Relevant bibliographies by topics / Foreign language learner

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Foreign language learner'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Foreign language learner"

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Khasanah, Rahmatul. "SECOND LANGUAGE ACQUISITION: ANALYZE OF PRAGMATIC FAILURE." Sosial & Humaniora 9, no. 2 (2016): 85. http://dx.doi.org/10.24123/jsh.v9i2.1762.

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The paper is created based on the reality of communication in Indonesia that is done by language learner, as a foreign language. Not a public secret anymore if a failure occurs within communication of an Indonesian language learner with foreign people. Perhaps, the learners can communicate by using correct grammatical but he or she often does not understand the utterance that uttered by foreign people. In this case, pragmatic competence is needed by the learner in order to avoid a pragmatic failure. Giving an authentic material is also one of the ways to avoid a pragmatic failure and increase the learner’s pragmatic competence.
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Flanagan, Brendan, and Sachio Hirokawa. "An Automatic Method to Extract Online Foreign Language Learner Writing Error Characteristics." International Journal of Distance Education Technologies 16, no. 4 (2018): 15–30. http://dx.doi.org/10.4018/ijdet.2018100102.

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This article contends that the profile of a foreign language learner can contain valuable information about possible problems they will face during the learning process, and could be used to help personalize feedback. A particularly important attribute of a foreign language learner is their native language background as it defines their known language knowledge. Native language identification serves two purposes: to classify a learners' unknown native language; and to identify characteristic features of native language groups that can be analyzed to generate tailored feedback. Fundamentally, this problem can be thought of as the process of identifying characteristic features that represent the application of a learner's native language knowledge in the use of the language that they are learning. In this article, the authors approach the problem of identifying characteristic differences and the classification of native languages from the perspective of 15 automatically predicted writing errors by online language learners.
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Whyte, Shona. "Learning to teach with videoconferencing in primary foreign language classrooms." ReCALL 23, no. 3 (2011): 271–93. http://dx.doi.org/10.1017/s0958344011000188.

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AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.
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Özdere, Mustafa. "Foreign langauge instructors' attitudes towards learner autonomy in foreign language learnin." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (2015): 587–606. http://dx.doi.org/10.14527/pegegog.2015.032.

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Learner autonomy has been a buzz word in foreign language education in the past decades. Learner autonomy can be defined as the situation in which learners accept the overall responsibility regarding their own learning. In formal learning contexts, teachers are expected to share some instructional responsibilities with students, acquire new roles and lead their students accordingly for the promotion of learner autonomy. The purpose of this study is to determine if there has been a change in the foreign language instructors' attitudes towards learner autonomy and sharing some instructional responsibilities with their students throughout time at Niğde University. It also aims to determine the direction and the possible causes of this change. For this study, trend survey study design was employed. 25 instructors participated the study. Data for these two studies was collected by a questionnaire designed on a 5 point Likert-Scale consisting of 13 main questions. The overall results of the study indicated that foreign language instructors' attitudes towards learner autonomy have changed within time in a positive way. The possible reasons for this change could be the development of the facilities, opportunities for professional development, increase in the awareness regarding the concept, cultural and traditional changes in attitudes towards learning a foreign language.
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Chłopek, Zofia. "The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners." Glottodidactica. An International Journal of Applied Linguistics 35 (November 5, 2018): 69–79. http://dx.doi.org/10.14746/gl.2009.35.6.

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The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.
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Thuy, Nguyen Ngoc. "Language Transfer and Errors Transfer in Teaching A Foreign Language." Advances in Social Sciences Research Journal 8, no. 3 (2021): 319–28. http://dx.doi.org/10.14738/assrj.83.9899.

