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Journal articles on the topic 'Age and language learning'

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Published: 10 December 2022
Last updated: 30 January 2023

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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.

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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.
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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.

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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.
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3

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

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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.

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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.
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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.

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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.
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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.

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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.
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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.

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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.
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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.

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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.
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9

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

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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.
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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.

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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.
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11

Singleton, David, and Dorota Záborská. "Adults learning additional languages in their later years." Journal of Multilingual Theories and Practices 1, no. 1 (October 15, 2020): 112–24. http://dx.doi.org/10.1558/jmtp.15361.

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This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.
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Cubukcu, Feryal, and Murat Bayalas. "Age, Language Difference and Proficiency as Determinant Factors in Learning Strategy Use." Lenguaje 49, no. 1 (April 22, 2021): 165–97. http://dx.doi.org/10.25100/lenguaje.v49i1.10499.

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This study examines how language difference, age, and proficiency are related to the choice and use of learning strategies by students completing a reading comprehension task. The aim of this study is to determine the learning strategies employed by two groups of students of different ages and with different foreign language proficiency levels. Participants of the study were 94 university students and 105 secondary school students. Participants were given a reading comprehension task in their native language, Turkish, and another in English, with the learning strategies they employed in the two languages categorized according to the Learning Strategies Determining Scale. It was observed that language difference, age and proficiency were influential factors in determining which learning strategies individuals used.
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13

Mitsis, Phillip. "Language and Learning: Philosophy of Language in the Hellenistic Age (review)." University of Toronto Quarterly 76, no. 1 (2007): 369–71. http://dx.doi.org/10.1353/utq.2007.0186.

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14

Grams, Laura. "Language and Learning: Philosophy of Language in the Hellenistic Age (review)." Journal of the History of Philosophy 45, no. 1 (2007): 153–54. http://dx.doi.org/10.1353/hph.2007.0007.

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15

SCHWÄMMLE, V. "PHASE TRANSITION IN A SEXUAL AGE-STRUCTURED MODEL OF LEARNING FOREIGN LANGUAGES." International Journal of Modern Physics C 17, no. 01 (January 2006): 103–11. http://dx.doi.org/10.1142/s0129183106008807.

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The understanding of language competition helps us to predict extinction and survival of languages spoken by minorities. A simple agent-based model of a sexual population, based on the Penna model, is built in order to find out under which circumstances one language dominates other ones. This model considers that only young people learn foreign languages. The simulations show a first order phase transition of the ratio between the number of speakers of different languages with the mutation rate as control parameter.
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16

Crandall, JoAnn (Jodi). "Content-Centered Learning in the U.S." Annual Review of Applied Linguistics 13 (March 1992): 110–26. http://dx.doi.org/10.1017/s0267190500002427.

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Although estimates of the number of language minority students in U.S. schools vary, there is consensus that the numbers are increasing dramatically. In 1980, there were 24 million language minority individuals living in the United States, including nearly 8 million school-age children and 2.6 million children under age five, one or both of whose parents spoke a language other than English at home (Waggoner 1992). Of the school age children, an estimated 3–5 million had limited English proficiency. Between 1980 and 1990, according to the U.S. Census, the Asian-American population more than doubled and the Hispanic-American population increased by more than 50 percent. Many major metro-politan school districts report a student population speaking more than 60 or 70 different languages, and in one of these, Los Angeles, more than 50 percent of the school age population is language minority.
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17

Sen, Manisha. "CALL & MALL: The New Age Language Learning." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2330–35. http://dx.doi.org/10.15864/ijelts.3309.

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Technology changes rapidly and it holds visible effects in many spheres of our lives including education. CALL (Computer Assisted Learning Language) is a popular term and has been in use since 1960s or 1970s. However MALL (Mobile Assisted Learning Language) is a relatively new term and is being used for the past one or two decades. Computer on one hand has ability to handle good amount of information: audio-visual or textual while mobile phones are superior in terms of portability. This paper aims at providing information about CALL and MALL related technology resources and the ways in which these promote fruitful education.
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18

HAWKINS, MARGARET, and EVA ALCÓN SOLER. "Age and the Rate of Foreign Language Learning." TESOL Quarterly 42, no. 2 (June 2008): 345–47. http://dx.doi.org/10.1002/j.1545-7249.2008.tb00131.x.

