Relevant bibliographies by topics / Age and language learning

Academic literature on the topic 'Age and language learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Age and language learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Age and language learning"

1

Singleton, David, and Colin J. Flynn. "Language aptitude, language interaction and age of language learning." Language, Interaction and Acquisition 12, no. 2 (December 31, 2021): 284–305. http://dx.doi.org/10.1075/lia.21013.sin.

Full text
Abstract:
Abstract This article reviews David Singleton’s books and articles published during the period 2014–2020. The first section concerns a popular book which he co-authored with Vivian Cook; the second gives an account of articles covering questions about the concept of language aptitude; the third deals with articles on the manner in which a learner’s competencies in different languages interact; the fourth section then summarizes his recent age-related work on second language learning in childhood, adolescence and midlife; and the fifth deals with his contributions on language learning in senior adulthood.
APA, Harvard, Vancouver, ISO, and other styles
2

Bosisio, Nicole. "Language Learning in the Third Age." Geopolitical, Social Security and Freedom Journal 2, no. 1 (November 1, 2019): 21–36. http://dx.doi.org/10.2478/gssfj-2019-0003.

Full text
Abstract:
Abstract This paper discusses the importance of foreign language learning as a means of maintaining healthy cognitive, psychological and social functioning in elderly people. It argues that a complex cognitive activity involving multiple skills and stimulating extensive neural networks can greatly contribute to contrast the inception of neurodegenerative disorders such as Alzheimer’s and other types of dementia. Because of age-related physical and mental limitations, and because old learners find it hard to abandon tried-and-tested methodologies and attitudes, it is, however, crucial that teachers and educators try to meet the older adult’s needs by customising teaching procedures and learning environment to their requirements and expectations. Rather than introducing a great amount of new information and learning techniques, it may be much more fruitful to encourage the older adult to retrieve and rely on previously acquired knowledge and consolidated learning strategies. The adoption of computer-assisted language learning, however, may be helpful and motivating for older learners, provided technological demands are kept to a minimum.
APA, Harvard, Vancouver, ISO, and other styles
3

Forester, Lee. "Language Learning in the Digital Age." Pacific Coast Philology 35, no. 2 (2000): 121. http://dx.doi.org/10.2307/3252076.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cenoz, Jasonc. "Age differences in foreign language learning." ITL - International Journal of Applied Linguistics 135-136 (January 1, 2002): 125–42. http://dx.doi.org/10.1075/itl.135-136.06cen.

Full text
Abstract:
Abstract This article is based on the results of a project that analyses the linguistic development of English as a third language at different ages in a bilingual program. Specifically, it examines the influence of the age of introduction of English as a foreign language on general proficiency. Participants were 60 secondary school students who had Basque and/or Spanish as their first language and Basque as the language of instruction except for the subjects Spanish and English. All the students had studied English for six years but they had started learning English at different ages. Half of the students started learning English in grade 6 and the other half in grade 3. All the participants completed a battery of tests and questionnaires including different measures of proficiency in English: story telling, listening comprehension, composition, grammar and cloze test. The results indicate that older learners present a higher level of proficiency in English. The differences between older and younger students are discussed as related to several factors involved in foreign language learning.
APA, Harvard, Vancouver, ISO, and other styles
5

LICHTMAN, KAREN. "Age and learning environment: Are children implicit second language learners?" Journal of Child Language 43, no. 3 (February 26, 2016): 707–30. http://dx.doi.org/10.1017/s0305000915000598.

Full text
Abstract:
AbstractChildren are thought to learn second languages (L2s) using primarily implicit mechanisms, in contrast to adults, who primarily rely on explicit language learning. This difference is usually attributed to cognitive maturation, but adults also receive more explicit instruction than children, which may influence their learning strategies. This study crosses instruction condition with age, teaching forty children aged 5;3 to 7;11 and forty adults an artificial mini-language under implicit or explicit training conditions. Participants produced novel sentences and judged sentence grammaticality equally well in either condition, but both children and adults in the explicit training condition developed greater awareness of the mini-language's structures – and greater awareness was associated with better performance for both age groups. Results show that explicit instruction affects children and adults in the same way, supporting the hypothesis that age differences in implicit vs. explicit L2 learning are not exclusively caused by maturation, but also influenced by instruction.
APA, Harvard, Vancouver, ISO, and other styles
6

Alharbi, Bader. "Mobile Learning Age: Implications for Future Language Learning Skills." Psychology and Education Journal 58, no. 2 (February 10, 2021): 862–67. http://dx.doi.org/10.17762/pae.v58i2.1960.

