WorldWideScience

Sample records for facilitate language learning

  1. Singing can facilitate foreign language learning.

    Science.gov (United States)

    Ludke, Karen M; Ferreira, Fernanda; Overy, Katie

    2014-01-01

    This study presents the first experimental evidence that singing can facilitate short-term paired-associate phrase learning in an unfamiliar language (Hungarian). Sixty adult participants were randomly assigned to one of three "listen-and-repeat" learning conditions: speaking, rhythmic speaking, or singing. Participants in the singing condition showed superior overall performance on a collection of Hungarian language tests after a 15-min learning period, as compared with participants in the speaking and rhythmic speaking conditions. This superior performance was statistically significant (p sing" learning method can facilitate verbatim memory for spoken foreign language phrases.

  2. Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

    Science.gov (United States)

    Potter, Christine E; Wang, Tianlin; Saffran, Jenny R

    2017-04-01

    Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.

  3. Blissymbol learning as a tool for facilitating language and literacy ...

    African Journals Online (AJOL)

    Educational Inequality and Academic Achievement in England and. France. ... the process of symbol learning for young children with disabilities. Introduction ... mains an important issue in facilitating integration and participation in society.

  4. Facilitating Exposure to Sign Languages of the World: The Case for Mobile Assisted Language Learning

    Science.gov (United States)

    Parton, Becky Sue

    2014-01-01

    Foreign sign language instruction is an important, but overlooked area of study. Thus the purpose of this paper was two-fold. First, the researcher sought to determine the level of knowledge and interest in foreign sign language among Deaf teenagers along with their learning preferences. Results from a survey indicated that over a third of the…

  5. The Road to Language Learning Is Not Entirely Iconic: Iconicity, Neighborhood Density, and Frequency Facilitate Acquisition of Sign Language.

    Science.gov (United States)

    Caselli, Naomi K; Pyers, Jennie E

    2017-07-01

    Iconic mappings between words and their meanings are far more prevalent than once estimated and seem to support children's acquisition of new words, spoken or signed. We asked whether iconicity's prevalence in sign language overshadows two other factors known to support the acquisition of spoken vocabulary: neighborhood density (the number of lexical items phonologically similar to the target) and lexical frequency. Using mixed-effects logistic regressions, we reanalyzed 58 parental reports of native-signing deaf children's productive acquisition of 332 signs in American Sign Language (ASL; Anderson & Reilly, 2002) and found that iconicity, neighborhood density, and lexical frequency independently facilitated vocabulary acquisition. Despite differences in iconicity and phonological structure between signed and spoken language, signing children, like children learning a spoken language, track statistical information about lexical items and their phonological properties and leverage this information to expand their vocabulary.

  6. Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata

    Science.gov (United States)

    Zervas, Panagiotis; Sampson, Demetrios G.

    2014-01-01

    Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL…

  7. Using American sign language interpreters to facilitate research among deaf adults: lessons learned.

    Science.gov (United States)

    Sheppard, Kate

    2011-04-01

    Health care providers commonly discuss depressive symptoms with clients, enabling earlier intervention. Such discussions rarely occur between providers and Deaf clients. Most culturally Deaf adults experience early-onset hearing loss, self-identify as part of a unique culture, and communicate in the visual language of American Sign Language (ASL). Communication barriers abound, and depression screening instruments may be unreliable. To train and use ASL interpreters for a qualitative study describing depressive symptoms among Deaf adults. Training included research versus community interpreting. During data collection, interpreters translated to and from voiced English and ASL. Training eliminated potential problems during data collection. Unexpected issues included participants asking for "my interpreter" and worrying about confidentiality or friendship in a small community. Lessons learned included the value of careful training of interpreters prior to initiating data collection, including resolution of possible role conflicts and ensuring conceptual equivalence in real-time interpreting.

  8. Facilitating pragmatic skills through role-play in learners with language learning disability.

    Science.gov (United States)

    Abdoola, Fareeaa; Flack, Penelope S; Karrim, Saira B

    2017-07-26

    Role-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement. The aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD. The use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records. Results revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results. Role-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

  9. Facilitating pragmatic skills through role-play in learners with language learning disability

    Directory of Open Access Journals (Sweden)

    Fareeaa Abdoola

    2017-07-01

    Full Text Available Background: Role-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD typically present with difficulties in social communication, which can negatively affect their social and academic achievement. Aim: The aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD. Method: The use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed. Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records. Results: Results revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results. Conclusion: Role-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

  10. Exemplar variability facilitates rapid learning of an otherwise unlearnable grammar by individuals with language-based learning disability.

    Science.gov (United States)

    von Koss Torkildsen, Janne; Dailey, Natalie S; Aguilar, Jessica M; Gómez, Rebecca; Plante, Elena

    2013-04-01

    Even without explicit instruction, learners are able to extract information about the form of a language simply by attending to input that reflects the underlying grammar. In this study, the authors explored the role of variability in this learning by asking whether varying the number of unique exemplars heard by the learner affects learning of an artificial syntactic form. Learners with normal language (n = 16) and language-based learning disability (LLD; n = 16) were exposed to strings of nonwords that represented an underlying grammar. Half of the learners heard 3 exemplars 16 times each (low variability group), and the other half of the learners heard 24 exemplars twice each (high variability group). Learners were then tested for recognition of items heard and generalization of the grammar with new nonword strings. Only those learners with LLD who were in the high variability group were able to demonstrate generalization of the underlying grammar. For learners with normal language, both those in the high and the low variability groups showed generalization of the grammar, but relative effect sizes suggested a larger learning effect in the high variability group. The results demonstrate that the structure of the learning context can determine the ability to generalize from specific training items to novel cases.

  11. Clinical educators' experiences of facilitating learning when speaking a different language from both the student and client.

    Science.gov (United States)

    Keeton, Nicola; Kathard, Harsha; Singh, Shajila

    2017-11-02

    Worldwide there is an increasing responsibility for clinical educators to help students from different language backgrounds to develop the necessary skills to provide health care services to a linguistically diverse client base. This study describes the experiences of clinical educators who facilitate learning in contexts where they are not familiar with the language spoken between students and their clients. A part of the qualitative component of a larger mixed methods study is the focus of this paper. Semi-structured interviews were conducted with eight participants recruited from all audiology university programmes in South Africa. Thematic analysis allowed for an in depth exploration of the research question. Member checking was used to enhance credibility. It is hoped that the findings will inform training programmes and in so doing, optimize the learning of diverse students who may better be able to provide appropriate services to the linguistically diverse population they serve. Participants experienced challenges with fair assessment of students and with ensuring appropriate client care when they were unable to speak the language shared between the client and the student. In the absence of formal guidelines, clinical educators developed unique coping strategies that they used on a case-by-case basis to assess students and ensure adequate client management when they experienced such language barriers while supervising. Coping strategies included engaging other students as interpreters, having students role-play parts of a session in English in advance and requesting real-time translations from the student during the session. They expressed concern about the fairness and efficacy of the coping strategies used. While clinical educators use unique strategies to assess students and to ensure suitable client care, dilemmas remain regarding the fairness of assessment and the ability to ensure the quality of client care.

  12. Semantic Coherence Facilitates Distributional Learning.

    Science.gov (United States)

    Ouyang, Long; Boroditsky, Lera; Frank, Michael C

    2017-04-01

    Computational models have shown that purely statistical knowledge about words' linguistic contexts is sufficient to learn many properties of words, including syntactic and semantic category. For example, models can infer that "postman" and "mailman" are semantically similar because they have quantitatively similar patterns of association with other words (e.g., they both tend to occur with words like "deliver," "truck," "package"). In contrast to these computational results, artificial language learning experiments suggest that distributional statistics alone do not facilitate learning of linguistic categories. However, experiments in this paradigm expose participants to entirely novel words, whereas real language learners encounter input that contains some known words that are semantically organized. In three experiments, we show that (a) the presence of familiar semantic reference points facilitates distributional learning and (b) this effect crucially depends both on the presence of known words and the adherence of these known words to some semantic organization. Copyright © 2016 Cognitive Science Society, Inc.

  13. Semantic facilitation in bilingual first language acquisition.

    Science.gov (United States)

    Bilson, Samuel; Yoshida, Hanako; Tran, Crystal D; Woods, Elizabeth A; Hills, Thomas T

    2015-07-01

    Bilingual first language learners face unique challenges that may influence the rate and order of early word learning relative to monolinguals. A comparison of the productive vocabularies of 435 children between the ages of 6 months and 7 years-181 of which were bilingual English learners-found that monolinguals learned both English words and all-language concepts faster than bilinguals. However, bilinguals showed an enhancement of an effect previously found in monolinguals-the preference for learning words with more associative cues. Though both monolinguals and bilinguals were best fit by a similar model of word learning, semantic network structure and growth indicated that the two groups were learning English words in a different order. Further, in comparison with a model of two-monolinguals-in-one-mind, bilinguals overproduced translational equivalents. Our results support an emergent account of bilingual first language acquisition, where learning a word in one language facilitates its acquisition in a second language. Copyright © 2015 Elsevier B.V. All rights reserved.

  14. Learning facilitating leadership

    DEFF Research Database (Denmark)

    Rasmussen, Lauge Baungaard; Hansen, Mette Sanne

    2016-01-01

    This paper explains how engineering students at a Danish university acquired the necessary skills to become emergent facilitators of organisational development. The implications of this approach are discussed and related to relevant viewpoints and findings in the literature. The methodology deplo....... By connecting the literature, the authors’ and engineering students’ reflections on facilitator skills, this paper adds value to existing academic and practical discussions on learning facilitating leadership....

  15. Facilitating Learning at Conferences

    DEFF Research Database (Denmark)

    Ravn, Ib; Elsborg, Steen

    2011-01-01

    The typical conference consists of a series of PowerPoint presentations that tend to render participants passive. Students of learning have long abandoned the transfer model that underlies such one-way communication. We propose an al-ternative theory of conferences that sees them as a forum...... for learning, mutual inspiration and human flourishing. We offer five design principles that specify how conferences may engage participants more and hence increase their learning. In the research-and-development effort reported here, our team collaborated with conference organizers in Denmark to introduce...... and facilitate a variety of simple learning techniques at thirty one- and two-day conferences of up to 300 participants each. We present ten of these techniques and data evaluating them. We conclude that if conference organizers allocate a fraction of the total conference time to facilitated processes...

  16. Learning a Second Language

    OpenAIRE

    Murphy, Caroline; Hermann, Charlotte; Andersen, Signe Hvalsøe; Grigalauskyte, Simona; Tolsgaard, Mads; Holmegaard, Thorbjørn; Hajaya, Zaedo Musa

    2013-01-01

    This study examines the concept of second language learning in Denmark with focus on how second language learners negotiate their identities in relation to language learning and integration. By investigating three language learners’ acquisition of Danish through key theories on the field of second language learning, focus is centred on the subjects’ lived experiences of the learning process within their everyday lives and in the classroom. Through interviews and observations it can be conclud...

  17. Challenges for Contextualizing Language Learning

    DEFF Research Database (Denmark)

    Eskildsen, Søren; Rehm, Matthias

    2013-01-01

    To help facilitate language learning for immigrants or foreigners arriving to another culture and language, we propose a context-aware mobile application. To expand on the known elements like location, activity, time and identity, we investigate the challenges on including cultural awareness to e...

  18. Flipped Approach to Mobile Assisted Language Learning

    Science.gov (United States)

    Yamamoto, Junko

    2013-01-01

    There are abundant possibilities for using smart phones and tablet computers for foreign language learning. However, if there is an emphasis on memorization or on technology, language learners may not develop proficiency in their target language. Therefore, language teachers should be familiar with strategies for facilitating creative…

  19. Facilitation of learning: part 1.

    Science.gov (United States)

    Warburton, Tyler; Trish, Houghton; Barry, Debbie

    2016-04-06

    This article, the fourth in a series of 11, discusses the context for the facilitation of learning. It outlines the main principles and theories for understanding the process of learning, including examples which link these concepts to practice. The practical aspects of using these theories in a practice setting will be discussed in the fifth article of this series. Together, these two articles will provide mentors and practice teachers with knowledge of the learning process, which will enable them to meet the second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on facilitation of learning.

  20. Learning to Facilitate (Online) Meetings

    DEFF Research Database (Denmark)

    Reimann, Peter; Bull, Susan; Vatrapu, Ravi

    2013-01-01

    We describe an approach to teaching collaboration skills directly by building on competences for meeting facilitation. (Online) meetings provide a rich arena to practice collaboration since they can serve multiple purposes: learning, problem solving, decision making, idea generation and advancement...

  1. Foreign language comprehension achievement: insights from the cognate facilitation effect

    Directory of Open Access Journals (Sweden)

    Aina eCasaponsa

    2015-05-01

    Full Text Available Numerous studies have shown that the native language influences foreign word recognition and that this influence is modulated by the proficiency in the nonnative language. Here we explored how the degree of reliance on cross-language similarity (as measured by the cognate facilitation effect together with other domain-general cognitive factors contribute to reading comprehension achievement in a nonnative language at different stages of the learning process. We tested two groups of native speakers of Spanish learning English at elementary and intermediate levels in an academic context. A regression model approach showed that domain-general cognitive skills are good predictors of second language reading achievement independently of the level of proficiency. Critically, we found that individual differences in the degree of reliance on the native language predicted foreign language reading achievement, showing a markedly different pattern between proficiency groups. At lower levels of proficiency the cognate facilitation effect was positively related with reading achievement, while this relation became negative at intermediate levels of foreign language learning. We conclude that the link between native- and foreign-language lexical representations helps participants at initial stages of the learning process, whereas it is no longer the case at intermediate levels of proficiency, when reliance on cross-language similarity is inversely related to successful nonnative reading achievement. Thus, at intermediate levels of proficiency strong and direct mappings from the nonnative lexical forms to semantic concepts are needed to achieve good nonnative reading comprehension, in line with the premises of current models of bilingual lexico-semantic organization.

  2. Facilitating Learning Organizations. Making Learning Count.

    Science.gov (United States)

    Marsick, Victoria J.; Watkins, Karen E.

    This book offers advice to facilitators and change agents who wish to build systems-level learning to create knowledge that can be used to gain a competitive advantage. Chapter 1 describes forces driving companies to build, sustain, and effectively use systems-level learning and presents and links a working definition of the learning organization…

  3. Seamless Language Learning: Second Language Learning with Social Media

    Science.gov (United States)

    Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh

    2017-01-01

    This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…

  4. Facilitating Autonomy and Creativity in Second Language Learning through Cyber-Tasks, Hyperlinks and Net-Surfing

    Science.gov (United States)

    Akinwamide, T. K.; Adedara, O. G.

    2012-01-01

    The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed decisions. This simply means, pedagogically, learning…

  5. Engaging narratives: using language biographies to facilitate ...

    African Journals Online (AJOL)

    Firstly, we analyse the design of this sociolinguistics unit within the framework of theories of narrative and multicultural education. Secondly, we analyse three language biographies produced by students in this course in terms of student learning, identity issues and sociolinguistic themes. The narratives provided an ...

  6. Creating an Authentic Learning Environment in the Foreign Language Classroom

    Science.gov (United States)

    Nikitina, Larisa

    2011-01-01

    Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…

  7. A pilot study of language facilitation for bilingual, language-handicapped children: theoretical and intervention implications.

    Science.gov (United States)

    Perozzi, J A

    1985-11-01

    Three Spanish-speaking (SS) and 3 English-Speaking (ES) preschool children served as subjects. One SS subject was diagnosed as having mild language delay, 1 as being language disordered, and 1 as having normal language. One ES subject was diagnosed as having mild language delay and 2 as having normal language. A within-subject design wherein Condition A consisted of teaching receptive vocabulary in L1 (native language) followed by L2 (second language) and Condition B consisted of teaching receptive vocabulary in L2 followed by L1 was utilized. The sequence of conditions was ABBA for each subject. Analysis of each subject's trials to criterion for L2 in each condition indicated a strong tendency for recently learned receptive vocabulary in L1 to facilitate the learning of receptive vocabulary in L2. The results are interpreted as support for the practice of initial language intervention in L1 when bilingualism is a goal and for transference/facilitation theories of L2 learning.

  8. Seamless Language Learning: Second Language Learning with Social Media

    OpenAIRE

    Wong, Lung-Hsiang; Sing-Chai, Ching; Poh-Aw, Guat

    2017-01-01

    This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three ke...

  9. Language learning interventions | Kilfoil | Journal for Language ...

    African Journals Online (AJOL)

    The results for that intervention show that the hypothesis was correct and students need more time and structure if they are to improve their language competence sufficiently. Keywords: language learning interventions, English for specific purposes, language competence, fossilization. Journal for Language Teaching Vol.

  10. Corporate Language and Implications for Organizational Learning

    DEFF Research Database (Denmark)

    Zølner, Mette

    2013-01-01

    This paper explores empirically implications of language use for MNCs’ learning from subsidiaries. Drawing on sociolinguistic literature, the article argues that while employing a single corporate language facilitates quick and direct communication of explicit knowledge, such a language design...... is insufficient to leverage contextually specific and culturally embedded knowledge. This indicates the need for disentangling language and culture. The paper further argues for the need to go beyond national language to consider how prevailing kinds of corporate talk may curb headquarters potential for learning...

  11. Hypnosis and Language Learning.

    Science.gov (United States)

    Hammerman, Myrna Lynn

    A thorough investiqation is attempted of efforts to apply hypnosis and suggestive learning techniques to education in general and specifically to second language learning. Hypnosis is discussed in terms of its dangers, its definition, and its application. Included in this discussion is a comparison of auto- and hetero-hypnosis, an overview of the…

  12. Second Language Learning Motivation

    Directory of Open Access Journals (Sweden)

    Alvyda Liuolienė

    2011-04-01

    Full Text Available The paper deals with the peculiarities of ESP learning motivation. The meaning of motivation and three main approaches to motivational psychology: expectancy-value theory, goal-directed theory and the self-determination theory are presented, two distinct orientations for learning a language: integrative and instrumental are described in the paper. The importance of needs analysis to ESP learning is stressed and the main conditions (interest in the topic and activity; relevance to the students’ lives; expectancy of success and feelings of being in control and satisfaction in the outcome for motivation are described. The skills that ESP learners need to develop are specified. The description of approaches to motivational psychology is proposed, as motivation is of great significance in foreign language learning.

  13. Teacher as Learning Facilitator in ELT

    Directory of Open Access Journals (Sweden)

    Badea Elena Codruta

    2012-05-01

    Full Text Available The classroom is the magic active scenery where many educational things take place simultaneously.Intellectual, emotional, socio-cultural, motivational and curricular factors corroborate their influence onclassroom environments, whether we deal with traditional models of teaching or with the constructivistapproaches. The growing demand for language teachers, English in particular, has determined a new vision oflanguage teaching strategies. The cutting-edge technology has created a fertile ground which successfullyfosters the teacher –student communication, emphasizing the teacher’s role to guide students and to generate achange in their learning approach and in eliciting useable knowledge. This way, the teacher has a larger abilityto convert knowledge into practical information that is of real help and value to students. Students are involvedin a continuous educational scheme and are tested on what they have learned. This ensures they can alwaysenjoy the benefits of active learning from expert teachers. The present paper deals with a brief analysis of therole of teacher as learning facilitator and its importance for student acquisition process, eliciting some strategiesin support of collaborative and student-centered learning.

  14. Intelligent Virtual Agents as Language Trainers Facilitate Multilingualism

    Directory of Open Access Journals (Sweden)

    Manuela eMacedonia

    2014-04-01

    Full Text Available In this paper we introduce a new generation of language trainers: intelligent virtual agents (IVAs with human appearance and the capability to teach foreign language vocabulary. We report results from studies that we have conducted with Billie, an IVA employed as a vocabulary trainer, as well as research findings on the acceptance of the agent as a trainer by adults and children. The results show that Billie can train humans as well as a human teacher can and that both adults and children accept the IVA as a trainer. The advantages of IVAs are multiple. First, their teaching methods can be based on neuropsychological research findings concerning memory and learning practice. Second, virtual teachers can provide individualized training. Third, they coach users during training, are always supportive, and motivate learners to train. Fourth, agents will reside in the user’s mobile devices and thus be at the user’s disposal everywhere and anytime. Agents in apps will make foreign language training accessible to anybody at low cost. This will enable people around the world, including physically, financially and geographically disadvantaged persons, to learn a foreign language and help to facilitate multilingualism.

  15. Gestures Enhance Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Manuela Macedonia

    2012-11-01

    Full Text Available Language and gesture are highly interdependent systems that reciprocally influence each other. For example, performing a gesture when learning a word or a phrase enhances its retrieval compared to pure verbal learning. Although the enhancing effects of co-speech gestures on memory are known to be robust, the underlying neural mechanisms are still unclear. Here, we summarize the results of behavioral and neuroscientific studies. They indicate that the neural representation of words consists of complex multimodal networks connecting perception and motor acts that occur during learning. In this context, gestures can reinforce the sensorimotor representation of a word or a phrase, making it resistant to decay. Also, gestures can favor embodiment of abstract words by creating it from scratch. Thus, we propose the use of gesture as a facilitating educational tool that integrates body and mind.

  16. Language Learning in Preschool Children: An Embodied Learning Account

    Science.gov (United States)

    Ionescu, Thea; Ilie, Adriana

    2018-01-01

    In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to…

  17. Facilitating Transition from High School and Special Education to Adult Life: Focus on Youth with Learning Disorders, Attention-Deficit/Hyperactivity Disorder, and Speech/Language Impairments.

    Science.gov (United States)

    Ascherman, Lee I; Shaftel, Julia

    2017-04-01

    Youth with learning disorders, speech/language disorders, and/or attention-deficit/hyperactivity disorder may experience significant struggles during the transition from high school to postsecondary education and employment. These disorders often occur in combination or concurrently with behavioral and emotional difficulties. Incomplete evaluation may not fully identify the factors underlying academic and personal challenges. This article reviews these disorders, the role of special education law for transitional age youth in public schools, and the Americans with Disabilities Act in postsecondary educational and employment settings. The role of the child and adolescent psychiatrist and the importance of advocacy for these youth are presented. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. Intelligent virtual agents as language trainers facilitate multilingualism.

    Science.gov (United States)

    Macedonia, Manuela; Groher, Iris; Roithmayr, Friedrich

    2014-01-01

    intelligent virtual agents (IVAs) with human appearance and the capability to teach foreign language vocabulary. We report results from studies that we have conducted with Billie, an IVA employed as a vocabulary trainer, as well as research findings on the acceptance of the agent as a trainer by adults and children. The results show that Billie can train humans as well as a human teacher can and that both adults and children accept the IVA as a trainer. The advantages of IVAs are multiple. First, their teaching methods can be based on neuropsychological research findings concerning memory and learning practice. Second, virtual teachers can provide individualized training. Third, they coach users during training, are always supportive, and motivate learners to train. Fourth, agents will reside in the user's mobile devices and thus be at the user's disposal everywhere and anytime. Agents in apps will make foreign language training accessible to anybody at low cost. This will enable people around the world, including physically, financially, and geographically disadvantaged persons, to learn a foreign language and help to facilitate multilingualism.

  19. Technology in Language Use, Language Teaching, and Language Learning

    Science.gov (United States)

    Chun, Dorothy; Smith, Bryan; Kern, Richard

    2016-01-01

    This article offers a capacious view of technology to suggest broad principles relating technology and language use, language teaching, and language learning. The first part of the article considers some of the ways that technological media influence contexts and forms of expression and communication. In the second part, a set of heuristic…

  20. Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies

    Science.gov (United States)

    Hinton, Leanne

    2011-01-01

    Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

  1. Motivation and Second Language Learning

    Institute of Scientific and Technical Information of China (English)

    郭建业

    2007-01-01

    Motivation, which is one of the individual differences, contributes a lot to the success and failure in second language learning. This essay focus on the discussion of the definition, types, effect and implications of motivation in second language learning with the aim of promoting learners' learning proficiency.

  2. [Information technology in learning sign language].

    Science.gov (United States)

    Hernández, Cesar; Pulido, Jose L; Arias, Jorge E

    2015-01-01

    To develop a technological tool that improves the initial learning of sign language in hearing impaired children. The development of this research was conducted in three phases: the lifting of requirements, design and development of the proposed device, and validation and evaluation device. Through the use of information technology and with the advice of special education professionals, we were able to develop an electronic device that facilitates the learning of sign language in deaf children. This is formed mainly by a graphic touch screen, a voice synthesizer, and a voice recognition system. Validation was performed with the deaf children in the Filadelfia School of the city of Bogotá. A learning methodology was established that improves learning times through a small, portable, lightweight, and educational technological prototype. Tests showed the effectiveness of this prototype, achieving a 32 % reduction in the initial learning time for sign language in deaf children.

  3. Language as a Facilitator of Cultural Connection

    Science.gov (United States)

    Gonzalez, Miigis B.; Aronson, Benjamin D.; Kellar, Sidnee; Walls, Melissa L.; Greenfield, Brenna L.

    2018-01-01

    Understanding culture as a means of preventing or treating health concerns is growing in popularity among social behavioral health scientists. Language is one component of culture and therefore may be a means to improve health among Indigenous populations. This study explores language as a unique aspect of culture through its relationship to other demographic and cultural variables. Participants (n = 218) were adults who self-identified as American Indian, had a type 2 diabetes diagnosis, and were drawn from two Ojibwe communities using health clinic records. We used chi-squared tests to compare language proficiency by demographic groups and ANOVA tests to examine relationships between language and culture. A higher proportion of those living on reservation lands could use the Ojibwe language, and fluent speakers were most notably sixty-five years of age and older. Regarding culture, those with greater participation and value belief in cultural activities reported greater language proficiency. PMID:29782622

  4. Key to Language Learning Success

    Directory of Open Access Journals (Sweden)

    Oktavian Mantiri

    2015-01-01

    Full Text Available This paper looks at the important elements of language learning and teaching i.e. the role of teachers as well as the attitude and motivation of learners. Teachers undoubtedly play crucial roles in students’ language learning outcome which could ignite or diminish students’ motivation. Positive attitudes and motivation – instrumental or integrative and intrinsic or extrinsic – are key to successful learning. Therefore it is paramount for language teachers as well as learners to know these roles and nurture the best possible ways where language teaching and learning will thrive. This paper also suggested that both stake-holders should be open to holistic approach of language learning and that other factors such as the environment could play an important part in language teaching and learning success.

  5. Dynamic Learning Objects to Teach Java Programming Language

    Science.gov (United States)

    Narasimhamurthy, Uma; Al Shawkani, Khuloud

    2010-01-01

    This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

  6. Facilitating vocabulary learning through metacognitive strategy training and learning journals

    Directory of Open Access Journals (Sweden)

    Carmen Luz Trujillo Becerra

    2015-10-01

    Full Text Available This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima.  The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines.  Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.

  7. Learning a Language with Dyslexia

    OpenAIRE

    Hascoet, Valerie

    2016-01-01

    It is commonplace to discourage people affected with dyslexia from learning foreign languages. But the condition occurs on a wide spectrum affecting individuals in unique ways. That is why directing dyslexic people away from language learning solely on the basis of their dyslexia, is scientifically unfounded. In this article, we will take a linguistic perspective on this issue, that is to say that we will present the scientific facts about language learning and dyslexia.

  8. Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning

    Science.gov (United States)

    Chai, Ching Sing; Wong, Lung-Hsiang; King, Ronnel B.

    2016-01-01

    Seamless language learning promises to be an effective learning approach that addresses the limitations of classroom-only language learning. It leverages mobile technologies to facilitate holistic and perpetual learning experiences that bridge different locations, times, technologies or social settings. Despite the emergence of studies on seamless…

  9. Language Learning Strategies in Second & Foreign Language Acquisition

    OpenAIRE

    TAKEUCHI, Osamu

    1991-01-01

    This article is an attempt to the work on language learning strategies(LLS) in second & foreign language acquisiton (SFLA) research, and to give suggestions for future language learning strategies research. In the first section, I will discuss briefly the background of language learning strategies reserch, and in the ensuing sections, I will review articles on: (i) the identification & classification of language learning strategies; (ii) the variables affecting the use of language learning st...

  10. Spatial Language Learning

    Science.gov (United States)

    Fu, Zhengling

    2016-01-01

    Spatial language constitutes part of the basic fabric of language. Although languages may have the same number of terms to cover a set of spatial relations, they do not always do so in the same way. Spatial languages differ across languages quite radically, thus providing a real semantic challenge for second language learners. The essay first…

  11. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  12. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 5, 6, 7 November 2001. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  13. Language Technologies for Lifelong Learning

    NARCIS (Netherlands)

    Greller, Wolfgang

    2011-01-01

    Greller, W. (2010). Language Technologies for Lifelong Learning. In S. Trausan-Matu & P. Dessus (Eds.), Proceedings of the Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Second Internationl Workshop - NLPSL 2010 (pp. 6-8). September, 14, 2010, Bucharest,

  14. LEARNING HOW TO LEARNA LANGUAGE

    CERN Multimedia

    Language training; tel. 78582

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  15. Language Learning within Academic Constraints.

    Science.gov (United States)

    Blue, George M.

    This paper reports on a research project that examined nonnative Southampton University (England) students' attitudes to continued language learning and the importance of language learning and cultural adaptation. A survey was administered to pre-sessional and in-sessional students that included information on background, past and present language…

  16. MUET Preparation Language Learning Strategies

    Science.gov (United States)

    Kuen, Yoong Li; Embi, Mohamed Amin

    2012-01-01

    The main objective of the study was to examine the English language learning strategies (LLS) used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students.…

  17. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Moniek Laurent

    2002-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training   Language Training Moniek Laurent Tel. 78582 moniek.laurent@cern.ch

  18. Conversations about Visual Arts: Facilitating Oral Language

    Science.gov (United States)

    Chang, Ni; Cress, Susan

    2014-01-01

    Visual arts, such as drawings, are attractive to most young children. Marks left on paper by young children contain meaning. Although it is known that children's oral language could be enhanced through communication with adults, rarely is there a series of dialogues between adults and young children about their drawings. Often heard instead…

  19. An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language

    Science.gov (United States)

    Liu, M.; Abe, K.; Cao, M. W.; Liu, S.; Ok, D. U.; Park, J.; Parrish, C.; Sardegna, V. G.

    2015-01-01

    Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL…

  20. Language&Learning

    OpenAIRE

    Saidi, Tamana; Djurhuus, Terji; Egeslund, Søren Due; Oikonomou, Anna Maria; Pietilä, Minerva

    2013-01-01

    This project aims to display how the process differs when acquiring a first language, two first languages simultaneously or a second language. The linguistic elements are presented in First Language and Second Language and in bilingualism. We will be looking at Chomsky’s Nativist approach, as well as Behaviorism by Skinner. Also, socio-cultural theory by Vygotsky and the cognitive approach are used. A study will be conducted to find out whether bilinguals can perform as well as native speaker...

  1. How the strengths of Lisp-family languages facilitate building complex and flexible bioinformatics applications.

    Science.gov (United States)

    Khomtchouk, Bohdan B; Weitz, Edmund; Karp, Peter D; Wahlestedt, Claes

    2016-12-31

    We present a rationale for expanding the presence of the Lisp family of programming languages in bioinformatics and computational biology research. Put simply, Lisp-family languages enable programmers to more quickly write programs that run faster than in other languages. Languages such as Common Lisp, Scheme and Clojure facilitate the creation of powerful and flexible software that is required for complex and rapidly evolving domains like biology. We will point out several important key features that distinguish languages of the Lisp family from other programming languages, and we will explain how these features can aid researchers in becoming more productive and creating better code. We will also show how these features make these languages ideal tools for artificial intelligence and machine learning applications. We will specifically stress the advantages of domain-specific languages (DSLs): languages that are specialized to a particular area, and thus not only facilitate easier research problem formulation, but also aid in the establishment of standards and best programming practices as applied to the specific research field at hand. DSLs are particularly easy to build in Common Lisp, the most comprehensive Lisp dialect, which is commonly referred to as the 'programmable programming language'. We are convinced that Lisp grants programmers unprecedented power to build increasingly sophisticated artificial intelligence systems that may ultimately transform machine learning and artificial intelligence research in bioinformatics and computational biology. © The Author 2016. Published by Oxford University Press.

  2. Audiovisual speech facilitates voice learning.

    Science.gov (United States)

    Sheffert, Sonya M; Olson, Elizabeth

    2004-02-01

    In this research, we investigated the effects of voice and face information on the perceptual learning of talkers and on long-term memory for spoken words. In the first phase, listeners were trained over several days to identify voices from words presented auditorily or audiovisually. The training data showed that visual information about speakers enhanced voice learning, revealing cross-modal connections in talker processing akin to those observed in speech processing. In the second phase, the listeners completed an auditory or audiovisual word recognition memory test in which equal numbers of words were spoken by familiar and unfamiliar talkers. The data showed that words presented by familiar talkers were more likely to be retrieved from episodic memory, regardless of modality. Together, these findings provide new information about the representational code underlying familiar talker recognition and the role of stimulus familiarity in episodic word recognition.

