scholarly journals A Study on the Effect of Continuation Task on the Usages of the Second Language in the Argumentative Writing

2019 ◽  
Vol 12 (7) ◽  
pp. 52
Author(s):  
Honggai Cai
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Learner ◽  
Control Group ◽  
Argumentative Writing ◽  
Second Language Learner ◽  
Reading Materials ◽  
Reading Text ◽  
Experimental Group

The purpose of this study is to investigate the effect of continuation writing on the usages of the second language in the argumentative writing. The research questions in this study are as follows: 1) Whether the language application of the second language learner exists in coordination with the reading text; 2) Whether the continuation writing can promote the learning of vocabulary and phrases in the second language learning; 3)whether the comparative continuation reduce the learner’s linguistic bias. In this study, the experimental group was asked to read the materials first, and through the guidance, attention, and other measures to strengthen the understanding of the reading materials while the control group without reading materials ahead of time blindly write an essay on the same topic and then compare them by corpus. The results of the study indicate that the alignment effect of the experimental group was stronger. The subjects are able to use the words and phrases that appear in the reading materials at high frequency. The research results can provide reference for the continuation writing teaching and research in the field of the second language.

scholarly journals Collaborative Instructional Strategies and Attitudes toward Second Language Learning

2020 ◽  
Vol 3 (5) ◽  
pp. 60-67
Author(s):  
Carolyn F. Pardo-Tolentino ◽  
Rischelle G. Aggabao
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Collaborative Strategies ◽  
The Relationship ◽  
Experimental Group

This paper examines the effectiveness of using collaborative instructional strategies in teaching second language and presents the attitudes toward using these collaborative strategies among Grade 8 students. To determine the results, the experimental research design was used to test the relationship between the variables. Findings revealed that five collaborative learning strategies namely think-pair-share, jigsaw puzzle, mind mapping, round robin, and send a problem were assessed as satisfactory by the respondents. Though the data show these collaborative strategies received the same assessment, “send a problem” has the highest average mean. With regard to the respondents’ performance in the pretest and posttest, students who belong in the experimental group show a slight increase in scores than those students in the control group. Students from both groups have the same perception in using these collaborative strategies. Thus, the researchers believe that using collaborative instructional strategies help learners understand better the second language.

INPUT, INTERACTION, AND THE SECOND LANGUAGE LEARNER.Susan M. Gass. Mahwah, NJ: Erlbaum, 1997. Pp. xi + 189. $45.00 cloth, $22.50 paper.

2000 ◽  
Vol 22 (1) ◽  
pp. 114-115
Author(s):  
James F. Lee
Keyword(s):  
Second Language ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Learner ◽  
Second Language Learner ◽  
Second Language Development ◽  
Readable Book ◽  
The Relationship

Input, interaction, and the second language learner is, as the title suggests, a view of the relationship among input, interaction, and second language development. Susan M. Gass has written an extremely readable book that explicates many of the most discussed issues in second language learning in the 1990s. Her intention, successfully achieved, is to demonstrate where theories and frameworks coincide, not just collide.

scholarly journals Learning in a Content-Based, Collaboratively Structured Course: The Experience of an Adult ESL Learner

1994 ◽  
Vol 12 (1) ◽  
pp. 15 ◽  
Author(s):  
Merrill Swain
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Japanese Woman ◽  
Language Learner ◽  
Social Dimensions ◽  
Second Language Learner ◽  
Group Settings ◽  
Adult Esl ◽  
The Social

In this article the emotive, social aspects of learning ESL in small group settings are explored. The feelings and beliefs of one learner, an adult Japanese woman, are captured as she reflects on her classroom experiences. It is argued that her conscious reflection about her negative emotions and their sources allowed her to act on them, resulting in enhanced second language learning. It is also argued that it may be as important to help learners deal with the social dimensions as the cognitive dimensions of second language learning in order to experience success as a second language learner.

scholarly journals The influence of cultural constraints on comprehension among second language (L2) learners: Implications for language teaching and learning

2020 ◽  
Vol 9 (1) ◽  
pp. 135-141
Author(s):  
Ugochi Happiness Ikonne
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Language Learner ◽  
Target Language ◽  
Affective Factors ◽  
Second Language Learner ◽  
Language L ◽  
Cultural Constraints

