L2 Writing and Language Learning in Academic Settings

2021 ◽  
pp. 268-281
Author(s):  
Nigel A. Caplan
Keyword(s):  
Language Learning ◽  
L2 Writing ◽  
Academic Settings

The Use of Web 2.0 Technologies in the ESL Classroom

2010 ◽  
pp. 102-117
Author(s):  
Melissa Wright ◽  
Lilian H. Hill
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Web 2.0 Technologies ◽  
Social Nature ◽  
Sociocultural Perspectives ◽  
Academic Settings ◽  
History Of ◽  
Esl Instruction ◽  
Esl Classroom

This chapter includes a brief history of the Internet, definitions of Web 2.0 and characterization of its social nature, identification and descriptions of the various Web 2.0 technologies, applications of sociocultural perspectives to language learning, the benefits of using Web 2.0 in the English as a Second Language (ESL) classroom, ways in which Web 2.0 has been used successfully in various academic settings, and specific activities for using Web 2.0 in ESL instruction. It is imperative that ESL instructors become familiar with internet technologies and ways they can be used to enhance the educational experiences of their students. The more familiar students are with Web 2.0 technologies, the better prepared they will be for their future educational and occupational endeavors.

A phrase-frame approach to investigating phraseology in learner writing across proficiency levels

2016 ◽  
Vol 2 (1) ◽  
pp. 31-67 ◽  
Author(s):  
James R. Garner
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Psycholinguistic Research ◽  
Advanced Learners ◽  
Proficiency Levels ◽  
Growing Body ◽  
L2 Learners ◽  
Academic Settings ◽  
Qualitative Characteristics

Findings from corpus-based and psycholinguistic research have highlighted the importance of acquiring productive knowledge of English phraseology for L2 learners. Many studies exploring this facet of language learning have investigated the use of predominantly fixed multi-word sequences by advanced learners in academic settings and compared their use against that of native-speaking writers. More recent studies have attempted to explore the differences between learners’ use of multi-word sequences across proficiency levels. The current study aims to add to this growing body of literature. It examines the use of phrase-frames by L1 German learners of English as a Foreign Language at five different proficiency levels represented in the EF-Cambridge Open Language Database (EFCAMDAT). The most frequent phrase-frames in each level are analyzed according to both quantitative and qualitative characteristics. The results revealed that, at higher proficiency levels, p-frames in learner texts are more variable, less predictable, and more functionally complex.

scholarly journals Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing

2021 ◽  
Vol 11 (8) ◽  
pp. 393
Author(s):  
Hayley Anne Cannizzo
Keyword(s):  
Language Learning ◽  
Critical Consciousness ◽  
Teaching Practice ◽  
The United States ◽  
Feminist Pedagogy ◽  
L2 Writing ◽  
Power Structures ◽  
Learning Context ◽  
First Year Students ◽  
Language Pedagogy

Feminist pedagogy is a teaching practice, philosophy and process that seeks to confront and deconstruct oppressive power structures both within and outside of the classroom using a gendered lens. As Women’s Studies departments continue to grow in many universities, feminist pedagogy seems to be gaining popularity as an approach to engaging students in liberatory classroom practices. However, feminist language pedagogy (feminist pedagogy in the second language learning context) appears to have stagnated. This paper investigates the implementation of feminist language pedagogy in an EAP writing classroom for first-year students at a public university in the Southwest of the United States. Using action research, the teacher, who is the author of this paper, examined how feminist language pedagogy aids the development of her students’ critical consciousness and serves as a motivational tool for L2 writing development. The author finds that even in a short, sixteen-week semester, it is possible for students to foster critical consciousness without sacrificing linguistic development.

The Language of Math: Part of the Informational Discourse Continuum

2016 ◽  
Vol 1 (1) ◽  
pp. 118-127 ◽  
Author(s):  
Sandra Gillam ◽  
Sarai Sophia Holbrook ◽  
Arla Westenskow
Keyword(s):  
Information Processing ◽  
Language Learning ◽  
Language Impairment ◽  
Mathematical Discourse ◽  
Learning Problems ◽  
Basic Information ◽  
Academic Settings

Children with language impairment (LI) exhibit difficulty with basic information processing skills that relate to encoding, storing, recalling, organizing, and producing language (Reimann, Gut, Frischknecht, & Grob, 2013). These language-learning problems may impact their ability to understand and use discourse in social and academic settings. One form of informational discourse that is not often discussed, but is critical for success in academic settings, is mathematical discourse. This paper addresses ways in which SLPs may improve students' abilities to profit from instruction in math.

READING FOR ACADEMIC PURPOSE

2019 ◽  
pp. 83-85
Author(s):  
Umetalieva Aigul
Keyword(s):  
Language Learning ◽  
Key Words ◽  
Reading Instruction ◽  
Reading Teachers ◽  
Learning Tasks ◽  
Academic Settings ◽  
Text Reading ◽  
Important Means ◽  
Reading Curricula ◽  
Listening And Speaking

Abstract: The central concepts underlying academic reding and their implications for instruction are outlined as well as the development of reading curricula including the analyses and choosing material and text. Reading teachers need to design content based courses by building coherent and effective reading curricula. So teachers need to set ex- pectations for their students and assist them in achieving them by means of principled and purposeful reading instruction. In academic settings reading instruction is consid- ered to be the important means for learning information and access to explanations. It is also used to carry out language-learning tasks usually with writing activities, though listening and speaking activities may be linked to reading as well. Key words: multiple purpose, to synthesize, integrated skills, bilingual.

scholarly journals Online translators for L2 writing: a comparison of student and teacher perspectives

2021 ◽  
pp. 23-28
Author(s):  
Antonie Alm ◽  
Yuki Watanabe
Keyword(s):  
Language Learning ◽  
Formal Language ◽  
Teacher Perspectives ◽  
L2 Writing ◽  
Short Paper ◽  
Appropriate Use ◽  
Learning Contexts ◽  
Online Translators ◽  
Writing Tools ◽  
Formal Language Learning

This short paper reports on the preliminary findings of a study into the use of Online Translators (OTs) by university language students. Students of Chinese, French, German, Japanese, and Spanish and their teachers responded to comparative surveys on their respective use and evaluation of OTs for L2 writing in formal language learning contexts. Findings indicate that teachers have little awareness of the range of strategies students apply when using OTs as writing tools. Concerns of OT misuse for cheating or as a replacement for language learning seem largely unfounded. Students, however, perceive a lack of guidance for the appropriate use of OTs. Preliminary findings suggest that teachers need to review their assumptions about students’ OT practices and that both students and teachers would benefit from technical and pedagogical OT training.

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