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Artículos de revistas sobre el tema "Learning language"

Autor: Grafiati

Publicado: 28 de mayo de 2022

Última modificación: 25 de julio de 2025

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1

WRIGHT, BARBARA D. "Learning Languages and the Language of Learning." Modern Language Journal 90, no. 4 (2006): 593–97. http://dx.doi.org/10.1111/j.1540-4781.2006.00466_7.x.

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Tambile, Rajendra K. "Language Laboratory and English Language Learning." Indian Journal of Applied Research 3, no. 6 (2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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Axatovna, Safina Farida. "LANGUAGE LEARNING AND LANGUAGE TEACHING APPROACHES." American Journal of Philological Sciences 4, no. 3 (2024): 43–45. http://dx.doi.org/10.37547/ajps/volume04issue03-08.

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The evolution of modern language teaching and learning can be traced back to the 20th century, a time when travel by land, sea, and air became more accessible to a larger portion of the population. Initially limited to Europe and North America, travel eventually expanded globally,allowing people from all continents to explore foreign lands. This accessibility marked a departure from the exclusive domain of pilgrims, explorers, and the wealthy, making foreign travel achievable for the majority in developed nations. Additionally, advancements such as the discovery of electricity and wireless com

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4

Shimi, G., C. Jerin Mahibha, and Durairaj Thenmozhi. "An Empirical Analysis of Language Detection in Dravidian Languages." Indian Journal Of Science And Technology 17, no. 15 (2024): 1515–26. http://dx.doi.org/10.17485/ijst/v17i15.765.

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Objectives: Language detection is the process of identifying a language associated with a text. The proposed system aims to detect the Dravidian language that is associated with the given text using different machine learning and deep learning algorithms. The paper presents an empirical analysis of the results obtained using the different models. It also aims to evaluate the performance of a language agnostic model for the purpose of language detection. Method: An empirical analysis of Dravidian language identification in social media text using machine learning and deep learning approaches wi

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5

Čebron, Neva, and Lara Sorgo. "FROM TRADITIONAL LANGUAGE LEARNING TO LANGUAGE LEARNING ON MOBILE APPS." Folia linguistica et litteraria XIII, no. 44 (2023): 69–88. http://dx.doi.org/10.31902/fll.44.2023.4.

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The pervasive presence of ICT (information and communication technology) in everyday life and the appeal these technologies have for our students, forces teachers of foreign languages to consider how language teaching might be adapted to include these new tools in teaching practice. During the various stages of the Covid pandemic, the surge in the development of ICT supported language-learning devices, especially language learning mobile apps, and a wealth of research focusing on the exploration of the new means of eLearning, indicate new options for the delivery and acquisition of foreign lan

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6

Zanuy, Eva. "Language Learning Generators — From Traditional Language Learning Methodologies to Future Computer Assisted Technologies." International Journal of Computer and Communication Engineering 5, no. 2 (2016): 158–64. http://dx.doi.org/10.17706/ijcce.2016.5.2.158-164.

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7

Akbar, Ali. "Language Learning Strategy Use and English Language Proficiency." Global Social Sciences Review 3, no. 2 (2018): 439–53. https://doi.org/10.5281/zenodo.4346683.

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The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels

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8

Akbar, Ali, Zaman Aleena, and Alam Khan Fatima. "Language Learning Strategy Use and English Language Proficiency." GLOBAL SOCIAL SCIENCES REVIEW (GSSR) III, no. II (2018): 439–53. https://doi.org/10.31703/gssr.2018(III-II).25.

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The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels

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9

Dmitrenko, Violetta. "Language learning strategies of multilingual adults learning additional languages." International Journal of Multilingualism 14, no. 1 (2017): 6–22. http://dx.doi.org/10.1080/14790718.2017.1258978.

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10

O'rinbek, Toshpulatov. "MODERN METHODS IN DISTANCE LANGUAGE TEACHING OF FOREIGN LANGUAGES." "Ilm-Fan" Journal of Science 1, no. 1 (2023): 12–15. https://doi.org/10.5281/zenodo.7952366.

