An Analysis of Lexical Errors of Korean Language Learners: Some American College Learners' Case

Science.gov (United States)

Kang, Manjin

2014-01-01

There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed…

Teaching language arts to English language learners

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Vásquez, Anete; Smith, Philip C

2013-01-01

This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w

Qualitative Characteristic of Sociability in Groups of Successful and Less Successful Learners of Foreign Languages

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G V Zarembo

2011-06-01

Full Text Available The article deals with a qualitative characteristic of sociability for successful and less successful learners of foreign languages. The statistical estimate showing the differences between average figures on sociability and effectiveness in the second language learning is also given.

Exploring Goals and Motivations of Maori Heritage Language Learners

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Te Huia, Awanui

2015-01-01

Motivations of Maori heritage language learners are explored within this qualitative study. "Te reo" Maori (the Maori language) is currently classed as endangered (Reedy et al., 2011), which calls for the exploration of the motivational experiences of Maori heritage language learners. A total of 19 interviews with beginner, intermediate…

Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse

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Showstack, Rachel E.

2017-01-01

Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger…

Language learners privilege structured meaning over surface frequency

Science.gov (United States)

Culbertson, Jennifer; Adger, David

2014-01-01

Although it is widely agreed that learning the syntax of natural languages involves acquiring structure-dependent rules, recent work on acquisition has nevertheless attempted to characterize the outcome of learning primarily in terms of statistical generalizations about surface distributional information. In this paper we investigate whether surface statistical knowledge or structural knowledge of English is used to infer properties of a novel language under conditions of impoverished input. We expose learners to artificial-language patterns that are equally consistent with two possible underlying grammars—one more similar to English in terms of the linear ordering of words, the other more similar on abstract structural grounds. We show that learners’ grammatical inferences overwhelmingly favor structural similarity over preservation of superficial order. Importantly, the relevant shared structure can be characterized in terms of a universal preference for isomorphism in the mapping from meanings to utterances. Whereas previous empirical support for this universal has been based entirely on data from cross-linguistic language samples, our results suggest it may reflect a deep property of the human cognitive system—a property that, together with other structure-sensitive principles, constrains the acquisition of linguistic knowledge. PMID:24706789

Language Learner Beliefs from an Attributional Perspective

OpenAIRE

Gabillon, Zehra

2013-01-01

International audience; This qualitative study, aimed to analyze eight French-speaking learners' beliefs about English and English language learning. The data were obtained via semi-structured interviews. The study drew on Weiner's attribution theory of achievement motivation and Bandura's self-efficacy theory. The novelty about this research is the employment of an attributional analysis framework to study and explain the learners' stated beliefs about English and English language learning.

Overview English Asa Second Language for Young Learners

OpenAIRE

Rini, Setia

2016-01-01

Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is ...

How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

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Li, Hongli; Suen, Hoi K.

2015-01-01

This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

Iranian Female Language Learners' Listening Strategy Preferences in Multimedia Environment

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Shabnam Talebi Eskandari

2016-11-01

Full Text Available Listening skill has been recently paid great attention comparing with the other three language skills since having communication is the first and most essential need. Language learners have been using the three different listening strategies (Cognitive, Meta-cognitive, and Socio-affective to improve their listening skills in multimedia environments in particular. The main focus of this study is to determine the most preferable listening strategies employed in improving listening skills in multimedia environment by female Iranian English language learners. To achieve the goals, thirty female English language learners – twenty to twenty five - out of sixty were selected. In order to collect data IELTS test as pre-test and post-test questionnaire and interview were used. The result indicated that these language learners mainly employed meta-cognitive strategies the most in the multimedia environment. Thus, it is implied that the findings would be beneficial to the classroom practice, guide learners and lecturers as well as syllabus planners and material designers

Through the Lens of Good Language Learners: What Are Their Strategies?

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Nazri, Nurhuda Mohamad; Yunus, Melor Md; Nazri, Nur Dalila Mohamad

2016-01-01

Often times, many English as Second Language (ESL) facilitators speculate why some learners learn faster than other learners. Provided the students were exposed with the same amount of years in the formal education system in Malaysia, the language instructors curious about the variety of performance in the English language among the learners. This…

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

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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…

Use and Impact of English-Language Learner Assessment in Arizona

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Lawton, Stephen B.

2009-01-01

The Arizona English-Language Learner Assessment (AZELLA) is the backbone of Arizona's new English-language learner (ELL) policy in that it is used to assess students' English-language proficiency in order to place them into groups for English-language instruction and to determine when they have become proficient in English. This paper evaluates a…

Bilingual Education for All: Latino Dual Language Learners with Language Disabilities

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Simon-Cereijido, Gabriela; Gutiérrez-Clellen, Vera F.

2014-01-01

There has been a growing concern about how best to address the needs of dual language learners with language impairments. Most dual language programmes have been evaluated with children with typical language development (TLD) and as a result, very little is known about the effect of these programmes on children with language disabilities. The…

Language Anxiety among Gifted Learners in Malaysia

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Kamarulzaman, Mohd Hasrul; Ibrahim, Noraniza; Yunus, Melor Md; Ishak, Noriah Mohd

2013-01-01

Language anxiety has significantly sparked great concern in the second and foreign language learning world. Researches have found negative correlation between language anxiety and academic achievement of English language learners; and, most of the studies focus on average school students and tertiary level students. This paper, however, explores…

The Effects of Language on English Language Learners' Music Preferences

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Gosselin, Pei-Ying Lin

2017-01-01

The purpose of this study was to investigate the effects of songs in different languages on English language learners' (ELLs) music preferences. The participants (N = 62) were Chinese graduate students from a state university in the Midwestern United States. The survey contained nine excerpts from popular songs in three languages: Chinese (the…

State assessment policy and practice for English language learners a national perspective

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Rivera, Charlene; Albus, Debra

2014-01-01

State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments. *an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners; *a Survey and Description of Test Translation Practices; and *an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of stat...

Acquisition of speech rhythm in a second language by learners with rhythmically different native languages.

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Ordin, Mikhail; Polyanskaya, Leona

2015-08-01

The development of speech rhythm in second language (L2) acquisition was investigated. Speech rhythm was defined as durational variability that can be captured by the interval-based rhythm metrics. These metrics were used to examine the differences in durational variability between proficiency levels in L2 English spoken by French and German learners. The results reveal that durational variability increased as L2 acquisition progressed in both groups of learners. This indicates that speech rhythm in L2 English develops from more syllable-timed toward more stress-timed patterns irrespective of whether the native language of the learner is rhythmically similar to or different from the target language. Although both groups showed similar development of speech rhythm in L2 acquisition, there were also differences: German learners achieved a degree of durational variability typical of the target language, while French learners exhibited lower variability than native British speakers, even at an advanced proficiency level.

Reading strategies used by Grade 9 English Second Language learners in a selected school

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Madoda Cekiso

2014-09-01

Full Text Available Knowledge of the reading strategies used by English Second Language learners can help teachers to plan appropriate lessons and apply relevant methods of teaching reading in order to enhance learners’ reading comprehension. The main objective of this study was to investigate the reading strategies used by Grade 9 English Second Language (ESL learners and also to establish if there was any significant difference between perceived strategy use and gender. The respondents (192 were all ESL learners in Grade 9 in 2011 in a selected school. The study employed a quantitative research method. The study used convenience sampling on a group of 192 Grade 9 learners. The data collected through questionnaires was analysed by means of the Statistical Package for Social Sciences (SPSS software. The findings revealed that the learners did not employ a wide range of reading strategies. The results further indicated that there was no significant difference between boys and girls in terms of strategy use. Based on the above findings several suggestions were made to help teachers improve their teaching and help learners improve their reading comprehension and also about possible areas for future research.

Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

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Yang, Jinsuk; Rehner, Katherine

2015-01-01

This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

Semantic processing skills of Grade 1 English language learners in ...

African Journals Online (AJOL)

This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language ...

Course-embedded student support for online English language learners

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Maureen Andrade

2014-02-01

Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

Cultivating Bilingual Learners' Language Arts Knowledge: A Framework for Successful Teaching

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Almaguer, Isela; Esquierdo, J. Joy

2013-01-01

It is essential to support bilingual learners' language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an…

Learner Autonomy in Foreign Language Education and in Cultural Context

OpenAIRE

Ivanovska, Biljana

2015-01-01

The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study ...

Capitalizing on Speaking Skill of EFL Learners for the Language Literacy

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Fauzia Hasan Siddiqui

2014-03-01

Full Text Available This study aims at grabbing the attention of EFL /ESL teachers, trainers, and administrators towards the importance of teaching speaking skill to enhance overall language proficiency of EFL learners. Comprehensive research done in the field of applied linguistics and English Language Teaching (ELT establishes a positive correlation of speaking skill with the overall language proficiency. Despite this obvious significance of speaking skill in language learning process, it has not gained sufficient attention in the ELT or the assessments in Oman.  Relying on the available literature on the importance of the speaking skill and its effective role in enhancing other language macro skills (listening, reading, and writing, this exploratory research analyzes the currents status of speaking skill in ELT and assessments at the General Foundation Programme (GFP in Oman. As many GFP’s have IELTS (International English Language Testing System  exam as their programme exit examination, the study begins with measuring the correlation of speaking skill grades with other macro skill in order to accentuate the positive impact of speaking skill on other language skills. Secondly, it presents the statistics of time devoted to teaching and weights that speaking skill hold in the GFP in Oman. Finally, the study suggests the ways to optimize speaking skill opportunities to create successful literacy experience among adult EFL learners.

Learner Autonomy in Language Education : A Cross-Cultural Perspective

OpenAIRE

Kojima, Hideo

2006-01-01

In recent years, the importance of developing learner autonomy in language education hasbeen one of its more prominent themes in Japan as well as in the West. In spite of agreementconcerning its importance, there remains a good deal of uncertainty about its meaning inteaching and learning English as a foreign language (EFL). This paper aims to consider theconcept of learner autonomy amongst different cultures. Autonomy has a social as well as anindividual dimension. The promotion of learner a...

LANGUAGE ATTITUDES OF INDONESIANS AS EFL LEARNERS, GENDER, AND SOCIO-ECONOMIC STATUS

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Dirtya Sunyi Paradewari

2018-04-01

Full Text Available This study explored the language attitude in terms of gender and socio-economic status (SES in Yogyakarta, Indonesia. The aim of this study was to find out the relationships among five components of languages attitudes in terms of gender and socio-economic status (SES.  There were 256 participants from four universities in Yogyakarta. The participants were asked to fill out a questionnaire about the language used and general language attitudes through the Google Form. The results showed that there are five components of language attitudes; 1 Indonesian learners showed positive language attitudes toward English (3.58; 2 positive language attitudes toward Indonesian (3.66; 3 positive language attitudes toward English and negative language attitudes toward Indonesian (3.52; 4 positive language attitudes toward Indonesian and negative language attitudes toward English (3.58; 5 positive language attitudes toward English and Indonesian (3.91. These five components of language attitudes were then correlated with gender; 1 gender was positively related to English language attitude where female learners had higher positive language attitudes than males did toward English (.097; 2 there was no relation between gender and Indonesian language attitude (-.071. In addition, SES was also related to five (5 components of language attitudes in which the learners who came from upper class had higher positive language attitudes towards English (.155 than learners who came from lower class. On the other hand, the correlation between SES and Indonesian language showed the learners from middle class had higher positive language attitudes (.031 than the learners from upper class and lower class.   Keywords: language attitudes, gender, socio-economic status

Studying Arabic as a foreign second language together with Arab heritage language learners

DEFF Research Database (Denmark)

Dhahir, Omar

2015-01-01

questionnaire and qualitative (interviews). The major findings of the study was that the group follows the general patterns of SCISs, to ask, cooperate and communicate, and that AHLLs’ presence only partially increases and promotes the opportunities of sociocultural interaction in the learning environment.......Abstract This article reports on my study of the sociocultural-interactive Strategies (SCISs) used by a mixed group of learners of Arabic at University of Southern Denmark (SDU). The group consists of learners of Arabic as a foreign language (FLLs) and Arab Heritage Language Learners (AHLLs). FLLs...

Exploring the Role of Identity in Maori Heritage Language Learner Motivations

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Te Huia, Awanui

2017-01-01

Substantially less is known about the motivations of indigenous heritage language learners than the motivations of learners of colonial languages. This study explores the motivations of Maori indigenous New Zealanders and the identity-related motivations they have for learning their heritage language. Interviews with 19 Maori language learners…

The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

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Dashtizadeh Parisa

2016-09-01

Full Text Available This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman. Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

Internet Anxiety among Foreign Language Learners

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Aydin, Selami

2011-01-01

Little attention has been paid to the demotivating potential of new technologies in foreign language research. Thus, this study aims to investigate Internet anxiety among foreign language learners and to determine the relationships between Internet anxiety and certain variables. A background questionnaire, an Internet information test, and an…

Online Games for Young Learners' Foreign Language Learning

Science.gov (United States)

Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji

2014-01-01

Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…

Video Self-Modeling for English Language Learners

Science.gov (United States)

Boisvert, Précille; Rao, Kavita

2015-01-01

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

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Firooz Sadighi

2017-10-01

Full Text Available Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS by Horwitz, Horwitz, and Cope (1986. The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors.

"Harry Potter" and the English Language Learner.

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Coatney, Kathy

2001-01-01

Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

Tracking the Progress of English Language Learners

Science.gov (United States)

Murphy, Audrey F.

2009-01-01

Educators need to document progress for English language learners, and the best structures to put into place in order to record their growth. Beginning with the stages of language proficiency, student progress can be tracked through the use of a baseline in all four language strands and the creation of rubrics to monitor performance. Language…

Personality, motivation, and language attitudes of learners of CTLs and LCTLs

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Mingzhen Bao

2012-08-01

Full Text Available Research has explored various characteristics of foreign language learners. However, little research has investigated how personality traits, motivation, and language attitudes are similarly or differently described between learners of Commonly Taught Languages (CTLs and Less Commonly Taught Languages (LCTLs. The current study examined the correlations of academic achievement, personality, and motivation of learners in CTLs, LCTLs and Non-foreign languages (NFLs, respectively, and the extent to which learners in CTLs, LCTLs and NFLs may differ in these perspectives. The results indicated correlations between overall academic achievement and foreign language achievement of students in CTLs and LCTLs. In addition, students in CTLs, LCTLs and NFLs also experienced their unique correlations in personality and motivation factors. Significant differences were noticed in neuroticism and motivation of the target language: students studying LCTLs were less nervous and more motivated than those in CTLs. Strong tendencies occurred in integrativeness and attitudes toward the learning situation: students in LCTLs attained a more integrative orientation and a more positive attitude toward the learning environment.

English Language Learners in a Digital Classroom

Science.gov (United States)

Prince, Johanna

2017-01-01

English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…

Adult English language learners and self-assessment a qualitative study

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Wolochuk, Alexandria

2014-01-01

This study explores the relationship between adult English-language learners' assessment of their own language proficiency on the English Ability Questionnaire (EAQ) and their performance on the Test of English as a Foreign Language (TOEFL). It addresses aspects of developing the ""autonomous"" student and makes for the integration of self-directed learners who will be more aware of their strengths and weaknesses and how to address them

Preschool Teachers' Language and Literacy Practices with Dual Language Learners

Science.gov (United States)

Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

2016-01-01

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…

Language diversity in the mathematics classroom: does a learner ...

African Journals Online (AJOL)

In this study, the researchers developed an 'aid' that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners' performance in mathematics. Also what the educators' views ...

Predictors of reading literacy for first and second language learners

NARCIS (Netherlands)

Netten, A.R.; Droop, W.; Verhoeven, L.T.W.

2011-01-01

In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was

Social networking for language learners: Creating meaningful output with Web 2.0 tools

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Robert Chartrand

2012-03-01

Full Text Available The Internet has the potential to provide language learners with vast resources of authentic written, audio, and video materials to supplement lessons. Educators can find a wide assortment of materials for learners to study in class or after class for independent learning and to encourage learner autonomy. More recently, however, the immense popularity of social networking websites has created new opportunities for language learners to interact in authentic ways that were previously difficult to achieve. Advances in technology mean that today, learners of a language can easily interact with their peers in meaningful practice that helps foster language acquisition and motivation. That is, tasks that make use of Web 2.0 interactivity can significantly raise students’ potential to generate meaningful output and stimulate their interest in language learning.

Communicating with Islamic Communication and Broadcasting English Language Learners

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Lina masruuroh

2018-04-01

Full Text Available Proper Teacher Talk (TT used in the EFL classroom contributes to the effective communication in  TEFL. Teachers who are expected to implement proper and effective teacher talk are apparently seeing this as one of the most complicated elements to be appropriately integrated in EFL class due to the different context between target language and first language and also the excessive target language exposure that is given by English teacher to the students as one of authentic learning process in the classroom. Many research focus on researching effective TT strategy in general EFL classroom, however, there is ony limited number of them that focuses on researching this concept in Islamic classroom with its Islamic culture, Islamic learners and Islamic situations. This descriptive qualitative study discussed and proposed the effective teacher talks in supporting the success of teaching english as a foreign language classroom in Islamic context. This article had anaysed the interview result from 7 English-Islamic lecturers in Islamic Broadcasting and Communication Learners (KPI major and used TT features which later focussed on its ammount, diction and questioning type under SLA theory. This article aims to explain why and what types of language of the proper communication style and strategies should be applied by the English lecturers in Islamic higher education for having the effective teacher talk to English-Islamic  learners, specifically to Islamic Broadcasting and Communication Learners, that could contribute to a professional development in English Language Teaching.

Harmonic biases in child learners: In support of language universals

Science.gov (United States)

Culbertson, Jennifer; Newport, Elissa L.

2015-01-01

A fundamental question for cognitive science concerns the ways in which languages are shaped by the biases of language learners. Recent research using laboratory language learning paradigms, primarily with adults, has shown that structures or rules that are common in the languages of the world are learned or processed more easily than patterns that are rare or unattested. Here we target child learners, investigating a set of biases for word order learning in the noun phrase studied by Culbertson, Smolensky & Legendre (2012) in college-age adults. We provide the first evidence that child learners exhibit a preference for typologically common harmonic word order patterns—those which preserve the order of the head with respect to its complements—validating the psychological reality of a principle formalized in many different linguistic theories. We also discuss important differences between child and adult learners in terms of both the strength and content of the biases at play during language learning. In particular, the bias favoring harmonic patterns is markedly stronger in children than adults, and children (unlike adults) acquire adjective ordering more readily than numeral ordering. The results point to the importance of investigating learning biases across development in order to understand how these biases may shape the history and structure of natural languages. PMID:25800352

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.

Motivational Orientations and Second Learner Variables of East Asian Language Learners in the United States.

Science.gov (United States)

Yang, Jean Sook Ryu

2003-01-01

College Students enrolled in East Asian language classes were surveyed about their language learning motivational orientations (MOs). MOs were classified and measured on seven subscales; integrative, instrumental, heritage-related, travel, interest, school-related, and language use. Learners were highly influenced by interest, language use, and…

Asian/Pacific Islander Languages Spoken by English Learners (ELs). Fast Facts

Science.gov (United States)

Office of English Language Acquisition, US Department of Education, 2015

2015-01-01

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report on Asian/Pacific Islander languages spoken by English Learners (ELs) include: (1) Top 10 Most Common Asian/Pacific Islander Languages Spoken Among ELs:…

Who Studies Which Language and Why? : A Cross-Language Survey of First-Year College-Level Language Learners

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Kathryn M. Howard

2009-08-01

Full Text Available This article focuses on surveys of first-year language learners studying 19 different languages at two large East Coast Universities. The survey included questions about why students decided to study these languages, including career plans, study abroad, interest in liter-ature and culture, desire to communicate with speakers of the lan-guage, desire to speak with family members, building on previous language skills, and love of languages in general. Results were broken down by language and by language types, such as whether the lan-guages were commonly taught in the United States, how the lan-guages are politicized in the current historical context, and how the languages intersect with historical and geographic trends in immigra-tion and immigration policy. This article examines in particular the presence of heritage language learners in these language classrooms, the varying reasons that students choose to study these languages, and students’ prior attainment and exposure to the language. The pa-per discusses the political, historical, and social contexts of language study in the United States and the associated implications for effec-tive language recruitment and effective language program design.

Many languages, one classroom teaching dual and English language learners

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Nemeth, Karen

2009-01-01

Even the most experienced teacher can feel a bit unsure about meeting the unique needs of children from different language backgrounds. Many Languages, One Classroom applies the latest information about best practices to all aspects of a preschool program. Organized by interest areas and times of the day, you'll find everything you need to open the doors of literacy and learning for English language learners during dramatic play, outdoor play, reading, science, blocks, and circle time.

Supporting English Language Learners in Math Class, Grades K-2

Science.gov (United States)

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Supporting English Language Learners in Math Class, Grades 3-5

Science.gov (United States)

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Assessment of Language Learners' Strategies: Do They Prefer Learning or Acquisition Strategies?

Science.gov (United States)

Altmisdort, Gonca

2016-01-01

The aim of this study is to evaluate learning and acquisition strategies used by second/foreign language learners. This study is a comparative investigation of learning and acquisition strategies of successful and less successful language learners. The main question of the study is to investigate if there is a relationship between the learners'…

Harmonic biases in child learners: in support of language universals.

Science.gov (United States)

Culbertson, Jennifer; Newport, Elissa L

2015-06-01

A fundamental question for cognitive science concerns the ways in which languages are shaped by the biases of language learners. Recent research using laboratory language learning paradigms, primarily with adults, has shown that structures or rules that are common in the languages of the world are learned or processed more easily than patterns that are rare or unattested. Here we target child learners, investigating a set of biases for word order learning in the noun phrase studied by Culbertson, Smolensky, and Legendre (2012) in college-age adults. We provide the first evidence that child learners exhibit a preference for typologically common harmonic word order patterns-those which preserve the order of the head with respect to its complements-validating the psychological reality of a principle formalized in many different linguistic theories. We also discuss important differences between child and adult learners in terms of both the strength and content of the biases at play during language learning. In particular, the bias favoring harmonic patterns is markedly stronger in children than adults, and children (unlike adults) acquire adjective ordering more readily than numeral ordering. The results point to the importance of investigating learning biases across development in order to understand how these biases may shape the history and structure of natural languages. Copyright © 2015 Elsevier B.V. All rights reserved.

"Real Language": Combining Intermediate Spanish Language Learners and ESOL/Native Speakers for Vernacular Language Acquisition

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Joe LaValle

2017-06-01

Full Text Available This paper addresses the possibilities of combining Spanish language learners and English language learners in high school and post-secondary institutions for mutual benefit to learn authentic language. Academic or "classroom" Spanish is insufficient to empower students for today's workplace. The concept behind "Real Language" is illustrated by an example of an interdisciplinary activity to facilitate communicative interaction in genuine language and promote cultural understanding between intermediate Spanish students and ESOL/native speakers at the high school and post-secondary level. Students are asked to utilize their life skills in interactive, freestyle conversation without the intervention of an instructor. The learning space for language exchange is an out-of-class venue for a non-intimidating, more authentic setting. This simple qualitative study investigates the potential value of this sort of interdisciplinary activity. The intent is to evaluate attitudes of the participants in relation to confidence in their ability to use the target language, and their willingness to use it in social and professional environments and, in addition, to facilitate cultural understanding. The positive result of the project is validated by the voice of the student participants as they reflect on their experience in "Real Language". Could this concept facilitate evolving strategies for interdisciplinary contemporary foreign language learning?