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Correcting students’ language errors is always importance during teaching because of its significance for analyzing those errors and trying to provide students and teachers with adequate techniques and strategies to avoid or at least minimize the number of errors committed while practicing the foreign languages. This article will focus mainly on different ways in which an interest in language learner has revealed different aspects of the language learning process and suggested different ways of treating errors in our teaching. The objectives of the paper are mainly to understand the origins of an interest in errors that learners made and the related development of the concept of interlanguage , to appreciate the significance of learner error and how it might affect our methodology and to realize some of the causes of errors including positive and negative transfer. Furthermore, the article will explain the concept of systematic variability in learner language in order to become aware of some of the causes and significances of variability.
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Liu, Xinmiao. "A Longitudinal Study of Dynamic Changes in and Contributing Factors of Learner Belief of Chinese Foreign Language Learners." English Language Teaching 11, no. 7 (2018): 61. http://dx.doi.org/10.5539/elt.v11n7p61.

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A longitudinal study was conducted to assess changes in and contributing factors of learner belief for a sample of 70 Chinese foreign language learners. Foreign language proficiency and learner factors such as learner belief and learning strategy were measured four times at approximately fifty-day intervals. The results show that there were significant changes in self-efficacy belief, belief about learning difficulty and belief about learning strategy. The major contributing factors to changes in self-efficacy belief include learning strategy, effort, foreign language anxiety, motivation and foreign language proficiency. Meanwhile, learning style, learning strategy and foreign language anxiety have significant effects on changes in learner belief about learning strategy.
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KONDO-BROWN, KIMI. "Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners." Modern Language Journal 89, no. 4 (2005): 563–81. http://dx.doi.org/10.1111/j.1540-4781.2005.00330.x.

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Luo, Han. "Foreign Language Anxiety: Past and Future." Chinese Journal of Applied Linguistics 36, no. 4 (2013): 442–64. http://dx.doi.org/10.1515/cjal-2013-0030.

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Abstract This paper gives a comprehensive review of studies on foreign language anxiety. Foreign language anxiety has been recognized in the past few decades as a situation-specific emotional reaction that potentially impedes foreign language learning. Research has shown that foreign language anxiety is not only prevalent among foreign language learners, but also has various negative effects on foreign language learning. In order to help learners cope with this problem, researchers have identified a large number of sources of foreign language anxiety, which generally fall into four major categories, namely, the classroom environment, learner characteristics, the target language, and the foreign language learning process itself. Researchers have also investigated quite a number of factors associated with foreign language anxiety (including categorical background variables and quantitative learner variables) and have produced mixed results. Based on a thorough review of foreign language anxiety, the paper concludes with recommendations for future studies on foreign language anxiety.
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Kasper, Gabriele. "Repair in Foreign Language Teaching." Studies in Second Language Acquisition 7, no. 2 (1985): 200–215. http://dx.doi.org/10.1017/s0272263100005374.

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Repair, defined in this paper as modifications of trouble sources which have manifested themselves in the discourse, is an important activity in FL learning and communication, both in educational and non-educational contexts. It is argued that studies of repair in the FL classroom should include all repair activity rather than focus on one specific repair type, viz., the teacher's correction of learners' errors. In this study the four repair types suggested by Schegloff, Jefferson, and Sacks (1977) are analyzed, and a further distinction is made according to whether the trouble source is produced by the teacher or a learner. It is shown that different preferences for repair patterns vary with the type of classroom activity (language-centered vs. content-centered activities), and it is discussed how these preferences relate to repair in non-educational learner-native speaker discourse.
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Dissertations / Theses on the topic "Foreign language learner"

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Payant, Caroline A. "Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/23.