Full text
Abstract:
The dramatic shift in the language learning processes during recent years led to significant changes in the way teaching and learning may happen. Due to the pervasive of smartphone and tablets among new generations, they become academically beneficial learning tools. There is growing research body on the MALL “Mobile Assisted Language Learning.” However, there is still a dire need to explore the students’ personal use of smartphones and their apps for learning benefit. This study attempted to investigate the impact of using mobile dictionary (MD) apps for learning the English language. A questionnaire was distributed among 87 English major students and responses analyzed. Follow-up interviews were also conducted with 13 students and their responses were qualitatively analyzed. The findings underscored the essential role smartphones and tablets play in extending learning outside the classroom settings. The results also revealed that most of the students rely heavily on their mobile applications to translate unknown words. The students also revealed that their teachers did not fully welcome the skills to use smartphone translation applications. This study suggested that there is a gap between the MALL skills needed by the students and the teaching style employed by the teachers in the classrooms. This gap increases the necessity for further studies that can identify the frequencies and linguistic needs of the English language learners. The study recommends that teachers need to foster a new teaching style as new generations students will need new skills sets to thrive in social communication and technology-rich.
APA, Harvard, Vancouver, ISO, and other styles
7

Hu, Ruyun. "The Age Factor in Second Language Learning." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2164. http://dx.doi.org/10.17507/tpls.0611.13.

Full text
Abstract:
In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.
APA, Harvard, Vancouver, ISO, and other styles
8

Melkonyan, Anna, and Armine Matevosyan. "Technology-assisted foreign language learning (TALL) in the digital age." SHS Web of Conferences 88 (2020): 02005. http://dx.doi.org/10.1051/shsconf/20208802005.

Full text
Abstract:
The article goes along the lines of language learning in the digital age. Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Managing learning platforms, using learning software and educational apps effectively, designing complex web–based tasks are just a few examples of digital media use in the foreign language instruction of today’s schools. The article aims at showing of what types of skills and knowledge language teachers need to become digitally literate. Also we will focus on some challenges that an educator faces while teaching foreign language in the digital age.
APA, Harvard, Vancouver, ISO, and other styles
9

Nasibzada, Firuza Goshgar. "Age factor in SLA." Scientific Bulletin 4 (2021): 28–36. http://dx.doi.org/10.54414/cwkn3302.

Full text
Abstract:
We answered the questions that what is second language acquisition, what is the best way to teach the second language, what is the difference between language acquire and language learning language. The first difference between learning and acquire language is that we acquire language in a subconsciously, unplanned, and natural way. There are also some kinds of factors that affect our acquiring language. Age factor is an important factor in the acquiring language process. There are some kinds of researches and evidence to prove it. We also tried to clarify Lenneberg’s Critical Period Hypothesis (CPH). As we mentioned above that there are some advantages and disadvantages of the language learning processes in adults and children. Age is very important in language acquisition but not a major factor. Age matters in the language learning process differently and individually. Characteristics and skills can influence this process of learning.
APA, Harvard, Vancouver, ISO, and other styles
10

Kacetl, Jaroslav, and Blanka Klímová. "Third-Age Learners and Approaches to Language Teaching." Education Sciences 11, no. 7 (June 22, 2021): 310. http://dx.doi.org/10.3390/educsci11070310.

