scholarly journals THE RELATIONSHIPS OF PSYCHOLINGUISTICS IN ACQUISITION AND LANGUAGE LEARNING

2021 ◽  
Vol 9 (1) ◽  
pp. 17-26
Author(s):  
Yuliana Lumentut ◽  
Fergina Lengkoan
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Informal Learning ◽  
Learning Process ◽  
Attitudes And Behaviors ◽  
Language Knowledge ◽  
Formal And Informal Learning ◽  
Advanced Stages ◽  
Students Attitudes ◽  
Concrete Operational

Through psychology we can learn about how students ' attitudes and behaviors in acquiring and learning languages while through linguistics we can learn about language concepts and structures. At the stage of language acquisition, there are four phases of language acquisition in the child (1) the level of the (starting from age 0 sampai1 years), (2) period of holophrase (starting at the age of 1 to 2 years), (3) The two-word greeting period (starting at 2 to 2 years 6 months) (4) The starting period of grammar (starting at 2 years 6 months – up to 3 years and above).  And the four advanced stages are; 1. Sensorimotor stage (birth up to age 2 – 3 years), (2) Pre-operational stage (3 to 6 or 7 years old) (3) concrete operational stage (aged 6/7 years to 11 or 12 years), (4) Formal operational stage (12 years old to adulthood). While language learning is done formally in formal settings, For example language learning in the classroom. It is not important to learn anywhere while not in the classroom as long as the process of learning is directed at the mastery of the rules of the language consciously by educators as well as learners, the process is called learning. During the formal and informal learning process, the psycholinguistic process works to acquire language knowledge through a study. So this interdisciplinary can lead educators to understand the process that happens in every student who is faced with when they are trying to understand and identify the material understanding in language learning presented in the classroom.

Which came first: Infants learning language or motherese?

2004 ◽  
Vol 27 (4) ◽  
pp. 505-506 ◽  
Author(s):  
Heather Bortfeld
Keyword(s):  
Language Acquisition ◽  
Word Recognition ◽  
Language Learning ◽  
Learning Process ◽  
Building Blocks ◽  
Speech Segmentation ◽  
Learning Language

Although motherese may facilitate language acquisition, recent findings indicate that not all aspects of motherese are necessary for word recognition and speech segmentation, the building blocks of language learning. Rather, exposure to input that has prosodic, phonological, and statistical consistencies is sufficient to jump-start the learning process. In light of this, the infant-directedness of the input might be considered superfluous, at least insofar as language acquisition is concerned.

scholarly journals TED talk as a simulation tool in a higher education for the learning process and improvement students´ motivation : an academic practice with students of the degree in business intelligence and a prospective.

2019 ◽  
Author(s):  
Rosa Sanchidrian Pardo ◽  
Pilar Yubero Hermoso ◽  
Begoña Torrente Barredo
Keyword(s):  
Informal Learning ◽  
Learning Process ◽  
Qualitative Method ◽  
Educational Innovation ◽  
First Year ◽  
First Year Students ◽  
Formal And Informal Learning ◽  
Innovation Project ◽  
Scientific Results ◽  
Self Learning

The main mission of this project is to improve the professional skills of first year students and to measure their motivation, focus on self-learning and professionalism. For that, the professor uses The TED methodology as a great tool to develop these essential competences and introduces the student as the protagonist of the self- learning process. The TED tool was created to disseminate scientific results of great researchers. It has now become a system of scientific and social dissemination, used to improve formal and informal learning. Also, one of the skills that Spanish people need to work on is their communication skills and these kinds of projects are based on the effective communication competences and others that increase the motivation of students to self-learn and ask about newly acquired knowledge. This educational innovation project tries to use these tools to improve the professional and academic skills and reinforce the human dimension of students and the factor to motivate them to study and learn. It has been evaluated and with the advice of a mentor (subject teacher). The project has been evaluated using a quantitative and qualitative method and the conclusions are interesting because the students recommend it and indicates that their has been an improvement on skills, motivation, values and knowledge.

Engaging Students with Mobile Technologies to Support Their Formal and Informal Learning

2009 ◽  
Vol 1 (4) ◽  
pp. 84-98 ◽  
Author(s):  
Melanie Ciussi ◽  
Gill Rosner ◽  
Marc Augier
Keyword(s):  
Informal Learning ◽  
Knowledge Construction ◽  
Student Attitudes ◽  
Digital Natives ◽  
Traditional Classroom ◽  
Mobile Technologies ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Classroom Education ◽  
Students Attitudes

This article explores “Y generation” students’ attitudes to mobile technologies in the context of education, and use of podcasts on their handhelds in particular. Our intention is to investigate how students use mobile devices to support their formal and informal learning practices. One of the “big issues” in mobile learning that we address here is the co-existence of personal informal learning and traditional classroom education. After conducting an experiment and a survey, we conclude that the diversity of student attitudes toward using podcasts in education means that we are in the time of “in between years.” Learning “any time/anywhere” and “digital natives” prove to be a myth for many. The current challenge for podcasting in education is to move from information transmission to knowledge construction and sharing within a formal setting.

scholarly journals Will mobile learning change language learning?

