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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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Kotani, Katsunori, Takehiko Yoshimi, Hiroaki Nanjo, and Hitoshi Isahara. "A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language." English Language Teaching 9, no. 9 (2016): 139. http://dx.doi.org/10.5539/elt.v9n9p139.
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<p>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. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled all the types of linguistic data that we need. Therefore, this study aimed to solve this problem by designing and developing a new learner corpus that compiles linguistic data regarding the accuracy and fluency of the four basic linguistic competences of writing, pronunciation, reading, and listening. The reliability and validity of the learner corpus were partially confirmed, and practical application of the learner corpus is reported here as case studies.</p>
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Benson, Phil, and Jing Huang. "Autonomy in the transition from foreign language learning to foreign language teaching." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 421–39. http://dx.doi.org/10.1590/s0102-44502008000300003.
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This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.
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Dewaele, Jean-Marc. "The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners." Journal of Language and Social Psychology 38, no. 4 (2019): 523–35. http://dx.doi.org/10.1177/0261927x19864996.
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Willingness to communicate (WTC) in a foreign language is linked to a range of interacting learner-internal and learner-external variables. The present study identified the predictors of WTC of 210 foreign language learners of English from Spain. Multiple regression analyses revealed that the strongest (negative) predictor of WTC was foreign language classroom anxiety, while foreign language enjoyment and frequency of foreign language use by the teacher were positive predictors.
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Beinborn, Lisa, Torsten Zesch, and Iryna Gurevych. "Readability for foreign language learning." Recent Advances in Automatic Readability Assessment and Text Simplification 165, no. 2 (2014): 136–62. http://dx.doi.org/10.1075/itl.165.2.02bei.
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In this paper, we analyse the differences between L1 acquisition and L2 learning and identify four main aspects: input quality and quantity, mapping processes, cross-lingual influence, and reading experience. As a consequence of these differences, we conclude that L1 readability measures cannot be directly mapped to L2 readability. We propose to calculate L2 readability for various dimensions and for smaller units. It is particularly important to account for the cross-lingual influence from the learner’s L1 and other previously acquired languages and for the learner’s higher experience in reading. In our analysis, we focus on lexical readability as it has been found to be the most influential dimension for L2 reading comprehension. We discuss the features frequency, lexical variation, concreteness, polysemy, and context specificity and analyse their impact on L2 readability. As a new feature specific to L2 readability, we propose the cognateness of words with words in languages the learner already knows. A pilot study confirms our assumption that learners can deduce the meaning of new words by their cognateness to other languages.
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YASMIN, Musarat, and Ayesha SOHAIL. "A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS." Creativity Studies 11, no. 1 (2018): 1–9. http://dx.doi.org/10.3846/23450479.2017.1406874.
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Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.
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Johnson, W. Lewis, and Andre Valente. "Tactical Language and Culture Training Systems: Using AI to Teach Foreign Languages and Cultures." AI Magazine 30, no. 2 (2009): 72. http://dx.doi.org/10.1609/aimag.v30i2.2240.
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The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures. More than 40,000 learners worldwide have used TLCTS courses. TLCTS utilizes artificial intelligence technologies during the authoring process, and at run time to process learner speech, engage in dialog, and evaluate and assess learner performance. This paper describes the architecture of TLCTS and the artificial intelligence technologies that it employs, and presents results from multiple evaluation studies that demonstrate the benefits of learning foreign language and culture using this approach.
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Almusharraf, Norah. "English as a foreign language learner autonomy in vocabulary development." Journal of Research in Innovative Teaching & Learning 11, no. 2 (2018): 159–77. http://dx.doi.org/10.1108/jrit-09-2018-0022.
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Purpose An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world’s predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature. Design/methodology/approach This is a qualitative case study that aims to explore learner autonomy in vocabulary development. Findings The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners’ levels of autonomy are highly influenced by their teachers’ practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom. Research limitations/implications This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitment – one of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson’s (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson’s scale was meant to be used to identify students’ level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study. Practical implications A future study could be undertaken to measure and quantitatively analyze learners’ vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students’ intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students’ vocabulary development. Originality/value When students learn vocabulary autonomously, they are better able to source the lingua franca’s core pronunciation of a word and its spelling without the influence of the teacher’s cultural background. Given the magnitude of teachers’ workloads, they may lack the time for designing lessons that adequately meet the needs of diverse learners. Therefore, the practical way to ameliorate the problem of inadequate time is to provide them with methods (e.g. using strategies such as inquiry-based learning, problem-based learning, and project-based learning) that they can use to more readily foster learner autonomy.