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Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learner-learner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Aldosari, 2010). Swain and colleagues (Swain, 1995; Swain & Lapkin, 1995, 1998) have also illustrated that languaging, a form of verbalization, facilitates the completion of complex linguistic tasks which leads to second language (L2) development (Swain, Brooks, & Tocalli-Beller, 2002). Moreover, researchers have found that task type impacts language development (Storch & Aldosari, 2010; Storch & Wigglesworth, 2003; Swain & Lapkin, 2001). Due to the growing number of multilingual learners in the world today (Hammarberg, 2010), researchers need to expand the scope of the research to include the role(s) of native and nonnative languages on third language (L3) development. Thus, the purpose of the current multiple case study was to investigate the specific mediating functions of multilingual learners’ languages during four types of collaborative tasks and to explore the relationship between languaging and L3 development. A 16-week classroom-based study was conducted in a university French as a foreign language classroom in Mexico with four focal participants. The language produced during learner-learner interaction was examined using three types of analysis: (1) each turn was coded for language and for their specific functions; (2) each Language-Related Episode (LRE) was coded for type and for resolution; and (3) accuracy on individual tailor-made posttest items. Findings uncovered a complex picture of task type effects on the specific mediating functions of language as well as complementary functions of L1 and L3 mediation. Results from the analysis of LREs show that task type impacts the occurrence and resolution of LREs. Accuracy scores from the posttests suggest that L1 and L3 mediation promotes L3 development. Findings are in line with the focal participants’ beliefs. The findings that languages serve various social and cognitive functions during task completion are discussed in light of current ideas from an SCT perspective.
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Vicente-Rasoamalala, Leticia. "Teachers' Reactions to Foreign Language Learner Output." Doctoral thesis, Universitat de Barcelona, 2009. http://hdl.handle.net/10803/1675.