  3. Facilitating Multiple Intelligences through Multimodal Learning Analytics

    Science.gov (United States)

    Perveen, Ayesha

    2018-01-01

    This paper develops a theoretical framework for employing learning analytics in online education to trace multiple learning variations of online students by considering their potential of being multiple intelligences based on Howard Gardner's 1983 theory of multiple intelligences. The study first emphasizes the need to facilitate students as…

  4. Language Learning Strategies of Multilingual Adults Learning Additional Languages

    Science.gov (United States)

    Dmitrenko, Violetta

    2017-01-01

    The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism. First, the paper synthesises the major findings…

  5. Facilitating Multiple Intelligences Through Multimodal Learning Analytics

    Directory of Open Access Journals (Sweden)

    Ayesha PERVEEN

    2018-01-01

    Full Text Available This paper develops a theoretical framework for employing learning analytics in online education to trace multiple learning variations of online students by considering their potential of being multiple intelligences based on Howard Gardner’s 1983 theory of multiple intelligences. The study first emphasizes the need to facilitate students as multiple intelligences by online education systems and then suggests a framework of the advanced form of learning analytics i.e., multimodal learning analytics for tracing and facilitating multiple intelligences while they are engaged in online ubiquitous learning. As multimodal learning analytics is still an evolving area, it poses many challenges for technologists, educationists as well as organizational managers. Learning analytics make machines meet humans, therefore, the educationists with an expertise in learning theories can help technologists devise latest technological methods for multimodal learning analytics and organizational managers can implement them for the improvement of online education. Therefore, a careful instructional design based on a deep understanding of students’ learning abilities, is required to develop teaching plans and technological possibilities for monitoring students’ learning paths. This is how learning analytics can help design an adaptive instructional design based on a quick analysis of the data gathered. Based on that analysis, the academicians can critically reflect upon the quick or delayed implementation of the existing instructional design based on students’ cognitive abilities or even about the single or double loop learning design. The researcher concludes that the online education is multimodal in nature, has the capacity to endorse multiliteracies and, therefore, multiple intelligences can be tracked and facilitated through multimodal learning analytics in an online mode. However, online teachers’ training both in technological implementations and

  6. Creating an Authentic Learning Environment in the Foreign Language Classroom

    Directory of Open Access Journals (Sweden)

    Larisa Nikitina

    2011-01-01

    Full Text Available Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS. It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels.

  7. Facilitating "Organisational Learning" in a "Learning Institution"

    Science.gov (United States)

    Lawler, Alan; Sillitoe, James

    2013-01-01

    The term "organisational learning" was popularised by Peter Senge in "The Fifth Discipline", his seminal book from 1990. Since then, the term has become widely accepted among those interested in organisational learning and change management. However, partly due to the somewhat ambiguous situation which arises in a university…

  8. The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

    Science.gov (United States)

    Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

    2017-01-01

    Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

  9. LITERATURE AS A FACILITATOR OF TARGET CULTURE LEARNING

    Directory of Open Access Journals (Sweden)

    Onur TOPALOĞLU

    2016-04-01

    Full Text Available The purpose of this study is to investigate how literature courses, involved in the curriculum of the department of English Language Teaching from the second year to the fourth year, help students to acquire the target culture in EFL classes. Since learning a language does not mean only learning the lexical structures of any language, culture holds an important place in internalizing the way of thinking and appropriate use of target language. This study has been designed in a naturalistic environment, thus interview and observation were used as the main data collection techniques. The study was designed as a descriptive qualitative research. Participants were chosen by the help of an experienced colleague working in the above mentioned department for three years, and most of the participants were under her supervision, thus this case facilitated the process of interviewing participants. The findings showed that the literature courses contribute much to gain the target culture due the very nature of literature reflecting the society and traditions of society in which it was written. In addition, leaarners may have the chance of comparing thier own culture with target culture and this facilitates their learning. However, some missing points and misapplications were reported by students in providing a more appropriate environment for reflecting the target culture.

  10. Pragmatics & Language Learning. Volume 14

    Science.gov (United States)

    Bardovi-Harlig, Kathleen, Ed.; Félix-Brasdefer, J. César, Ed.

    2016-01-01

    This volume contains a selection of papers presented at the 2014 International Conference of Pragmatics and Language Learning at Indiana University. It includes fourteen papers on a variety of topics, with a diversity of first and second languages, and a wide range of methods used to collect pragmatic data in L2 and FL settings. This volume is…

  11. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 7, 8, 9 March 2001. Price: 462 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://training.web.cern.ch/Training/LANG/lang0_F.html

  12. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Formation en Langues; Andrée Fontbonne - Tél. 72844; Language Training; Françoise Benz - Tel. 73127; Andrée Fontbonne - Tel. 72844

    2000-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. It is particularly recommended for those wishing to sign up for a 3-month self-study session in the Resource Centre. Languages: French and English. Length: 5 hours a day for one week. Dates: 27 November to December 2000. Price: 490 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages.

  13. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  14. Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language.

    Science.gov (United States)

    Bartolotti, James; Marian, Viorica

    2017-03-01

    Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model.

  15. Facilitating vocabulary acquisition of young English language learners.

    Science.gov (United States)

    Lugo-Neris, Mirza J; Jackson, Carla Wood; Goldstein, Howard

    2010-07-01

    This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary. Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish. Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

  16. Learning Environment Facilitating Educational Achievements of Teenagers

    OpenAIRE

    Šūmane, Ilze

    2012-01-01

    ABSTRACT. The doctoral thesis of Ilze Šūmane in pedagogy science, school pedagogy sub-discipline ”Learning environment facilitating educational achievements of teenagers” was worked out in the Department of Pedagogy, Faculty of Pedagogy, Psychology and Arts, University of Latvia, under the supervision of Dr.paed., professor Rudīte Andersone from2001 till 2011. The topicality of the research determined by the necessity to improve quality learning and education. During an effective study ...

  17. Intercultural challenge to language learning

    Directory of Open Access Journals (Sweden)

    Luz María Muñoz de Cote

    2012-10-01

    Full Text Available This paper presents the findings of a qualitative research project set to investigate the piloting process of an innovative language program for university students. It challenges traditional English language teaching courses celebrating a view centered on learning; classes become spaces for students to understand the language they are learning through the development of small projects. The approach moves from a teaching transmission paradigm to one where the most important agent is each student who has to engage with a topic of his or her interest. Students are seen as individuals whose knowledge and understanding of the world is valued and not as people whose lack of language skills prevents themfrom engaging in discussions of complex topics. The objective of this innovation is to enhance students’ understanding and use of academic English in their field of interest. In this project, we argue that knowledge and understanding of the mother tongue and culture play key roles in the development of a second language. A number of studies suggest that students who had strong first language literacy skills achieved higher proficiency levels in their second language. Based on this argument and Vygotsky’s sociocultural learning theory, we designed disciplinary content language learning workshops for first-degree students. The main tenet is that students can develop academic English given that they know about their discipline. Findings so far reveal the difficulty of students to take distance from their previous learning experiences. They also show that students’ ideas expressed in English are far more complex than what would be expected of them given their second language skills. The complexity is not only related to thecontent, but to the way they construct their paragraphs and the understanding of how the register of their field  may be used.

  18. Learning, Work, and Language Games

    DEFF Research Database (Denmark)

    Weber, Kirsten

    2013-01-01

    The article provides an example of psycho-societal analysis of work related learning. Initially a conceptual framework of learning and life experience is established drawing on Alfred Lorenzer and Oskar Negt, and the interactional development of psychoanalysis. A case of learning experience from...... process, which is related to a career shift enforced by labor market transition requiring male workers to retrain for a social work profession which used to be female, and more widely to a reconfiguration of the societal relation between work and gender. The final section discusses the methodological...... framework for analyzing learning processes by means of interpreting language use. The notion of language game connects the level of unconscious social engagements and level of formal learning and knowledge, and the opportunity for a deeper understanding of professional learning and identity is indicated...

  19. Innovation and learning facilitated by play

    DEFF Research Database (Denmark)

    Hansen, Poul H. Kyvsgård; O´Connor, Rory

    2008-01-01

    "This paper describes an approach to facilitate interaction between students and industrial companies in a problem based learning environment. The approach is adapted from a methodology developed at the LEGO Company and relies on an improved ability to communicate complex problems when using...

  20. Facilitating Team Learning through Transformational Leadership

    Science.gov (United States)

    Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

    2013-01-01

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

  1. Facilitating Learning Spaces in Forum Theatre

    Science.gov (United States)

    Rae, Jan

    2013-01-01

    Purpose: The purpose of this paper is to evaluate the extent to which forum theatre interventions can support non-hierarchical approaches to learning, development and change management initiatives in organisations. Design/methodology/approach: Semi-structured interviews were carried out with theatre consultancies, actors/facilitators,…

  2. Nicotine facilitates memory consolidation in perceptual learning.

    Science.gov (United States)

    Beer, Anton L; Vartak, Devavrat; Greenlee, Mark W

    2013-01-01

    Perceptual learning is a special type of non-declarative learning that involves experience-dependent plasticity in sensory cortices. The cholinergic system is known to modulate declarative learning. In particular, reduced levels or efficacy of the neurotransmitter acetylcholine were found to facilitate declarative memory consolidation. However, little is known about the role of the cholinergic system in memory consolidation of non-declarative learning. Here we compared two groups of non-smoking men who learned a visual texture discrimination task (TDT). One group received chewing tobacco containing nicotine for 1 h directly following the TDT training. The other group received a similar tasting control substance without nicotine. Electroencephalographic recordings during substance consumption showed reduced alpha activity and P300 latencies in the nicotine group compared to the control group. When re-tested on the TDT the following day, both groups responded more accurately and more rapidly than during training. These improvements were specific to the retinal location and orientation of the texture elements of the TDT suggesting that learning involved early visual cortex. A group comparison showed that learning effects were more pronounced in the nicotine group than in the control group. These findings suggest that oral consumption of nicotine enhances the efficacy of nicotinic acetylcholine receptors. Our findings further suggest that enhanced efficacy of the cholinergic system facilitates memory consolidation in perceptual learning (and possibly other types of non-declarative learning). In that regard acetylcholine seems to affect consolidation processes in perceptual learning in a different manner than in declarative learning. Alternatively, our findings might reflect dose-dependent cholinergic modulation of memory consolidation. This article is part of a Special Issue entitled 'Cognitive Enhancers'. Copyright © 2012 Elsevier Ltd. All rights reserved.

  3. Language Learning in Wittgenstein and Davidson

    Science.gov (United States)

    Kotzee, Ben

    2014-01-01

    In this paper, I discuss language learning in Wittgenstein and Davidson. Starting from a remark by Bakhurst, I hold that both Wittgenstein and Davidson's philosophies of language contain responses to the problem of language learning, albeit of a different form. Following Williams, I hold that the concept of language learning can explain…

  4. Twelve tips for facilitating Millennials' learning.

    Science.gov (United States)

    Roberts, David H; Newman, Lori R; Schwartzstein, Richard M

    2012-01-01

    The current, so-called "Millennial" generation of learners is frequently characterized as having deep understanding of, and appreciation for, technology and social connectedness. This generation of learners has also been molded by a unique set of cultural influences that are essential for medical educators to consider in all aspects of their teaching, including curriculum design, student assessment, and interactions between faculty and learners.  The following tips outline an approach to facilitating learning of our current generation of medical trainees.  The method is based on the available literature and the authors' experiences with Millennial Learners in medical training.  The 12 tips provide detailed approaches and specific strategies for understanding and engaging Millennial Learners and enhancing their learning.  With an increased understanding of the characteristics of the current generation of medical trainees, faculty will be better able to facilitate learning and optimize interactions with Millennial Learners.

  5. Facilitating Professional Development for Teachers of English Language Learners

    Science.gov (United States)

    Molle, Daniella

    2013-01-01

    The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

  6. Designing the online oral language learning environment SpeakApps

    NARCIS (Netherlands)

    Nic Giolla Mhichíl, Mairéad; Appel, Christine; Ó Ciardubháin, Colm; Jager, Sake; Prizel-Kania, Adriana

    2015-01-01

    Purpose – The purpose of this paper is to report on SpeakApps, a major collaborative computer-assisted language learning project, developed based on an open source techno-pedagogical solution to facilitate online oral language production and interaction. Design/methodology/approach – A mixed method

  7. Chapter Five: Language Learning and Discursive Practice

    Science.gov (United States)

    Young, Richard F.

    2008-01-01

    This chapter is framed by the three questions related to learning in Practice Theory posed by Johannes Wagner (2008): (1) What is learned?; (2) Who is learning?; and (3) Who is participating in the learning? These questions are addressed in two learning theories: Language Socialization and Situated Learning theory. In Language Socialization, the…

  8. Native language change during early stages of second language learning.

    Science.gov (United States)

    Bice, Kinsey; Kroll, Judith F

    2015-11-11

    Research on proficient bilinguals has demonstrated that both languages are always active, even when only one is required. The coactivation of the two languages creates both competition and convergence, facilitating the processing of cognate words, but slowing lexical access when there is a requirement to engage control mechanisms to select the target language. Critically, these consequences are evident in the native language (L1) as well as in the second language (L2). The present study questioned whether L1 changes can be detected at early stages of L2 learning and how they are modulated by L2 proficiency. Native English speakers learning Spanish performed an English (L1) lexical decision task that included cognates while event-related potentials were recorded. They also performed verbal fluency, working memory, and inhibitory control tasks. A group of matched monolinguals performed the same tasks in English only. The results revealed that intermediate learners demonstrate a reduced N400 for cognates compared with noncognates in English (L1), and an emerging effect is visually present in beginning learners as well; however, no behavioral cognate effect was present for either group. In addition, slower reaction times in English (L1) are related to a larger cognate N400 magnitude in English (L1) and Spanish (L2), and to better inhibitory control for learners but not for monolinguals. The results suggest that contrary to the claim that L2 affects L1 only when L2 speakers are highly proficient, L2 learning begins to impact L1 early in the development of the L2 skill.

  9. Language Choice & Global Learning Networks

    Directory of Open Access Journals (Sweden)

    Dennis Sayers

    1995-05-01

    Full Text Available How can other languages be used in conjunction with English to further intercultural and multilingual learning when teachers and students participate in computer-based global learning networks? Two portraits are presented of multilingual activities in the Orillas and I*EARN learning networks, and are discussed as examples of the principal modalities of communication employed in networking projects between distant classes. Next, an important historical precedent --the social controversy which accompanied the introduction of telephone technology at the end of the last century-- is examined in terms of its implications for language choice in contemporary classroom telecomputing projects. Finally, recommendations are offered to guide decision making concerning the role of language choice in promoting collaborative critical inquiry.

  10. COGNITIVE FATIGUE FACILITATES PROCEDURAL SEQUENCE LEARNING

    Directory of Open Access Journals (Sweden)

    Guillermo eBorragán

    2016-03-01

    Full Text Available Enhanced procedural learning has been evidenced in conditions where cognitive control is diminished, including hypnosis, disruption of prefrontal activity and non-optimal time of the day. Another condition depleting the availability of controlled resources is cognitive fatigue. We tested the hypothesis that cognitive fatigue, eventually leading to diminished cognitive control, facilitates procedural sequence learning. In a two-day experiment, twenty-three young healthy adults were administered a serial reaction time task (SRTT following the induction of high or low levels of cognitive fatigue, in a counterbalanced order. Cognitive fatigue was induced using the Time load Dual-back (TloadDback paradigm, a dual working memory task that allows tailoring cognitive load levels to the individual's optimal performance capacity. In line with our hypothesis, reaction times in the SRTT were faster in the high- than in the low-level fatigue condition, and performance improvement showed more of a benefit from the sequential components than from motor. Altogether, our results suggest a paradoxical, facilitating impact of cognitive fatigue on procedural motor sequence learning. We propose that facilitated learning in the high-level fatigue condition stems from a reduction in the cognitive resources devoted to cognitive control processes that normally oppose automatic procedural acquisition mechanisms.

  11. Language Mediated Concept Activation in Bilingual Memory Facilitates Cognitive Flexibility

    Directory of Open Access Journals (Sweden)

    Anatoliy V. Kharkhurin

    2017-06-01

    Full Text Available This is the first attempt of empirical investigation of language mediated concept activation (LMCA in bilingual memory as a cognitive mechanism facilitating divergent thinking. Russian–English bilingual and Russian monolingual college students were tested on a battery of tests including among others Abbreviated Torrance Tests for Adults assessing divergent thinking traits and translingual priming (TLP test assessing the LMCA. The latter was designed as a lexical decision priming test, in which a prime and a target were not related in Russian (language of testing, but were related through their translation equivalents in English (spoken only by bilinguals. Bilinguals outperformed their monolingual counterparts on divergent thinking trait of cognitive flexibility, and bilinguals’ performance on this trait could be explained by their TLP effect. Age of second language acquisition and proficiency in this language were found to relate to the TLP effect, and therefore were proposed to influence the directionality and strength of connections in bilingual memory.

  12. Balancing Design Project Supervision and Learning Facilitation

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller

    2012-01-01

    experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......’s balance between the roles: 1) Design Project Supervisor – and 2) Learning Facilitator – with the aim to understand when to apply the different roles, and what to be aware of when doing so. This paper represents the first pilot-study of a larger research effort. It is based on a Lego Serious Play workshop......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

  13. Body in Mind: How Gestures Empower Foreign Language Learning

    Science.gov (United States)

    Macedonia, Manuela; Knosche, Thomas R.

    2011-01-01

    It has previously been demonstrated that enactment (i.e., performing representative gestures during encoding) enhances memory for concrete words, in particular action words. Here, we investigate the impact of enactment on abstract word learning in a foreign language. We further ask if learning novel words with gestures facilitates sentence…

  14. Understanding Cognitive Language Learning Strategies

    Directory of Open Access Journals (Sweden)

    Sergio Di Carlo

    2017-01-01

    Full Text Available Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the Smart Processing Model. This model operates with linguistic inputs as well as with any other kind of information. It helps to illustrate the stages, relations, modules and processes that occur during the flow of information. This theoretical advance is a core element to classify cognitive strategies. Contributions from cognitive neuroscience have also been considered to establish the proposed classification which consists of five categories. Each of these categories has a different predominant function: classification, preparation, association, elaboration and transfer-practice. This better founded taxonomy opens the doors to potential studies that would allow a better understanding of the interdisciplinary complexity of language learning. Pedagogical and methodological implications are also discussed.

  15. Identity, Language Learning, and Social Change

    Science.gov (United States)

    Norton, Bonny; Toohey, Kelleen

    2011-01-01

    In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and…

  16. Theory-based Support for Mobile Language Learning: Noticing and Recording

    Directory of Open Access Journals (Sweden)

    Agnes Kukulska-Hulme

    2009-04-01

    Full Text Available This paper considers the issue of 'noticing' in second language acquisition, and argues for the potential of handheld devices to: (i support language learners in noticing and recording noticed features 'on the spot', to help them develop their second language system; (ii help language teachers better understand the specific difficulties of individuals or those from a particular language background; and (iii facilitate data collection by applied linguistics researchers, which can be fed back into educational applications for language learning. We consider: theoretical perspectives drawn from the second language acquisition literature, relating these to the practice of writing language learning diaries; and the potential for learner modelling to facilitate recording and prompting noticing in mobile assisted language learning contexts. We then offer guidelines for developers of mobile language learning solutions to support the development of language awareness in learners.

  17. Relational Language Facilitates the Development of Cognitive Flexibility

    Directory of Open Access Journals (Sweden)

    Gomila, Antoni

    2013-04-01

    Full Text Available In several papers, Gentner has shown that relational language facilitates spatial analogical reasoning tasks. In this work we set this question in the context of the development of cognitive flexibility, understood not just as at the representation level, but also at the executive one. To this extent, we modify the design by Ratterman & Gentner (1988 by including order of presentation of the elements as a variable, to increase the executive demands of the task so that the elements to be mentally ordered, which also allows to exclude that the successful answer is based on perceptual appearance. Our results confirm the facilitatory effect of relational language on the development of cognitive flexibility. They also point that a disordered presentation also facilitates correct responses.

  18. Language learning, language use and the evolution of linguistic variation

    Science.gov (United States)

    Perfors, Amy; Fehér, Olga; Samara, Anna; Swoboda, Kate; Wonnacott, Elizabeth

    2017-01-01

    Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of linguistic variation along with a closely matched artificial language learning experiment with adult participants. Our results show that while the biases of language learners can potentially play a role in shaping linguistic systems, the relationship between biases of learners and the structure of languages is not straightforward. Weak biases can have strong effects on language structure as they accumulate over repeated transmission. But the opposite can also be true: strong biases can have weak or no effects. Furthermore, the use of language during interaction can reshape linguistic systems. Combining data and insights from studies of learning, transmission and use is therefore essential if we are to understand how biases in statistical learning interact with language transmission and language use to shape the structural properties of language. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872370

  19. Language learning, language use and the evolution of linguistic variation.

    Science.gov (United States)

    Smith, Kenny; Perfors, Amy; Fehér, Olga; Samara, Anna; Swoboda, Kate; Wonnacott, Elizabeth

    2017-01-05

    Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of linguistic variation along with a closely matched artificial language learning experiment with adult participants. Our results show that while the biases of language learners can potentially play a role in shaping linguistic systems, the relationship between biases of learners and the structure of languages is not straightforward. Weak biases can have strong effects on language structure as they accumulate over repeated transmission. But the opposite can also be true: strong biases can have weak or no effects. Furthermore, the use of language during interaction can reshape linguistic systems. Combining data and insights from studies of learning, transmission and use is therefore essential if we are to understand how biases in statistical learning interact with language transmission and language use to shape the structural properties of language.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Authors.

  20. Computer Assisted Language Learning (CALL) Software: Evaluation ...

    African Journals Online (AJOL)

    Evaluating the nature and extent of the influence of Computer Assisted Language Learning (CALL) on the quality of language learning is highly problematic. This is owing to the number and complexity of interacting variables involved in setting the items for teaching and learning languages. This paper identified and ...

  1. Physicality and Language Learning

    Science.gov (United States)

    Park, Jaeuk; Seedhouse, Paul; Seedhouse, Rob; Kiaer, Jieun

    2016-01-01

    The study draws on the digital technology which allows users to be able to learn both linguistic and non-linguistic skills at the same time. Activity recognition as well as wireless sensor technology, similar to a Nintendo Wii, is embedded or attached to the equipment and ingredients, allowing users to detect and evaluate progress as they carry…

  2. Language Learning Strategies of Language e-Learners in Turkey

    Science.gov (United States)

    Solak, Ekrem; Cakir, Recep

    2015-01-01

    The purpose of this study was to determine the use of language learning strategies of e-learners and to understand whether there were any correlations between language learning strategies and academic achievement. Participants of the study were 274?e-learners, 132 males and 142 females, enrolled in an e-learning program from various majors and…

  3. RESEARCH ON LANGUAGE AND LEARNING: IMPLICATIONS FOR LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Eva Alcón

    2004-06-01

    Full Text Available Taking into account severa1 limitations of communicative language teaching (CLT, this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development.

  4. How relevant is social interaction in second language learning?

    Directory of Open Access Journals (Sweden)

    Laura eVerga

    2013-09-01

    Full Text Available Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthen by evidence emerging from different fields, which clearly indicate that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as it is the case for Autism, for example. However, studies on adult second language learning have been mostly focused on individualistic approaches, partly because of methodological constraints especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor.

  5. How relevant is social interaction in second language learning?

    Science.gov (United States)

    Verga, Laura; Kotz, Sonja A

    2013-09-03

    Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthened by evidence emerging from different fields, which clearly indicates that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as is the case for Autism, for example. However, studies on adult second language (L2) learning have been mostly focused on individualistic approaches, partly because of methodological constraints, especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor.

  6. Virtual language learning environments: the standardization of evaluation

    Directory of Open Access Journals (Sweden)

    Francesca Romero Forteza

    2014-03-01

    Full Text Available Nowadays there are many approaches aimed at helping learners acquire knowledge through the Internet. Virtual Learning Environments (VLE facilitate the acquisition and practice of skills, but some of these learning platforms are not evaluated or do not follow a standard that guarantees the quality of the tasks involved. In this paper, we set out a proposal for the standardization of the evaluation of VLEs available on the World Wide Web. Thus, the main objective of this study is to establish an evaluation template with which to test whether a VLE is appropriate for computer-assisted language learning (CALL. In the methodology section, a learning platform is analysed and tested to establish the characteristics learning platforms must have. Having established the design of the template for language learning environments, we concluded that a VLE must be versatile enough for application with different language learning and teaching approaches.

  7. Production Practice During Language Learning Improves Comprehension.

    Science.gov (United States)

    Hopman, Elise W M; MacDonald, Maryellen C

    2018-04-01

    Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production-comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.

  8. Computer Assisted Language Learning (CALL): Using Internet for Effective Language Learning

    NARCIS (Netherlands)

    Kremenska, Anelly

    2006-01-01

    Please, cite this publication as: Kremenska, A. (2006). Computer Assisted Language Learning (CALL): Using Internet for Effective Language Learning. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia,

  9. Learning without knowing: subliminal visual feedback facilitates ballistic motor learning

    DEFF Research Database (Denmark)

    Lundbye-Jensen, Jesper; Leukel, Christian; Nielsen, Jens Bo

    by subconscious (subliminal) augmented visual feedback on motor performance. To test this, 45 subjects participated in the experiment, which involved learning of a ballistic task. The task was to execute simple ankle plantar flexion movements as quickly as possible within 200 ms and to continuously improve...... by the learner, indeed facilitated ballistic motor learning. This effect likely relates to multiple (conscious versus unconscious) processing of visual feedback and to the specific neural circuitries involved in optimization of ballistic motor performance.......). It is a well- described phenomenon that we may respond to features of our surroundings without being aware of them. It is also a well-known principle, that learning is reinforced by augmented feedback on motor performance. In the present experiment we hypothesized that motor learning may be facilitated...

  10. Influence of additional language learning on first language learning in children with language disorders.

    Science.gov (United States)

    To, Carol K S; Law, Thomas; Li, Xin-xin

    2012-01-01

    Multilingualism can bring about various positive outcomes to typically developing children. Its effect on children with language difficulties is not yet clear. The aim of this study was to examine the effects of multilingual learning as a medium of instruction (MOI) on first language (L1) acquisition of children with language disorders (LD). Nineteen Cantonese-speaking students aged 5;8-6;8 who were diagnosed with LD were recruited from a school that used Putonghua (an alternative Chinese dialect) as the MOI when learning Chinese language and were compared with 18 age-and-gender-matched Cantonese-speaking students with LD from a school that used Cantonese as the MOI when learning Chinese language. All the students also learned English (L2) as a subject at school. Proficiency in Cantonese was tested at the beginning and the end of the semester in Grade One in terms of: (1) grammar, (2) expressive vocabulary, (3) auditory textual comprehension, (4) word definition and (5) narration. Mixed-model ANOVAs revealed an effect of time on language proficiency indicating positive gains in both groups. Interaction effects between time and group were not significant. There was a trend that children learning Putonghua showed slightly more improvement in auditory textual comprehension. Proficiency gains were similar across groups. The study found no evidence that a multilingual learning environment hinders the language proficiency in L1 in students who have LD. © 2011 Royal College of Speech and Language Therapists.

  11. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2013-02-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students. In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach. Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose. Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually

  12. Personal Learning Environments for Language Learning

    Directory of Open Access Journals (Sweden)

    Panagiotis Panagiotidis

    2012-12-01

    Full Text Available The advent of web 2.0 and the developments it has introduced both in everyday practice and in education have generated discussion and reflection concerning the technologies which higher education should rely on in order to provide the appropriate e-learning services to future students.In this context, the Virtual Learning Environments (VLEs, which are widely used in universities around the world to provide online courses to every specific knowledge area and of course in foreign languages, have started to appear rather outdated. Extensive research is under progress, concerning the ways in which educational practice will follow the philosophy of web 2.0 by adopting the more learner-centred and collaborative approach of e-learning 2.0 applications, without abandoning the existing investment of the academic institutions in VLEs, which belong to the e-learning 1.0 generation, and, thus, serve a teacher- or coursecentred approach.Towards this direction, a notably promising solution seems to be the exploitation of web 2.0 tools in order to form Personal Learning Environments (PLEs. These are systems specifically designed or created by the combined use of various external applications or tools that can be used independently or act as a supplement to existing VLE platforms, creating a personalized learning environment. In a PLE, students have the opportunity to form their own personal way of working, using the tools they feel are most appropriate to achieve their purpose.Regarding the subject of foreign language, in particular, the creation of such personalized and adaptable learning environments that extend the traditional approach of a course seems to promise a more holistic response to students’ needs, who, functioning in the PLE, could combine learning with their daily practice, communicating and collaborating with others, thus increasing the possibilities of access to multiple sources, informal communication and practice and eventually acquiring

  13. affective variables of language learning

    Institute of Scientific and Technical Information of China (English)

    李文敬

    2011-01-01

    why people enjoy different degrees of success in second language learning,given similar opportunities.in the presence of overly negative emotions such as anxiety,fear,stress,anger or depression,our optimal learning potential maybe compromised.the affective domain refers to the emotional domain that has to do with the emotional behavior of human beings.it includes such factors as self-confidence,extroversion,anxiety,attitudes and motivation.three major factors are introduced here:self-confidence,anxiety and motivation.

  14. MUET Preparation Language Learning Strategies

    Directory of Open Access Journals (Sweden)

    Yoong Li Kuen

    2012-01-01

    Full Text Available The main objective of the study was to examine the English language learning strategies (LLS used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students. The instrument used in this study called “MUET Preparation Language Strategy Use Inventory” is an adapted and bilingual questionnaire designed by Cohen, Oxford and Chi (2005 known as Language Strategy Use Inventory. Forty items were analyzed and they comprised of the four skills tested in MUET which is listening, speaking, reading and writing. Data were analyzed by performing frequency analysis. The findings revealed that the listening skill is the most frequently used, while the writing skill is the least frequently used. Only the listening skill has high frequency of use, while the reading, speaking and writing skills fall under the range of moderate frequency of use. There were variations in responses with regard to the use of LLS among Form Six students in secondary schools. The findings had practical implications.

  15. Making Intercultural Language Learning Visible and Assessable

    Science.gov (United States)

    Moloney, Robyn; Harbon, Lesley

    2010-01-01

    While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student…

  16. Aptitude for Learning a Foreign Language.

    Science.gov (United States)

    Sparks, Richard; Ganschow, Leonore

    2001-01-01

    Review research on foreign language aptitude and its measurement prior to 1990. Describes research areas in the 1990s, including affective variables, language learning strategies, learning styles as contributors to aptitude and aptitude as a cognitive construct affected by language variables. Reviews research on individual differences and the…

  17. New Ways to Learn a Foreign Language.

    Science.gov (United States)

    Hall, Robert A., Jr.

    This text focuses on the nature of language learning in the light of modern linguistic analysis. Common linguistic problems encountered by students of eight major languages are examined--Latin, Greek, French, Spanish, Portuguese, Italian, German, and Russian. The text discusses the nature of language, building new language habits, overcoming…

  18. Language Alternation and Language Norm in Vocational Content and Language Integrated Learning

    Science.gov (United States)

    Kontio, Janne; Sylvén, Liss Kerstin

    2015-01-01

    The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are…

  19. Enlightenment From Motivation In Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    张楠

    2015-01-01

    This paper selects one of classifications of motivation in foreign language learning,that is,instrumental and integrative motivation.By analyzing such a distinction,it hopes to direct foreign language teaching in China.

  20. On Emotional Barriers to Second Language Learning

    Institute of Scientific and Technical Information of China (English)

    Chen Qin

    2012-01-01

    Language learning is a very complex process, which is related to many factors, either internal or external. Affective factors plays an important role in a second language learning. If only we realize such affective factors, we can overcome the emotional barriers effectively and have a successful learning.

  1. The Role of Motivation in Language Learning

    OpenAIRE

    Rahman, Anwar

    2011-01-01

    The mastery of English learning is influenced by some variables, one of them is motivation. Motivation in learning second language is classified as integrative motivation and instrumental motivation. Some experts of language teaching also categorized motivation into two types namely intrinsic motivation and extrinsic motivation. This paper discusses about kinds of motivation and how it takes a role in influencing students mastery in learning language. It was literature study that focused to f...

  2. A Well Designed School Environment Facilitates Brain Learning.

    Science.gov (United States)

    Chan, Tak Cheung; Petrie, Garth

    2000-01-01

    Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

  3. Learning the Greek Language via Greeklish

    Directory of Open Access Journals (Sweden)

    Alexandros Karakos

    2013-02-01

    Full Text Available Learning Greek as a second or foreign language has drawn the attention of many researchers throughout time. A dictionary is amongst the first things a foreign language student uses. Reading comprehension is significantly improved by the use of a dictionary, especially when this includes the way words are pronounced. We developed a assistance software for learning the Greek Language via Greeklish. Since, the basic vocabulary of a language is the basis of understanding the language itself, the dictionary proposed aims to make the basic Greek words easier to pronounce as well as to give the explanation of the word in English. The aim of this software is to provide a useful tool to learn the Greek language individually. Moreover, it aims to be involved, as an assistance tool for learning Greek as a second or foreign language.

  4. Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

    Directory of Open Access Journals (Sweden)

    Constanza Tolosa

    2017-01-01

    Full Text Available We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students’ learning with a free writing activity done as pretest and posttest and used a semi-structured interview to explore their attitudes towards language learning and their perceived development of their native language. Data analysis indicated statistically significant gains in foreign language writing and positive attitudinal changes toward foreign and native language learning.

  5. Teacher support - an exploration of how foundation-phase teachers facilitate language skills

    Directory of Open Access Journals (Sweden)

    Anna-Maria Wium

    2011-12-01

    Full Text Available The role of speech-language therapists (SLTs has been redefined by White Paper 6, which emphasises the role of support to both teachers and learners. SLTs have expert knowledge and skills pertaining to communication and language, and therefore have much to contribute to the process of learning in teaching. This article builds on a previous article published in the 2010 edition of the journal, which reported on the process of supporting teachers to facilitate listening, language and numeracy skills in semi-rural and urban (township contexts. In this follow-up article the focus is on the qualitative findings obtained from a specific section of the larger study. Where the overall study made use of a mixed methods approach to evaluate the process of providing support, and reported on the entire continued professional development (CPD programme, this article focuses specifically on the qualitative data collected when the CPD programme addressed the facilitation of language. This article explores how the strategies were used in the classrooms, and the benefits of the support provided. The data discussed in this article were obtained from questionnaires, focus groups, and critical self-evaluation by teachers, as well as a research diary used by the programme facilitator. The results show that both the participants and their learners benefited from the support provided. The participants reportedly for the first time were able to meet curriculum outcomes which previously had been omitted, and showed an increased ability to plan their lessons. Several teachers experienced changes in their teaching practices and could reflect on their practices, which contributed to their professional development. These teachers became more empowered. Learning in the classroom was enhanced through increased participation of all learners, and enjoyment of the strategies.