Full text
Abstract:
Foreign language learning in the third age is one of the popular activities among the elderly. The question remains as to how to teach a foreign language to older adults properly. The first objective of this review was to identify suitable pedagogical approaches, teaching methods, or strategies for teaching foreign languages to third-age learners. The second objective was to determine whether foreign language learning later in life is beneficial. The authors used a method of literature review to achieve these goals. The former objective was not fully achieved as there is no clear outcome, although some generalizations based on other review studies can be made. Namely, foreign language teaching among the older generation should be student-centred and a communicative method should be implemented with a special focus on talking about familiar topics and listening comprehension to facilitate a senior’s foreign language learning. In addition, the teaching methods ought to incorporate real life experiences and provide relevant content. Respect should also be paid to the fact that older adults have intrinsic rather than extrinsic motivation to learn a foreign language. The latter objective was attained since older people can benefit from learning a foreign language at a later age in many ways, including areas like travelling, social inclusiveness, improvement of cognitive skills, and overall well-being.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Age and language learning"

1

Daily, Stacy Lynn 1967. "Oral bound-morpheme skills of school-age, language-learning disabled and normal language children." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278328.

Full text
Abstract:
This study tested the hypothesis that oral bound-morpheme impairment is characteristic of school-age children with a language-based learning disorder. Ten school-age children (Mean age: 10:3) classified as language-learning disabled and ten controls (Mean age: 9:9) classified as "normal language" were presented with four tasks that assessed oral bound-morpheme skills. A two-way analysis of variance revealed significant group and task differences. Fisher a priori tests indicated significant group differences on three tasks: a measure of English bound-morpheme skill levels, a measure of ability to generalize English bound morphemes, and a measure of ability to learn novel bound morphemes. The findings suggest that the core deficit underlying the oral bound-morpheme impairment does not resolve with maturation and experience.
APA, Harvard, Vancouver, ISO, and other styles
2

Boron, Anna M. "The influence of age of learning on syllable structure in the L2 speaker." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/MQ52287.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Malmgren, Gabriella. "Differences in Second Language Learning Depending on Starting Age and Amount of Exposure." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32529.

Full text
Abstract:
In the Swedish school system, English is one of three core subjects that are mandatory to pass at the end of year 9 to be able to engage in further studies in high school. However, English is not introduced at the same time in all schools. In fact, primary schools in Sweden can choose freely (between age 6-10) when they want to start introducing English to their students. The main purpose of this paper is to disclose if starting English education at an earlier age results in higher student scores on the total score and the three different parts of the National Exam for English in year 6. The National Exam scores from 14 different schools were collected and compared. 7 schools that introduce English in year 1, and 7 schools who begin their English education in year 3. The results from the statistical tests show that there is a significant difference between the two groups at the total score, speaking, and receptive skills. The early starters performed better on all parts. However, there was no significant difference between the groups in writing.
APA, Harvard, Vancouver, ISO, and other styles
4

Barros, Ana Marina do Val. "Pronunciation difficulties in the consonant system experienced by Arabic speakers when learning English after the age of puberty." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2937.

Full text
Abstract:
Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vi, 80 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 70-77).
APA, Harvard, Vancouver, ISO, and other styles
5

Johnson, Nancy Ann. "Gender Differences in the Language Development of Late-talking Toddlers at Age 3." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5253.

Full text
Abstract:
Language is a major part of a child's early developmental growth. Research examining early language shows a wide variation in the rate of language acquisition and its pattern of development. These variations also exist when language development is delayed. The purpose of this study was to investigate the possibility of a relationship between gender and language delay by looking for significant differences in the language skills of 3-year-old boys and girls who were identified as late-talkers (LTs) at the age of 2. Data used for analysis in this study were retrieved from data collected earlier as part of the Portland Language Development Project (PLDP) and a concurring study of late-talking girls. Subjects for this study were drawn from these larger cohorts. The files of all prospective subjects were examined for an expressive vocabulary of less than 50 words at 20-34 months, and for participation in the follow-up evaluation at age 3. Final selection of subjects for this study included 23 boys and 16 girls. Scores from five previously administered assessment measures were compiled for analysis, including the Developmental Sentence Score (DSS), the Expressive OneWord Picture Vocabulary Test (EOWPVT), the Goldman-Fristoe Test of Articulation (GFTA), the Test of Auditory Comprehension of Language-Revised {TACL-R), and the Peabody Picture Vocabulary Test-Revised. These measures were administered as part of the PLOP and the study of late-talking girls. Mean scores for the boys and the girls were computed for each assessment measure. A two-tailed t-test was used to analyze the differences between these mean scores. The results revealed a significant difference, beyond the .05 level of confidence, between the boys' and girls' scores for the EOWPVT. Although no other significant differences were found, it was noted that the boys' scores were consistently higher than the girls' scores on all measures. It was also noted that, on 4 out of 5 assessment measures, a higher percentage of girls did not respond or could not complete the test due to inability to attend. The fifth measure, the PPVT-R, was completed by all subjects.
APA, Harvard, Vancouver, ISO, and other styles
6

Cole, Jason. "Foreign language learning in the age of the internet : a comparison of informal acquirers and traditional classroom learners in central Brazil." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:db80473a-2075-4e91-bb07-a706bb6a433f.

