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Journal articles on the topic 'Weak language learner'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

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 nor

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Tanaka, Koichi. "Study-abroad, Language Proficiency and Learner Beliefs about Language Learning." JALT Journal 25, no. 1 (2003): 63. http://dx.doi.org/10.37546/jaltjj25.1-3.

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This article reports an empirical study of a 15-week study-abroad program for Japanese university students, examining changes in the students’ beliefs about language learning (measured by means of a questionnaire) and in their English proficiency (measured by means of the TOEFL). The results showed statistically significant changes in the students’ beliefs relating to analytic language learning, experiential language learning and self-efficacy/confidence during the study-abroad period. Statistically significant gains in proficiency are also reported. However, Pearson product moment correlation

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Paudel, Jagadish. "Learner Autonomy Practices in English Language Teaching in EFL Context." Journal of NELTA Gandaki 1 (June 14, 2019): 53–61. http://dx.doi.org/10.3126/jong.v1i0.24460.

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Einstein says “I never teach my students. I simply provide the situations in which they can learn”. In line with this saying the learner autonomy (LA) approach provides learners with situations where they can learn independently in their own pace. This learner centered approach to teaching, emerged during the 1980s, aims at empowering learners by transforming responsibilities to them. This study aimed at exploring the practice level scenario of LA in English language teaching and learning. To this end, I employed the qualitative research design i.e. I observed teachers’ classes and conducted F

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Xia, Yu Guo, and Ming Liang Gu. "Ensemble Learning Approach with Application to Chinese Dialect Identification." Applied Mechanics and Materials 333-335 (July 2013): 769–74. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.769.

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In this paper we propose ensemble learning based approach to identify Chinese dialects. This new method firstly uses Gaussian Mixture Models and N-gram language models to produce a set of base learners. Then the two typical ensemble learning approach, Bagging and AdaBoost are conducted to combine the base learner to determine the dialect category. The ANN is selected as weak learner. The experimental results show that the ensemble approach not only enhances the performance of the system greatly, but also reduces the contradiction between the training data and the number of parameters in models

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Hayes, Bruce, and James White. "Phonological Naturalness and Phonotactic Learning." Linguistic Inquiry 44, no. 1 (2013): 45–75. http://dx.doi.org/10.1162/ling_a_00119.

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We investigate whether the patterns of phonotactic well-formedness internalized by language learners are direct reflections of the phonological patterns they encounter, or reflect in addition principles of phonological naturalness. We employed the phonotactic learning system of Hayes and Wilson (2008) to search the English lexicon for phonotactic generalizations and found that it learned many constraints that are evidently unnatural, having no typological or phonetic basis. We tested 10 such constraints by obtaining native-speaker ratings of 40 nonce words: 10 violated our unnatural constraint

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Iwakura, Tomoya, Seishi Okamoto, and Kazuo Asakawa. "An AdaBoost Using a Weak-Learner Generating Several Weak-Hypotheses for Large Training Data of Natural Language Processing." IEEJ Transactions on Electronics, Information and Systems 130, no. 1 (2010): 83–91. http://dx.doi.org/10.1541/ieejeiss.130.83.

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Ginanti, Endah, and Eko Fachtur Rochman. "THE EFFECT OF LEARNER DIFFERENCES AND TEACHING OF COLLOCATION ON STUDENTS’ COLLOCATION COMPETENCE." Journey (Journal of English Language and Pedagogy) 3, no. 1 (2020): 26–35. http://dx.doi.org/10.33503/journey.v3i1.707.

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Collocation has a fairly prominent role in English Language. For non-native speakers, the years learning English does not mean non-native speakers are able to apply collocation correctly. Non-native speakers will face great difficulty in collocation because they have limited quantity of doing much exposure and their learner differences such as motivation. This current study critically reviews Mansoor Ganji’s (2012) work which investigated the influence of Gender and Years of Instruction on Iranian EFL learners’ Collocational Competence. Ganji’s found that Iranian English majors were weak in le

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Klochikhin, Vitaliy V. "Psychological features of the collocational competence development." Tambov University Review. Series: Humanities, no. 191 (2021): 32–37. http://dx.doi.org/10.20310/1810-0201-2021-26-191-32-37.