  6. Speech Analysis and Visual Image: Language Learning

    Science.gov (United States)

    Loo, Alfred; Chung, C. W.; Lam, Alan

    2016-01-01

    Students will speak a second language with an accent if they learn the language after the age of six. It does not matter how motivated and clever they are, the accent will not go away. Only a few gifted students can speak a second language flawlessly. The exact reasons for this phenomenon are unknown. Although a large number of hypotheses have…

  7. OBJECTIVES AND PROCESSES OF SECOND LANGUAGE LEARNING.

    Science.gov (United States)

    SIZEMORE, MAMIE

    THE OBJECTIVES OF SECOND LANGUAGE TEACHING, AND SPECIFIC DIRECTIONS FOR PRESENTING AND DRILLING STRUCTURES BY THE USE OF CERTAIN GESTURES, WERE PRESENTED. RECOMMENDATIONS FOR CONCENTRATING EFFORTS ON THE ESSENTIALS OF LANGUAGE LEARNING REVOLVED AROUND AN EMPHASIS ON THE TEACHING OF THE LANGUAGE ITSELF RATHER THAN ABOUT ITS HISTORY, VOCABULARY,…

  8. The Role of Motivation in Language Learning

    Institute of Scientific and Technical Information of China (English)

    李玉红

    2004-01-01

    The role of motivation in language learning has been studied since the 1960s. It is indeed one of the most important areas of linguistics. This paper suggests strategies of motivating language learners and focuses on the role which motivation can play in language learning. The concept of motivation from different points of view is defined, a number of suggestions on how to motivate language learners are presented and the role of motivation based on various motivational theories are highlighted. With regard to the role of motivation in language learning, it is concluded that motivation plays an increasingly important role in many aspects, such as identifying with the target language society, achieving long-term and short-term goals, improving language learners' internal and external powers and exerting a group force. It also indicates that there should be more research areas to be examined and a long way is probably requlred to go in future theoretical and practical study.

  9. Reconceptualising Learning in Transdisciplinary Languages Education

    Science.gov (United States)

    Scarino, Angela; Liddicoat, Anthony J.

    2016-01-01

    Understanding and working with the complexity of second language learning and use in an intercultural orientation necessitates a re-examination of the different theories of learning that inform the different schools of second language acquisition (SLA). This re-examination takes place in a context where explicitly conceptualizing the nature of…

  10. Transform Modern Language Learning through Mobile Devices

    Science.gov (United States)

    Tuttle, Harry Grover

    2013-01-01

    College professors can transform their modern language classes through mobile devices. Their students' learning becomes more active, more personalized, more contextual, and more culturally authentic as illustrated through the author's modern language mobile learning classroom examples. In addition, their students engage in many diverse types of…

  11. Teaching language teachers scaffolding professional learning

    CERN Document Server

    Maggioli, Gabriel Diaz

    2012-01-01

    Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

  12. Language Learning Strategy Use across Proficiency Levels

    Science.gov (United States)

    Zarei, Abbas, Ali; Baharestani, Nooshin

    2014-01-01

    To investigate the use of language learning strategies (LLS) by Iranian EFL learners across proficiency levels, a total of 180 Iranian adult female EFL learners were selected and divided into three different proficiency level groups. To collect data, Oxford's (1990) Strategy Inventory for Language Learning (SILL) was used. One-way ANOVA procedures…

  13. Teaching and Learning Language as Culture

    Institute of Scientific and Technical Information of China (English)

    刘朝晖

    2007-01-01

    It's important to master a foreign language, English in particular.But the problem is how students should learn in order to communicate well with the native speakers and even become members of the target language community.The author narrates two incidents related to the Chinese study and English study experiences, pointing out that language study can't be separated from culture study.In line with the research results by some language experts about culture, language is the carrier of culture as literature is accomplished through languages,therefore language learning and teaching in isolation from culture is impossible.The author argues that language should be taught and learnt in a cultural approach.But as a sword with double blades, cultural approach may lead to culture invasion, culture inequality and the loss of culture diversity.

  14. The Internet, Language Learning, And International Dialogue: 
Constructing Online Foreign Language Learning Websites

    OpenAIRE

    KARTAL, Erdogan; UZUN, Levent

    2015-01-01

    In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants ...

  15. Media, Information Technology, and Language Planning: What Can Endangered Language Communities Learn from Created Language Communities?

    Science.gov (United States)

    Schreyer, Christine

    2011-01-01

    The languages of Klingon and Na'vi, both created for media, are also languages that have garnered much media attention throughout the course of their existence. Speakers of these languages also utilize social media and information technologies, specifically websites, in order to learn the languages and then put them into practice. While teaching a…

  16. Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

    Science.gov (United States)

    De Oliveira, Luciana C.; Olesova, Larisa

    2013-01-01

    This study examined asynchronous online discussions in the online course "English Language Development" to identify themes related to participants' learning about the language and literacy development of English Language Learners when they facilitated online discussions to determine whether the participants developed sufficient…

  17. Gradient language dominance affects talker learning.

    Science.gov (United States)

    Bregman, Micah R; Creel, Sarah C

    2014-01-01

    Traditional conceptions of spoken language assume that speech recognition and talker identification are computed separately. Neuropsychological and neuroimaging studies imply some separation between the two faculties, but recent perceptual studies suggest better talker recognition in familiar languages than unfamiliar languages. A familiar-language benefit in talker recognition potentially implies strong ties between the two domains. However, little is known about the nature of this language familiarity effect. The current study investigated the relationship between speech and talker processing by assessing bilingual and monolingual listeners' ability to learn voices as a function of language familiarity and age of acquisition. Two effects emerged. First, bilinguals learned to recognize talkers in their first language (Korean) more rapidly than they learned to recognize talkers in their second language (English), while English-speaking participants showed the opposite pattern (learning English talkers faster than Korean talkers). Second, bilinguals' learning rate for talkers in their second language (English) correlated with age of English acquisition. Taken together, these results suggest that language background materially affects talker encoding, implying a tight relationship between speech and talker representations. Copyright © 2013 Elsevier B.V. All rights reserved.

  18. GESTURE'S ROLE IN CREATING AND LEARNING LANGUAGE.

    Science.gov (United States)

    Goldin-Meadow, Susan

    2010-09-22

    Imagine a child who has never seen or heard language. Would such a child be able to invent a language? Despite what one might guess, the answer is "yes". This chapter describes children who are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, the children have not been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate--they gesture--and those gestures take on many of the forms and functions of language (Goldin-Meadow 2003a). The properties of language that we find in these gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo. They are the resilient properties of language, properties that all children, deaf or hearing, come to language-learning ready to develop. In contrast to these deaf children who are inventing language with their hands, hearing children are learning language from a linguistic model. But they too produce gestures, as do all hearing speakers (Feyereisen and de Lannoy 1991; Goldin-Meadow 2003b; Kendon 1980; McNeill 1992). Indeed, young hearing children often use gesture to communicate before they use words. Interestingly, changes in a child's gestures not only predate but also predict changes in the child's early language, suggesting that gesture may be playing a role in the language-learning process. This chapter begins with a description of the gestures the deaf child produces without speech. These gestures assume the full burden of communication and take on a language-like form--they are language. This phenomenon stands in contrast to the gestures hearing speakers produce with speech. These gestures share the burden of communication with speech and do not take on a language-like form--they are part of language.

  19. Formal and informal facilitators of learning capability: the moderating effect of learning climate

    OpenAIRE

    ELENA REVILLA

    2006-01-01

    Organizations need to put in practice the most favourable conditions to facilitate learning capability. The different ways of thinking about learning in organizations distinguish two kinds of learning facilitators: formal and informal facilitators. In this paper, we suggest that organizations undertake both types of learning facilitators, but considering that informal facilitators may act as potential moderators of the effects of formal ones. We have focused on one comprehensive informal faci...

  20. A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)

    Science.gov (United States)

    Dooly, Melinda; Masats, Dolors

    2015-01-01

    This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…

  1. Languaging as Competencing: Considering Language Learning as Enactment

    Science.gov (United States)

    Hellermann, John

    2018-01-01

    The terms "interactional competence" and "learning" are discussed in the context of recent research in the areas of cognitive science and ethnomethodological conversation analysis studies of language learning. Two data excerpts from a longitudinal case study of a beginning learner of English are presented to illustrate (1) the…

  2. Why (we think) facilitation works: insights from organizational learning theory.

    Science.gov (United States)

    Berta, Whitney; Cranley, Lisa; Dearing, James W; Dogherty, Elizabeth J; Squires, Janet E; Estabrooks, Carole A

    2015-10-06

    Facilitation is a guided interactional process that has been popularized in health care. Its popularity arises from its potential to support uptake and application of scientific knowledge that stands to improve clinical and managerial decision-making, practice, and ultimately patient outcomes and organizational performance. While this popular concept has garnered attention in health services research, we know that both the content of facilitation and its impact on knowledge implementation vary. The basis of this variation is poorly understood, and understanding is hampered by a lack of conceptual clarity. In this paper, we argue that our understanding of facilitation and its effects is limited in part by a lack of clear theoretical grounding. We propose a theoretical home for facilitation in organizational learning theory. Referring to extant literature on facilitation and drawing on theoretical literature, we discuss the features of facilitation that suggest its role in contributing to learning capacity. We describe how facilitation may contribute to generating knowledge about the application of new scientific knowledge in health-care organizations. Facilitation's promise, we suggest, lies in its potential to stimulate higher-order learning in organizations through experimenting with, generating learning about, and sustaining small-scale adaptations to organizational processes and work routines. The varied effectiveness of facilitation observed in the literature is associated with the presence or absence of factors known to influence organizational learning, since facilitation itself appears to act as a learning mechanism. We offer propositions regarding the relationships between facilitation processes and key organizational learning concepts that have the potential to guide future work to further our understanding of the role that facilitation plays in learning and knowledge generation.

  3. The Internet, Language Learning, and International Dialogue: Constructing Online Foreign Language Learning Websites

    Science.gov (United States)

    Kartal, Erdogan; Uzun, Levent

    2010-01-01

    In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign…

  4. Student enthusiasm for learning in language classrooms

    OpenAIRE

    Tokunaga, Masahiko; 徳永, 昌彦

    2005-01-01

    Student enthusiasm would seem to be a fundamental aspect of learning, yet it is a difficult concept to define because it takes in a range of different behaviours on the part of students. Nevertheless, it is important to consider just what student enthusiasm for learning is. This concept will be explored before comparing how the various theories of learning treat it. Finally, theories that are most useful for maximising student enthusiasm for learning particularly related to language learning,...

  5. Language-Learning Holidays: What Motivates People to Learn a Minority Language?

    Science.gov (United States)

    O'Rourke, Bernadette; DePalma, Renée

    2017-01-01

    In this article, we examine the experiences of 18 Galician language learners who participated in what Garland [(2008). "The minority language and the cosmopolitan speaker: Ideologies of Irish language learners" (Unpublished PhD thesis). University of California, Santa Barbara] refers to as a "language-learning holiday" in…

  6. Motivation In Second language learning In China

    Institute of Scientific and Technical Information of China (English)

    郑葳

    2017-01-01

    Motivation is the indispensable condition for a student's learning success. As a foreign language teacher, they should motivate the second language learners by promoting positive language-related values. Dornyei identifies three value dimensions. They are intrinsic value, integrative value and instrumental value. In China, the Communicative Language Teaching is an innovation approach and learner- centered. The CLT approach and curriculum have motivated students' interest, appreciation and values in learning English. In English classroom, the teacher should establish the cooperative situation rather than the competitive environment in order to arouse the students' motivation and reduce the psychological pressure.

  7. Critical Success Factors in Online Language Learning

    Science.gov (United States)

    Alberth

    2011-01-01

    With the proliferation of online courses nowadays, it is necessary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned.…

  8. The Usefulness of Translation in Foreign Language Learning: Students’ Attitudes

    Directory of Open Access Journals (Sweden)

    Ana B. Fernández-Guerra

    2014-03-01

    Full Text Available Several scholars have argued that translation is not a useful tool when acquiring a second or foreign language; since it provides a simplistic one-to-one relationship between the native and the foreign language, it can cause interference between them, and it is an artificial exercise that has nothing to do in a communicative approach to language teaching. Recent studies, however, show that, far from being useless, translation can be a great aid to foreign language learning. The aim of the present paper is twofold: (1 to summarize and assess the arguments that encourage the use of translation in the foreign language classroom, supporting the integration of several forms of translating; and (2 to present the results of a survey that focused on students’ perceptions and responses towards translation tasks and their effectiveness in foreign language acquisition. Results show that students’ attitudes were surprisingly positive for several reasons: translation is one of their preferred language learning tasks, it is motivating, it facilitates a deeper understanding of the form and content of the source language text, it increases learners’ awareness of the differences between both linguistic systems, it allows them to re-express their thoughts faster and easier, and it helps them acquire linguistic and cultural knowledge.

  9. SPORT SCIENCE STUDENTS‟ BELIEFS ABOUT LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Suvi Akhiriyah

    2017-04-01

    Full Text Available There are many reasons for students of Sport Science to use English. Yet, knowing the importance of learning English is sometimes not enough to encourage them to learn English well. Based on the experience in teaching them, erroneous belief seems to be held by many of them. It arouses curiosity about the beliefs which might be revealed to help the students to be successful in language learning. By investigating sport science students‘ beliefs about language learning, it is expected that types of the beliefs which they hold can be revealed. Understanding students‘ beliefs about language learning is essential because these beliefs can have possible consequences for second language learning and instruction. This study is expected to provide empirical evidence. The subjects of this study were 1st semester students majoring in Sport Science of Sport Science Faculty. There were 4 classes with 38 students in each class. There were approximately 152 students as the population of the study. The sample was taken by using random sampling. All members of the population received the questionnaire. The questionnaire which was later handed back to the researcher is considered as the sample. The instrument in this study is the newest version of Beliefs About Language Learning Inventory (BALLI, version 2.0, developed by Horwitz to asses the beliefs about learning a foreign language.

  10. Facilitating peer learning in study groups

    DEFF Research Database (Denmark)

    Adriansen, Hanne Kirstine; Madsen, Lene Møller

    2009-01-01

    In 2008 University of Aarhus, Denmark, issued a report concerning student experience with the study environment. Among the university's eight faculties, the Danish School of Education (DPU) held the sad record of having the lowest student well-being. This led to an action research project...... 'Facilitating study environment' at one of DPU's educations in spring 2009. The pilot project consisted of three elements: Facilitated study groups, a student bar with facilitated activities, and academic identity events. Subsequently, we have studied students' experiences with the project. This paper outlines...... the preliminary results from the facilitated study groups. After one term (February-May), student satisfaction with both the social and the disciplinary environment had increased. The project shows how academic and social integration can be achieved with minimum faculty member involvement. This is done by relying...

  11. Facebook: Facilitating Social Access and Language Acquisition for International Students?

    Science.gov (United States)

    Lee, Kent; Ranta, Leila

    2014-01-01

    Many international students come to Canada to improve their English language proficiency and develop friendships with Canadians and other international students. However, gaining access to host nationals (i.e., Canadians) is not an easy task for most English as a second language (ESL) learners. Factors such as language proficiency may hamper…

  12. Computer Assisted Language Learning. Routledge Studies in Computer Assisted Language Learning

    Science.gov (United States)

    Pennington, Martha

    2011-01-01

    Computer-assisted language learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. This books provides an up-to date and comprehensive overview of…

  13. Language learning strategy research and modern foreign language teaching and learning in England

    OpenAIRE

    Grenfell, Michael

    2005-01-01

    This paper addresses language learner strategy research. It arises from two sources: firstly, an individual background in research and writing about Language Learning Strategy research in the context of Modern Foreign Language Learning and Teaching in the UK over the past decades; secondly, a newly constituted British based interest group dedicated to this area of applied linguistics - UK Project on Language Learner Strategies (UKPOLLS). The aim of this SIG paper is to introduce and present t...

  14. Social Interaction Affects Neural Outcomes of Sign Language Learning As a Foreign Language in Adults.

    Science.gov (United States)

    Yusa, Noriaki; Kim, Jungho; Koizumi, Masatoshi; Sugiura, Motoaki; Kawashima, Ryuta

    2017-01-01

    Children naturally acquire a language in social contexts where they interact with their caregivers. Indeed, research shows that social interaction facilitates lexical and phonological development at the early stages of child language acquisition. It is not clear, however, whether the relationship between social interaction and learning applies to adult second language acquisition of syntactic rules. Does learning second language syntactic rules through social interactions with a native speaker or without such interactions impact behavior and the brain? The current study aims to answer this question. Adult Japanese participants learned a new foreign language, Japanese sign language (JSL), either through a native deaf signer or via DVDs. Neural correlates of acquiring new linguistic knowledge were investigated using functional magnetic resonance imaging (fMRI). The participants in each group were indistinguishable in terms of their behavioral data after the instruction. The fMRI data, however, revealed significant differences in the neural activities between two groups. Significant activations in the left inferior frontal gyrus (IFG) were found for the participants who learned JSL through interactions with the native signer. In contrast, no cortical activation change in the left IFG was found for the group who experienced the same visual input for the same duration via the DVD presentation. Given that the left IFG is involved in the syntactic processing of language, spoken or signed, learning through social interactions resulted in an fMRI signature typical of native speakers: activation of the left IFG. Thus, broadly speaking, availability of communicative interaction is necessary for second language acquisition and this results in observed changes in the brain.

  15. Self-Regulation in Language Learning.

    Science.gov (United States)

    Tseng, Wen-Ta; Liu, Heidi; Nix, John-Michael L

    2017-04-01

    Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners' self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners' self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners' self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

  16. Facebook for informal language learning: Perspectives from tertiary language students

    Directory of Open Access Journals (Sweden)

    Antonie Alm

    2015-09-01

    Full Text Available This paper investigates the use of Facebook for out-of-class, informal language learning. 190 New Zealand university language students (Chinese, German, French, Japanese and Spanish completed an anonymous online questionnaire on (1 their perceptions of Facebook as a multilingual environment, (2 their online writing practices and (3 their views on the educational value of their experiences. Findings indicate that language students are using a range of Facebook features to expose themselves to the languages they study (L2 and to communicate in their L2 with native speaker Facebook friends. The use of the social networking site varied according to proficiency-levels of the participants (beginner, intermediate and advanced levels, strength of social ties with native speaker Facebook friends and personal attitudes towards the site. Learning experiences on Facebook were not perceived as useful for the formal language learning context which suggests the need for bridging strategies between informal and formal learning environments.

  17. Live online communication facilitating collaborative learning

    DEFF Research Database (Denmark)

    Kjær, Christopher

    2010-01-01

    of the subject and the activities, whereas the students will adopt a more passive role. The traditional lecture model is based on a paradigm that views learning as the transmission of information from teacher to student. In addition, the web conference will amplify the role of the teacher in that he/she can....... Such a model must take into consideration that users must get to know and become familiar with the system and that the functions of the system should carefully be matched with social learning activities to enhance the learning of students. The presentation will include a demonstration of the web conference...

  18. Corporate Language and Implications for Organizational Learning

    DEFF Research Database (Denmark)

    Zølner, Mette

    2013-01-01

    is insufficient to leverage contextually specific and culturally embedded knowledge. This indicates the need for disentangling language and culture. The paper further argues for the need to go beyond national language to consider how prevailing kinds of corporate talk may curb headquarters potential for learning...... from cultural and contextual diversity....

  19. Foreign language teaching and learning: Challenges and ...

    African Journals Online (AJOL)

    learning and recommends ways in which foreign language students and teachers can exploit the ... languages at university level in the Ugandan context. ... management and catering, the hospitality industry and international relations. .... Especially in the era of globalization, there is an increasing demand for intercultural.

  20. Suggestology as an Effective Language Learning Method.

    Science.gov (United States)

    MaCoy, Katherine W.

    The methods used and the results obtained by means of the accelerated language learning techniques developed by Georgi Lozanov, Director of the Institute of Suggestology in Bulgaria, are discussed. The following topics are included: (1) discussion of hypermnesia, "super memory," and the reasons foreign languages were chosen for purposes…

  1. Operationalizing Multilingualism: Language Learning Motivation in Turkey

    Science.gov (United States)

    Thompson, Amy S.; Erdil-Moody, Zeynep

    2016-01-01

    This study is an examination of language learning motivation and multilingual status in the Turkish English as a foreign language (EFL) context. Using Dörnyei's L2 Motivational Self System (L2MSS) framework, specifically the ideal and ought-to L2 selves, this study examines the relationship between motivation and two operationalizations of…

  2. Language, learning and electronic communications media

    OpenAIRE

    Coffin, Caroline; Hewings, Ann

    2005-01-01

    Guest editorial - article outline\\ud 1. Why is language significant?\\ud 2. Research settings\\ud 2.1. School age students: \\ud (i) text-based conferencing \\ud (ii) multimodal writing\\ud 2.2. University students: \\ud (i) text-based conferencing \\ud (ii) web-based literacy support\\ud 2.3. Informal adult learning: web-based reading\\ud 3. Methodologies for exploring language and learning\\ud \\ud

  3. Prose Learning for Veterinary Educators: Facilitating Acquisition

    Science.gov (United States)

    Harkness, John E.

    1978-01-01

    A prose text in veterinary medicine can be arranged and supplemented to facilitate efficient and effective acquisition into short-term memory. Methods include: variation in textual format; relating new information to previous knowledge and future goals; providing specific, test-relevant objectives or introductions, describing mnemonic devices; and…

  4. Different mechanisms in learning different second languages: Evidence from English speakers learning Chinese and Spanish.

    Science.gov (United States)

    Cao, Fan; Sussman, Bethany L; Rios, Valeria; Yan, Xin; Wang, Zhao; Spray, Gregory J; Mack, Ryan M

    2017-03-01

    Word reading has been found to be associated with different neural networks in different languages, with greater involvement of the lexical pathway for opaque languages and greater invovlement of the sub-lexical pathway for transparent langauges. However, we do not know whether this language divergence can be demonstrated in second langauge learners, how learner's metalinguistic ability would modulate the langauge divergence, or whether learning method would interact with the language divergence. In this study, we attempted to answer these questions by comparing brain activations of Chinese and Spanish word reading in native English-speaking adults who learned Chinese and Spanish over a 2 week period under three learning conditions: phonological, handwriting, and passive viewing. We found that mapping orthography to phonology in Chinese had greater activation in the left inferior frontal gyrus (IFG) and left inferior temporal gyrus (ITG) than in Spanish, suggesting greater invovlement of the lexical pathway in opaque langauges. In contrast, Spanish words evoked greater activation in the left superior temporal gyrus (STG) than English, suggesting greater invovlement of the sublexical pathway for transparant languages. Furthermore, brain-behavior correlation analyses found that higher phonological awareness and rapid naming were associated with greater activation in the bilateral IFG for Chinese and in the bilateral STG for Spanish, suggesting greater language divergence in participants with higher meta-linguistic awareness. Finally, a significant interaction between the language and learning condition was found in the left STG and middle frontal gyrus (MFG), with greater activation in handwriting learning than viewing learning in the left STG only for Spanish, and greater activation in handwriting learning than phonological learning in the left MFG only for Chinese. These findings suggest that handwriting facilitates assembled phonology in Spanish and addressed

  5. Input Variability Facilitates Unguided Subcategory Learning in Adults

    Science.gov (United States)

    Eidsvåg, Sunniva Sørhus; Austad, Margit; Plante, Elena; Asbjørnsen, Arve E.

    2015-01-01

    Purpose: This experiment investigated whether input variability would affect initial learning of noun gender subcategories in an unfamiliar, natural language (Russian), as it is known to assist learning of other grammatical forms. Method: Forty adults (20 men, 20 women) were familiarized with examples of masculine and feminine Russian words. Half…

  6. A New Tool to Facilitate Learning Reading for Early Childhood

    Science.gov (United States)

    Puspitasari, Cita; Subiyanto

    2017-01-01

    This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

  7. A User-Centered Educational Modeling Language Improving the Controllability of Learning Design Quality

    Science.gov (United States)

    Zendi, Asma; Bouhadada, Tahar; Bousbia, Nabila

    2016-01-01

    Semiformal EMLs are developed to facilitate the adoption of educational modeling languages (EMLs) and to address practitioners' learning design concerns, such as reusability and readability. In this article, SDLD (Structure Dialogue Learning Design) is presented, which is a semiformal EML that aims to improve controllability of learning design…

  8. Comparison and Contrast between First and Second Language Learning

    Directory of Open Access Journals (Sweden)

    Javed Akhter

    2016-02-01

    Full Text Available This research paper tends to focus on comparison and contrast between first and second language learning. It investigates the different factors that have inhibiting influences on the language learning process of the learners in the two different environments. There are many factors involved in this respect. The age factor is one of the vital factors that influence the progress of learners in the language learning process. The other factor between first and second language learning, which mostly influences the performance of second language learners, is language input in terms of the quantity and quality in both cases of the limitations of the second language learning in classroom. This research study also studies the language input in both cases and limitations of second language learning in classroom. The present research also investigates the individual differences between first and second language learning, covering aptitude of the language learner, motivation of teacher and classmates, language anxiety and language ego. This research paper suggests that motivation of the teacher and other class fellows, aptitude of learner and teacher’s instructions and teaching methodology as well as classroom setting may help the second language learners to overcome their language anxiety and language ego in the classroom. Keywords: First language learning, Second language Learning, Age Factor, Individual Differences, Language Input, Language Anxiety and Language Ego

  9. Facilitating Co-Authoring: Reflections of Content and Language Lecturers

    Science.gov (United States)

    Wright, J.

    2010-01-01

    During a content and language project at a University of Technology (UoT) in Cape Town, South Africa, pairs of language and content lecturers, whose broad definition of integration was "the provision of linguistic access to content knowledge", co-authored ten integrated textbooks. Their intention was to assist first year learners with…

  10. First Language Proficiency as a Facilitator in Foreign/ Second Language Acquisition: A Case Study in the Kingdom of Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Mohammed Marajan Awad Adam

    2016-03-01

    Full Text Available English is taught as a foreign language in the Arab world even though practical concerns call for greater emphasis on the language. In all personal interactions too Arabic is the preferred language. Thus the environment for English is really very limited as by the time the learners are exposed to the language they are well entrenched in Arabic. While this may be a handicap in some EFL situations (for example where adults are concerned, in the Arab context this can prove a big boon. This is because young language learners who are proficient in their first language can apply the learning techniques while acquiring the second language. This paper targets the teaching fraternity in the Arab world to help them understand how first language proficiency can aid second/foreign language acquisition.

  11. Can Questions Facilitate Learning from Illustrated Science Texts?

    Science.gov (United States)

    Iding, Marie K.

    1997-01-01

    Examines the effectiveness of using questions to facilitate processing of diagrams in science texts. Investigates three different elements in experiments on college students. Finds that questions about illustrations do not facilitate learning. Discusses findings with reference to cognitive load theory, the dual coding perspective, and the…

  12. Do mathematics learning facilitators implement metacognitive ...

    African Journals Online (AJOL)

    It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners ' learning with und ers tanding. The p urpos e of this study was to investigate the ...

  13. Learned Interval Time Facilitates Associate Memory Retrieval

    Science.gov (United States)

    van de Ven, Vincent; Kochs, Sarah; Smulders, Fren; De Weerd, Peter

    2017-01-01

    The extent to which time is represented in memory remains underinvestigated. We designed a time paired associate task (TPAT) in which participants implicitly learned cue-time-target associations between cue-target pairs and specific cue-target intervals. During subsequent memory testing, participants showed increased accuracy of identifying…

  14. Game Based Language Learning for Bilingual Adults

    DEFF Research Database (Denmark)

    Hautopp, Heidi; Hanghøj, Thorkild

    2014-01-01

    experiences with the central goals in communicative language teaching (CLT). The paper is based on a study of The Danish Simulator when integrated in a game‐based language course with 15 students at a language center in Copenhagen during spring, 2013. The Danish Simulator consists of language drills......, the analysis presents preliminary findings in relation to students’ different experiences of The Danish Simulator and the teacher’s redesign of the game based teaching. It is concluded that the meaningful use of The Danish Simulator in a game‐based language course for bilingual adults depends on the students......What happens when a single‐player training game enters a classroom context? The use of training activities in game‐based learning (GBL) has often been criticized for letting players perform mechanical operations with no reflection upon the learning experiences involved (e.g. Egenfeldt‐Nielsen, 2005...

  15. The Use of Music for Learning Languages

    Institute of Scientific and Technical Information of China (English)

    和梅

    2012-01-01

      Throughout time, healers, philosophers, scientists, and teachers have recognized the place of music for therapeutic and developmental functions (Bancroft,1985:3-7). Researchers over the last twenty years have made astounding advances in the the⁃ory of language acquisition. Many find the pedagogical conjoining of language and music compelling. The first part of this review focuses on the historical and developmental proofs of music’ s relationship with language learning. In part two, neurological the⁃ory on music and the mind are covered. Part three summarizes scholarly inquiry on the use of music for learning languages, espe⁃cially those studies that could prove most instructive both for language teachers and for music therapists in the development of curricula.

  16. Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

    Science.gov (United States)

    von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

    2001-01-01

    Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

  17. Early Language Learning and the Social Brain.

    Science.gov (United States)

    Kuhl, Patricia K

    2014-01-01

    Explaining how every typically developing child acquires language is one of the grand challenges of cognitive neuroscience. Historically, language learning provoked classic debates about the contributions of innately specialized as opposed to general learning mechanisms. Now, new data are being brought to bear from studies that employ magnetoencephalograph (MEG), electroencephalograph (EEG), magnetic resonance imaging (MRI), and diffusion tensor imaging (DTI) studies on young children. These studies examine the patterns of association between brain and behavioral measures. The resulting data offer both expected results and surprises that are altering theory. As we uncover what it means to be human through the lens of young children, and their ability to speak, what we learn will not only inform theories of human development, but also lead to the discovery of neural biomarkers, early in life, that indicate risk for language impairment and allow early intervention for children with developmental disabilities involving language. Copyright © 2014 Cold Spring Harbor Laboratory Press; all rights reserved.

  18. Mobile Assisted Language Learning Experiences

    Science.gov (United States)

    Kim, Daesang; Ruecker, Daniel; Kim, Dong-Joong

    2017-01-01

    The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students…

  19. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

    This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

  20. Language Learning Podcasts and Learners' Belief Change

    Science.gov (United States)

    Basaran, Süleyman; Cabaroglu, Nese

    2014-01-01

    The ubiquitous use of Internet-based mobile devices in educational contexts means that mobile learning has become a plausible alternative to or a good complement for conventional classroom-based teaching. However, there is a lack of research that explores and defines the characteristics and effects of mobile language learning (LL) through language…

  1. EXPLORING SOME ASPECTS OF LANGUAGE LEARNING WEBSITES

    Directory of Open Access Journals (Sweden)

    Tatiana M. Gulaya

    2015-01-01

    Full Text Available This paper presents results of the surveyperformed in MESI, in academic groupsmajoring in “World Economy”. The surveywas conducted on three foreign languagelearning websites that use Web 2.0 technology to gain an understanding of how current users of language learning websitesuse them for learning English and Frenchand explore the pedagogical and technicalusability and effectiveness of these sites.

  2. Foreign Language Learning in Sweden.

    Science.gov (United States)

    Orpet, Brian R.

    1984-01-01

    Describes a visit made to Sweden to ascertain why Swedish citizens speak such excellent English. Motivation was a key factor. Describes observations of the methods of teaching English as a second language in Swedish schools. Makes recommendations for foreign language teaching in Great Britain based on these observations. (SED)

  3. WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions

    Directory of Open Access Journals (Sweden)

    Juida WAN

    2011-10-01

    Full Text Available The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for English language learning. A questionnaire which was made up of both close-ended and open-ended questions was administered at the end of the study. A mixture of quantitative and qualitative methods was used to analyse the students’ responses to the questionnaire. The study found that students were aware of their audience when they blogged and that they geared their writing towards their audience. In addition, they also interacted with others through the use of the comment feature on their weblogs. Furthermore, the majority of the students enjoyed blogging and found weblogs useful for English language learning. This study found that weblogs are promising interactive tools for English language learning.

  4. Weblogs For English Language Learning: Students’ Perceptions

    OpenAIRE

    WAN, Juida

    2011-01-01

    The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for Eng...

  5. Pharmacists' perceptions of facilitators and barriers to lifelong learning.

    Science.gov (United States)

    Hanson, Alan L; Bruskiewitz, Ruth H; Demuth, James E

    2007-08-15

    To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the "routine." The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure.

  6. Language Learning Shifts and Attitudes towards Language Learning in an Online Tandem Program for Beginner Writers

    Science.gov (United States)

    Tolosa, Constanza; Ordóñez, Claudia Lucía; Guevara, Diana Carolina

    2017-01-01

    We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students' learning with a free writing…

  7. Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability

    Science.gov (United States)

    Sun, Lei; Wallach, Geraldine P.

    2014-01-01

    This article takes readers along the pathway of language learning and disorders across childhood and adolescence, highlighting the complex relationship between early (preschool) language disorders and later (school age) learning disabilities. The discussion starts with a review of diagnostic labels widely used in schools and other professional…

  8. Designing for language learning in the wild

    DEFF Research Database (Denmark)

    Wagner, Johannes

    2015-01-01

    contacts and experiences can be enhanced and brought back into the classroom to study and learn from them. How can the ‘wild’ language be practically supported to become the ‘food chain’ of language acquisition? The paper will present an example of language encounters ‘in the wild’ and analyze the sense......When adult newcomers arrive in a new society, the new language encroaches immediately into their everyday lives. As a minimum, newcomers are overhearers of and eavesdroppers to encounters in public life, education, at workplaces, or in the media and they meet texts wherever they go. In daily life......, there are ample daily opportunities for engaging with the language of the society. It has a paramount presence in the daily life of newcomers even before they have acquired the nuts and bolts for using it actively. Language encounters ‘in the wild’ happen in a sometimes chaotic, sometimes repetitive environment...

  9. Facilitating Attitudinal Learning in an Animal Behaviour and Welfare MOOC

    Science.gov (United States)

    Watson, Sunnie Lee

    2017-01-01

    This case study examines the design and facilitation of a Massive Open Online Course (MOOC) that focused on attitudinal learning about the topic of animal behaviour and welfare. Findings showed that a team of instructors worked together collaboratively towards realising learning goals and found the experience rewarding. While learners had mixed…

  10. Facilitating Problem Framing in Project-Based Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard

    2016-01-01

    While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

  11. Using Spoken Language to Facilitate Military Transportation Planning

    National Research Council Canada - National Science Library

    Bates, Madeleine; Ellard, Dan; Peterson, Pat; Shaked, Varda

    1991-01-01

    .... In an effort to demonstrate the relevance of SIS technology to real-world military applications, BBN has undertaken the task of providing a spoken language interface to DART, a system for military...