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Lintunen, Pekka, Maarit Mutta, and Sanna Pelttari. "Profiling language learners in hybrid learning contexts: Learners’ perceptions." EuroCALL Review 25, no. 1 (2017): 61. http://dx.doi.org/10.4995/eurocall.2017.7145.
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<p>This article discusses formal and informal foreign language learning before university level. The focus is on beginning university students’ perceptions of their earlier learning experiences, especially in digital contexts. Language learners’ digital competence is a part of their everyday lives, but its relationship to learning in and outside educational settings is still relatively seldom studied. The article discusses learning in formal and informal (i.e., hybrid) contexts and digital learning profiles −that is, a learner’s own personalized style in acquiring language competence by creating affordances in personalized digital or mobile learning environments− in primary and secondary education identified in a language learning survey. The results are based on an online survey sent to all beginning university students majoring in languages at a Finnish university (N= 87/192), which was complemented by a short narrative task (N=47) a few months later focusing on earlier education and the use of language learning technologies. The results suggest that the use of technologies seems to differ between extramural and in-school language learning. The learners were well aware of various possibilities to create affordances for learning, and their own involvement increased with age. Most participants had positive attitudes towards the use of technologies to enhance language learning, but critical views emphasized the importance of inspiring contact teaching. Three different digital learning profiles were identified: a digiage learner, a hybrid learner, and an in-school learner. These can be useful when planning differentiated foreign language instruction.</p>
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Biedroń, Adriana, and Anna Szczepaniak. "The Cognitive Profile of a Talented Foreign Language Learner. A Case Study." Psychology of Language and Communication 13, no. 1 (2009): 53–71. http://dx.doi.org/10.2478/v10057-009-0004-7.
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The Cognitive Profile of a Talented Foreign Language Learner. A Case StudyThe article examines a variety of cognitive individual variables of a talented foreign language learner. The research complies with the qualitative and quantitative criteria of choice of a talented learner proposed by Arancibia et al., (2008); Hartas et al., (2008); Hewston et al., (2005), and Skehan, (1998). Cognitive variables included tested: foreign language aptitude, verbal and non-verbal intelligence, learning styles, and learning strategies. The purpose of the research was to construct an extended cognitive profile of a 21-year-old student proficient in three languages. The research revealed that the subject is linguistically talented, especially in the area of phonological, analytical, and memory abilities. It is hypothesized that her superior abilities result from an extraordinarily efficient short-term phonological memory (Mackey et al., 2002). She uses miscellaneous learning strategies and her learning styles are versatile. The final conclusion is that research into linguistic talent is scarce, therefore further investigation, especially in the field of working memory of talented foreign language learners, is required.
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Žvaliauskienė, Sidona. "Promotion of Student Autonomy in Learning the German Language. University Case Study." Sustainable Multilingualism 17, no. 1 (2020): 231–53. http://dx.doi.org/10.2478/sm-2020-0020.
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SummaryThe concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.
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Butt, Ayesha, Uzma Quraishi, and Sameera Ayub Bhatti. "Fostering Learner Autonomy through Foreign Language Learning Strategies among Pakistani EFL Learners." Global Language Review IV, no. II (2019): 41–49. http://dx.doi.org/10.31703/glr.2019(iv-ii).07.
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Learner autonomy refers to the practical situations and interventions of learning, where individual independence of a learner is given more attention (Smith, 2008). Learner autonomy (LA) can be promoted in foreign language classrooms by using foreign language learning strategies and it can pave the way for successful learning outcomes (Kim, 2013). Foreign language learning strategies (FLLS) are the behaviors, techniques and active engagement of learners (Ellis, 2008). The present study identified the foreign language learning strategies (FLLS), used by the Pakistani students at the tertiary level, where they were found to be unaware of the phenomena. Then a learner-training program based on FLLS was designed and implemented on the sample of 50 EFL students to foster autonomy. The research through an experiment of intervention found the effectiveness of the program with reference to LA development, the enhanced use of FLLS by students and the stimulation of their interest.
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Alshammari, Hammad. "Chinese Language in Saudi Arabia: Challenges and Recommendations." English Language Teaching 13, no. 2 (2020): 75. http://dx.doi.org/10.5539/elt.v13n2p75.