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In connection with the use of the communicative method in foreign language teaching, the collocational competence development becomes especially relevant. Based on the analysis of the researchers’ works on the topic, it is revealed that one of the problems of the collocational competence development is not following the principle of the learning consciousness. The essence of this principle is that the provision of all theoretical information should precede the practice of a foreign language. Perception is highlighted as the initial level of consciousness. It is noted that the perception of the

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Sarkawi, Suhana, Shanina Sharatol Ahmad Shah, Fatiha Senom, and Azmawaty Mohamad Nor. "TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY." Journal of Nusantara Studies (JONUS) 4, no. 2 (2019): 282–301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301.

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This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descripti

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Whitehead, Dr Evangelin. "Focus Group Discussions to Explore Learner Issues When Writing." World Journal of Education and Humanities 3, no. 3 (2021): p10. http://dx.doi.org/10.22158/wjeh.v3n3p10.

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Writing is the most essential skill and all learners must develop regardless of the professions they aspire to pursue. Writing is a big challenge for both native and non-native students especially in the advancement of technology. It is the biggest challenge to the students of English as a foreign language. Using qualitative research methodologies in the classroom teaching and student learning experiences in higher education gains an in-depth understanding of the learners’ issues. The aims of the study were to implement Focus Group Discussions to explore learner issues when writing. The studen

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van de Craats, Ineke. "De Derde Persoon." Toegepaste Taalwetenschap in Artikelen 66 (January 1, 2001): 23–39. http://dx.doi.org/10.1075/ttwia.66.03cra.

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This paper deals with the question in which respects L1 acquisition differs from L2 acquisition. For this purpose, the way children learning Dutch as their mother tongue acquire possessive constructions is compared to how children and adults learning Dutch as a second language acquire them. The comparison is restricted to the third person role as possessor. Although L1 and L2 learners have many learner variants in common, L2 learners - both children and adults - are initially guided by the structure of their mother tongue. The influence of the L1 can even be resistent for a long time in the pr

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Abdullah Alharbi, Mohammed. "Patterns of EFL Learners’ and Instructor’s Interactions in Asynchronous Group Discussions on Free Writing." Journal of Information Technology Education: Research 17 (2018): 505–26. http://dx.doi.org/10.28945/4143.

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Aim/Purpose: The aim of the present study was to examine peer interactions and the instructor’s facilitation of online asynchronous group discussions on free writing among 20 learners of English as a foreign language (EFL) joining one Saudi university over one academic semester. The study also attempted to explore the views of the learners on the online interactions. Background: Peer interaction has been one of the interesting topics for research on the applications of computer mediated communication (CMC) tools among learners in different domains, including language learning and writing. Howe

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Pavelescu, Liana Maria. "Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases." Studies in Second Language Learning and Teaching 9, no. 1 (2019): 55–82. http://dx.doi.org/10.14746/ssllt.2019.9.1.4.

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The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation.

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CARROLL, SUSANNE E. "Exposure and input in bilingual development." Bilingualism: Language and Cognition 20, no. 1 (2015): 3–16. http://dx.doi.org/10.1017/s1366728915000863.

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A growing literature on bilingual development explores relationships between language exposure and learning outcomes. Vocabulary size and pace of grammar learning have been claimed to be causally related to amounts or types of exposure to each language. Strong claims are made about the role of exposure on bilingual outcomes. Some researchers posit a unique learning result: a ‘weak language’. In a critical review, I voice reasons for scepticism that quantity or quality of exposure alone will explain findings. Central constructs are not well defined; inappropriate research methods have been used

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Bierwisch, Manfred. "Universal Grammar and the Basic Variety." Second Language Research 13, no. 4 (1997): 348–66. http://dx.doi.org/10.1177/026765839701300403.