  12. Facilitating Consumer Learning in Insurance Markets

    DEFF Research Database (Denmark)

    Lagerlöf, Johan N. M.; Schottmüller, Christoph

    2018-01-01

    We model a monopoly insurance market where consumers can learn their accident risks at a cost c. We then ask: What are the welfare effects of a policy that reduces c? If c is sufficiently small (c consumer gathers information. For c ... and consumer benefit from a policy that reduces c further. For c > c*, marginally reducing c hurts the insurer and weakly benefits the consumer. Finally, a reduction in c that is “successful,” meaning that the consumer gathers information after the reduction but not before it, can hurt both parties....

  13. Integrating Culture into Language Teaching and Learning: Learner Outcomes

    Science.gov (United States)

    Nguyen, Trang Thi Thuy

    2017-01-01

    This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…

  14. Exploring Learner Autonomy: Language Learning Locus of Control in Multilinguals

    Science.gov (United States)

    Peek, Ron

    2016-01-01

    By using data from an online language learning beliefs survey (n?=?841), defining language learning experience in terms of participants' multilingualism, and using a domain-specific language learning locus of control (LLLOC) instrument, this article examines whether more experienced language learners can also be seen as more autonomous language…

  15. Resources and Resourcefulness in Language Teaching and Learning

    African Journals Online (AJOL)

    Attempts will be made in this paper to examine what we mean by language, language teaching and learning, resources and resourcefulness in language teaching and learning and the benefit of teachers being resourceful in language teaching and learning to both the learners, the teachers, the society and the nation at ...

  16. Shared learning in general practice--facilitators and barriers.

    Science.gov (United States)

    van de Mortel, Thea; Silberberg, Peter; Ahern, Christine

    2013-03-01

    Capacity for teaching in general practice clinics is limited. Shared learning sessions are one form of vertically integrated teaching that may ameliorate capacity constraints. This study sought to understand the perceptions of general practitioner supervisors, learners and practice staff of the facilitators of shared learning in general practice clinics. Using a grounded theory approach, semistructured interviews were conducted and analysed to generate a theory about the topic. Thirty-five stakeholders from nine general practices participated. Facilitators of shared learning included enabling factors such as small group facilitation skills, space, administrative support and technological resources; reinforcing factors such as targeted funding, and predisposing factors such as participant attributes. Views from multiple stakeholders suggest that the implementation of shared learning in general practice clinics would be supported by an ecological approach that addresses all these factors.

  17. Is CALL Obsolete? Language Acquisition and Language Learning Revisited in a Digital Age

    Science.gov (United States)

    Jarvis, Huw; Krashen, Stephen

    2014-01-01

    In this article, Huw Jarvis and Stephen Krashen ask "Is CALL Obsolete?" When the term CALL (Computer-Assisted Language Learning) was introduced in the 1960s, the language education profession knew only about language learning, not language acquisition, and assumed the computer's primary contribution to second language acquisition…

  18. The Correlation between Early Second Language Learning and Native Language Skill Development

    Science.gov (United States)

    Caccavale, Terry

    2007-01-01

    It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

  19. Learning about Language in Classrooms.

    Science.gov (United States)

    Florio-Ruane, Susan

    1985-01-01

    Research on communication in classrooms is reviewed to provide implications for the writing process. Studies address language, social identity, and teacher expectation. The importance of meaning as the focus of writing is stressed. (CL)

  20. Language Views on Social Networking Sites for Language Learning: The Case of Busuu

    Science.gov (United States)

    Álvarez Valencia, José Aldemar

    2016-01-01

    Social networking has compelled the area of computer-assisted language learning (CALL) to expand its research palette and account for new virtual ecologies that afford language learning and socialization. This study focuses on Busuu, a social networking site for language learning (SNSLL), and analyzes the views of language that are enacted through…

  1. Some psycholinguistic conditions for second language learning

    Directory of Open Access Journals (Sweden)

    Bernard Spolsky

    2013-02-01

    Full Text Available The author discusses some psycho linguistic conditions for second language learning based on a preference rr ode! in linguistics. The outcome of second language learning depends on a number of conditions. Second language learning takes place in a social context, and social conditions determine a learner's attitudes. These attitudes are twofold in nature, namely those towards the community speaking the target language and those towards the learning situation. The two kinds of attitudes lead to motivation. The social context also provides opportunities for language learning and can be divided into formal and informal situations. There are also individual conditions of the learner. The author is concerned with the exploration of several specific psycholinguistic factors, as well as the kinds of rules which they contribute to the theory. Die skrywer bespreek enkele psigolinguistiese voorwaardes vir die aanleer van 'n tweede taal, gebaseer op 'n voorkeurmodel in die l!nguistiek. Die aanleer van 'n tweede taal geskied bin ne 'n sosiale konteks, en sosiale omstandighede bepaal 'n leerder se houding. Hierdie houding kan bestaan ten opsigte van die gemeenskap wat die teikentaal praat, sowel as ten opsigte van die leersituasie. Motivering word bepaal deur hierdie tweeledige houding. Die sosiale konteks bepaal ook geleenthede vir die aanleer van 'n taal en kan verdeel word in forme le en informele situasies. Verder is daar die individuele omstandighede van elke leerder. Die skrywer hou horn besig met 'n verkenning van spesifieke psigolinguistiese faktore, sowel as die soort reels wat hydra tot die teorie.

  2. Language Learning Strategies used by Students learning Kiswahili1 ...

    African Journals Online (AJOL)

    Success in learning a second language nevertheless an African language has proven a tremendous effort on the part of foreign adult learners enrolled in universities. Motivation and attitude as well as the strategies used by the learners themselves play an important role. However, the greatest challenge for this group of ...

  3. Autonomy and independence in language learning

    CERN Document Server

    Benson, Phil

    2014-01-01

    The topics of autonomy and independence play an increasingly important role in language education. They raise issues such as learners' responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching. The editors' introduction provides the context and outlines the main issues involved in autonomy and independence. Later chapters discuss the social and political implications of autonomy and independence and their effects on educational structures. The consequences for the design of learner-centred materials and methods is discussed, together with an exploration of the practical ways of implementing autonomy and independence in language ...

  4. Language Learning Strategies: Classification and Pedagogical Implication

    Directory of Open Access Journals (Sweden)

    Ag. Bambang Setiyadi

    2001-01-01

    Full Text Available Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et . al ., 1978; Fillmore, 1979; O'Malley et . al ., 1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991. In the current study a total of 79 university students participating in a 3 month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia . Factor analyses, accounting for 62.1 %, 56.0 %, 41.1 %, and 43.5 % of the varience of speaking, listening, reading and writing measures in the language learning strategy questionnaire, suggested that the questionnaire constituted three constructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43 % of the varience in the posttest English achievement scores. An analysis of varience of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future research are also discussed.

  5. The relationship between students' perceptual learning style preferences, language learning strategies and English language vocabulary size

    OpenAIRE

    Gorevanova, Anna

    2000-01-01

    Ankara : The Institute of Economic and Social Sciences Bilkent Univ., 2000. Thesis (Master's) -- Bilkent University, 2000. Includes bibliographical references leaves 54-58 This study investigated the relationship between students’ perceptual learning style preferences, language learning strategies and English language vocabulary size. It is very important for teachers to be aware of students’ preferences in learning to help them be more successful and to avoid conflicts when...

  6. Modern Languages and Specific Learning Difficulties (SpLD): Implications of Teaching Adult Learners with Dyslexia in Distance Learning

    Science.gov (United States)

    Gallardo, Matilde; Heiser, Sarah; Arias McLaughlin, Ximena

    2015-01-01

    In modern language (ML) distance learning programmes, teachers and students use online tools to facilitate, reinforce and support independent learning. This makes it essential for teachers to develop pedagogical expertise in using online communication tools to perform their role. Teachers frequently raise questions of how best to support the needs…

  7. Strangers in Stranger Lands: Language, Learning, Culture

    Directory of Open Access Journals (Sweden)

    Hong Li

    2007-02-01

    Full Text Available This study investigates international students’ perceptions of the issues they face using English as a second language while attending American higher education institutions. In order to fully understand those challenges involved in learning English as a Second Language, it is necessary to know the extent to which international students have mastered the English language before they start their study in America. Most international students experience an overload of English language input upon arrival in the United States. Cultural differences influence international students’ learning of English in other ways, including international students’ isolation within their communities and America’s lack of teaching listening skills to its own students. Other factors also affect international students’ learning of English, such as the many forms of informal English spoken in the USA, as well as a variety of dialects. Moreover, since most international students have learned English in an environment that precluded much contact with spoken English, they often speak English with an accent that reveals their own language. This study offers informed insight into the complicated process of simultaneously learning the language and culture of another country. Readers will find three main voices in addition to the international students who “speak” (in quotation marks throughout this article. Hong Li, a Chinese doctoral student in English Education at the University of Missouri-Columbia, authored the “regular” text. Second, Roy F. Fox’s voice appears in italics. Fox is Professor of English Education and Chair of the Department of Learning, Teaching, and Curriculum at the University of Missouri-Columbia. Third, Dario J. Almarza’s voice appears in boldface. Almarza, a native of Venezuela, is an Assistant Professor of Social Studies Education at the same institution.

  8. Dictionary Usage in English Language Learning

    OpenAIRE

    Rohmatillah, Rohmatillah

    2016-01-01

    This article examined about the important of using dictionary in English language learning. We cannot deny in learning a foreign language, we need to consult a dictionary. It is supported by Laufer in Koca believes that when word looks familiar but the sentence in which it is found or its wider context makes no sense at all, the learner should be encouraged to consult a dictionary. Sometimes the learners are reluctant to find out the other meaning of word from dictionary, as a result the mea...

  9. Emerging Technologies for Autonomous Language Learning

    Directory of Open Access Journals (Sweden)

    Mark Warschauer

    2011-09-01

    Full Text Available Drawing on a lengthier review completed for the US National Institute for Literacy, this paper examines emerging technologies that are applicable to self-access and autonomous learning in the areas of listening and speaking, collaborative writing, reading and language structure, and online interaction. Digital media reviewed include podcasts, blogs, wikis, online writing sites, text-scaffolding software, concordancers, multiuser virtual environments, multiplayer games, and chatbots. For each of these technologies, we summarize recent research and discuss possible uses for autonomous language learning.

  10. Subcategory learning in normal and language learning-disabled adults: how much information do they need?

    Science.gov (United States)

    Richardson, Jessica; Harris, Laurel; Plante, Elena; Gerken, Louann

    2006-12-01

    The purpose of this experiment was to determine if nonreferential morphophonological information was sufficient to facilitate the learning of gender subcategories (i.e., masculine vs. feminine) in individuals with normal language (NL) and those with a history of language-based learning disabilities (HLD). Thirty-two adults listened for 18 min to a familiarization set of Russian words that included either 1 (single-marked) or 2 (double-marked) morphophonological markers indicating gender. Participants were then tested on their knowledge of both trained and untrained members of each gender subcategory. Testing indicated that morphophonological information is sufficient for lexical subcategory learning in both NL and HLD groups, although the HLD group had lower overall accuracy. The HLD group benefited from double-marking relative to single-marking for subcategory learning. The results demonstrated that learning through implicit mechanisms occurred after a relatively brief exposure to the language stimuli. In addition, the weaker overall learning by the HLD group was facilitated when multiple cues to linguistic subcategory were available in the input group members received.

  11. Facilitating Emergent Literacy: Efficacy of a Model that Partners Speech-Language Pathologists and Educators

    Science.gov (United States)

    Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice

    2012-01-01

    Purpose: This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally…

  12. Autonomous Language Learning with Technology

    Science.gov (United States)

    Forsythe, Edward

    2013-01-01

    Japan's Ministry of Education, Culture, Sports, Science and Technology (MEXT) wants English language education to be more communicative. Japanese teachers of English (JTEs) need to adapt their instructional practices to meet this goal; however, they may not feel confident enough to teach speaking themselves. Using technology, JTEs have the ability…

  13. Task-based Language Learning in Bilingual Montessori Elementary Schools: Customizing Foreign Language Learning and Promoting L2 Speaking Skills

    Directory of Open Access Journals (Sweden)

    Jana Winnefeld

    2012-01-01

    Full Text Available Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005 for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006. This also applies to interaction (cf. Long 1996, where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005. Task-based Language Learning (TBLL presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being

  14. Facilitating small groups: how to encourage student learning.

    Science.gov (United States)

    Kitchen, Mark

    2012-02-01

    Many clinicians are involved in medical education, with small group teaching (SGT) forming a significant part of their work. Most facilitate these sessions by experience and common sense: less than one-third of them have received formal training in SGT. Evidence suggests small group productivity depends on good facilitation rather than on topic knowledge. Applying the fundamental concepts of SGT will lead to improvements in the quality of clinicians' teaching and in student learning. Good SGT creates the perfect environment for learning and discussion, without the need for didactic teaching. SGT emphasises the role of students in sharing and discussing their ideas in a safe learning environment, without domination by the tutor. This article provides clinicians with basic requirements for effective session design and planning, explains how to encourage student participation, how to manage students as a group, how to manage student learning, and how to recognise and deal with problems. Active facilitation and group management is the key to success in SGT, and consequently better learning outcomes. Improving the facilitation skills of clinical teachers makes teaching more effective, stimulating, and enjoyable for both tutors and students. © Blackwell Publishing Ltd 2012.

  15. THE CONCEPT OF LANGUAGE LEARNING IN BEHAVIORISM PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Khoiru Rakhman Abidin

    2016-07-01

    Full Text Available The aims of the study are (1 the concepts of language learning in behaviorism perspective, (2 the relation between language and learning in behaviorism perspective, (3 the influence of behaviorism in language learning. This is a descriptive qualitative study. The results showed that (1 behaviorism theories of languages also give good contribution in language learning process that describes a child can learn language from their environments, (2 behaviorism perspective defines as change of behavior through experience, it means human learn something from their environments, (3 human uses language for communication in the world and he also spreads his culture with his language so  human gets  knowledge of language through learning.

  16. Metaphor and Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    单玲玲

    2005-01-01

    Metaphor is an important teaching tool in our teaching history. In this essay, I try to explain how to play a lesson around metaphor, and how to use metaphor for students' memory aids or vocabulary learning.

  17. The Tablet for Second Language Vocabulary Learning: Keyboard, Stylus or Multiple Choice

    Science.gov (United States)

    Van Hove, Stephanie; Vanderhoven, Ellen; Cornillie, Frederik

    2017-01-01

    Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language…

  18. Predictive Coding Accelerates Word Recognition and Learning in the Early Stages of Language Development

    Science.gov (United States)

    Ylinen, Sari; Bosseler, Alexis; Junttila, Katja; Huotilainen, Minna

    2017-01-01

    The ability to predict future events in the environment and learn from them is a fundamental component of adaptive behavior across species. Here we propose that inferring predictions facilitates speech processing and word learning in the early stages of language development. Twelve- and 24-month olds' electrophysiological brain responses to heard…

  19. Early Language Learning: Complexity and Mixed Methods

    Science.gov (United States)

    Enever, Janet, Ed.; Lindgren, Eva, Ed.

    2017-01-01

    This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and…

  20. Social Networking Sites and Language Learning

    Science.gov (United States)

    Brick, Billy

    2011-01-01

    This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a…

  1. Tutorial Computer-Assisted Language Learning

    Science.gov (United States)

    Heift, Trude; Schulze, Mathias

    2015-01-01

    "Sometimes maligned for its allegedly behaviorist connotations but critical for success in many fields from music to sport to mathematics and language learning, 'practice' is undergoing something of a revival in the applied linguistics literature" (Long & Richards 2007, p. xi). This research timeline provides a systematic overview of…

  2. Multimedia Materials for Language and Literacy Learning.

    Science.gov (United States)

    Hallett, Terry L.

    1999-01-01

    Introduces educators to inexpensive, commercially-available CD-ROM software that combines speech, text, graphics, sound, video, animation, and special effects that may be incorporated into classroom activities for both normally developing and language learning disabled children. Discusses three types of multimedia CD-ROM products: (1) virtual…

  3. Foreign language learning in immersive virtual environments

    Science.gov (United States)

    Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

    2012-03-01

    Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

  4. Games in Language Learning: Opportunities and Challenges

    Science.gov (United States)

    Godwin-Jones, Robert

    2014-01-01

    There has been a substantial increase in recent years in the interest in using digital games for language learning. This coincides with the explosive growth in multiplayer online gaming and with the proliferation of mobile games for smart phones. It also reflects the growing recognition among educators of the importance of extramural, informal…

  5. Identity, Motivation and Autonomy in Language Learning

    Science.gov (United States)

    Lamb, Terry; Murray, Garold; Gao, Xuesong

    2011-01-01

    In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition,…

  6. Using Gamification to Enhance Second Language Learning

    Science.gov (United States)

    Figueroa Flores, Jorge Francisco

    2015-01-01

    One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy,…

  7. Language Learning: Its Moral and Civic Remit

    Science.gov (United States)

    Williams, Kevin

    2017-01-01

    The metaphor of education as a conversation that is currently popular is attractive in many respects and it continues to be explored and applied in philosophy of education. This article seeks to consider that aspect of education that involves the literal conversation required to learn other languages. The burden of the argument is that language…

  8. Learning, Official Languages and Employment Equity Advisor ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Job Summary Plans and coordinates human resources services in the areas of Learning, Official Languages (OL) and Employment Equity (EE) while ensuring that management's needs are met. Provides operational services and advises managers and employees in determining their needs, analyzing problems, ...

  9. Learner Autonomy and Telecollaborative Language Learning

    Science.gov (United States)

    Little, David

    2016-01-01

    When I was invited to give one of the keynote talks at the Second International Conference on Telecollaboration in Higher Education, my first thought was that I should decline. It is true that for thirty years I was responsible for Trinity College Dublin's self-access language learning facilities and resources; true also that around the turn of…

  10. Corpora in Language Teaching and Learning

    Science.gov (United States)

    Boulton, Alex

    2017-01-01

    This timeline looks at explicit uses of corpora in foreign or second language (L2) teaching and learning, i.e. what happens when end-users explore corpus data, whether directly via concordancers or integrated into CALL programs, or indirectly with prepared printed materials. The underlying rationale is that such contact provides the massive…

  11. The Relationship between Artificial and Second Language Learning

    Science.gov (United States)

    Ettlinger, Marc; Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Wong, Patrick C. M.

    2016-01-01

    Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we…

  12. Group work in the English language curriculum sociocultural and ecological perspectives on second language classroom learning

    CERN Document Server

    Chappell, P

    2014-01-01

    This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.

  13. Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies

    Science.gov (United States)

    Kurt, Mustafa

    2015-01-01

    The present study investigated whether English language teachers were aware of the innovative language learning methodologies in language learning, how they made use of these methodologies and the learners' reactions to them. The descriptive survey method was employed to disclose the frequencies and percentages of 175 English language teachers'…

  14. Handwriting generates variable visual output to facilitate symbol learning.

    Science.gov (United States)

    Li, Julia X; James, Karin H

    2016-03-01

    Recent research has demonstrated that handwriting practice facilitates letter categorization in young children. The present experiments investigated why handwriting practice facilitates visual categorization by comparing 2 hypotheses: that handwriting exerts its facilitative effect because of the visual-motor production of forms, resulting in a direct link between motor and perceptual systems, or because handwriting produces variable visual instances of a named category in the environment that then changes neural systems. We addressed these issues by measuring performance of 5-year-old children on a categorization task involving novel, Greek symbols across 6 different types of learning conditions: 3 involving visual-motor practice (copying typed symbols independently, tracing typed symbols, tracing handwritten symbols) and 3 involving visual-auditory practice (seeing and saying typed symbols of a single typed font, of variable typed fonts, and of handwritten examples). We could therefore compare visual-motor production with visual perception both of variable and similar forms. Comparisons across the 6 conditions (N = 72) demonstrated that all conditions that involved studying highly variable instances of a symbol facilitated symbol categorization relative to conditions where similar instances of a symbol were learned, regardless of visual-motor production. Therefore, learning perceptually variable instances of a category enhanced performance, suggesting that handwriting facilitates symbol understanding by virtue of its environmental output: supporting the notion of developmental change though brain-body-environment interactions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  15. Handwriting generates variable visual input to facilitate symbol learning

    Science.gov (United States)

    Li, Julia X.; James, Karin H.

    2015-01-01

    Recent research has demonstrated that handwriting practice facilitates letter categorization in young children. The present experiments investigated why handwriting practice facilitates visual categorization by comparing two hypotheses: That handwriting exerts its facilitative effect because of the visual-motor production of forms, resulting in a direct link between motor and perceptual systems, or because handwriting produces variable visual instances of a named category in the environment that then changes neural systems. We addressed these issues by measuring performance of 5 year-old children on a categorization task involving novel, Greek symbols across 6 different types of learning conditions: three involving visual-motor practice (copying typed symbols independently, tracing typed symbols, tracing handwritten symbols) and three involving visual-auditory practice (seeing and saying typed symbols of a single typed font, of variable typed fonts, and of handwritten examples). We could therefore compare visual-motor production with visual perception both of variable and similar forms. Comparisons across the six conditions (N=72) demonstrated that all conditions that involved studying highly variable instances of a symbol facilitated symbol categorization relative to conditions where similar instances of a symbol were learned, regardless of visual-motor production. Therefore, learning perceptually variable instances of a category enhanced performance, suggesting that handwriting facilitates symbol understanding by virtue of its environmental output: supporting the notion of developmental change though brain-body-environment interactions. PMID:26726913

  16. Do Facilitated Online Dual Credit Classes Result in Deep Learning?

    Science.gov (United States)

    Stark Education Partnership, 2015

    2015-01-01

    This study, with funding from the Jennings Foundation, sought to answer the following broad research question: Do facilitated online dual credit courses result in deep learning? The answer to this question is key to addressing barriers many students face in bridging from high school to college. This report includes a descriptive case study that…

  17. Counselling for Facilitating Learning for the Attention – Deficit ...

    African Journals Online (AJOL)

    The study investigated the extent of counsellor's identification of the symptoms of attention-deficit/hyperactivity disorder and the counselling strategies the counsellors use to facilitate learning for such learners. Two research questions and two hypotheses guided the study. The design of the study was survey. The area of the ...

  18. Facilitating new ways of learning in dutch higher education

    NARCIS (Netherlands)

    Ronald Beckers; Theo van der Voordt

    2013-01-01

    Literature shows that ‘new ways of learning’ cause a shift in learning settings with a growing attention to facilitating autonomy, interaction and knowledge exploration anytime, anywhere. These trends show evident similarities with developments in office environments known for as ‘new ways of

  19. Facilitating new ways of learning in Dutch higher education

    NARCIS (Netherlands)

    Beckers, R.; van der Voordt, D.J.M.

    2013-01-01

    Literature shows that ‘new ways of learning’ cause a shift in learning settings with a growing attention to facilitating autonomy, interaction and knowledge exploration anytime, anywhere. These trends show evident similarities with developments in office environments known for as ‘new ways of

  20. Language Lateralization Shifts with Learning by Adults

    Science.gov (United States)

    Plante, Elena; Almryde, Kyle; Patterson, Dianne K.; Vance, Christopher J.; Asbjørnsen, Arve E.

    2014-01-01

    For the majority of the population, language is a left hemisphere lateralized function. During childhood, a pattern of increasing left lateralization for language has been described in brain imaging studies, suggesting this trait develops. This development could reflect change due to brain maturation or change due to skill acquisition, given that children acquire and refine language skills as they mature. We test the possibility that skill acquisition, independent of age-associated maturation can result in shifts in language lateralization in classic language cortex. We imaged adults exposed to unfamiliar language during three successive fMRI scans. Participants were then asked to identify specific words embedded in Norwegian sentences. Exposure to these sentences, relative to complex tones, resulted in consistent activation in the left and right superior temporal gyrus. Activation in this region became increasingly left lateralized with repeated exposure to the unfamiliar language. These results demonstrate that shifts in lateralization can be produced in the short-term within a learning context, independent of maturation. PMID:25285756

  1. Language Learning in Virtual Reality Environments: Past, Present, and Future

    Science.gov (United States)

    Lin, Tsun-Ju; Lan, Yu-Ju

    2015-01-01

    This study investigated the research trends in language learning in a virtual reality environment by conducting a content analysis of findings published in the literature from 2004 to 2013 in four top ranked computer-assisted language learning journals: "Language Learning & Technology," "CALICO Journal," "Computer…

  2. Visualization Analytics for Second Language Vocabulary Learning in Virtual Worlds

    Science.gov (United States)

    Hsiao, Indy Y. T.; Lan, Yu-Ju; Kao, Chia-Ling; Li, Ping

    2017-01-01

    Language learning occurring in authentic contexts has been shown to be more effective. Virtual worlds provide simulated contexts that have the necessary elements of authentic contexts for language learning, and as a result, many studies have adopted virtual worlds as a useful platform for language learning. However, few studies so far have…

  3. Pre-Service EFL Teachers' Beliefs about Foreign Language Learning

    Science.gov (United States)

    Altan, Mustafa Zulkuf

    2012-01-01

    Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students' beliefs…

  4. An Intelligent Computer Assisted Language Learning System for Arabic Learners

    Science.gov (United States)

    Shaalan, Khaled F.

    2005-01-01

    This paper describes the development of an intelligent computer-assisted language learning (ICALL) system for learning Arabic. This system could be used for learning Arabic by students at primary schools or by learners of Arabic as a second or foreign language. It explores the use of Natural Language Processing (NLP) techniques for learning…

  5. A robust demonstration of the cognate facilitation effect in first-language and second-language naming.

    Science.gov (United States)

    Sheng, Li; Lam, Boji Pak Wing; Cruz, Diana; Fulton, Aislynn

    2016-01-01

    The cognate facilitation effect refers to the phenomenon that in bilinguals performance on various vocabulary tasks is enhanced for cross-linguistic cognates as opposed to noncognates. However, research investigating the presence of the cognate advantage in bilingual children remains limited. Most studies with children conducted to date has not included a control group or rigorously designed stimuli, which may jeopardize the validity and robustness of the emerging evidence. The current study addressed these methodological problems by examining performance in picture naming tasks in 34 4- to 7-year-old Spanish-English bilinguals and 52 Mandarin-English bilinguals as well as 37 English-speaking monolinguals who served as controls. Stimuli were controlled for phonology, word frequency, and length. The Spanish-English bilinguals performed better for cognates than for noncognates and exhibited a greater number of doublet responses (i.e., providing correct responses in both languages) in naming cognate targets than in naming noncognates. The control groups did not show differences in performance between the two sets of words. These findings provide compelling evidence that cross-linguistic similarities at the phonological level allow bootstrapping of vocabulary learning. Copyright © 2015 Elsevier Inc. All rights reserved.

  6. The role of language in learning physics

    Science.gov (United States)

    Brookes, David T.

    Many studies in PER suggest that language poses a serious difficulty for students learning physics. These difficulties are mostly attributed to misunderstanding of specialized terminology. This terminology often assigns new meanings to everyday terms used to describe physical models and phenomena. In this dissertation I present a novel approach to analyzing of the role of language in learning physics. This approach is based on the analysis of the historical development of physics ideas, the language of modern physicists, and students' difficulties in the areas of quantum mechanics, classical mechanics, and thermodynamics. These data are analyzed using linguistic tools borrowed from cognitive linguistics and systemic functional grammar. Specifically, I combine the idea of conceptual metaphor and grammar to build a theoretical framework that accounts for: (1) the role and function that language serves for physicists when they speak and reason about physical ideas and phenomena, (2) specific features of students' reasoning and difficulties that may be related to or derived from language that students read or hear. The theoretical framework is developed using the methodology of a grounded theoretical approach. The theoretical framework allows us to make predictions about the relationship between student discourse and their conceptual and problem solving difficulties. Tests of the theoretical framework are presented in the context of "heat" in thermodynamics and "force" in dynamics. In each case the language that students use to reason about the concepts of "heat" and "force" is analyzed using the theoretical framework. The results of this analysis show that language is very important in students' learning. In particular, students are (1) using features of physicists' conceptual metaphors to reason about physical phenomena, often overextending and misapplying these features, (2) drawing cues from the grammar of physicists' speech and writing to categorize physics

  7. Learning the Languages of Appreciation

    Science.gov (United States)

    White, Paul

    2014-01-01

    In his work with schools and other workplaces, psychologist Paul White has learned that many programs designed to appreciate employees fall flat because the appreciation is too generic or involves something the employees don't want (such as getting up in front of a group). Effective appreciation is (1) offered regularly, (2) valued by the…

  8. Transformations: Mobile Interaction & Language Learning

    Science.gov (United States)

    Carroll, Fiona; Kop, Rita; Thomas, Nathan; Dunning, Rebecca

    2015-01-01

    Mobile devices and the interactions that these technologies afford have the potential to change the face and nature of education in our schools. Indeed, mobile technological advances are seen to offer better access to educational material and new interactive ways to learn. However, the question arises, as to whether these new technologies are…

  9. Structural equations in language learning

    NARCIS (Netherlands)

    Moortgat, M.J.

    In categorial systems with a fixed structural component, the learning problem comes down to finding the solution for a set of typeassignment equations. A hard-wired structural component is problematic if one want to address issues of structural variation. Our starting point is a type-logical

  10. The Impact of Language Experience on Language and Reading: A Statistical Learning Approach

    Science.gov (United States)

    Seidenberg, Mark S.; MacDonald, Maryellen C.

    2018-01-01

    This article reviews the important role of statistical learning for language and reading development. Although statistical learning--the unconscious encoding of patterns in language input--has become widely known as a force in infants' early interpretation of speech, the role of this kind of learning for language and reading comprehension in…

  11. Native-language N400 and P600 predict dissociable language-learning abilities in adults.

    Science.gov (United States)

    Qi, Zhenghan; Beach, Sara D; Finn, Amy S; Minas, Jennifer; Goetz, Calvin; Chan, Brian; Gabrieli, John D E

    2017-04-01

    Language learning aptitude during adulthood varies markedly across individuals. An individual's native-language ability has been associated with success in learning a new language as an adult. However, little is known about how native-language processing affects learning success and what neural markers of native-language processing, if any, are related to success in learning. We therefore related variation in electrophysiology during native-language processing to success in learning a novel artificial language. Event-related potentials (ERPs) were recorded while native English speakers judged the acceptability of English sentences prior to learning an artificial language. There was a trend towards a double dissociation between native-language ERPs and their relationships to novel syntax and vocabulary learning. Individuals who exhibited a greater N400 effect when processing English semantics showed better future learning of the artificial language overall. The N400 effect was related to syntax learning via its specific relationship to vocabulary learning. In contrast, the P600 effect size when processing English syntax predicted future syntax learning but not vocabulary learning. These findings show that distinct neural signatures of native-language processing relate to dissociable abilities for learning novel semantic and syntactic information. Copyright © 2016 Elsevier Ltd. All rights reserved.

  12. Native-language N400 and P600 predict dissociable language-learning abilities in adults

    Science.gov (United States)

    Qi, Zhenghan; Beach, Sara D.; Finn, Amy S.; Minas, Jennifer; Goetz, Calvin; Chan, Brian; Gabrieli, John D.E.

    2018-01-01

    Language learning aptitude during adulthood varies markedly across individuals. An individual’s native-language ability has been associated with success in learning a new language as an adult. However, little is known about how native-language processing affects learning success and what neural markers of native-language processing, if any, are related to success in learning. We therefore related variation in electrophysiology during native-language processing to success in learning a novel artificial language. Event-related potentials (ERPs) were recorded while native English speakers judged the acceptability of English sentences prior to learning an artificial language. There was a trend towards a double dissociation between native-language ERPs and their relationships to novel syntax and vocabulary learning. Individuals who exhibited a greater N400 effect when processing English semantics showed better future learning of the artificial language overall. The N400 effect was related to syntax learning via its specific relationship to vocabulary learning. In contrast, the P600 effect size when processing English syntax predicted future syntax learning but not vocabulary learning. These findings show that distinct neural signatures of native-language processing relate to dissociable abilities for learning novel semantic and syntactic information. PMID:27737775

  13. Learning algorithms and automatic processing of languages

    International Nuclear Information System (INIS)

    Fluhr, Christian Yves Andre

    1977-01-01

    This research thesis concerns the field of artificial intelligence. It addresses learning algorithms applied to automatic processing of languages. The author first briefly describes some mechanisms of human intelligence in order to describe how these mechanisms are simulated on a computer. He outlines the specific role of learning in various manifestations of intelligence. Then, based on the Markov's algorithm theory, the author discusses the notion of learning algorithm. Two main types of learning algorithms are then addressed: firstly, an 'algorithm-teacher dialogue' type sanction-based algorithm which aims at learning how to solve grammatical ambiguities in submitted texts; secondly, an algorithm related to a document system which structures semantic data automatically obtained from a set of texts in order to be able to understand by references to any question on the content of these texts

  14. A Brief Review of Motivation for Second Language Learning

    Institute of Scientific and Technical Information of China (English)

    SONG Dan-gui

    2014-01-01

    It is an increasingly popular trend in the language field that people become bilingual or even multilingual, which expos-es the fact that people are strongly motivated to learn another language in addition to their mother tongue. A large-scale of re-search has confirmed that motivation, serving as the internal impulse and initiative taste for second language learning, is among on of the key factors in second language acquisition and learning. The paper reviews the recent available literature on motivation of second language learning from both theoretical and empirical perspectives, with the purpose of neatening the important theories and relevant empirical studies in the field of second language motivation.

  15. Language Learning in Outdoor Environments: Perspectives of preschool staff

    Directory of Open Access Journals (Sweden)

    Martina Norling

    2015-03-01

    Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

  16. Can language acquisition be facilitated in cochlear implanted children? Comparison of cognitive and behavioral psychologists' viewpoints.