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OF THE DISSERTATION:<br/><br/>"Teachers' Reactions to Foreign Language Learner Output"<br/><br/>BY: Leticia Vicente-Rasoamalala<br/><br/>TEXT:<br/><br/>A series of theoretical and practical educational studies have suggested that learners need teacher assistance to progress in their learning. Therefore, a considerable amount of language classroom research has been concerned with the study of teacher activities, especially those focusing on their instructional methods.<br/><br/>In an attempt to contribute to this research area, the general objective of the dissertation is to develop a better understanding of one recurrent practice in formal FL instruction: how teachers react to FL learner output in classroom oral interactions. To this end, the formal features and phenomena involved in Teacher Reaction Episodes (TREs) are addressed. 'Teacher reactions' refer to any instructional strategies that handle language learner oral productions. In traditional SLA research, this teacher practice has been conceptually examined under the rubric of 'corrective feedback'.<br/><br/>This thesis covers multidisciplinary theoretical and methodological approaches related to TREs. Part I (Chapters 1-4) puts in perspective the general conceptual framework that underpins the empirical second part of the thesis. A literature review encompasses: i) general and specific components comprising TREs), ii) the features surrounding these instructional moves, iii) their potential benefits for FL learner acquisition and, iv) the methodological frameworks previously used to examine teacher reactions.<br/><br/>We have identified the key questions that SLA research has addressed in relation to "Teacher Reactions to Foreign Language Learner Output" by covering different methods of enquiry such as:<br/><br/>1) SLA theories<br/>2) Socioculturalism<br/>3) FL classroom social interaction studies<br/>4) Teacher reaction features in the light of SLA works<br/><br/>Part II (Chapters 5-8) describes microanalysis case studies carried out for observing and identifying the turns of TREs. Video data collected from two Senegalese international bilingual schools illustrate the differential effects of teacher reactions on FL learner uptake. Through corpus-based evidence from three immersion settings, an attempt is made to discover conditions and means for felicitous TREs in acquisitional terms. The term "immersion" refers to the teaching approach in which students receive academic instruction of core content subjects in a language that is not usually their mother tongue (Wesche, 2001).<br/><br/>Specifically, 3 language teachers were observed with their students in their FL immersion classrooms in three main differentiated learning settings, which involve different levels and languages: i. Advanced English immersion (Years 1, 2, 3, 4, 5 and 6) at the primary school (Setting 1); ii. Intermediate English immersion (Years 1, 2, 3, 4, 5 and 6) at the primary school (Setting 2); iii. Spanish as L3 immersion (Years 9 and 10) at the secondary school (Setting 3) In order to conduct further research in the area of teacher feedback (Lyster & Mori, 2006; Lyster & Ranta, 1997), this study has focused on teacher reactions to foreign language learner output in such peculiar formal instruction (FI) learning contexts. A total of 14 lessons were observed to this end in each classroom year level.<br/><br/>This part of the dissertation has been theoretically and methodologically framed into one hybrid approach covering diverse complementary perspectives. For instance, the SLA social interactionist views, socioculturalism, Conversation Analysis and ethnomethodology. In methodological terms, this study aimed at:<br/><br/>1) describing the way(-s) in which learners and teachers verbally and non-verbally engage didactic negotiations during TREs;<br/><br/>2) identifying how TREs might be salient for language acquisition in engaging learner noticing of their deviant target language forms; <br/><br/>3) investigating if learners engage after teacher interventions, pay attention to their errors, and if they might fruitfully self-repair; <br/><br/>4) surveying teacher and learner beliefs on TREs.<br/><br/>The results seem to reflect certain trends in relation to the error types, the kinds of teacher reactions and the immersion settings, classroom years and levels vis-à-vis learner uptake. Globally, learners receiving metalinguistic feedback appear to generate more uptake than those receiving recasts.<br><I>EXTRACTO DE LA TESIS:<br/><br/>TÍTULO: Reacciones docentes ante el output de los aprendices de lenguas extranjeras<br/><br/>TEXTO: <br/><br/>Una serie de estudios teóricos y prácticos que versan sobre aspectos educativos han postulado que el soporte del profesor es necesario para la progresión del aprendizaje de los estudiantes. Por esta razón, un número considerable de trabajos ha indagado sobre las actividades docentes haciendo especial hincapié en los métodos didácticos aplicados con el fin de examinarlas.<br/><br/>En un intento de contribuir en esta área de investigación, el objetivo general de esta tesis es profundizar en una práctica docente recurrente en la enseñanza de idiomas. Se trata de las reacciones de los profesores ante el output de los aprendices que tienen lugar durante las interacciones orales en las aulas de lenguas extranjeras. En particular, se pretende examinar los rasgos formales de los "episodios de reacciones docentes" (ERD) y los fenómenos circundantes que se manifiestan en ellos. Las "reacciones docentes" se refieren a la totalidad de estrategias didácticas verbales y no verbales que se despliegan ante las producciones orales de los aprendices de idiomas. Tradicionalmente, el campo de la adquisición de lenguas segundas examina de manera conceptual esta práctica docente como "feedback correctivo".<br/><br/>Este trabajo contextualiza los estudios teóricos y metodológicos multidisciplinarios afines con los ERD abarcando: i) los componentes generales y específicos de los episodios de reacciones docentes, ii) las condiciones que rodean estas acciones, iii) los beneficios potenciales para el aprendiz en relación con el "feedback" o la retroalimentación docente en diferentes contextos de adquisición de lenguas y iv) los marcos metodológicos previamente aplicados para examinar las reacciones del profesor o del instructor de lenguas.<br/><br/>Los datos recogidos mediante una videocámara en dos escuelas bilingües internacionales privadas de Senegal ilustran los efectos diferenciados de las reacciones docentes sobre las producciones subsiguientes ("uptake") de los aprendices. A través de un corpus basado en datos empíricos extraídos de tres contextos de inmersión, se ha intentado hallar las condiciones y los recursos que podrían posibilitar que las reacciones docentes ante el output de los aprendices de idiomas sean más facilitadoras en términos de adquisición. En el presente estudio, la provisión de feedback metalingüístico pareció generar más "uptake" por parte de los aprendices que en el caso de las reformulaciones. </I>
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Yough, Michael S. "Self-Efficacy and the Language Learner." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306822617.

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Picken, Jonathan David. "Metaphor in literature and the foreign language learner." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397594.

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Pekkarinen, A. M. (Anne-Maria). "Basic English and a young foreign language learner." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306061555.