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The Basic Variety (BV) as conceived by Klein and Perdue (K&P) is a relatively stable state in the process of spontaneous (adult) second language acquisition, characterized by a small set of phrasal, semantic and pragmatic principles. These principles are derived by inductive generalization from a fairly large body of data. They are considered by K&P as roughly equivalent to those of Universal Grammar (UG) in the sense of Chomsky's Minimalist Program, with the proviso that the BV allows for only weak (or unmarked) formal features. The present article first discusses the viability of the

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Amanda, Gita, and Rosi Oktapiani. "RHYTHM IN MONOLOGUE VIDEO BY CHARLIE CHAPLIN." PROJECT (Professional Journal of English Education) 2, no. 6 (2019): 806. http://dx.doi.org/10.22460/project.v2i6.p806-810.

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The aim of this article is to know about the rhythm of the monologue video by the dialogue of Charlie Chaplin. Rhythm is a characteristic sound that have a strong beat and a weak beat, the writers will try to proof whether it can imitated well or can not imitated well by some of foreign learners. The writers will make a transcript of a dialogue in the last part of the movie The Great Dictator, and as a foreign learner, the writers will try to imitated Charlie Chaplin by watching and listening the character sound that Charlie Chaplin has. The last, the writers will discus the result to find whe

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Ni, Ansong, Pengcheng Yin, and Graham Neubig. "Merging Weak and Active Supervision for Semantic Parsing." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (2020): 8536–43. http://dx.doi.org/10.1609/aaai.v34i05.6375.

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A semantic parser maps natural language commands (NLs) from the users to executable meaning representations (MRs), which are later executed in certain environment to obtain user-desired results. The fully-supervised training of such parser requires NL/MR pairs, annotated by domain experts, which makes them expensive to collect. However, weakly-supervised semantic parsers are learnt only from pairs of NL and expected execution results, leaving the MRs latent. While weak supervision is cheaper to acquire, learning from this input poses difficulties. It demands that parsers search a large space w

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Kovačević, Ervin. "The relationship between lexical complexity measures and language learning beliefs." Jezikoslovlje 20, no. 3 (2019): 555–82. http://dx.doi.org/10.29162/jez.2019.20.

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Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical comple

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Vasylyshyna, Nataliia Maksymivna. "Task-Based Approach in The Frame of Professional Preparation at Universities." Engineering and Educational Technologies 8, no. 2 (2020): 8–17. http://dx.doi.org/10.30929/2307-9770.2020.08.02.01.

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The success that our students can achieve in the process of language learning depends on different factors, among which students’ involvement in language acquisition is considered to be one of the crucial in modern communicative methodology. While teaching foreign languages we use various methods, approaches and techniques. Language purpose influences our choice of syllabus items and teaching techniques. The task-based approach has gained popularity in the field of language teaching since the last decade of the 20fh century and significant scholars have joined the discussion and increased the

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Shammout, Manal. "The Effect of Cooperative Learning Activities on Enhancing the Writing Skills of Syrian EFL Learners at Arab International University." Theory and Practice in Language Studies 10, no. 7 (2020): 791. http://dx.doi.org/10.17507/tpls.1007.10.

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This paper aims at enhancing writing skills by using cooperative learning strategies since recent methodologies in foreign language teaching have deviated the shift of focus from traditional teacher-oriented classes to more learner-centered contexts. Among the methods endorsed in teaching writing is the application of Cooperative Learning (CL). The use of CL has become an increasingly popular method to improve the learner’s linguistic, social and communicative competence. This research investigated the effects of CL to improve the writing skill of AIU students. A questionnaire was done to spot

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Zaidi, Rahat. "Dual-Language Books: Enhancing Engagement and Language Awareness." Journal of Literacy Research 52, no. 3 (2020): 269–92. http://dx.doi.org/10.1177/1086296x20939559.