    Science.gov (United States)

    Monshizadeh, Leila; Vameghi, Roshanak; Yadegari, Fariba; Sajedi, Firoozeh; Hashemi, Seyed Basir

    2016-11-08

    To study how language acquisition can be facilitated for cochlear implanted children based on cognitive and behavioral psychology viewpoints? To accomplish this objective, literature related to behaviorist and cognitive psychology prospects about language acquisition were studied and some relevant books as well as Medline, Cochrane Library, Google scholar, ISI web of knowledge and Scopus databases were searched. Among 25 articles that were selected, only 11 met the inclusion criteria and were included in the study. Based on the inclusion criteria, review articles, expert opinion studies, non-experimental and experimental studies that clearly focused on behavioral and cognitive factors affecting language acquisition in children were selected. Finally, the selected articles were appraised according to guidelines of appraisal of medical studies. Due to the importance of the cochlear implanted child's language performance, the comparison of behaviorist and cognitive psychology points of view in child language acquisition was done. Since each theoretical basis, has its own positive effects on language, and since the two are not in opposition to one another, it can be said that a set of behavioral and cognitive factors might facilitate the process of language acquisition in children. Behavioral psychologists believe that repetition, as well as immediate reinforcement of child's language behavior help him easily acquire the language during a language intervention program, while cognitive psychologists emphasize on the relationship between information processing, memory improvement through repetitively using words along with "associated" pictures and objects, motor development and language acquisition. It is recommended to use a combined approach based on both theoretical frameworks while planning a language intervention program.

  17. A Resource-Oriented Functional Approach to English Language Learning

    Science.gov (United States)

    Li, Jia

    2018-01-01

    This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…

  18. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  19. An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning

    Science.gov (United States)

    Orawiwatnakul, Wiwat; Wichadee, Saovapa

    2017-01-01

    The concept of learner autonomy is now playing an important role in the language learning field. An emphasis is put on the new form of learning which enables learners to direct their own learning. This study aimed to examine how undergraduate students believed about autonomous language learning in a university setting and to find out whether some…

  20. Embodied Language Learning and Cognitive Bootstrapping

    DEFF Research Database (Denmark)

    Lyon, C.E.; Nehaniv, C. L.; Saunders, Joe

    2016-01-01

    Co-development of action, conceptualization and social interaction mutually scaffold and support each other within a virtuous feedback cycle in the development of human language in children. Within this framework, the purpose of this article is to bring together diverse but complementary accounts...... of research methods that jointly contribute to our understanding of cognitive development and in particular, language acquisition in robots. Thus, we include research pertaining to developmental robotics, cognitive science, psychology, linguistics and neuroscience, as well as practical computer science...... the humanoid robot iCub are reported, while human learning relevant to developmental robotics has also contributed useful results. Disparate approaches are brought together via common underlying design principles. Without claiming to model human language acquisition directly, we are nonetheless inspired...

  1. Natural language processing tools for computer assisted language learning

    Directory of Open Access Journals (Sweden)

    Vandeventer Faltin, Anne

    2003-01-01

    Full Text Available This paper illustrates the usefulness of natural language processing (NLP tools for computer assisted language learning (CALL through the presentation of three NLP tools integrated within a CALL software for French. These tools are (i a sentence structure viewer; (ii an error diagnosis system; and (iii a conjugation tool. The sentence structure viewer helps language learners grasp the structure of a sentence, by providing lexical and grammatical information. This information is derived from a deep syntactic analysis. Two different outputs are presented. The error diagnosis system is composed of a spell checker, a grammar checker, and a coherence checker. The spell checker makes use of alpha-codes, phonological reinterpretation, and some ad hoc rules to provide correction proposals. The grammar checker employs constraint relaxation and phonological reinterpretation as diagnosis techniques. The coherence checker compares the underlying "semantic" structures of a stored answer and of the learners' input to detect semantic discrepancies. The conjugation tool is a resource with enhanced capabilities when put on an electronic format, enabling searches from inflected and ambiguous verb forms.

  2. Analisis dan Perancangan Website Pembelajaran Bahasa Secara Mandiri di Self Access Language Learning Center Bina Nusantara

    Directory of Open Access Journals (Sweden)

    Hady Pranoto

    2010-12-01

    Full Text Available The purpose of this research is to build an independent language learning applications using Internet technologies to facilitate the user in learning the language. The research method used is by analyzing the ongoing learning process; analyze the constraints and limitations of existing facilities and designing new processes to address existing constraints and limitations. In designing a language self learning website authors examine the existing through observation, interviews and questionnaires to the stakeholders who use the system. Observations also observed duration of the user in conducting learning activities, and provided space to accommodate the transaction. After analysis of the current system, author designing the new system using object-oriented design methods and using analysis tools UML. After completed the system design done system built using ASP.NET programming language. The Conclusions is an independent language learning applications using Internet technology giving easy way to facilitate the learning process in terms of accesing time and place, and the application also provide facilities for teacher to monitoring student self learning

  3. Colour cues facilitate learning flower refill schedules in wild hummingbirds.

    Science.gov (United States)

    Samuels, Michael; Hurly, T Andrew; Healy, Susan D

    2014-11-01

    Free-living hummingbirds can learn the refill schedules of individual experimental flowers but little is known about what information they use to do this. Colour cues, in particular, may be important to hummingbirds when learning about rewarded flower properties. We investigated, therefore, whether colour cues facilitated the learning of flower refill schedules in wild, free-living rufous hummingbirds (Selasphorus rufus). In the Cued condition, we presented birds with an array of six flowers, three of one colour, each of which were refilled 10min after being emptied by the bird and three of a different colour, which were refilled 20min after being emptied. In the Uncued condition we presented birds with six flowers of the same colour, three of which were refilled after 10min and three of which were refilled after 20min as for the birds in the Cued condition. In the second part of the experiment, we moved the array 2m and changed the shape of the array. Across both phases, birds in the Cued condition learned to discriminate between 10 and 20-min flowers more quickly than did the birds in the Uncued condition. The Cued birds were also better at discriminating between the two distinct refill intervals. Colour cues can, therefore, facilitate learning the refill schedules of experimental flowers in these birds. This article is part of a Special Issue entitled: Cognition in the wild. Copyright © 2014 Elsevier B.V. All rights reserved.

  4. A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments

    Science.gov (United States)

    Lawrence, Geoff

    2013-01-01

    Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of…

  5. BLENDED TECHNOLOGY IN LEARNING FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Natalia Alexandrovna Kameneva

    2013-11-01

    Full Text Available This article analyzes the use of information technologies in the context of a blended technology approach to learning foreign languages in higher education institutions. Distance learning tools can be categorized as being synchronous (webinar, video conferencing, case-technology, chat, ICQ, Skype, interactive whiteboards or asynchronous (blogs, forums, Twitter, video and audio podcasts, wikis, on-line testing. Sociological and psychological aspects of their application in the educational process are also considered.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-41

  6. Spatial Language Facilitates Spatial Cognition: Evidence from Children Who Lack Language Input

    Science.gov (United States)

    Gentner, Dedre; Ozyurek, Asli; Gurcanli, Ozge; Goldin-Meadow, Susan

    2013-01-01

    Does spatial language influence how people think about space? To address this question, we observed children who did not know a conventional language, and tested their performance on nonlinguistic spatial tasks. We studied deaf children living in Istanbul whose hearing losses prevented them from acquiring speech and whose hearing parents had not…

  7. Facilitation and interference in naming: A consequence of the same learning process?

    Science.gov (United States)

    Hughes, Julie W; Schnur, Tatiana T

    2017-08-01

    Our success with naming depends on what we have named previously, a phenomenon thought to reflect learning processes. Repeatedly producing the same name facilitates language production (i.e., repetition priming), whereas producing semantically related names hinders subsequent performance (i.e., semantic interference). Semantic interference is found whether naming categorically related items once (continuous naming) or multiple times (blocked cyclic naming). A computational model suggests that the same learning mechanism responsible for facilitation in repetition creates semantic interference in categorical naming (Oppenheim, Dell, & Schwartz, 2010). Accordingly, we tested the predictions that variability in semantic interference is correlated across categorical naming tasks and is caused by learning, as measured by two repetition priming tasks (picture-picture repetition priming, Exp. 1; definition-picture repetition priming, Exp. 2, e.g., Wheeldon & Monsell, 1992). In Experiment 1 (77 subjects) semantic interference and repetition priming effects were robust, but the results revealed no relationship between semantic interference effects across contexts. Critically, learning (picture-picture repetition priming) did not predict semantic interference effects in either task. We replicated these results in Experiment 2 (81 subjects), finding no relationship between semantic interference effects across tasks or between semantic interference effects and learning (definition-picture repetition priming). We conclude that the changes underlying facilitatory and interfering effects inherent to lexical access are the result of distinct learning processes where multiple mechanisms contribute to semantic interference in naming. Copyright © 2017 Elsevier B.V. All rights reserved.

  8. Dogs’ Body Language Relevant to Learning Achievement

    OpenAIRE

    Hasegawa, Masashi; Ohtani, Nobuyo; Ohta, Mitsuaki

    2014-01-01

    Simple Summary For humans and dogs to live together amiably, dog training is required, and a lack of obedience training is significantly related to the prevalence of certain behavioral problems. To train efficiently, it is important that the trainer/owner ascertains the learning level of the dog. Understanding the dog’s body language helps humans understand the animal’s emotions. This study evaluated the posture of certain dog body parts during operant conditioning. Our findings suggest that ...

  9. 3,4-Methylenedioxymethamphetamine facilitates fear extinction learning

    OpenAIRE

    Young, M B; Andero, R; Ressler, K J; Howell, L L

    2015-01-01

    Acutely administered 3,4-methylenedioxymethamphetamine (MDMA, ?ecstasy') has been proposed to have long-term positive effects on post-traumatic stress disorder (PTSD) symptoms when combined with psychotherapy. No preclinical data support a mechanistic basis for these claims. Given the persistent nature of psychotherapeutic gains facilitated by MDMA, we hypothesized that MDMA improves fear extinction learning, a key process in exposure-based therapies for PTSD. In these experiments, mice were ...

  10. Types and frequency of use of strategies in the learning of English as a foreign language

    Directory of Open Access Journals (Sweden)

    Pilar FRANCO

    2010-06-01

    Full Text Available The use of learning strategies in foreign language teaching, seen as organized and potentially conscious and intentional activities that enable or facilitate communication and learning, has emerged as one of the most important goals for success in mastering a new language. This study describes the typology and frequency of use of strategies in English learning as a foreign language in the Distance University Language Centre of the UNED. Among the conclusions, we can highlight that the arithmetic means are rather close for all the strategies tested, although most students expressed a greater use of metacognitive and cognitive strategies than of the affective and social kind. Conse­quently, these results indicate the need for further promotion of the emotional and social aspects involved in the development of a foreign language through innovative experiences which encourage them using the new technologies as a resource.

  11. The Relationship Between Artificial and Second Language Learning.

    Science.gov (United States)

    Ettlinger, Marc; Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Wong, Patrick C M

    2016-05-01

    Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we considered these questions by examining the relationship between performance in an ALL task and second language learning ability. Participants enrolled in a Spanish language class were evaluated using a number of different measures of Spanish ability and classroom performance, which was compared to IQ and a number of different measures of ALL performance. The results show that success in ALL experiments, particularly more complex artificial languages, correlates positively with indices of L2 learning even after controlling for IQ. These findings provide a key link between studies involving ALL and our understanding of second language learning in the classroom. Copyright © 2015 Cognitive Science Society, Inc.

  12. Languages in a global world learning for better cultural understanding

    CERN Document Server

    Scott, Jessica; Hinton, Christina

    2012-01-01

    The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages. The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interc

  13. TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS

    OpenAIRE

    TAN KHYE CHUIN; SARJIT KAUR

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of lan...

  14. Cooperative learning in the teaching of foreign language

    OpenAIRE

    Zíková, Johana

    2017-01-01

    This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and...

  15. E-Learning Turkish Language and Grammar: Analyzing Learners' Behavior

    Science.gov (United States)

    Georgalas, Panagiotis

    2012-01-01

    This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several…

  16. Culture in Language Learning: Background, Issues and Implications

    Directory of Open Access Journals (Sweden)

    Omid Pourkalhor

    2017-03-01

    Full Text Available The present study aimed at presenting the historical background of the emergence of culture in language learning and how it can be correlated with the language learners. In fact, by providing various definitions of culture and the role it might play in the process of language learning, whether directly or indirectly, this research provides a clear-cut overview of culture and its application among the people as well as their communication in the society. Moreover, the relationship between culture and language learning is also taken into account. To this end, basic definitions of culture in different research studies are investigated moving toward finding a path to make a connection between language and culture. Therefore, a review of studies on the relationship between language learning and culture is provided to account for the possible effectiveness of benefiting from culture in the language learning process in that the learning context (i.e. foreign or second language can be affected by the culture of the teachers as well as the learners. This demands that both teachers and learners should be aware of cultural issues surrounding the language and the fact that it can be beneficial for the process of language learning. If learner are consciously involved in the culture of the language they are learning, they certainly can have better performance and understand the language more tangibly.

  17. A Note on Internationalisation, Internationalism and Language Teaching and Learning

    Science.gov (United States)

    Byram, Michael

    2012-01-01

    In the editorial of "The Language Learning Journal" of July 2011, readers' attention is drawn to the decline in language teaching and learning in British schools and universities, and to the attempt of the British Academy to promote language teaching against this decline. The British Academy paper makes seven recommendations of which the…

  18. Informal Language Learning Setting: Technology or Social Interaction?

    Science.gov (United States)

    Bahrani, Taher; Sim, Tam Shu

    2012-01-01

    Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…

  19. Language Learning of Gifted Individuals: A Content Analysis Study

    Science.gov (United States)

    Gokaydin, Beria; Baglama, Basak; Uzunboylu, Huseyin

    2017-01-01

    This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research…

  20. Learner Behaviors and Perceptions of Autonomous Language Learning

    Science.gov (United States)

    Bekleyen, Nilüfer; Selimoglu, Figen

    2016-01-01

    The purpose of the present study was to investigate the learners' behaviors and perceptions about autonomous language learning at the university level in Turkey. It attempts to reveal what type of perceptions learners held regarding teachers' and their own responsibilities in the language learning process. Their autonomous language learning…

  1. Dyslexia and Learning a Foreign Language: A Personal Experience.

    Science.gov (United States)

    Simon, Charlann S.

    2000-01-01

    This participant observer report reviews research on how dyslexia complicates learning a second language, a description of how dyslexia has affected educational experiences, personal experiences learning a foreign language, and recommendations to individuals with dyslexia who are faced with fulfilling a foreign language requirement and their…

  2. The Discourse of Language Learning Strategies: Towards an Inclusive Approach

    Science.gov (United States)

    Jones, Alexander Harris

    2016-01-01

    This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic…

  3. Traces of an Early Learned Second Language in Discontinued Bilingualism

    Science.gov (United States)

    Sadat, Jasmin; Pureza, Rita; Alario, F.-Xavier

    2016-01-01

    Can an early learned second language influence speech production after living many years in an exclusively monolingual environment? To address this issue, we investigated the consequences of discontinued early bilingualism in heritage speakers who moved abroad and switched language dominance from the second to the primary learned language. We used…

  4. Formulaic Sequences and the Implications for Second Language Learning

    Science.gov (United States)

    Xu, Qi

    2016-01-01

    The present paper is a review of literature in relation to formulaic sequences and the implications for second language learning. The formulaic sequence is a significant part of our language, and plays an essential role in both first and second language learning. The paper first introduces the definition, classifications, and major features of…

  5. Language Learning Motivation through a Small Lens: A Research Agenda

    Science.gov (United States)

    Ushioda, Ema

    2016-01-01

    In this paper I propose an agenda for researching language learning motivation "through a small lens", to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of…

  6. Language Learning Attitudes: Ingrained Or Shaped In Time?

    Directory of Open Access Journals (Sweden)

    Gökçe DİŞLEN DAĞGÖL

    2017-09-01

    Full Text Available Language learning has become an essential need in today’s world. From academic to social settings, humans need to communicate in a different language to survive in their community. However, despite this increasing importance of language, it is difficult to say we have attained successful language learning on a large scale since there are a lot of factors in language learning process. Language attitudes, one of these factors, influence this process both positively and negatively, depending on how we view learning a foreign language. Therefore, this study deals with the issue of language attitudes to uncover learners’ language conceptions and probable effects on their learning. Moreover, this study aims to reveal the potential role of past learning experiences on the development of language beliefs positively or negatively. Thus, 35 university students in their 1st, 2nd, 3rd and 4th years constitute the participants of the study. Based on mixed research design, the study is comprised of both quantitative and qualitative data. Quantitative data were gathered through Attitude Scale towards English Course, and the analyses were performed with Statistical Packages for Social Sciences (SPSS 17.0 version for Windows. The qualitative data were collected from students’ reports of their own autobiographies regarding their previous language learning experiences in elementary, secondary, high school and university years, and were subjected to the content analysis. The study showed language attitudes from behavioural, cognitive and affective perspectives and found out different factors in shaping their learning conceptions.

  7. Word learning in adults with second language experience: Effects of phonological and referent familiarity

    Science.gov (United States)

    Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

    2014-01-01

    Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

  8. Learning bias, cultural evolution of language, and the biological evolution of the language faculty.

    Science.gov (United States)

    Smith, Kenny

    2011-04-01

    The biases of individual language learners act to determine the learnability and cultural stability of languages: learners come to the language learning task with biases which make certain linguistic systems easier to acquire than others. These biases are repeatedly applied during the process of language transmission, and consequently should effect the types of languages we see in human populations. Understanding the cultural evolutionary consequences of particular learning biases is therefore central to understanding the link between language learning in individuals and language universals, common structural properties shared by all the world’s languages. This paper reviews a range of models and experimental studies which show that weak biases in individual learners can have strong effects on the structure of socially learned systems such as language, suggesting that strong universal tendencies in language structure do not require us to postulate strong underlying biases or constraints on language learning. Furthermore, understanding the relationship between learner biases and language design has implications for theories of the evolution of those learning biases: models of gene-culture coevolution suggest that, in situations where a cultural dynamic mediates between properties of individual learners and properties of language in this way, biological evolution is unlikely to lead to the emergence of strong constraints on learning.

  9. A review of theoretical perspectives on language learning and acquisition

    Directory of Open Access Journals (Sweden)

    Norbahira Mohamad Nor

    2018-01-01

    Full Text Available This paper reviews three main theoretical perspectives on language learning and acquisition in an attempt to elucidate how people acquire their first language (L1 and learn their second language (L2. Behaviorist, Innatist and Interactionist offer different perspectives on language learning and acquisition which influence the acceptance of how an L2 should be taught and learned. This paper also explicates the relationship between L1 and L2, and elaborates on the similarities and differences between the two. This paper concludes that there is no one solid linguistic theory which can provide the ultimate explanation of L1 acquisition and L2 learning as there are many interrelated factors that influence the success of language acquisition or language learning. The implication is that teachers should base their classroom management practices and pedagogical techniques on several theories rather than a single theory as learners learn and acquire language differently. It is hoped that this paper provides useful insights into the complex process involved in language acquisition and learning, and contributes to the increased awareness of the process among the stakeholders in the field of language education. Keywords: behaviorist, innatist, interactionist, language acquisition, second language learning

  10. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment.

    Science.gov (United States)

    Gong, Tao; Lam, Yau W; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages.

  11. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment

    Science.gov (United States)

    Gong, Tao; Lam, Yau W.; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages. PMID:28066281

  12. Effects of Community Service-Learning on Heritage Language Learners' Attitudes toward Their Language and Culture

    Science.gov (United States)

    Pascual y Cabo, Diego; Prada, Josh; Lowther Pereira, Kelly

    2017-01-01

    This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish…

  13. Child first language and adult second language are both tied to general-purpose learning systems.

    Science.gov (United States)

    Hamrick, Phillip; Lum, Jarrad A G; Ullman, Michael T

    2018-02-13

    Do the mechanisms underlying language in fact serve general-purpose functions that preexist this uniquely human capacity? To address this contentious and empirically challenging issue, we systematically tested the predictions of a well-studied neurocognitive theory of language motivated by evolutionary principles. Multiple metaanalyses were performed to examine predicted links between language and two general-purpose learning systems, declarative and procedural memory. The results tied lexical abilities to learning only in declarative memory, while grammar was linked to learning in both systems in both child first language and adult second language, in specific ways. In second language learners, grammar was associated with only declarative memory at lower language experience, but with only procedural memory at higher experience. The findings yielded large effect sizes and held consistently across languages, language families, linguistic structures, and tasks, underscoring their reliability and validity. The results, which met the predicted pattern, provide comprehensive evidence that language is tied to general-purpose systems both in children acquiring their native language and adults learning an additional language. Crucially, if language learning relies on these systems, then our extensive knowledge of the systems from animal and human studies may also apply to this domain, leading to predictions that might be unwarranted in the more circumscribed study of language. Thus, by demonstrating a role for these systems in language, the findings simultaneously lay a foundation for potentially important advances in the study of this critical domain.

  14. Task-irrelevant emotion facilitates face discrimination learning.

    Science.gov (United States)

    Lorenzino, Martina; Caudek, Corrado

    2015-03-01

    We understand poorly how the ability to discriminate faces from one another is shaped by visual experience. The purpose of the present study is to determine whether face discrimination learning can be facilitated by facial emotions. To answer this question, we used a task-irrelevant perceptual learning paradigm because it closely mimics the learning processes that, in daily life, occur without a conscious intention to learn and without an attentional focus on specific facial features. We measured face discrimination thresholds before and after training. During the training phase (4 days), participants performed a contrast discrimination task on face images. They were not informed that we introduced (task-irrelevant) subtle variations in the face images from trial to trial. For the Identity group, the task-irrelevant features were variations along a morphing continuum of facial identity. For the Emotion group, the task-irrelevant features were variations along an emotional expression morphing continuum. The Control group did not undergo contrast discrimination learning and only performed the pre-training and post-training tests, with the same temporal gap between them as the other two groups. Results indicate that face discrimination improved, but only for the Emotion group. Participants in the Emotion group, moreover, showed face discrimination improvements also for stimulus variations along the facial identity dimension, even if these (task-irrelevant) stimulus features had not been presented during training. The present results highlight the importance of emotions for face discrimination learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. High school students' implicit theories of what facilitates science learning

    Science.gov (United States)

    Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

    2011-11-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

  16. Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives

    Science.gov (United States)

    Zascerinska, Jelena

    2010-01-01

    Introduction. The use of three-five languages is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. Aim of the paper is to analyze the synergy between language acquisition and language learning. Materials and Methods. The search for the synergy between language acquisition and language…

  17. Papers in Language Learning and Language Acquisition. AFinLA Yearbook 1980. No. 28.

    Science.gov (United States)

    Sajavaara, Kari, Ed.; And Others

    Papers include: (1) "Language Acquisitional Universals: L1, L2, Pidgins, and FLT" (Henning Wode); (2) "Language Acquisition, Language Learning and the School Curriculum" (Norman F. Davies); (3) "Language Teaching and Acquisition of Communication" (Kari Sajavaara, Jaakko Lehtonen); (4) "On the Distinction between…

  18. Emotions as Learning Enhancers of Foreign Language Learning Motivation

    Directory of Open Access Journals (Sweden)

    Méndez López Mariza G.

    2013-04-01

    Full Text Available The present article reports on a study that explores the effects of the emotional experiences of Mexican language learners on their motivation to learn English. In this qualitative research we present how emotions impact the motivation of university language learners in south Mexico. Results suggest that emotions, both negative and positive, contribute to enhancing and diminishing motivation. Althoughnegative emotions may be considered detrimental to foreign language learning, the findings of this study show that negative emotions serve as learning enhancers. Results also evidence that Mexican language learners perceive negative emotions as positive for their language learning process.En este artículo se presenta una investigación en la que se exploran los efectos que causan las experiencias emocionales en la motivación de estudiantes mexicanos al aprender inglés. Con base en un estudio cualitativo se presenta cómo las emociones inciden en la motivación de estudiantes universitarios en el sur de México. Los resultados sugieren que las emociones, tanto positivas como negativas, contribuyen a potenciar y disminuir su motivación. Se encontró que a pesar de que las emociones negativas pueden afectar el aprendizaje de una lengua extranjera, estas actúan incluso como potenciadoras del aprendizaje. Los resultados también indican que los estudiantes mexicanos perciben las emociones negativas como positivas en su proceso de aprendizaje.

  19. Language and the Facilitation of Authority: The Discourse of Noam Chomsky (Reader Response).

    Science.gov (United States)

    Beaugrande, Robert de

    1991-01-01

    Applies discourse analysis to an interview with Noam Chomsky to show the use of language to facilitate authority. Discusses idealism and scientism, change and the role of the intellectual, Chomsky's dualism, his "problem," his method, creativity and composition, activism and the intellectual, and the future of intellectualism. (PRA)

  20. At the Interface between Language Testing and Second Language Acquisition: Language Ability and Context of Learning

    Science.gov (United States)

    Gu, Lin

    2014-01-01

    This study investigated the relationship between latent components of academic English language ability and test takers' study-abroad and classroom learning experiences through a structural equation modeling approach in the context of TOEFL iBT® testing. Data from the TOEFL iBT public dataset were used. The results showed that test takers'…

  1. Dogs’ Body Language Relevant to Learning Achievement

    Science.gov (United States)

    Hasegawa, Masashi; Ohtani, Nobuyo; Ohta, Mitsuaki

    2014-01-01

    Simple Summary For humans and dogs to live together amiably, dog training is required, and a lack of obedience training is significantly related to the prevalence of certain behavioral problems. To train efficiently, it is important that the trainer/owner ascertains the learning level of the dog. Understanding the dog’s body language helps humans understand the animal’s emotions. This study evaluated the posture of certain dog body parts during operant conditioning. Our findings suggest that certain postures were related to the dog’s learning level during operant conditioning. Being aware of these postures could be helpful to understand canine emotion during learning. Abstract The facial expressions and body postures of dogs can give helpful information about their moods and emotional states. People can more effectively obedience train their dogs if we can identify the mannerisms associated with learning in dogs. The aim of this study was to clarify the dog’s body language during operant conditioning to predict achievement in the test that followed by measuring the duration of behaviors. Forty-six untrained dogs (17 males and 26 females) of various breeds were used. Each session consisted of 5 minutes of training with a treat reward followed by 3 minutes of rest and finally an operant conditioning test that consisted of 20 “hand motion” cues. The operant tests were conducted a total of nine times over three consecutive days, and the success numbers were counted. The duration of the dog’s behavior, focusing on the dog’s eyes, mouth, ears, tail and tail-wagging, was recorded during the operant conditioning sessions before the test. Particular behaviors, including wide-eyes, closed mouth, erect ears, and forward and high tail carriage, without wagging or with short and quick wagging, related to high achievement results. It is concluded that dogs' body language during operant conditioning was related to their success rate. PMID:26479883

  2. Computational Investigations of Multiword Chunks in Language Learning.

    Science.gov (United States)

    McCauley, Stewart M; Christiansen, Morten H

    2017-07-01

    Second-language learners rarely arrive at native proficiency in a number of linguistic domains, including morphological and syntactic processing. Previous approaches to understanding the different outcomes of first- versus second-language learning have focused on cognitive and neural factors. In contrast, we explore the possibility that children and adults may rely on different linguistic units throughout the course of language learning, with specific focus on the granularity of those units. Following recent psycholinguistic evidence for the role of multiword chunks in online language processing, we explore the hypothesis that children rely more heavily on multiword units in language learning than do adults learning a second language. To this end, we take an initial step toward using large-scale, corpus-based computational modeling as a tool for exploring the granularity of speakers' linguistic units. Employing a computational model of language learning, the Chunk-Based Learner, we compare the usefulness of chunk-based knowledge in accounting for the speech of second-language learners versus children and adults speaking their first language. Our findings suggest that while multiword units are likely to play a role in second-language learning, adults may learn less useful chunks, rely on them to a lesser extent, and arrive at them through different means than children learning a first language. Copyright © 2017 Cognitive Science Society, Inc.

  3. CORRELATION BETWEEN METACOGNITIVE STRATEGY, FOREIGN LANGUAGE APTITUDE AND MOTIVATIONS IN LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Novia Tri Febriani

    2017-11-01

    Full Text Available Language learning belief and language learning strategies are two essential predictors that have significant effect toward students’ language proficiency. Learners’ belief is dealing with what comes from inside the learners in learning the language, such as foreign language aptitude; difficulty of language learning; nature of language learning; learning and communication strategies; and motivation. Meanwhile, language learning strategies are learners’ plan in achieving certain goals or mastering the target language. A preliminary research was conducted in order to find what strategy mostly used by the learners. It turned out that the strategy mostly used by them was metacognitive strategies. Thus, this study aims to investigate about the correlation between metacognitive strategies and certain belief’ variables in students’ language learning which are foreign language aptitude and motivation. Moreover, twenty postgraduate students of English education department participated in this study. This study used correlational research, in which the BALLI (Beliefs about Language Learning Inventory and SILL (Strategies Inventory for Language Learners questionnaires were adopted as the instruments in collecting the data. The findings of this study indicated that there is negative linear correlation between metacognitive strategy and foreign language aptitude (rXY = -0,049 while there is significant positive linear correlation between metacognitive and motivation (rXY =+0,79 in students’ language learning. Furthermore, this study also provide some recommendations, which is it is expected that there will be more researches use studies using different respondents with various contexts. Secondly, the further research will use both of quantitative and qualitative data relating to this issue in order to make a more accurate data.

  4. Computer-Assisted Language Learning: Diversity in Research and Practice

    Science.gov (United States)

    Stockwell, Glenn, Ed.

    2012-01-01

    Computer-assisted language learning (CALL) is an approach to teaching and learning languages that uses computers and other technologies to present, reinforce, and assess material to be learned, or to create environments where teachers and learners can interact with one another and the outside world. This book provides a much-needed overview of the…

  5. A Review of Integrating Mobile Phones for Language Learning

    Science.gov (United States)

    Darmi, Ramiza; Albion, Peter

    2014-01-01

    Mobile learning (m-learning) is gradually being introduced in language classrooms. All forms of mobile technology represent portability with smarter features. Studies have proven the concomitant role of technology beneficial for language learning. Various features in the technology have been exploited and researched for acquiring and learning…

  6. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  7. Malaysian Gifted Students' Use of English Language Learning Strategies

    Science.gov (United States)

    Yunus, Melor Md; Sulaiman, Nur Ainil; Embi, Mohammed Amin

    2013-01-01

    Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they…

  8. Why First Language Learning Is Not Second Language Learning--Wittgenstein's Rejection of St. Augustine's Conception of Learning.

    Science.gov (United States)

    Erneling, Christina

    1993-01-01

    Paper shows that Wittgenstein, in discussing ostensive definition, understanding, and the private language argument, attacks Saint Augustine's notion of learning. Recently, the Augustinian conception has been resurrected in cognitive theories postulating an innate language of thought, making Wittgenstein's claims that this conception of learning…

  9. Language Learning Strategies of EFL College Students

    Directory of Open Access Journals (Sweden)

    Dewi Furwana

    2017-02-01

    Full Text Available The objectives of the research were (1 to investigate the most dominant language learning strategies (LLS used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2 to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1 metacognitive strategies was the most dominant LLS used, and (2 the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1 the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2 the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.

  10. Collaborative Language Learning for Professional Adults

    Directory of Open Access Journals (Sweden)

    Linda Joy Mesh

    2009-10-01

    Full Text Available Sustainable support for educational development using new technologies in higher education depends on having a basic roadmap that links current demands for developmental support to a plan for ways in which longer term needs will be recognized and met. The growing demand for lifelong learning of a second language is evident within the workplace where new technologies offer flexible solutions. In order to meet the special needs of working adults, the University of Siena Language Center (CLA has developed a multiple-level series of blended English courses from beginner to intermediate level for both university technical-administrative personnel and the hospital staff of the Azienda Ospedaliera Universitaria Senese (AOUS. The pedagogical approach takes into consideration both the needs of adults who are working full-time and the aims of the curriculum, which are to develop the four linguistic abilities of reading, writing, listening and speaking up to the Common European Framework of Reference (CEFR Level B1. Taking into consideration a constructive use of both teaching hours and classrooms, as well as the limited time available to adult learners, a blended approach was chosen. The face-to-face (f2f lessons provide activities concentrating on the development of speaking and listening skills. The online lessons provide a collaborative workspace for interaction in the second language and present a flexible solution for working adults who can structure their study time when and where it is most convenient. This paper will attempt to draw several conclusions regarding the effectiveness of blending approaches for lifelong learning of a second language based on both learner and teacher interviews as well as quantitative and qualitative data collection through questionnaires and end of course evaluation.

  11. A real-time articulatory visual feedback approach with target presentation for second language pronunciation learning.

    Science.gov (United States)

    Suemitsu, Atsuo; Dang, Jianwu; Ito, Takayuki; Tiede, Mark

    2015-10-01

    Articulatory information can support learning or remediating pronunciation of a second language (L2). This paper describes an electromagnetic articulometer-based visual-feedback approach using an articulatory target presented in real-time to facilitate L2 pronunciation learning. This approach trains learners to adjust articulatory positions to match targets for a L2 vowel estimated from productions of vowels that overlap in both L1 and L2. Training of Japanese learners for the American English vowel /æ/ that included visual training improved its pronunciation regardless of whether audio training was also included. Articulatory visual feedback is shown to be an effective method for facilitating L2 pronunciation learning.