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The topic of thesis is teaching of English vocabulary at the lower levels of the Finnish comprehensive school after a three-year-study. The target group of the research is 77 11-year-old non-native English language learners. Material consisted of vocabulary tasks that were answered by pupils in the written form. The research problem was to find out whether word lists were suited for educational purposes and empirically examine vocabulary competence of a young, non-native foreign language learner. The theoretical part consists of Basic English word list compiled by Charles Kay Ogden, classification of words and some questions involved in language teaching. In the empirical part research method used was counting word frequencies in learners’ answers and comparing them with Basic English word list. The most essential research results were announced as word findings divided into word classes and explained verbally and in the form of tables. Purpose of the research was to find out whether language used by learners was Basic English or not<br>Tutkielman aiheena on englannin kielen sanaston opettaminen suomalaisen peruskoulun ala-asteella kolmen opiskeluvuoden jälkeen. Tutkimuksen kohderyhmänä on 77 11-vuotiasta ei-syntyperäistä englannin kielen oppijaa. Aineistona ovat sanastotehtävät, joihin oppilaat vastasivat kirjallisesti. Tutkimusongelma on ottaa selville, ovatko sanalistat soveltuvia opetustarkoituksiin ja tutkia kokeellisesti nuoren, ei-syntyperäisen oppijan sanaston osaaminen. Teoriaosa koostuu Charles Kay Ogdenin Basic English sanalistasta ja kielen opettamiseen liittyvistä kysymyksistä. Empiirisessä osassa käytetty tutkimusmenetelmä oli laskea sanatiheyksiä oppijoiden vastauksista ja verrata niitä Basic English sanalistaan. Keskeiset tutkimusmenetelmät ilmoitettiin sanalöydöksinä jaettuna sanaluokkiin ja selitettiin sanallisesti ja taulukoiden muodossa Tutkielman tarkoituksena oli selvittää, onko oppijoiden käyttämä kieli perusenglantia vai ei
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Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.<br>Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.
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LEE, SOO YUN. "Dynamic Assessment in Foreign Language Individualized Instruction." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180.

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Axelsson, Susanna. "The weak language learner : a study of ways of taking weak language learners into consideration in class." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1814.

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<p>English is taught as a compulsory second language in Swedish schools and is one of three core subjects needed to be passed in order to receive a leaving certificate. Statistics show that 6.9% of the students do not aquire proficiency enough to receive a G (pass) in English in grade nine. The aim of this study is to investigate to what extent weak language learners are considered in the English classroom and if compensatory aids are used to further support their learning conditions. The method used for the study is qualitative interviews which were semi-structured. Four interviews with English teachers were conducted within the same municipality.</p><p>The result shows that there are aspects that can be considered in order to provide better opportunities for weak language learners within the English classroom as well as outside the English classroom. Some teachers find it difficult to separate lack of motivation from lack of knowledge which makes discovering the students as early as possible important. In the English classroom weak language learners can be supported by smaller discussion groups since one problem seems to be oral skills. A connection to Swedish can be observed and students with difficulties in reading and writing in their native language experience more problems when learning English. The interviewees state the importance of first focusing on oral skills in the target language, before introducing written skills.</p><p>Regarding support outside the English classroom the investigation shows that optional English, parents and homework are important features. In the optional English class weaker language learners get an opportunity to speak and revise previous blanks of knowledge. Parents are important for showing their children that they find English important but also for supporting the children while doing homework.</p><p>Concerning compensatory aids, most teachers did not use them nor had they knowledge enough about available aids. The most frequently used aid was a CD where texts are recorded.</p>
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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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O'Sullivan, Anthony Vincent. "The foreign language coursebook : a study of its role in learner motivation." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018474/.