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This collaborative action research project in Alberta, Canada, explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learners, making it crucial to include a mix of languages in classroom interactions to engage all learners. The case study combined prereading linguistic prompts with a reading of 10 DLBs, one each week, by guest readers in Urdu, Tagalog, and Spanish, alon

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Amirzai, Gul Ahmad. "Assessing the Effects of Teaching Vocabulary in Developing Receptive Skills: A Review Article." Journal of World Englishes and Educational Practices 3, no. 3 (2021): 15–21. http://dx.doi.org/10.32996/jweep.2021.3.3.2.

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Vocabulary is central to English language teaching. Through vocabulary, students can understand, communicate, and write well. Without sufficient vocabulary knowledge, students cannot understand others or express their own ideas. The aim of this topic is to find out if teaching vocabulary can help students in improving reading or listening or not? Behind this question, there are some reasons in the Afghan context. First, students mostly have basic vocabulary knowledge and a mass of vocabulary, but the reading power is weak. This is especially true in most university students having a problem re

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SHAALAN, KHALED, MARWA MAGDY, and ALY FAHMY. "Analysis and feedback of erroneous Arabic verbs." Natural Language Engineering 21, no. 2 (2013): 271–323. http://dx.doi.org/10.1017/s1351324913000223.

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AbstractArabic language is strongly structured and considered as one of the most highly inflected and derivational languages. Learning Arabic morphology is a basic step for language learners to develop language skills such as listening, speaking, reading, and writing. Arabic morphology is non-concatenative and provides the ability to attach a large number of affixes to each root or stem that makes combinatorial increment of possible inflected words. As such, Arabic lexical (morphological and phonological) rules may be confusing for second language learners. Our study indicates that research an

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Wacha, Richard Charles, and Yeu-Ting Liu. "Testing the efficacy of two new variants of recasts with standard recasts in communicative conversational settings: An exploratory longitudinal study." Language Teaching Research 21, no. 2 (2016): 189–216. http://dx.doi.org/10.1177/1362168815624268.

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The purpose of this exploratory longitudinal study was to evaluate the efficacy of two new forms of recasts (i.e. elaborated and paraphrased recasts), each of which was designed to be more in accordance with contested views of input processing. The effectiveness of the two new forms of recasts was compared to that of conventional standard recasts. To this end, an experienced language teacher engaged four intermediate-level learners of English as a foreign language (EFL) in weekly, one-on-one, English conversation sessions under four instructional conditions (elaborated recast, paraphrased reca

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Zhong, Qunyan (Maggie). "The nature of language learners’ beliefs: A half-told story." International Journal of English Studies 15, no. 2 (2015): 41. http://dx.doi.org/10.6018/ijes/2015/2/220061.

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<p>Substantial amount of research regarding L2 learners’ beliefs has been conducted in recent years. However, not enough attention has been paid to investigating the nature of learners’ beliefs; hence our understanding of the construct is contradictory in the sense that early research studies report stability in beliefs, while more recent studies provide evidence of change in learners’ beliefs. This paper reports on a case study aiming at contributing to a deeper understanding of the nature of language learners’ beliefs. Data were gathered longitudinally over an 18-week period using a nu

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Dao, Phung, Noriko Iwashita, and Elizabeth Gatbonton. "Learner attention to form in ACCESS task-based interaction." Language Teaching Research 21, no. 4 (2016): 454–79. http://dx.doi.org/10.1177/1362168816651462.

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This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for English as a second language (ESL) over a four-week period was analysed for incidence, outcome and characteristics (i.e. focus, initiation, response, and turn length) of language-related episodes (LREs) opera

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Yanf, Fang-Ying. "EFL Learners’ Autonomous Listening Practice Outside of the Class." Studies in Self-Access Learning 12, no. 4 (2020): 328–46. http://dx.doi.org/10.37237/110403.