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This article is devoted to the analysis of the modern methods in distance language teaching of foreign languages and how these methods have revolutionized the way of learning, providing learners with flexible, accessible, and personalized learning opportunities.

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11

Lin, Jia. "Language learning strategy and language learning achievement." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.

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Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predict

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12

Seker, Emrullah. "Multiple language learning." Global Journal of Foreign Language Teaching 6, no. 4 (2016): 196–205. http://dx.doi.org/10.18844/gjflt.v6i4.1670.

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English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological am

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13

R. D. Gomathi, R. D. Gomathi, and P. Kiruthika P. Kiruthika. "Activity Based Language Learning – an Effective Learning Method." Indian Journal of Applied Research 3, no. 11 (2011): 254–55. http://dx.doi.org/10.15373/2249555x/nov2013/82.

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14

G, Shimi, Jerin Mahibha C, and Thenmozhi Durairaj. "An Empirical Analysis of Language Detection in Dravidian Languages." Indian Journal of Science and Technology 17, no. 15 (2024): 1515–26. https://doi.org/10.17485/IJST/v17i15.765.

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Abstract <strong>Objectives:</strong> Language detection is the process of identifying a language associated with a text. The proposed system aims to detect the Dravidian language that is associated with the given text using different machine learning and deep learning algorithms. The paper presents an empirical analysis of the results obtained using the different models. It also aims to evaluate the performance of a language agnostic model for the purpose of language detection. <strong>Method:</strong> An empirical analysis of Dravidian language identification in social media t

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15

Cook, G. "Language play, language learning." ELT Journal 51, no. 3 (1997): 224–31. http://dx.doi.org/10.1093/elt/51.3.224.

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16

Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.

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Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learni

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17

Carrick, Oliver, and Jessica Lorena Mera Bolaños. "Evolutionary language learning." Esferas 4 (April 6, 2023): 30–41. http://dx.doi.org/10.18272/esferas.v4i.2785.

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This essay discusses the development of a language learning program for the local community on the island of San Cristóbal in the Galapagos Islands. Second and third language skills are very important to residents of the Galapagos due to the islands’ dependency on the tourism sector. In pursuit of UN Sustainable Development Goal Four, Quality Education, the Department of Foreign Languages has implemented formal English and French as a Foreign Language education programs for children, adolescents and adults on San Cristóbal. USFQ’s Language Department in the Galapagos is small, but has used bes

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18

Qizi, Uralova Feruza Faxriddin. "USEFUL WAYS LEARNING GERMAN LANGUAGE." American Journal Of Social Sciences And Humanity Research 03, no. 05 (2023): 74–78. http://dx.doi.org/10.37547/ajsshr/volume03issue05-13.

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This article explores effective and useful ways to learn the German language. Learning German offers various benefits, including expanded travel opportunities, academic pursuits, and career advancements. The article provides a comprehensive overview of methods such as language classes, immersion in German media, conversational practice, online resources, reading German literature, cultural immersion, goal setting, and tracking progress. It also emphasizes the importance of utilizing flashcards, joining online language communities, writing in German, engaging with German culture, utilizing lang

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19

Akhmetovna, Joldasbaeva Palzada. "Motivation in Second Language Learning." International Journal Of Literature And Languages 5, no. 4 (2025): 94–97. https://doi.org/10.37547/ijll/volume05issue04-25.

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Success in learning a second language is frequently correlated with the idea of "motivation." The most common theory used to explain a language learner's success or failure is motivation. The research on motivation in second language acquisition (SLA) from reputable journals in the subject was compiled and reviewed in this work. The function of motivation as one of the most significant individual differences (IDs) in second/foreign language acquisition is examined, as are its interactions with second/foreign language learning. The larger thesis of this work is that context affects motivation a

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20

Hadi, Shahla Abdul Kadhim. "Foreign Language Learning in Light of Cognitive Learning Theory." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (2022): 55–61. http://dx.doi.org/10.32996/jeltal.2022.4.4.7.

