scholarly journals Language learning with Netflix: from extensive to intra-formal learning

2021 ◽  
Vol 29 (1) ◽  
pp. 81
Author(s):  
Antonie Alm
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Opportunities ◽  
German Language ◽  
Formal Learning ◽  
Learning Spaces ◽  
Personal Learning ◽  
Mainstream Media

<p>This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants’ reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing.</p>

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals VOCABULARY ACQUISITION AMONG ESL LEARNERS: A LOOK AT STRATEGIES AND BARRIERS

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Eliyas S. Mohandas
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Target Language ◽  
C Language ◽  
Vocabulary Strategies ◽  
Learning Barriers ◽  
Vocabulary Learning Strategies ◽  
Higher Institution ◽  
Esl Learners

Having good vocabulary can help language learners go a long way towards mastering their target language. Language learners need to know both grammatical aspects as well as the meaning of words in order to communicate effectively. This study investigates the vocabulary learning strategies and also language learning barriers of undergraduates in a higher institution of learning. The instrument used for this study is a survey. The survey has three main sections; (a) personal details, (b) vocabulary strategies, and (c) language learning barriers. Data collected is analysed using SPSS and presented in the form of mean scores. Findings revealed that learners use vocabulary strategies such as metacognitive, guessing, dictionary, note-taking and rehearsal strategies. Findings also revealed that language barriers such as effective, environment and motivation can hinder learners’ learning of vocabulary of the target language. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0767/a.php" alt="Hit counter" /></p>

scholarly journals A Closer Look at Language Learning Strategies

2020 ◽  
Vol 2019 (1) ◽  
pp. 100
Author(s):  
Joseph Wood
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Interview Data ◽  
Language Learning Strategies ◽  
Advanced Level ◽  
Effective Strategies ◽  
Second Year ◽  
Depth Interviews

Language learning strategies (LLSs) are made up of the conscious and deliberate actions that language learners take in order to help them learn a language. It would be useful, however, to know which particular LLSs are the most effective so we can in turn focus on them in class and encourage our students to begin using them. To do this, we should ask ourselves, what kinds of LLSs do advanced-level students use in their own language learning? This study examined that question in hopes of learning the most effective strategies to teach our lower-level students to use. An advanced-level class of 18 second-year university students in Japan was surveyed on the effectiveness of LLSs based on a class-generated list. Following this, six students were selected for in-depth interviews. The survey and interview data found that students believed that speaking strategies are the most effective for learning English. 言語学習におけるストラテジー（LLSs）とは、学習者が言語を学びやすくするために起こす意識的かつ計画的な行動により構成されるものである。しかしながら、最も効果的なLLSsは何なのかを知ることは有益である。さらに授業の中でそれらのLLSsに注目し、学生たちがそれらを使い始めるように促すことを可能にするためである。それを知るために、私達は自分自身に次のように問うべきである―上級レベルの学生たちが英語学習の際に使っているのはどんなLLSsだろうか？本研究では、その答えを出し、初級レベルの学生たちにも最も効果的なLLSsを使って学習させるべく調査を展開している。日本のある大学の2年生18人の英語上級者クラスでは、学生たちが自ら作ったリストをもとに、それぞれのLLSsの効果を調査した。また、6人の学生に詳細なインタビューを受けてもらった。これらの調査により、英語上級者の学生たちが考える最も効果的なLLSsはスピーキングであるということがわかった。

scholarly journals LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

2020 ◽  
Vol 2 (3) ◽  
pp. 271-279
Author(s):  
Durga Bhusal
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Affecting Factors ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

scholarly journals Logbook: a Tool for Learning Inside and Outside the Language Class

EL LE ◽  
2018 ◽  
Author(s):  
Marcella Menegale
Keyword(s):  
Knowledge Transfer ◽  
Language Learning ◽  
Learning Strategies ◽  
Experimental Research ◽  
Real Life ◽  
Learning Opportunities ◽  
Metacognitive Awareness ◽  
Language Competence ◽  
Language Class

One of the aims of language learning is that learners can apply outside the classroom what they learn at school and, vice versa, can use in classroom what comes from their experience in ‘real’ life, that is, outside school walls. However, as nearly a century of experimental research on the field has proved, knowledge transfer does not occur spontaneously, on the contrary, this capacity seems to be particularly complicated and difficult to encourage. It is therefore crucial to help learners gain awareness and make use of existing language learning opportunities as well as the learning strategies they can employ so to increase their capacity to make connections. Among the different tools that can be used to enhance both language competence and metacognitive awareness, logbook is considered one of the most handy and purposeful. This paper will try to explain what a logbook is and how it can be used with students with the intention to promote their language learning both in and out of the classroom.

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2018 ◽  
pp. 872-894
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

Language choice and second language learning opportunities in learners’ social networks

2007 ◽  
Vol 30 (1) ◽  
pp. 5.1-5.18
Author(s):  
Naomi Kurata
Keyword(s):  
Social Networks ◽  
Language Learning ◽  
Language Learners ◽  
Language Choice ◽  
Learning Opportunities ◽  
Natural Environments ◽  
Foreign Language Learners ◽  
L2 Learning ◽  
On Line ◽  
Natural Interactions

This paper examines the patterns of language choice and the construction of L2 learning opportunities in foreign language learners’ social networks by focusing on how these patterns and opportunities are socially structured in a Japanese language learner’s natural interactions. It is based on a range of data, including a script of on-line chat occurring in natural environments as well interview data. Drawing on Cummins’ (1996) concept of interpersonal space, the findings indicate that there were a number of social and contextual factors that seemed to affect the learner’s language choice and L2 learning opportunities in complex ways. Most of these factors appeared to be related to the learner’s and/or his network interactants’ identity as an adequate L2 user and their perception of each other’s L2 proficiency and/or role. This paper provides insights into how to create environments that promote the learners’ opportunities for L2 use and learning.

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