Verstaanbaarheid als interactioneel en contextgebonden fenomeen

2021 ◽  
Vol 26 (2) ◽  
pp. 147-170
Author(s):  
Ellen Simon ◽  
Chloé Lybaert
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Language Education ◽  
Future Research ◽  
Content Type ◽  
Context Sensitive ◽  
Second Language Education ◽  
Communicative Success ◽  
And Migration

Abstract As a result of growing mobility and migration flows, the number of non-native speakers of Dutch in Belgium and the Netherlands have gradually increased over the past decades and so have the number of people enrolled in Dutch as a Second Language education. While there is huge variation in the profiles of these non-native speakers, they almost exclusively have in common that their Dutch sounds, in some way and at some stage, accented. In line with worldwide trends in foreign language teaching, the pronunciation goal in Dutch as a Second Language education has shifted from native-like to intelligible. Indeed, the notion of intelligibility has become prominent in language teaching and assessment. In this paper, we discuss the complexity of this notion and set it off against related terms like ‘comprehensibility’ and ‘foreign accent’. Through a literature review, we argue that intelligibility is an interactional and context-sensitive phenomenon: it is as much a responsibility of the speaker as it is of the listener or conversational partner(s) in general, whose attitudes will have an impact on the intelligibility and thus on the conversational flow and communicative success. After reviewing literature on the intelligibility of Dutch as a Second Language, we end by formulating some promising lines for future research.

scholarly journals The motivational dimension of language teaching

2017 ◽  
Vol 50 (3) ◽  
pp. 301-346 ◽  
Author(s):  
Martin Lamb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Teaching ◽  
Research Effort ◽  
Language Education ◽  
Future Research ◽  
Pedagogical Innovation ◽  
Learner Motivation ◽  
Enhanced Mobility ◽  
Vital Component

Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners’ early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students’ willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

scholarly journals Social Robots for Language Learning: A Review

2018 ◽  
Vol 89 (2) ◽  
pp. 259-295 ◽  
Author(s):  
Rianne van den Berghe ◽  
Josje Verhagen ◽  
Ora Oudgenoeg-Paz ◽  
Sanne van der Ven ◽  
Paul Leseman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Age Groups ◽  
Language Education ◽  
Social Robots ◽  
Future Research ◽  
Robot Assisted ◽  
Second Language Education

In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students’ motivation and robots’ social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.

scholarly journals Second Language Learners' Strong Preference for Self-initiated Self-repair: Implications for Theory and Pedagogy

2019 ◽  
Vol 10 (3) ◽  
pp. 541
Author(s):  
Simin Zeng
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Language Education ◽  
Current Development ◽  
Conversational Interaction ◽  
Efl Learners ◽  
Second Language Education ◽  
Language Classroom

This study employs a theoretical framework informed by Conversation Analysis to analyse the self-repairs of a particular group of teenage Chinese EFL learners. With an aim to report on the current development of the participants in using English socially in terms of managing repairs, this study explores their second language (L2) discourse in three communicative tasks. Audio-recorded conversations were analysed and searched for the four sequences of repair. Comparison of the participants' preference for repair sequence to native speakers shows that they can manage repairs and maintain conversation interactively and socially just as native speakers. This suggests that they should be treated as normal social beings in the language classroom and not to be interrupted by the teacher when troubles arise from conversational interaction. Thus, this study provides an account of the current development of these young learners in using the L2 interactively and socially, which holds implications for research on second language education as well as for classroom teaching.

The Development of Instructional Models in Second Language Education

1988 ◽  
Vol 9 ◽  
pp. 179-192 ◽  
Author(s):  
J. P. B. Allen
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Language Education ◽  
Instructional Models ◽  
Second Language Education ◽  
Language Behavior ◽  
Influential Paper

In an influential paper published in the late seventies, H. H. Stern distinguished between learning a language through a process of conscious study and practice (i.e., formally), or through use in the environment (i.e., functionally). According to Stern (1981), this aspect of language behavior can be characterized as a psycholinguistic/pedagogic continuum, or ‘P-scale.’ There is nothing inherently good or bad about activities at either end of the scale, and in organized language teaching one often finds an interplay between formal and functional approaches.

The Use of Network-Based Virtual Worlds in Second Language Education

2019 ◽  
pp. 1-25 ◽  
Author(s):  
Mark Peterson ◽  
Qiao Wang ◽  
Maryam Sadat Mirzaei
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Language Production ◽  
Language Education ◽  
Future Research ◽  
Second Language Education ◽  
Research Areas ◽  
Primary Focus ◽  
Target Languages

This chapter reviews 28 learner-based studies on the use of network-based social virtual worlds in second language learning published during the period 2007-2017. The purpose of this review is to establish how these environments have been implemented and to identify the target languages, methods used, research areas, and important findings. Analysis demonstrates that research is characterized by a preponderance of small-scale studies conducted in higher education settings. The target languages most frequently investigated were English, Spanish, and Chinese. In terms of the methodologies adopted, analysis reveals the majority of studies were qualitative in nature. It was found that the investigation of learner target language production, interaction, and affective factors represent the primary focus of research. Although positive findings relating to the above areas have been reported, the analysis draws attention to gaps in the current research base. The researchers provide suggestions for future research.

scholarly journals Exploring the Role of Technology through Collaborative Learning in Ecuadorian Language Education

2017 ◽  
Vol 2 (10.1) ◽  
pp. 1-11
Author(s):  
Heidi Marlen Marriott Toledo ◽  
Jose Miguel Campuzano Díaz
Keyword(s):  
Second Language ◽  
Collaborative Learning ◽  
Latin American ◽  
Language Education ◽  
Developed Countries ◽  
Future Research ◽  
Second Language Education ◽  
Use Of Technology ◽  
Efl Classrooms

In order to resemble the real world outside the classroom, more and more institutions find it essential to implement technology into their teaching practices as learners make great use of it in their daily lives and are expected to use it in their future careers. As a consequence, the role of technology in second language education has become the focus of several studies in the last years. These studies have resulted in the finding of multiple benefits such as the increase of learners™ motivation, an approach to authentic and meaningful communication, among others. Unfortunately, most of the studies on the use of technology in second language education have been performed in developed countries (e.g. Japan, Australia, USA), which become the perfect scenario to conduct a sound research due to all of the elements these settings count on. Therefore, it becomes essential to determine whether these models can be implemented in Latin American settings and how feasible these will be due to the limited resources which public institutions usually rely on.  This paper aims to review past research on the implementation of technology of EFL classrooms. Due to the broad scope, the use of technology implies and reluctance of more traditional instructors to include it, this literature-based research was limited to studies combining a technological feature with collaborative learning, another strong teaching approach in second language education. As a result, many advantages were found to the potential replication of these models in the Ecuadorian EFL classroom. Similarly, some criteria were developed to properly assess their feasibility for a more accurate outcome of the potential effectiveness of these models in the Ecuadorian EFL classrooms. Gruba and Hinkelman™s (2012) four considerations in the development of blended approaches to language learning were used as a reference to evaluate previous studies according to our needs. To conclude, some recommendations were made for future research on the topic.

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