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This study utilizes the design of an informal, semi-structured self-directed English listening program beyond the classroom in a university in Taiwan. The purpose was to examine Mandarin-speaking EFL learners’ autonomous learning processes and their perceptions toward the program. Twenty-two participants voluntarily signed up for the ten-week program, in which TED videos were used as the listening materials. Except for the orientation during the first week, all learning activities took place outside of the classroom at each learner’s pace. Data included 446 listening logs, end-of-program quest

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Menegale, Marcella. "USING LOGBOOKS WITH SECOND AND FOREIGN LANGUAGE LEARNERS IN HIGHER EDUCATION: LEARNER AUTONOMY IN PROGRESS." Philologia hispalensis 1, no. 34 (2020): 99–119. http://dx.doi.org/10.12795/ph.2020.v34.i01.06.

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This paper reports data from a study recently carried out with university language students attending a Master’s degree programme in Language Sciences. The study aimed at exploring to what extent logbook writing could allow them to progress in their learner autonomy by engaging in more reflective, conscious, and responsible second/foreign language learning. The class was asked first to write a logbook for a week with the purpose of keeping track of their personal language learning process and then to answer some reflective questions to give an account of their perception about the logbook expe

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Kopečková, Romana, Christine Dimroth, and Ulrike Gut. "Children’s and adults’ initial phonological acquisition of a foreign language." Journal of Second Language Pronunciation 5, no. 3 (2019): 374–401. http://dx.doi.org/10.1075/jslp.18033.kop.

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Abstract This study compared children’s and adults’ L2 perception and production in the first hours of exposure to a foreign language. A total of 10 German children and 19 German adults performed a phoneme discrimination task and a sentence imitation task in Polish at two testing times. Exposed to a comparable input, the adult learners were found to perceive Polish sibilant contrasts more accurately than their child counterparts and to maintain this advantage over a two-week-long instruction. However, the two groups did not differ in their developing ability to produce the tested sibilants. A

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Elder, Cathie, Jane Warren, John Hajek, Diane Manwaring, and Alan Davies. "Metalinguistic knowledge." Australian Review of Applied Linguistics 22, no. 1 (1999): 81–95. http://dx.doi.org/10.1075/aral.22.1.04eld.

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Abstract This paper reports on a project (funded by a small Australian Research Council grant) investigating levels of metalinguistic knowledge of English and other languages amongst first-year undergraduate learners of French, Chinese and Italian and the relationship between this knowledge and success in studying a language at university. The study is a partial replication of research undertaken by Alderson, Clapham and Steel (1977) in relation to learners studying French at a number of British universities. The findings offer no support for the widely-held view that there is a strong connect

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Linford, Bret, Sara Zahler, and Melissa Whatley. "Acquisition, study abroad and individual differences." Study Abroad Research in Second Language Acquisition and International Education 3, no. 2 (2018): 243–74. http://dx.doi.org/10.1075/sar.17003.lin.

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Abstract The current study examines the combined effect of type and quantity of contact with the target language on the second language development of a variable structure, ‘subject pronoun expression’ in L2 Spanish. A written contextualized task and a language contact questionnaire were given to 26 second language learners of Spanish before and after a six-week study abroad in Valencia, Spain. Their selection of overt and null subject pronouns was compared to native speakers from the study abroad region as well as to learners and native speakers in previous research in a US university context

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Basaran, Suleyman, and Eyup Dilber. "Effects of Captioned TV Shows on Language Learners Motivation and Perception." Respectus Philologicus 23, no. 28 (2013): 83–96. http://dx.doi.org/10.15388/respectus.2013.23.28.7.

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This study aimed at identifying the possible effects of using English TV shows with captions on adult Turkish learners’ language learning motivation. It also investigated how learners perceived the use of captions as a language learning tool. Two different learner groups, A2 and B1, studied the printed captions of TV shows before watching them. Later, they watched the captioned shows three hours a week for approximately three months. The data from semi-structured interviews, questionnaires and observations indicated that captioned shows contributed to the instrumental motivation of the learner

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Ellis, Rod. "Grammatically Judgments and Second Language Acquisition." Studies in Second Language Acquisition 13, no. 2 (1991): 161–86. http://dx.doi.org/10.1017/s0272263100009931.

