scholarly journals Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

2011 ◽  
Vol 19 ◽  
pp. 56
Author(s):  
Vehbi Turel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Real World ◽  
Digital Computer ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Positive Effects ◽  
Different Types ◽  
Audio Video

<p>The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.</p>

Synthetic Speech in Computer-Enhanced Foreign Language Learning

2011 ◽  
pp. 227-253 ◽  
Author(s):  
Min Kang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Natural Speech ◽  
Synthetic Speech ◽  
Listening Skills ◽  
Foreign Language Learners ◽  
Comprehension Ability ◽  
The Relationship

The goal of this chapter is to explain several experiments carried out by our research group to explore whether synthetic speech can be currently used to replace natural speech in listening materials for foreign language learning or not. For CALL purposes, synthetic speech in English was evaluated from the viewpoints of both foreign language learners and teachers. We conducted several surveys: (a) to find out if the synthetic speech generated by current TTS engines is as efficient as natural speech in training listening skills, (b) to identify the specific ways in which the evaluated synthetic speech is as good as natural speech, (c) to determine the relationship between changes in individual listening comprehension ability and the results of the quality evaluations of synthetic speech, and (d) to discuss the possible approaches for using synthetic speeches.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Short Term Memory ◽  
Foreign Language Learning ◽  
Text To Speech ◽  
Short Term ◽  
Efl Learners ◽  
Future Studies ◽  
Significant Difference

Researchers have long supported the use of dictation as a test for language learners (Fountain &amp; Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants&rsquo; vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

scholarly journals THE ROLE OF VIDEO CONFERENCING IN FOREIGN LANGUAGE LEARNING AMONG YOUNG STUDENTS

2021 ◽  
Vol 9 (1) ◽  
pp. 493-497
Author(s):  
Branko Medic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Resistance To Change ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Philip Pullman ◽  
Multimodal Interactions

During the coronavirus pandemic research on video conferencing effects on young language learners is more than ever relevant. During the sharp transition, educators need to fully understand the benefits and possible pitfalls of video conferencing, but also overcome resistance to change through knowledge. As author Philip Pullman rightly points out, “You cannot change what you are, only what you do.” This article summarised key research and provided evidence for and against the use of video conferencing in foreign language education. Thus, it gives food for thought and reflection, as well as directions for possible interventions.  However, the research was limited in terms of time and available literature, and the topic certainly requires more attention. In future, it is recommended to further research the use of multimodal interactions (sound, audio, text) in video conferencing, as well as coping strategies for dealing with the lack of interaction in the video conferencing-enabled classroom.

A Comparative Study of Platforms for Multi-User Virtual Environments

2011 ◽  
pp. 137-170
Author(s):  
Arda Tezcan ◽  
Debbie Richards
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Foreign Language Learning ◽  
Fields Of Study ◽  
The Right ◽  
Minimal Effort

Multi-User Virtual Environments (MUVEs) have been found to be engaging and provide an environment in which the elements of discovery, exploration and concept testing, fundamental to the field of science, can be experienced. Furthermore, MUVEs accommodate lifelike experiences with the benefit of the situated and distributed nature of cognition; they also provide virtual worlds to simulate the conditions that are not doable or practicable under real world circumstances making them very relevant to many other fields of study such as history, geography and foreign language learning. However, constructing MUVEs can be expensive and time consuming depending on the platform considered. Therefore, providing the most appropriate platform that requires minimal effort, cost and time will make MUVE deployment in the classroom faster and more viable. In this chapter, the authors provide a comparative study of prominent existing platforms for MUVEs that can be used to identify the right balance of functionality, flexibility, effort and cost for a given educational and technical context. A number of metrics are identified, described and used to enable the comparison. Platform assessment was done in four main metric groups: communication and interaction, characters, features and education. Communication and interaction metrics are used to assess how the communication and interaction is done within the examined platform. Character metrics are employed to measure avatar and agent affordances. Features metrics are defined to compare what the platform offers in terms of technology. Lastly, education metrics are used to identify the value of the associated platform for educational purposes.

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

scholarly journals Machine Translation in Foreign Language Learning Classroom-Learners’ Indiscriminate Use or Instructors’ Discriminate Stance

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Xiaomin Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Language Proficiency ◽  
Curriculum Design ◽  
Foreign Language Learning ◽  
Technology Tools ◽  
Holistic Understanding ◽  
Self Development

The use of machine translation (MT) tools in language learning classroom is now omnipresent, which raises a dilemma for instructors because of two issues, language proficiency and academic integrity, caused by that fact. However, with the unstoppable development and irresistible use of MT in language learning, rather than entangling with using it or banning it, it is more significant to figure out why learners turn to MT in spite of the prohibition from their instructors and how can instructors guide learners to use it appropriately. Consequently, this paper reviews articles with regard to the reason why learners turn to MT, the practical use of MT in learners’ writing, and some pedagogical solutions for making peace with MT in language learning classroom respectively. Implications can be garnered like that a course for learners of how to use MT tools properly should be included in the curriculum design, and simultaneously, the holistic understanding of these overwhelmingly fast-developed technology tools for instructors should be a part of teachers’ self-development, since instructors without knowledge said technology tools can not fully motivate language learners and implement the pedagogical solutions offered.

Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings

2020 ◽  
Vol 8 (1) ◽  
pp. 107-136 ◽  
Author(s):  
Amélie Bulon
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Frequency Range ◽  
Foreign Language Learners ◽  
Interdisciplinary Project ◽  
French Speaking

Abstract Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.

The Business of Pragmatics. The Case of Discourse Markers in The Speech of Students of Business English and English Linguistics

2011 ◽  
Vol 161 ◽  
pp. 10-30 ◽  
Author(s):  
Lieven Buysse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Discourse Markers ◽  
Business English ◽  
Foreign Language Learners ◽  
Native Speech

Abstract This paper investigates how foreign language learners use discourse markers (such as so, well, you know, I mean) in English speech. These small words that do not contribute much, if anything at all, to the propositional content of a message but modify it in subtle ways, are often considered among the last elements acquired in a foreign language. This contribution reports on close scrutiny of a corpus of English-spoken interviews with Belgian native speakers of Dutch, half of whom are undergraduates majoring in Commercial Sciences and half of whom are majoring in English Linguistics, and sets it off against a comparable native speaker corpus. The investigation shows that the language learners exhibit a clear preference for “operative discourse markers” and neglect or avoid “involvement discourse markers”. It is argued that in learner speech the former take on functions typically fulfilled by the latter to a greater extent than in native speech, and that in some cases the learners revert to a code-switching strategy to cater for their pragmatic needs, bringing markers from Dutch into their English speech. Finally, questions are raised as to the place of such pragmatic devices in foreign language learning.

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