Full text
Abstract:
Several recent studies (e.g., Benson and Chik, 2010; Sockett, 2014) suggest that as a result of changes in technology and the concomitant emergence of a globalized culture, highly effective out-of-class, informal English acquisition is becoming more common. The present study compared high-level, well-motivated Central Brazilian classroom-trained learners (CTLs) with fully autonomous self-instructed learners (FASILs) of similar backgrounds. Using linguistic tests, a questionnaire and a structured interview, the study analysed group differences as well as individual differences in language proficiency, learner histories, behaviour, beliefs, and attitudes. The key research question asked whether there existed, in more than rare circumstances, FASILs who attained levels of proficiency at least as high as highly-motivated, well-trained CTLs? Furthermore, if the knowledge and skills of FASILs were, in some respects, superior to those of CTLs, what variables accounted for the advantage? FASILs significantly outperformed CTLs across a battery of linguistic tests measuring a range of knowledge and skills. Test results indicated that while CTLs tended to plateau at upper intermediate levels, FASILs generally improved through advanced levels, often achieving native-like levels of knowledge and use. The strongest contributing factor to proficiency was found to be self-determined motivation driven by a personalized relationship with English often marked by a transnational identity. The evidence suggests this type of motivation, significantly more associated with FASILs than CTLs, led users to engage deeply with the linguistic details of informal sources. The findings challenge dominant paradigms in several fields of SLA which prioritize expert regulation over independent discovery and controlled, collaborative environments over real-world contexts of use entered into for personal reasons. A hoped for consequence of this study is that SLA research and teaching practice will begin to recognize and promote rather than regulate or dismiss the unique learning arcs that more and more English learners experience in their everyday lives.
APA, Harvard, Vancouver, ISO, and other styles
7

Al-Shammari, Abbas H. "The role of age and other learner related factors in achievement in English as a foreign language of Kuwaiti intermediate school students." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319350.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Long, Madeleine Rebecca Anne. "Lifelong interplay between language and cognition : from language learning to perspective-taking : new insights into the ageing mind." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31398.

Full text
Abstract:
A fundamental question in language research is the extent to which linguistic and cognitive systems interact. The aim of this thesis is to explore that relationship across new contexts and over the entire adult lifespan. This work centers on two branches of empirical research: the first is an investigation into the impact of later-life language learning on cognitive ageing (chapters 2-4), and the second examines the cognitive mechanisms underlying communicative perspective-taking from young adulthood into old age (chapter 5). The results of these chapters demonstrate that changes to one's linguistic environment can affect cognitive functions at any age, and similarly age-related changes to cognition can affect linguistic abilities, shedding light on the extent to which language and the brain are intricately connected over the lifespan. In the discussion (chapter 6), I consider how this work contributes new insights to the field, opening the door for future research to explore methods of improving cognitive abilities and linguistic behavior in old age.
APA, Harvard, Vancouver, ISO, and other styles
9

Avila, Sara Elise. "A Social Communication Intervention to Facilitate Emotion Word Learning in School-Age Children with Developmental Language Disorders." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7367.