Sensitizing Young English Language Learners Towards Environmental Care

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Castillo, Rigoberto; Rojas, María del Pilar

2014-01-01

This paper reports an action research study aimed at understanding how to sensitize young English language learners towards caring for the environment. The pedagogical intervention in a 5th grade class consisted in the use of creative writing strategies to express learners' ideas. Three stages were followed: "recognizing facts,"…

Working with language learner histories from three perspectives: Teachers, learners and researchers

Directory of Open Access Journals (Sweden)

Sarah Mercer

2013-10-01

Full Text Available Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.

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

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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.

The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment

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Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

2016-01-01

English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…

Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners' Perspectives

Science.gov (United States)

Dewey, Dan P.; Bown, Jennifer; Eggett, Dennis

2012-01-01

This study examines the self-perceived speaking proficiency development of 204 learners of Japanese who studied abroad in Japan and analyzes connections between self-reported social network development, language use, and speaking development. Learners perceived that they gained the most in areas associated with the intermediate and advanced levels…

Cross-language activation in children's speech production: Evidence from second language learners, bilinguals, and trilinguals

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Poarch, G.J.; Hell, J.G. van

2012-01-01

In five experiments, we examined cross-language activation during speech production in various groups of bilinguals and trilinguals who differed in nonnative language proficiency, language learning background, and age. In Experiments 1, 2, 3, and 5, German 5- to 8-year-old second language learners

Integrating Culture into Language Teaching and Learning: Learner Outcomes

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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…

The Relationship between Iranian English Language Teachers' and Learners' Gender and Their Perceptions of an Effective English Language Teacher

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Shishavan, Homa Babai

2010-01-01

In this study English language teachers and learners engaged in teaching and learning of English in Iranian universities, high schools and private language institutes were asked about characteristics of an effective English language teacher. The aim of the study was to investigate whether male and female teachers and learners of English hold…

Developing Oral Language Skills in Middle School English Learners

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Fisher, Douglas; Frey, Nancy

2018-01-01

Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

Learner motivation in teaching and learning Chinese as a foreign language

DEFF Research Database (Denmark)

Ruan, Youjin

-centred method, such as task-based teaching and learning or a method inspired by problem-based learning, can be employed as a motivating methodology to provide a supportive environment for language and culture learning (i.e., Chinese language and culture learning), particularly in an intercultural (or Danish......This PhD study explores the influence of teaching and learning methods on learner motivation in teaching Chinese as a foreign language in an intercultural (or Danish) context and illustrates how the learners are motivated to learn Chinese language and culture through task-based teaching...... and learning in a student-centred learning environment. Both qualitative and mixed methods approaches have been employed to examine learner motivation and the effects of certain teaching and learning methods (i.e. student-centred methods) in a given context. The findings have shown that a student...

Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

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Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

2017-01-01

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

Assessment of EFL learners' attitude towards cooperative language ...

African Journals Online (AJOL)

The purpose of this study was to assess EFL learners' attitude towards cooperative language learning. To this end, Limu preparatory school which is found in East Wollega Zone, Oromia region is selected. The respondents of the study were two English language teachers and seventy students from grade eleven.

Assessment and Intervention for English Language Learners with Primary Language Impairment: Research-Based Best Practices

Science.gov (United States)

Pieretti, Robert A.; Roseberry-McKibbin, Celeste

2016-01-01

Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and…

LingoBee: Engaging Mobile Language Learners through Crowd-Sourcing

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Petersen, Sobah Abbas; Procter-Legg, Emma; Cacchione, Annamaria

2014-01-01

This paper describes three case studies, where language learners were invited to use "LingoBee" as a means of supporting their language learning. LingoBee is a mobile app that provides user-generated language content in a cloud-based shared repository. Assuming that today's students are mobile savvy and "Digital Natives" able…

Cross-Language Activation in Children's Speech Production: Evidence from Second Language Learners, Bilinguals, and Trilinguals

Science.gov (United States)

Poarch, Gregory J.; van Hell, Janet G.

2012-01-01

In five experiments, we examined cross-language activation during speech production in various groups of bilinguals and trilinguals who differed in nonnative language proficiency, language learning background, and age. In Experiments 1, 2, 3, and 5, German 5- to 8-year-old second language learners of English, German-English bilinguals,…

Running Records and First Grade English Learners: An Analysis of Language Related Errors

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Briceño, Allison; Klein, Adria F.

2018-01-01

The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we…

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…

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…

Reasons behind Young Learners' Learning of Foreign Languages

Science.gov (United States)

Akçay, Aslihan; Ferzan Bütüner, Tuba; Arikan, Arda

2015-01-01

English has become a compulsory lesson starting at the second grade in Turkey while younger learners are growingly introduced to it at earlier ages through various pre-schools, day-care programs and private courses. This descriptive study focuses on young learners' self-reported reasons for learning English and other foreign languages. Twenty…

Application of Learner Corpora to Second Language Learning and Teaching: An Overview

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Xu, Qi

2016-01-01

The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching…

Why and How Do Distance Learners Use Mobile Devices for Language Learning?

Science.gov (United States)

Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes; Eardley, Annie

2016-01-01

Most of the literature on mobile language learning is located in classroom contexts, and often concerns the use of resources developed by teachers or researchers. However, we also need to understand learner initiated practices, in informal as well as formal settings, where mobile language learners are increasingly using digital resources. In this…

Hindsight of an English Language Learner.

Science.gov (United States)

Dam, Phap

This keynote address by a native Vietnamese speaker who did not learn English until he was college-age, through the now obsolete "grammar-translation" method, recounts his difficulties in learning to converse orally in English. He stresses the need to teach conversational English to English Language Learners (ELLs) in addition to…

Preschool literacy and second language learners

DEFF Research Database (Denmark)

Holm, Lars

in the literacy events they meet in their day-care centers and kindergartens? Examining these social practices in pre-schools might illuminate the interplay between language and literacy and the learning processes of second language learners and contribute to the discussion about the need for re...... intending to enhance children´s language and literacy learning. The poor results of the PISA-measurement have in Denmark, Norway and Sweden drawn much attention to literacy and language in day-care centers and kindergartens and resulted in the development of a considerable number of social technologies...... (programs and concepts) intended to improve pre-school children’s literacy and language skills. Seen in a knowledge-society perspective the development might be characterized as an expansion of a life-long-learning evidence-based strategy into early childhood. The importance of development of early...

Equipping Learners with Listening Strategies in English Language Classes

Science.gov (United States)

Seferoglu, Golge; Uzakgoren, Sedef

2004-01-01

This study aimed at investigating beginner level English language learners' perspectives on the listening skill with regard to several dimensions, and to find out the extent to which the learners who have been trained in listening strategies actually use them while listening. The study took place at the English Preparatory School of an English…

Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners

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Banerjee, Rashida; Alsalman, Amani; Alqafari, Shehana

2016-01-01

English language learners are often at risk for communication and language delays--crucial elements in the foundation of early literacy skills. Studies have shown that preschool children involved in sociodramatic play demonstrate greater proficiency and interest in language development and reading. The manuscript shares evidence-based strategies…

Conversational elements of online chatting: speaking practice for distance language learners?

Directory of Open Access Journals (Sweden)

Vincenza Tudini

2003-12-01

Full Text Available A critical issue in the delivery of language courses at a distance is to provide adequate scaffolding and monitoring1 of learners to assist them in the development of their interlanguage. As well as being one of the main reasons students enroll in language courses, oral interaction is considered beneficial to interlanguage development since it provides opportunities for negotiation of meaning. In the case of campus-based students, learners' progress in speaking the target language is supported and monitored mainly in the classroom. If non campus-based or online students do not attend face-to-face classes, how do they find opportunities for oral interaction? Using a Conversational Analysis and Second Language Acquisition perspective, the author considers elements which are common to both face-to-face oral interactions and chatting via a computer, with a view to assessing the potential of synchronous text-based communication tools to support the development of the speaking skills and interlanguage of distance language learners. This is done by reviewing findings of previous studies on synchronous text-based communication tools and identifying selected characteristics of oral interaction which are present in the chat sessions of two groups of campus-based intermediate level learners of Italian. In particular, the study focuses on repairs and incorporation of target forms, variety of speech acts, particularly questions and clarification requests, and the presence of discourse markers.

Spoken Language Activation Alters Subsequent Sign Language Activation in L2 Learners of American Sign Language

Science.gov (United States)

Williams, Joshua T.; Newman, Sharlene D.

2017-01-01

A large body of literature has characterized unimodal monolingual and bilingual lexicons and how neighborhood density affects lexical access; however there have been relatively fewer studies that generalize these findings to bimodal (M2) second language (L2) learners of sign languages. The goal of the current study was to investigate parallel…

Becoming a Japanese Language Learner, User, and Teacher: Revelations From Life History Research

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Armour, William S.

2004-01-01

This article discusses how Sarah Lamond, a Japanese language teacher in Sydney, Australia has juggled three of her identities: second language (L2) learner, L2 user, and L2 teacher. Data come from four interviews used to create an edited life history. These data are used to draw attention to the relationship between L2 learner and language user.…

Preschool Teachers' Language and Literacy Practices with Dual Language Learners.

Science.gov (United States)

Sawyer, Brook E; Hammer, Carol Scheffner; Cycyk, Lauren M; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

Naming Abilities in Low-Proficiency Second Language Learners

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Borodkin, Katy; Faust, Miriam

2014-01-01

Difficulties in second language (L2) learning are often associated with recognizable learning difficulties in native language (L1), such as in dyslexia. However, some individuals have low L2 proficiency but intact L1 reading skills. These L2 learners experience frequent tip-of-the-tongue states while naming in L1, which indicates that they have a…

Challenges facing primary school educators of English Second (or Other Language learners in the Western Cape

Directory of Open Access Journals (Sweden)

Julie O'Connor

2009-05-01

Full Text Available We were prompted by the prevalence of English Second or Other Language (ESOL learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design, a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes, including large proportions of ESOL learners. Fur­thermore, there was a shortage of educators who were able to speak isiXhosa, the most frequently occurring first (or home language of the region's ESOL learners. Challenges faced by educators when teaching ESOL learners included learners' academic and socio-emotional difficulties and a lack of parent in­volvement in their children's education. Participant educators indicated a need for departmental, professional and parental support, and additional training and resources. Implications and recommendations for speech-language thera­pist and educator collaborations and speech-language therapists' participation in educator training were identified.

Teaching Vocabulary to English Language Learners

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Daniels, Sharilyn Fox

2009-01-01

This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL…

Teaching Life Sciences to English Second Language Learners: What Do Teachers Do?

Science.gov (United States)

Ferreira, Johanna G.

2011-01-01

South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school phase study Life Sciences in their second language,…

Language, the Learner and the School. Penguin Papers in Education.

Science.gov (United States)

Barnes, Douglas

This book is concerned with language as it is used by the teacher, as it affects the learner, and as it can function to integrate the curriculum. Douglas Barnes, in "Language in the Secondary Classroom," discusses the student-teacher language interaction in 12 sample lessons, and analyzes the importance upon student learning of the languages used…

Executive functions and inhibitory control in multilingual children: evidence from second-language learners, bilinguals, and trilinguals.

Science.gov (United States)

Poarch, Gregory J; van Hell, Janet G

2012-12-01

In two experiments, we examined inhibitory control processes in three groups of bilinguals and trilinguals that differed in nonnative language proficiency and language learning background. German 5- to 8-year-old second-language learners of English, German-English bilinguals, German-English-Language X trilinguals, and 6- to 8-year-old German monolinguals performed the Simon task and the Attentional Networks Task (ANT). Language proficiencies and socioeconomic status were controlled. We found that the Simon effect advantage, reported in earlier research for bilingual children and adults over monolinguals, differed across groups, with bilinguals and trilinguals showing enhanced conflict resolution over monolinguals and marginally so over second-language learners. In the ANT, bilinguals and trilinguals displayed enhanced conflict resolution over second-language learners. This extends earlier research to child second-language learners and trilinguals, who were in the process of becoming proficient in an additional language, while corroborating earlier findings demonstrating enhanced executive control in bilinguals assumed to be caused by continuous inhibitory control processes necessary in competition resolution between two (or possibly more) languages. The results are interpreted against the backdrop of the developing language systems of the children, both for early second-language learners and for early bilinguals and trilinguals. Copyright © 2012 Elsevier Inc. All rights reserved.

Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners

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Gholamreza Parsi

2017-06-01

Full Text Available The present study intended to investigate the possible difference between EAP and EFL learners’ beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners’ beliefs and their language components’ development. To this end, 231 undergraduate EAP (117 and EFL (114 learners at Ferdowsi University took part in the study by completing a five-point Likert scale questionnaire adapted from Simon and Taverniers (2011. The face and content validity of the questionnaire was confirmed by the experts’ judgment and factor analysis. Moreover using Cronbach alpha coefficient the questionnaire was found acceptably reliable (α=0.88. Furthermore, for language components’ development, the EAP learners’ scores in English course and EFL learners’ average scores in their Basic English courses were taken into account. The results of an Independent Samples t-test revealed that there existed a statistically significant difference between EAP and EFL learners’ beliefs on learning and teaching language components. Furthermore, the results of Pearson correlation coefficients indicated a statistically significant positive association between EFL learners’ beliefs and their language components’ development, however no statistically significant correlation was found between EAP learners’ beliefs and their language components’ development.

AN ANALYSIS OF CONVERSATION STRUCTURE OF LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE

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Ahmad Sofwan

2017-04-01

Full Text Available Learners of English as a foreign language need to develop skills in conversation as part of their discourse competence. It is important that they learn the structure of the conversation for them to be able to produce a well-communicative language when speaking to other people. The theory of conversation analysis is used to analyze the organization and the features of the conversation of learners of English as a foreign language, including exchange structure, turn-taking strategies, adjacency pairs, repair, and sequences within the conversation. The recorded casual conversation among learners is transcribed and analyzed. It is expected that this study helps learners understand the importance of conversation organization and contribute to the development of the learners‘ communication skills and to the enhancement of their discourse competence.

The Changing Face of Motivation: A Study of Second Language Learners' Motivation over Time

Science.gov (United States)

Campbell, Elizabeth; Storch, Neomy

2011-01-01

Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners' motivation to learn Chinese as a second language (L2). The study was longitudinal and cross sectional. Interviews were conducted with learners at different year levels…

A Quantitative Causal-Comparative Nonexperimental Research Study of English Language Learner and Non-English Language Learner Students' Oral Reading Fluency Growth

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O'Loughlin, Tricia Ann

2017-01-01

Beginning learners of English progress through the same stages to acquire language. However, the length of time each student spends at a particular stage may vary greatly. Under the current educational policies, ELL students are expected to participate in the general education curriculum while developing their proficiency in the English language.…

Preschool language interventions for latino dual language learners with language disorders: what, in what language, and how.

Science.gov (United States)

Simon-Cereijido, Gabriela

2015-05-01

About a quarter of young children in the United States are dual language learners. The large majority are Latino children who are exposed to Spanish in their homes. The language needs of Latino dual language preschoolers are different from the needs of monolingual English-speaking children. As a group, they are likely to live in environments that put them at risk of delays in language development. This situation is direr for dual language preschoolers with language impairment. Recent findings from studies on interventions for Spanish-English preschoolers with language impairment suggest that a bilingual approach does not delay English vocabulary and oral language learning and promotes Spanish maintenance. Targets and strategies for different language domains are described. The effects of pullout versus push-in interventions for this population are preliminarily explored. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Exploring Flipped Classroom Effects on Second Language Learners' Cognitive Processing

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Kim, Jeong-eun; Park, Hyunjin; Jang, Mijung; Nam, Hosung

2017-01-01

This study investigated the cognitive effects of the flipped classroom approach in a content-based instructional context by comparing second language learners' discourse in flipped vs. traditional classrooms in terms of (1) participation rate, (2) content of comments, (3) reasoning skills, and (4) interactional patterns. Learners in two intact…

Parental Involvement and English Language Teaching to Young Learners: Parents' Experience in Aceh

OpenAIRE

Wati, Shafrida

2015-01-01

The interest of teaching English to young learners increased rapidly since the language has significant influence in the modern world. English is strongly associated with social and economic power in globalization's context. Introducing English earlier offers opportunities to awaken the learners' enthusiasm and curiosity about the language, to achieve native-like accent, and to enable them to learn the language easily at further levels. However, there are controversies, particularly, about th...

Balancing Generalization and Lexical Conservatism: An Artificial Language Study with Child Learners

Science.gov (United States)

Wonnacott, Elizabeth

2011-01-01

Successful language acquisition involves generalization, but learners must balance this against the acquisition of lexical constraints. Such learning has been considered problematic for theories of acquisition: if learners generalize abstract patterns to new words, how do they learn lexically-based exceptions? One approach claims that learners use…

PHONETIC AND NON-PHONETIC LANGUAGES: A CONTRASTIVE STUDY OF ENGLISH AND TURKISH PHONOLOGY FOCUSING ON THE ORTHOGRAPHY-INDUCED PRONUNCIATION PROBLEMS OF TURKISH LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE (TURKISH EFL LEARNERS

Directory of Open Access Journals (Sweden)

Amir KHALILZADEH

2014-04-01

Full Text Available The present study aims to investigate the pronunciation problems of Turkish learners of English as a foreign language (Turkish EFL learners due to the orthography system of English. Orthography is a standardized system for using a particular writing system (script to write a particular language. It includes rules of spelling, and may also concern other elements of the written language such as punctuation and capitalization. It is clear that English is a non-phonetic and Turkish is a phonetic language, so it is very natural for the Turkish EFL learners to have some phonological problems in learning English. The author has done a contrastive study concerning three linguistic systems, i.e. consonants, vowels and syllable structures of English and Turkish to find the causes of the problems to be used in teaching English as a foreign language to Turks. The results of the study showed that the problems under discussion are caused by some differences between the orthography and the phonology of the two languages. As a result, English teachers, to be helpful, should focus on the differences and help the Turkish learners overcome the pronunciation problems. The author of the paper believes that an English teacher should be both aware of the differences and be able to teach them effectively to the Turkish EFL learners.

An Intelligent Computer Assisted Language Learning System for Arabic Learners

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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…

DIVERSITY, EXCLUSION AND RISK, AS SECOND-LANGUAGE LEARNERS OF IMMIGRANT PARENTS ACQUIRE FIRST-TIME LITERACY IN ENGLISH

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Elizabeth Snelgar

2012-09-01

Full Text Available Research has shown that acquisition of literacy skills and the ultimate realisation of literacy, which involves comprehension of the written text, require more than the ability to decode individual words. This study provides a synopsis of current research on the topics of globalisation, the resultant cultural incompatibility in the classroom, emergent literacy, vocabulary development, reading, and reading comprehension. As such, it offers a discussion of a comparative study of limited English-proficient (LEP/English language learners (ELLs acquiring first-time literacy, with the attendant vocabulary deficits and lack of age-appropriate decoding skills. Quantitative and qualitative approaches were combined to examine the differences between reading skills, comprehension, and vocabulary when a learner born of foreign parents acquires first-time literacy in a language other than his or her home language. Statistical techniques were used to analyse and interpret the research results. Analysis of the study results isolates and specifies an at-risk educational minority through the identification of a hidden comprehension deficit (HCD.

Effects of Locus of Control and Learner-Control on Web-Based Language Learning

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Chang, Mei-Mei; Ho, Chiung-Mei

2009-01-01

The study explored the effects of students' locus of control and types of control over instruction on their self-efficacy and performance in a web-based language learning environment. A web-based interactive instructional program focusing on the comprehension of news articles for English language learners was developed in two versions: learner-…

AdjScales: Visualizing Differences between Adjectives for Language Learners

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Sheinman, Vera; Tokunaga, Takenobu

In this study we introduce AdjScales, a method for scaling similar adjectives by their strength. It combines existing Web-based computational linguistic techniques in order to automatically differentiate between similar adjectives that describe the same property by strength. Though this kind of information is rarely present in most of the lexical resources and dictionaries, it may be useful for language learners that try to distinguish between similar words. Additionally, learners might gain from a simple visualization of these differences using unidimensional scales. The method is evaluated by comparison with annotation on a subset of adjectives from WordNet by four native English speakers. It is also compared against two non-native speakers of English. The collected annotation is an interesting resource in its own right. This work is a first step toward automatic differentiation of meaning between similar words for language learners. AdjScales can be useful for lexical resource enhancement.

Supporting English Language Learners in Math Class, Grades 6-8

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Melanese, Kathy; Chung, Luz; Forbes, Cheryl

2011-01-01

This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

Words, Words, Words: Reading Shakespeare with English Language Learners

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Porter, Christina

2009-01-01

In 2006, the author returned to school after completing the Teaching Shakespeare Institute at the Folger Library inspired with new performance-based ideas for teaching the plays. The author began to wonder about using Shakespeare as a vehicle for investigating "rich and strange" language with English Language Learners (ELLs). The author began by…

Enhancing English Learners' Language Development Using Wordless Picture Books

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Louie, Belinda; Sierschynski, Jarek

2015-01-01

This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless…

Learners' Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

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Calabrich, Simone L.

2016-01-01

This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices…

Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

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Shishavan, Homa Babai; Sadeghi, Karim

2009-01-01

This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The…

Reading Interventions to Support English Language Learners

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Corella, Jolene

2012-01-01

High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student…

Test Anxiety among Foreign Language Learners: A Review of Literature

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Selami Aydın

2009-04-01

Full Text Available The findings obtained from previous research indicate that test anxiety has significant effects on the foreign language learning process. Thus, this paper aims to present a synthesis of research results on the sources and effects of test anxiety among foreign language learners. The results of the studies reviewed in the paper were mainly categorized under two sub-sections: the sources and effects of test anxiety. It is expected that the study will not only contribute to the limited research on the subject in Turkey, but also help increase the awareness among target groups such as learners, teacher and examiners.

Predicting the Proficiency Level of Language Learners Using Lexical Indices

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Crossley, Scott A.; Salsbury, Tom; McNamara, Danielle S.

2012-01-01

This study explores how second language (L2) texts written by learners at various proficiency levels can be classified using computational indices that characterize lexical competence. For this study, 100 writing samples taken from 100 L2 learners were analyzed using lexical indices reported by the computational tool Coh-Metrix. The L2 writing…

Supporting Preschool Dual Language Learners: Parents' and Teachers' Beliefs about Language Development and Collaboration

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Sawyer, Brook E.; Manz, Patricia H.; Martin, Kristin A.