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Language, with a capital initial, indicates the human system of verbal communication, which has a lot of variations represented by various languages spoken in the world. All languages involve the same mechanisms that govern their patterning because all humans have the same architecture of the cognitive system and follow the same cognitive learning principles in acquiring knowledge. While the cognitive processing mechanisms are unconscious and automatic in first language acquisition, they are effortful and can impose load on the cognitive system of the EFL learners due to factors internal to th

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21

Hayes, David. "Learning Language, Learning Teaching." RELC Journal 40, no. 1 (2009): 83–101. http://dx.doi.org/10.1177/0033688208101446.

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22

Piper, Terry. "Learning about Language Learning." Language Arts 63, no. 5 (1986): 466–71. http://dx.doi.org/10.58680/la198625685.

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23

Met, Myriam. "Learning Language through Content: Learning Content through Language." Foreign Language Annals 24, no. 4 (1991): 281–95. http://dx.doi.org/10.1111/j.1944-9720.1991.tb00472.x.

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24

Kiss, Attila. "Language Ideologies and Learning Historical Minority Languages." Apples - Journal of Applied Language Studies 9, no. 1 (2015): 87–109. http://dx.doi.org/10.17011/apples/2015090105.

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Language ideologies surrounding the learning of historical minority languages deserve more/closer attention because due to the strong nation state ideology, the relation between majority and minority languages has long been problematic, and native speakers of majority languages do not typically learn the languages of the minorities voluntarily. This article discusses the language ideologies of voluntary learners of Swedish and Hungarian in two contexts where these languages are historical minority languages. Data was collected at evening courses in Oradea, Romania and Jyväskylä, Finland on whi

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25

Gharawi, Mohammed A., and Azman Bidin. "Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions." International Journal of Information and Education Technology 6, no. 8 (2016): 633–37. http://dx.doi.org/10.7763/ijiet.2016.v6.764.

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26

Laily Nurjanah, Ratih, Januarius Mujiyanto, Hendi Pratama, and Dwi Rukmini. "Students’ perceptions on learning independence: how self-regulated learning strategy helps?" Language Value 15, no. 2 (2022): 29–53. http://dx.doi.org/10.6035/languagev.6930.

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This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A question

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27

Bradley, Linda. "The Mobile Language Learner - Use of Technology in Language Learning." JUCS - Journal of Universal Computer Science 21, no. (10) (2015): 1269–82. https://doi.org/10.3217/jucs-021-10-1269.

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This research investigates how students in higher education engage with mobile devices when learning languages. The research addresses the following questions: What productive language learning activities evolve on mobile devices and how are they situated in students' learning environments? How do students' learning strategies contribute to mobile language learning? The study is based on questionnaires, interviews and observations with students concerning their mobile usage. The results show that engaging in online communities for learning purposes is increasing and that the participants have

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28

SHYKUN, Alla. "MOBILITY AND LANGUAGE LEARNING: USING ONLINE PLATFORMS FOR LEARNING FOREIGN LANGUAGES." Human Studies Series of Pedagogy, no. 48 (July 7, 2023): 224–28. http://dx.doi.org/10.24919/2413-2039.16/48.33.

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Mobility can have a significant impact on language learning, as it exposes learners to new linguistic and cultural environments. Immersion is one of the most effective ways to learn a language. When learners are surrounded by a language they are trying to learn, they are forced to use it and to adapt to new ways of communication. Mobility provides opportunities for learners to immerse themselves in the language by traveling to a foreign country or living with a host family. Online platforms have become increasingly popular for learning English in recent years. There are several benefits to usi

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Turaeva, Shoira Muxtarovna. "LANGUAGE, LEARNING AND TEACHING." DEVELOPMENT AND INNOVATIONS IN SCIENCE, no. 1 (January 12, 2022): 1–4. https://doi.org/10.5281/zenodo.5840827.

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Language teaching and learning programs provide students the opportunity to discover how languages are learned and how they may be most-effectively taught. These programs allow students to consider questions including the subsequent: What theoretical troubles underline the teaching and studying of language?

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Karolczuk, Marzanna. "Blended learning (e-learning) in language studies." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 119–28. http://dx.doi.org/10.16926/sn.2017.13.09.

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Hapsari, Astri. "Language Learning Strategies in English Language Learning: A Survey Study." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (2019): 58–68. http://dx.doi.org/10.21831/lingped.v1i1.18399.