Full text
Abstract:
Historically, social communication approaches to intervention for children with developmental language disorders (DLD) have been limited. However, several recent studies have shown that these interventions can produce positive changes in children with DLD. One weakness that children with DLD demonstrate is the production of words to express emotion. This thesis evaluates the effectiveness of a story-based social communication intervention to increase the production of emotion words in three elementary school-age children diagnosed with DLD. Data were collected and analyzed in pre-treatment baseline sessions, throughout the intervention, and in post-treatment follow-up data for the seven target emotion word categories of happiness, surprise, fear, anger, sadness, disgust, and contempt. The specific targeted emotion word categories were determined based on individual participants limited proficiency during baseline sessions. Thus, the emotions targeted were unique to each child. Intervention consisted of 40 intervention sessions using a combination of storybook therapeutic strategies (e.g., story enactment, story sharing, and modeling by the clinician to help increase the child's emotion understanding) as well as emotion recognition and emotion inferencing tasks. Each participants data were analyzed and presented in figures. The percentage of non-overlapping data (PND) was used in data analysis, quantifying how successful the intervention was for each of the targeted emotions. While the target emotion word categories varied between participants, all of the children showed improvement in the targeted emotions. While the intervention was more effective for some children than others, all increased in their ability to use the target emotion words more accurately as a result of participating in intervention.
APA, Harvard, Vancouver, ISO, and other styles
10

Daneshvar, Saman. "User Modeling in Social Media: Gender and Age Detection." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39535.

Full text
Abstract:
Author profiling is a field within Natural Language Processing (NLP) that is concerned with identifying various characteristics and demographic factors of authors, such as gender, age, location, native language, political orientation, and personality by analyzing the style and content of their writings. There is a growing interest in author profiling, with applications in marketing and advertising, opinion mining, personalization, recommendation systems, forensics, security, and defense. In this work, we build several classification models using NLP, Deep Learning, and classical Machine Learning techniques that can identify the gender and age of a Twitter user based on the textual contents of their correspondence (tweets) on the platform. Our SVM gender classifier utilizes a combination of word and character n-grams as features, dimensionality reduction using Latent Semantic Analysis (LSA), and a Support Vector Machine (SVM) classifier with linear kernel. At the PAN 2018 author profiling shared task, this model achieved the highest performance with 82.21%, 82.00%, and 80.90% accuracy on the English, Spanish, and Arabic datasets, respectively. Our age classifier was trained on a dataset of 11,160 Twitter users, using the same approach, though the age classification experiments are preliminary. Our Deep Learning gender classifiers are trained and tested on English datasets. Our feedforward neural network consisting of a word embedding layer, flattening, and two densely-connected layers achieves 79.57% accuracy, and our bidirectional Long Short-Term Memory (LSTM) neural network achieves 76.85% accuracy on the gender classification task.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Age and language learning"

1

Nikolov, Marianne, ed. The Age Factor and Early Language Learning. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218282.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lütge, Christiane. Foreign Language Learning in the Digital Age. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032083.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lambelet, Amelia, and Raphael Berthele. Age and Foreign Language Learning in School. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137525901.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Marianne, Nikolov, ed. The age factor and early language learning. Berlin: Mouton de Gruyter, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Elisabeth, Hayes, ed. Language and learning in the digital age. Milton Park, Abingdon : N.Y., NY: Routledge, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

1941-, Frede Dorothea, and Inwood Brad, eds. Language and learning: Philosophy of language in the Hellenistic Age. Cambridge, England: Cambridge University Press, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Muñoz, Carmen, ed. Age and the Rate of Foreign Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598937.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Pinter, Annamaria. Children learning second languages. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

The sixth language: Learning a living in the Internet age. Toronto: Stoddart, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Logan, Robert K. The fifth language: Learning a living in the computer age. Toronto: Stoddart, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Age and language learning"

1

Griffiths, Carol, and Adem Soruç. "Age." In Individual Differences in Language Learning, 11–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52900-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Singleton, David. "Age and Second Language Learning." In Encyclopedia of Language and Education, 43–50. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4419-3_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