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This article takes a critical look at grammaticality judgment tasks in second language acquisition research. It begins by examining the theoretical assumptions that underlie grammaticality judgment tasks, pointing out that previous studies have reported considerable differences between the results obtained from grammaticality judgment tasks and from other, production-oriented tasks. A description of the design features of grammaticality judgment tasks that have been used to date is then provided. There follows an account of a small-scale study designed to investigate the nature of learner judg

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Robson, Graham G. "The Relationship between WTC and Oral Proficiency Measurements in the Study Abroad Context." International Education Studies 8, no. 12 (2015): 56. http://dx.doi.org/10.5539/ies.v8n12p56.

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<p class="apa">Theories of second language acquisition such as the Interaction Hypothesis (Long, 1996) and Pushed Output Hypothesis (Swain, 1995) emphasize that learners must actually communicate in order to bring about the conditions for language acquisition. Learners who are more willing to communicate may create more opportunities for interaction, and thereby possibly improve their spoken proficiency. In L2 research fluency, accuracy and complexity have been used to extensively measure spoken output. This study uses qualitative and quantitative methods to investigate a largely under-r

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Van Compernolle, Rémi A. "Constructing a Second Language Sociolinguistic Repertoire: A Sociocultural Usage-based Perspective." Applied Linguistics 40, no. 6 (2018): 871–93. http://dx.doi.org/10.1093/applin/amy033.

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Abstract This article discusses a sociocultural usage-based perspective on the development of sociolinguistic competence. Previous research has focused on learners’ acquisition and use of alternative ways of ‘saying the same thing’ (i.e. native-like variation) in relation to study abroad, contact with native speakers, and pedagogy. Missing from the literature are studies examining the developmental trajectories of individual learners from a qualitative perspective. This article takes a first step in this direction by documenting the specific lexicogrammatical constructions deployed by one lear

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Amores Sánchez, Mónica, and Elisabet Pladevall Ballester. "The effects of written input on young EFL learners’ oral output." Journal of English Studies 12 (December 20, 2014): 7. http://dx.doi.org/10.18172/jes.2821.

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The present paper explores whether the incentive of written input affects oral language development of young learners of English in a minimal input situation. After an eight-week instruction period with both written and oral input in the experimental group and just oral input in the control group, data were obtained by means of an oral test consisting of question and answer, picture description and L1 translation tasks. The effects on the learners’ oral output were measured with respect to the number of target words, semanticpragmatic appropriateness, syntactic acceptability and L1 translation

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Rahimi, Meisam. "Second language articulatory training and computer-generated feedback in L2 pronunciation improvement." ITL - International Journal of Applied Linguistics 167, no. 2 (2016): 190–209. http://dx.doi.org/10.1075/itl.167.2.04rah.

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This paper investigates the efficacy of articulatory training and acoustic feedback on Persian L2 learners’ production of English segmental (/ɒ/). A sample of 30 Persian ESL learners was recruited- 10 learners were randomly assigned to the experimental group 1, 10 to the experimental group 2, and 10 to the control group. Over a five-week period, the experimental group 1 received training on the manner of articulation of the segment, the experimental group 2 received acoustic-articulatory training and was exposed to CALL software for receiving feedback, and the control group was only exposed to

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Hamdi Khosroshahi, Hamideh, and Ali Merç. "Listening self-efficacy beliefs, L2 listening proficiency, and listening strategy training." ELT Forum: Journal of English Language Teaching 9, no. 2 (2020): 1–14. http://dx.doi.org/10.15294/elt.v9i2.41855.

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Self-efficacy plays an important role in language learners’ performances in language learning. Studies report that explicit teaching of strategies, self-efficacy, and better learner performance are interdependent concepts. This entails the fact that language teachers should focus on the first two in order to increase the learners’ performance. The aim of this study is to find out how teaching cognitive and metacognitive strategies affect EFL learners’ performances and self-efficacy beliefs in listening comprehension tasks. Ninety students participated in this study, thirty of whom were part of

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Radley, Anjilkurri, Caroline Jones, Jose Hanham, and Mark Richards. "Matjarr Djuyal: How Using Gesture in Teaching Gathang Helps Preschoolers Learn Nouns." Languages 6, no. 2 (2021): 103. http://dx.doi.org/10.3390/languages6020103.

