scholarly journals Vocabulary Teaching Based on Semantic-Field

2016 ◽  
Vol 5 (3) ◽  
pp. 64
Author(s):  
Cao Wangru
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching Method ◽  
Word Meaning ◽  
Language Teachers ◽  
Acquisition Strategies ◽  
Second Language Teachers ◽  
The Difference ◽  
Communicative Teaching

<p>Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual method and communicative teaching method before obtaining great attention from second language teachers and researchers finally.</p><p>This study states four proposals for the improvement of vocabulary teaching, which refer that: (1) apply componential analysis to vocabulary teaching; (2) foster learners’ awareness of the difference between English and Chinese; (3) introduce lexical phrases; (4) develop effective word meaning acquisition strategies.</p>

scholarly journals Laulun sanoja lausumalla taitavaksi ääntäjäksi?

2018 ◽  
pp. 18-44
Author(s):  
Leena Maria Heikkola ◽  
Jenni Alisaari
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching Method ◽  
Language Teachers ◽  
Foreign Accent ◽  
Classroom Teachers ◽  
The Future ◽  
Second Language Teachers ◽  
Song Lyrics ◽  
Teaching Pronunciation

The aim of the study was to investigate how different teaching methods, singing, listening to songs and reciting song lyrics, affect the development of pronunciation of Finnish as a foreign language pronunciation. The second objective of the study was to investigate whether future classroom teachers and future Finnish as a second language teachers evaluate the strength of foreign accent differently. The results indicate that reciting song lyrics is the most beneficial for the development of pronunciation. This teaching method is especially useful for beginners’ level language learners. The future class teachers gave stricter evaluations of foreign accent than the future Finnish as a second language teachers. Based on the results of the study, it could be argued that reciting song lyrics could be used for teaching pronunciation. Further, the results support previous findings that more experienced listeners give milder evaluations than more unexperienced. Thus, it would be valuable for future teachers to gain experience in listening diverse accents.

The Role of Technology Acceptance Model in Constructing Unbounded Learning Environments for Second Language Learners

2021 ◽  
pp. 282-298
Author(s):  
Nurdan Kavaklı ◽  
Rabia Ölmez
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Technology Acceptance ◽  
Learning Environments ◽  
Language Learners ◽  
Technology Acceptance Model ◽  
Second Language Learners ◽  
Language Teachers ◽  
Second Language Teachers ◽  
Acceptance Model

This chapter provides a foundation as to why second language teaching and learning as a discipline should be refocused with caution in the world of technology, what sort of theoretical and practical implications should be in place for second language teachers to employ in unbounded learning environments, what the roles of technology acceptance model (TAM) in shaping unbounded language learning environments for second language teachers and learners are, in what ways it can be possible to provide an ecological perspective on learning to utilize web-based technologies for second language learners, which is basically different from traditional learning models. More specifically, this chapter takes an informed look at the significance of teachers' technology acceptance in constructing unbounded learning environments to teach a second language.

scholarly journals I Meant to Say That: How Adult Language Learners Construct Positive Identities Through Nonstandard Language Use

2006 ◽  
Vol 24 (1) ◽  
pp. 21 ◽  
Author(s):  
Michelle Szabo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Classroom Practice ◽  
Second Language Learners ◽  
Social Inequalities ◽  
Language Teachers ◽  
Adult Language Learners ◽  
Second Language Teachers ◽  
The Relationship

The aim of this article is to raise awareness in L2 education about the relationship between second-language learners' linguistic choices in the L2 and their identities. The author reviews empirical research and language-learning narratives that show that L2 learners may purposely use nonstandard L2 forms. Using a poststructuralist framework to conceptualize identity, the author argues that these second-language learners use nonstandard language in the L2 in order to create positive identities, and in some cases to resist social inequalities, in the L2 community. The implications of this research for second-language teachers are discussed and suggestions for classroom practice are offered.

scholarly journals African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study

2021 ◽  
Vol 9 (1) ◽  
pp. 59-76
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Racial Discrimination ◽  
Language Learners ◽  
Structured Interview ◽  
Language Teachers ◽  
Mixed Method Research ◽  
African Immigrant ◽  
Immigrant Teachers ◽  
Second Language Teachers

Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality and racial issues were suggested.