Very many factors have been found to influence second language learning. For instance, affective factors such as attitude, motivation and personality have usually been acknowledged to play important role in second language learning. Other factors include environmental factors which could be geographical and/or cultural. This discourse reviewed the various ways in which cultural constraints and cultural differences impede comprehension among second language (L2) learners. Emphasis was on listening, reading, pragmatics and viewing comprehension. It was recommended that language teacher apply strategies and techniques like infantilization, dramatization, excursion, audio and visual resources to concretize their lessons. Also, to bridge the cultural gap between the second language learner and the culture of the target language, acculturation or immersion programme is recommended. This is to ensure deeper contact between the learner and the culture, native speakers and the target language.Key Words: culture, comprehension and second language learning

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals WHAT MAKES SECOND LANGUAGE ACQUISITION COMMUNICATIVE POWER: NATURE? NURTURE? INTERACTION? OR ALL TOGETHER? PRAGMATIC APPROACH TO TESOL IN COMPARATIVE MULTILINGUAL PRACTICES

2021 ◽  
pp. 85-88
Author(s):  
Eshchanov Marat Urazaliyevich
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learner ◽  
Pragmatic Approach ◽  
Second Language Learner ◽  
Input And Output ◽  
Comprehensible Input ◽  
Communicative Power

The article discusses theories of second language acquisition within the framework of nature, nurturing, and interactionist views to language learning and reveals the results of their application to non-native multilingual people’s language acquisition experiences in communicative and meaningfully absorbing environments. The research proposes the necessary space for the discussion of practicality and authenticity of nature, nurture and interactionist theories in language learning, which can be conducted as an integral examination of second language learner efficacy. KEY WORDS: second language, acquisition, nature, nurture, interactionist, technique, authentic, skill and knowledge, experiences, environments, learn, acquire, comprehensible input and output, meaningful language acquisition, autonomous learning

scholarly journals ‘I said it!’ ‘I’m first!’: Gender and language-learner identities

2011 ◽  
pp. 112
Author(s):  
Harold Andrés Peña
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Learner ◽  
Feminist Poststructuralist ◽  
Relationship Of ◽  
The Relationship ◽  
Learner Identities

While there has been an upsurge of research studying the relationship of gender and second language learning in cross-cultural contexts, far less has been investigated about preschool children’s gender and learner identities in contexts where English is a foreign language. In this paper I describe how gendered discourses are at stake in the classroom and how these discourses are related to the learner identities of a group of Colombian preschoolers. I use a Feminist Poststructuralist Discourse Analysis (FPDA) approach to pin down moments in which the assertion of power is manifested in second language practices like ‘classroom races’ during literacy activities. This assertion of power positions participants differently. Findings suggest the need to understand how children negotiate subject positions discursively in language learning activities. I am suggesting the need to erode discourses of approval that marginalize girls and favour boys.

scholarly journals Gesture, meaning-making, and embodiment: Second language learning in an elementary classroom

2014 ◽  
Vol 5 (2) ◽  
pp. 227-250 ◽  
Author(s):  
Alessandro (Alex) Rosborough
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Social Practice ◽  
Second Language Learning ◽  
Meaning Making ◽  
Body Movement ◽  
Language Learner ◽  
Whole Body ◽  
Communication Task

Abstract The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault’s (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analyzed for their role as mediational tools for meaning making during a math assignment. Analysis of the teacher-student dyad provides insight as to how they moved from simply exchanging answers to using positions and gestures to embody meaning and feelings, thus establishing strategic ways to solve communication problems in the future. A shift to embodying the communication task provided new meanings not previously afforded while sitting at a desk. Combining a Gibsonian (1979) ecological perspective with Vygotskian (1978, 1986) sociocultural theory provides a way to view the role of embodiment in the social practice of second language learning (van Lier, 2004). Findings provide evidence that gesture along with bodily positions and [inter]actions play a central role in this dyadic meaning- making experience. The data demonstrate the interactive nature of the semiotic resources of the activity (i.e., speech, gesture/hands, math graph, whiteboard), with their materialized bodily/speech-voiced acts coinciding with Thibault’s (2004, 2011) explanation of human meaning-making activity as a hybrid phenomenon that includes a cross-coupled relationship between semiotic affordances and physical-material body activity. This perspective embraces Vygotsky’s (1978, 1997a) view of dialectical development including the importance of psychological and materialized-physical tools such as gesture in dealing with language learning processes (McNeill, 2012).

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