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This study identifies potential challenges for learners, teachers, and curriculum designers regarding the recent inclusion of Chinese as a foreign language (CFL) in the Saudi education system, according to an in-depth review of previous research. This review focused on issues related to CFL learning, pedagogy, and curriculum. Factors were grouped into five categories: 1) CFL learning difficulty, 2) learner motivation and aptitude, 3) learner culture, 4) pedagogical effectiveness, and 5) curriculum design. To gain a deeper understanding, a sample of 25 foreign language learners and 15 curriculum designers was selected randomly from a university in the north of Saudi Arabia to complete a questionnaire. Descriptive statistics were employed to highlight the most important issues. The data analysis revealed serious concerns among CFL learners, such as language difficulty, learner motivation and aptitude, and learner culture. CFL pedagogy could also pose a challenge. However, no concerns were found related to CFL curriculum. Implications and recommendations are offered to help incorporate CFL into the Saudi education system and encourage further research.
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Isyam, Amri. "STRATEGI-STRATEGI BELAJAR BAHASA ASING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 4, no. 2 (2011): 86. http://dx.doi.org/10.24036/ld.v4i2.1259.
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This article aims at desribing foreign language learning strategies which should be possessed by each foreign language learner because their success or failure doesn’t depend only on the lecturer’s language teaching but also very much on the foreign language learning strategies. There are a lot of foreign language learning strategies; however, at least, there are fourteen foreign language learning strategies that they should possess and apply if they really want to succeed in learning a foreign language. The strategies will be enough for foreign language learners to reach their learning targets if they can possess and apply them as well as possible in learning whatever foreign language, like English for example. In addition to the fourteen strategies, how they will find or get them will also be presented and discussed in the article. It is advisable that a foreign language teacher or lecturer save a small amount of time of his/her teaching hours to teach those strategies, and that a learner apply them as well they can or make his/her own effort to find and apply them. Key words/phrases: foreign language learner, strategy, and foreign language learning strategy
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Juknevičienė, Rita, and Łukasz Grabowski. "Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing." Research in Language 16, no. 3 (2018): 303–23. http://dx.doi.org/10.2478/rela-2018-0016.
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Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002–2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame approach highlights structural peculiarities of learner writing which are otherwise difficult to capture.
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Warsono, Warsono. "LANGUAGE TRANSFER IN LEARNER LANGUAGE." EduLite: Journal of English Education, Literature and Culture 1, no. 1 (2016): 103. http://dx.doi.org/10.30659/e.1.1.103-114.
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In using the foreign language they are learning, learners tend to use forms that deviate from the target language (TL) norms. The question that arises is whether these forms are the result of transfer or the result of some other causes; and if transfer does exist in learner language, whether it diminishes with the development of the learner TL achievement. This paper tries to find answers to these questions by (1) reviewing some related literature, and (2) looking at some data of learners’ written production of Indonesian learners of English. The data were collected from the writings of the fifth semester students of the English Department (group A, representing low level of L2 achievement), and the final projects written by the English Department students (group B, representing high level of L2 achievement). In this paper, all forms that deviate from the TL norms were called errors, irrespective of whether they were, in fact, mistakes or real errors. The learners’ errors were broadly classified into two classes: intralingual errors and interlingual errors, and it was the latter that became the focus of this study on the assumption that interlingual errorswere caused by L1 transfer. The results of data analysis showed that intralingual errors were slightly higher in group A than interlingual ones; but in group B interlingual errors formed the majority of errors made by the learners (75%). It can be concluded that L1 transfer does exist in the L2 of the Indonesian learners of English. The results also showed that L1 transfer does not diminish with the development of the L2 achievement. It is strongly suggested, therefore, that Indonesian English teachers anticipate the errors caused by L1 transfer and find ways to solve the problems.
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Ulitsky, Helen. "Language Learner Strategies with Technology." Journal of Educational Computing Research 22, no. 3 (2000): 285–322. http://dx.doi.org/10.2190/vltu-ccxf-nfyl-277h.
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This study examines use of learning strategies by experienced adult learners of foreign languages. The goal was to determine how these exemplary language learners engage a multimedia environment, what strategies they employ, and how insights on strategy use can be useful for learners and teachers.
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Kļavinska, Antra. "CAPITALISATION ERRORS IN WRITTEN WORKS OF LEARNERS OF LATVIAN AS A FOREIGN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 282–91. http://dx.doi.org/10.17770/sie2021vol1.6281.
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Capitalisation in writing is usually determined by tradition. Different written languages can have their own grammatical, conceptual or stylistic capitalisation rules. Orthographies exist which do not have the division into capital and small letters. The aim of the article is to find out what problems with capitalisation foreign students in Latvian higher education institutions have during the acquisition of writing skills in Latvian as a foreign language. The research source are the essays written by learners of the Latvian language (foreign students studying in Latvian higher education institutions): the data of the Latvian language learner text corpus being created in the Institute of Mathematics and Computer Science of the University of Latvia were used. The requirements for the acquisition of capitalisation in the context of language learner competences are analysed in the study; the most typical capitalisation errors and possible reasons for them are analysed; and the author’s practical experience teaching the Latvian language to foreign students is revealed.
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Cui, Yanchun, and Susan Bull. "Context and learner modelling for the mobile foreign language learner." System 33, no. 2 (2005): 353–67. http://dx.doi.org/10.1016/j.system.2004.12.008.
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Marwan, Ardi. "Implementing Learner-Centered Teaching in an English Foreign Language (EFL) Classroom." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (2017): 45. http://dx.doi.org/10.24167/celt.v17i1.1138.
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This research was initiated following the widespread claim regarding the success of learner-centered teaching approach across all disciplines. It seeks to examine whether such a claim is true by implementing a theoretical framework of learner centered teaching in an EFL Classroom. A qualitative design involving a teacher of English and a number of learners from a vocational higher institution was used. The findings of this study overall proved that the implementation of this learner-centered teaching framework could make a difference in students’ learning. Their learning became more meaningful, interesting and democratic. Apart from this positive change, it was identified that teacher’s understanding of implementing this framework was still limited resulting in the inconsistency of implementing all aspects of learner centered teaching approach. This study could highlight issues unique to the context of this research but were not covered in the framework. It, therefore, produced an extended framework. Findings from this study can be used for teachers who are interested in implementing the learner-centered teaching approach.
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지민정. "A Study of Language Learner Motivation: Learners of Korean as a Foreign Language." Journal of Korean Language Education 26, no. 2 (2015): 213–38. http://dx.doi.org/10.18209/iakle.2015.26.2.213.
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Chik, Alice. "Beliefs and practices of foreign language learning: A visual analysis." Applied Linguistics Review 9, no. 2-3 (2018): 307–31. http://dx.doi.org/10.1515/applirev-2016-1068.
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AbstractThis paper analyzes visual and multimedia narratives produced by learners of different age groups and linguistic and cultural backgrounds to explore (a) their beliefs and practices of foreign language learning; and (b) visual metaphors used by learners in hand-drawn and computer-mediated texts. The texts were collected from language learners from primary school to university in Sydney, Berlin, and Hong Kong. These learner narratives add new dimensions to our understanding of learners’ beliefs and practices: what learners think learning a particular language involves, what they hold to be true and what they actually do. While using interviews and written texts is an established practice in narrative inquiry research, only a few studies have adopted visual data. The findings point to three implications. First, drawing instructions to learners directly influenced how learners represent their learner beliefs. Second, while self-composed language portraits and photographs encourage reproduction of meanings across modes, stock visuals are more likely to be used to create juxtaposed meanings. Finally, the idea of kawaii was used as a visual metaphor when discussing negative emotions, which may point to a new component in digital and visual expression.
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Morton, Hazel, Nancie Gunson, and Mervyn Jack. "Interactive Language Learning through Speech-Enabled Virtual Scenarios." Advances in Human-Computer Interaction 2012 (2012): 1–14. http://dx.doi.org/10.1155/2012/389523.
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This paper describes the evaluation of an educational game designed to give learners of foreign languages the opportunity to practice their spoken language skills. Within the speech interactive Computer-Assisted Language Learning (CALL) program, scenarios are presented in which learners interact with virtual characters in the target language using speech recognition technology. Two types of interactive scenarios with virtual characters are presented as part of the game: the one-to-one scenarios which take the form of practice question and answer scenarios where the learner interacts with one virtual character and the interactive scenario which is an immersive contextualised scenario where the learner interacts with two or more virtual characters within the scene to complete a (task-based) communicative goal. The study presented here compares learners’ subjective attitudes towards the different scenarios. In addition, the study investigates the performance of the speech recognition component in this game. Forty-eight students of English as a Foreign Language (EFL) took part in the evaluation. Results indicate that learners’ subjective ratings for the contextualised interactive scenario are higher than for the one-to-one, practice scenarios. In addition, recognition performance was better for these interactive scenarios.
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Deng, Fei, and Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 5 (2021): 1–16. http://dx.doi.org/10.1145/3457987.