  12. LEARNERS’ ATTITUDES TOWARDS ONLINE LANGUAGE LEARNING; AND CORRESPONDING SUCCESS RATES

    Directory of Open Access Journals (Sweden)

    Emrah CINKARA

    2013-04-01

    Full Text Available Online teaching has long been a key area of interest recently in every field of education as well as English language teaching. Numerous hardware tools, such as, mp3 players, mobile devices, and so on; and software applications, such as, podcasts, wikis, learning management systems, and so on, have been used in distance and online instruction and they have proved to be useful in facilitating learning individually (Finger, Sun, & Jamieson-Proctor, 2010. Learning management systems (LMS provide a virtual environment and various tools to support learning. The current institution where the researchers work deliver two 2-credit online English courses for a specific group of learners at a state university in south-eastern Turkey by using Modular Object Oriented Distance Learning Environment (MOODLE. Moodle is an open code LMS which provides teachers and course developers with numerous online tools to enhance distance learning/teaching environment. The course has both a synchronous and asynchronous instruction. Synchronous and asynchronous instructions are associated with the delivery of content in campus-based environments; however, their role differs in off the campus environments as they solve the problems of distance learners. Universities, colleges, and other education institutions are integrating online learning into every aspect of higher education. Many teachers and faculty members at higher education institutions who already run face-to-face courses have a website to post lecture notes or slide presentations as well as other course material. There is no doubt that these are effective strategies to expand teaching efforts. Still, there are other educators who design and teach totally online classes. The main purpose of this paper is to evaluate learners’ attitudes towards these online language courses, and there are two objectives of this research. The first one is to discover learners’ attitudes towards the online English course; and the

  13. Learning theories in computer-assisted foreign language acquisition

    OpenAIRE

    Baeva, D.

    2013-01-01

    This paper reviews the learning theories, focusing to the strong interest in technology use for language learning. It is important to look at how technology has been used in the field thus far. The goals of this review are to understand how computers have been used in the past years to support foreign language learning, and to explore any research evidence with regards to how computer technology can enhance language skills acquisition

  14. Qualitative and Quantitative Measures of Second Language Writing: Potential Outcomes of Informal Target Language Learning Abroad

    Science.gov (United States)

    Brown, N. Anthony; Solovieva, Raissa V.; Eggett, Dennis L.

    2011-01-01

    This research describes a method applied at a U.S. university in a third-year Russian language course designed to facilitate Advanced and Superior second language writing proficiency through the forum of argumentation and debate. Participants had extensive informal language experience living in a Russian-speaking country but comparatively little…

  15. Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites

    Science.gov (United States)

    Stevenson, Megan P.; Liu, Min

    2010-01-01

    This paper presents the results of an online survey and a usability test performed on three foreign language learning websites that use Web 2.0 technology. The online survey was conducted to gain an understanding of how current users of language learning websites use them for learning and social purposes. The usability test was conducted to gain…

  16. English language learning materials a critical review

    CERN Document Server

    Tomlinson

    2010-01-01

    This research collection presents a critical review of the materials used for learning English around the world. The first section includes a discussion of materials for specific learners and purposes, such as young learners, self-study, academic writing and general proficiency. The second section presents a detailed study of the materials used in Europe, Asia, North America, South America, Africa and Australia, and critically evaluates their effectiveness in the teaching of English to speakers of other languages. Taking both the teacher's and the learner's needs into consideration, the book m

  17. Developing Preschool Deaf Children's Language and Literacy Learning from an Educational Media Series

    Science.gov (United States)

    Golos, Debbie B.; Moses, Annie M.

    2013-01-01

    With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31)…

  18. Examining the Utility of the Stimulus Pairing Observation Procedure with Preschool Children Learning a Second Language

    Science.gov (United States)

    Rosales, Rocio; Rehfeldt, Ruth Anne; Huffman, Nancy

    2012-01-01

    We evaluated the effectiveness of a stimulus pairing observation procedure to facilitate tact and listener relations in preschool children learning a second language. This procedure resulted in the establishment of most listener relations as well as some tact relations. Multiple-exemplar training resulted in the establishment of most of the…

  19. The Potential for Mobile Learning in English as a Foreign Language and Nursing Education

    Science.gov (United States)

    Davison, C. J.

    2013-01-01

    This paper investigates the application of mobile technologies to support learning in a specific field: nursing education for English as a Foreign Language (EFL) learners, which is the context of the author's institution. Using a qualitative meta-synthesis methodology, factors from published literature that facilitates success in mobile learning…

  20. The method of global learning in teaching foreign languages

    Directory of Open Access Journals (Sweden)

    Tatjana Dragovič

    2001-12-01

    Full Text Available The authors describe the method of global learning of foreign languages, which is based on the principles of neurolinguistic programming (NLP. According to this theory, the educator should use the method of the so-called periphery learning, where students learn relaxation techniques and at the same time they »incidentally « or subconsciously learn a foreign language. The method of global learning imitates successful strategies of learning in early childhood and therefore creates a relaxed attitude towards learning. Global learning is also compared with standard methods.

  1. Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool

    NARCIS (Netherlands)

    Berlanga, Adriana

    2011-01-01

    Berlanga, A. J. (2011). Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool. Presentation given at the Onderwijslunch, University of Maastricht. January, 18, 2011, Maastricht, The Netherlands.

  2. Language, Learning, and Identity in Social Networking Sites for Language Learning: The Case of Busuu

    Science.gov (United States)

    Alvarez Valencia, Jose Aldemar

    2014-01-01

    Recent progress in the discipline of computer applications such as the advent of web-based communication, afforded by the Web 2.0, has paved the way for novel applications in language learning, namely, social networking. Social networking has challenged the area of Computer Mediated Communication (CMC) to expand its research palette in order to…

  3. Scaffolded instruction: promoting biliteracy for second language learners with language/learning disabilities

    Directory of Open Access Journals (Sweden)

    Lorri M. Johnson-Perrodin

    1998-04-01

    Full Text Available For culturally and linguistically diverse learners, scaffolded instruction is important for not only content learning but for second language learning. In this case study of two bilingual education teachers and their third grade students, we expand the traditional concept of scaffolded instruction (e.g., experts, tools, routines to include Krashen's notion of comprehensible input (1982 as a scaffold for acquiring a second language yielding an effective transfer of first language (L1 academic language development to second language (L2 academic language development. A variety of scaffolds were used as multiple support systems that facilitated the biliteracy learning process for the students. Peer interactions, expert/ novice groupings, and literacy tools and routines were some of the scaffolds used to facilitate biliteracy instruction. Key to transfer from L1 to L2 was the teaching the tools and routines in the students' L1 prior to biliteracy instruction. Considerations for students with language/learning disabilities (LLD were included in this case study. Results suggest that by scaffolding for L2 development using previously acquired knowledge from first language (L1 instruction, students including those with LLD efficiently transferred cognitive academic skills from L1 to L2. Educational implications are discussed. Para alumnos cultural y linguisticamente diversos, la instrucción basada en el andamiaje es importante no unicamente para el contenido del aprendizaje sino para el aprendizaje de un segundo idioma. En este estudio de caso de dos profesores bilingües y sus alumnos de tercer curso, ampliamos el tradicional concepto de instrucción mediante andamiaje (e.g.,expertos, herramientas, rutinas incluyendo la noción de Krashen de entrada comprensiba (1982 como un apoyo para adquirir un segundo lenguaje produciendo un transfer efectivo del primer idioma desarrollado academicamente (L1 al segundo (L2. Una gran variedad de andamiajes fueron

  4. COLLABORATIVE LEARNING IN TEACHING A SECOND LANGUAGE THROUGH THE INTERNET

    Directory of Open Access Journals (Sweden)

    Ilknur ISTIFCI

    2011-10-01

    Full Text Available We can call the education offered by using the Internet environment as “teaching through the Internet”. Such a teaching contributes to interaction, which is not sufficient in traditional classrooms most of the time. It gives the geographically separated students the opportunity of exchanging ideas and information, collaborative learning, discovering alternatives in learning and developing their own learning styles. In addition, this type of teaching allows learners to see subjects from different perspectives. Groups having special interests can share their own experiences even if they are too far from each other. When we look at the aims of this type of learning that is mostly used in higher education, it is seen that learners are encouraged to learn through distance education. Teaching through distance education can also be done on campus environments. Learners can participate in the courses and discussions whenever and wherever they want except from the pre-scheduled meetings. The Internet-based interactive environments offer the interaction which supports the learners in learning. Being independent of time and place, learners can work with each other, and interact and collaborate with their tutors and classmates. Collaboration brings solidarity with it. The aim of learning through collaboration is to obtain information and use this information to solve a problem. In general, collaborative learning creates a positive social environment and facilitates comprehension. Collaborative learning is based on the idea that learners working in groups towards a common goal can learn better than the students who can work on their own. The aim is to make learners to want each other’s success, to motivate each other, and to teach each other in order to achieve the learning objectives. Collaborative learning requires solidarity and reciprocal loyalty. Solidarity and reciprocal loyalty implies the active participation and contribution of each group

  5. Teaching and Learning Foreign Languages via System of “Voice over internet protocol” and Language Interactions Case Study: Skype

    Directory of Open Access Journals (Sweden)

    Wazira Ali Abdul Wahid

    2015-04-01

    Full Text Available This issue expresses a research study based on the online interactions of English teaching specially conversation through utilizing VOIP (Voice over Internet Protocol and cosmopolitan online theme. Data has been achieved by interviews. Simplifiers indicate how oral tasks require to be planned upon to facilitate engagement models propitious to language interactions and learning. Collected proficiencies and feature presumably change it to be the best workout which is emanated over two analyzed interviews. Several indications according to utilizing vocal conferencing aim to expand the oral performance in a foreign language interaction. Keywords: VOIP, CFs, EFL, Skype

  6. GENDER DIFFERENCES IN MOBILE PHONE USAGE FOR LANGUAGE LEARNING, ATTITUDE, AND PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Marites Piguing HILAO

    2017-04-01

    Full Text Available Mobile phone technology that has a huge impact on students’ lives in the digital age may offer a new type of learning. The use of effective tool to support learning can be affected by the factor of gender. The current research compared how male and female students perceived mobile phones as a language learning tool, used mobile phones to learn English and developed their learning performance. A five-point rating scale questionnaire was used to collect data from 122 students, comprising 65 females and 57 males. They were enrolled in a fundamental English course where mobile phone usage was integrated in certain language learning tasks with an aim to facilitate learning. The findings demonstrated that male and female students did not differ in their usage, attitudes toward mobile phone uses for language learning as well as their learning performance at a significance level. In addition, the constraints of using mobile phone for learning that students identified in an open-ended question included the small screen and keyboard the most, followed by intrusiveness of SMS background knowledge, and limited memory of mobile phone. The implication for classroom practice was proposed in how mobile phone can be fully incorporated into the instructional process in order to enhance learner engagement. The results of this study are important for teachers when implementing the mobile phone technology in language teaching. They can be used as a guideline of how mobile phone can be fully incorporated into the instructional process in order to enhance learner engagement.

  7. Differencial training facilitates early consolidation in motor learning

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    Diana Henz

    2016-10-01

    Full Text Available Current research demonstrates increased learning rates in differencial learning (DL compared to repetitive training. To date, little is known on the underlying neurophysiological processes in DL that contribute to superior performance over repetitive practice. In the present study, we measured electroencephalographic (EEG brain activation patterns after DL and repetitive badminton serve training. Twenty-four semi-professional badminton players performed badminton serves in a DL and repetitive training schedule in a within-subjects design. EEG activity was recorded from nineteen electrodes according to the 10-20 system before and immediately after each 20-minute exercise. Increased theta activity was obtained in contralateral parieto-occipital regions after DL. Further, increased posterior alpha activity was obtained in DL compared to repetitive training. Results indicate different underlying neuronal processes in DL and repetitive training with a higher involvement of parieto-occipital areas in DL. We argue that DL facilitates early consolidation in motor learning indicated by post-training increases in theta and alpha activity. Further, brain activation patterns indicate somatosensory working memory processes where attentional resources are allocated in processing of somatosensory information in DL. Reinforcing a somatosensory memory trace might explain increased motor learning rates in DL. Finally, this memory trace is more stable against interference from internal and external disturbances that afford executively controlled processing such as attentional processes.

  8. Learning Theories and Skills in Online Second Language Teaching and Learning: Dilemmas and Challenges

    Science.gov (United States)

    Petersen, Karen Bjerg

    2014-01-01

    For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning technology has been developed and researched…

  9. Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

    Directory of Open Access Journals (Sweden)

    Irena SRDANOVIĆ

    2011-05-01

    Full Text Available In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

  10. Facilitating Second Language Learners' Listening Comprehension with Second Life and Skype

    Science.gov (United States)

    Levak, Natasha; Son, Jeong-Bae

    2017-01-01

    Learning how to comprehend while listening to a second language is often considered by learners to be a difficult process that can lead to anxiety when trying to communicate (Graham, 2006; Graham & Macaro, 2008). Computer-mediated communication (CMC) can be used to assist in increasing access to native speakers and opportunities to listen.…

  11. Transformative learning theory: facilitating mammography screening in rural women.

    Science.gov (United States)

    Purtzer, Mary Anne; Overstreet, Lindsey

    2014-03-01

    To use transformative learning to investigate what experiences serve as catalysts for mammography screening, the cognitive and affective responses that result from the catalyst, and how screening behavior is impacted. A descriptive qualitative study. Southeastern Wyoming. 25 low-income, rural women aged 40 years and older. Four focus group interviews. Cancer experiences triggered universal responses of fear by screeners and nonscreeners. The manner in which that fear response was interpreted was a critical factor in the facilitation of, or impedance to, screening. Dichotomous interpretations of fear responses provided the context for screening behavior. Immobilizing and isolating experiences were associated with nonscreening behavior, whereas motivation and self-efficacy were associated with screening behavior. Transformative learning theory is a useful framework from which to explain differences in mammography screening behavior. Creating opportunities that facilitate dialogue and critical reflection hold the potential to change immobilizing and isolating frames of reference in nonscreening women. To help women transcend their fear and become self-efficacious, nurses can assess how cancer and the screening experience is viewed and, if indicated, move beyond standard education and offer opportunities for dialogue and critical reflection.

  12. The importance of contrastive analysis in foreign language learning ...

    African Journals Online (AJOL)

    The importance of contrastive analysis in foreign language learning with ... In the South African context, knowledge of English plays a significant part, but can ... on in the learning process should result in positive transfer of Zulu while curbing ...

  13. Learning to read words in a new language shapes the neural organization of the prior languages.

    Science.gov (United States)

    Mei, Leilei; Xue, Gui; Lu, Zhong-Lin; Chen, Chuansheng; Zhang, Mingxia; He, Qinghua; Wei, Miao; Dong, Qi

    2014-12-01

    Learning a new language entails interactions with one׳s prior language(s). Much research has shown how native language affects the cognitive and neural mechanisms of a new language, but little is known about whether and how learning a new language shapes the neural mechanisms of prior language(s). In two experiments in the current study, we used an artificial language training paradigm in combination with an fMRI to examine (1) the effects of different linguistic components (phonology and semantics) of a new language on the neural process of prior languages (i.e., native and second languages), and (2) whether such effects were modulated by the proficiency level in the new language. Results of Experiment 1 showed that when the training in a new language involved semantics (as opposed to only visual forms and phonology), neural activity during word reading in the native language (Chinese) was reduced in several reading-related regions, including the left pars opercularis, pars triangularis, bilateral inferior temporal gyrus, fusiform gyrus, and inferior occipital gyrus. Results of Experiment 2 replicated the results of Experiment 1 and further found that semantic training also affected neural activity during word reading in the subjects׳ second language (English). Furthermore, we found that the effects of the new language were modulated by the subjects׳ proficiency level in the new language. These results provide critical imaging evidence for the influence of learning to read words in a new language on word reading in native and second languages. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. Transition in Modern Foreign Languages: A Longitudinal Study of Motivation for Language Learning and Second Language Proficiency

    Science.gov (United States)

    Courtney, Louise

    2017-01-01

    The current longitudinal study examines the similarities and differences between primary and secondary foreign language curricula and pedagogy along with the development of motivation for language learning and second language proficiency. Data from 26 English learners of French (aged 10-11) were collected across three times points over a 12-month…

  15. Discourse-shifting practices of a teacher and learning facilitator in a bilingual mathematics classroom

    Directory of Open Access Journals (Sweden)

    Tyler, Robyn

    2016-12-01

    Full Text Available In bilingual classrooms, content is often learned simultaneously with a new language. Recent applied linguistics research has identified shifts in discourse made by teachers and learners as they work towards these two goals. Departing from a sociocultural perspective on teaching and learning, this study assumes learners and teachers bring rich and diverse linguistic repertoires to the classroom. This paper examines selected episodes of discourse shifts which took place in a week-long mathematics enrichment programme run by a non-government organisation in rural South Africa. In this Xhosa-English bilingual context, I undertook a small-scale ethnographically-informed case study in which evidence of and comment on discourse shifting was collected in the form of video and audio recordings of lessons and interviews with participants. The focus of the analysis is on the translanguaging strategies (especially register meshing of the teacher and a learning facilitator as they work to make the curriculum accessible to the learners. The argument made in the paper is that the unidirectional notion of discourse shifting from more everyday, spoken, home language discourses to more discipline-specific, written, English discourses is not adequate in explaining the complex multidirectional shifting apparent in my data.

  16. Social interaction facilitates word learning in preverbal infants: Word-object mapping and word segmentation.

    Science.gov (United States)

    Hakuno, Yoko; Omori, Takahide; Yamamoto, Jun-Ichi; Minagawa, Yasuyo

    2017-08-01

    In natural settings, infants learn spoken language with the aid of a caregiver who explicitly provides social signals. Although previous studies have demonstrated that young infants are sensitive to these signals that facilitate language development, the impact of real-life interactions on early word segmentation and word-object mapping remains elusive. We tested whether infants aged 5-6 months and 9-10 months could segment a word from continuous speech and acquire a word-object relation in an ecologically valid setting. In Experiment 1, infants were exposed to a live tutor, while in Experiment 2, another group of infants were exposed to a televised tutor. Results indicate that both younger and older infants were capable of segmenting a word and learning a word-object association only when the stimuli were derived from a live tutor in a natural manner, suggesting that real-life interaction enhances the learning of spoken words in preverbal infants. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. Metaphor and Second Language Learning: The State of the Field

    Science.gov (United States)

    Hoang, Ha

    2014-01-01

    Once considered a stylistic issue, metaphor is now considered a critical component of everyday and specialized language and most importantly, a fundamental mechanism of human conceptualizations of the world. The use of metaphor in language, thought and communication has been examined in second language (L2) learning. The body of literature that…

  18. Challenges of Effective English Language Learning in Nigeria ...

    African Journals Online (AJOL)

    The factors that influence the students. effective learning of the English Language as second language learners, the attitude of students towards the study of the English language, the nature of teacher/student interaction, the methods of teaching and the availability of teaching aids in Nigeria secondary schools are looked ...

  19. Innovations in Language Learning: The Oregon Chinese Flagship Model

    Directory of Open Access Journals (Sweden)

    Carl Falsgraf

    2007-01-01

    Full Text Available Language learning in the United States suffers from a culture of low expectations. Lacking bilingual role models around them, students often view language class as, at best, a way to become a tourist in a country with a language different from their own. Monolingual policymakers assume that learning another language fluently is impossible and inconsequential, since they themselves are capable professionals with one language. Educators, discouraged by years of inadequate funding and support, have come to hope for nothing more than incremental improvements. The National Flagship Language Program (NFLP aims to break this cycle of low expectations and low results by providing funding to institutions willing to accept the challenge of producing Superior (Level 3 language users through a radical re-engineering of the language learning enterprise. The need for fundamental change in language education is longstanding, but the events of September 11 brought the importance of this need to the awareness of national policymakers. Due to the emphasis of critical languages, responsibility for carrying out this fundamental re-examination of language learning has fallen to those engaged in the less commonly taught languages. 1

  20. Bringing Foreign Language Learning into the 21st century | Thomas ...

    African Journals Online (AJOL)

    Bringing Foreign Language Learning into the 21st Century. The different challenges facing foreign language lecturers are considered as well as the different methods used to teach a foreign language. Technology and multimedia are proposed not only as tools and supports but also as a possible solution. With the change ...

  1. Transfer effects in learning a second language grammatical gender system

    NARCIS (Netherlands)

    Sabourin, Laura; Stowe, Laurie A; de Haan, Ger J

    In this article second language (L2) knowledge of Dutch grammatical gender is investigated. Adult speakers of German, English and a Romance language (French, Italian or Spanish) were investigated to explore the role of transfer in learning the Dutch grammatical gender system. In the first language

  2. Which Second Language Learning Theories Underlie Language Courses Offered by Slovene Private Language Schools

    Directory of Open Access Journals (Sweden)

    Marša Meznarič

    2011-12-01

    Full Text Available The article deals with language courses offered by private language schools in Slovenia. It examines who the people in charge of the language schools are, what criteria new teachers have to meet to become an employee of a school, whether the methodology applied (if any has been carefully chosen, what the teaching techniques are and who chooses them. Second language method discoveries have been subjected to perennial criticism and scepticism over the last half of century. Teachers around the globe have been confused by the constant shifts in the popularity of different methods. The article examines the con sequences of the abovementioned circumstances. The 15 interviews conducted with private language schools’ managers have generated valuable information on the level of professionalism in this area of business. The results have shown that most of the randomly chosen schools are managed by language professionals or by economists who employ a linguist for controlling the teaching and learning processes and that the majority of schools does adopt a particular approach or method of teaching. Teacher trainees receive a lot of support and guidance prior to teaching in a school. In most cases, teachers are free to choose techniques of teaching according to their preferences, providing the techniques are not in conflict with the general schools’ principles. The criteria for employment vary considerably. Nearly all managers would employ a professional language teacher with experience only, but others demand that the teacher be a native speaker regardless of his/her education. Several stress the importance of personal characteristics and would consider employing only lighthearted and energetic teachers. Teachers’ work and students’ progress are often evaluated.

  3. Does Mother Tongue Interfere in Second Language Learning?

    OpenAIRE

    Denizer, Elif Nur

    2017-01-01

    Mother tongue largely refers to not only the language one learns from one’s mother but also the speaker’s dominant and home language. It’s also called native language. This study was conducted to find whether mother tongue interferences in second-language learning, and if so; whether it affects the learners’ performance in four language skills, and also in which skill(s) it has the biggest effect. Data collection tool included a questionnaire by which participants were asked to rate the quest...

  4. Foreign Language Learners' Views on the Importance of Learning the Target Language Pronunciation

    Science.gov (United States)

    Çakir, Ismail; Baytar, Birtan

    2014-01-01

    Pronunciation is one of the controversial topics in the field of English language teaching as a second or foreign language. The aim of this study is to understand the attitudes of prep class students at Kastamonu University (state university) in Turkey towards the importance of pronunciation in language learning. Therefore, a pronunciation…

  5. Adult language learning after minimal exposure to an unknown natural language

    NARCIS (Netherlands)

    Gullberg, M.; Robert, L.; Dimroth, C.; Veroude, K.; Indefrey, P.

    2010-01-01

    Despite the literature on the role of input in adult second-language (L2) acquisition and on artificial and statistical language learning, surprisingly little is known about how adults break into a new language in the wild. This article reports on a series of behavioral and neuroimaging studies that

  6. The Relationship between Global Competence and Language Learning Motivation: An Empirical Study in Critical Language Classrooms

    Science.gov (United States)

    Semaan, Gaby; Yamazaki, Kasumi

    2015-01-01

    This article examines the relationship between global competence and second language learning motivation in critical language classrooms. Data were collected from 137 participants who were studying critical languages (Arabic, Chinese, Japanese, Korean, Persian) at two universities on the East and West Coasts of the United States, using a 30-item…

  7. Learning foreign languages in teletandem: Resources and strategies

    Directory of Open Access Journals (Sweden)

    João A. TELLES

    2015-12-01

    Full Text Available ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype to help each other learn their native language (or language of proficiency. This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.

  8. Language Learning of Gifted Individuals: A Content Analysis Study

    Directory of Open Access Journals (Sweden)

    Beria Gokaydin

    2017-11-01

    Full Text Available This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research discipline, countries of research, institutions of authors, key words, and resources. Data were analyzed with the content analysis method. Results showed that the number of studies on language learning of gifted individuals has increased throughout the years. Recommendations for further research and practices are provided.

  9. The Predicaments of Language Learners in Traditional Learning Environments

    Science.gov (United States)

    Shafie, Latisha Asmaak; Mansor, Mahani

    2009-01-01

    Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…

  10. Executive Functioning and Figurative Language Comprehension in Learning Disabilities

    Science.gov (United States)

    Bishara, Saied; Kaplan, Shani

    2016-01-01

    The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

  11. Linking English First Additional Language teaching and learning ...

    African Journals Online (AJOL)

    English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...

  12. Studying Language Learning Opportunities Afforded by a Collaborative CALL Task

    Science.gov (United States)

    Leahy, Christine

    2016-01-01

    This research study explores the learning potential of a computer-assisted language learning (CALL) activity. Research suggests that the dual emphasis on content development and language accuracy, as well as the complexity of L2 production in natural settings, can potentially create cognitive overload. This study poses the question whether, and…

  13. The Role of Audiovisual Mass Media News in Language Learning

    Science.gov (United States)

    Bahrani, Taher; Sim, Tam Shu

    2011-01-01

    The present paper focuses on the role of audio/visual mass media news in language learning. In this regard, the two important issues regarding the selection and preparation of TV news for language learning are the content of the news and the linguistic difficulty. Content is described as whether the news is specialized or universal. Universal…

  14. Student Attitudes and Perceptions of Using Facebook for Language Learning

    Science.gov (United States)

    Gamble, Craig; Wilkins, Michael

    2014-01-01

    This research provides insight into Japanese students' perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private…

  15. Learning the Language of Statistics: Challenges and Teaching Approaches

    Science.gov (United States)

    Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine

    2016-01-01

    Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…

  16. Mobile Collaborative Language Learning: State of the Art

    Science.gov (United States)

    Kukulska-Hulme, Agnes; Viberg, Olga

    2018-01-01

    This paper presents a review of mobile collaborative language learning studies published in 2012-16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language…

  17. Understanding of Foreign Language Learning of Generation Y

    Science.gov (United States)

    Bozavli, Ebubekir

    2016-01-01

    Different generations are constituted depending on social changes and they are designed sociologically as traditional, baby boomer, X, Y and Z. Many studies have been reported on understanding of foreign language learning generation Y. This study aims to realise the gap in and contribute to the research on language learning understanding of…

  18. The Impact of Age on Using Language Learning Strategies

    Science.gov (United States)

    Sepasdar, Mansoreh; Soori, Afshin

    2014-01-01

    Since age plays an important role in learning a second or foreign language, the present study investigated how different students in different age groups used language learning strategies. The participants of this study were 94 Iranian EFL students from four educational levels and different age groups as, primary (10-12), guidance (13-15), high…

  19. Types of Language Learning Strategies Used by Tertiary English Majors

    Science.gov (United States)

    Chuin, Tan Khye; Kaur, Sarjit

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

  20. Comparison and Contrast between First and Second Language Learning

    Science.gov (United States)

    Akhter, Javed; Amin, Muhammad; Saeed, Faria; Abdullah, Shumaila; Muhammad, Khair

    2016-01-01

    This research paper tends to focus on comparison and contrast between first and second language learning. It investigates the different factors that have inhibiting influences on the language learning process of the learners in the two different environments. There are many factors involved in this respect. The age factor is one of the vital…

  1. Self-Efficacy in Second/Foreign Language Learning Contexts

    Science.gov (United States)

    Raoofi, Saeid; Tan, Bee Hoon; Chan, Swee Heng

    2012-01-01

    This study reviews the empirical literature of self-efficacy, a central component of social cognitive theory, in the area of second language learning by focusing on two research questions: first, to what extent, has self-efficacy, as a predicting variable, been explored in the field of second language learning? Second, what factors affect…

  2. Preferred Learning Styles in the Second Language Classroom.

    Science.gov (United States)

    Cincotta, Madeline Strong

    1998-01-01

    Outlines the preferred learning styles of students studying second languages, offering suggestions for their application in second-language classrooms. The paper describes the right-brain/left-brain theory and how the two brain hemispheres are involved in learning; presents four classroom strategies (diversification, contextualization,…

  3. The Effects of Foreign Language Learning on Creativity

    Science.gov (United States)

    Ghonsooly, Behzad; Showqi, Sara

    2012-01-01

    The present study investigates the possible influence of foreign language learning on individuals' divergent thinking abilities. Unlike the large body of research devoted to unfolding the effect of bilingualism on cognitive functions, foreign language learning has gained little attention. This study aimed at bringing into attention the distinctive…

  4. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances

    Science.gov (United States)

    Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.

    2013-01-01

    Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…

  5. Affordances and Constraints: Second Language Learning in Cleaning Work

    Science.gov (United States)

    Strömmer, Maiju

    2016-01-01

    This paper examines opportunities for language learning in a cleaning job, which is a typical entry-level job for immigrants. An ethnographic case study approach is taken to investigate examples of the conditions that allow or prevent language learning for the focal participant, a sub-Saharan man who works as a cleaner in Finland. This case…

  6. Managing Self-Access Language Learning: Principles and Practice

    Science.gov (United States)

    Gardner, David; Miller, Lindsay

    2011-01-01

    This paper is based on a research project looking at the management of self-access language learning (SALL) from the perspective of the managers of self-access centres. It looks at the factors which influence the practice of seven managers of self-access language learning in tertiary institutions in Hong Kong. The discussion centres around five…

  7. An Exploration of Foreign Language Anxiety and English Learning Motivation

    Directory of Open Access Journals (Sweden)

    Meihua Liu

    2011-01-01

    Full Text Available Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1 the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2 foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3 both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS, intrinsic motivation (IntrinM, instrumental motivation (InstruM, fear of being negatively evaluated (FLCAS1, and interest in foreign languages and cultures (IFLC proved to be powerful predictors for the latter.

  8. Pedagogy and second language learning: Lessons learned from Intensive French

    Directory of Open Access Journals (Sweden)

    Joan Netten

    2005-12-01

    Full Text Available Abstract Through research and classroom observation undertaken while conceptualizing and implementing the Intensive French program in Canada, many new insights were gained into the development of communication skills in a classroom situation. Five lessons learned about the development of spontaneous oral communication are presented in this article: the ineffectiveness of core French in primary school; the minimum number of intensive hours necessary to develop spontaneous oral communication; the need to develop implicit competence rather than explicit knowledge; the distinction between accuracy as knowledge and accuracy as skill; and the importance of teaching strategies focusing on language use. These lessons have implications for our understanding of how oral competence in an L2 develops and for the improvement of communicative language pedagogy.

  9. Toward Mobile Assisted Language Learning Apps for Professionals That Integrate Learning into the Daily Routine

    Science.gov (United States)

    Pareja-Lora, Antonio; Arús-Hita, Jorge; Read, Timothy; Rodríguez-Arancón, Pilar; Calle-Martínez, Cristina; Pomposo, Lourdes; Martín-Monje, Elena; Bárcena, Elena

    2013-01-01

    In this short paper, we present some initial work on Mobile Assisted Language Learning (MALL) undertaken by the ATLAS research group. ATLAS embraced this multidisciplinary field cutting across Mobile Learning and Computer Assisted Language Learning (CALL) as a natural step in their quest to find learning formulas for professional English that…

  10. Reflections on foreign language study for students with language learning problems: research, issues and challenges.

    Science.gov (United States)

    Ganschow, L; Sparks, R L

    2000-01-01

    The study of foreign language (FL) learning for individuals who have found learning to read and write in their first language extremely problematic has been an under-researched area throughout the world. Since the 1980s, Leonore Ganschow and Richard Sparks have conducted pioneering research into the nature of difficulties, why they are encountered and how they can be minimized. In this paper the authors trace the development of their research on foreign language difficulties for students with language learning problems. They provide a summary of their findings and suggest new questions and directions for the field.

  11. Minority Languages Learned Informally: The Social Construction of Language Skills through the Discourse of Ontario Employers. NALL Working Paper.

    Science.gov (United States)

    Goldberg, Michelle; Corson, David

    Many immigrants, refugees, and aboriginal Canadians learn their own languages in the normal, informal way. These minority languages learned informally are not valued as a skill that yields returns in the labor market in the same way the official languages or formally learned languages do. What counts as a skill in a society, in a given point in…

  12. The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

    Science.gov (United States)

    Baharudin, Mazlina; Ikhsan, Siti Ajar

    2016-01-01

    The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students' needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning…

  13. Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms

    Science.gov (United States)

    Lin, Angel M. Y.; Lo, Yuen Yi

    2017-01-01

    There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this…

  14. Second Language Developmental Dynamics: How Dynamic Systems Theory Accounts for Issues in Second Language Learning

    Science.gov (United States)

    Rosmawati

    2014-01-01

    Dynamic systems theory (DST) is presented in this article as a suitable approach to research the acquisition of second language (L2) because of its close alignment with the process of second language learning. Through a process of identifying and comparing the characteristics of a dynamic system with the process of L2 learning, this article…

  15. "Deja Vu"? A Decade of Research on Language Laboratories, Television and Video in Language Learning

    Science.gov (United States)

    Vanderplank, Robert

    2010-01-01

    The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language…

  16. Teaching strategic and systems design to facilitate collaboration and learning

    Directory of Open Access Journals (Sweden)

    Andre Liem

    2012-08-01

    Full Text Available As strategic and systems approaches are becoming more relevant in design education when it concerns collaborative projects with the industry, an explicit systems design methodology is needed to structure collaboration and learning among students, educators, and the Norwegian industry. This article describes three alternative studio projects for teaching strategic and systems design with the involvement of Norwegian companies. Besides this, the approaches and fundamental theories of design thinking and reasoning, which are characteristic of these projects, were reflected against each other. In the undergraduate (year 2 systems thinking design studio, the challenge was to train students to understand how system elements are rationally interconnected with their suprasystems and subsystems based on usability and man-machine interactions. In addition to the challenges pertaining to systems thinking, collabora­tive learning and designing based on a mentorship learning concept were introduced in the Vertical Design Studio, which involved second- and third-year students. Concerning the postgraduate fourth-year strategic design projects with the industry, the challenge was to involve Norwegian companies in product planning and goal finding as well as in innovation and design activities and to assess how supportive and receptive these companies were towards radical innovation/diversification. The analysis of completed projects shows that the Norwegian industry is supportive of strategic design but is rather conservative and risk averse when it concerns accepting and implementing radical innovation initiatives. Referring to user-centred and context-based innovation, this article also supports the implementation of a systems approach to facilitate social and hierarchical learning across the second-year systems design studio, second- and third-year vertical studios, and fourth-year strategic design studio.

  17. Facilitated Work Based Learning - analyseret i et pragmatisk perspektiv

    DEFF Research Database (Denmark)

    Thomassen, Anja Overgaard

    Ph.d.-afhandlingen behandler, med afsæt i John Deweys (1859-1952) pragmatisme, Facilitated Work Based Learning (FWBL) der er en tilgang til efter/videreuddannelse. På baggrund af konkrete uddannelsesforløb gennemført ud fra FWBL analyseres de udfordringer der opstår omkring gennemførelse af...... mødes for at samarbejde. Afhandlingen bidrager med et nyt begreb kaldet "den tredje kontekst" der tydeliggør, hvordan uddannelse, der gennemføres i en virksomhed, kan forstås. Ligeledes udvikles der, med afsæt i Deweys pragmatisme, en model der tydeliggør, hvorledes kompetenceudvikling kan understøttes...

  18. Content and language integrated learning: principles and perspectives

    OpenAIRE

    BAKLAGOVA J.

    2014-01-01

    This article is devoted to the innovative model for language education Content and Language Integrated Learning (CLIL) which has gained in immense popularity all over the world. Based on communicative approach, CLIL provides progress in language and in the content subject, creativity and independence in language using, developing higher order thinking skills. A successful CLIL lesson should combine such elements as content, communication, cognition and culture

  19. On Using Intelligent Computer-Assisted Language Learning in Real-Life Foreign Language Teaching and Learning

    Science.gov (United States)

    Amaral, Luiz A.; Meurers, Detmar

    2011-01-01

    This paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between…

  20. Computer-Assisted Language Learning (CALL) in Support of (Re)-Learning Native Languages: The Case of Runyakitara

    Science.gov (United States)

    Katushemererwe, Fridah; Nerbonne, John

    2015-01-01

    This study presents the results from a computer-assisted language learning (CALL) system of Runyakitara (RU_CALL). The major objective was to provide an electronic language learning environment that can enable learners with mother tongue deficiencies to enhance their knowledge of grammar and acquire writing skills in Runyakitara. The system…

  1. Language Learning and Its Impact on the Brain: Connecting Language Learning with the Mind through Content-Based Instruction

    Science.gov (United States)

    Kennedy, Teresa J.

    2006-01-01

    Cognitive sciences are discovering many things that educators have always intuitively known about language learning. However, the important point is actively using this new information to improve both students learning and current teaching practices. The implications of neuroscience for educational reform regarding second language (L2) learning…

  2. Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

    Science.gov (United States)

    Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.

    2017-01-01

    This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…

  3. Comparing Local and International Chinese Students’ English Language Learning Strategies

    Directory of Open Access Journals (Sweden)

    Margreat Aloysious Anthony

    2012-07-01

    Full Text Available According to Horwitz (1987 learners’ belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different learning experiences. Given the significant number of local and international Chinese students enrolled in educational institutions, there is a need to understand the differences and similarities in the learning strategies of these two groups. The sample for the study comprised of 60 local and 50 international Chinese students currently enrolled at a local private college. The Oxford Strategy Inventory for Language Learning (SILL was administered as a measure of learning strategy preferences. The study reveals that language learning experiences as well as socioeconomic status impact the learning strategy adopted by both local and international Chinese students. The findings of this study point to the need to address the needs of these students in order to enhance their English language learning experience in Malaysia.

  4. The impact of second language learning on semantic and nonsemantic first language reading.

    Science.gov (United States)

    Nosarti, Chiara; Mechelli, Andrea; Green, David W; Price, Cathy J

    2010-02-01

    The relationship between orthography (spelling) and phonology (speech sounds) varies across alphabetic languages. Consequently, learning to read a second alphabetic language, that uses the same letters as the first, increases the phonological associations that can be linked to the same orthographic units. In subjects with English as their first language, previous functional imaging studies have reported increased left ventral prefrontal activation for reading words with spellings that are inconsistent with their orthographic neighbors (e.g., PINT) compared with words that are consistent with their orthographic neighbors (e.g., SHIP). Here, using functional magnetic resonance imaging (fMRI) in 17 Italian-English and 13 English-Italian bilinguals, we demonstrate that left ventral prefrontal activation for first language reading increases with second language vocabulary knowledge. This suggests that learning a second alphabetic language changes the way that words are read in the first alphabetic language. Specifically, first language reading is more reliant on both lexical/semantic and nonlexical processing when new orthographic to phonological mappings are introduced by second language learning. Our observations were in a context that required participants to switch between languages. They motivate future fMRI studies to test whether first language reading is also altered in contexts when the second language is not in use.

  5. Blissymbol learning as a tool for facilitating language and literacy ...

    African Journals Online (AJOL)

    These include the number of symbols and time spent teaching these, the word classes of the words taught, the frequency of exposure to each word, children's familiarity with and interest in the themes used in teaching as well as visual complexity of the symbols. Results confirmed the complexity of the process of symbol ...

  6. STUDENTS OF ECONOMICS’ ANXIETY TOWARDS ENGLISH LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Gulnara Faritovna Kalganova

    2016-02-01

    Full Text Available This study explores language anxiety which has shown a substantially negative impact on performance. This paper reveals four related levels of language anxiety such as communication apprehension, test anxiety, fear of negative evaluation, level of language performance, and their correlations with macro and micro social variables like age, gender, bilingual environment.A total 103 male and female English-language learners of the Economic faculty, Federal Kazan University, completed two questionnaires: a background questionnaire and the Foreign Language Classroom Anxiety Scale.The results showed that girls experience greater psychological discomfort in the process of foreign language learning; the greatest concern of students is language anxiety in test situations; first-year students as a whole are more susceptible to language anxiety.The task of a teacher is to create a favorable psychological climate in the classroom of a foreign language in order to removing barriers to development and a better perception of the subject matter.

  7. Grammar Learning Strategies and Language Attainment: Seeking a Relationship

    OpenAIRE

    Pawlak Mirosław

    2009-01-01

    Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their ...

  8. Skype me! Socially Contingent Interactions Help Toddlers Learn Language

    OpenAIRE

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

    2013-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results sugges...

  9. Studying the mechanisms of language learning by varying the learning environment and the learner.

    Science.gov (United States)

    Goldin-Meadow, Susan

    Language learning is a resilient process, and many linguistic properties can be developed under a wide range of learning environments and learners. The first goal of this review is to describe properties of language that can be developed without exposure to a language model - the resilient properties of language - and to explore conditions under which more fragile properties emerge. But even if a linguistic property is resilient, the developmental course that the property follows is likely to vary as a function of learning environment and learner, that is, there are likely to be individual differences in the learning trajectories children follow. The second goal is to consider how the resilient properties are brought to bear on language learning when a child is exposed to a language model. The review ends by considering the implications of both sets of findings for mechanisms, focusing on the role that the body and linguistic input play in language learning.

  10. Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

    Science.gov (United States)

    Wight, Mary Caitlin S.

    2015-01-01

    This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

  11. Variability in Second Language Learning: The Roles of Individual Differences, Learning Conditions, and Linguistic Complexity

    Science.gov (United States)

    Tagarelli, Kaitlyn M.; Ruiz, Simón; Vega, José Luis Moreno; Rebuschat, Patrick

    2016-01-01

    Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This article examines the relationship between these three variables in language learners.…

  12. Language facilitates introspection: Verbal mind-wandering has privileged access to consciousness.

    Science.gov (United States)

    Bastian, Mikaël; Lerique, Sébastien; Adam, Vincent; Franklin, Michael S; Schooler, Jonathan W; Sackur, Jérôme

    2017-03-01

    Introspection and language are the cognitive prides of humankind, but their interactions in healthy cognition remain unclear. Episodes of mind-wandering, where personal thoughts often go unnoticed for some time before being introspected, offer a unique opportunity to study the role of language in introspection. In this paper, we show that inner speech facilitates awareness of mind-wandering. In two experiments, we either interfered with verbal working memory, via articulatory suppression (Exp. 1), or entrained it, via presentation of verbal material (Exp. 2), and measured the resulting awareness of mind-wandering. Articulatory suppression decreased the likelihood to spontaneously notice mind-wandering, whereas verbal material increased retrospective awareness of mind-wandering. In addition, an ecological study using smartphones confirmed that inner speech vividness positively predicted mind-wandering awareness (Exp. 3). Together, these findings support the view that inner speech facilitates introspection of one's thoughts, and therefore provides empirical evidence for a positive relation between language and consciousness. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Mobile learning and high-lighting language education

    DEFF Research Database (Denmark)

    Vinther, Jane

    Mobile learning and high-profiling language education. The number of students learning a second or foreign language and participating in instruction in languages other than English has been in decline for some time. There seems to be such a general tendency across nations albeit for a variety...... of reasons idiosyncratic to the particular national conditions. This paper gives an account of a diversified national project designed to infuse foreign language learning classes in upper secondary schools in Denmark with renewed enthusiasm through systematically experimenting with the new media by taking...... advantage of the social side in their application. The aim has been to make language classes attractive and relevant and to highlight the attractiveness and fun in learning through web 2.0 and mobile units. The overall project was supported by the Danish ministry of education as well as the individual...

  14. QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

    Directory of Open Access Journals (Sweden)

    Rohmani Nur Indah

    2011-10-01

    Full Text Available This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language mastery so that for many institutions of children education have got the bilingual learning. As the example, some of Islamic educational institutions at the level of playgroup have applied the instruction in English and teaching Arabic words, by considering that the earlier foreign language learning is the better, and the fact that the golden age of brain development occurs at the first five years. This needs to be analyzed further, because there is also important task to have mother tongue language acquisition. For the community of multilingual such as in Indonesia, the acquisition of many languages is unavoidable. Therefore, parents are faced with two choices: To prior the mother tongue and bahasa Indonesia as second language or encourage the bilingual learning of Arabic and English.

  15. Unpacking the Roles of the Facilitator in Higher Education Professional Learning Communities

    Science.gov (United States)

    Margalef, Leonor; Pareja Roblin, Natalie

    2016-01-01

    Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the…

  16. Conceptual Framework: Development of Interactive Reading Malay Language Learning System (I-ReaMaLLS

    Directory of Open Access Journals (Sweden)

    Ismail Nurulisma

    2018-01-01

    Full Text Available Reading is very important to access knowledge. Reading skills starts during preschool level no matter of the types of languages. At present, there are many preschool children who are still unable to recognize letters or even words. This leads to the difficulties in reading. Therefore, there is a need of intervention in reading to overcome such problems. Thus, technologies were adapted in enhancing learning skills, especially in learning to read among the preschool children. Phonological is one of the factors to be considered to ensure a smooth of transition into reading. Phonological concept enables the first learner to easily learn reading such to learn reading Malay language. The medium of learning to read Malay language can be assisted via the supportive of multimedia technology to enhance the preschool children learning. Thus, an interactive system is proposed via a development of interactive reading Malay language learning system, which is called as I-ReaMaLLS. As a part of the development of I-ReaMaLLS, this paper focus on the development of conceptual framework in developing interactive reading Malay language learning system (I-ReaMaLLS. I-ReaMaLLS is voice based system that facilitates the preschool learner in learning reading Malay language. The conceptual framework of developing I-ReaMaLLS is conceptualized based on the initial study conducted via methods of literature review and observation with the preschool children, aged 5 – 6 years. As the result of the initial study, research objectives have been affirmed that finally contributes to the design of conceptual framework for the development of I-ReaMaLLS.

  17. EFFECTIVE BLENDED LEARNING PRACTICES: Evidence-based Perspectives in ICT-facilitated Education

    Directory of Open Access Journals (Sweden)

    Reviewed by Yasin OZARSLAN

    2009-07-01

    Full Text Available EFFECTIVE BLENDED LEARNING PRACTICES:Evidence-based Perspectives in ICT-facilitated EducationEdited by Elizabeth Stacey and Philippa Gerbic, Information ScienceReference; 1 edition (March 30, 2009, ISBN-10: 1605662968, 358 pp.Reviewed by Yasin OZARSLANFaculty of Education,Eskisehir Osmangazi University,Eskisehir-TURKEYBlended learning refers to the integration of faceto-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This book collects new international research into many aspects of blended learningfrom the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learningcommunities and universities from around the world. This book addresses the relative newness of online learning within blended environments. The book's broader audience is anyone who isinterested in areas such as blended learning, communities of learning, virtual education, professional learning and community development, instructional technology, flexible learning, distance education and collaborative learning.Blended approaches in teacher education, blending collaborative online learning,blended learning and teaching philosophies, campus-based student learning environments, ICT-enhanced blended learning, learning communities for K-12 teachers, professional development for blended learning, reciprocal mentoring,redesigning initial teacher education, responses to blended environments, strategiesfor blended teaching and learning, virtual learning and real communities are the topics covered in this book.It reviews literature about blended learning in relation to the three sections of the book and discusses strategies for teaching and learning and establishing communities in its different contexts. The chapters of this book provide research perspectives on a range of blended learning issues and contexts and discuss implications for teaching and learning. The

  18. Encouraging Second Language Use in Cooperative Learning Groups

    Directory of Open Access Journals (Sweden)

    George M Jacobs

    2013-11-01

    Full Text Available This article presents, explains and organizes ideas for promoting students’ use of their second language (this term includes foreign language when they work together in cooperative learning groups. The first part of the article reviews arguments as to whether students of second languages should be encouraged to use their second language with classmates when doing group activities. These arguments are discussed with reference to Second Language Acquisition (SLA theory. Practical issues are also explored. Next, the majority of the article presents ideas on how to promote second language use during peer interaction. Twenty-nine of these ideas are explained. The ideas are organized into five categories: a role for the L1; understanding the issue; creating a conducive climate; providing language support; and the task. It is recommended that teachers use ideas from the literature on cooperative learning when they ask students to interact.

  19. Metacognitive Language Learning Strategies Use, Gender, and Learning Achievement: a Correlation Study

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    Ahlam Bouirane

    2015-06-01

    Full Text Available This study investigates the relationship between metacognitive language learning strategies (MLLS and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

  20. Facilitating Self-Regulated Learning Skills and Achievement with a Strategic Content Learning Approach

    Science.gov (United States)

    Heller, Monica L.; Marchant, Gregory J.

    2015-01-01

    Whether out of financial concerns for student retention or altruistic goals involving facilitating successful learning, efforts are being made to ensure college student success beyond chance independent study skills. Students often lack effective self-regulatory skills and study strategies necessary for success in college. With guidance through…

  1. The Art and Science of Leadership in Learning Environments: Facilitating a Professional Learning Community across Districts

    Science.gov (United States)

    Hands, Catherine; Guzar, Katlyn; Rodrigue, Anne

    2015-01-01

    A professional learning community (PLC) is one of the most promising strategies for effecting change in educational practices to improve academic achievement and wellbeing for all students. The PLC facilitator's role in developing and leading blended (online and face-to-face) PLCs with members from Ontario's school districts was examined through a…

  2. Learning second language vocabulary: neural dissociation of situation-based learning and text-based learning.

    Science.gov (United States)

    Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta

    2010-04-01

    Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used. Copyright 2009 Elsevier Inc. All rights reserved.

  3. Skype me! Socially contingent interactions help toddlers learn language.

    Science.gov (United States)

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M

    2014-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

  4. Skype me! Socially Contingent Interactions Help Toddlers Learn Language

    Science.gov (United States)

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

    2013-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). The current study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. PMID:24112079

  5. Social Media: An Optimal Virtual Environment for Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    Rdouan Faizi

    2014-09-01

    Full Text Available The present paper aims at exploring the potential role that social media technologies play in learning foreign languages. For this purpose, a survey was carried out to examine students’ and language learners’ perceptions and attitudes about using these platforms. Results of the research study revealed that the great majority of the respondents actually use these web-based applications to enhance their language skills. Most importantly, they noted that social media contribute in improving their listening, reading, speaking and writing skills. Accordingly, we strongly recommend that instructors use these online tools in distant, blended, or face-to-face language learning settings.

  6. Design of Feedback in Interactive Multimedia Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Vehbi Türel

    2012-01-01

    Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

  7. The prevalence of synaesthesia depends on early language learning.

    Science.gov (United States)

    Watson, Marcus R; Chromý, Jan; Crawford, Lyle; Eagleman, David M; Enns, James T; Akins, Kathleen A

    2017-02-01

    According to one theory, synaesthesia develops, or is preserved, because it helps children learn. If so, it should be more common among adults who faced greater childhood learning challenges. In the largest survey of synaesthesia to date, the incidence of synaesthesia was compared among native speakers of languages with transparent (easier) and opaque (more difficult) orthographies. Contrary to our prediction, native speakers of Czech (transparent) were more likely to be synaesthetes than native speakers of English (opaque). However, exploratory analyses suggested that this was because more Czechs learned non-native second languages, which was strongly associated with synaesthesia, consistent with the learning hypothesis. Furthermore, the incidence of synaesthesia among speakers of opaque languages was double that among speakers of transparent languages other than Czech, also consistent with the learning hypothesis. These findings contribute to an emerging understanding of synaesthetic development as a complex and lengthy process with multiple causal influences. Copyright © 2016. Published by Elsevier Inc.

  8. Facilitating classroom based interprofessional learning: a grounded theory study of university educators' perceptions of their role adequacy as facilitators.

    Science.gov (United States)

    Derbyshire, Julie A; Machin, Alison I; Crozier, Suzanne

    2015-01-01

    The provision of inter professional learning (IPL) within undergraduate programmes is now well established within many Higher Education Institutions (HEIs). IPL aims to better equip nurses and other health professionals with effective collaborative working skills and knowledge to improve the quality of patient care. Although there is still ambiguity in relation to the optimum timing and method for delivering IPL, effective facilitation is seen as essential. This paper reports on a grounded theory study of university educators' perceptions of the knowledge and skills needed for their role adequacy as IPL facilitators. Data was collected using semi structured interviews with nine participants who were theoretically sampled from a range of professional backgrounds, with varied experiences of education and involvement in facilitating IPL. Constant comparative analysis was used to generate four data categories: creating and sustaining an IPL group culture through transformational IPL leadership (core category), readiness for IPL facilitation, drawing on past interprofessional learning and working experiences and role modelling an interprofessional approach. The grounded theory generated from this study, although propositional, suggests that role adequacy for IPL facilitation is dependent on facilitator engagement in a process of 'transformational interprofessional learning leadership' to create and sustain a group culture. Copyright © 2014 Elsevier Ltd. All rights reserved.

  9. The Role of Mother Tongue Literacy in Language Learning and Mathematical Learning: Is There a Multilingual Benefit for Both?

    Science.gov (United States)

    Dahm, Rebecca; De Angelis, Gessica

    2018-01-01

    The present study examines the multilingual benefit in relation to language learning and mathematical learning. The objective is to assess whether speakers of three or more languages, depending on language profile and personal histories, show significant advantages in language learning and/or mathematical learning, and whether mother tongue…

  10. Students' Framing of Language Learning Practices in Social Networking Sites

    Science.gov (United States)

    Lantz-Andersson, Annika; Vigmo, Sylvi; Bowen, Rhonwen

    2012-01-01

    The amount of time that people, especially young people, spend on communicative activities in social media is rapidly increasing. We are facing new arenas with great potential for learning in general and for language learning in particular, but their impact on learning is not yet acknowledged as such in educational practice (e.g., Conole, 2010;…

  11. The Inseparability of Cognition and Emotion in Second Language Learning

    Science.gov (United States)

    Swain, Merrill

    2013-01-01

    The scholarly literature about the process of second language (L2) learning has focused to a considerable extent on cognitive processes. Left aside are questions about how emotions fit into an understanding of L2 learning. One goal of this plenary is to demonstrate that we have limited our understanding of L2 learning by failing to take into…

  12. Self-Access Language Learning for Malaysian University Students

    Science.gov (United States)

    Tse, Andrew Yau Hau

    2012-01-01

    Just a few Malaysian universities offer self-access language learning activities to students. The objective of this study is to investigate if self-access learning can promote self-directed or autonomous learning in a public Malaysian technical university. Data collection is by means of interviewing the Director, lecturers, and students in a…

  13. Developing Course Materials for Technology-Mediated Chinese Language Learning

    Science.gov (United States)

    Kubler, Cornelius C.

    2018-01-01

    This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…

  14. The relationship between identity, language and teaching and learning in Higher Education in South Africa

    Directory of Open Access Journals (Sweden)

    Leibowitz, Brenda

    2005-12-01

    Full Text Available he study on the relationship of identity, language and teaching and learning was conducted by a team of eight members at a higher education institution in the Western Cape. The aims of the research were to investigate the relationship between language, identity and learning, to show how this investigation can benefit dialogue about transformation, and to facilitate the research development of the team. The research design made use of narrative and educational biography in semi-structured interviews with 64 staff members and 100 students. The study supports views of identity as constructed and non-unitary. It shows how language, both as proficiency in the dominant medium of communication and as discourse, is a key component of identity in a higher education institution. The interviews demonstrated how, according to lecturers and students, language and discourse function as primary influences on individuals’ acculturation and integration into the academic community. According to the interviewees, language as a marker of identity is interwoven with other aspects of identity. It is both a resource and a source of identification and affiliation. The research demonstrated that dialogue and self reflection can be facilitated via research into identity, teaching and learning, and that this can be beneficial for both the interviewees and the research team.

  15. ICT-supported language learning tools for Chinese as a foreign Language: a content review

    Directory of Open Access Journals (Sweden)

    Tina Čok

    2016-06-01

    Full Text Available The paper presents a meta-analysis of 37 scientific papers dealing with the use and adoption of ICT for learning and teaching Chinese as a foreign language. It has shown that systematic content reviews providing overall insight into the nature and level of development in the field are rare. The author tries to fill this content gap by answering three research questions: 1 What is the overall state of research in the field of ICT-assisted learning of CFL in terms of language teaching methods? 2 Which learning technologies are in use for the specific teaching and learning methods for Chinese as a foreign language? 3 Are some learning technologies used more often for practis ng specific language skills than others?

  16. A Task-Cycling Pedagogy Using Stimulated Refelction and Audio-Conferencing in Foreign Language Learning

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    Mike Levy

    2004-05-01

    Full Text Available The aim of this paper is to describe a task-cycling pedagogy for language learning using a technique we have called Stimulated Reflection. This pedagogical approach has been developed in the light of the new technology options available, especially those that facilitate audiovisual forms of interaction among language learners and teachers. In this instance, the pedagogy is implemented in the context of introducing students to audio-conferencing (A-C tools as a support for their ongoing independent learning. The approach is designed to develop a balance for learners between attention to fluency and meaning on one hand, and form and accuracy on the other. The particular focus here is on the learning of Italian as a foreign language, although the ideas and principles are presented with a view to the teaching and learning of any language. The article is in three parts. The first considers appropriate theoretical frameworks for the use of technology-mediated tools in language learning, with a particular emphasis on the focus-on-form literature and task design (Doughty, 2003; Doughty & Williams, 1998; Skehan, 1998. The second part sets out the approach we have taken in the Italian project and discusses specifically the idea of task cycling (Willis, 1996 and Stimulated Reflection. The third part presents extracts of stimulated reflection episodes that serve to illustrate the new pedagogic approach.

  17. A Language Socialization Approach to Uzbek Language Learning

    Directory of Open Access Journals (Sweden)

    Baburhan Uzum

    2013-08-01

    Full Text Available Using an ethnographic case study design, this study investigates language learners' socialization into the cultural values of Uzbek language. Informed by a language socialization theoretical framework, the study focuses on the classroom routines and interactions that socialize students into certain social values through mini-lectures that are beyond the linguistic objectives of the curriculum. The research questions addressed are: What social values are being taught implicitly or explicitly? What cultural values are students being socialized into? What constitutes valuable cultural knowledge as claimed by the teacher? In the audio and video recorded observation data, a selected excerpt of typical classroom interactions is analyzed adopting discourse analysis methods. The findings of the study could be implemented in teacher education programs and in designing textbooks and curriculum for less commonly taught languages.

  18. The Cultural Dimensions of Language Teaching and Learning

    DEFF Research Database (Denmark)

    Risager, Karen

    2011-01-01

    Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks...... and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world....

  19. STUDENTS’ MOTIVATION, DEMOTIVATION AND AMOTIVATION IN SECOND LANGUAGE LEARNING

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    Andreea Maciu

    2011-11-01

    Full Text Available The aim of this paper is to present methods that will improve teaching as regards second language learning in order to motivate students in their learning process and to maintain their motivation constantly alert. The discussion also introduces and explains amotivation, in close connection with motivation and demotivation. Teachers have to continuously interract with their students effectively, be alert to their feedback, and constantly improve their methods of teaching a second language by staying connected with all the innovations in the field, and taking into consideration all the aspects of the teaching process that can decrease students’ motivation in second language learning classes.

  20. STUDENTS’ MOTIVATION, DEMOTIVATION AND AMOTIVATION IN SECOND LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Andreea Maciu

    2011-10-01

    Full Text Available The aim of this paper is to present methods that will improve teaching as regards second language learning in order to motivate students in their learning process and to maintain their motivation constantly alert. The discussion also introduces and explains amotivation, in close connection with motivation and demotivation. Teachers have to continuously interract with their students effectively, be alert to their feedback, and constantly improve their methods of teaching a second language by staying connected with all the innovations in the field, and taking into consideration all the aspects of the teaching process that can decrease students’ motivation in second language learning classes.

  1. Mobile-Assisted Language Learning and Language Learner Autonomy

    Science.gov (United States)

    Lyddon, Paul

    2016-01-01

    In the modern age of exponential knowledge growth and accelerating technological development, the need to engage in lifelong learning is becoming increasingly urgent. Successful lifelong learning, in turn, requires learner autonomy, or "the capacity to take control of one's own learning" (Benson, 2011, p. 58), including all relevant…

  2. Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary

    Science.gov (United States)

    Davie, Neil; Hilber, Tobias

    2015-01-01

    This project examines mobile-assisted language learning (MALL) and in particular the attitudes of undergraduate engineering students at the South Westphalia University of Applied Sciences towards the use of the smartphone app Quizlet to learn English vocabulary. Initial data on attitudes to learning languages and to the use of mobile devices to do…

  3. Orientations to Learning German: The Effects of Language Heritage on Second-Language Acquisition.

    Science.gov (United States)

    Noels, Kimberly A.; Clement, Richard

    1989-01-01

    A study of college students' motivation for learning, and other social-psychological aspects of second language learning, found students learn German for instrumental, friendship, travel, identification/influence, and knowledge reasons. Fluency was related to motivation, and students of German heritage had higher self-confidence in the German…

  4. 3,4-Methylenedioxymethamphetamine facilitates fear extinction learning.

    Science.gov (United States)

    Young, M B; Andero, R; Ressler, K J; Howell, L L

    2015-09-15

    Acutely administered 3,4-methylenedioxymethamphetamine (MDMA, 'ecstasy') has been proposed to have long-term positive effects on post-traumatic stress disorder (PTSD) symptoms when combined with psychotherapy. No preclinical data support a mechanistic basis for these claims. Given the persistent nature of psychotherapeutic gains facilitated by MDMA, we hypothesized that MDMA improves fear extinction learning, a key process in exposure-based therapies for PTSD. In these experiments, mice were first exposed to cued fear conditioning and treated with drug vehicle or MDMA before extinction training 2 days later. MDMA was administered systemically and also directly targeted to brain structures known to contribute to extinction. In addition to behavioral measures of extinction, changes in mRNA levels of brain-derived neurotrophic factor (Bdnf) and Fos were measured after MDMA treatment and extinction. MDMA (7.8 mg kg(-1)) persistently and robustly enhanced long-term extinction when administered before extinction training. MDMA increased the expression of Fos in the amygdala and medial prefrontal cortex (mPFC), whereas increases in Bdnf expression were observed only in the amygdala after extinction training. Extinction enhancements were recapitulated when MDMA (1 μg) was infused directly into the basolateral complex of the amygdala (BLA), and enhancement was abolished when BDNF signaling was inhibited before extinction. These findings suggest that MDMA enhances fear memory extinction through a BDNF-dependent mechanism, and that MDMA may be a useful adjunct to exposure-based therapies for PTSD and other anxiety disorders characterized by altered fear learning.

  5. Foreign language aptitude of pupils with learning disabilities at the beginning of the foreign language acquisition at the elementary school

    OpenAIRE

    Špačková, Klára

    2011-01-01

    The dissertation is dealing with the issue of foreign language aptitude and foreign language abilities of pupils with learning disabilities at the beginning of the foreign language acquisition. The first part of the work describes general theories of the foreign language acquisition and introduces the current trends in education of pupils with learning disabilities in the process of foreign language learning. The second part of the work describes the research, which aim was to investigate the...

  6. Analyzing Student’s Attitude towards Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Karwan Talaat Rashid

    2017-06-01

    Full Text Available The study of research upon a qualitative procedure has conducted with twenty-two various instruments, based on the quantitative data collection to prepare for statistical analysis. Learning of the study is analytical Analyzing Student’s Attitude for Foreign Language. In some countries most of the students have to learn the first foreign language it may sometimes have is impact of learners The procedure of teaching a foreign language are influenced by different issues such as the used attitude, methods, techniques, educators, learners, inspiration, environment, and etc.. The problem of the study accompanied with dimensions to get solved the Foreign language as an official language has its impact on Student’s Relations. Foreign language (FL gave a good opportunity to students to know the culture of the other country, to learn the second language, students attitude toward foreign language differ according to gender. Furthermore, For the better understanding of different type of foreign languages and its empowerment to discover the solution to research problem take a notice of these objectives and can formulate as followings: To know the different type of foreign language and how it affect the student’s performance and measure the ability of their efficiency.

  7. Improving Language Learning Strategies and Performance of Pre-Service Language Teachers through a CALLA-TBLT Model

    Science.gov (United States)

    Guapacha Chamorro, Maria Eugenia; Benavidez Paz, Luis Humberto

    2017-01-01

    This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language…

  8. Continued professional development of teachers to facilitate language used in numeracy and mathematics.

    Science.gov (United States)

    Wium, Anna-Marie; Louw, Brenda

    2012-12-01

    Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups,I reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

  9. Continued professional development of teachers to facilitate language used in numeracy and mathematics

    Directory of Open Access Journals (Sweden)

    Anna-Maria Wium

    2012-12-01

    Full Text Available Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups, reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching  (LoLT. Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

  10. Incorporating E-learning in teaching English language to medical students: exploring its potential contributions

    Science.gov (United States)

    Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

    2016-01-01

    Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students’ learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students’ language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom. PMID:28491837

  11. Incorporating E-learning in teaching English language to medical students: exploring its potential contributions.

    Science.gov (United States)

    Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

    2016-01-01

    Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students' learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students' language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom.

  12. Demystifying facilitation of multi-actor learning processes

    NARCIS (Netherlands)

    Groot, A.E.

    2002-01-01

    This thesis aims to demystify the facilitation of participatory processes in order to improve the performance of the facilitation professional. As our society is increasingly recognised as pluralistic, characterised by

  13. Working Memory and Language Learning: A Review

    Science.gov (United States)

    Archibald, Lisa M. D.

    2017-01-01

    Children with speech, language, and communication needs (SLCN) form a highly heterogeneous group, including those with an unexplained delay in language development known as specific language impairment (SLI). There is growing recognition that multiple mechanisms underlie the range of profiles observed in these children. Broadly speaking, both the…

  14. Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

    Directory of Open Access Journals (Sweden)

    Ya-huei Wang

    2017-08-01

    Full Text Available This study attempted to test whether the use of computer-assisted language learning (CALL and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students, an innovative collaborative learning group (ICLG, 31 students, a CALL traditional collaborative learning group (CALLTCLG, 32 students, and a CALL innovative collaborative learning group (CALLICLG, 31 students. TOEIC (Test of English for International Communication listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA, multivariate analysis of variance (MANOVA, and analysis of variance (ANOVA were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

  15. Multimedia Instruction & Language Learning Attitudes: A Study with University Students

    Directory of Open Access Journals (Sweden)

    Jesús Izquierdo

    2015-04-01

    Full Text Available This study examined the effects of two types of Multimedia Instruction (MI and learners’ second language (L2 proficiency on language learning attitudes. During four weeks, university learners of French received MI on the distinctive use of the perfective and the imperfective past in one of the four following conditions: learners with low L2 proficiency level exposed to MI with (n=17 or without language awareness tasks (n=17, and learners with intermediate L2 proficiency level exposed to MI with (n=14 or without language awareness tasks (n=28. Before and after the experiment, participants completed the Attitude/Motivation Test Battery (AMTB. Non-parametric analyses revealed a positive enhancement of classroom-related attitudes only among intermediate learners exposed to MI without Language Awareness Tasks. Nevertheless, the results showed similar as well as stable attitudes towards language learning in all the experimental conditions.

  16. Do neural nets learn statistical laws behind natural language?

    Directory of Open Access Journals (Sweden)

    Shuntaro Takahashi

    Full Text Available The performance of deep learning in natural language processing has been spectacular, but the reasons for this success remain unclear because of the inherent complexity of deep learning. This paper provides empirical evidence of its effectiveness and of a limitation of neural networks for language engineering. Precisely, we demonstrate that a neural language model based on long short-term memory (LSTM effectively reproduces Zipf's law and Heaps' law, two representative statistical properties underlying natural language. We discuss the quality of reproducibility and the emergence of Zipf's law and Heaps' law as training progresses. We also point out that the neural language model has a limitation in reproducing long-range correlation, another statistical property of natural language. This understanding could provide a direction for improving the architectures of neural networks.

  17. Learning Analytics: The next frontier for computer assisted language learning in big data age

    Directory of Open Access Journals (Sweden)

    Yu Qinglan

    2015-01-01

    Full Text Available Learning analytics (LA has been applied to various learning environments, though it is quite new in the field of computer assisted language learning (CALL. This article attempts to examine the application of learning analytics in the upcoming big data age. It starts with an introduction and application of learning analytics in other fields, followed by a retrospective review of historical interaction between learning and media in CALL, and a penetrating analysis on why people would go to learning analytics to increase the efficiency of foreign language education. As approved in previous research, new technology, including big data mining and analysis, would inevitably enhance the learning of foreign languages. Potential changes that learning analytics would bring to Chinese foreign language education and researches are also presented in the article.

