of follow-up experiments — from both computer-based as well as more traditional acceptability judgement tasks — that systematically manipulates these other factors. Convergent results from these tasks confirm a qualitative difference in the judgement patterns of the two groups, as well as important differences between theoreticians’ judgements and those of typical native speakers. We consider the implications of these findings for theories of ultimate attainment in second language acquisition (SLA), as well as for current theoretical accounts of ellipsis.

Social Networking Sites and Language Learning

International Journal of Virtual and Personal Learning Environments ◽

10.4018/jvple.2011070102 ◽

2011 ◽

Vol 2 (3) ◽

pp. 18-31 ◽

Cited By ~ 17

Author(s):

Billy Brick

Keyword(s):

Social Networking ◽

Language Learning ◽

Social Networking Sites ◽

Native Speakers ◽

Word List ◽

Social Networking Site ◽

Ease Of Use ◽

Target Language ◽

Future Success ◽

This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list” based language learning materials and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

Learning Languages via Social Networking Sites

Computational Linguistics ◽

10.4018/978-1-4666-6042-7.ch037 ◽

2014 ◽

pp. 763-778

Author(s):

Billy Brick

Keyword(s):

Social Networking ◽

Language Learning ◽

Social Networking Sites ◽

Native Speakers ◽

Word List ◽

Social Networking Site ◽

Ease Of Use ◽

Target Language ◽

Future Success ◽

This chapter reports on a study of seven learners who logged their experiences on the language learning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list”-based language learning materials, and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

USING FACEBOOK AND WHATSAPP TO LEVERAGE LEARNER PARTICIPATION AND TRANSFORM PEDAGOGY AT THE OPEN UNIVERSITY OF INDONESIA

Jurnal Pendidikan Terbuka Dan Jarak Jauh ◽

10.33830/ptjj.v15i2.590.2014 ◽

2014 ◽

Vol 15 (2) ◽

pp. 63-80

Author(s):

Adhi Susilo

Keyword(s):

Social Networking ◽

Language Learning ◽

Social Networking Sites ◽

Online Discussion ◽

Social Networking Site ◽

Open University ◽

Group Leaders ◽

Learner Participation ◽

Construction Of Knowledge ◽

Inclusive Learning

Facebook (FB) dan WhatsApp (WA) telah menjadi "portal komunikasi" untuk jaringan sosial, yang telah dengan cepat mengubah cara orang berkomunikasi dan tetap terhubung. Dari perspektif pendidikan, situs jejaring sosial telah menerima ulasan ambigu. Beberapa penelitian telah menunjukkan bahwa penggunaan FB menjadi lebih luas dalam pembelajaran bahasa dan dapat menjadi alat yang efektif. FB tidak hanya mudah digunakan, tetapi juga membantu mendorong belajar mandiri dalam lingkungan sosial bagi siswa dan menempatkan kontrol untuk belajar ke tangan siswa. Artikel ini berfokus pada situs jejaring sosial FB, dan aplikasi WA dalam konteks UT. Ia mencoba untuk menjelaskan kegiatan berbagi informasi dilakukan melalui diskusi online menggunakan FB dan kelompok WA dan melibatkan siswa pembelajaran jarak jauh. Penelitian ini meneliti partisipasi siswa dalam diskusi online dan umpan balik mereka pada penggunaan FB dan forum WA sebagai platform untuk activity. FB dan WA diadopsi untuk mendukung tutorial online di Universitas Terbuka Indonesia dengan tujuan untuk meningkatkan guru-murid dan partisipasi rekan-berbasis, dan meningkatkan pengiriman pedagogis dan pembelajaran inklusif di ruang formal dan informal. Temuan menunjukkan FB dan WA berubah pedagogi dengan meningkatkan lingkungan sosial konstruktif untuk guru-siswa dan rekan-berbasis co-konstruksi pengetahuan. Peran guru berubah dari instruktur untuk fasilitator dan mentor memberikan bimbingan pada permintaan. Peran mahasiswa juga berubah dari penerima informasi ke generator informasi, kolaborator, organizer informasi / pencari / pemberi, pemikir kritis dan pemimpin kelompok. Namun tantangan menggunakan Facebook dan WhatsApp termasuk guru 'kebencian penggabungan akademik dan keluarga hidup disebabkan oleh konsultasi WhatsApp setelah jam. Facebook (FB) and WhatsApp (WA) have become the communication portal for social networking, which has rapidly transformed the way people communicate and stay connected. From an educational perspective, social networking sites have received ambiguous reviews. Some studies have shown that the use of FB is becoming more widespread in language learning and it can be an effective tool. FB is not only easy to use, but it also helps encourage autonomous learning within a social environment for students and puts control for learning into the students hands. This article focuses on the social networking site, FB, and WA application within the context of UT. It attempts to shed light on an information-sharing activity conducted via online discussion using FB and WA groups and involving distance learning students. This study investigated students participation in the online discussion and their feedback on the use of FBs and WAs forums as the platform for the activity.FB and WA were adopted for supporting an online tutorial at the Open University of Indonesia with a view to heighten tutorstudent and peer-based participation, and enhance pedagogical delivery and inclusive learning in formal and informal spaces. The findings suggest FB and WA transformed pedagogy by fostering social constructivist environments for tutorstudent and peer-based co-construction of knowledge. The teachers role was transformed from an instructor to a facilitator and mentor providing guidance on demand. Student roles were also transformed from information receivers to information generators, collaborators, information organizer/seekers/givers, critical thinkers and group leaders. However, the challenges of using Facebook and WhatsApp included tutor resentment of the merging of academic and family life occasioned by WhatsApp consultations after hours.