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Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The ins

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32

Ismayilli, Fatima. "REVOLUTIONIZING LANGUAGE LEARNING: INTEGRATION OF AI TO PERSONALIZED LANGUAGE LEARNING." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 79 (May 7, 2024): 22–23. https://doi.org/10.5281/zenodo.11127272.

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"Revolutionizing Language Learning: Integration of AI to Personalized Language Learning" examines the profound influence of AI on language education. The article explores the fundamental nature of customized learning, emphasizing the importance of artificial intelligence in customizing learning experiences according to individual requirements. The text explores a range of AI-driven tools and methods used in language learning, with a particular focus on their effectiveness in improving learning results. The authors highlight the significance of AI in delivering instantaneous feedback, adaptable

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33

Masny, Diana, Susan Gass, and Larry Selinker. "Language Transfer in Language Learning." Modern Language Journal 69, no. 2 (1985): 166. http://dx.doi.org/10.2307/326512.

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Saville-Troike, Muriel, Claus Faerch, Kirsten Haastrup, and Robert Phillipson. "Learner Language and Language Learning." Modern Language Journal 69, no. 1 (1985): 78. http://dx.doi.org/10.2307/327884.

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Lidz, Jeffrey. "Language Learning and Language Universals." Biolinguistics 4, no. 2-3 (2010): 201–17. http://dx.doi.org/10.5964/bioling.8785.

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This paper explores the role of learning in generative grammar, highlighting interactions between distributional patterns in the environment and the innate structure of the language faculty. Reviewing three case studies, it is shown how learners use their language faculties to leverage the environment, making inferences from distributions to grammars that would not be licensed in the absence of a richly structured hypothesis space.

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De, Uttaran. "Language acquisition and Language Learning." International Journal of English Learning & Teaching Skills 3, no. 1 (2020): 1671–78. http://dx.doi.org/10.15864/ijelts.3101.

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The requirement of language in day to day communication and the development of it has always been a interesting topic for research. The subject a permutation and combination of different segments of history, literature study, human psychology and also biological influences. This present paper goes through the topic of ‘Language acquisition and language learning’. The paper explores the common philosophical and psychological aspects of learning and acquisition to comment on the difference between the two and also narrates upon the fundamental concepts of language to evoke the relation between l

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Kroch, Anthony. "Language learning and language change." Behavioral and Brain Sciences 12, no. 2 (1989): 348–49. http://dx.doi.org/10.1017/s0140525x00049013.

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Lightbown, Patsy M. "Learner language and language learning." System 14, no. 3 (1986): 353–55. http://dx.doi.org/10.1016/0346-251x(86)90033-3.

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Svalberg, Agneta M.-L. "Language awareness and language learning." Language Teaching 40, no. 4 (2007): 287–308. http://dx.doi.org/10.1017/s0261444807004491.

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This article reviews Language Awareness (LA) as a field of research and practice. It deals with the period from 1990 to the present, asking what LA is, how it has been collectively constructed during this time, what the theoretical underpinnings might be and what it means in practical, methodological terms in the classroom and for society. It is recognized that its multidisciplinary nature and wide scope could lead to fragmentation, but it is argued that the holistic view evident in LA research and practice is a strength, and that its different sub-fields have certain core notions in common wh

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Tokowicz, Natasha, Tessa Warren, and Leida Tolentino. "The Competition Model and Adult Second Language Learning: Cross-Language Similarity and L2 Morphosyntax Learning." Language Teaching Research Quarterly 44 (October 2024): 71–83. http://dx.doi.org/10.32038/ltrq.2024.44.08.

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Adult second language learners arrive at the language learning situation with an already formed first language grammar system in place. The study of cross-language similarity across the first and second languages explores how the similarities and differences in the two languages make learning more or less difficult, particularly for adult learners. From a Competition Model (MacWhinney, 1997) framework, the authors and their colleagues have conducted research examining the relationship between cross-language similarity and adult second language learning and processing with actual learners and i

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Pian, Weiguo, Hanyu Peng, Xunzhu Tang, et al. "MetaTPTrans: A Meta Learning Approach for Multilingual Code Representation Learning." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 4 (2023): 5239–47. http://dx.doi.org/10.1609/aaai.v37i4.25654.