  18. ITADICT Project and Japanese Language Learning

    Directory of Open Access Journals (Sweden)

    MANTELLI, Alessandro

    2012-10-01

    Full Text Available This article aims to show how the Nuclear disaster in Fukushima (3 March 2011 affected Japanese Language teaching and learning in Italy, focusing on the ITADICT Project (Marcella Mariotti, project leader, Clemente Beghi, research fellow and Alessandro Mantelli, programmer. The project intends to develop the first Japanese-Italian online database, involving more than 60 students of Japanese language interested in lexicographic research and online learning strategies and tools. A secondary undertaking of ITADICT is its Latin alphabet transliteration of Japanese words into Hepburn style. ITADICT is inspired by EDICT Japanese-English database developed by the Electronic Dictionary Research and Development Group established in 2000 within the Faculty of Information Technology at Monash University. The Japanese-Italian database is evolving within the Department of Asian and North African Studies at Ca’ Foscari University of Venice, the largest in the country and one of the main teaching centres of Japanese in Europe in terms of the number of students dedicated to it (1800 and number of Japanese language teaching hours (1002h at B.A. level, and 387h at M.A. level. In this paper we will describe how and why the project has been carried out and what the expectations are for its future development.-----Pričujoči članek predstavlja projekt ITADICT (vodja projekta Marcella Mariotti, sodelujoči raziskovalec Clemente Beghi, programer Alessandro Mantelli in vpliv nuklearne katastrofe v Fukushimi 3. marca 2011 na učenje japonščine v Italiji. Cilj projekta je razvoj prve spletne japonsko-italijanske baze podatkov, pri njem pa sodeluje več kot 60 študentov japonščine, ki jih zanima slovaropisje in učne strategije ter orodja na spletu. Drugi cilj projekta ITADICT je prečrkovanje japonskih besed v latinico, po sistemu Hepburn. Projekt je zastavljen po vzoru japonsko-angleške podatkovne baze EDICT, ki jo je razvila skupina Electronic Dictionary

  19. Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review

    Science.gov (United States)

    Somers, Thomas

    2017-08-01

    This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students' proficiency in the languages of instruction and their academic achievement; and (3) the effects of first language typology on their second and third language proficiency. The author explores conditions and reasons for the effectiveness of CLIL pedagogy, as well as the comparative suitability of CLIL programmes for immigrant minority language students. The review shows that CLIL programmes provide a means to acquire important linguistic, economic and symbolic capital in order to effect upward social mobility. Findings demonstrate that immigrant minority language students enrolled in CLIL programmes are able to develop equal or superior levels of proficiency in both languages of instruction compared to majority language students; with previous development of first language literacy positively impacting academic language development. CLIL programmes are found to offer immigrant minority language students educational opportunities and effective pedagogical support which existing mainstream monolingual and minority bilingual education programmes may not always be able to provide. In light of these findings, the author discusses shortcomings in current educational policy. The article concludes with recommendations for further research.[Figure not available: see fulltext.

  20. Subtitles and language learning principles, strategies and practical experiences

    CERN Document Server

    Mariotti, Cristina; Caimi, Annamaria

    2014-01-01

    The articles collected in this publication combine diachronic and synchronic research with the description of updated teaching experiences showing the educational role of subtitled audiovisuals in various foreign language learning settings.

  1. Learning theories and skills in online second language teaching and learning

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2014-01-01

    For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning...... in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in...

  2. Communicative – Activity Approach in Learning Foreign Language

    Directory of Open Access Journals (Sweden)

    Dariga A. Bekova

    2015-01-01

    Full Text Available The article is devoted communicative method of teaching foreign languages, which is the activity character. The task of the communicative approach – to interest of students in learning a foreign language through the accumulation and improvement their knowledge and experience. The main objective this method – free orienteering training in foreign language environment and the ability to adequately react in different situations, communication.

  3. Mental Imagery as Facilitator to Lexical Learning-Blocked and Random Trials

    Directory of Open Access Journals (Sweden)

    Subhash Bhatnagar

    2014-04-01

    Full Text Available Developing an effective treatment plan that promotes learning-generalization beyond treated stimuli remains a challenging task in language rehabilitation. Many specific treatments have been used to document therapeutic gains in learned lexical behaviors and now learning generalizations beyond practiced stimuli are being forged (Boyle, 2004 and Kiran & Thompson, 2003.Accordingly, generalization beyond practiced structures still remains an exciting therapeutic strategy. As major elements of cognitive processing, the perceptual representations embedded within mental imagery (MI, have long been recognized for their healing potential (Thomas, 2008, and training mindfulness. MI is also known to modulate the brain’s neural-circuitry in new learning (Davidson, 2000. It also acts as a mean to access memories and passes undistorted through mental resistances (Singer 1974. Purpose We integrated blocked and random presentations of MI with our treatment of anomia with three goals in mind: (1 to evaluate whether activation of the neural circuitry through controlled MI facilitated word finding skills; (2 to determine if the blocked or random modes of MI presentation facilitate learning equally or not; and, (3 to evaluate if the effects of evoked MI generalize to untrained lexical items. Subject The participating subject was a three-year post-onset, right-handed, 68-year old University-educated male with chronic aphasia secondary to a MRI confirmed large left temporal-parietal infarct in addition to an earlier left frontal infarct. These strokes resulted in moderately impaired comprehension and verbal expression. He made gains in both aspects of language following two years of SLP treatment. However, he continued to exhibit moderate to severe word finding (Goodglass & Kaplan, 1983. Methods We incorporated MI with random and blocked presentations in ABA format to explore the learning and generalization of trained mental representations that comprised of both

  4. Are pictures good for learning new vocabulary in a foreign language? Only if you think they are not.

    Science.gov (United States)

    Carpenter, Shana K; Olson, Kellie M

    2012-01-01

    The current study explored whether new words in a foreign language are learned better from pictures than from native language translations. In both between-subjects and within-subject designs, Swahili words were not learned better from pictures than from English translations (Experiments 1-3). Judgments of learning revealed that participants exhibited greater overconfidence in their ability to recall a Swahili word from a picture than from a translation (Experiments 2-3), and Swahili words were also considered easier to process when paired with pictures rather than translations (Experiment 4). When this overconfidence bias was eliminated through retrieval practice (Experiment 2) and instructions warning participants to not be overconfident (Experiment 3), Swahili words were learned better from pictures than from translations. It appears, therefore, that pictures can facilitate learning of foreign language vocabulary--as long as participants are not too overconfident in the power of a picture to help them learn a new word.

  5. Tablets for Informal Language Learning: Student Usage and Attitudes

    Science.gov (United States)

    Chen, Xiao-Bin

    2013-01-01

    Mobile-assisted language learning (MALL), a relatively new area of CALL inquiry, is gaining more and more attention from language educators with the development of new mobile devices. Tablet computers--featuring high mobility, convenient network connectivity, and smart application extendibility--are part of a wave of the latest mobile inventions;…

  6. WebQuests as Language-Learning Tools

    Science.gov (United States)

    Aydin, Selami

    2016-01-01

    This study presents a review of the literature that examines WebQuests as tools for second-language acquisition and foreign language-learning processes to guide teachers in their teaching activities and researchers in further research on the issue. The study first introduces the theoretical background behind WebQuest use in the mentioned…

  7. Authenticity and originarity in foreign language learning in the ...

    African Journals Online (AJOL)

    The latter overcomes structuralist or poststructuralist reductions of language as a medium of communication. Thus, the essence of FLL can be redefined, not as the acquisition of mimicry of specific codes, but as intercultural dialogue. Keywords: originarity, authenticity, foreign language learning, video conferencing ...

  8. ORIGINAL ARTICLES How do doctors learn the spoken language of ...

    African Journals Online (AJOL)

    2009-07-01

    Jul 1, 2009 ... and cultural metaphors of illness as part of language learning. The theory of .... role.21 Even in a military setting, where soldiers learnt Korean or Spanish as part of ... own language – a cross-cultural survey. Brit J Gen Pract ...

  9. Affordances for Second Language Learning in "World of Warcraft"

    Science.gov (United States)

    Rama, Paul S.; Black, Rebecca W.; van Es, Elizabeth; Warschauer, Mark

    2012-01-01

    What are the affordances of online gaming environments for second language learning and socialization? To answer this question, this qualitative study examines two college-age Spanish learners' experiences participating in the Spanish language version of the massively multi-player online game "World of Warcraft." Using data culled from participant…

  10. Digital Gaming and Language Learning: Autonomy and Community

    Science.gov (United States)

    Chik, Alice

    2014-01-01

    The relationship between digital game play and second language (L2) learning is a particularly tricky issue in East Asia. Though there is an emerging presence of Chinese online games, many more young people are playing the English- or Japanese-language versions of the most popular commercial off-the-shelf (COTS) video games. In other words, most…

  11. Conversation Analysis in Computer-Assisted Language Learning

    Science.gov (United States)

    González-Lloret, Marta

    2015-01-01

    The use of Conversation Analysis (CA) in the study of technology-mediated interactions is a recent methodological addition to qualitative research in the field of Computer-assisted Language Learning (CALL). The expansion of CA in Second Language Acquisition research, coupled with the need for qualitative techniques to explore how people interact…

  12. Students' Motivation toward Computer-Based Language Learning

    Science.gov (United States)

    Genc, Gulten; Aydin, Selami

    2011-01-01

    The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses…

  13. How Children Learn to Use Language - An Overview of R ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 13; Issue 5. How Children Learn to Use Language - An Overview of R. Narasimhan's Ideas on Child Language Acquisition. Raman Chandrasekar. General Article Volume 13 Issue 5 May 2008 pp 430-439 ...

  14. The History of Language Learning and Teaching in Britain

    Science.gov (United States)

    McLelland, Nicola

    2018-01-01

    This article provides an introduction, based on the most recent research available, to the history of language learning and teaching (HoLLT) in Britain. After an overview of the state of research, I consider which languages have been learnt, why and how that has changed; the role of teachers and tests in determining what was taught; changes in how…

  15. Testing as an inevitable instrument in today's language learning ...

    African Journals Online (AJOL)

    In the foregoing analysis, we have unequivocably declared that testing or assessment is an inevitable instrument in present day's language learning environment and that testing is the other side of teaching itself. In teaching any aspect of language, learner must be tested to determine the progress made so far as well as ...

  16. Exploring Mobile Apps for English Language Teaching and Learning

    Science.gov (United States)

    Zou, Bin; Li, Jiaying

    2015-01-01

    Many recent studies have shown that mobile learning can provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs (e.g. Chang & Hsu, 2011; Egbert, Akasha, Huff, & Lee, 2011; Hoven & Palalas, 2011; Stockwell, 2010). A number of apps have been created and used…

  17. Research Tasks on Identity in Language Learning and Teaching

    Science.gov (United States)

    Norton, Bonny; De Costa, Peter I.

    2018-01-01

    The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of…

  18. Neoliberal Paradoxes of Language Learning: Xenophobia and International Communication

    Science.gov (United States)

    Kubota, Ryuko

    2016-01-01

    Neoliberal ideology compels people to develop language skills as human capital. As English is considered to be the most useful language for global communication, learning, and teaching, English has been promoted in many countries. However, the belief that English connects people from diverse linguistic backgrounds in a borderless society…

  19. The Semiotic Approach and Language Teaching and Learning

    Directory of Open Access Journals (Sweden)

    Müfit Şenel

    2007-04-01

    Full Text Available This study investigates the relation of the Foreign Language Teaching with the SemioticApproach that gains more importance recently and tries to explain how this concept has beenused as Semiotic Approach in Foreign Language Teaching and Learning and teacher-learnerroles, strong-weak sides, types of activities, etc. have been handled.

  20. Verbal Analogical Reasoning in Children with Language-Learning Disabilities.

    Science.gov (United States)

    Masterson, Julie J.; And Others

    1993-01-01

    Children (ages 9-13) with language-learning disabilities were administered 5 types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. Subjects performed worse than mental age-matched children on all types of analogies and performed worse than language age-matched children on all types except…

  1. Functional Connectivity Changes in Second Language Vocabulary Learning

    Science.gov (United States)

    Saidi, Ladan Ghazi; Perlbarg, Vincent; Marrelec, Guillaume; Pelegrini-Issac, Melani; Benali, Habib; Ansaldo, Ana-Ines

    2013-01-01

    Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec,…

  2. Kinesthetic Language Learning: How an Accident Led to a Revelation

    Science.gov (United States)

    West, Travis; Nam, Roger S.; Benckhuysen, Amanda W.

    2016-01-01

    This essay analyzes a critical incident that took place in a hybrid distance-learning Hebrew language class that was adapting interactive, immersion-style, kinesthetic pedagogy during the week-long face-to-face intensive portion of the class--including Total Physical Response techniques in which students respond to the language with whole-body…

  3. Language learning and the technology of international communications

    Science.gov (United States)

    Batley, Edward

    1991-03-01

    The author posits a reciprocal relationship between the recent popularisation of computer-based technology and the democratisation of Central and Eastern Europe. Brief reference is made to their common denominator, language and language change. The advent of the communicative approach to language learning and the new wave of language authenticity arising from it, both enhanced by the technological revolution, have made the defining of acceptability in the classroom and of communication in the process of testing more problematic than ever, although several advantages have also accrued. Advances in technology have generally outstripped our ability to apply their full or characteristic potential. While technology can personalise learning and in this way make learning more efficient, it can also impede motivation. Old methods, drills and routines are tending to be sustained by it. Lack of technology can also widen the gulf between developed, developing and underdeveloped countries of the world. The author proposes international partnerships as a means of preventing an imbalance which could threaten stability. Single language dominance is another threat to international understanding, given the growing awareness of our multilingual and multicultural environment. Enlightened language policies reaching from the individual to beyond the national community are needed, which adopt these aspects of language learning, explain decisions about the state's choice of languages and, at the same time, promote individual choice wherever practicable.

  4. Ego Is a Hurdle in Second Language Learning: A Contrastive Study between Adults and Children

    Science.gov (United States)

    Abdullah, Shumaila; Akhter, Javed

    2015-01-01

    The aim of this research paper is to find out by comparing and contrasting between the adults and children in second language learning process how language ego of adult learners affects them to learn second language, and how it becomes a barrier for them in second language learning process. Nowadays learning English as foreign and second language…

  5. Adults' motivation of learning English as a second language

    Institute of Scientific and Technical Information of China (English)

    吴梦楠

    2005-01-01

    English learning is extensive among adults. Their motivations are classified into two types: the integrative one and the instrumental one.Obviously the integrative motivation makes the learners more active and joyful in learning process. Teachers find ways to cultivate and inspire the adult learners' motivation of learning L2, to design and deliver language instruction with care and sensitivity, and to assess rather than test the learners' learning for inducing a positive reaction.

  6. Wittgenstein's language games as a theory of learning disabilities.

    Science.gov (United States)

    Timmons, Stephen

    2006-01-01

    Sociological approaches to the understanding of learning disabilities are perhaps not as fully developed as they might be. Wittgenstein's notion of the language game is elucidated, and its relevance to the analysis of learning disabilities as a social phenomenon is explained. This gives some insight into an alternative conception of what learning disabilities might be, and why people who are classified as having learning disabilities continue, to some extent, to be excluded from full participation in society.

  7. CAN INFOGRAPHICS FACILITATE THE LEARNING OF INDIVIDUALS WITH MATHEMATICAL LEARNING DIFFICULTIES?

    Directory of Open Access Journals (Sweden)

    Basak Baglama

    2017-12-01

    Full Text Available Visualization of data has recently gained great importance in education and use of infographics is regarded as an important tool in teaching mathematics since it presents information in a clear and abstract way. Therefore, use of infographics for helping individuals with mathematical learning difficulties has become an important research question. This study aims to provide an overview on the use of infographics in teaching mathematics to individuals with mathematical learning difficulties. This is a qualitative study in which document analysis was used the collect the data. Results provided information about the definition of infographics, effectiveness of using infographics in education and facilitative role of infographics in enhancing learning of individuals with mathematical learning difficulties, namely dyscalculia. Results were discussed with relevant literature and recommendations for further research and practices were also presented.

  8. FACILITATING THE STATISTIC’S LEARNING: A B-LEARNING MODEL FOR OUR STUDENTS

    Directory of Open Access Journals (Sweden)

    Miguel Ángel Montero

    2011-05-01

    Full Text Available The experience which we count with in the university education, the development of the ICT (Information and Communications Technology, the integration in the ESSE, the new qualifications (or Grades and mainly the desire to improve push us to innovate and to put into practice new methodologies in the teaching and learning of the subjects of Mathematics and Statistic assigned to our department. These methods totally renovate the lecturer’s roll and the traditional teaching, introducing multimedia tools, support platforms and new resources that provide students an autonomy which before they did not have, modifying the organization of time and space, increasing modalities and strategies of teaching-learning-tutorization and therefore developing more flexible models. It is tried to facilitate the learning of these subjects, providing a model b-learning, a comple- ment or alternative to the attendance classes, reinforcing the student’s active self-training.

  9. Language

    DEFF Research Database (Denmark)

    Sanden, Guro Refsum

    2016-01-01

    Purpose: – The purpose of this paper is to analyse the consequences of globalisation in the area of corporate communication, and investigate how language may be managed as a strategic resource. Design/methodology/approach: – A review of previous studies on the effects of globalisation on corporate...... communication and the implications of language management initiatives in international business. Findings: – Efficient language management can turn language into a strategic resource. Language needs analyses, i.e. linguistic auditing/language check-ups, can be used to determine the language situation...... of a company. Language policies and/or strategies can be used to regulate a company’s internal modes of communication. Language management tools can be deployed to address existing and expected language needs. Continuous feedback from the front line ensures strategic learning and reduces the risk of suboptimal...

  10. Resistant or Favorable? Chinese Learners' Beliefs towards Task-Based Language Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Damien Le Gal

    2015-04-01

    Full Text Available English as Foreign Language (EFL in East Asia involves major sociocultural issues. Modern, Western-based methodologies such as Communicative Language Learning (CLL, Communicative Language Teaching, CLT in this paper and its further development Task-Based Language Learning and Teaching (TBLLT, Ellis, 2003, feature principles which can conflict with some of the fundamental values of Confucian Heritage Cultures (CHC education and hinder their adoption in Korea, Taiwan, Japan, Singapore, Hong-Kong and Vietnam. This article introduces a sociocultural, ethnographic perspective on EFL in East Asia which contextualizes language teaching in its broader educational and cultural environment. Teacher-centeredness, book and writing focuses, memorization strategies within a grammar-translation approach are in contradiction with modern language teaching methodologies' focuses on learner-centeredness and teachers' facilitating roles, student participation and interactions, communication competence and learner autonomy. The text advocates for a mean between Western and Eastern learning cultures through a context-based, culturally-sensitive approach and introduces classroom's strategies for the implementation of CLL and TBLLT in China and East Asia.

  11. STUDENTS’ MOTIVATION, DEMOTIVATION AND AMOTIVATION IN SECOND LANGUAGE LEARNING

    OpenAIRE

    Andreea Maciu

    2011-01-01

    The aim of this paper is to present methods that will improve teaching as regards second language learning in order to motivate students in their learning process and to maintain their motivation constantly alert. The discussion also introduces and explains amotivation, in close connection with motivation and demotivation. Teachers have to continuously interract with their students effectively, be alert to their feedback, and constantly improve their methods of teaching a second language by s...

  12. Study on Mobile Augmented Reality Adoption for Mayo Language Learning

    OpenAIRE

    Miranda Bojórquez, Erasmo; Vergara Villegas, Osslan Osiris; Cruz Sánchez, Vianey Guadalupe; García-Alcaraz, Jorge Luis; Favela Vara, Jesús

    2016-01-01

    This paper presents the results of a study applied to undergraduates in order to know how the cultural dimensions affect their perceptions of the acceptance and use of new technologies in a student-centered learning environment. A total of 85 undergraduate students from the Autonomous Indigenous University of Mexico (UAIM) participated in the study. Each student was asked to use a mobile augmented reality (MAR) application designed to learn Mayo language (language spoken in Northwestern Mexic...

  13. Developing user-centered concepts for language learning video games

    OpenAIRE

    Poels, Yorick; Annema, Jan Henk; Zaman, Bieke; Cornillie, Frederik

    2012-01-01

    This paper will report on an ongoing project which aims to develop video games for language learning through a user-centered and evidence-based approach. Therefore, codesign sessions were held with adolescents between 14 and 16 years old, in order to gain insight into their preferences for educational games for language learning. During these sessions, 11 concepts for video games were developed. We noticed a divide between the concepts for games that were oriented towa...

  14. Forms of Cooperative Learning in Language Teaching in Slovenian Language Classes at the Primary School Level

    Directory of Open Access Journals (Sweden)

    Alenka Rot Vrhovec

    2015-09-01

    Full Text Available In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers’ awareness and encourage them to design and execute cooperative learning more frequently.

  15. From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU)

    Science.gov (United States)

    Jarvis, Huw; Achilleos, Marianna

    2013-01-01

    This article begins by critiquing the long-established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-scale study which examines how student non-native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and second (L2) languages. We look also at the extent to…

  16. "Language Learning" Roundtable: Memory and Second Language Acquisition 2012, Hong Kong

    Science.gov (United States)

    Wen, Zhisheng; McNeill, Arthur; Mota, Mailce Borges

    2014-01-01

    Organized under the auspices of the "Language Learning" Roundtable Conference Grant (2012), this seminar aimed to provide an interactive forum for a group of second language acquisition (SLA) researchers with particular interests in cognitive linguistics and psycholinguistics to discuss key theoretical and methodological issues in the…

  17. 20 Years of Technology and Language Assessment in "Language Learning & Technology"

    Science.gov (United States)

    Chapelle, Carol A.; Voss, Erik

    2016-01-01

    This review article provides an analysis of the research from the last two decades on the theme of technology and second language assessment. Based on an examination of the assessment scholarship published in "Language Learning & Technology" since its launch in 1997, we analyzed the review articles, research articles, book reviews,…

  18. Language Learning Motivation and Language Attitudes in Multilingual Spain from an International Perspective

    Science.gov (United States)

    Lasagabaster, David

    2017-01-01

    In Spain, more than 40% of the population lives in officially bilingual regions in which the minority language is used as a means of instruction at school and university. In addition, the increasing importance attached to learning English has led to the proliferation of multilingual school programs in which different languages are used to teach…

  19. Learning a Language and Studying Content in an Additional Language: Student Opinions

    Science.gov (United States)

    Ger, Ugur; Bahar, Mustafa

    2018-01-01

    This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were…

  20. Multilingualism - a European Union goal - and incoming exchange students' language learning and language use in Scandinavia

    DEFF Research Database (Denmark)

    Caudery, Tim; Petersen, Margrethe; Shaw, Philip

    ' language learning and use in study abroad contexts. The study involves exchange students - but not language students - at four Scandinavian universities - two traditional ones and two specialised ones. Data for the project, which closes at the end of 2007, were collected through semi-structured individual...

  1. Are Commercial "Personal Robots" Ready for Language Learning? Focus on Second Language Speech

    Science.gov (United States)

    Moussalli, Souheila; Cardoso, Walcir

    2016-01-01

    Today's language classrooms are challenged with limited classroom time and lack of input, and output practice in a stress-free environment (Hsu, 2015). The use of commercial, readily available tools such as Personal Robots (PRs; e.g. Amazon's Echo, Jibo) might promote language learning by freeing up class time, allowing for a more focused…

  2. Second foreign language learning strategies and their variations across language proficiency levels among Iranian EFL learners

    Directory of Open Access Journals (Sweden)

    Pazhakh, A

    2006-07-01

    Full Text Available The present study has attempted to determine weather there is any relationship between language learning strategies employed by language learners, and if so what relationship exists between them. Furthermore, it has tried to investigate what effective and useful strategies the learners employ while learning English as a foreign language correspondent with their proficiency levels. A simulated TOEFL (REA, 1993 test was initially administered to classify the learners into three classes of proficiency levels. Oxford‟s Strategy Inventory, SILL, (Oxford, 1990 was used to determine the frequency of the language learning strategies applied by learners. The results of this study provide confirmation of previous research findings concerning the direct relationship between language learning strategies and language proficiency level, and represent the types of the strategies adopted by advanced, intermediate and elementary language learners. The implications of this study are to suggest both the metacognitive compensatory strategies, the most frequent strategies employed by advanced learners be instructed to the language learners in order to upgrade their proficiency level.

  3. The Effectiveness of Dialogic Reading in Increasing English Language Learning Preschool Children's Expressive Language

    Science.gov (United States)

    Brannon, Diana; Dauksas, Linda

    2014-01-01

    The effectiveness of dialogic reading in increasing the literacy interactions between English language learning parents (ELL) and their preschool aged children and children's expressive language development were studied. Twenty-one ELL parents of preschool aged children received dialogic reading training every other week for a ten-week period.…

  4. Language and learning in transformative learning spaces – multilingual learner’s stories

    DEFF Research Database (Denmark)

    Maslo, Elina

    : Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences. Elsevier. Van Manen, M. (1997). Researching Lived Experience. The Althouse Press.  Intent of the Publication:This publication intends to provide a more nuanced understanding of human learning processes, not least......Proposal information:The necessity of knowing languages, many languages in fact, is emphasised in many different contexts in Europe, often in connection with globalisation. Languages are referred to as a key that opens a door – or many doors. Language is “a key to education”, ”a key to employment...... to success – language and learning in transformative learning spaces” is a study of multilingual people’s experiences of their (language) learning processes. It is aimed to improve our understanding of human learning processes, not least the subjective dimensions of these processes. Despite rapid development...

  5. The history of imitation in learning theory: the language acquisition process.

    OpenAIRE

    Kymissis, E; Poulson, C L

    1990-01-01

    The concept of imitation has undergone different analyses in the hands of different learning theorists throughout the history of psychology. From Thorndike's connectionism to Pavlov's classical conditioning, Hull's monistic theory, Mowrer's two-factor theory, and Skinner's operant theory, there have been several divergent accounts of the conditions that produce imitation and the conditions under which imitation itself may facilitate language acquisition. In tracing the roots of the concept of...

  6. Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

    Science.gov (United States)

    Stacey, G; Oxley, R; Aubeeluck, A

    2015-09-01

    What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were

  7. Russian language for Persian learners A research on the difficulties of learning motion verbs of

    OpenAIRE

    ایزانلو ایزانلو

    2009-01-01

    Since motion verbs of Russian language is one of those complex issues in Russian language syntax, Iranian students who are learning Russian language face problems when learning this grammatical category. These problems in learning appear in two stages. a)The stage of learning and understanding the meaning of these verbs in the Russian language itself; b) The stage of transition of these verbs from Russian language into Persian language when translating texts into Persian. It seems that the di...

  8. Second language learning and acculturation: The role of motivation and goal content congruence

    Directory of Open Access Journals (Sweden)

    Sara Rubenfeld

    2007-12-01

    Full Text Available Abstract This study explored how having differing goals and motives for learning a second language influences adaptation in the foreign culture. Specifically, we compared English as a second language (ESL students in two programs, which differed in their long-term goal orientations. Some students were taking ESL courses in order to attend university in their second language, whereas other ESL students took courses that were not followed by an immediate reward. Students in both programs completed measures of acculturation as well as measures of intrinsic and extrinsic motivation for learning English. We found that adaptation to the foreign culture, in the form of acculturation, is best facilitated by congruence between students’ motives and goals. The findings are discussed in terms of their methodological and pedagogical implications

  9. Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain

    Science.gov (United States)

    Veermans, Koen; van Joolingen, Wouter; de Jong, Ton

    2006-01-01

    This article describes a study into the role of heuristic support in facilitating discovery learning through simulation-based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance…

  10. Educational Modelling Language and Learning Design: new challenges for instructional re-usability and personalized learning

    NARCIS (Netherlands)

    Hummel, Hans; Manderveld, Jocelyn; Tattersall, Colin; Koper, Rob

    2003-01-01

    Published: Hummel, H. G. K., Manderveld, J. M., Tattersall, C.,& Koper, E. J. R. (2004). Educational Modelling Language: new challenges for instructional re-usability and personalized learning. International Journal of Learning Technology, 1, 1, 110-111.

  11. Research on Difficulty in Indonesia Students Learning Chinese Language

    Directory of Open Access Journals (Sweden)

    Lydia Anggreani

    2013-05-01

    Full Text Available Chinese has become the world’s second language. Each language has its own law, as is the Chinese. Indonesian students have difficulty in learning Chinese which are are not surprising. Every language has various characteristics, so do Chinese and Bahasa Indonesia. Article analyzes difficulties to learn Chinese, especially for Indonesian students, those are tone, grammar, sounds of “er hua” such as Alice retroflex. The respondents are 100 Indonesian students who are randomly selected for testing samples analyzed. Since there is no tone in Bahasa Indonesia, it makes a lot of Indonesian students in the learning process often appear in Chinese foreign accent phenomenon. This article expects to explore the problem by studying the formation of the causes and solutions. Indonesian students learning Chinese was designed to provide some teaching and learning strategies.

  12. The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

    Directory of Open Access Journals (Sweden)

    Mazlina Baharudin

    2016-06-01

    Full Text Available The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students’ needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning strategies should be considered by the teachers to make teaching and learning become interesting, effective and not boring. Basic effectiveness of a language program was the factors of socio-culture, the style of teaching and learning, the students, and the characteristics of the program. This paper however focused on the socio-cultural factors (learning of cultures and the activities program that enable to generate excitement and effectiveness in the teaching and learning of Malay language as a foreign language. In the teaching and learning process found that the more we gave the activities to the students, the more the students acquired the meaning of the lessons. In this study, the selected respondents were the two groups of students from TWG, Konstanz, Germany who have followed the Malay Language and Culture Program in the Languages, Literacies and Translation Center, University of Sains Malaysia, Penang, in 2011. The first group was started in March to June, and the second group in September to November. The research was based on formal and informal observations and interviews. This paper also discussed about the outdoor activities program used as curriculum in the teaching and learning process that gives an interesting environment to foreign students

  13. E-LEARNING TURKISH LANGUAGE AND GRAMMAR: Analyzing Learners' Behavior

    Directory of Open Access Journals (Sweden)

    Panagiotis GEORGALAS

    2012-01-01

    Full Text Available This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several modules of the website has been measured, examined and analyzed. The research was carried out between the years 2010- 2011 and included the analysis of several million clicks. The results show particular attitudes, habits and preferences throughout the e-learning process. There is a preference of users to exercises against theory. Fast cross-link exercises are preferred to slower “fill in” ones. During the weekends, visitors tend to use less e-learning facilities and select more light activities than the rest days of the week. Society trends and fashions like TV serials have a serious impact to the number of people who decide to learn a new foreign language, in particular Turkish. There is a strong preference of the audience to use online TV against online radio facilities for language practice. The subjects that Greek learners of Turkish language spend more time are verbs conjugation and vocabulary learning. They focus on elementary grammar subjects like the Alphabet, the numbers and the formation of plural. Finally, they try to learn the syntax of Turkish language through sentence structure puzzles and give priority to special grammar issues like noun compounds that are not present in Greek language.

  14. Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues. Routledge Studies in Computer Assisted Language Learning

    Science.gov (United States)

    Heift, Trude; Schulze, Mathias

    2012-01-01

    This book provides the first comprehensive overview of theoretical issues, historical developments and current trends in ICALL (Intelligent Computer-Assisted Language Learning). It assumes a basic familiarity with Second Language Acquisition (SLA) theory and teaching, CALL and linguistics. It is of interest to upper undergraduate and/or graduate…

  15. Schema-Driven Facilitation of New Hierarchy Learning in the Transitive Inference Paradigm

    Science.gov (United States)

    Kumaran, Dharshan

    2013-01-01

    Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in…

  16. Making Facilitation Work: The Challenges on an International DBA Action Learning Set

    Science.gov (United States)

    OFarrell, Jack

    2018-01-01

    This account relates my experiences as facilitator of an action learning set on a DBA cohort comprising international students and myself. It outlines the reasons for my selection as facilitator and describes my initial expectations and assumptions of action learning. I chart the difficulty in separating the 'what' of my own research from the…

  17. Translation in language learning: a ‘what for’ approach

    Directory of Open Access Journals (Sweden)

    Paolo E. Balboni

    2017-12-01

    Full Text Available Literature about translation in language learning and teaching shows the prominence of the ‘for and against’ approach, while a ‘what for’ approach would be more profitable. In order to prevent the latter approach from becoming a random list of the potential benefits of the use of translation in language teaching, this essay suggests the use of a formal model of communicative competence, to see which of its components can profit of translation activities. The result is a map of the effects of translation in the wide range of competences and abilities which constitute language learning.

  18. Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

    Directory of Open Access Journals (Sweden)

    Maria Eugenia Guapacha Chamorro

    2017-07-01

    Full Text Available This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance.

  19. Using principles of learning to inform language therapy design for children with specific language impairment.

    Science.gov (United States)

    Alt, Mary; Meyers, Christina; Ancharski, Alexandra

    2012-01-01

    Language treatment for children with specific language impairment (SLI) often takes months to achieve moderate results. Interventions often do not incorporate the principles that are known to affect learning in unimpaired learners. To outline some key findings about learning in typical populations and to suggest a model of how they might be applied to language treatment design as a catalyst for further research and discussion. Three main principles of implicit learning are reviewed: variability, complexity and sleep-dependent consolidation. After explaining these principles, evidence is provided as to how they influence learning tasks in unimpaired learners. Information is reviewed on principles of learning as they apply to impaired populations, current treatment designs are also reviewed that conform to the principles, and ways in which principles of learning might be incorporated into language treatment design are demonstrated. This paper provides an outline for how theoretical knowledge might be applied to clinical practice in an effort to promote discussion. Although the authors look forward to more specific details on how the principles of learning relate to impaired populations, there is ample evidence to suggest that these principles should be considered during treatment design. © 2012 Royal College of Speech and Language Therapists.

  20. Taking a Step Back: Learning without the Facilitator on Solo Activities

    Science.gov (United States)

    Williams, Andy

    2012-01-01

    The purpose of this study is to report on the nature of student learning resulting from an open facilitation approach to solo activities. Three key moments of facilitator intervention were identified at which the facilitator was encouraged to take a step back from directing the experience. They are the pre-activity brief, the mid-activity visit…