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Portable Devices ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

scholarly journals BERMAIN PERAN (ROLE PLAY) DALAM PEMELAJARAN KETERAMPILAN BERBICARA BAGI PEMELAJAR BIPA TINGKAT PEMULA

2020 ◽  
Vol 2 (2) ◽  
pp. 65
Author(s):  
Tofan Gustyawan
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Learning Process ◽  
Language Comprehension ◽  
Role Play ◽  
Practical Experience ◽  
Teaching Material ◽  
Comprehension Process ◽  
Creative Teacher ◽  
Bahasa Indonesia

Artikel ini ditulis berdasarkan pengalaman praktis dalam merancang bahan ajar BIPA yang sesuai dengan kebutuhan pembelajar BIPA. Kebutuhan pembelajar yang beragam dapat dijadikan sebagai pertimbangan dalam penyusunan bahan ajar BIPA.  Kebutuhan pembelajar harus diketahui agar proses pembelajaran bahasa Indonesia dapat terakomodasi. Pada proses pembelajaran memerlukan pengajar yang kreatif menghadirkan konteks Indonesia dalam proses pemahaman bahasa Indonesia. Pengajar BIPA yang kreatif salah satunya adalah pengajar yang mampu mengaplikasikan kemampuan seni dalam proses pemerolehan bahasa sebagai strategi pembelajaran BIPA.This article is written according to practical experience in planning BIPA teaching material which is suitable for BIPA learners' needs. Various learners' needs can be become a consideration in making BIPA teaching material. Learners' need must be known  so that Indonesian Language learning process can be accommodated. On learning process is needed a creative teacher whom can bring Indonesian contexts in Indonesian Language comprehension process. One of creative BIPA teachers is a teacher who can apply his art ability in language acquisition process  as a strategy in BIPA teaching.

Informal Learning in Second Language Acquisition

2019 ◽  
pp. 1111-1122
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Informal Learning ◽  
English Proficiency ◽  
Self Directed Learning ◽  
Directed Learning ◽  
And Performance

This chapter has investigated the importance of informal language learning in second language acquisition through a case study of two ESL learners. The effect of various kinds of informal learning with various resources on language proficiency and performance are discussed in relation to Bennett's model (2012). The case study shows that an “intake-type” informal environment can provide input to the language acquisition and self-directed learning and is crucial to effective language learning. Through the interviews with the subject learners, it can be seen that the learner with higher English proficiency and performance has been using self-directed language learning throughout his childhood and youth whereas the learner with lower English proficiency and performance generally has adopted tacit learning, which seems to be less effective in informal learning. Hence, self-directed learning should be promoted in schools and colleges by raising students' awareness of its importance and promoting learning-to-learn strategies.

Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Anahí Alba de la Fuente ◽  
Hugues Lacroix
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Cognitive Skills ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Foreign Language Acquisition ◽  
Language Classrooms ◽  
Foreign Language Classrooms

AbstractIn foreign language classrooms we often find that, in addition to their mother tongue (L1), learners already speak – or are learning – at least one other language. As a result, they already have an array of linguistic and cognitive skills that may prove very useful if they are adequately exploited during the language learning process. However, in contrast with the growing interest displayed by researchers in the processes involved in the acquisition of a third or subsequent language (e.g.

scholarly journals Mobile blogs in language learning: making the most of informal and situated learning opportunities

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 96-112 ◽  
Author(s):  
Anna Comas-Quinn ◽  
Raquel Mardomingo ◽  
Chris Valentine
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Situated Learning ◽  
Learning Experience ◽  
Pilot Project ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Language And Culture ◽  
Educational Environments ◽  
Formal And Informal Learning

AbstractThe application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. Mobile technologies can also provide a powerful connection between a variety of formal and informal learning contexts and can help to build a community of learners. However these versatile tools present challenges to educators and learners alike. The paper discusses the pedagogical challenges that result from the introduction of mobile technologies in language learning in the context of an intensive week of study abroad. We describe and evaluate a pilot project that uses mobile blogging to promote a constructivist, situated and informal learning experience of the foreign language and culture based on theories of active learning. We aim to encourage interaction and a sense of community among learners outside formal educational environments and in different locations as we ask them to engage with the foreign culture by capturing, sharing and reflecting on their experiences for their peers.

scholarly journals EFL students' attitudes toward corrective feedback: a study conducted at undergraduate level

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tanzina Halim ◽  
Rizwana Wahid ◽  
Shanjida Halim
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Learning Process ◽  
Corrective Feedback ◽  
Male Students ◽  
Content Type ◽  
Efl Learners ◽  
Language Classrooms ◽  
Students Attitudes ◽  
Automated Feedback

PurposeThe purpose of this study is mainly to find out the EFL learners' attitude towards corrective feedback. This paper also investigates types of learners who prefer the online or offline corrective feedback, and how feedback should be tailored to the needs of the learners.Design/methodology/approachThe study was conducted on sixty female participants who were students of levels 7 and 8 of the B. A. program (English) at King Khalid University, Saudi Arabia. They were administered a questionnaire comprising eight questions about corrective feedback from teachers individually and independently so that they could identify their own choices without any influence from other participants. The items in the questionnaire were closed items.FindingsIt was found that both types of feedbacks are essential to enhance learners' linguistic accuracy. Learners have shown their positive attitude towards teachers' corrective feedback because they consider it a motivating learning tool. Not only that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners. On the other hand, some of the learners are not serious about going through corrective feedback given by teachers because sometimes they are unable to differentiate between what helps or hampers progress towards language learning. However, they preferred both online (immediate/automated) feedback and offline (delayed) feedback. In general, the results state that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners.Research limitations/implicationsThis study has some limitations. The first one is the sample size. Only students from levels 7 and 8 (undergraduates) were taken into consideration. The second limitation is that the researchers focused on only one university in Saudi Arabia. The third limitation is that no male students participated in this study. The results might be different if the male students participated as well.Originality/valueOne vital point in employing CF in the language classrooms is timing. Considering the timing of corrective feedback, teachers face the problem of whether CF should be immediate (online) or delayed (offline).

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