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Motivation is the driving force behind successful learning. It is especially crucial in a curriculum area such as foreign language study. This investigation aims to explore the motivational role of the central teaching and learning resource used in schools - the coursebook. The opening Chapter reviews major theories of motivation and learning from behaviourism to cognitivism with the aim of establishing a theoretical base. Chapter Two examines mother tongue acquisition and foreign language learning. Theories of both are discussed, compared and contrasted with the emphasis on identifying compatible features. Key aspects of learning theory and motivational factors related to foreign language learning are presented. The motivational function of the teacher is reviewed with particular reference to the planning and management of learning. The role and the nature of the foreign language coursebook are reviewed and reappraised in Chapter Three. The main aim of this study is identified and, in the light of previous discussion of motivation and learning, an evaluation instrument for coursebooks is drawn up. Chapters Four and Five report and discuss surveys of the views of pupils and teachers on three widely-used coursebooks. Although reactions are generally positive, clear areas of unfulfilled need emerge, as do shortcomings in coursebooks' effectiveness in motivating learners and promoting successful learning. A broad consensus of views between the two groups is revealed. The most popular coursebook of the 1980s is used as a case study in Chapter Six. Application of evaluation criteria established earlier reveals some commendable features but a rather larger number which fail to generate motivation or promote effective learning. The final Chapter sets an agenda for a reappraisal of coursebook design based both on findings of this study and on the impact of sweeping change and reform of the education system which will take effect in the 1990s.
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Books on the topic "Foreign language learner"

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Piechurska-Kuciel, Ewa, and Magdalena Szyszka, eds. The Ecosystem of the Foreign Language Learner. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7.

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Picken, Jonathan D. Literature, Metaphor, and the Foreign Language Learner. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591608.

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Granger, Sylviane, Joseph Hung, and Stephanie Petch-Tyson, eds. Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.

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Macaro, Ernesto. Learner strategies for foreign language students: Awareness and training. University of Oxford, Dept. of Educational Studies, 1999.

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Barbara, Sinclair, ed. Learning to learn English: A course in learner training. Cambridge University Press, 1989.

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Snow, Donald B. From language learner to language teacher: An introduction to teaching English as a foreign language. Teachers of English to Speakers of Other Languages (TESOL), 2007.

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Foreign language anxiety and the advanced language learner: A study of Hungarian students of English as a foreign language. Cambridge Scholars, 2010.

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Duzer, Carol H. Van. Reading and the adult English language learner. National Clearinghouse for ESL Literacy Education, 1999.

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Abarry, Abu Shardow. Introduction to Hausa: A learner-centered approach. Africa World Press, 1999.

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Identity and the young English language learner. Multilingual Matters, 2002.

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Book chapters on the topic "Foreign language learner"

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Granger, Sylviane. "Learner Corpora in Foreign Language Education." In Language and Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02328-1_33-1.

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Granger, Sylviane. "Learner Corpora in Foreign Language Education." In Language, Education and Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02237-6_33.

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Hasselgren, Angela. "Learner corpora and language testing." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.11has.

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Lennon, Paul. "Individual Learner Differences." In The Foundations of Teaching English as a Foreign Language. Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-3.

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Littlemore, Jeannette, and Graham Low. "Developing Learner Autonomy in Figurative Thinking." In Figurative Thinking and Foreign Language Learning. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230627567_4.

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Allan, Quentin Grant. "The TELEC secondary learner corpus." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.13all.

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Seidlhofer, Barbara. "Pedagogy and local learner corpora." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.14sei.

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Gałajda, Dagmara. "Implications for Foreign Language Teachers and Learners." In Communicative Behaviour of a Language Learner. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59333-3_5.

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Stec, M., and A. Studenska. "Chapter 4. Learning Autonomy Support by Foreign Language Teachers." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-006.

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Piasecka, L. "Chapter 17. Current Views on Foreign Language Reading Motivation." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-019.

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Conference papers on the topic "Foreign language learner"

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Duplančić Rogošić, Gorana. "Using Learner Corpus Evidence in Error Analysis." In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.7.