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19

Foster, Ellen. "Transformative Learning in Adult Second Language Learning." New Directions for Adult and Continuing Education 1997, no. 74 (1997): 33–40. http://dx.doi.org/10.1002/ace.7404.

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20

Dodu-Savca, Carolina. "Early Language Education: Language Teaching and Learning." Intertext, no. 1(59) (July 2022): 155–60. http://dx.doi.org/10.54481/intertext.2022.1.17.

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At the beginning of the third millennium, the situation in the field of language education attests to an unprecedented dynamism, with a major emphasis on the implementation of early education policies, respectively on the importance of learning a foreign language at an early age, and in fact not only a language. at least two foreign languages (LS). This societal imprint shows a twofold trend: on the one hand, the demand for an early language education offer, and on the other hand, the need to balance demand with supply and make it fit judiciously. At present, early education (ET) is shaping a new stage of curriculum development focused on language teaching and learning. As some emerging aspects of language teaching are still in the experimental phase, and early language education does not have a well-defined theoretical framework in our educational space, the elaboration of works dedicated to the pedagogical foundations of early language learning is opportune. In this context and taking into account the high demand for studying foreign languages in the Republic of Moldova, the paper synchronizes with the imperatives of the specialized field of research, responds to training needs in the field and relevantly registers major changes in educational policies and especially recurrent manifestations. in their immediate reality, both at local, regional and European level.
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Biesta, Gert. "Against learning. Reclaiming a language for education in an age of learning." Nordic Studies in Education 24, no. 01 (February 2, 2004): 70–82. http://dx.doi.org/10.18261/issn1891-5949-2004-01-06.

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22

Biesta, Gert. "Against learning. Reclaiming a language for education in an age of learning." Nordic Studies in Education 25, no. 01 (March 18, 2005): 54–66. http://dx.doi.org/10.18261/issn1891-5949-2005-01-06.

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23

LI, Qin. "Research on Age-Related Factors in Foreign Language Learning." International Journal of Language and Linguistics 2, no. 1 (2014): 31. http://dx.doi.org/10.11648/j.ijll.20140201.14.

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24

Slavoff, Georgina R., and Jacqueline S. Johnson. "The Effects of Age on the Rate of Learning a Second Language." Studies in Second Language Acquisition 17, no. 1 (March 1995): 1–16. http://dx.doi.org/10.1017/s0272263100013723.

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The present study evaluates the role of age on the rate of acquiring English as a second language in an immersion setting. Subjects were children with native languages typologically very different from English. The children arrived in the United States between the ages of 7 and 12 years and were tested on their knowledge of English grammatical morphology and syntax at different lengths of stay in the United States, ranging from 6 months to 3 years. Subjects' performance was predicted by the length of their stay in the United States and by gender, with females outperforming males. Age of arrival played no role in predicting subjects' rate of acquisition. Performance was very similar between two age groups examined (7–9– and 10–12-year-old arrivals) throughout the 3 years measured. The present results suggest that, on certain aspects of grammar, different-aged children acquire a second language during the first 3 years of acquisition at similar rates when their native language is very different in typology from the target language.
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Marzuki, Dony. "Language Acquisition: The Influential Factors and Its Connection With Age." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 1, no. 1 (June 6, 2018): 10–13. http://dx.doi.org/10.30630/polingua.v1i1.44.

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The term of language acquisition often leads to a misinterpretation when it deals with English learning. However, there is one distinct point that might be pointed out about language acquisition which differentiates it with the general language learning. Language acquisition is the process of acquire language while language learning is the process of learning the language. This article is meant to give a perspective about language acquisition, factors that influence the acquisition and also the connection of language acquisition with age.
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Iskrenovic-Momcilovic, Olivera. "Learning a programming language." International Journal of Electrical Engineering & Education 55, no. 4 (May 2, 2018): 324–33. http://dx.doi.org/10.1177/0020720918773975.

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Today, it is believed that it is difficult to learn a programming language because it requires a completely different way of thinking from what students are accustomed to and need a lot of work and time to start thinking in this way. Each method for learning a programming language aims to improve the quality of learning, which is confirmed by a large number of successful students. This paper presents the influence of factors such as motivation, emotion and pre-knowledge of students on the choice of method, which is maximally adapted to the age, abilities and preferences of students. Adequate selection of the method is done by using the tests for checking the given factors to the students’ data, which are later used to select the most favorable method for learning a programming language.
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Outakoski, Hanna, Coppélie Cocq, and Peter Steggo. "Strengthening Indigenous languages in the digital age: social media–supported learning in Sápmi." Media International Australia 169, no. 1 (November 2018): 21–31. http://dx.doi.org/10.1177/1329878x18803700.