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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
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Kounatidis, Jannis. "Destabilisation, IL variation and restructuring in foreign language learning." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (2016): 261–88. http://dx.doi.org/10.1515/gcla-2016-0016.
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Abstract The article presents and analyses research data gathered in a German secondary school with early learners of English. Research on L2 development needs a clear and precise documentation of learner responses over a longer period of time. Accompanying learners in longitudinal settings helps to outline major processes in foreign language acquisition. Moreover, it provides a profound understanding of how learners’ IL systems develop. The underlying hypotheses are that (a) IL systems are constantly being restructured, (b) learner responses feature diverse variants indicating their attempts to figure out the target-like rule, and (c) the degree of variability reflects the learners’ difficulties with incorporating the target-like structures. The study’s focus was on the acquisition of three linguistic phenomena (the copula BE, negation and preterite formation) in a classroom setting. For each area, several questionnaires were developed, the responses were analysed both quantitatively and qualitatively, the IL development for the structure in question was determined and potential error sources were identified. The results of the study show what learners struggle with in the course of acquisition. Knowledge about probable difficulties does not only yield insights into the learners’ acquisition process, it can also improve current teaching materials, enable adequate interventions and provide the learners with appropriate tasks for practicing their language skills. The results of the study indicate that incorporating linguistic findings into the compilation process of textbooks proves constructive for second language teaching.
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Vasiljevic, Zorana. "Realizing Learner Autonomy in a Foreign Language Class." Studies in English Language Teaching 1, no. 1 (2013): 26. http://dx.doi.org/10.22158/selt.v1n1p26.
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This paper introduces an example of a university language programme developed around the idea that<br />autonomy is an inherent component of true learning. After a brief introduction to the learning context,<br />real-classroom example of how learner autonomy can be fostered over the course of an academic year<br />is presented. Samples of worksheets used for strategy training and the examples of students’ work at the<br />planning, information integration and reflection stages are shared. The paper also discusses some of<br />the challenges that the teacher and the learners faced in their efforts to transform a university<br />language class into an opportunity for true self-actualization and personal growth.
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Vërçani, Brunilda, and Enkela Bezati. "Literary Texts in Teaching German as a Foreign Language." European Journal of Education 2, no. 3 (2019): 7. http://dx.doi.org/10.26417/ejed.v2i3.p7-10.
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For years into the teaching of foreign languages, the main focus has been the communication in real situations with the aim of comprehension and using of language abilities. But the teaching of foreign language, in our case the german language, cannot be understood on only one function: the communication in real situations. Learning foreign languages means that the learner have to know the history, the culture and the spirit of a nation. A way to achive that, is the literary text inclusion on the foreign language learning whose functions are more than mentioned. Literary texts can motivate the learners to arouse their curiousity and interest. This help them to understand the culture of the foreign country and to stimulate their abilities to make comparisons. The use of literary text, into the teaching of foreign languages in based on several steps, that are related to the phase before, during and after textanalysing. An important role play the criteria of the text selection, principles, learning objectives and working methods with literary text into the teaching of foreign languages.
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Beisenbaeva, B., and U. Kopzhasarova. "On the use of a learner-centered approach in foreign language teaching." Bulletin of the Karaganda University. Pedagogy series 97, no. 1 (2020): 85–93. http://dx.doi.org/10.31489/2020ped1/85-93.
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Nikolaeva, Sofiya, Iryna Zadorozhna, and Olha Datskiv. "Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (2019): 222. http://dx.doi.org/10.18662/rrem/126.
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The use of information and communication technology greatly improved foreign languages teaching and learning. Learning management systems, such as Moodle, used to create and deliver courses, facilitate e-learning in different types of educational institutions. Blended learning as a combination of face-to face and e-learning is conducive to deep learning. We designed a new course “Teaching English as a foreign language to learners with special educational needs” to provide students enrolled in a master’s programme – pre-service English teachers, with an opportunity to enhance their language and professional skills as well as to develop their learner autonomy through meaningful learning experiences blending learning can supplement. We considered micro, meso and macro levels of the course implementation and functioning. In this paper we describe the context in which the course is introduced by providing information about the setting, the curriculum, the need for including this course in the master’s programme at the faculty of foreign languages. We also outline the way the course is designed, including its structure, particular tasks and assessment procedures and present students’ feedback about the impact of the course on their foreign language skills and learner autonomy. The results indicate that blended learning is an effective tool for development of pre-service teachers’ English language skills and learner autonomy. The findings of the study can be applied by faculty and administrators involved in the design of courses at tertiary level.
