Negotiation of Form Among the Displaced

This chapter presents a mixed-methods study of error sequences in an English as a Second Language (ESL) classroom comprised of refugees from multiple countries to answer the question: What does the negotiation of feedback look like among displaced, preliterate learners? Teacher-student dialogue at an international language learning centre was recorded and coded, totalling 12.5 hours of data. A total of 146 error sequences consisted of a learner error, followed by the teacher's feedback and the student's uptake. Results show that when content errors occurred among this population, elicitation, feedback that many scholars suggest is the most effective form, is not as effective as metalinguistic feedback. The reasons for this difference are consequently explored. Findings also indicate that certain types of feedback (metalinguistic feedback, elicitation, clarification request) lead to self-repair better than others (recast, explicit correction).

Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom

Chinese Journal of Applied Linguistics ◽

10.1515/cjal-2017-0024 ◽

2017 ◽

Vol 40 (4) ◽

Author(s):

Li Danli

Keyword(s):

Language Learning ◽

Teacher Development ◽

Undergraduate Students ◽

Self Regulation ◽

Learner Autonomy ◽

Negotiation Of Meaning ◽

Pedagogical Tool ◽

Teacher Student ◽

Student Dialogue ◽

Chinese Teacher

AbstractBased upon sociocultural theory, this study investigates the dynamics of the teacher’s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom. The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher’s retrospection from an interview illustrated the teacher’s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other-regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher’s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.

A Study of the Difficulties in Learning of English Faced by Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia

International Journal of Education ◽

10.5296/ije.v8i4.10292 ◽

2016 ◽

Vol 8 (4) ◽

pp. 29

Author(s):

Qudsia Iqbal Hashmi

Keyword(s):

Saudi Arabia ◽

Second Language ◽

Learning Environment ◽

Language Learning ◽

Learning Process ◽

Learning Difficulties ◽

English Learning ◽

Statistical Inferences ◽

Main aim of the study was to explore and analyze the learning difficulties faced by Hindi and Urdu speaking-students in India and Indian expatriates in Saudi Arabia. It is generally felt that learning of English varies in different context. Learners having background of Urdu, Hindi differ on account of learning achievements. Similarly those who enjoy more English learning environment may perform better than their counterparts. In order to carry out the study, three types of subjects were purpose. The study, though was descriptive-qualitative in nature, quantification was used to arrive at statistical inferences. The results indicated that most of the learner’s problems arose due to L1 interference on second language learning process.

Children and Adults in Second-Language Learning

Tell : Teaching of English Language and Literature Journal ◽

10.30651/tell.v6i1.2081 ◽

2018 ◽

Vol 6 (1) ◽

pp. 30

Author(s):

Hadna Suryantari

Keyword(s):

Second Language ◽

Young Children ◽

Language Learning ◽

First Language ◽

Common Belief ◽

Classroom Situation ◽

Older Children ◽

Natural Situation ◽

Learning is a process in which people study to acquire or obtain knowledge or skill. Second language learning is a process of internalizing and making sense of a second language after one has an established first language. Learning a second language is different from learning first language. Second language is learnt after one is able to speak and has absorbed knowledge, which influences him in learning a second language. Most of us believe that children are better than adults in learning second language. This statement is supported by common observation stated that young second-language learners seems to be able to learn another language quickly by exposure without teaching. In this article, the writer tries to present how children and adults in second-language learning based on factors involved in it. Steinberg (2001) states that there are three factors involved in second-language learning. The first is psychological category. It includes intellectual processing which consists of explication and induction process, memory, and motor skills. Then, social situation consists of natural situation and classroom situation. The last is other psychological variables. It consists of ESL or EFL community context, motivation, and attitude. It is complex to determine whether children or adults are better in second-language learning. The common belief that children are better than adults has been proved, although with some qualification regarding the classroom situation. Put another way, adults do not do best in any situation. In the natural situation of language learning, it is determined that young children will do better than adults, and so will older children. It is not even uncommon for young children to learn a second language in a year or less. Therefore, children do better than adults. In the classroom situation, older children will do better than adults. However, young adults will do better than young children to the extent that the young children’s classroom is not a simulation of the natural situation. In the simulation case, young children will do better.

The Impact of Affect on Second Language Learning: A Mixed Methods Case Study

International Journal of Research and Innovation in Social Science ◽

10.47772/ijriss.2021.5601 ◽

2021 ◽

Vol 05 (06) ◽

pp. 29-38

Author(s):

Charuhasini Wathuge

Keyword(s):

Second Language ◽

Mixed Methods ◽

Language Learning ◽

Mixed Methods Case Study ◽

The Impact

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 Learners ◽

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.

Preferences of Second Language Earners on Corrective Feedback and their Relationships to their English Academic Performances

IAMURE International Journal of Multidisciplinary Research ◽

10.7718/iamure.v12i1.946 ◽

2015 ◽

Vol 12 (1) ◽

Author(s):

Ma. Theresa B. Valerio

Keyword(s):

Second Language ◽

Language Learning ◽

Corrective Feedback ◽

Academic Development ◽

Bilingual Learners ◽

Correlational Research ◽

Grammar Learning ◽

Education Academic ◽

Keywords Education ◽

Clarification Request

Amidst the issues and research on language learning, correcting the learners’ mistakes and errors is an eventual quest among L2 teachers because acquiring mistakes by the learners and checking done by the L2 teachers are always intertwined with language learning. This study describes the inevitable phenomena of actual classroom scenarios of feedbacks as an inseparable part of language learning among the multi-dialectal learners of Quirino Province, Philippines. In gathering the necessary data, the researcher used questionnaires and interviews among the respondents. Findings reveal that the respondents somewhat preferred the explicit and metalinguistic corrective feedbacks while they moderately preferred recast and clarification request. Results also reveal that along explicit corrective feedback, there exist significant differences when they are grouped by ethnicity and courses. The overall responses of the respondents, along with the types of corrective feedbacks, show that all the students wanted to be corrected but in different ways. It is important for teachers to know the learners’ preferences for corrective feedback to maximize their potential effects on the latter’s academic performances. Although recent pedagogical studies have investigated students’ preferences on corrective feedback, this paper reveals additional evidences for feedbacks and their facilitative roles in grammar learning among bilingual learners. Keywords - Education, academic development, corrective feedbacks, descriptive-correlational research, Philippines

The Age Factor in Second Language Learning

Theory and Practice in Language Studies ◽

10.17507/tpls.0611.13 ◽

2016 ◽

Vol 6 (11) ◽

pp. 2164 ◽

Cited By ~ 1

Author(s):

Ruyun Hu

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Language Learner ◽

Foreign Language Acquisition ◽

Widespread Belief ◽

In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.