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This article presents and discusses Sámi social media initiatives for strengthening languages. The Sámi are the Indigenous people of Europe. All Sámi languages are endangered, and the lack of resources for maintaining, promoting and teaching the languages has been underscored on several occasions by the European Council and the Sámi parliaments. Social media has become an arena where resources are created and shared, enabling communities of speakers to support each other and promote their languages. YouTube, blogs, Twitter and language learning applications are here discussed as public domains and community-grounded media. Based on a few examples and on our expertise as instructors within Sámi studies, we suggest strategies for developing long-lasting and innovative models for revitalizing threatened languages and cultures, and for counteracting language loss through social media. This contribution shares examples of innovative uses of social media in Sámi of relevance for other Indigenous contexts.
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28

Oktavia, Diana. "Does the age matter in acquiring second language?" Journal Of Language Education and Development (JLed) 2, no. 2 (November 26, 2020): 252–60. http://dx.doi.org/10.52060/jled.v2i2.287.

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It has been being debatable issue for very long time, the early starter verseus late starter in the second language acquisition. Some researchers assumed and found that the early starter can acquire language better than the late starter, because they are in the critical period. While, some researchers found that the late starter can acquire and perform the new language better than the early starter, because they have better ability in understanding some aspects of languages. Therefore, this current paper concerned to find any factors influence someone in acquiring the second language acquisition. This study involved nine International students who are studying in Hungary, they started learning and acquiring Hungarian language when they have passed their critical period. This current study found that the age is not the only main factor in acquiring the language, but there are some other factors, including the society, access to the language, attitude toward language, love, and friendship/relationship.
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29

Digard, Bérengère G., Antonella Sorace, Andrew Stanfield, and Sue Fletcher-Watson. "Bilingualism in autism: Language learning profiles and social experiences." Autism 24, no. 8 (July 17, 2020): 2166–77. http://dx.doi.org/10.1177/1362361320937845.

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Bilingualism changes how people relate to others, and lead their lives. This is particularly relevant in autism, where social interaction presents challenges. Understanding the overlap between the social variations of bilingualism and autism could unveil new ways to support autistic people. This research aims to understand the language learning and social experiences of mono-, bi- and multilingual autistic people. A total of 297 autistic adults (mean age = 32.4 years) completed an online questionnaire including general demographic, language history and social life quality self-rating items. The sample included 89 monolingual English speakers, 98 bilinguals, and 110 multilinguals, with a wide range of language profiles. Regression models were used to analyse how bilingualism variables predicted social life quality ratings. In the full sample, age negatively predicted social life quality scores while the number of languages known positively predicted social life quality scores. In the multilingual subset, age negatively predicted social life quality scores, while third language proficiency positively predicted social life quality scores. This is the first study describing the language history and social experiences of a substantial sample of bilingual and multilingual autistic adults. It provides valuable insight into how autistic people can learn and use a new language, and how their bilingualism experiences shape their social life. Lay abstract Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80 years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents’ bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life.
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Singh, Gundeep, Sahil Sharma, Vijay Kumar, Manjit Kaur, Mohammed Baz, and Mehedi Masud. "Spoken Language Identification Using Deep Learning." Computational Intelligence and Neuroscience 2021 (September 20, 2021): 1–12. http://dx.doi.org/10.1155/2021/5123671.

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The process of detecting language from an audio clip by an unknown speaker, regardless of gender, manner of speaking, and distinct age speaker, is defined as spoken language identification (SLID). The considerable task is to recognize the features that can distinguish between languages clearly and efficiently. The model uses audio files and converts those files into spectrogram images. It applies the convolutional neural network (CNN) to bring out main attributes or features to detect output easily. The main objective is to detect languages out of English, French, Spanish, and German, Estonian, Tamil, Mandarin, Turkish, Chinese, Arabic, Hindi, Indonesian, Portuguese, Japanese, Latin, Dutch, Portuguese, Pushto, Romanian, Korean, Russian, Swedish, Tamil, Thai, and Urdu. An experiment was conducted on different audio files using the Kaggle dataset named spoken language identification. These audio files are comprised of utterances, each of them spanning over a fixed duration of 10 seconds. The whole dataset is split into training and test sets. Preparatory results give an overall accuracy of 98%. Extensive and accurate testing show an overall accuracy of 88%.
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Singleton, David, and Simone E. Pfenninger. "Exploring a poorly understood variable: An agenda for classroom research on the age factor." Language Teaching 52, no. 1 (December 21, 2018): 111–27. http://dx.doi.org/10.1017/s0261444818000319.