Multimedia learning materials for second language learners

2020 ◽  
Vol 55 (3) ◽  
pp. 175-192
Author(s):  
Xiaoling He ◽  
Haojiang Ying ◽  
Sureenate Jaratjarungkiat
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Community Exposure ◽  
Beginning Learners ◽  
Human Actors ◽  
Noisy Background ◽  
Live Action

Abstract As an important form of second language input, videos have been given much attention by both language teachers and SLA researchers. Second language learning videos typically come in two forms: live-action videos (with human actors in realistic settings) and animation videos. In this paper, we report on an empirical study on the relative merits of these two kinds of videos for beginning learners of Chinese. A total of 82 participants took part in this research as students in a Beginners’ Chinese Language course at a university in Singapore. Each participant attended four learning sessions, two of which being based on live-action videos and another two on animation videos. Post-tests showed that the efficacy of the two kinds of videos differed between students who had had richer community exposure to Mandarin before attending the course and students who did not have such exposure. The former group performed significantly better than the latter after attending live-video sessions. However, students in the latter group reported a preference for animation videos during the post-interviews due to the more well-controlled quality of the soundtracks (i.e., less noisy background).

scholarly journals A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning

2021 ◽  
Author(s):  
Raghad Fahmi Aajami
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Second Language Learners ◽  
Word Meaning ◽  
New Horizons ◽  
New Vision ◽  
The University ◽  
Lexical Concepts

To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05≤) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely.

scholarly journals Parameters Inducing Motivational Surges in Second Language Learning

2017 ◽  
Vol 1 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Zana Ibrahim
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Negative Emotion ◽  
Language Teachers ◽  
Five Factors ◽  
New Information ◽  
Second Language Teachers ◽  
Novel Concept

Motivational surges in language learning occur when a number of personal and contextual parameters come together to induce intense and long-term motivational experiences. In the second language learning literature, this phenomenon is known as the directed motivational current (Dörnyei, Muir, & Ibrahim, 2014). As a novel concept in the field, little is known about what might induce this extraordinary motivational surge. The current study empirically examined the parameters of nine participants who provided accounts of the conditions around the initial stages of their motivational currents. The qualitative analysis found that five factors triggered the motivational currents in the participants: emergent opportunities, negative emotion, moments of realization/awakening, new information, and meeting others who shared the goal. The study also revealed two main conditions necessary for a DMC to begin: goal/ambitions and perceived feasibility. The final section of this paper presents practical implications of the current findings in relation to how second language teachers and educators might benefit from the findings to help incite motivational surges in their language learners.

scholarly journals Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis

2020 ◽  
Vol 3 (4) ◽  
pp. 58
Author(s):  
Fan Xu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Sociocultural Theory ◽  
Second Language Learners ◽  
Specific Aspect ◽  
Language Teachers ◽  
Psychology Education

Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to the field by highlighting a specific aspect of the language acquisition process. Second language acquisition theories are intrinsically related with various disciplines such as applied linguistics, psychology, education, sociolinguistics, neurology, etc. Considering the impossibility to elaborate all second language theories, I will focus on sociocultural theory and bottleneck hypothesis in second language acquisition. There is an overview which follows the introduction to the Sociocultural Theory and Bottleneck Hypothesis and its contribution to second language acquisition respectively, and then I will evaluate them to see their contributions to the SLA disciplinary development.

scholarly journals Assessment of English Oral Reading Fluency Rates for Grade seven English Second Language Learners in Tanzania

2021 ◽  
Vol 10 (2) ◽  
pp. 150
Author(s):  
Sadiki Moshi Feruzi
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Second Language Learners ◽  
Difficulty Level ◽  
Non Fiction ◽  
English Second Language ◽  
The Difference ◽  
Study Context

This study aimed at assessing reading rates for learners in grade seven English second language (ESL) in Morogoro region, Tanzania. A total of 220 participants were randomly selected and assigned two grade appropriate English texts to read so as determine their reading rates. Fluency scale test was used to assess pupils’ reading fluency rates and the data was statistically analysed using SPSS software. It was necessary to asses pupils’ reading rates in the study context because there are no established fluency rate norms set for grade seven pupils in the country. In this case the current study serves as a reference for improvement. Results show that grade seven pupils in Morogoro region had an average reading fluency rate of 101words per minute (WPM) for fiction text and 95WPM for non-fiction text. The difference in the two texts can be due to the length of words and difficulty level in non-fiction text against fiction text. The scored rate is below the adopted benchmarks which implies that these pupils are at risk in reading fluency, consequently, calling for immediate interventions.  

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