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Caspi, Tal. "Differences In Native Language Skills Between Moreand Less-Proficient Foreign Language Learners." Toegepaste Taalwetenschap in Artikelen 75 (January 1, 2006): 67–77. http://dx.doi.org/10.1075/ttwia.75.07cas.
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This paper describes a study of native language (Dutch) word identification skills conducted in two groups of high school foreign language learners. The study focused on the differences between the groups with two main aims. The first was to examine the Linguistic Coding Difficulties Hypothesis (LCDH), a prevailing theory of individual learner differences allocating weaker foreign language achievement to weaker native language skills. The second aim was to determine the nature of these differences and inspect the claims that native language word identification skills differentiate weak and normal foreign language learners. This was done by investigating the effect of context on weak FL learners, who over-rely on context in compensation for weaker phonological and orthographical skills, according to the LCDH. In pursuing its aims, the study became involved in an ongoing debate surrounding the issue of native language reading.
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Meskill, Carla, and Natasha Anthony. "Computer Mediated Communication: Tools for Instructing Russian Heritage Language Learners." Heritage Language Journal Volume 6, no. 6.1 (Spring, 2008) (2008): 1–22. http://dx.doi.org/10.46538/hlj.6.1.1.
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The unique needs, goals, and constraints of heritage language learners in U.S. higher education and the multiple ways that they differ from those of second and foreign language (L2) learners have been well documented (Brisk, 2000; Chevalier, 2004; Grosjean, 1982; Kagan & Dillon, 2003). Each population uses its two languages in diverse ways, for differing purposes and with vastly dissimilar levels of proficiency. Shaping these distinctions are the contexts and purposes in which and for which learners are and/or become fluent. In the mother tongue, these contexts and purposes are most often interpersonal and involve home and family. By contrast, the contexts and purposes in which and for which a ‘school educated’ learner tends to master the foreign language are public and academic. This study examines Russian heritage learners in a U.S. university Russian language course and how computer mediated communication (CMC) was used to support their acquisition of academic literacy in the mother tongue. The CMC approaches reported can serve as models for accommodating heritage learners in post-secondary foreign language classes in ways that benefit all learners.
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Gopang, Illahi Bux, Faraz Ali Bughio, Shumaila Aijaz Memon, and Jalal Faiz. "Foreign Language Anxiety and Learner Beliefs in Second Language Learning: A Research Timeline." Theory and Practice in Language Studies 6, no. 8 (2016): 1591. http://dx.doi.org/10.17507/tpls.0608.10.
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Research in second language learning has significantly demonstrated that foreign language anxiety and learner beliefs have been the main domain of inquiry in applied linguistics. Such interest has seen upsurge in studies on L2 anxiety and learner beliefs. This study tends to review language anxiety and learner beliefs in language learning. The review shows moderate and high levels of language anxiety in studies including negative correlation between anxiety and achievement. In addition, it also reveals that learner beliefs have played a role in increasing language anxiety. Moreover, research studies on FLA (foreign language anxiety) and LB (learner beliefs) describe a whole scenario of the exiting literature. The study also critiques some pedagogical strategies suggested in research and how far these are applicable in decreasing language anxiety and avoiding incorrect beliefs about language learning. Further, the research review suggests that different approaches are used to quantify language anxiety and to describe beliefs in language learning. Since, the prime purpose of the study is to review the approaches and their validity and reliability in describing language anxiety and beliefs. The study synthesizes foreign language anxiety and learner beliefs studies and offers some recommendations in order to complement and supplement the existing literature.
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Skehan, Peter. "Individual Differences in Second Language Learning." Studies in Second Language Acquisition 13, no. 2 (1991): 275–98. http://dx.doi.org/10.1017/s0272263100009979.
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This article is broadly concerned with the differences between individual language learners. In terms of particular content areas of Individual Differences (ID) research, it surveys developments in foreign language aptitude, motivation, learner strategies, and learner styles. A brief review of earlier research on aptitude is presented, followed by discussions of more contemporary work on the origin of aptitude, namely, as a residue of first language learning ability, and on the existence of evidence for “learner types.” Motivation research is reviewed partly with regard to Robert Gardner's research, and then in terms of a wider framework for the functioning of motivation within an educational context. The review of learner strategies research emphasizes current attempts to develop taxonomies of such strategies, and to investigate their theoretical basis and their trainability. Finally, learner styles research, drawing on field independence theory, is discussed, and links are made with the research on aptitude. The article finishes with sections on conceptual and methodological issues in ID research.