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Сапожникова, Оксана Сергеевна. "GOOGLE DOCS APPLICATION IN THE DEVELOPMENT OF FOREIGN LANGUAGE WRITING AND LEARNERS AUTONOMY." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/ecs290.2020.94.58.008.

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В статье рассмотрена возможность развития автономности студентов при обучении иноязычной письменной речи. Приведен результат анализа современных учебников для неязыковых вузов на предмет их соответствия требованиям современного образовательного стандарта в обучении иноязычному письму и развитию автономности. Предложен эффективный способ развития автономности посредством использования программы Google Docs в обучении иноязычной письменной речи. The article shows the possibility for the development of learner autonomy by means of foreign language writing. The results of modern textbooks for non-linguistic universities consideration regarding the implementation of the latest educational standards requirements to the development of foreign language writing skills and learner autonomy are presented. The effective way of learner autonomy development using Google Docs in foreign language writing training is suggested.
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Andriani, Tika, Yayuk Herawati, and Teguh Sulistyo. "Text-to-Speech Application for Foreign Language Learner’ Listening Comprehension in Indonesia." In Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-10-2018.2295544.

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Shaosen, Cao. "The Study of Learner Autonomy in Foreign Language Learning in Big Data Era." In ICBDE '18: 2018 International Conference on Big Data and Education. ACM, 2018. http://dx.doi.org/10.1145/3206157.3206184.

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Artyushina, Galina G., Natalia L. Zhurbenko, and Olga A.Sheypak. "Principles of Learner Autonomy as a Base for Teaching Professionally Oriented Foreign Language." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. ACM, 2020. http://dx.doi.org/10.1145/3377571.3379442.

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Hvozdikova, Silvia. "AN ATTENTION DEFICIT AND HYPERACTIVITY DISORDER LEARNER AND TEACHING ENGLISH AS A FOREIGN LANGUAGE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2450.

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Krejčí, Janina. "SPEAKING ACCURACY OF RUSSIAN LANGUAGE LEARNERS IN CZECH LOWER SECONDARY SCHOOLS." In Aktuální problémy výuky ruského jazyka XIV. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-6.

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In the process of learning a foreign language, a mastery of means of expression is a prerequisite for a mastery of speaking skills. This article mainly focuses on the problem of learner language accuracy, as well as that of errors in the process of second language acquisition. The article presents the results of a study of Czech lower secondary school students’ language that aims to qualify the accuracy of speech during a dialogue in selected communicative situations.
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Awwaabiin, Salmaa, Andayani Andayani, and Atikah Anindyarini. "Comics as Academic Writing Intsructional Learning for Foreign Student as Second Language Learner (Case Study At Yogyakarta)." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295083.

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Suhardijanto, Totok, and Deodatus Putra. "Acquiring Extended Units of Meaning: The Role of Learner Corpus in Teaching Indonesian as A Foreign Language." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295088.

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Wood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.

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In second language teaching and learning the building of trust relationships and the creation of a mutually supportive atmosphere can be fundamental: It is well recognized that affective concerns, such as anxiety and communication apprehension, are more salient in the language classroom (Hernández &amp;amp; Rankin, 2015). Practitioners have long been aware of the importance of reducing learner anxiety and one way that has been shown to be effective is motivation (Gardner, 1985). This paper will consider how the use of the smart personal response system Socrative can help address learner anxiety, foster motivation and encourage participation. It will examine theoretical approaches to foreign language anxiety, as well as reviewing motivational factors in language learning. It will also present qualitative evaluations of using Socrative in the third-level language classroom in both small and larger group settings. The introduction of Socrative has thus far yielded encouraging results, increasing student engagement, promoting interaction, L2 production and more effective learning, alongside a more comprehensive evaluation of student understanding and knowledge retention. As regards its effectiveness in addressing FLA, initial qualitative results suggest that it can be an effective tool in helping to foster a mutually supportive identity and a low-anxiety atmosphere in the classroom.
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Reports on the topic "Foreign language learner"

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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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