García Mayo, María del Pilar, and Ainara Imaz Agirre. "14. Child EFL Interaction: Age, Instructional Setting and Development." In Early Language Learning, edited by Janet Enever and Eva Lindgren, 249–68. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-016.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kalantzis, Mary, and Bill Cope. "After language." In Foreign Language Learning in the Digital Age, 34–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032083-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Harley, Birgit, and Doug Hart. "12. Age, aptitude and second language learning on a bilingual exchange." In Language Learning & Language Teaching, 301–30. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.2.15har.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Singleton, David. "CPH Theory, Early Classroom Instruction and Age-Related Issues that Are Separable from Age." In Second Language Learning and Teaching, 231–41. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30373-4_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bylund, Emanuel, Kenneth Hyltenstam, and Niclas Abrahamsson. "Age of acquisition effects or effects of bilingualism in second language ultimate attainment?" In Language Learning & Language Teaching, 69–102. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.35.03byl.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Reinhardt, Jonathon. "Everyday technology-mediatized language learning." In Foreign Language Learning in the Digital Age, 67–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032083-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Singleton, David, and Agnieszka Skrzypek. "Age and the Classroom Learning of Additional Languages." In Second Language Learning and Teaching, 3–13. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00188-3_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Singleton, David, and Justyna Leśniewska. "Age and SLA: Research Highways and Bye-Ways." In Second Language Learning and Teaching, 97–113. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20850-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Age and language learning"

1

Voulgaraki, Maria. "Assessing Pragmatic Abilities in School-Age Children." In The European Conference on Language Learning 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-112x.2021.5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhai, Xiuzhi, Aznan Che Ahmad, and Lay Kee Chng. "Critical Literature Review: Age Factors on Second Language Acquisition." In The European Conference on Language Learning 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-112x.2022.8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Scherbakova, Marina. "E-Learning Resources In Language Teacher Training." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.82.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Naranjo Sánchez, María José, Mª Mercedes Rico Garcia, Héctor Sánchez Santamaría, and Jesús Salguero Serrat. "ADAPTIVE SMART TV AS A SOCIAL LANGUAGE LEARNING PLATFORM." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Johannsen, Anders, Dirk Hovy, and Anders Søgaard. "Cross-lingual syntactic variation over age and gender." In Proceedings of the Nineteenth Conference on Computational Natural Language Learning. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/k15-1011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

Full text
Abstract:
Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.
APA, Harvard, Vancouver, ISO, and other styles
7

Kang, Zuheng, Jianzong Wang, Junqing Peng, and Jing Xiao. "SVLDL: Improved Speaker Age Estimation Using Selective Variance Label Distribution Learning." In 2022 IEEE Spoken Language Technology Workshop (SLT). IEEE, 2023. http://dx.doi.org/10.1109/slt54892.2023.10023124.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lomakina, Tatyana Yu. "Innovative Technology Design Foundations Of Foreign Language Learning For Colleges." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.45.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Taniguchi, Yuta, Shin’ichi Konomi, and Yoshiko Goda. "EXAMINING LANGUAGE-AGNOSTIC METHODS OF AUTOMATIC CODING IN THE COMMUNITY OF INQUIRY FRAMEWORK." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Saefurrohman, Saefurrohman. "Age, Gender, Level, and Grade Effect on Foreign Language Learning Strategy." In Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-12-2020.2309189.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Age and language learning"

1

Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

Full text
Abstract:
The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
APA, Harvard, Vancouver, ISO, and other styles
2

Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

Full text
Abstract:
The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
APA, Harvard, Vancouver, ISO, and other styles
3

Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.

Full text
Abstract:
Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
APA, Harvard, Vancouver, ISO, and other styles
4

Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

Full text
Abstract:
Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
APA, Harvard, Vancouver, ISO, and other styles
5

Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

Full text
Abstract:
Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
APA, Harvard, Vancouver, ISO, and other styles
6

GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

Full text
Abstract:
This study presents the study of the practise-oriented nature of teaching of a foreign language at a university. The work reveals the concept of “practice-oriented learning” and the principles of this approach. The study demonstrates the “Flipped class” method as the method that has the main characteristics of a student-centered approach to learning. Besides the results of the application of this method by foreign researchers are illustrated in this work. The main purpose of the article is to attract the interest of Russian researchers to the application of the “Flipped class” method in universities.
APA, Harvard, Vancouver, ISO, and other styles
7

Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

Full text
Abstract:
The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
APA, Harvard, Vancouver, ISO, and other styles
8

Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

Full text
Abstract:
The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
APA, Harvard, Vancouver, ISO, and other styles
9

Kravtsov, Hennadiy M., and Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2456.

Full text
Abstract:
Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
APA, Harvard, Vancouver, ISO, and other styles
10

Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

Full text
Abstract:
The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Age and language learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography