Introduction: Supporting learners and educators in developing language learner autonomy

10.47908/8/i ◽  
2020 ◽  
pp. 1-7
Author(s):  
Michelle Tamala
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomy Development ◽  
The Social

This introduction sets the scene for the volume that explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. The author gives an overview of the chapters and notes that the findings pay special attention to the ‘social turn’ in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept.

Supporting Learners and Educators in Developing Language Learner Autonomy

10.47908/8 ◽  
2020 ◽  
Keyword(s):  
Second Language Acquisition ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Research Field ◽  
Language Learner ◽  
Holistic View ◽  
Autonomy Development ◽  
The Social ◽  
The Subject

This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. ​Through six detailed chapters, we look at different aspects of learner autonomy that support both students and educators as they become more autonomous in their practise. The authors pay special attention to the ‘social turn’ in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept. The breadth of research presented provides a more holistic view of learner autonomy, and how many aspects of teaching and learning are connected to this. The volume concludes with a research agenda which draws on the social factors and agency that are likely to be the subject of further work in the coming years. This research agenda aims to inform and inspire the research field, and revisit certain methods, metaphors and terms we have used within the field for decades. ​

Research agenda for supporting learners and educators in developing language learner autonomy

10.47908/8/6 ◽  
2020 ◽  
pp. 153-162
Author(s):  
Ward Peeters
Keyword(s):  
Second Language Acquisition ◽  
Research Agenda ◽  
Learner Autonomy ◽  
Language Learner ◽  
Future Research ◽  
Practical Applications ◽  
Autonomy Development ◽  
The Social ◽  
Context Of Learning ◽  
Theoretical Foundations

In this chapter, the author reflects on the ideas in this volume, that have explored some of the theoretical foundations, philosophical underpinnings, practical applications as well as evaluations of learner autonomy and learner autonomy spaces. In the editors’ view, the findings that are presented throughout the chapters exemplify the ‘social turn’ in researching learner autonomy development and second language acquisition, in which the social, interactive and co-dependent nature of the concept has increasingly come to the foreground (cf. Little, Dam, & Legenhausen, 2017; Peeters & Ludwig, 2017; Toohey & Norton, 2003). This social turn also forms the backbone of the research agenda that is presented in this section, with questions about the context of learning, the different frames in which autonomy can develop and how we define ‘value’ in learning. By making suggestions for how to start answering these questions, this chapter aims to outline a pathway for future research in the field of learner autonomy.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

scholarly journals Age and Second Language Acquisition in Adulthood: The Learning Experiences and Perceptions of Women Immigrants

1999 ◽  
Vol 16 (2) ◽  
pp. 01 ◽  
Author(s):  
Wendy Wang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Language Proficiency ◽  
Classroom Practice ◽  
Age Of Onset ◽  
L2 Acquisition ◽  
Language Curriculum ◽  
The Social

Although considerable evidence indicates that age of onset for second language acquisition is related to second-language proficiency outcomes among adult learners Jew studies have actually looked at how adult learners of different ages experience and perceive second language acquisition. This study presents 30 women immigrant learners' accounts of their experiences and perceptions of learning English as a second language in the Canadian context. Findings from this study reveal the complexity of adult L2 acquisition, which involves factors pertaining not only to the learners themselves, but also to the social context in which the second language is learned. Implications of these findings are discussed in relation to the second language curriculum development and classroom practice.

The Development of Metropolitan Languages in Post-Colonial Contexts: Language Contact and Language Change and the Case of Portuguese in Maputo

1996 ◽  
Vol 19 (2) ◽  
pp. 183-213
Author(s):  
Christopher Stroud
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Contact ◽  
Language Change ◽  
Social Contexts ◽  
Speech Community ◽  
Post Colonial ◽  
Contact Linguistics ◽  
The Social

This article explores briefly some phenomena of potential indigenization of the Portuguese spoken in Mozambique. Data for the study has been taken from work that is currently underway in Maputo, Mozambique, that was originally initiated to investigate contact varieties of Portuguese and to probe their educational implications. Speech samples comprise formal interviews and non-formal encounters from a socio-demographically representative sample of informants. The article first provides an inventory of some non-standard European Portuguese variants that are found in this data, and subsequently focusses upon a discussion of what contribution different linguistic processes make to indigenization, specifically the role played by processes of second language acquisition in a context of massive and diffuse language contact and change. Special attention is also paid to the social contexts in which different manifestations of language contact are found, and the importance of linguistic ideology for the form that language contact takes in particular cases is explored. The article concludes with the suggestion that the salient characteristics of types of non-native speech community such as Maputo require a reconceptualization of models and methods of contact linguistics and second language acquisition, and that this in turn carries implications for the terms of reference and analysis to which indigenization need be related.

scholarly journals Testing the Noticing Function of the Output Hypothesis

2016 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Sumayyah Qaed Alsulami
Keyword(s):  
Original Writing ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Writing Skills ◽  
Language Learner ◽  
Linguistic Knowledge ◽  
Second Language Learner ◽  
Comprehensible Input ◽  
Stage 1

<p>In spite of Krashen’s (1985) claims that the only way to acquire a second language is through non-stressful comprehensible input, Swain (1995, 1998, 2005) and others propose that the production of language (speaking or writing), under certain circumstances, is a significant part of the second-language acquisition process. Swain also states that there are three functions of output, and one of these is the noticing or triggering function, in which through producing output, learners become aware of their linguistic knowledge. This study examines the role and effectiveness of output – in particular, the noticing function of language output – in developing the writing skills of an English as a Foreign Language (EFL) student from Saudi Arabia. The notice function enables the student to identify lexis and grammar problems in his writing. Data collection for the study was conducted in three stages: In Stage 1 the participant, who studies English at Latrobe Language Centre in Level 4A, wrote three paragraphs in response to illustrated questions. In Stage 2, the participant compared his original writing to model paragraph feedback tools. In Stage 3, the student rewrote his original paragraphs based on what he noticed in Stages 1 and 2. This methodology demonstrated the aspects of language that a second-language learner noticed while forming a paragraph on his own. It also illustrated what the participant noticed when he compared his writing to a model and what changes he made to his writing, as a result. It pushed the learner to create a modified output, leading to development of his writing skills in second-language acquisition.</p>

Sign in / Sign up

Export Citation Format

Share Document