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Robert, Jean-Michel. "Towards a Teaching of French to English-speaking Learners by Cognate Comprehension." ITL - International Journal of Applied Linguistics 121-122 (January 1, 1998): 39–50. http://dx.doi.org/10.1075/itl.121-122.04rob.
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Abstract Acquiring a foreign or a second language differs strongly according to the proximity of the target language and the mother tongue. In the case of distant languages, the learner tends to simplify the structure of his/her mother tongue and use semantax. On the other hand, the learner of a cognate language could consider the target language as a dialectal variant of his/her own mother tongue. The resulting adaptation would be an innate adaptation, a linguistic superposition. The didactic strategy would then consist in supervising this process of superposition and devising a teaching system based on 'cognate comprehension' of the closely related languages. Such a strategy could be used in the teaching of French to English-speaking learners, though English and French are not commonly considered closely related languages.
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Han, Ligang. "On the Relationship Between Teacher Autonomy and Learner Autonomy." International Education Studies 13, no. 6 (2020): 153. http://dx.doi.org/10.5539/ies.v13n6p153.
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With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.
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Hou, Bin, Hiroaki Ogata, Toma Kunita, Mengmeng Li, and Noriko Uosaki. "PACALL." International Journal of Distance Education Technologies 11, no. 1 (2013): 14–30. http://dx.doi.org/10.4018/jdet.2013010102.
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The authors’ research defines a ubiquitous learning log (ULLO) as a digital record of what a learner has learned in the daily life using ubiquitous technologies. In their previous works, the authors proposed a model named LORE (Log – Organize – Recall – Evaluate) to describe the learning process of ULLO and developed a system named SCROLL to implement this model. This paper focuses on Log among 4 factors in LORE and proposed a passive way to log ULLOs. They use SenseCam to capture a learner’s learning activities and propose a system named PACALL to support reflection of what s/he has seen. This system filters bad photos that taken by SenseCam and helps learner find learning content. The author use this system in language learning and help learners learn the foreign name of objects around.
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Cusen, Gabriela. "In Between Languages Narrative Research into Learners’ Language “Space”." Acta Universitatis Sapientiae, Philologica 11, no. 2 (2019): 119–31. http://dx.doi.org/10.2478/ausp-2019-0016.
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AbstractNarrative has been one of the major concerns in social science research ever since the mid-twentieth century, and the area of second language acquisition (SLA) is no exception. Researchers have turned to the investigation of learner-produced narratives to extend the understanding of many key concepts in SLA theory. This type of research approach takes language learning beyond the acquisition/assimilation of linguistic structures and is meant to focus on learners as social selves actively involved in the construction of a linguistic identity. In this paper, I investigate how learners of English as a foreign language, whose first languages are Arabic, Chinese, French, Hindi, Hungarian, Kurdish, Parsi (Farsi), Romanian, Russian, and Spanish, narrate their own experiences of learning this language. This investigation is based on a dataset of language learning experience written accounts with reference to learner life events. In the analysis, I apply two analytical frameworks for the examination of the data: a) grounded theory procedures (Corbin and Strauss 2007), which are often employed with narrative data, and b) a “positioning approach to narratives” (Bamberg 1997) in order to detect the learners’ positioning strategies in the hope of revealing their linguistic identity claims in relation to who they are and how they make sense of their language learning experience. Results show how the learners position themselves in relation to “the other” (teachers, family, fellow learners, and the researcher), to themselves as learners, and to the language they learn.
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Kaija, Inga, and Inga Laizāne. "„Latviešu valoda zobārstniecības studentiem” – pirmā latviešu valodas kā svešvalodas mācību grāmata zobārstniecības studentiem." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 87–101. http://dx.doi.org/10.37384/va.2020.16.087.
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Latvian as a foreign language is being learned both inside and outside Latvia. It is done in higher education institutions as well as various group language classes and individual lessons. The goals of learners range from professional and research-driven needs to personal interests. A significant part of Latvian language learners in Latvia are international students who study in higher education institutions in Latvia. Those are not exclusively exchange students. There is a considerable number of international students who study full-time academic programs in universities of Latvia. The first adult-oriented textbook of Latvian as a foreign language came out in 1960s. Since then, quite a lot of various learning materials have been created with 11 intermediary languages. However, the contents of almost all textbooks are targeted to people who have either a general or philological interest in Latvian, because in the higher education institutions outside Latvia, Latvian is often learned for research purposes as a part of philology studies. The authors of the present paper – Inga Kaija and Inga Laizāne – teach Latvian to international students who study dentistry at Riga Stradiņš University in Latvia. These students have a specific goal when learning Latvian, namely, they have to be able to communicate to their patients in Latvian, which is using the language in a professional environment. The pre-existing textbooks are not suitable for reaching this goal in a relatively short time. Thus, a new textbook had to be created to support the learners’ needs. The textbook “Latvian for dentistry students” has been created to support acquisition of the basics of Latvian with the purpose of enabling a conversation between a dentist and a patient. The needs of the language learners have been acknowledged by employing the communicative approach but also including explanations on grammatical topics. A grammar overview is included in the end of the book. It could be useful for any adult learner of Latvian as a foreign language as well as teachers. Its target user is the practically, rather than academically inclined learner. This kind of grammar overview has not been included in any textbooks of Latvian before.
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Saleh Alghonaim, Ali. "Applying the Kintsch-Van Dijk Model to Evaluate Impact on Foreign Language Learning: A Case Study." Advances in Language and Literary Studies 10, no. 1 (2019): 22. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.22.
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Reading comprehension is not an area of much attention in the EFL scene in Saudi Arabia. The reason is simple: In the current teacher perception of foreign language acquisition in the country, vocabulary and grammar are the only two components paid any attention. With the teacher at the center of the learning process, learner centric tasks such as reading are left to the ingenuity of the learners and kept strictly out of the class boundaries. Consequently, learners never acquire reading ability and their little exposure to the foreign language dies as soon as they leave the structured education system. This runs contrary to the very basis of language acquisition as being a life long process. The aim of this paper was to evaluate the possibility of greater learner autonomy by developing and training them in reading techniques that can be used beyond the classroom. The idea was to intervene using the theory of Kintsch-Van Dijk as proposed in their model of reading comprehension. Conducted as a case study with a proficient learner of English, the results indicated that the model can be applied to the advanced learner with much success, giving such learners a potent tool for lifelong language acquisition.
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Şakrak-Ekin, Gülnihal, and Cem Balçıkanlı. "Does Autonomy Really Matter in Language Learning?" Journal of Language and Education 5, no. 4 (2019): 98–111. http://dx.doi.org/10.17323/jle.2019.8762.
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The main aim of this study was to unravel the possible relationship between individuals’ level of autonomy as EFL learners and academic success in terms of language learning at the tertiary level. Additionally, this quantitative study focused on exploring EFL learners’ level of autonomy and also the relationship between learner autonomy and some personal factors, including gender, age, English level, and the length of English education. In order to assess the participants’ levels of autonomy, a questionnaire consisting of 66 items was administered to 267 university students, who were Turkish-speakers of English as a foreign language. The findings showed that more than half of the learners (65.2%) had a high autonomy level with a mean autonomy score of 461.37 out of 660. As for the personal variables, only gender was found to be a significant factor in regards to learners’ autonomy, in this case, in favour of females. Correlation analysis revealed a positive correlation between learner autonomy level and the academic success of language learners. In other words, the academic success of language learners increased with their autonomy and vice versa. In accordance with the literature, the present study revealed that learner autonomy could be considered one of the factors that affects the success of language learners. Based on the findings, it might be suggested that learner autonomy and possible ways to promote it in and out of class should be given more importance. Further empirical research was suggested in order to comprehend unexplored aspects of learner autonomy in language learning.
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Zhenya, Wang. "A contrastive analysis of vocabulary teaching Australian and Chinese university settings." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 268–80. http://dx.doi.org/10.1075/aralss.12.16zhe.
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Abstract Vocabulary learning is an aspect of language learning. However, in language classrooms vocabulary teaching can be practiced in different ways in different contexts. This paper first describes and compares vocabulary teaching at BUAA (the Beijing University of Aeronautics and Astronautics) and CUT (Curtin University of Technology) in Australia and then examines the causes of the methodological differences found in vocabulary teaching in these two educational institutions. In these two universities, methodological differences exist in vocabulary teaching at the levels of both formal instruction and classroom interaction. In the formal instruction of vocabulary teaching, these two universities exhibit different characteristics at the presentation, repetition and exploitation stages. The contrast between foreign and second language teaching, the cultural and educational contexts in which the target language is taught, the way in which the learners’ first language is learned, the linguistic distance between the learner’s native and target languages, and learner and teacher characteristics cause to a greater or lesser extent the methodological differences observed in vocabulary teaching in the two universities in question.