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There are important efforts being made to revitalise Aboriginal languages in Australia, which are both pedagogically and culturally appropriate. This research seeks to expand the current knowledge of the effectiveness of gesturing as a teaching strategy for young children learning the Gathang language. An experimental method was used to investigate the effectiveness of gesture by employing a context in which other variables (e.g., other teaching pedagogies) could be held constant. Participants, age range 4–5.2 years, were taught Gathang nouns with gesture and without gesture, alongside verbal

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Smith, Kenny, Amy Perfors, Olga Fehér, Anna Samara, Kate Swoboda, and Elizabeth Wonnacott. "Language learning, language use and the evolution of linguistic variation." Philosophical Transactions of the Royal Society B: Biological Sciences 372, no. 1711 (2017): 20160051. http://dx.doi.org/10.1098/rstb.2016.0051.

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Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of lingui

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Coskun, Zeynep Nesrin, and Cagla Mitrani. "An instructional design for vocabulary acquisition with a hidden disability of dyslexia." Cypriot Journal of Educational Sciences 15, no. 2 (2020): 305–18. http://dx.doi.org/10.18844/cjes.v15i2.4671.

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The aim of the study is to design an effective instruction build on the Dick and Carey Model and game-based learning that enables an undiagnosed language learner of dyslexia, facing problems in vocabulary acquisition to acquire a pre-defined number of vocabularies in a given time. The method of the curriculum development study is based on a case study in a real-life context with quantitative and qualitative evidence that relies on multiple data collection tools such as checklist, interviews, questionnaire and report cards of the learner. The results of the study demonstrated that the capabilit

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Coskun, Nesrin Zeynep, and Cagla Mitrani. "An instructional design for vocabulary acquisition with a hidden disability of dyslexia." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (2020): 229–41. http://dx.doi.org/10.18844/prosoc.v7i1.4901.

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The focus of this study is on an undiagnosed language learner with Dyslexia, facing problems in vocabulary acquisition. The purpose of this study is to enable the learner to acquire a pre-defined number of vocabularies within a given time limit. The method of this study is a case study in a real-life context with quantitative evidence that relies on multiple data collection tools, such as checklist, interviews, questionnaire and report cards of the learner. The results of this study demonstrate that the capability of the dyslexic learner can be increased to acquire 55 vocabularies in a week, w

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Erfani, Leila. "Effects of Interactive Text Chat and Independent Writing on Iranian EFL Language Learning." International Journal of English Linguistics 6, no. 5 (2016): 156. http://dx.doi.org/10.5539/ijel.v6n5p156.

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<p>The present Study tries to examine the degree of significance of interaction for foreign language learning by investigating results of dichotomous kinds of home work tasks. The researcher tried to compare: (a) interactive assignment, accomplished through text chat activities, and (b) individual assignment, accomplished through independent writing activities. For six weeks participants in two separate intermediate- level English classes in a between-subjects design were exposed to the two different situations and accomplished the supposed activities three times a week. In the assigned

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Park, Hyeson. "A minimalist approach to null subjects and objects in second language acquisition." Second Language Research 20, no. 1 (2004): 1–32. http://dx.doi.org/10.1191/0267658304sr228oa.

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Studies of the second language acquisition of pronominal arguments have observed that: (1) L1 speakers of null subject languages of the Spanish type drop more subjects in their second language (L2) English than first language (L1) speakers of null subject languages of the Korean type and (2) speakers of Korean-type languages drop more objects than subjects in their L2 English. An analysis of these two asymmetries is conducted within the Minimalist Program framework (MP), which hypothesizes that language acquisition involves the learning of formal features of a target language.I propose, based

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Burch, Alfred Rue. "Responding (or not) to other’s talk." Applied Pragmatics 1, no. 2 (2019): 119–53. http://dx.doi.org/10.1075/ap.18015.bur.

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Abstract This study follows Ishida’s (2017) call for longitudinal studies that examine how learners in the early stages of their study abroad sojourn develop skills in responding to prior talk. Using multimodal Conversation Analysis (CA), the study compares three interactions across a six-week sojourn between a learner of Japanese and his host father. For longitudinal comparison, the study focuses on sequences in which the learner has initiated a question or comment, and the host father provides a non-minimal response. The study finds a diversification of resources and an expanded repertoire o

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Haron, Sueraya Che, Ismail Sheikh Ahmad, Arifin Mamat, and Ismaiel Hassanein Ahmed Mohamed. "Understanding Arabic-Speaking Skill Learning Strategies Among Selected Malay Learners: A Case-Study At The International Islamic University Malaysia (IIUM)." Contemporary Issues in Education Research (CIER) 3, no. 8 (2010): 9. http://dx.doi.org/10.19030/cier.v3i8.222.

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In Malaysia, studies have shown that most Malay learners learning Arabic Language exhibit weak Arabic speaking skill despite spending years of learning the language. However, given the same learning environment and experience, some of them could be considered as good Arabic speakers as revealed by the results of Arabic Placement Test conducted by the Center of Languages and pre-Academic Development (CELPAD) of the International Islamic University Malaysia (IIUM). These learners have successfully scored band 7 and above in Arabic speaking skill test. The researchers believe that being aware of

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Cancino, Marco. "Increasing EFL Learner Participation through Eliciting Language: Insights from Conversation Analysis." Journal of Language and Education 6, no. 2 (2020): 76–90. http://dx.doi.org/10.17323/jle.2020.10304.

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The idea that interaction shapes learning in the second language classroom by increasing opportunities for participation, and that teachers can achieve this by adequately eliciting language from learners has been discussed in the literature. However, research specifying interactional resources deployed by teachers when eliciting language from their learners has been scarce. To this end, the present study used conversation analysis to examine the interactional resources produced in the elicitation of questions belonging to a specific lesson stage, namely, the ‘classroom context mode’ (CCM). In

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Leonard, Laurence B., Patricia Deevy, Jeffrey D. Karpicke, et al. "Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach." Journal of Speech, Language, and Hearing Research 62, no. 12 (2019): 4433–49. http://dx.doi.org/10.1044/2019_jslhr-l-19-0221.

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Purpose There are strong retention benefits when learners frequently test themselves during the learning period. This practice of repeated retrieval has recently been applied successfully to children's word learning. In this study, we apply a repeated retrieval procedure to the learning of novel adjectives by preschool-age children with developmental language disorder (DLD) and their typically developing (TD) peers. We ask whether the benefits of retrieval extend to children's ability to apply the novel adjectives to newly introduced objects sharing the same characteristics as the objects used

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Lindstromberg, Seth, and June Eyckmans. "The effect of frequency on learners’ ability to recall the forms of deliberately learned L2 multiword expressions." ITL - International Journal of Applied Linguistics 171, no. 1 (2019): 2–33. http://dx.doi.org/10.1075/itl.18005.lin.

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Abstract In incidental learning, open class vocabulary items with high or relatively high objective frequency in input are comparatively likely to be acquired. However, many single words and most multiword expressions (MWEs) occur infrequently in authentic input. It has therefore been argued that learners of school age or older can benefit from episodes of instructed or self-managed deliberate (or intentional) L2 vocabulary learning, especially when L2 is learned in an EFL environment and most especially when productive knowledge is the goal. A relevant question is whether the objective freque

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Carlet, Angélica, and Hanna Kivistö-de Souza. "Improving L2 pronunciation inside and outside the classroom." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 3 (2018): 99–124. http://dx.doi.org/10.5007/2175-8026.2018v71n3p99.

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Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words

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