scholarly journals The influence of teaching media in learning English language

2021 ◽  
Vol 2 (3/S) ◽  
pp. 208-211
Author(s):  
Saodatkhan Khodjaeva
Keyword(s):  
Second Language ◽  
Mass Media ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Language Teachers ◽  
Teacher Needs ◽  
The Subject ◽  
Teaching Learning ◽  
Learning Language

This article is devoted to the study of the issue of teaching media in learning language. The use of mass media to teach language in authentic context represents a double challenge for language teachers. Teaching media is one of important part in delivering the subject. Especially for the students as second language learners. Teacher needs to have media as strategy to attract the students to learn English in order to reach the goal of teaching learning.

scholarly journals Utilizing Smartphones to Enhance Students ‘Learning of English Language

2021 ◽  
Vol 9 (7) ◽  
pp. 67-76
Author(s):  
S. Subha ◽  
Dr S Diravidamani
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Second Language Learners ◽  
Smart Phone ◽  
Language Teachers ◽  
Smart Phones ◽  
Language Classrooms ◽  
Learning English

Technology plays a momentous role in almost all the fields mainly far –reaching in educational field. It provides creative freedom, endless resources and learning materials. In the current scenario, students engage themselves in the recent technological advancements which not only kill their time but also entertain them all the time. So, the Teachers can take up these technological tools in their hands to inculcate English language to the younger generation instead of following the traditional method of teaching. Now-a-days, Smart phones have reached all the hands in the world including the rural people and made everything easier. By using   smart phones effectively in Language classrooms, English language teachers can provoke interest among the non –native learners in learning English Language. Smart phone is a tool which presents visually attractive materials to the students that would be very much appealing to the second language learners. Through this, the four basic communication skills (LSRW Skills) of the second language learners can be enriched and refined .Thus, this paper predominantly focuses on the  pros and cons of using smart phones in learning English  based on the feedback  accrued  from the undergraduate students .

Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
Second Language Learners ◽  
Right Hemisphere ◽  
Brain Activation ◽  
Frequency Range ◽  
Second Language Processing ◽  
Language Students

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.

Multimedia learning materials for second language learners

2020 ◽  
Vol 55 (3) ◽  
pp. 175-192
Author(s):  
Xiaoling He ◽  
Haojiang Ying ◽  
Sureenate Jaratjarungkiat
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Community Exposure ◽  
Beginning Learners ◽  
Human Actors ◽  
Noisy Background ◽  
Live Action

Abstract As an important form of second language input, videos have been given much attention by both language teachers and SLA researchers. Second language learning videos typically come in two forms: live-action videos (with human actors in realistic settings) and animation videos. In this paper, we report on an empirical study on the relative merits of these two kinds of videos for beginning learners of Chinese. A total of 82 participants took part in this research as students in a Beginners’ Chinese Language course at a university in Singapore. Each participant attended four learning sessions, two of which being based on live-action videos and another two on animation videos. Post-tests showed that the efficacy of the two kinds of videos differed between students who had had richer community exposure to Mandarin before attending the course and students who did not have such exposure. The former group performed significantly better than the latter after attending live-video sessions. However, students in the latter group reported a preference for animation videos during the post-interviews due to the more well-controlled quality of the soundtracks (i.e., less noisy background).

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

Learning Arabic Through Language of Journalism

2019 ◽  
pp. 1837-1867
Author(s):  
Mai Samir El-Falaky
Keyword(s):  
Second Language ◽  
Mass Media ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
First Language ◽  
Language Teachers ◽  
Natural Context ◽  
Direct Exposure ◽  
Lexical Items

Second language learning requires more than memorizing rules and vocabulary detached from contexts. Language teachers have to encourage the exposure to real context to enable their students to ‘acquire' the language in the same way they acquire their first language. This could entail an unconscious induction called ‘analogy'. Analogy may enable language learners to create neologisms for the purpose of communicating. This could also enable them to obtain a better understanding of lexical items in context. This chapter highlights the benefits of direct exposure to neologisms in journalistic texts, which influences learners' morphological choice. Mass media in general and journalism in particular are thought to be a perfect means of learning any language in its natural context.

scholarly journals Agreement attraction in native and nonnative speakers of German

2018 ◽  
Vol 39 (3) ◽  
pp. 619-647 ◽  
Author(s):  
SOL LAGO ◽  
CLAUDIA FELSER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Verb Agreement ◽  
Russian Speakers ◽  
Second Language Speakers ◽  
Linear Distance ◽  
The Subject

ABSTRACTSecond language speakers often struggle to apply grammatical constraints such as subject–verb agreement. One hypothesis for this difficulty is that it results from problems suppressing syntactically unlicensed constituents in working memory. We investigated which properties of these constituents make them more likely to elicit errors: their grammatical distance to the subject head or their linear distance to the verb. We used double modifier constructions (e.g., the smell of the stables of the farmers), where the errors of native speakers are modulated by the linguistic relationships between the nouns in the subject phrase: second plural nouns, which are syntactically and semantically closer to the subject head, elicit more errors than third plural nouns, which are linearly closer to the verb (2nd-3rd-noun asymmetry). In order to dissociate between grammatical and linear distance, we compared embedded and coordinated modifiers, which were linearly identical but differed in grammatical distance. Using an attraction paradigm, we showed that German native speakers and proficient Russian speakers of German exhibited similar attraction rates and that their errors displayed a 2nd-3rd-noun asymmetry, which was more pronounced in embedded than in coordinated constructions. We suggest that both native and second language learners prioritize linguistic structure over linear distance in their agreement computations.

scholarly journals Math and English for Academic Purposes

2018 ◽  
Vol 6 (1) ◽  
pp. 6-12
Author(s):  
Melissa Stamer-Peterson
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Classroom Interaction ◽  
English For Academic Purposes ◽  
Asking Questions ◽  
The Subject ◽  
Math Class

Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.

scholarly journals A Corpus-based Comparative Study of Learn and Acquire

2015 ◽  
Vol 9 (1) ◽  
pp. 209
Author(s):  
Bei Yang
Keyword(s):  
Second Language ◽  
Comparative Study ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Linguistic Feature ◽  
Natural Discourse ◽  
British National Corpus ◽  
National Corpus

<p>As an important yet intricate linguistic feature in English language, synonymy poses a great challenge for second language learners. Using the 100 million-word British National Corpus (BNC) as data and the software Sketch Engine (SkE) as an analyzing tool, this article compares the usage of <em>learn</em> and <em>acquire </em>used in natural discourse by conducting the analysis of concordance, collocation, word sketches and sketch difference. The results show that different functions of SkE can make different contributions to the discrimination of <em>learn</em> and <em>acquire</em>. Pedagogical implications are discussed when the results are introduced into the classroom.</p>

scholarly journals A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning

2021 ◽  
Author(s):  
Raghad Fahmi Aajami
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Second Language Learners ◽  
Word Meaning ◽  
New Horizons ◽  
New Vision ◽  
The University ◽  
Lexical Concepts

To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05≤) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.

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