2017-01-01

Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support…

Motivational Effects of Standardized Language Assessment on Chinese Young Learners

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Zhao, Chuqiao

2016-01-01

This review paper examines how standardized language assessment affects Chinese young learners' motivation for second-language learning. By presenting the historical and contemporary contexts of the testing system in China, this paper seeks to demonstrate the interrelationship among cultural, social, familial, and individual factors, which…

Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

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Burden, Joe W., Jr.; Columna, Luis; Hodge, Samuel R.; Mansilla, Patricia Martinez de la Vega

2013-01-01

People from diverse cultures interpret languages and gestures differently (Columna & Lieberman, 2011). It is not surprising, therefore, that communication differences may have negative implications for teachers and English language learners in K-12 physical education environments. To address this issue, we advocate preparing physical education…

Responding to the Diversity of Chinese Language Learners in Australian Schools

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Scrimgeour, Andrew

2014-01-01

Until recently Chinese language learning in Australian primary and junior secondary schools has been characterised by programs primarily designed for second language learners who have had no prior knowledge of or exposure to Chinese language. Participation in such programs by Australian-born children who speak Putonghua (Mandarin) or another…

LANGUAGE LEARNING ACTIVITIES OF DISTANCE EFL LEARNERS IN THE TURKISH OPEN EDUCATION SYSTEM AS THE INDICATOR OF THEIR LEARNER AUTONOMY

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Dilek ALTUNAY

2013-10-01

Full Text Available This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.

Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

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Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

2012-01-01

Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

Second Language Learners' Use of Marginal Glosses

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O'Donnell, Mary E.

2012-01-01

The use of marginal reading glosses by 18 second language (L2) learners is examined through a quantitative and qualitative analysis of audiotaped think-aloud protocols. How these readers interact with the glosses is identified and divided into five categories or gloss interactions. Examples from each are presented. The primary research question…

Teaching listening to older second language learners: Classroom implications

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Agata Słowik

2017-09-01

Full Text Available Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

Multilingualism, Perceived Positive Language Interaction (PPLI), and Learner Beliefs: What Do Turkish Students Believe?

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Thompson, Amy S.; Aslan, Erhan

2015-01-01

This study explores the interface between learner beliefs and multilingualism in the under-researched English as a Foreign Language (EFL) context of Turkey. The study investigates the underlying constructs of a modified Beliefs about Language Learning Inventory (BALLI) completed by 168 EFL learners in Turkey using an exploratory factor analysis…

Factors Influencing the Use of Captions by Foreign Language Learners: An Eye-Tracking Study

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Winke, Paula; Gass, Susan; Sydorenko, Tetyana

2013-01-01

This study investigates caption-reading behavior by foreign language (L2) learners and, through eye-tracking methodology, explores the extent to which the relationship between the native and target language affects that behavior. Second-year (4th semester) English-speaking learners of Arabic, Chinese, Russian, and Spanish watched 2 videos…

The impact of teachers' limited english proficiency on english second language learners in South African schools

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Norma Nel

2010-01-01

Full Text Available The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL student teachers and ESL learners. Against the background of major theories in second language (L2 acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.

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Schneider, E; Ganschow, L

2000-01-01

In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction.

Concerns for the language skills of South African learners and their teachers

OpenAIRE

Rhelda Krugel; Elsa Fourie

2014-01-01

The language of instruction and learner achievement is directly linked. In South Africa many English teachers lack the necessary English language skills to teach English effectively. The results of this research reveal that the average grade profile of English teachers at the ex-model C schools (schools previously attended only by white learners), regarding English literacy is that of Grade 12+ (Grade 12 is the last year of formal schooling), while the average grade profile of the teachers at...

Preparing English Language Learners for Complex Reading

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Silva, Janice; Delleman, Paul; Phesia, Andria

2013-01-01

Although the Common Core state standards' goal of ensuring that every student leaves high school prepared to meet the demands of college and career is laudable, it's daunting for teachers who serve English language learners. The authors, educators at a private bilingual school in Mexico, describe how they used short excerpts of longer works giving…

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)

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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…

Tasks and learner motivation in learning Chinese as a foreign language

DEFF Research Database (Denmark)

Ruan, Youjin; Duan, Xiaoju; Du, Xiangyun

2015-01-01

This study focuses on how beginner learners in a task-based teaching and learning (TBTL) environment perceive what is motivating to them in the process of learning Chinese as a foreign language (CFL) at Aalborg University (AAU), Denmark. Drawing upon empirical data from surveys, group interviews...... and participant observation, this study explores which kinds of tasks are perceived as motivating from the students’ perspective and which characteristics the learners associate with motivating tasks. The study indicates that it is important to consider the learners’ affective factors and learning situation...... factors, which can boost learners’ intrinsic motivation, when designing a task, especially at a beginning stage of foreign language learning, and to integrate cultural elements into tasks as an added value to motivate learners. Finally, this study identifies challenges and barriers related to TBTL...

Flipped Instruction with English Language Learners at a Newcomer High School

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Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…

ELL Excel: Using Peer Mentoring to Help English Language Learners Excel in American Classrooms

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Turney, Kristilynn M.

2013-01-01

This action research study describes implementation of a peer mentorship program to improve the performance of English language learners at the research site, a suburban high school in Ohio. With the rapidly increasing number of English language learners at the research site as well as schools across the country and the expectations of No Child…

Learner Perceptions and Experiences of Pride in Second Language Education

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Ross, Andrew S.; Stracke, Elke

2016-01-01

Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human…

Extending the Classroom: Digital Micro-Narratives for Novice Language Learners

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Kronenberg, Felix A.

2014-01-01

Digital Storytelling offers many advantages for language learning, especially within a project-based framework. In this article, the use of Digital Micro-Narratives is proposed as particularly useful for second language learners at the novice level. As a sub-genre of Digital Storytelling, Digital Micro-Narratives focus more on frequently updated…

The Impact of Language Factors on Learner Achievement in Science

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Prinsloo, C. H.; Rogers, S. C.; Harvey, J. C.

2018-01-01

South African learner achievement remains poor, despite large investment in schooling over the last two decades. Literature and research findings offer no single explanation or solution. In this article, the authors explored the relative contribution of specific language factors such as the role of home- and school-language equivalence, cultural…

Language, Identity, and Citizenship in a U.S. University: Immigrant English Learners' Identity (Re)positioning

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Fuentes, Ronald

2016-01-01

In response to growing linguistic diversity, many U.S. universities have implemented language policies that include procedures for English learner (EL) identification. Institutional labels such as "English learner" and "limited English proficiency" are regularly used to identify students who may need English language support;…

Second Language Learners' Attitudes towards English Varieties

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Zhang, Weimin; Hu, Guiling

2008-01-01

This pilot project investigates second language (L2) learners' attitudes towards three varieties of English: American (AmE), British (BrE) and Australian (AuE). A 69-word passage spoken by a female speaker of each variety was used. Participants were 30 Chinese students pursuing Masters or Doctoral degrees in the United States, who listened to each…

THE RELATIONSHIP BETWEEN CHARACTERISTICS OF GOOD LANGUAGE LEARNERS AND THE ESPECIAL EMPLOYED LEARNING STRATEGIES DURING EDUCATIONAL CONTEXT

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Fateme BEHABADI

2013-07-01

Full Text Available Most of the early studies in the field of language learning strategies focused on identifying the characteristics of good language learners. Identifying and discussing the strategies used by good language learners were considered as a good way to make the learners aware of the notion of language learning strategies. The present study was an attempt to collect and classify the characteristics of representative good language learners, developing English as a foreign /second language in Iran; specifically those who had achieved high scores in the IELTS General Module. And also this study aimed at identifying the characteristics associated with a good language learner in one area: learning strategies. Thirty-four Iranian IELTS candidates receiving 6+ band score were selected to participate in this study. They were interviewed and asked to write down their own reports of the experiences they had in developing their second language. They were asked to report their preferred strategies while studying English as well. They were also requested to fill out the learning strategy and learning style questionnaires. The results of interviews and open ended questions were specifically organized and classified via employing both descriptive and explanatory methods. The learners’ responses to the standardized questionnaires also were analyzed by SPSS system Version 20. The findings of the present study although revealed that there is a high correlation between IELTS scores, strategy taking inventory scores. This revealed that the learners recording high scores in IELTS use appropriate learning strategies.

Which Aspects of the English Language Do Distance Learners Find Difficult?

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Teoh, George Boon Sai; Lin, Agnes Liau Wei; Belaja, Kathy

2016-01-01

This study reports the findings of a research carried out on distance learners at the School of Distance Education (SDE), University Sains Malaysia (USM). The study was explorative in nature with the purpose identifying the aspects of the English language which distance learners found difficult to learn. A quantitative survey questionnaire design…

E-LEARNING TURKISH LANGUAGE AND GRAMMAR: Analyzing Learners' Behavior

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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.

Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners

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Parsi, Gholamreza

2017-01-01

The present study intended to investigate the possible difference between EAP and EFL learners' beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners' beliefs and their language components' development. To this…

Adult English Language Learners' Perceptions of Audience Response Systems (Clickers) as Communication Aides: A Q-Methodology Study

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Rodriguez, Lisa Ann; Shepard, MaryFriend

2013-01-01

This study explored the perceptions of adult English language learners about audience response systems (clickers) as tools to facilitate communication. According to second language acquisition theory, learners' receptive capabilities in the early stages of second language acquisition surpass expressive capabilities, often rendering them silent in…

Language effects in second-language learners: A longitudinal electrophysiological study of spanish classroom learning.

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Soskey, Laura; Holcomb, Phillip J; Midgley, Katherine J

2016-09-01

How do the neural mechanisms involved in word recognition evolve over the course of word learning in adult learners of a new second language? The current study sought to closely track language effects, which are differences in electrophysiological indices of word processing between one's native and second languages, in beginning university learners over the course of a single semester of learning. Monolingual L1 English-speakers enrolled in introductory Spanish were first trained on a list of 228 Spanish words chosen from the vocabulary to be learned in class. Behavioral data from the training session and the following experimental sessions spaced over the course of the semester showed expected learning effects. In the three laboratory sessions participants read words in three lists (English, Spanish and mixed) while performing a go/no-go lexical decision task in which event-related potentials (ERPs) were recorded. As observed in previous studies there were ERP language effects with larger N400s to native than second language words. Importantly, this difference declined over the course of L2 learning with N400 amplitude increasing for new second language words. These results suggest that even over a single semester of learning that new second language words are rapidly incorporated into the word recognition system and begin to take on lexical and semantic properties similar to native language words. Moreover, the results suggest that electrophysiological measures can be used as sensitive measures for tracking the acquisition of new linguistic knowledge. Copyright © 2016 Elsevier B.V. All rights reserved.

Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners

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Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren

2014-01-01

This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

Binding Task-Based Language Teaching and Task-Based Language Testing: A Survey into EFL Teachers and Learners' Views of Task-Based Approach

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Panahi, Ali

2012-01-01

In most settings, task-based language teaching and testing have been dissociated from each other. That is why this study came to rethink of the learners' views towards awareness and implementation of task-based language teaching through IELTS listening tasks. To these objectives, after sketching instrumentation, the learners were divided into…

Teaching English as a Foreign Language to Dyslexic Young Learners: an Intervention Programme

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Panagiota Goudi

2010-02-01

Full Text Available The scope of this chapter is to study the stimulation of phonological awareness of the English language, in Greek dyslexic young learners, who present a specific reading disability in both their mother tongue as well as in the foreign language. According to scientific research, phonological awareness, i.e. the knowledge of the phonological structure of a language by its user, is intrinsically related to the reading process. At the same time, it has been confirmed that dyslexic learners experience difficulty in segmenting and blending speech sounds, due to insufficiently developed phonological awareness. For this reason, a well-founded intervention programme is designed and put into action, aiming at studying the reading development of dyslexic young learners. The findings have revealed that phonological awareness can be stimulated, resulting in the development of reading accuracy.

Capitalizing on Speaking Skill of EFL Learners for the Language Literacy

OpenAIRE

Fauzia Hasan Siddiqui

2014-01-01

This study aims at grabbing the attention of EFL /ESL teachers, trainers, and administrators towards the importance of teaching speaking skill to enhance overall language proficiency of EFL learners. Comprehensive research done in the field of applied linguistics and English Language Teaching (ELT) establishes a positive correlation of speaking skill with the overall language proficiency. Despite this obvious significance of speaking skill in language learning process, it has not gained suffi...

Communicative competence and personality dimensions in first and second language learners

NARCIS (Netherlands)

Verhoeven, L.T.W.; Vermeer, A.

2002-01-01

The purpose of the present study was to examine the relations between communicative competence and five dimensions of personality in 241 first and second language learning children in the Netherlands. To determine the underlying communicative competence of the first and second language learners of

Laying down Pale Memories: Learners Reflecting on Language, Self, and Other in the Middle-School Drama-Languages Classroom

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Rothwell, Julia

2015-01-01

This article explores one teacher/researcher's development of a drama-language unit and the learners' responses to it. The work is underpinned by a model of intercultural language learning which also acknowledges the pluricultural and plurilingual contexts in which foreign languages are taught in Australia. As part of a…

Transformative New Teaching: Adolescent English Language Learners' Multidimensional Language and Identity Development

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Kim, Namsook

2011-01-01

In the highest of need for a transformative new pedagogy with adolescent English Language Learners, I designed and conducted this qualitative case study to answer the questions on the in-depth meaning of innovative teaching practices in new times. Grounded in the sociocultural perspectives, and in accordance with the qualitative case study…

WEB-BASED LANGUAGE CLUB AFFECTING EFL LEARNERS’ PROFICIENCY: A CASE OF IRANIAN LEARNERS

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Hamid Ashraf

2014-06-01

Full Text Available Language clubs have been reported to be effective in learning languages, increasing motivation and independence (Gao, 2009. The present study was an attempt to investigate the effect of a web-based language club on the language proficiency of Iranian EFL learners. A number of pre-intermediate learners form two universities (118 were selected among 154 through a test of proficiency (TOEFL PBL, then they were put into experimental and control groups. The participants in experimental group got on line and acted as a member of a virtual language club for a period of 6 months. They got involved with activities like emailing, chatting, and weblogging. Data were collected through TOEFL PBL. The analyzed data from the test of proficiency indicated the outperformance of those in experimental group. Consequently, it might be proposed that web-based language clubs can make language learning easier and more efficient.

Parent Involvement in Early Childhood: A Comparison of English Language Learners and English First Language Families

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Harper, Sarah N.; Pelletier, Janette

2010-01-01

This study evaluated parents' communication, involvement and knowledge of their children's abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty-two kindergarten-aged children, their parents and their teachers participated in the study. Results…

Investigating the Language Demands in the Common Core State Standards for English Language Learners: A Comparison Study of Standards

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Wolf, Mikyung Kim; Wang, Yuan; Huang, Becky H.; Blood, Ian

2014-01-01

This study reports on a critical review of the language demands contained in the Common Core State Standards for English language arts (CCSS-ELA) with the aim of deriving important implications for the instruction of English language learners. The language demands of the CCSS-ELA were compared with those of existing English language arts (ELA) and…

Speaking in their Language: An Overview of the Major Difficulties Faced by the Libyan EFL Learners in Speaking Skill

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Mustafa Mubarak Pathan

2014-09-01

Full Text Available Of the four major language skills, speaking is regarded as the most crucial and central one as it enables the learner to establish successful communication in that language, which is often the main aim of learning any foreign language. That is why it forms the focus of attention in any foreign language teaching and learning as failure to master this crucial language skill leads to the failure to establish successful communication. However, mastering this language skill does not go so easily with the EFL learners and particularly for the Arab EFL learners as many factors, including the mother tongue interference, hinder and influence the process of learning and mastering this crucial foreign language skill. The consequent result is that the EFL learners, especially Arab learners, encounter various difficulties while communicating in English and speak the language in their own way with the flavour of their mother tongue, Arabic. This problem of the Libyan EFL learners, encountered while speaking in English, is the subject of investigation in this paper. Various other problems, nature of these problems, sources of these problems and some pedagogical suggestion to overcome these problems are also some of the central topics of discussion in the paper.

Talking Science in Multilingual Contexts in South Africa: Possibilities and challenges for engagement in learners home languages in high school classrooms

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Msimanga, Audrey; Lelliott, Anthony

2014-05-01

This paper discusses the nature of learner engagement with science content during small group discussions in which learners use their home languages. We observed that learners reverted to their home languages in small group discussions, yet very little is known about the dynamics of learner engagement when they use their home languages in classroom discussions in South Africa and elsewhere. We analysed transcripts of discussions by three small groups in a Grade 10 Chemistry class. Contrary to teachers' fears that learners may not engage meaningfully with science content when talking in their home languages, all three groups spent over 90% of discussion time on task. Learners made and supported claims, challenged each others' ideas and questioned each others' thinking. Although the levels of critique varied between the groups, there was evidence of negotiation of understandings of the concepts. We argue that use of learners' home languages for engagement with difficult concepts may be a legitimate resource for science teachers to create opportunities for learner conceptual understanding. Further research is needed to understand the dynamics of teacher and learner use of their languages in science lessons, the best teaching strategies to achieve this, how teacher educators may model these strategies without undermining the need by both parents and learners' for English language proficiency to access social goods.

Reading-Strategy Use by English as a Second Language Learners in Online Reading Tasks

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Park, Ho-Ryong; Kim, Deoksoon

2011-01-01

This study investigates adult English language learners' reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and collaboratively. This qualitative case study aims (a) to assess college-level ESL learners' use of…

Technology-Based Literacy Instruction for English Language Learners

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White, Erin L.; Gillard, Sharlett

2011-01-01

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English language learner (ELL) population presents. This article examines various technology-based solutions, and their potential impact. The systematic implementation of these…

Analysis of English language learner performance on the biology Massachusetts comprehensive assessment system: The impact of english proficiency, first language characteristics, and late-entry ELL status

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Mitchell, Mary A.

This study analyzed English language learner (ELL) performance on the June 2012 Biology MCAS, namely on item attributes of domain, cognitive skill, and linguistic complexity. It examined the impact of English proficiency, Latinate first language, first language orthography, and late-entry ELL status. The results indicated that English proficiency was a strong predictor of performance and that ELLs at higher levels of English proficiency overwhelmingly passed. The results further indicated that English proficiency introduced a construct-irrelevant variance on the Biology MCAS and raised validity issues for using this assessment at lower levels of English proficiency. This study also found that ELLs with a Latinate first language consistently had statistically significant lower performance. Late-entry ELL status did not predict Biology MCAS performance.

Examining Preschool-Aged Dual Language Learners' Language Use: From a Functional Approach. WCER Working Paper No. 2016-1

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Kim, Ahyoung Alicia; Kondo, Akira; Castro, Mariana

2016-01-01

Due to the increase in the number of preschool-aged dual language learners (DLLs), there is a need to understand their language development and how to better support them. Although DLLs' language development has traditionally been studied from a structuralist perspective, few have examined their language use from a functional approach, which…

Language Tasks Using Touch Screen and Mobile Technologies: Reconceptualizing Task-Based CALL for Young Language Learners

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Pellerin, Martine

2014-01-01

This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included…

L1 Frequency in Foreign Language Acquisition: Recurrent Word Combinations in French and Spanish EFL Learner Writing

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Paquot, Magali

2017-01-01

This study investigated French and Spanish EFL (English as a foreign language) learners' preferred use of three-word lexical bundles with discourse or stance-oriented function with a view to exploring the role of first language (L1) frequency effects in foreign language acquisition. Word combinations were extracted from learner performance data…

Flipping the Classroom for English Language Learners to Foster Active Learning

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Hung, Hsiu-Ting

2015-01-01

This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

Grammatical Templates: Improving Text Difficulty Evaluation for Language Learners

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Wang, Shuhan; Andersen, Erik

2016-01-01

Language students are most engaged while reading texts at an appropriate difficulty level. However, existing methods of evaluating text difficulty focus mainly on vocabulary and do not prioritize grammatical features, hence they do not work well for language learners with limited knowledge of grammar. In this paper, we introduce grammatical templates, the expert-identified units of grammar that students learn from class, as an important feature of text difficulty evaluation. Experimental clas...

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

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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…

MAT@USC Candidates and Latino English Language Learners

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Lomeli, Cynthia Leticia

2012-01-01

The purpose of this study was to further understand the perceptions of MAT@USC teacher candidates and how their perceptions and previous experiences affect the educational experiences of Latino English language learners. Three questions were developed to guide this study: (1) What are the perceptions of MAT@USC candidates in selected courses…

Effect of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learner Children

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Ash, Andrea C.; Rice, Mabel L.; Redmond, Sean M.

2014-01-01

Purpose: The primary goal of this study was to explore the effect of language context on the socially withdrawn behaviors of school-age-children who are English language learners (ELLs) from middle- to high-socioeconomic status (SES) backgrounds. This is one of the 1st studies to address the frequently confused concepts of shyness and…

Pathways to the Oral and Written Language Competence Among Young Vietnamese English Language Learners

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Duong, Thao Michelle

2011-01-01

This case study, drawing upon the ecological perspectives (Kramsch, 2002; van Lier, 2004) as a theoretical framework, described the learning experiences of two second generation and first grade Vietnamese English Language Learners navigating between home and school to develop oral and written L1 Vietnamese and L2 English competence for one school year. In the second school year, the focal students' oral and written language samples were collected without classroom observations or interviews....

Using music activities to enhance the listening skills and language skills of Grade 1, English first additional language learners

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Hugo, Anna J.

2013-12-01

Full Text Available Music activities can be used to develop and enhance young learners’ listening abilities. Listening is a language skill which is a prerequisite for the development of other language skills and especially for the development of a person’s speaking abilities. It is also a prerequisite for the development of a person’s language abilities in a second language. In a research project involving a group of 70 English first additional language learners, two Grade 1 classes were selected. One class was the experimental group and the other class was the comparison group. Over a period of six months the experimental group received planned music activities daily. When the two groups were retested after six months, significant differences in the means between the experimental and the control groups were found. The experimental group significantly improved their listening skills in English as a second language (ESL. This has implications for teaching ESL learners in the Foundation Phase.

Effects of a Cross-Linguistic Storybook Intervention on the Second Language Development of Two Preschool English Language Learners

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Huennekens, Mary Ellen; Xu, Yaoying

2010-01-01

The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child's home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their…

Uncovering Undergraduate English-as-a-Foreign-Language Learners' Perceptions of Reticence

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Zare-ee, Abbas; Shirvanizadeh, Maryam

2014-01-01

The study of factors influencing undergraduate learners' participation and/or reticence in second/foreign language classrooms, a relatively recent line of research, can contribute to the betterment of language teaching and learning practices. In this work, we attempt to investigate the causes of a population of undergraduate English as a foreign…

Linguistic Turn and Gendering Language in the Cambridge Advanced Learner's Dictionary

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Arimbi, Diah A.; Kwary, Deny A.

2016-01-01

Language constructs how humans perceive things. Since language is a human construction, it tends to be biased as it is mainly men's construction. Using gender perspectives, this paper attempts to discuss the imbalance in gender representations found in the examples given in an English learner's dictionary, that is, the "Cambridge Advanced…

Developing Pedagogical Practices for English-Language Learners: A Design-Based Approach

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Iddings, Ana Christina DaSilva; Rose, Brian Christopher

2012-01-01

This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process…

A Synthesis of Language Learning Strategies: Current Issues, Problems and Claims Made in Learner Strategy Research

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Barjesteh, Hamed; Mukundan, Jayakaran; Vaseghi, Reza

2014-01-01

The current paper presented theoretical assumptions behind language learning strategies (LLS) and an overview of methods used to identify learners' strategies, first, and then summarized what have been reported from large number of descriptive studies of strategies by language learners. Moreover, the paper tried to present the variety of…

Literacy development of English language learners: The outcomes of an intervention programme in grade R

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Anna-Mari Olivier

2010-12-01

Full Text Available This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs, i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004 and were compared to those of English first language (L1 and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.

Language Learner Motivational Types: A Cluster Analysis Study

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Papi, Mostafa; Teimouri, Yasser

2014-01-01

The study aimed to identify different second language (L2) learner motivational types drawing on the framework of the L2 motivational self system. A total of 1,278 secondary school students learning English in Iran completed a questionnaire survey. Cluster analysis yielded five different groups based on the strength of different variables within…

Achievement, Language, and Technology Use Among College-Bound Deaf Learners.

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Crowe, Kathryn; Marschark, Marc; Dammeyer, Jesper; Lehane, Christine

2017-10-01

Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic achievement in younger deaf children, they no longer predict achievement once children reach high school age. This study, involving data from 980 college-bound high school students with hearing loss, examined relations between academic achievement, communication variables (audiological, language), and use of assistive technologies (e.g., cochlear implants [CIs], FM systems) and other support services (e.g., interpreting, real-time text) in the classroom. Spoken language skills were positively related to achievement in some domains, while better sign language skills were related to poorer achievement in others. Among these college-bound students, use of CIs and academic support services in high school accounted for little variability in their college entrance examination scores. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

From gesture to sign language: conventionalization of classifier constructions by adult hearing learners of British Sign Language.

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Marshall, Chloë R; Morgan, Gary

2015-01-01

There has long been interest in why languages are shaped the way they are, and in the relationship between sign language and gesture. In sign languages, entity classifiers are handshapes that encode how objects move, how they are located relative to one another, and how multiple objects of the same type are distributed in space. Previous studies have shown that hearing adults who are asked to use only manual gestures to describe how objects move in space will use gestures that bear some similarities to classifiers. We investigated how accurately hearing adults, who had been learning British Sign Language (BSL) for 1-3 years, produce and comprehend classifiers in (static) locative and distributive constructions. In a production task, learners of BSL knew that they could use their hands to represent objects, but they had difficulty choosing the same, conventionalized, handshapes as native signers. They were, however, highly accurate at encoding location and orientation information. Learners therefore show the same pattern found in sign-naïve gesturers. In contrast, handshape, orientation, and location were comprehended with equal (high) accuracy, and testing a group of sign-naïve adults showed that they too were able to understand classifiers with higher than chance accuracy. We conclude that adult learners of BSL bring their visuo-spatial knowledge and gestural abilities to the tasks of understanding and producing constructions that contain entity classifiers. We speculate that investigating the time course of adult sign language acquisition might shed light on how gesture became (and, indeed, becomes) conventionalized during the genesis of sign languages. Copyright © 2014 Cognitive Science Society, Inc.

Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

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Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

On Becoming a Good English Language Learner: An Exploratory Case Study

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Panzachi Heredia, Damaris Ana Ruth; Luchini, Pedro Luis

2015-01-01

This paper reports a case study that explores the cognitive process and the language learning strategies and styles that one Spanish trainee used to become a good English language learner. The participant held an in-depth, semi-structured interview and completed a learning style survey. Results show that the conscious use of multiple…

Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

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Hummel, Kirsten M.

2009-01-01

This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

Leadership Practices to Support Teaching and Learning for English Language Learners

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McGee, Alyson; Haworth, Penny; MacIntyre, Lesieli

2015-01-01

With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective…

Listening in Older Second Language Learners: The Teachers’ Perspective

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Agata Słowik

2017-07-01

Full Text Available There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research.

Information and Communication Technologies in Learning English as a Foreign Language (EFL): Attitudes of EFL Learners in Vietnam

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Ngo, Hong T. P.

2017-01-01

Given breakthroughs in information and communication technologies (ICTs), language learners are increasingly presented with opportunities to advance their proficiency in a target language (herein English as a foreign language or EFL). The attitudes of learners toward the use of ICTs (ICT attitudes) can be predictive of their adoption of ICTs for…

Construction of a Learner Corpus for Japanese Language Learners: Natane and Nutmeg

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Kikuko NISHINA

2014-12-01

Full Text Available Japanese language learners aim to acquire reading, listening, writing and speaking skills. We at the Hinoki project (https://hinoki-project.org/ have recently been working on the Natsume collocation search system (https://hinoki-project.org/natsume/, the Natane learner corpus to support Natsume (https://hinoki-project.org/natane/ and the Nutmeg writing support system (http://hinoki-project.org/nutmeg/. In order to test the effectiveness of Nutmeg, we conducted an online experiment with 36 participants who used the system's register misuse identification feature to correct four writing assignments. Results show that Nutmeg can be an effective tool in correcting common register-related errors, especially those involving auxiliary verbs. However, the accuracy of verb and adverb identification was too low, suggesting the need for improvements in the variety of corpora used for identifying register misuse.

Library Literacy Programs for English Language Learners. ERIC Digest.

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McMurrer, Eileen; Terrill, Lynda

This digest summarizes the history of public libraries and library literacy programs; describes current delivery models; and discusses initiatives in library literacy, profiling one successful public library program that serves adult English language learners and their families. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL)

The Predicaments of Language Learners in Traditional Learning Environments

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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…

Helping struggling learners of English as an additional language succeed with interactive multisensory structured strategies

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Schneider, Elke

2016-01-01

Full Text Available Based on cross-linguistic and interdisciplinary research of several decades that bridges learning an additional language with the field of learning differences/disabilities, this article shares research-evidenced practices to effectively address the needs of struggling foreign and second language learners of English in Brazil. These multisensory structured strategies enhance pronunciation, listening, reading and writing skills and strengthen grammar and vocabulary competencies of struggling learners. The selected multisensory structured metacognitive strategies can easily be infused into existing English as a foreign/second language curricula

Air Writing as a Technique for the Acquisition of Sino-japanese Characters by Second Language Learners

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Thomas, Margaret

2015-01-01

This article calls attention to a facet of the expertise of second language (L2) learners of Japanese at the intersection of language, memory, gesture, and the psycholinguistics of a logographic writing system. Previous research has shown that adult L2 learners of Japanese living in Japan (similarly to native speakers of Japanese) often…

Learner Variables in Second Language Listening Comprehension: An Exploratory Path Analysis

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Vandergrift, Larry; Baker, Susan

2015-01-01

Listening comprehension plays a key role in language acquisition, yet little is known about the variables that contribute to the development of second language (L2) listening ability. This study sought to obtain empirical evidence for the impact of some of the learner variables and the degree to which they might predict success in L2 listening.…

Oral History as an Innovative Language Teaching Technique for Spanish Heritage Language Learners

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Burgo, Clara

2016-01-01

Oral history is presented in this article as an interpretative exercise for historical events in a Spanish course for heritage language learners at the university level. Through the interview of a Latino immigrant family, students re-examined the history of their own families and increased their linguistic self-esteem. They were guided to become…

Grammar Consciousness-Raising Activities and Iranian EFL Learners' Attitudes toward English Language

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Farrokhlagha Heidari

2014-08-01

Full Text Available The first purpose of this study was to investigate the effect of consciousness-raising (C-R activities on learning grammatical structures by Iranian EFL learners. The second one was to investigate the effect of gender through C-R activities and tasks. Finally, this study wanted to investigate the Iranian students’ attitudes toward learning English prior to and after applying the C-R activities. An attitude questionnaire was use to investigate the participants' attitudes toward learning English before and after applying C-R activities. Data analysis indicated that using C-R activities in is significantly more effective than the traditional approaches. Regarding gender, male outperformed females. Therefore, it is recommended that other teachers consider C-R activities as useful options in teaching other aspects of language.  Based on the statistics and findings, Iranian students’ attitudes toward learning English language were not much different prior to and after applying C-R activities.

The Reading Comprehension Strategies of Second Language Learners: A Spanish-English Study

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Acosta Caballero, Karen Anelice

2012-01-01

Reading comprehension of school-aged students is an important topic of research; however, research on the reading comprehension of adult foreign/second language learners whose first language is English is limited, especially studies investigating the reading comprehension strategies that readers of different proficiency levels use when they…

Exploring Learner Factors in Second Language (L2) Incidental Vocabulary Acquisition through Reading

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Zhao, Aiping; Guo, Ying; Biales, Carrie; Olszewski, Arnold

2016-01-01

This study examined the predictive role of several learner factors in second language (L2) incidental vocabulary acquisition through reading: L2 proficiency, motivation, anxiety, and mastery of strategies. Participants were 129 English learners in a comprehensive university in China. Participants read two English texts and were given an…

Restrictive Language Policy in Practice: English Learners in Arizona

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Heineke, Amy J.

2016-01-01

As the most restrictive language policy context in the United States, Arizona's monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic…

A LANGUAGE DEVELOPMENT PROFILE OF A VIETNAMESE LEARNER OF ENGLISH

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Rohani Rohani

2017-04-01

Full Text Available This paper is a case study to a Vietnamese English learner. The main objective of the study was to describe how the English of a Vietnamese student developed. Interviews were conducted in order to collect the data. The interviews were tape recorded. The recorded data provided information about the learner’s background. Additionally the data served as a sample of the learner’s spoken English. The analysis of the sample revealed that the learner made several grammatical, syntactical, and phonological errors. With a contrastive analysis theory it could be concluded that one of the factors that might have triggered the errors were the difference between English and Vietnamese language. From a personality point of view, the subject of the study showed several positive personalities that supported the development of his English as a second language.

Neural Language Processing in Adolescent First-Language Learners: Longitudinal Case Studies in American Sign Language.

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Ferjan Ramirez, Naja; Leonard, Matthew K; Davenport, Tristan S; Torres, Christina; Halgren, Eric; Mayberry, Rachel I

2016-03-01

One key question in neurolinguistics is the extent to which the neural processing system for language requires linguistic experience during early life to develop fully. We conducted a longitudinal anatomically constrained magnetoencephalography (aMEG) analysis of lexico-semantic processing in 2 deaf adolescents who had no sustained language input until 14 years of age, when they became fully immersed in American Sign Language. After 2 to 3 years of language, the adolescents' neural responses to signed words were highly atypical, localizing mainly to right dorsal frontoparietal regions and often responding more strongly to semantically primed words (Ferjan Ramirez N, Leonard MK, Torres C, Hatrak M, Halgren E, Mayberry RI. 2014. Neural language processing in adolescent first-language learners. Cereb Cortex. 24 (10): 2772-2783). Here, we show that after an additional 15 months of language experience, the adolescents' neural responses remained atypical in terms of polarity. While their responses to less familiar signed words still showed atypical localization patterns, the localization of responses to highly familiar signed words became more concentrated in the left perisylvian language network. Our findings suggest that the timing of language experience affects the organization of neural language processing; however, even in adolescence, language representation in the human brain continues to evolve with experience. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

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

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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.

Learner Perspectives on Task Design for Oral-Visual eTandem Language Learning

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El-Hariri, Yasmin

2016-01-01

Constituting a more specific form of online collaboration, eTandem Language Learning (eTLL) shows great potential for non-formal, self-directed language learning. Research in this field, particularly regarding task design, is still scarce. Focusing on their beliefs and attitudes, this article examines what learners think about how…

Can pluralistic approaches based upon unknown languages enhance learner engagement and lead to active social inclusion?

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Dahm, Rebecca

2017-08-01

One way to foster active social inclusion is to enable students to develop a positive attitude to "foreignness". Creating a situation where mainstream students are less wary of foreign languages and cultures, and where newcomers feel their linguistic background is being valued, provides favourable conditions for the inclusion of these newcomers in the classroom and in society. However, language classrooms in French schools rarely take any previously acquired linguistic knowledge into account, thus unconsciously contributing to the rift between multilingual learners (e.g. 1st- and 2nd-generation immigrant children, refugees, children of parents with different mother tongues) and French learners. Native French learners' first experience of learning another language is usually when English is added as a subject to their curriculum in primary school. In some schools in France, English lessons now include the simulation of multilingual situations, designed in particular for the French "quasi-monolingual" students to lose their fear of unknown languages and "foreignness" in general. But the overall aim is to help both groups of learners become aware of the positive impact of multilingualism on cognitive abilities. However, to achieve long-term effects, this awareness-raising needs to be accompanied by maximum engagement on the part of the students. This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies of quasi-monolingual students in particular and to increase learner engagement more generally. The results of a small-scale PAUL study discussed by the author seem to confirm an increase in learner engagement leading to an enhancement of learning outcomes. Moreover, PAUL seems indeed suitable for helping to prepare the ground for social inclusion.

Digital gaming and second language development: Japanese learners interactions in a MMORPG

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Mark Peterson

2011-04-01

Full Text Available Massively multiplayer online role-playing games (MMORPGs are identified as valuable arenas for language learning, as they provide access to contexts and types of interaction that are held to be beneficial in second language acquisition research. This paper will describe the development and key features of these games, and explore claims made regarding their value as environments for language learning. The discussion will then examine current research. This is followed by an analysis of the findings from an experimental qualitative study that investigates the interaction and attitudes of Japanese English as a foreign language learners who participated in MMORPG-based game play. The analysis draws attention to the challenging nature of the communication environment and the need for learner training. The findings indicate that system management issues, proficiency levels, the operation of affective factors, and prior gaming experiences appeared to influence participation. The data shows that for the intermediate learners who were novice users, the interplay of these factors appeared to restrict opportunities to engage in beneficial forms of interaction. In a positive finding, it was found that the intermediate and advanced level participants effectively utilized both adaptive and transfer discourse management strategies. Analysis reveals they took the lead in managing their discourse, and actively engaged in collaborative social interaction involving dialog in the target language. Participant feedback suggests that real time computer-based nature of the interaction provided benefits. These include access to an engaging social context, enjoyment, exposure to new vocabulary, reduced anxiety, and valuable opportunities to practice using a foreign language. This paper concludes by identifying areas of interest for future research.

The Effectiveness of Strategic Activities on the Conversational Skills A Case Study: Persian Language Learners Abroad

Directory of Open Access Journals (Sweden)

Zahra Abolhassani Chimeh

2017-04-01

Full Text Available This paper investigates the effectiveness of those activities which are based on all types of strategies for teaching conversational skills. These strategies are practiced in the form of 17 activities and their effectiveness on the oral language performane of Persian learners has been investigated. The second language learning strategies in this research are dependent on two Kuhn's paradigms and include "learning" and "using" second language. The former consists of recognition and acceptance of materials, distinction from other materials, categorizing them for a better learning, constant involvement with materials, using common memorization methods for rehearsal to improve natural conversation learning. The teacher's Linguistics and Iranology knowledge in choosing teaching materials, producing similarities and differences in two languages, lexical and syntactic categorizations of activities based on the first to the third strategies were implemented in the classroom. Informal gatherings, appropriate assignments of certain tasks like memorizing the dialogues or proverbs were practiced for the fourth and the fifth strategies. These strategies were applied on 19 undergaduate intermediate Persian language learners, with Slav mother tongue in 5 successive semesters from 2011 to 2013. In this research, it was affirmed that there is a positive correlation between using strategic activities with the improvement of converational skill of language learners. That is, the more learners are active in the activities related to strategies, the better they become in the conversational skill.

Webquests for English-Language Learners: Essential Elements for Design

Science.gov (United States)

Sox, Amanda; Rubinstein-Avila, Eliane

2009-01-01

The authors of this article advocate for the adaptation and use of WebQuests (web-based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English-language learners (ELLs). After examining eight WebQuests, the…

Trauma and the Adult English Language Learner. ERIC Digest.

Science.gov (United States)

Isserlis, Janet

English-as-a-Second-Language (ESL) practitioners are familiar with adult learners' stories of disruption, political trauma, and mental upheaval. Until recently, however, little attention has been paid to personal trauma and domestic abuse. Acknowledgement of the prevalence of violence generally, and of that experienced by those in the adult ESL…

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).…

Investigating the impact of SMS speak on the written work of English first language and English second language high school learners

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Winzker, Kristy

2009-12-01

Full Text Available This study examined the impact of SMS speak on the written work of English first language (L1 and English second language (L2 grade 8s and 11s. The aim was to establish whether these learners make use of features of SMS speak in their English written work. The participants, 88 learners from an English-Afrikaans dual medium school, completed questionnaires from which the frequency and volume of their SMS use were determined, as well as the features of SMS speak they reportedly use while SMSing. In addition, samples of their English essays were examined for the following features of SMS speak: (deliberate spelling errors; lack of punctuation; over-punctuation; omission of function words; and use of abbreviation, acronyms, emoticons and rebus writing. The questionnaires indicated that these learners are avid users of the SMS. All participants reported using features of SMS speak in their SMSes, and more than 40% reported using SMS speak in their written school work. Despite this, features of SMS speak infrequently occurred in the written work of the learners, which could indicate that the learners are able to assess when it is and is not appropriate to use a certain variety of language. That said, a number of SMS speak features were indeed present in the samples, which indicates that SMS speak had some impact on the written work of these learners. Not all of the nonstandard features of their written English could, however, necessarily be attributed to the influence of SMS speak; specifically some of the spelling and punctuation errors could have occurred in the written English of high school learners from before the advent of cell phones.

Learner Outcomes in Science in South Africa: Role of the Nature of Learner Difficulties with the Language for Learning and Teaching Science

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Oyoo, Samuel Ouma

2017-08-01

Paul Leslie Gardner pioneered the study of student difficulties with everyday words presented in the science context (Gardner 1971); several similarly designed studies (e.g. Cassels and Johnstone 1985; Tao in Research in Science Education, 24, 322-330, 1994; Farell and Ventura in Language and Education, 12(4), 243-254, 1998; Childs and O'Farell in Chemistry Education: Research and Practice, 4(3), 233-247, 2003) have since been reported in literature. This article draws from an exploratory study of the difficulties South African High School physical science learners encounter with everyday English words when presented in the science context. The participants (1107 learners and 35 respective physical science teachers) were drawn from 35 public secondary schools in Johannesburg area of South Africa. Data were obtained through a word test to participant learners followed by group interviews but face-to-face interviews with each physical science teacher. This study has revealed that in similar ways as have been reported in each of the studies so far, South African learners also face difficulties with meanings of everyday words presented in a science context. The main source of difficulties encountered was learner inability to distinguish between the meanings of familiar everyday words as used in everyday parlance from the `new' meanings of the same everyday words when used in the science context. Interpretations of learner interview responses revealed that fewer difficulties would have been experienced by learners if science teachers generally explained the context meanings of the words as used during science teaching. The findings suggest that focusing on contextual proficiency more than on general proficiency in the language of learning and teaching (LOLT) during teaching perhaps holds more promise for enhanced learning and achievement in science. Steps necessary to raise teacher awareness of the potential impact of context on meanings of everyday words of the LOLT

Technological Diversity: A Case Study into Language Learners' Mobile Technology Use Inside and Outside the Classroom

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Brick, Billy; Cervi-Wilson, Tiziana

2015-01-01

The speed of technological advance in the mobile phone, netbook and tablet markets has meant that learners increasingly have access to digital devices capable of enhancing their learning experience. This case study reports on how language learners, taking Italian as an option on the Institution Wide Languages Programme (IWLP) at Coventry…

Statistical competencies for medical research learners: What is fundamental?

Science.gov (United States)

Enders, Felicity T; Lindsell, Christopher J; Welty, Leah J; Benn, Emma K T; Perkins, Susan M; Mayo, Matthew S; Rahbar, Mohammad H; Kidwell, Kelley M; Thurston, Sally W; Spratt, Heidi; Grambow, Steven C; Larson, Joseph; Carter, Rickey E; Pollock, Brad H; Oster, Robert A

2017-06-01

It is increasingly essential for medical researchers to be literate in statistics, but the requisite degree of literacy is not the same for every statistical competency in translational research. Statistical competency can range from 'fundamental' (necessary for all) to 'specialized' (necessary for only some). In this study, we determine the degree to which each competency is fundamental or specialized. We surveyed members of 4 professional organizations, targeting doctorally trained biostatisticians and epidemiologists who taught statistics to medical research learners in the past 5 years. Respondents rated 24 educational competencies on a 5-point Likert scale anchored by 'fundamental' and 'specialized.' There were 112 responses. Nineteen of 24 competencies were fundamental. The competencies considered most fundamental were assessing sources of bias and variation (95%), recognizing one's own limits with regard to statistics (93%), identifying the strengths, and limitations of study designs (93%). The least endorsed items were meta-analysis (34%) and stopping rules (18%). We have identified the statistical competencies needed by all medical researchers. These competencies should be considered when designing statistical curricula for medical researchers and should inform which topics are taught in graduate programs and evidence-based medicine courses where learners need to read and understand the medical research literature.

Resistant or Favorable? Chinese Learners' Beliefs towards Task-Based Language Learning and Teaching

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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.

Relations among the Home Language and Literacy Environment and Children's Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

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Lewis, Kandia; Sandilos, Lia E.; Hammer, Carol Scheffner; Sawyer, Brook E.; Méndez, Lucía I.

2016-01-01

Research Findings: This study explored the relations between Spanish-English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish-English mothers of 93 preschool-age Head Start children who resided in central…

Language learner's use of a bilingual dictionary: a comparative ...

African Journals Online (AJOL)

This paper compares and contrasts dictionary use and needs of language learners at the University of York in the United Kingdom and at the University of Dar es Salaam in Tanzania. Five aspects are discussed in this study viz. dictionaries used, instructions and guidance on dictionary use, the functions for which students ...

Differentiated Rates of Growth across Preschool Dual Language Learners

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Lambert, Richard G.; Kim, Do-Hong; Durham, Sean; Burts, Diane C.

2017-01-01

This study illustrates why preschool children who are dual language learners (DLLs) are not a homogeneous group. An empirically developed model of preschool DLL subgroups, based on latent class analysis, was presented. The model reflects three separate subgroups of DLL children present in many classrooms where DLL children are served: Bilinguals,…

Formative Information Using Student Growth Percentiles for the Quantification of English Language Learners' Progress in Language Acquisition

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Taherbhai, Husein; Seo, Daeryong; O'Malley, Kimberly

2014-01-01

English language learners (ELLs) are the fastest growing subgroup in American schools. These students, by a provision in the reauthorization of the Elementary and Secondary Education Act, are to be supported in their quest for language proficiency through the creation of systems that more effectively measure ELLs' progress across years. In…

Rigor or Restriction: Examining Close Reading with High School English Language Learners

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Thomason, Betty; Brown, Clara Lee; Ward, Natalia

2017-01-01

English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially…

Full- and Half-Day Kindergarten Programmes: Examining Impacts on Second Language Learners

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Bingham, Gary E.; Hall-Kenyon, Kendra M.

2013-01-01

This study investigated the effect of full- and half-day kindergarten programmes on English language learners (ELL) and English-only-speaking children's literacy and mathematics performance in a large urban school district. Considerations were given to how the length of the school day, children's language status (ELL and non-ELL), and children's…

English Foreign Language Learners Kinesics on Teaching Performance

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Hajjah Zulianti

2017-12-01

Full Text Available This research entitle English foreign language learners kinesics on teaching performance aims to mention and to describe the forms and the function of kinesics used by EFL learners on teaching performance, and to describe the importance of kinesics in teaching activity. This research is descriptive qualitative research. The data of the research are taken from EFL learners’ teaching performance on sixth semester at STKIP PGRI Bandar Lampung. The researcher observes the learners’ kinesics in teaching activity by using observing method and noting technique. In analyzing the data, the researcher uses description method. The result shows that there are twenty kinds of kinesics acted by the trainee, those are sitting in relaxing, arms crossed in front of the chest, standing in relaxing, walking around the class, checking the time, stroking the chin or beard, smile, happily surprised, wrinkle forehead, nodding head, shaking head, thumbs up, pointing finger, counting hand, waving hand, looking up, eye following, squinting, look in eye and breaking or making eye contact. Keywords: Kinesics, EFL Learners, Teaching Performance

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

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.

News from the Library: Language learners, don't forget the Library!

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CERN Library

2013-01-01

Vous essayez d'apprendre l'anglais ? Are you trying to learn French? The Library is there to support your efforts!   We strive to keep our language books collection up to date and we offer a selection of new books (grammars, workbooks, books for special terminology within many fields, writing guides). A great thanks to the Language Training colleagues who helped us in the selection process. If you are attending a language course - whether you are a beginner or an advanced learner - we have plenty to offer you. New English language books. New French language books. Your feedback is welcome! Please contact us by e-mail.

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

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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.

Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools

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Farbman, David A.

2015-01-01

With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…

Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education

Directory of Open Access Journals (Sweden)

Ana Niño

2015-08-01

Full Text Available With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact that they are keen to take control of their learning and autonomy is thought to lead to greater motivation and engagement, and the link with games-based learning suggests that the fun factor involved should not be overseen. This paper focuses on the use of mobile applications for independent language learning in higher education. It investigates how learners use mobile apps in line with their classes to enhance their learning experience. We base our analysis on a survey carried out in autumn 2013 in which 286 credited and non-credited language students from various levels of proficiency at The University of Manchester express their perceptions on the advantages and disadvantages of the use of mobile applications for independent language learning, together with examples of useful apps and suggestions of how these could be integrated in the language class.

Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

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Ferlis, Emily; Xu, Yaoying

2016-01-01

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi's (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based…

The Role of Learner Subjectivity in Second Language Sociolinguistic Competency: Western Women Learning Japanese.

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Siegal, Meryl

1996-01-01

Examines the intersection of learner identity, social position, and second-language acquisition. The article, which focuses on a case study of a white woman learning Japanese in Japan, presents a conversation between the learner and her professor to show the dynamic coconstruction of identity and sociolinguistic proficiency within conversational…

Multilingual classrooms, language and literacy learners: Global childhoods

DEFF Research Database (Denmark)

Christensen, Mette Vedsgaard; Daugaard, Line Møller; Cox, Robyn

2015-01-01

childhoods of young multilingual and multiliterate learners, but explore globalised classrooms from various perspectives: the perspectives of learners, teachers and policymakers. In combination, the papers in the symposium offer a nuanced description of the tensions and dilemmas in contemporary multilingual...... classrooms across the globe and a multifaceted analysis of the multilingual nature of global childhoods. The first paper reports on research study conducted in primary schools in Sydney, Australia which investigated how multilingual children understand their own linguistic practices and how they report...... this practice. The children were asked to consider the role of their mulitingualism in their daily classroom experiences. The second paper, based on a linguistic ethnographic case study in Denmark, explores language ideological aspects of global childhoods as they are negotiated in and around ’mother tongue...

Addressing the Teaching of English Language Learners in the United States: A Case Study of Teacher Educators' Response

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Hallman, Heidi L.; Meineke, Hannah R.

2016-01-01

This article discusses teacher educators' response to how teacher education programs should prepare prospective teachers to be teachers of English language learners. In the case study presented, the authors note that discussions have ensued about whether teaching English language learners (ELLs) should be addressed through separate coursework or…

Late Emerging Reading Difficulties in English Language Learners

OpenAIRE

Garcia, Nicole Marie

2015-01-01

Research has identified a group of students who do not begin to exhibit reading difficulties until fourth or fifth grade, suggesting late-emerging reading difficulties. Considering that these students do not show signs of reading difficulties in early grades, attempting to identify these students early becomes problematic. Additionally, little is known regarding the characteristics of late-emerging reading deficits within English language learner (ELL) populations. The purpose of this study w...

Translation Accommodations Framework for Testing English Language Learners in Mathematics

Science.gov (United States)

Solano-Flores, Guillermo

2012-01-01

The present framework is developed under contract with the Smarter Balanced Assessment Consortium (SBAC) as a conceptual and methodological tool for guiding the reasonings and actions of contractors in charge of developing and providing test translation accommodations for English language learners. The framework addresses important challenges in…

Learner Differences among Children Learning a Foreign Language: Language Anxiety, Strategy Use, and Multiple Intelligences

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Liu, Hui-ju; Chen, Ting-Han

2014-01-01

This study mainly investigates language anxiety and its relationship to the use of learning strategies and multiple intelligences among young learners in an EFL educational context. The participants were composed of 212 fifth- and sixth-graders from elementary schools in central Taiwan. Findings indicated that most participants generally…

Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals

NARCIS (Netherlands)

Poarch, G.J.; Hell, J.G. van

2012-01-01

In two experiments, we examined inhibitory control processes in three groups of bilinguals and trilinguals that differed in nonnative language proficiency and language learning background. German 5- to 8-year-old second-language learners of English, German–English bilinguals, German–English–Language

Listening Strategy Preferences in Multimedia Environment: A Study on Iranian Female Language Learners

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Fini, Lili

2016-01-01

Listening skill has been recently paid great attention comparing with the other three language skills since having communication is the first and most essential need. Language learners have been using the three different listening strategies (Cognitive, Meta-cognitive, and Socio-affective) to improve their listening skills in multimedia…

Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner Children

Science.gov (United States)

Gonzalez, Jorge; Pollard-Durodola, Sharolyn; Saenz, Laura; Soares, Denise; Davis, Heather; Resendez, Nora; Zhu, Leina

2016-01-01

Research Findings: The purpose of this study was to examine within-group individual differences in the code-related and oral language abilities of an economically stressed Spanish-speaking English language learner (ELL) preschool sample and to evaluate the predictive relationship of these differences to later listening comprehension. Latent class…

A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts

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Vorobel, Oksana

2013-01-01

Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in…

Examining English Language Learning Motivation of Adult International Learners Studying Abroad in the US

Science.gov (United States)

Weger, Heather D.

2013-01-01

The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed…

Investigating Attitude and Motivation of Iranian University Learners toward English as a Foreign Language

Science.gov (United States)

Sayadian, Sima; Lashkarian, Anita

2010-01-01

This paper discusses the attitudes and motivation Iranian learners have toward learning EFL at their university level. Although research of a similar nature has been done in other countries, the present study complements others by following 500 university learners and it provides another avenue for examining the language situation in Iran. To…

The Effects of Captions on EFL Learners' Comprehension of English-Language Television Programs

Science.gov (United States)

Rodgers, Michael P. H.; Webb, Stuart

2017-01-01

The Multimedia Principle (Fletcher & Tobias, 2005) states that people learn better and comprehend more when words and pictures are presented together. The potential for English language learners to increase their comprehension of video through the use of captions, which graphically display the same language as the spoken dialogue, has been…

Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions

Science.gov (United States)

Ahmadian, Mohammad Javad; Tavakoli, Mansoor

2014-01-01

This study used quantitative analyses complemented by the retrospective data obtained through a stimulated recall procedure to address three interrelated issues: (a) whether second language learners use online planning opportunities to carefully plan their speech to enhance the quality of the language they produce, (b) what kinds of self-repair…

3rd grade English language learners making sense of sound

Science.gov (United States)

Suarez, Enrique; Otero, Valerie

2013-01-01

Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students' discourse, we will demonstrate some of the productive aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to further conceptual understanding, while developing their competence in the English language.

Bidirectionality in Self-Regulation and Expressive Vocabulary: Comparisons between Monolingual and Dual Language Learners in Preschool

Science.gov (United States)

Bohlmann, Natalie L.; Maier, Michelle F.; Palacios, Natalia

2015-01-01

Significant differences in language and self-regulation skills exist among children when they enter formal schooling. Contributing to these language differences is a growing population of dual language learners (DLLs) in the United States. Given evidence linking self-regulatory processes and language development, this study explored bidirectional…

Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

Science.gov (United States)

Hunt, Meghan; Feng, Jay

2016-01-01

This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

English Language Learners. Where We Stand. Item Number 39-0247

Science.gov (United States)

American Federation of Teachers, 2006

2006-01-01

This document contains resolution text adopted by the American Federation of Teachers (AFT) in July 2006 regarding English language learners (ELLs). A Question & Answer section follows the resolution, addressing the following issues: (1) How the AFT is helping educators who work with ELLs; (2) Latest research on effective literacy practices for…

d/Deaf and Hard of Hearing Multilingual Learners: The Development of Communication and Language

Science.gov (United States)

Pizzo, Lianna

2016-01-01

The author examines the theory and research relevant to educating d/Deaf and Hard of Hearing Multilingual Learners (DMLs). There is minimal research on this population, yet a synthesis of related theory, research, and practice on spoken-language bilinguals can be used to add to the body of knowledge on these learners. Specifically, the author…

Rapid Statistical Learning Supporting Word Extraction From Continuous Speech.

Science.gov (United States)

Batterink, Laura J

2017-07-01

The identification of words in continuous speech, known as speech segmentation, is a critical early step in language acquisition. This process is partially supported by statistical learning, the ability to extract patterns from the environment. Given that speech segmentation represents a potential bottleneck for language acquisition, patterns in speech may be extracted very rapidly, without extensive exposure. This hypothesis was examined by exposing participants to continuous speech streams composed of novel repeating nonsense words. Learning was measured on-line using a reaction time task. After merely one exposure to an embedded novel word, learners demonstrated significant learning effects, as revealed by faster responses to predictable than to unpredictable syllables. These results demonstrate that learners gained sensitivity to the statistical structure of unfamiliar speech on a very rapid timescale. This ability may play an essential role in early stages of language acquisition, allowing learners to rapidly identify word candidates and "break in" to an unfamiliar language.

The critical period hypothesis in second language acquisition: a statistical critique and a reanalysis.

Science.gov (United States)

Vanhove, Jan

2013-01-01

In second language acquisition research, the critical period hypothesis (cph) holds that the function between learners' age and their susceptibility to second language input is non-linear. This paper revisits the indistinctness found in the literature with regard to this hypothesis's scope and predictions. Even when its scope is clearly delineated and its predictions are spelt out, however, empirical studies-with few exceptions-use analytical (statistical) tools that are irrelevant with respect to the predictions made. This paper discusses statistical fallacies common in cph research and illustrates an alternative analytical method (piecewise regression) by means of a reanalysis of two datasets from a 2010 paper purporting to have found cross-linguistic evidence in favour of the cph. This reanalysis reveals that the specific age patterns predicted by the cph are not cross-linguistically robust. Applying the principle of parsimony, it is concluded that age patterns in second language acquisition are not governed by a critical period. To conclude, this paper highlights the role of confirmation bias in the scientific enterprise and appeals to second language acquisition researchers to reanalyse their old datasets using the methods discussed in this paper. The data and R commands that were used for the reanalysis are provided as supplementary materials.

Learner-Generated Content and Engagement in Second Language Task Performance

Science.gov (United States)

Lambert, Craig; Philp, Jenefer; Nakamura, Sachiko

2017-01-01

This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for…

The M-Learning Experience of Language Learners in Informal Settings

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Sendurur, Emine; Efendioglu, Esra; Çaliskan, Neslihan Yondemir; Boldbaatar, Nomin; Kandin, Emine; Namazli, Sevinç

2017-01-01

This study is designed to understand the informal language learners' experiences of m-learning applications. The aim is two-folded: (i) to extract the reasons why m-learning applications are preferred and (ii) to explore the user experience of Duolingo m-learning application. We interviewed 18 voluntary Duolingo users. The findings suggest that…

AN ANALYSIS OF CONVERSATIONAL DISCOURSE IN MEDICAL SETTINGS FOR LEARNERS OF GERMAN: LANGUAGE, COMMUNICATION AND PEDAGOGY

OpenAIRE

Ray C. H. Leung

2018-01-01

The recent sociopolitical circumstances in Germany have led to the popularization of teaching German as a foreign language (Deutsch als Fremdsprache, DaF) within the country. To cater to the different needs or goals of learners, various DaF materials including those for specific occupational purposes have been designed. Assuming that dialogues in contemporary DaF textbooks constitute the important means of socializing learners into the use of the target language in real-life communication, th...

d/Deaf and Hard of Hearing Multilingual Learners: The Development of Communication and Language.

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Pizzo, Lianna

2016-01-01

The author examines the theory and research relevant to educating d/Deaf and Hard of Hearing Multilingual Learners (DMLs). There is minimal research on this population, yet a synthesis of related theory, research, and practice on spoken-language bilinguals can be used to add to the body of knowledge on these learners. Specifically, the author reports on three major areas: (a) population characteristics of DMLs, (b) theories relevant to understanding the language development of DMLs, and (c) considerations for programs in designing and implementing educational services for DMLs. In the interest of ensuring that children receive the foundation for linguistic success, aspects of linguistically responsive teaching (Lucas & Villegas, 2013) are addressed, with a focus on adopting an asset-based perspective on educating DMLs that honors all of a child's language, identity, and cultural memberships.

Language Teacher Candidates' Self-Assessment Process for Teaching to Young Learners in EFL Classes

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Genç Ilter, Binnur

2017-01-01

Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher…

Assessment of English Language Learners in the Era of New Academic Content Standards

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Bailey, Alison L.; Carroll, Patricia E.

2015-01-01

The purpose of this chapter is twofold: (1) to provide a detailed review of current language assessment policies and practices with English language learner (ELL) students under the federal requirements of the No Child Left Behind Act (NCLB; 2001) and relevant research in order to evaluate their technical quality and validity, and (2) to examine…

ESL and Content Area Teacher Responses to Discussions on English Language Learner Instruction

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Pawan, Faridah; Craig, Daniel A.

2011-01-01

The current study compares the responses and statements of English as a second language (ESL) and content area teachers in discussions about the instruction of English language learners (ELLs). A study on how these two sets of teachers understand the field is important because commonalities and differences in their opinions may have an impact on…

Executive Functions and Inhibitory Control in Multilingual Children: Evidence from Second-Language Learners, Bilinguals, and Trilinguals

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Poarch, Gregory J.; van Hell, Janet G.

2012-01-01

In two experiments, we examined inhibitory control processes in three groups of bilinguals and trilinguals that differed in nonnative language proficiency and language learning background. German 5- to 8-year-old second-language learners of English, German-English bilinguals, German-English-Language X trilinguals, and 6- to 8-year-old German…

Rich Language Learning Environment and Young Learners' Literacy Skills in English

OpenAIRE

Artini, Luh Putu

2017-01-01

This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. T...

Similar and/or Different Writing Processes? A Study of Spanish Foreign Language and Heritage Language Learners

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Elola, Idoia; Mikulski, Ariana M.

2016-01-01

Following a cognitively-oriented framework, this study builds upon the authors' previous work (Elola and Mikulski 2013; Mikulski and Elola 2011), which analyzed writing processes (planning time, execution time, revision time), fluency, and accuracy of Spanish heritage language (SHL) learners when composing in English and in Spanish. By analyzing…

A Bourdieuian Analysis: Teachers' Beliefs about English Language Learners' Academic Challenges

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Shim, Jenna Min

2014-01-01

Using Pierre Bourdieu's concept of "habitus," this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of "habitus," this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance…

The Use of Computer Technology in Designing Appropriate Test Accommodations for English Language Learners

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Abedi, Jamal

2014-01-01

Among the several forms of accommodations used in the assessment of English language learners (ELLs), language-based accommodations are the most effective in making assessments linguistically accessible to these students. However, there are significant challenges associated with the implementation of many of these accommodations. This article…

Learners' Attitudes toward Foreign Language Practice on Social Network Sites

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Villafuerte, Jhonny; Romero, Asier

2017-01-01

This work aims to study learners' attitudes towards practicing English Language on Social Networks Sites (SNS). The sample involved 110 students from the University Laica Eloy Alfaro de Manabi in Ecuador, and the University of the Basque Country in Spain. The instrument applied was a Likert scale questionnaire designed Ad hoc by the researchers,…

Elementary Physical Education Teachers' Experiences in Teaching English Language Learners

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Sato, Takahiro; Hodge, Samuel R.

2016-01-01

The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive-qualitative. The primary sources of data were face-to-face…

Early Oral Language and Later Reading Development in Spanish-Speaking English Language Learners: Evidence from a Nine-Year Longitudinal Study

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Kieffer, Michael J.

2012-01-01

Using nationally-representative, longitudinal data on a cohort of Spanish-speaking English language learners in the U.S., this study investigated the extent to which early oral language proficiency in Spanish and English predicts later levels and rates of growth in English reading. Latent growth models indicated that both Spanish and English…

Variation in Second Language Learners' Strategies among Non-Native English Speakers from Three Language/Culture Backgrounds

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Ebsworth, Miriam Eisenstein; Tang, Frank Lixing; Razavi, Nikta; Aiello, Jacqueline

2014-01-01

This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three…

Morphological Errors in Spanish Second Language Learners and Heritage Speakers

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Montrul, Silvina

2011-01-01

Morphological variability and the source of these errors have been intensely debated in SLA. A recurrent finding is that postpuberty second language (L2) learners often omit or use the wrong affix for nominal and verbal inflections in oral production but less so in written tasks. According to the missing surface inflection hypothesis, L2 learners…

The relationship between mathematics and language: academic implications for children with specific language impairment and English language learners.

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Alt, Mary; Arizmendi, Genesis D; Beal, Carole R

2014-07-01

The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.

Teaching Literacy to English Language Learners in the Borderlands: A Case Study of A Sixth Grade Language Arts and Reading Teacher

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Smith, Ann Marie; Salgado, Yolanda

2018-01-01

The purpose of this case study was to investigate how an English language arts teacher used young adult literature to help English language learners improve English and literacy comprehension. Through the lens of Anzaldua's (2007) "borderlands", and Rolon-Dow's (2005) "critical care", the authors analyze the case study…

Bringing Chatbots into education: Towards Natural Language Negotiation of Open Learner Models

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Kerlyl, Alice; Hall, Phil; Bull, Susan

There is an extensive body of work on Intelligent Tutoring Systems: computer environments for education, teaching and training that adapt to the needs of the individual learner. Work on personalisation and adaptivity has included research into allowing the student user to enhance the system's adaptivity by improving the accuracy of the underlying learner model. Open Learner Modelling, where the system's model of the user's knowledge is revealed to the user, has been proposed to support student reflection on their learning. Increased accuracy of the learner model can be obtained by the student and system jointly negotiating the learner model. We present the initial investigations into a system to allow people to negotiate the model of their understanding of a topic in natural language. This paper discusses the development and capabilities of both conversational agents (or chatbots) and Intelligent Tutoring Systems, in particular Open Learner Modelling. We describe a Wizard-of-Oz experiment to investigate the feasibility of using a chatbot to support negotiation, and conclude that a fusion of the two fields can lead to developing negotiation techniques for chatbots and the enhancement of the Open Learner Model. This technology, if successful, could have widespread application in schools, universities and other training scenarios.

Beginning R The Statistical Programming Language

CERN Document Server

Gardener, Mark

2012-01-01

Conquer the complexities of this open source statistical language R is fast becoming the de facto standard for statistical computing and analysis in science, business, engineering, and related fields. This book examines this complex language using simple statistical examples, showing how R operates in a user-friendly context. Both students and workers in fields that require extensive statistical analysis will find this book helpful as they learn to use R for simple summary statistics, hypothesis testing, creating graphs, regression, and much more. It covers formula notation, complex statistics

Independence, Interaction, Interdependence and Interrelation: Learner Autonomy in a Web-based Less Commonly Taught Language Classroom

Directory of Open Access Journals (Sweden)

Marina V. Kostina

2012-01-01

Full Text Available In the United States, teaching less commonly taught languages has been a very challenging task due to low student enrollment and the high costs of hiring permanent teaching faculty. Therefore, webbased distance learning (DL is beginning to attract serious attention from the less commonly taught languages profession (Fleming, Hiple and Du, 2002. However, DL classes are often associated with student isolation, where learners are deprived of non-verbal clues, vocal expression, and eye contact that are crucial for foreign language learning (White, 2005. Thus, working in a more isolated context requires higher learner autonomy (White, 2005. This article provides a review of literature on autonomy that exists in the foreign language field, and describes four aspects of autonomy that need to be considered by language teachers while developing their web-based courses. It also offers some practical suggestions for the less commonly taught language instructors that foster autonomy and decrease isolation online.

Quick Statistics about Voice, Speech, and Language

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... here Home » Health Info » Statistics and Epidemiology Quick Statistics About Voice, Speech, Language Voice, Speech, Language, and ... no 205. Hyattsville, MD: National Center for Health Statistics. 2015. Hoffman HJ, Li C-M, Losonczy K, ...

Semiotic Structure and Meaning Making: The Performance of English Language Learners on Mathematics Tests

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Solano-Flores, Guillermo; Barnett-Clarke, Carne; Kachchaf, Rachel R.

2013-01-01

We examined the performance of English language learners (ELLs) and non-ELLs on Grade 4 and Grade 5 mathematics content knowledge (CK) and academic language (AL) tests. CK and AL items had different semiotic loads (numbers of different types of semiotic features) and different semiotic structures (relative frequencies of different semiotic…

A Language without Borders: English Slang and Bulgarian Learners of English

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Charkova, Krassimira D.

2007-01-01

This study investigated the acquisition of English slang in a foreign language context. The participants were 101 Bulgarian learners of English, 58 high school students, and 43 university students. The instrument included knowledge tests of English slang terms and questions about attitudes, sources, reasons, and methods employed in learning…

Corrective Feedback, Learner Uptake, and Feedback Perception in a Chinese as a Foreign Language Classroom

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Fu, Tingfeng; Nassaji, Hossein

2016-01-01

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult…

(ReClaiming Voices: Digital Storytelling and Second Language Learners

Directory of Open Access Journals (Sweden)

Grigsby Yurimi

2015-06-01

Full Text Available With almost five million English language learners in the United States, digital storytelling is increasingly being used in second language learning classrooms. As a teaching and learning strategy, digital storytelling can promote critical thinking, connect new content with prior knowledge, enhance memory, and foster confidence and motivation for learning. Digital stories possess unique narrative qualities that often center on identity negotiation and the ways culturally and linguistically diverse students make meaning out of their lives. Fostering hands-on, active learning, digital storytelling is an interactive way to include culturally and linguistically diverse students’ voices in a curriculum that may not easily represent them. Practical implementation of digital storytelling is included.

Enablers and Inhibitors to English Language Learners' Research Process in a High School Setting

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Kim, Sung Un

2015-01-01

This researcher sought to examine enablers and inhibitors to English language learner (ELL) students' research process within the framework of Carol C. Kuhlthau's Information Search Process (ISP). At a high school forty-eight ELL students in three classes, an English as a Second Language (ESL) teacher, and a biology teacher participated in the…

The Effects of Multimedia Task-Based Language Teaching on EFL Learners' Oral L2 Production

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BavaHarji, Madhubala; Gheitanchian, Mehrnaz; Letchumanan, Krishnaveni

2014-01-01

This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners' oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of…

Recoding Strategies of German Learners of English as a Foreign Language

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Treutlein, Anke; Schöler, Hermann; Landerl, Karin

2017-01-01

This study investigated whether German learners of English as a foreign language (EFL) acquire additional recoding strategies that they do not need for recoding in the consistent German orthography. Based on the psycholinguistic grain size theory (Ziegler & Goswami, 2005) we expected students with little experience in EFL to use the same…

Community, Voice, and Inquiry: Teaching Global History for English Language Learners

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Jaffee, Ashley Taylor

2016-01-01

This in-depth qualitative case study explores how one social studies teacher implemented teaching Global History for Latino/a English Language Learners (ELLs) in an urban newcomer high school. Using a framework for culturally and linguistically relevant citizenship education, this article seeks to highlight how the teacher discussed, designed,…

Heritage Language Learners in Mixed Spanish Classes: Subtractive Practices and Perceptions of High School Spanish Teachers

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Randolph, Linwood J., Jr.

2017-01-01

This qualitative study investigated the language ideologies and instructional practices of an entire Spanish language faculty at a high school in a new gateway state for immigration. The study examined additive and subtractive practices of teachers as they strived to teach Spanish to heritage language learners (HLLs) enrolled in mixed…

In the Arid Zone: Drying out Educational Resources for English Language Learners through Policy and Practice

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DaSilva Iddings, Ana Christina; Combs, Mary Carol; Moll, Luis

2012-01-01

This article presents a variety of issues related to the effects of restrictive language and educational policies that ultimately limits important resources for English language learners (i.e., services, funding, time, and information). The authors spotlight the state of Arizona as an unfortunate case of language control through policies, which…

Developing Testing Accommodations for English Language Learners: Illustrations as Visual Supports for Item Accessibility

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Solano-Flores, Guillermo; Wang, Chao; Kachchaf, Rachel; Soltero-Gonzalez, Lucinda; Nguyen-Le, Khanh

2014-01-01

We address valid testing for English language learners (ELLs)--students in the United States who are schooled in English while they are still acquiring English as a second language. Also, we address the need for procedures for systematically developing ELL testing accommodations--changes in tests intended to support ELLs to gain access to the…

A Growth Curve Analysis of Literacy Performance among Second-Grade, Spanish-Speaking, English-Language Learners

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Gutiierrez, Gabriel; Vanderwood, Mike L.

2013-01-01

The literacy growth of 260 second-grade English learners (ELs) with varying degrees of English language proficiency (e.g., Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced English language proficiency) was assessed with English literacy skill assessments. Dynamic Indicators of Basic Early Literacy Skills measures were…

Adaptations for English Language Learners: Differentiating between Linguistic and Instructional Accommodations

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Pappamihiel, N. Eleni; Lynn, C. Allen

2016-01-01

While many teachers and teacher educators in the United States K-12 system acknowledge that the English language learners (ELLs) in our schools need modifications and accommodations to help them succeed in school, few attempt to parse out how different types of accommodations may affect learning in the mainstream classroom, specifically linguistic…

Increasing the Vocabulary Acquisition Rate for Third Grade English Language Learners

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Pendergrass, Jennifer D.

2017-01-01

Given the ongoing demographic transformations of U.S classrooms, knowledge of the strategies teachers use to address the vocabulary needs of English language learners (ELLs) is central for improving student outcomes. The problem in a Georgia school system was that ELLs were not building grade-level appropriate vocabulary at a pace comparable to…

Effective Teaching Strategies for Predicting Reading Growth in English Language Learners

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Melgarejo, Melina

2017-01-01

The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in…

Computer Testing as a Form of Accommodation for English Language Learners

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Abedi, Jamal

2009-01-01

This study compared performance of both English language learners (ELLs) and non-ELL students in Grades 4 and 8 under accommodated and nonaccommodated testing conditions. The accommodations used in this study included a computerized administration of a math test with a pop-up glossary, a customized English dictionary, extra testing time, and…

Reading Test Performance of English-Language Learners Using an English Dictionary.

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Albus, Debra; Thurlow, Martha; Liu, Kristin; Bielinski, John

2005-01-01

The authors examined the effects of a simplified English dictionary accommodation on the reading-test performance of Hmong English-language learners (ELLs). Participants included a control group of 69 non-ELL students and an experimental group of 133 Hmong ELLs from 3 urban middle schools in Minnesota. In a randomized counterbalanced design, all…

Visual Learning: A Learner Centered Approach to Enhance English Language Teaching

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Philominraj, Andrew; Jeyabalan, David; Vidal-Silva, Christian

2017-01-01

This article presents an empirical study carried out among the students of higher secondary schools to find out how English language learning occurs naturally in an environment where learners are encouraged by an appropriate method such as visual learning. The primary data was collected from 504 students with different pretested questionnaires. A…

Understanding the Academic Procrastination Attitude of Language Learners in Turkish Universities

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Bekleyen, Nilüfer

2017-01-01

The prevalence of academic procrastination has long been the subject of attention among researchers. However, there is still a paucity of studies examining language learners since most of the studies focus on similar participants such as psychology students. The present study was conducted among students trying to learn English in the first year…

A Case Study on English Language Learners' Task-Based Interaction and Avatar Identities in Second Life: A Mixed-Methods Design

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Chen, Julian ChengChiang

2014-01-01

English as a foreign language (EFL) learners' language use in 3-D virtual environments is a vibrant avenue that still deserves more research attention in the field of CALL. To contribute research and pedagogical implications to the current Second Life (SL) literature, this study aims to examine EFL adult learners' use of communication strategies…

Variation in Second Language Learners' Strategies among Non-Native English Speakers from Three Language/Culture Backgrounds

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Ebsworth, Miriam Eisenstein; Tang, Frank Lixing; Razavi, Nikta; Aiello, Jacqueline

2014-01-01

This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three…

Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions with English Language Learners

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Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda

2018-01-01

The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…

Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners

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Echevarria, Jana; Richards-Tutor, Catherine; Canges, Rebecca; Francis, David

2011-01-01

In this article we report findings from research through the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), a National Research and Development Center. In our study we examined the efficacy of a model of instruction for English learners, the Sheltered Instruction Observation Protocol (SIOP)…

Morphological Family Size Effects in Young First and Second Language Learners: Evidence of Cross-Language Semantic Activation in Visual Word Recognition

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de Zeeuw, Marlies; Verhoeven, Ludo; Schreuder, Robert

2012-01-01

This study examined to what extent young second language (L2) learners showed morphological family size effects in L2 word recognition and whether the effects were grade-level related. Turkish-Dutch bilingual children (L2) and Dutch (first language, L1) children from second, fourth, and sixth grade performed a Dutch lexical decision task on words…

English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance

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Landon, Laura L.

2017-01-01

This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners' (ELLs') English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level…

Using Visual Supports to Teach English Language Learners in Physical Education

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Nguyen, Huong Tran; Watanabe, Megan Fujiko

2013-01-01

Twenty-five percent of students in the United States are children of immigrant parents, who are considered English language learners (ELLs). As a collective ELL group, their performance level on every measure from achievement scores to graduation rates tends to be lower than almost any other category of students. With over five million ELL…

"It's Just Reflex Now": German Language Learners' Use of Online Resources

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Larson-Guenette, Julie

2013-01-01

This study examined how often and to what extent university learners of German use online resources (e.g., online dictionaries and translators) in relation to German coursework, their motivations for use, and their beliefs about online resources and language learning. Data for this study consisted of open-ended surveys ("n" = 71) and face-to-face…

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

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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.…

Vocabulary Attrition among Adult English as a Foreign Language Persian Learners

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Asgari, Azadeh; Bin Mustapha, Ghazali

2010-01-01

This study aims to investigate the attrition rate of EFL concrete and abstract vocabulary among continuing and non-continuing Iranian female and male English language learners across different proficiency levels. They are students of a University and majored in different fields (between 20 and 25 years old). There was no treatment in this study…

Is the Library's Online Orientation Program Effective with English Language Learners?

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Albarillo, Frans

2017-01-01

In this paper, the author examines four years of assessment data (N = 4,786) from Brooklyn College's Library Online Orientation Program (LOOP; url: https://library.brooklyn.cuny.edu/resources/loop/loop.php), which is used to provide all English 1010 students with an orientation to the library, to see if English language learners (ELLs) are…

English Language Learner Representation in Teacher Education Textbooks: A Null Curriculum?

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Watson, Sandy; Miller, Ted L.; Driver, Jennifer; Rutledge, Valerie; McAllister, Deborah

2005-01-01

The purpose of this article is to explore the issue of the English Language Learner as it is presented in teacher education textbooks developed for pre-service teachers. Rather than identify "typical" teacher education texts, the authors elect to review a selection of the most influential and widely used texts. Monument Information Resource (MIR)…

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

Science.gov (United States)

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

Researching transformative learning spaces through learners' stories

DEFF Research Database (Denmark)

Maslo, Elina

spaces, learning to learn through languages, learners´ stories, qualitative research method Methodology or Methods/Research Instruments or Sources Used A number of semi structured qualitative interviews have been conducted with three learners of Danish as second language. The language learners...... in the paper is on the research process and methodological tools. The goal of this paper is to show, that learners´ stories have a huge potential in researching learning processes. References Benson, P. & D. Nunan (2004). Lerners´ stories. Difference and Diversity in Language Learning. Cambridge University...... to use learners´ stories as a research methodology in the field of learning in general and language learning in particular....

Observations of Real-Time Captioning in the Elementary English Language Learner Classroom

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Ingraham, Nissa

2014-01-01

This qualitative study reviews the effects of real-time captioning on vocabulary acquisition of a novice elementary English language learner (ELL). Triangulation of data was completed through review of teacher journaling, captioning transcripts, and student pretest and posttest assessments. Results illuminate improved retention and usage of…

Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics

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Franklin, Martha A.

2013-01-01

There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions…

Ethical Issues in Computer-Assisted Language Learning: Perceptions of Teachers and Learners

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Wang, Shudong; Heffernan, Neil

2010-01-01

Pedagogical theories and the applications of information technology for language learning have been widely researched in various dimensions. However, ethical issues, such as online privacy and security, and learners' personal data disclosure, are not receiving enough research attention. The perceptions and attitudes from those who participate in…

Deletion of /T, D/ and the Acquisition of Linguistic Variation by Second Language Learners of English

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Edwards, Jette G. Hansen

2011-01-01

This study investigated second language (L2) learners' acquisition of English /t, d/ deletion patterns in word-final consonant clusters, (a) focusing on how constraints such as grammatical conditioning and phonological environment affect deletion of /t, d/ in L2 acquisition and (b) determining the extent to which these L2 learners had acquired…

The Difficulties of English as a Foreign Language (EFL Learners in Understanding Pragmatics

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Fauzia

2016-02-01

Full Text Available Pragmatics is the study of the relation of signs to interpreters. For English foreign language (EFL learners, the knowledge and comprehensible input of pragmatics is much needed. This paper is based on research project. The writer did the research survey by giving some respondents questionnaire. The respondent is some students from UAD, which is taken randomly. Besides using open questionnaire, the writer also got the data from in depth interview with some EFL learners, the native speaker who teaches English, and also did literature review from some books. The result of the research then gives some evidences that EFL learners difficulties in understanding the English pragmatics occurs in 1 greeting, 2 apologizing, 3 complimenting, and 4 thanking. The factors that promotes EFL learners’ difficulties in understanding because 1 the different culture and values between native speaker and learners; 2 habit that the usually use in their daily life.

Fluency-dependent cortical activation associated with speech production and comprehension in second language learners.

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Shimada, K; Hirotani, M; Yokokawa, H; Yoshida, H; Makita, K; Yamazaki-Murase, M; Tanabe, H C; Sadato, N

2015-08-06

This functional magnetic resonance imaging (fMRI) study investigated the brain regions underlying language task performance in adult second language (L2) learners. Specifically, we identified brain regions where the level of activation was associated with L2 fluency levels. Thirty Japanese-speaking adults participated in the study. All participants were L2 learners of English and had achieved varying levels of fluency, as determined by a standardized L2 English proficiency test, the Versant English Test (Pearson Education Inc., 2011). When participants performed the oral sentence building task from the production tasks administered, the dorsal part of the left inferior frontal gyrus (dIFG) showed activation patterns that differed depending on the L2 fluency levels: The more fluent the participants were, the more dIFG activation decreased. This decreased activation of the dIFG might reflect the increased automaticity of a syntactic building process. In contrast, when participants performed an oral story comprehension task, the left posterior superior temporal gyrus (pSTG) showed increased activation with higher fluency levels. This suggests that the learners with higher L2 fluency were actively engaged in post-syntactic integration processing supported by the left pSTG. These data imply that L2 fluency predicts neural resource allocation during language comprehension tasks as well as in production tasks. This study sheds light on the neural underpinnings of L2 learning by identifying the brain regions recruited during different language tasks across different modalities (production vs. comprehension). Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Individualized Teaching and Autonomous Learning: Developing EFL Learners' CLA in a Web-Based Language Skills Training System

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Lu, Zhihong; Wen, Fuan; Li, Ping

2012-01-01

Teaching listening and speaking in English in China has been given top priority on the post-secondary level. This has lead to the question of how learners develop communicative language ability (CLA) effectively in computer-assisted language learning (CALL) environments. The authors demonstrate a self-developed language skill learning system with…

Typologizing native language influence on intonation in a second language: Three transfer phenomena in Japanese EFL learners

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Albin, Aaron Lee

While a substantial body of research has accumulated regarding how intonation is acquired in a second language (L2), the topic has historically received relatively little attention from mainstream models of L2 phonology. As such, a unified theoretical framework suited to address unique acquisitional challenges specific to this domain of L2 knowledge (such as form-function mapping) has been lacking. The theoretical component of the dissertation makes progress on this front by taking up the issue of crosslinguistic transfer in L2 intonation. Using Mennen's (2015) L2 Intonation Learning theory as a point of departure, the available empirical studies are synthesized into a typology of the different possible ways two languages' intonation systems can mismatch as well as the concomitant implications for transfer. Next, the methodological component of the dissertation presents a framework for overcoming challenges in the analysis of L2 learners' intonation production due to the interlanguage mixing of their native and L2 systems. The proposed method involves first creating a stylization of the learner's intonation contour and then running queries to extract phonologically-relevant features of interest for a particular research question. A novel approach to stylization is also introduced that not only allows for transitions between adjacent pitch targets to have a nonlinear shape but also explicitly parametrizes and stores this nonlinearity for analysis. Finally, these two strands are integrated in a third, empirical component to the dissertation. Three kinds of intonation transfer, representing nodes from different branches of the typology, are examined in Japanese learners of English as a Foreign Language (EFL). For each kind of transfer, fourteen sentences were selected from a large L2 speech corpus (English Speech Database Read by Japanese Students), and productions of each sentence by approximately 20-30 learners were analyzed using the proposed method. Results

The efficacy of a vocabulary intervention for dual-language learners with language impairment.

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Restrepo, Maria Adelaida; Morgan, Gareth P; Thompson, Marilyn S

2013-04-01

In this study, the authors evaluated the efficacy of a Spanish-English versus English-only vocabulary intervention for dual-language learners (DLLs) with language impairment compared to mathematics intervention groups and typically developing controls with no intervention. Further, in this study the authors also examined whether the language of instruction affected English, Spanish, and conceptual vocabulary differentially. The authors randomly assigned 202 preschool DLLs with language impairment to 1 of 4 conditions: bilingual vocabulary, English-only vocabulary, bilingual mathematics, or English-only mathematics. Fifty-four DLLs with typical development received no intervention. The vocabulary intervention consisted of a 12-week small-group dialogic reading and hands-on vocabulary instruction of 45 words. Postintervention group differences and linear growth rates were examined in conceptual, English, and Spanish receptive and expressive vocabulary for the 45 treatment words. Results indicate that the bilingual vocabulary intervention facilitated receptive and expressive Spanish and conceptual vocabulary gains in DLLs with language impairment compared with the English vocabulary intervention, mathematics intervention, and no-intervention groups. The English-only vocabulary intervention differed significantly from the mathematics condition and no-intervention groups on all measures but did not differ from the bilingual vocabulary intervention. Vocabulary growth rates postintervention slowed considerably. Results support the idea that bilingual interventions support native- and second-language vocabulary development. English-only intervention supports only English. Use of repeated dialogic reading and hands-on activities facilitates vocabulary acquisition.

Urban school leadership for elementary science education: Meeting the needs of English Language Learners

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Alarcon, Maricela H.

Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators

Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings.

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Sun, Peijian Paul; Teng, Lin Sophie

2017-12-01

This study revisited Reid's (1987) perceptual learning style preference questionnaire (PLSPQ) in an attempt to answer whether the PLSPQ fits in the Chinese-as-a-second-language (CSL) context. If not, what are CSL learners' learning styles drawing on the PLSPQ? The PLSPQ was first re-examined through reliability analysis and confirmatory factor analysis (CFA) with 224 CSL learners. The results showed that Reid's six-factor PLSPQ could not satisfactorily explain the CSL learners' learning styles. Exploratory factor analyses were, therefore, performed to explore the dimensionality of the PLSPQ in the CSL context. A four-factor PLSPQ was successfully constructed including auditory/visual, kinaesthetic/tactile, group, and individual styles. Such a measurement model was cross-validated through CFAs with 118 CSL learners. The study not only lends evidence to the literature that Reid's PLSPQ lacks construct validity, but also provides CSL teachers and learners with insightful and practical guidance concerning learning styles. Implications and limitations of the present study are discussed.

Design, development, implementation and evaluation of a purilingual ICALL system for romance languages aimed at advanced learners

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Koller, Thomas

2007-01-01

Plurilingual teaching and learning of Romance languages exploits the similarities between these languages to teach them contrastively and to raise the language awareness of the learner. Several European projects have been devoted to plurilingual teaching and learning of Romance languages. The materials developed in these projects do not involve Natural Language Processing (NLP) capabilities and almost exclusively focus on receptive skills. The research goal of my Ph.D. dissertation was th...

English Second Language, General, Special Education, and Speech/Language Personal Teacher Efficacy, English Language Arts Scientifically-Validated Intervention Practice, and Working Memory Development of English Language Learners in High and Low Performing Elementary Schools

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Brown, Barbara J.

2013-01-01

The researcher investigated teacher factors contributing to English language arts (ELA) achievement of English language learners (ELLs) over 2 consecutive years, in high and low performing elementary schools with a Hispanic/Latino student population greater than or equal to 30 percent. These factors included personal teacher efficacy, teacher…

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

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Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

Critique of a language enrichment programme for Grade 4 ESL learners with limited English proficiency: a pilot study

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Mirna Neli

2008-05-01

Full Text Available Some Grade 4 educators have expressed feelings of ineptitude regarding the support of ESL (English Second Language learners with limited English proficiency as they do not know how to support these learners effectively. Their litany emphasises ESL educators' need for supportive and preventive intervention. A Story-based Language Enrichment Programme (SLEP was compiled to suit the needs of educators teaching Grade 4 ESL learners with limited English proficiency. The programme was designed to maintain or improve the English proficiency of ESL learners. An intervention research method was followed to test the efficacy of SLEP. Forty teachers implemented SLEP over a six-week period. Thirty-nine teachers provided constructive feedback at the end of this period. Between 92% and 100% of the participants rated SLEP positively. Rural participants suggested some refinements to the programme. The overall conclusion was that SLEP makes a useful contribution to ESL practice.

Seeking out Challenges to Develop L2 Self-Confidence: A Language Learner's Journey to Proficiency

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Edwads, Emily; Roger, Peter Stewart

2015-01-01

As one constituent of second language (L2) motivation, L2 "self-­confidence" has been shown to be a significant predictor of language proficiency. More recently, L2 self-­confidence has been studied as part of the "willingness to communicate" (WTC) construct. Less is known, however, about the processes by which learners develop…

Sweet Science for ALL! Supporting Inquiry-Based Learning through M&Ms Investigation for English Language Learners

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Song, Youngjin; Higgins, Teresa; Harding-DeKam, Jenni

2014-01-01

This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional…

Teacher Professionalism--An Innovative Programme for Teaching Mathematics to Foundation Level Learners with Limited Language Proficiency.

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Naude, H.; Pretorius, E.; Vandeyar, S.

2003-01-01

Details a study of the ways that limited language proficiency affected learners' readiness for mathematics instruction among disadvantaged preschoolers within a Griqua community in South Africa. Notes a link between limited language proficiency and nonreadiness for foundation level mathematics due to limited thinking skills, which constitute…

Impact of Consciousness-Raising Activities on Young English Language Learners' Grammar Performance

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Fatemipour, Hamidreza; Hemmati, Shiva

2015-01-01

Grammar Consciousness-Raising (GCR) is an approach to teaching of grammar which learners instead of being taught the given rules, experience language data. The data challenge them to rethink, restructure their existing mental grammar and construct an explicit rule to describe the grammatical feature which the data illustrate (Ellis, 2002). And…

Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories

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Yang, Sha

2016-01-01

Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten…

High School Spanish Teachers' Attitudes and Practices toward Spanish Heritage Language Learners

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Russell, Brittany D.; Kuriscak, Lisa M.

2015-01-01

This case study uses survey data to examine the attitudes and pedagogical practices of preservice and current high school Spanish teachers toward Spanish heritage language learners (HLLs). The research questions addressed were (1) the extent to which participants were aware of the challenges facing Spanish HLLs who are enrolled in traditional…

Relationships among Teachers' Attitudes, Behaviors toward English Language Learners, Experience, and Training

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Mitchell, Sandra L.

2016-01-01

Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between…

State Education Policy Formation: The Case of Arizona's English Language Learner Legislation

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Lawton, Stephen B.

2012-01-01

This historical case study focuses on policy making at the state level by analyzing the development of a new policy for English language learners (ELLs) in Arizona. "New institutionalism" is used as a framework, with political culture and educational regimes acting as environmental factors affecting state policy choices. Key events…

English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

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Cummins, Jim; Mirza, Rania; Stille, Saskia

2012-01-01

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations…

Development of a Cognate Awareness Measure for Spanish-Speaking English Language Learners

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Malabonga, Valerie; Kenyon, Dorry M.; Carlo, Maria; August, Diane; Louguit, Mohammed

2008-01-01

This paper describes the development and validation of the Cognate Awareness Test (CAT), which measures cognate awareness in Spanish-speaking English Language Learners (ELLs) in fourth and fifth grade. An investigation of differential performance on the two subtests of the CAT (cognates and noncognates) provides evidence that the instrument is…

Considering the needs of English language learner populations: an examination of the population validity of reading intervention research.

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Moore, Brooke A; Klingner, Janette K

2014-01-01

This article synthesizes reading intervention research studies intended for use with struggling or at-risk students to determine which studies adequately address population validity, particularly in regard to the diverse reading needs of English language learners. An extensive search of the professional literature between 2001 and 2010 yielded a total of 67 reading intervention studies targeting at-risk elementary students. Findings revealed that many current research studies fail to adequately describe the sample, including the accessible and target populations, and to disaggregate their findings based on demographic characteristics. When population validity issues are not addressed, researchers cannot generalize findings to other populations of students, and it becomes unclear what intervention strategies work, especially with English language learner student populations. However, 25 studies did specifically recognize and address the needs of English language learners, indicating more researchers are taking into consideration the diverse needs of other struggling student populations. © Hammill Institute on Disabilities 2012.

Giving Power Its Due: The Powerful Possibilities and the Problems of Power with Deliberative Democracy and English Language Learners. A Response to "Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community"

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Hanson, Jarrod S.

2015-01-01

The use of deliberation with English Language Learners presents possibilities to both improve language learning, but also expand the potential for civics education for all students. In particular, this response examines the issue of power to extend Liggett's (2014) arguments for using deliberative democracy with English Language Learners and…

ACOUSTIC MEASUREMENT ON VOWEL PRODUCTION OF ENGLISH AS A SECOND LANGUAGE BY INDONESIAN EFL LEARNERS

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Rudha Widagsa

2018-01-01

Full Text Available Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE production remains untouched. The purpose of this measurement is to examine the influence of first language (L1 on English vowels production as a second language (L2. Based on perceptual magnet hypothesis (PMH, ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involved five males of Indonesian speakers aged between 20-25 years old. The data of British English native speakers were taken from previous study by Hawkins & Midgley (2005. The result illustrates that the first formant frequencies (F1 which correlates to the vowel hight of Indonesian Learners of English were significantly different from the corresponding frequencies of British English vowels. Surprisingly, the significant differences in second formant (F2 of ILE were only in the production of /ɑ, ɒ, ɔ/ in which /ɑ/=p 0.002, /ɒ/ =p 0,001, /ɔ/ =p 0,03. The vowel space area of ILE was slightly less spacious than the native speakers. This study is expected to shed light in English language teaching particularly as a foreign language.

A Study on a Group of Indian English as a Second Language Learners' Perceptions of Autonomous Learning

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Yildirim, Ozgur

2012-01-01

Learner autonomy has been one of the most popular terms in the language learning field lately. Researchers have been conducting studies to see different aspects of learner autonomy and to bring different suggestions to teachers to promote autonomous learning in their classrooms. Students of a particular cultural background would not show the same…

Becoming "Spanish Learners": Identity and Interaction among Multilingual Children in a Spanish-English Dual Language Classroom

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Martínez, Ramón Antonio; Durán, Leah; Hikida, Michiko

2017-01-01

This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two "Spanish learners" and two of their…

Morphing into Adolescents: Active Word Learning for English-Language Learners and Their Classmates in Middle School

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Kieffer, Michael J.; Lesaux, Nonie K.

2010-01-01

Many students arrive at middle school without the academic language skills they need to read sophisticated texts with comprehension. In particular, English language learners and students from low-income backgrounds attending underresourced, urban middle schools lack opportunities to learn the thousands of academic words they need to succeed. To…

Differentiating Second Language Acquisition from Specific Learning Disability: An Observational Tool Assessing Dual Language Learners' Pragmatic Competence

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Farnsworth, Megan

2018-01-01

Overrepresentation of Dual Language Learners (DLLs) in special education remains a problem even after 40 years of inquiry. One factor is that the U.S. federal government has neither clearly explained the definition of Specific Learning Disability (SLD) nor operationally defined it to identify children for special education services. This lack of…

International Undergraduate English Language Learners' Perception of Language and Academic Acquisition through Online Learning: A Qualitative Phenomenological Study

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De Jesus, Olga Noemi

2014-01-01

Many institutional programs are changing to incorporate more online opportunities as a way to meet the needs of their students. Therefore, international English language learners are being encouraged to take online courses in order to complete their programs of study at United States colleges or universities (Tan, Lee, & Steven, 2010). In this…

Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners

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Ortega, Irasema; Luft, Julie A.; Wong, Sissy S.

2013-01-01

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…

Adult English Language Learners Constructing and Sharing Their Stories and Experiences: The Cultural and Linguistic Autobiography Writing Project

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Park, Gloria

2011-01-01

This article is the culmination of the Cultural and Linguistic Autobiography (CLA) writing project, which details narrative descriptions of adult English language learners' (ELLs') cultural and linguistic experiences and how those experiences may have influenced the ways in which these learners constructed and reconstructed their identities.…

Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education

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Niño, Ana

2015-01-01

With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact…

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

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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…

English Language Learners and Kindergarten Entry Age: Achievement and Social-Emotional Effects

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Gottfried, Michael; Le, Vi-Nhuan; Datar, Ashlesha

2016-01-01

In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a…

Communication Strategies Used by High School English Language Learners in Multilingual Classrooms

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Spromberg, Sarah

2011-01-01

In this study, twenty-five high school English language learners were observed in their classrooms in a New York City public school while they worked in small groups. All observations were video recorded or done by the researcher while in the classrooms. The videos were then transcribed. Communication strategies that the participants used were…

Motivating and Supporting English Language Learners with the Poems of William Carlos Williams

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Jones, Bruce

2010-01-01

Poems offer a compact and highly expressive alternative to traditional prose and lengthy written texts typically used in middle grades classrooms. The author describes how ESL teachers can use poetry to introduce English vocabulary and grammar to English language learners and help their students develop writing skills.

Chinese English Learners' Strategic Competence.

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Wang, Dianjian; Lai, Hongling; Leslie, Michael

2015-12-01

The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.

A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language

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Kotani, Katsunori; Yoshimi, Takehiko; Nanjo, Hiroaki; Isahara, Hitoshi

2016-01-01

In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned.…

Learning the Language of Statistics: Challenges and Teaching Approaches

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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…

Using Dialogic Reading to Enhance Emergent Literacy Skills of Young Dual Language Learners

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Huennekens, Mary Ellen; Xu, Yaoying

2016-01-01

This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to…

Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners

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Cavanaugh, Gary Scott

2017-01-01

Research affirmed that instructional strategies that promote English Language Learners' (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky's sociocultural theory and addressed to what extent Balanced Math…

English Phonological Awareness in Bilinguals: A Cross-Linguistic Study of Tamil, Malay and Chinese English-Language Learners

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Dixon, L. Quentin; Chuang, Hui-Kai; Quiroz, Blanca

2012-01-01

To test the lexical restructuring hypothesis among bilingual English-language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi-level regression analysis showed that…

Heritage and Non-Heritage Language Learners in Arabic Classrooms: Inter and Intra-group Beliefs, Attitudes and Perceptions

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Ghazi Abuhakema

2012-08-01

Full Text Available This study examines how Arabic heritage language learners (HLLs and non-heritage language learners (non-HLLs perceive each other, and the class dynamics in a combined classroom setting. Two groups of HLLs and non-HLLs completed a separate questionnaire and answered follow-up open-ended questions. The results show that learners do not feel strongly about mixing or separation, but they also acknowledge that just as there are disadvantages to combining, there are advantages as well. While instructors need to capitalize on the advantages to create a more engaging and more successful teaching environment for both groups, they also need to be aware of the disadvantages in order to counteract them. The study also shows that the particular diglossic situation of Arabic seems to have impacted students’ perceptions and attitudes. The implications and recommendations of the study are quite relevant to schools similar to where the study was conducted. The study makes it possible for the voices of HLLs and non-HLLs to reach educators and administrators and empower them in their research processes to inform the teaching of heritage languages.

Literature and Language Teaching: Exploring Literary Texts with the Language Learner and Re-Creating Literature in the ESL Classroom.

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Lazar, Gillian; Heath, Shirley Brice

1996-01-01

Two educators discuss the role literature plays in the English as a Second Language (ESL) classroom. One emphasizes that literary texts are a source for classroom activities that can motivate learners. The other points out that the English writings of ESL students about their travels and friends published in newsletters and journals generate…

Typological constraints in foreign language acquisition: the expression of motion by advanced Russian learners of English

OpenAIRE

Iakovleva, Tatiana

2012-01-01

International audience; This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at...

Secondary Mathematics Teachers' Beliefs, Attitudes, Knowledge Base, and Practices in Meeting the Needs of English Language Learners

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Gann, Linda

2013-01-01

The research centered on secondary mathematics teachers' beliefs, attitudes, knowledge base, and practices in meeting the academic and language needs of English language learners. Using socio-cultural theory and social practice theory to frame the study, the research design employed a mixed methods approach incorporating self-reported surveys,…

Enhancing Learners' Self-Directed Use of Technology for Language Learning: The Effectiveness of an Online Training Platform

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Lai, Chun; Shum, Mark; Tian, Yan

2016-01-01

Enhancing self-directed use of technology for language learning is essential for maximizing the potential of technology for language learning. Understanding how to construct learner training to promote this critical competency is of great significance. This study examined the effectiveness of an online training platform aimed at enhancing the…

Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

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Wu, Chia-Pei; Lin, Huey-Ju

2016-01-01

This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

Authentic Tasks to Foster Oral Production among English as a Foreign Language Learners

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Ramírez Ortiz, Sandra Milena; Artunduaga Cuéllar, Marco Tulio

2018-01-01

Attaining oral production is a challenge for most English language teachers because most of the strategies implemented in class do not engage students in speaking activities. Tasks are an optimal alternative to engage learners in communicative exchanges. This article presents the results of a qualitative action research study examining the effects…

Can Synchronous Computer-Mediated Communication (CMC) Help Beginning-Level Foreign Language Learners Speak?

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Ko, Chao-Jung

2012-01-01

This study investigated the possibility that initial-level learners may acquire oral skills through synchronous computer-mediated communication (SCMC). Twelve Taiwanese French as a foreign language (FFL) students, divided into three groups, were required to conduct a variety of tasks in one of the three learning environments (video/audio, audio,…

A Look at Advanced Learners' Use of Mobile Devices for English Language Study: Insights from Interview Data

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Kruk, Mariusz

2017-01-01

The paper discusses the results of a study which explored advanced learners of English engagement with their mobile devices to develop learning experiences that meet their needs and goals as foreign language learners. The data were collected from 20 students by means of a semi-structured interview. The gathered data were subjected to qualitative…

When it hurts (and helps to try: the role of effort in language learning.

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Amy S Finn

Full Text Available Compared to children, adults are bad at learning language. This is counterintuitive; adults outperform children on most measures of cognition, especially those that involve effort (which continue to mature into early adulthood. The present study asks whether these mature effortful abilities interfere with language learning in adults and further, whether interference occurs equally for aspects of language that adults are good (word-segmentation versus bad (grammar at learning. Learners were exposed to an artificial language comprised of statistically defined words that belong to phonologically defined categories (grammar. Exposure occurred under passive or effortful conditions. Passive learners were told to listen while effortful learners were instructed to try to 1 learn the words, 2 learn the categories, or 3 learn the category-order. Effortful learners showed an advantage for learning words while passive learners showed an advantage for learning the categories. Effort can therefore hurt the learning of categories.

When It Hurts (and Helps) to Try: The Role of Effort in Language Learning

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Finn, Amy S.; Lee, Taraz; Kraus, Allison; Hudson Kam, Carla L.

2014-01-01

Compared to children, adults are bad at learning language. This is counterintuitive; adults outperform children on most measures of cognition, especially those that involve effort (which continue to mature into early adulthood). The present study asks whether these mature effortful abilities interfere with language learning in adults and further, whether interference occurs equally for aspects of language that adults are good (word-segmentation) versus bad (grammar) at learning. Learners were exposed to an artificial language comprised of statistically defined words that belong to phonologically defined categories (grammar). Exposure occurred under passive or effortful conditions. Passive learners were told to listen while effortful learners were instructed to try to 1) learn the words, 2) learn the categories, or 3) learn the category-order. Effortful learners showed an advantage for learning words while passive learners showed an advantage for learning the categories. Effort can therefore hurt the learning of categories. PMID:25047901

Learners Programming Language a Helping System for Introductory Programming Courses

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MUHAMMAD SHUMAIL NAVEED

2016-07-01

Full Text Available Programming is the core of computer science and due to this momentousness a special care is taken in designing the curriculum of programming courses. A substantial work has been conducted on the definition of programming courses, yet the introductory programming courses are still facing high attrition, low retention and lack of motivation. This paper introduced a tiny pre-programming language called LPL (Learners Programming Language as a ZPL (Zeroth Programming Language to illuminate novice students about elementary concepts of introductory programming before introducing the first imperative programming course. The overall objective and design philosophy of LPL is based on a hypothesis that the soft introduction of a simple and paradigm specific textual programming can increase the motivation level of novice students and reduce the congenital complexities and hardness of the first programming course and eventually improve the retention rate and may be fruitful in reducing the dropout/failure level. LPL also generates the equivalent high level programs from user source program and eventually very fruitful in understanding the syntax of introductory programming languages. To overcome the inherent complexities of unusual and rigid syntax of introductory programming languages, the LPL provide elementary programming concepts in the form of algorithmic and plain natural language based computational statements. The initial results obtained after the introduction of LPL are very encouraging in motivating novice students and improving the retention rate.

Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English Language Learners and mainstream monolinguals

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Kachchaf, Rachel Rae

The purpose of this study was to compare how English language learners (ELLs) and monolingual English speakers solved multiple-choice items administered with and without a new form of testing accommodation---vignette illustration (VI). By incorporating theories from second language acquisition, bilingualism, and sociolinguistics, this study was able to gain more accurate and comprehensive input into the ways students interacted with items. This mixed methods study used verbal protocols to elicit the thinking processes of thirty-six native Spanish-speaking English language learners (ELLs), and 36 native-English speaking non-ELLs when solving multiple-choice science items. Results from both qualitative and quantitative analyses show that ELLs used a wider variety of actions oriented to making sense of the items than non-ELLs. In contrast, non-ELLs used more problem solving strategies than ELLs. There were no statistically significant differences in student performance based on the interaction of presence of illustration and linguistic status or the main effect of presence of illustration. However, there were significant differences based on the main effect of linguistic status. An interaction between the characteristics of the students, the items, and the illustrations indicates considerable heterogeneity in the ways in which students from both linguistic groups think about and respond to science test items. The results of this study speak to the need for more research involving ELLs in the process of test development to create test items that do not require ELLs to carry out significantly more actions to make sense of the item than monolingual students.

A Brief Review of Literature on Using Technology to Help Language Learners to Improve Their Language Skills

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Eyup Bayram Guzel

2015-01-01

People have been fairly interested in what technology offers to them around a scope of human necessities and it has become a part of human life. In this study, experimental studies were reviewed for the purpose of how technology helps language learners improve their phonemic awareness, reading comprehension and vocabulary development skills. As a conclusion, experimental studies demonstrated that students showed significant improvements up to 70% in phonological awaren...

Language Ideology and Identity Seeking: Perceptions of College Learners of English in China

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Wei, Ming

2016-01-01

This study was based on the view that collective conceptions of learners have intimate connections with both social and linguistic analysis and language education. It set out to examine systematically the perceptions of Chinese college students on English and English education against the background of both the increasing role of English in the…

Reasons for Errors Done by Belarusian Learners Learning Turkish as a Foreign Language

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Tum, Gulden

2012-01-01

Teaching Turkish as a Foreign Language (TFL) has gained importance recently and several studies are carried out in this field. Especially, learners of linguistically different communities (Byelorussian/Russian) are observed to make errors while learning Turkish. If making errors is an integral outcome in learning a TFL, then to what extent is it…

After exit: Academic achievement patterns of former English language learners.

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Ester J. de Jong

2004-09-01

Full Text Available With few exceptions, accountability systems for programs for English language learners (ELLs have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students’ achievement patterns than 8th grade students, particularly for the BE students. While length of program participation is not a significant predictor of former ELLs’ academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines.

Unpacking the Discrepancy between Learner and Teacher Beliefs: What Should Be the Role of Grammar in Language Classes?

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Hos, Rabia; Kekec, Mustafa

2015-01-01

Learner and teacher beliefs play an important role in second language (L2) learning. Furthermore, the role of grammar instruction and error correction in the L2 classroom is a topic that is still debated in the literature. This study explored the beliefs of EFL learners and teachers regarding the controversial role of grammar instruction and error…

Transfer of L1 Visual Word Recognition Strategies during Early Stages of L2 Learning: Evidence from Hebrew Learners Whose First Language Is Either Semitic or Indo-European

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Norman, Tal; Degani, Tamar; Peleg, Orna

2016-01-01

The present study examined visual word recognition processes in Hebrew (a Semitic language) among beginning learners whose first language (L1) was either Semitic (Arabic) or Indo-European (e.g. English). To examine if learners, like native Hebrew speakers, exhibit morphological sensitivity to root and word-pattern morphemes, learners made an…

The influence of second language teaching on undergraduate mathematics performance

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Gerber, Ans; Engelbrecht, Johann; Harding, Ansie; Rogan, John

2005-10-01

Understanding abstract concepts and ideas in mathematics, if instruction takes place in the first language of the student, is difficult. Yet worldwide students often have to master mathematics via a second or third language. The majority of students in South Africa — a country with eleven official languages — has to face this difficulty. In a quantitative study of first year calculus students, we investigated two groups of students. For one group tuition took place in their home language; for the second group, tuition was in English, a second or even a third language. Performance data on their secondary mathematics and first year tertiary calculus were analysed. The study showed that there was no significant difference between the adjusted means of the entire group of first language learners and the entire group of second language learners. Neither was there any statistically significant difference between the performances of the two groups of second language learners (based on the adjusted means). Yet, there did seem to be a significant difference between the achievement of Afrikaans students attending Afrikaans lectures and Afrikaans students attending English lectures.

Students' Motivation toward Computer-Based Language Learning

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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…

Reading Strategies That Motivate English as a Second Language Learners: An Examination of English as a Second Language Teacher Perceptions

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Howell, Kristine Nicole

2016-01-01

The purpose of this exploratory study was to examine teachers' perceptions of motivational literacy instructional strategies for use with English as a second language learners (ESLs). Self-determination theory's basic psychological needs theory and organismic integration theory acted as the lens through which this topic was explored. A Likert-type…

Second Language Acquisition of Syntactic Movement in English by Turkish Adult Learners

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Reyhan Agcam

2015-12-01

Full Text Available There has been much discussion on the involvement of Universal Grammar (UG in Second Language Acquisition (SLA process. Despite growing research in the field, few precise answers to the problem have been suggested so far. Hence, recent L2 studies within the generative framework have shifted from investigating this issue to determining whether or not interlanguage grammars exhibit natural language characteristics (Can, Kilimci & Altunkol, 2007. The present study aimed to investigate L2 acquisition of syntactic movement in English noun clauses by Turkish adult learners. Accordingly, L1 involvement in SLA was sought through examining the upper intermediate Turkish learners’ knowledge about the movement in question. The study addressed the questions of whether or not Turkish adult ESL learners have problems, stemming from L1 interference, with the construction of the syntactic movement in English noun clauses, and whether or not there is any order of acquisition between the noun clauses in subject position and object position along with various wh-words. The study reported related findings, and concluded with a few pedagogical implications for practice, and a couple of suggestions for further directions.

Familiar units prevail over statistical cues in word segmentation.

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Poulin-Charronnat, Bénédicte; Perruchet, Pierre; Tillmann, Barbara; Peereman, Ronald

2017-09-01

In language acquisition research, the prevailing position is that listeners exploit statistical cues, in particular transitional probabilities between syllables, to discover words of a language. However, other cues are also involved in word discovery. Assessing the weight learners give to these different cues leads to a better understanding of the processes underlying speech segmentation. The present study evaluated whether adult learners preferentially used known units or statistical cues for segmenting continuous speech. Before the exposure phase, participants were familiarized with part-words of a three-word artificial language. This design allowed the dissociation of the influence of statistical cues and familiar units, with statistical cues favoring word segmentation and familiar units favoring (nonoptimal) part-word segmentation. In Experiment 1, performance in a two-alternative forced choice (2AFC) task between words and part-words revealed part-word segmentation (even though part-words were less cohesive in terms of transitional probabilities and less frequent than words). By contrast, an unfamiliarized group exhibited word segmentation, as usually observed in standard conditions. Experiment 2 used a syllable-detection task to remove the likely contamination of performance by memory and strategy effects in the 2AFC task. Overall, the results suggest that familiar units overrode statistical cues, ultimately questioning the need for computation mechanisms of transitional probabilities (TPs) in natural language speech segmentation.

Language Learners or New Speakers: The Transfer of the Breton Diwan Immersion Education Model to the Lower Sorbian Witaj Project

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Dołowy-Rybińska Nicole

2017-06-01

Full Text Available The paper discusses several aspects of immersion and bilingual education systems in Brittany, France and in Lower Lusatia, Germany. Their role in the process of becoming a new speaker of a minority language is exemplified by the Diwan immersion education model in Brittany and the Witaj project in Lower Lusatia concerning the Sorbian people. Taking into consideration the different sociolinguistic situation of both groups, the level and reasons for language shift, the existing language policy in France and in Germany, both educational models are presented. I analyze some factors that influence the possible success or failure of these two models, such as: the linguistic environments, teaching systems, the roles of teachers, the minority language attitudes of pupils, their language practices, the availability of extracurricular activities in the minority language, and the existence of different types of communities of practice. All these factors influence pupils’ language choices and practices. Not all language learners will use a minority language in the future, since it depends on the conscious decision of each person. The distinction between language learners and minority language new speakers can thus be justified.

Development and Validation of the Mathematics Teachers' Beliefs about English Language Learners Survey (MTBELL)

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Gann, Linda; Bonner, Emily P.; Moseley, Christine

2016-01-01

Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…

Culturally Inclusive Dance: Working with Chinese English Language Learners in the Dance Technique Classroom

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Johnson, Jamie A.

2018-01-01

Higher education is experiencing rapidly shifting demographics brought about by the expanding global economy. The influx of English Language Learners (ELLs) into U.S. dance classrooms is creating a shifting paradigm for students and instructors. According to Beth McMurtrie (2012), universities with increasing international enrollments recognize…

Urban School Leadership for Elementary Science Education: Meeting the Needs of English Language Learners

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Alarcon, Maricela H.

2012-01-01

Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed…

How can teachers assess reading skills of generation z learners in German language class?

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Dirga, R. N.; Wijayati, P. H.

2018-01-01

Generation Z is a digital native generation who has unique characteristics on the daily basis includes reading. In order to assess their reading skills correctly, teachers need to take these characteristics into consideration. This paper aims to describe the process in developing an instrument to assess reading skills of Generation Z learners in German language class. This study used developmental method. The developed instrument has not only good quality but also consists of texts that are suitable for German learners of Generation Z. This instrument can be used as an example in assessing German learners’ reading skills in the 21st century.

The Role of Incidental Unfocused Prompts and Recasts in Improving English as a Foreign Language Learners' Accuracy

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Rahimi, Muhammad; Zhang, Lawrence Jun

2016-01-01

This study was designed to investigate the effects of incidental unfocused prompts and recasts on improving English as a foreign language (EFL) learners' grammatical accuracy as measured in students' oral interviews and the Test of English as a Foreign Language (TOEFL) grammar test. The design of the study was quasi-experimental with pre-tests,…

The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis

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Spencer, Mercedes; Wagner, Richard K.

2017-01-01

We conducted a meta-analysis of 16 existing studies to examine the nature of the comprehension problems for children who were second-language learners with poor reading comprehension despite adequate decoding. Results indicated that these children had deficits in oral language (d = -0.80), but these deficits were not as severe as their reading…

Acquisition of Speech Acts by Second Language Learners : Suggestion for future research on Japanese language education

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畑佐, 由紀子

2014-01-01

This paper examines previous studies on the use and acquisition of speech acts by second language learners in order to identify issues that are yet to be investigated. The paper begins with a brief overview of the theoretical background for L2 speech act theory. Then, factors that affect native speakers’ choice of expressions are explained and the extent to which they are investigated in L2 pragmatic studies is considered. Thirdly, the strengths and weaknesses of methodology employed are disc...

The Role of Private Speech in Cognitive Regulation of Learners: The Case of English as a Foreign Language Education

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Sarab, Mohamad Reza Anani; Gordani, Yahya

2015-01-01

Investigations into the use of private speech by adult English foreign language (EFL) learners in regulating their mental activities have been an interesting area of research with a sociocultural framework. Following this line of research, 30 advanced adult EFL learners were selected via the administration of Oxford quick placement test and took a…

The Influence of Chinese Character Handwriting Diagnosis and Remedial Instruction System on Learners of Chinese as a Foreign Language

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Hsiao, Hsien-Sheng; Chang, Cheng-Sian; Chen, Chiao-Jia; Wu, Chia-Hou; Lin, Chien-Yu

2015-01-01

This study designed and developed a Chinese character handwriting diagnosis and remedial instruction (CHDRI) system to improve Chinese as a foreign language (CFL) learners' ability to write Chinese characters. The CFL learners were given two tests based on the CHDRI system. One test focused on Chinese character handwriting to diagnose the CFL…

Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom

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Tingfeng Fu

2016-03-01

Full Text Available The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997 coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

Impact of a Web-Based Reading Program on Sixth-Grade English Language Learners

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Wright, Rosena

2010-01-01

This applied dissertation was developed to determine (a) the impact that Achieve3000, a web-based reading program, had on the reading-comprehension skills of English language learners (ELLs) and (b) the perceptions of students and their teacher on the technology program used at the study school as it relates to the remediation of the reading…

Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

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Cisco, Brooke Kandel; Padron, Yolanda

2012-01-01

Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to…

Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How

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López, Francesca; Iribarren, Jacqueline

2014-01-01

In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting…

Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners

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Kareva, Veronika; Echevarria, Jana

2013-01-01

In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…

"Great Technology, Football and...": Malaysian Language Learners' Stereotypes about Germany

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Larisa Nikitina

2014-12-01

Full Text Available This study focuses on stereotypes about Germany, its culture and people, held by learners of German in a big public university in Malaysia. It examines not only the stereotypical representations of the target language country but also assesses its favourability and salience, which has not been done previously. The findings revealed that the students' stereotypes about Germany were varied and diverse. Also, they were overwhelmingly positive. The top three salient categories of images about Germany were related to technology, famous personalities - for the most part football players and scientists - and cars. The findings also indicated that very few references had been made to German culture and to its great cultural figures. The results of the present study suggest that students could benefit from a wider and deeper exposure to German culture in the language classroom.

THE USE OF E-PORTFOLIO TO DEVELOP ENGLISH LANGUAGE LEARNERS' AUTONOMY AND INDEPENDENCE

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Oksana I. Ivanova

2017-09-01

Full Text Available This paper discusses the findings of a research study concerning the use of e-portfolios to develop learners' autonomy and independence, from the perspectives of teachers and students participating in this study. The findings demonstrate many of the benefits of e-portfolio practice regarding learners’ increased sense of ownership, teacher and peer feedback, enriched learning experience at both individual and technological levels, enhanced opportunity for self-improvement and increased awareness of the learning process. Despite many positive aspects of e-portfolios use, the study reveals some challenges facing students, teachers and support staff, mainly connected with technical problems and Internet access, and the necessity for teachers and learners to change their roles to become more independent in the learning process. The author concludes that e-portfolio is a promising tool to stimulate and challenge students to become independent and self-regulated learners that should be implemented in English language learning at higher educational institutions.

The Web of Reclassification for English Language Learners--A Cyclical Journey Waiting to Be Interrupted: Discussion of Realities, Challenges, and Opportunities

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Okhremtchouk, I.; Levine-Smith, J.; Clark, Adam T.

2018-01-01

In this article we unpack the obstacles and opportunities associated with language minority student classification practices and, more specifically, English language learners' reclassification to fluent proficient status. First, we discuss classification permanency for language minority students. Second, we provide an overview of national…

Learner Diversity in Inclusive Classrooms: The Interplay of Language of Instruction, Gender and Disability

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Possi, Mwajabu K.; Milinga, Joseph Reginard

2017-01-01

The research was conducted to look into learner diversity in inclusive classrooms focusing on language of instruction, gender and disability issues, and their implications for education practices. A qualitative research approach was used to obtain data addressing the research problem from two inclusive secondary schools in Dar es Salaam region,…

Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach

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Laakkonen, Ilona

2011-01-01

The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins…

Making the Case for Irish through English: Eco-critical Politics of Language by Learners

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John L. Murphy

2010-03-01

Full Text Available This paper examines recent accounts by Americans who have learned Irish. Their narratives from the West of Ireland express what translation theorist Michael Cronin calls ‘individualist politics of language’. He claims that the English-speaking majority will determine the survival of 21st century Irish.  Cronin shifts Irish into a globalized, ‘late modern’ network. Foreign-born learners enter this network when they choose to study Irish. They counter the stereotype of Irish schoolchildren forced into rote recitation of a moribund language.  Patricia Monaghan combines goddess-worship with academic research into indigenous spirituality, place-name lore, literature, and the Irish environmental inheritance. Her travelogue and reports by five other American visitors to Gaeltachtaí are compared with John Montague and Éilís Ní Dhuibhne’s literary depictions of 20th-century Irish-born school-level learners.Feminist, post-colonial, and literary criticisms enrich understanding of how American students apply ecological and cultural strategies that seek to recover this indigenous language. Choosing to make the case for Irish, adult students share Cronin’s ‘individualist politics’. In English-language books, American advocates preserve and expand a linguistic ecology in which Irish may survive.

Best Practices for Implementing Inquiry-Based Science Instruction for English Language Learners

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Williams, Erica

This applied dissertation was designed to provide better access to current information to link literacy and science. Students frequently used literacy skills to gather information and communicate understanding of scientific concepts to others. Science became applicable through the tools associated with literacy. There was a need for instruction that integrated language development with science content. This research focused on revealing the instructional trends of English language learners science teachers in the United Arab Emirates. The researcher introduced the questionnaire surveys in the form of a professional development session. The participants were asked to complete the questionnaire concurrently with the descriptive presentation of each component of the sheltered instruction observation protocol (SIOP) model. Completing the SIOP Checklist Survey provided data on the type of constructivist strategies (best practices) teachers were utilizing and to what degree of fidelity the strategies were being implemented. Teachers were encouraged to continue to use these services for curriculum enrichment and as an additional source for future lesson plans. An analysis of the data revealed authentic learning as the most common best practice used with the most fidelity by teachers. The demographic subgroup, teaching location, was the only subgroup to show statistical evidence of an association between teaching location and the use of problem-based learning techniques in the classroom. Among factors that influenced the degree of teacher fidelity, teachers' expectation for student achievement had a moderate degree of association between the use of scaffolding techniques and co-operative learning.

Challenges to preschool teachers in learner's acquisition of English as Language of Learning and Teaching

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Sandra du Plessis

2008-02-01

Full Text Available Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT. These participants expressed a need for knowledge and support.

PROFILING THE PHONOLOGICAL PROCESSES SHAPING THE FOSSILISED IL OF ADULT SPANISH LEARNERS OF ENGLISH AS FOREIGN LANGUAGE. SOME THEORETICAL IMPLICATIONS.

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Rafael Monroy Casas

2001-06-01

Full Text Available In the ever-growing literature dealing with the acquisition by adults of the phonetics and phonology of a foreign language (FL, research has tried to provide an answer to the complex nature of cross-language transfer. The fact that despite idiosyncratic differences and sociolinguistic variation most adults learners of a foreign language (FL speak with an accent which is a reflection of their native language (NL and that their progress is impaired at a certain stage prompted a host of questions such as whether adults follow identical or different paths of development in their approach to a foreign language, whether those speaking the same native language are able to identify target language categories in the same way, whether perception and production are interdependent, the nature of the learning abilities and the interplay of transfer with universals. These and other problems relating to foreign language speech have been approached from different angles and theoretical frameworks (see Leather & James (1 99 1 for an overview, and more recently Leather (1999. The research reported here, based on the oral production of sixty-five Spanish adult learners of English as a FL, tries to shed some light on one of well-known problems related to the acquisition of a foreign language by non-native speakers: the analysis of different types of phonological processes shaping the fossilised interlanguage (IL of adult FL learners in order to see a whether they are adhered to by those adult learners sharing identical L1; b whether frozen IL reflects transfer from the leamer's L1 or is the result of developmental (Le. universal processes. In this connection we(1987 and SimilarityIDifferential Rate Hypothesis (1999 or Ekman's Markedness Differential Hypothesis (1977 and Structural Conformity Hypothesis in connection with some of the processes under analysis. Optimality Theory will be brought in in dealing with some problems encountered under Cluster Simplification

Individual versus Peer Grit: Influence on Later Individual Literacy Achievement of Dual Language Learners

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O'Neal, Colleen R.

2018-01-01

The objective of this short-term longitudinal study was to examine individual versus classroom peer effects of grit on later individual literacy achievement in elementary school. The dual language learner, largely Latina/o sample included students from the 3rd through the 5th grades. Participants completed a literacy achievement performance task…

Dynamics of learner affective development in early FLL

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Jelena Mihaljević Djigunović

2012-10-01

Full Text Available Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006 have considered them an important outcome, especially in early foreign language learning (FLL. Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.

Reading Strategies to Support Home-to-School Connections Used by Teachers of English Language Learners

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Mendoza, Socorro

2016-01-01

This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL (English Language Learner) students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine…

Acquiring native-like intonation in Dutch and Spanish : Comparing the L1 and L2 of native speakers and second language learners

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van Maastricht, L.J.; Swerts, M.G.J.; Krahmer, E.J.

2013-01-01

ACQUIRING NATIVE-LIKE INTONATION IN DUTCH AND SPANISH Comparing the L1 and L2 of native speakers and second language learners Introduction Learning more about the interaction between the native language (L1) and the target language (L2) has been the aim of many studies on second language acquisition

Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners

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Hooks, Laura M.

2008-01-01

It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes…

A NEED FOR CONCEPTUALLY FLUENT LANGUAGE LEARNERS: RETHINKING THE USE OF TRANSLATION METHOD IN THE TEACHING OF IDIOMS

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Fatma YUVAYAPAN

2016-12-01

Full Text Available Recently the notion of conceptual fluency has attracted much attention owing to its potential to native-like use of foreign language. It has conclusively been shown that comprehending the concepts of the target language, L2 learners may acquire the ability to speak as native speakers. Situated within the framework of developing conceptual fluency of L2 learners, this study examined whether the type of instruction has an effect on the conceptual fluency development of beginner level adult EFL learners. The participants consisting of 38 beginner level preparatory students of School of Foreign Languages of Kahramanmaraş Sütçü İmam University were divided into two groups. The experimental group was exposed to a translation method rested on the comparison of L1 and L2 concepts to learn idioms taken from the songs while the control group learned these idioms through traditional translation method. The data included students’ one minute response paper gathered after each treatment which lasted 3 weeks and a 20 item-multiple-choice post-test. An ANCOVA analysis of the post-test scores showed that the experimental group accomplished better than the control group. The content analysis of the students’ one minute response paper also highlighted that translation method rested on the comparison of L1 and L2 concepts increased the awareness of the participants towards the non-literal meaning of English idioms. It appears that translation method comparing L1 and L2 concepts might contribute to the conceptual fluency development of beginner level adult L2 learners.

Infant Statistical-Learning Ability Is Related to Real-Time Language Processing

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Lany, Jill; Shoaib, Amber; Thompson, Abbie; Estes, Katharine Graf

2018-01-01

Infants are adept at learning statistical regularities in artificial language materials, suggesting that the ability to learn statistical structure may support language development. Indeed, infants who perform better on statistical learning tasks tend to be more advanced in parental reports of infants' language skills. Work with adults suggests…

Politeness strategies in written communications: the issue of Iranian EFL learners

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Karimkhanlooei Giti

2017-09-01

Full Text Available The approximation of the pragmatic knowledge of English language learners to native speakers has been a realm of concern for the scholars and researchers in applied linguistics. Thus, this research was an endeavor to figure out the association between the proficiency level and politeness strategies and external/internal modifications in written communication skills in the speech act of requests in Iranian English language learners. To this end, a written Discourse Completion Test (DCT, adapted from Rose (1994, including 8 situations was administered to elicit data from Iran Language Institute120 female and male EFL learners, 60 upper-intermediate and 60 intermediate. The data were sorted out using Brown and Levinson’s politeness strategies taxonomy (Brown and Levinson 1987 and external/internal modifications developed by Faerch and Kasper (1989. The written request utterances provided by each participant were analyzed in terms of frequency and types of politeness strategies, namely, positive, negative, bald on record, and off-record as well as external/internal modifications utilized in requests. The Pearson Chi-Square test results revealed that there was a statistically significant difference between upper-intermediate and intermediate learners’ type of politeness strategies and external/internal modifications.

The Effect of Kagan's Cooperative Structures on Speaking Skill of Iranian EFL Learners

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Hassan Soleimani

2018-03-01

Full Text Available Speaking is an important skill in language learning and EFL learners sometimes face difficulties when they want to speak. This study attempted to measure the effect of Kagan’s cooperative structures on speaking skill of Iranian EFL learners. The participants were selected from EFL learners studying at Ideal Language Institute. The Cambridge English Language Assessment was administered in order to select homogenous participants. Forty eight adult female EFL learners were selected as intermediate learners based on their results of the language proficiency test. They were divided into two groups, 24 as the control group and 24 as the experimental group. A pre-test was administered to both groups at the beginning of the experiment then, the students participated in 90 minute classes two times a week for eight sessions. At the end of the experiment, a post-test was assigned to both groups to determine whether the Kagan’s cooperative structures had positively affected the students’ speaking skills. The normality of data was tested through Skewness, Kurtosis, and K-S. To make sure the participants were homogenous, the parametric statistical technique of independent -samples t-test was calculated between the pre-tests of both groups and they were homogenous. Independent-samples t-test between the posttests of the experimental group and the control group was calculated and it showed that the participants of the experimental group outperformed the subjects of the control group. Moreover, paired-samples ttest between the pre-test and post-test of the experimental group was calculated and it was shown that the experimental participants progressed from the pre-test to the post-test. The study revealed that: (1 Kagan’s cooperative structures had a positive effect on the students’ speaking skills, (2 the experimental group obtained higher scores in the post-test than in the pre-test, making the difference between the pre-test and post-test scores

Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

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Molle, Daniella

2010-01-01

The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

Predictive Validity of Early Literacy Measures for Korean English Language Learners in the United States

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Han, Jeanie Nam; Vanderwood, Michael L.; Lee, Catherine Y.

2015-01-01

This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency…

English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School

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Park, Ho-Ryong; Kim, Deoksoon

2016-01-01

This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We…

Study of Styles of Creativity and Achievement Motivation among Iranian EFL and Non- EFL Learners

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Hengameh Haniefi

2018-05-01

Full Text Available The present study was an attempt to investigate the relationship between styles of creativity and achievement motivation in EFL and Non- EFL learners. There were few studies conducted on the relationship between styles of creativity and achievement motivation among nursing, midwifery and foreign language learners. To this end, an ex-post facto study was done. Ninety EFL and Non- EFL learners took part in the study. It was a correlational descriptive study and sampling method was convenient. The values of these variables were measured through- Creativity Questionnaire (Duckworth, 2007; Runco, 2001 and Motivation Questionnaire (Vallerand, 1992. Cronbach's alpha coefficient for achievement motivation was 0.713, and for styles of creativity was 0.818. Based on the results, it can be said that there was a significant correlation between the RIBS and achievement motivation among Non- EFL learners. However, another creativity styles and achievement motivation were not statistically significant. The results also revealed that there were significant differences between learner's creativity in two groups on RIBS scale, avoiding novelty scale and academic selfefficacy scale. The results of the test have also shown that there were significant differences between learners' creativity in two groups in RIBS Scale. Therefore, the creativity of individuals changes the direction of achievement motivation. As implications, educators and teachers can apply efficient strategies and techniques in language classes in order to promote positive motivation and increase creativity among the students to learn language and raise the proficiency of their learners.

Growth in Reading-Related Skills of Language Minority Learners and Their Classmates: More Evidence for Early Identification and Intervention

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Kieffer, Michael J.; Vukovic, Rose K.

2013-01-01

This longitudinal study investigated growth in reading-related skills between Grade 1 and 4 for language minority (LM) learners and their native English-speaking classmates from similarly low socioeconomic backgrounds (N = 166). Growth trajectories were compared by language background and by Grade 4 reading difficulties, with the goal of informing…

College English Learners' Discursive Motivation Construction in China

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Gu, Mingyue

2009-01-01

There are abundant studies of second/foreign language learning motivation. However, there appears to be insufficient research into how language learners' discourses mediate the construction of their learning/motivation. This paper investigated the discursive construction of two English language learners' motivation in a comprehensive university in…

The role of private speech in cognitive regulation of learners: The case of English as a foreign language education

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Mohamad Reza Anani Sarab

2015-12-01

Full Text Available Investigations into the use of private speech by adult English foreign language (EFL learners in regulating their mental activities have been an interesting area of research with a sociocultural framework. Following this line of research, 30 advanced adult EFL learners were selected via the administration of Oxford quick placement test and took a test of solving challenging English riddles while their voices were being recorded. Later, instances of the produced private speech were analyzed in terms of form, content, and function. It was demonstrated that private speech with its different forms, contents, and functions plays a very crucial role in cognitive regulation of EFL learners which has important implications for the context of language learning classrooms. In addition, participants seemed to produce qualitatively different kinds of L2 private speech, which brought us to the conclusion that it would be necessary to consider quality and not just quantity in studying psycholinguistic concepts, such as cognitive regulation and private speech.

Statistical Language Models and Information Retrieval: Natural Language Processing Really Meets Retrieval

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Hiemstra, Djoerd; de Jong, Franciska M.G.

2001-01-01

Traditionally, natural language processing techniques for information retrieval have always been studied outside the framework of formal models of information retrieval. In this article, we introduce a new formal model of information retrieval based on the application of statistical language models.

Teaching Statistics in Language Testing Courses

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Brown, James Dean

2013-01-01

The purpose of this article is to examine the literature on teaching statistics for useful ideas that teachers of language testing courses can draw on and incorporate into their teaching toolkits as they see fit. To those ends, the article addresses eight questions: What is known generally about teaching statistics? Why are students so anxious…

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

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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…

The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners

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Khoshsima, Hooshang; Sayadi, Fatemeh

2016-01-01

This study aimed at investigating the effect of virtual language learning method on Iranian intermediate EFL learners writing ability. The study was conducted with 20 English Translation students at Chabahar Maritime University who were assigned into two groups, control and experimental, after ensuring of their homogeneity by administering a TOEFL…

Role of Narrative Skills on Reading Comprehension: Spanish-English and Cantonese-English Dual Language Learners

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Uchikoshi, Yuuko; Yang, Lu; Liu, Siwei

2018-01-01

This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish-English and Cantonese-English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and…

Examining Arizona's Policy Response Post "Flores v. Arizona" in Educating K-12 English Language Learners

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Jimenez-Silva, Margarita; Gomez, Laura; Cisneros, Jesus

2014-01-01

This article provides an analysis of Arizona's policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a…

Promoting Listening Reading Comprehension for Nonverbal English Language Learners Who Have a Severe Intellectual Delay

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Kemper, Talya

2012-01-01

This study used an alternating treatment design to examine the use of a listening reading comprehension intervention package. This package was implemented in English as well as bilingually (on alternating days). This package was applied to four participants who were English Language Learners, were diagnosed with a severe intellectual delay, and…

Probabilistic Approaches to Examining Linguistic Features of Test Items and Their Effect on the Performance of English Language Learners

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Solano-Flores, Guillermo

2014-01-01

This article addresses validity and fairness in the testing of English language learners (ELLs)--students in the United States who are developing English as a second language. It discusses limitations of current approaches to examining the linguistic features of items and their effect on the performance of ELL students. The article submits that…

Initial Spanish Proficiency and English Language Development among Spanish-Speaking English Learner Students in New Mexico. REL 2018-286

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Arellano, Brenda; Liu, Feng; Stoker, Ginger; Slama, Rachel

2018-01-01

To what extent do Spanish-speaking English learner students develop English proficiency and grade-level readiness in English language arts and math from early elementary school to upper elementary school? Is there a relationship between proficiency in a student's primary home language, Spanish, and the amount of time needed to attain fluency in…

Salience in Second Language Acquisition:Physical form, learner attention, and instructional focus

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Myrna C Cintrón-Valentín

2016-08-01

Full Text Available We consider the role of physical form, prior experience, and form focused instruction (FFI in adult language learning. (1 When presented with competing cues to interpretation, learners are more likely to attend to physically more salient cues in the input. (2 Learned attention is an associative learning phenomenon where prior-learned cues block those that are experienced later. (3 The low salience of morphosyntactic cues can be overcome by FFI, which leads learners to attend cues which might otherwise be ignored. Experiment 1 used eye-tracking to investigate how language background influences learners’ attention to morphological cues, as well as the attentional processes whereby different types of FFI overcome low cue salience, learned attention and blocking. Chinese native speakers (no L1 verb-tense morphology viewed Latin utterances combining lexical and morphological cues to temporality under control conditions (CC and three types of explicit FFI: grammar instruction (VG, verb salience with textual enhancement (VS, and verb pretraining (VP, and their use of these cues was assessed in a comprehension test. CC participants were significantly more sensitive to the adverbs than verb morphology. Instructed participants showed greater sensitivity to the verbs. These results reveal attentional processes whereby learners’ prior linguistic experience can shape their attention toward cues in the input, and whereby FFI helps learners overcome the long-term blocking of verb-tense morphology. Experiment 2 examined the role of modality of input presentation – aural or visual – in L1 English learners’ attentional focus on morphological cues and the effectiveness of different FFI manipulations. CC participants showed greater sensitivity toward the adverb cue. FFI was effective in increasing attention to verb-tense morphology, however, the processing of morphological cues was considerably more difficult under aural presentation. From visual exposure

Effective instruction for English learners.

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Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables

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Jean-Marc Dewaele; Taghreed M. Al-Saraj

2015-01-01

The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed ...

Statistics as a Foreign Language--Part 2: More Things to Consider in Reading Statistical Language Studies.

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Brown, James Dean

1992-01-01

Five new strategies are proposed to help language teachers understand statistical studies. Each strategy is discussed with appropriate tables, figures, and examples drawn from recent articles of the "TESOL Quarterly." (18 references) (Author/LB)

Do neural nets learn statistical laws behind natural language?

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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.

Document Categorization with Modified Statistical Language Models for Agglutinative Languages

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