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Representation learning of source code is essential for applying machine learning to software engineering tasks. Learning code representation from a multilingual source code dataset has been shown to be more effective than learning from single-language datasets separately, since more training data from multilingual dataset improves the model's ability to extract language-agnostic information from source code. However, existing multilingual training overlooks the language-specific information which is crucial for modeling source code across different programming languages, while only focusing o

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Șișianu, Ala, and Ala Pușcașu. "New technologies and foreign language learning: transforming language education." Journal of Social Science 7, no. 1 (2024): 91–99. https://doi.org/10.52326/jss.utm.2024.7(1).07.

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This article explores the transformative impact of new technologies on foreign language learning and its implications for language education. With the rise of globalization, proficiency in multiple languages has become increasingly valuable. The advent of online language learning platforms, virtual reality and augmented reality technologies, mobile applications, and language exchange communities has revolutionized language education. These technologies offer learners convenient access to resources, personalized instruction, immersive experiences, and opportunities for real-world practice. Howe

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Shamsitdinova, M. "Incorporating Natural Language Processing Technologies for Personalized Language Learning Experience." International Journal of Law And Criminology 5, no. 5 (2025): 79–80. https://doi.org/10.37547/ijlc/volume05issue05-11.

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This paper explores the application of Natural Language Processing (NLP) technologies in delivering personalized language learning experiences. As language learning evolves with digital transformation, NLP stands out as a powerful tool for customizing content, automating feedback, and enhancing learner engagement. The study discusses current NLP techniques, their integration into language education platforms, and the pedagogical benefits of adaptive learning systems. It concludes with challenges and future prospects of implementing NLP in educational settings.

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Сіладі, В. "LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL AND UNSUCCESSFUL LANGUAGE LEARNERS." International scientific journal «Education and Science», no. 1(28) (2020): 140–44. http://dx.doi.org/10.31339/2617-0833-2020-1(28)-140-144.

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Yusupova, Dilnavoz O'tkir's daughter. "MODERN LANGUAGE LEARNING TECHNOLOGIES." ACADEMIC RESEARCH IN MODERN SCIENCE 2, no. 1 (2023): 180–85. https://doi.org/10.5281/zenodo.7533798.

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The article is devoted to the use of modern technologies of teaching foreign language in high school. The problem of intensification of teaching foreign languages has been considered, modern methods and training technologies have been characterized, guidelines on the use of various methods and techniques have been offered depending on the purpose, content and stage of learning a foreign language in high school.

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Wong, Lung-Hsiang, Ching Sing-Chai, and Guat Poh-Aw. "Seamless language learning: Second language learning with social media." Comunicar 25, no. 50 (2017): 9–21. http://dx.doi.org/10.3916/c50-2017-01.

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

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47

"Language learning." Language Teaching 39, no. 1 (2006): 19–32. http://dx.doi.org/10.1017/s0261444806223310.

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06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@

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Rai, I. Gusti Bagus, and Kanah Kanah. "Project-Based Learning Method in Japanese Language Learning." International Journal of Current Science Research and Review 06, no. 01 (2023). http://dx.doi.org/10.47191/ijcsrr/v6-i1-72.

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Learning Japanese at State Polytechnics of Bali and Hasanuddin University has similarities to one of the subjects studied by students, called the Japanese Language for Tourism. It takes students’ critical thinking and attracts students’ interest in this learning. For this lesson, the use of Project-Based Learning is a suitable learning model for students to hone and develop their creativity in introducing Indonesian tourism using Japanese. The aim of this research was to increase the critical thinking and creativity of the students by using the Project-Based Learning method in Japanese for tou

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"Language learning." Language Teaching 36, no. 4 (2003): 259–71. http://dx.doi.org/10.1017/s0261444804222005.

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04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning du

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Choi, Ji-Young, Shinyoung Jeon, and Fattaneh Arabzadehjafari. "Learning Two Languages: Dual Language Learning Patterns, Predictors, and Outcomes." Early Education and Development, July 11, 2023, 1–21. http://dx.doi.org/10.1080/10409289.2023.2233395.

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