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This article is concerned with age in second language learning. It steers well clear, however, of the well-worn issue of maturational constraints and the intractable problems of locating their consensual offset point and finding indisputable evidence for or against them. Instead we propose something completely different in our agenda for age-related research: a programme on some poorly understood non-maturational dimensions of the age factor which will stand some chance of yielding results unlikely to become entangled in theoretical controversy. In other words, the results will, we think, be immediately usable and useful. The topics included in our outlined agenda are: (1) age effects in various dimensions of language teaching and learning (in relation to bilingualism and biliteracy, to different target languages and to Content and Language Integrated Learning (CLIL); (2) what can be observed in respect of second language (L2) learning in the third age; (3) an ecological perspective on age in classroom L2 research methodology; and (4) an exploration of the attitudes of teachers of different-aged L2 learners.
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КАЧМАР, Олександра, and Оксана КРИЦАК. "LEARNING ENGLISH TROUGH MUSIK IN THE DIGITAL AGE." Освітні обрії 50, no. 1 (May 1, 2020): 94–97. http://dx.doi.org/10.15330/obrii.50.1.94-97.

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This article aims to highlight the impact of music in teaching English as a second language. It discusses different approaches and techniques which can assist English language students to improve their learning skills by using technology. Special attention is paid to audio-lingual method and in particular to the role of songs in learning English. Music offers special benefits for those learning a new language. Listening to songs and singing is a natural and enjoyable way to practice new sounds, words, and phrases. In fact, learning a song or musical instrument is analogous in many ways to learning a language. Modern technology helps to provide students with music lessons. During these lessons instead of focusing on one single task for the entire study session, it is possible to mix things up: do listening, learn new vocabulary, then study grammar, read and write a short story on the same topic. The variety will keep the students engaged and make studying more fun. The authors suggest different types of activity to make lessons more effective. The extensive memorization, repetition and over-learning of patterns are the key to the method’s success.
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van den Berghe, Rianne, Josje Verhagen, Ora Oudgenoeg-Paz, Sanne van der Ven, and Paul Leseman. "Social Robots for Language Learning: A Review." Review of Educational Research 89, no. 2 (December 29, 2018): 259–95. http://dx.doi.org/10.3102/0034654318821286.

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In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students’ motivation and robots’ social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.
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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (August 29, 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.

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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
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Junker, Dörte A., and Ida J. Stockman. "Expressive Vocabulary of German-English Bilingual Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 381–94. http://dx.doi.org/10.1044/1058-0360(2002/042).

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This study investigated whether young children learning two languages simultaneously are inherently weaker language learners than their monolingual counterparts. Two questions were examined: (a) whether simultaneous language learning at an early age slows down the language learning process for both languages (bilingualism deficit hypothesis) and (b) whether young children use a unitary language system containing features of both languages, preventing them from separating the languages (unitary language system hypothesis). To test these hypotheses, vocabulary skills of 10 German-English bilingual toddlers were compared with those of monolingual German- and English-speaking peers around 24 months of age using Rescorla's (1989) Language Development Survey. This vocabulary checklist, based on parental report, was used in its original English and in a German translated version. Findings revealed that bilingual toddlers were not inferior in conceptual vocabulary size and verb diversity when words in both languages were pooled. Given that nearly half of the bilingual conceptual vocabulary (43%) was associated with lexical forms in both languages, it is inferred that language separation is possible at age 2. Findings from this study contribute to the growing body of evidence that early simultaneous acquisition of more that one language is not an inherent disadvantage for the child. These findings suggest further that some existing instruments may be useful for assessing the early vocabulary of German-English bilingual toddlers.
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Wood, Joseph, and Karl Koisegg. "Motivation and Language Learning: A Look at Age Factors, Learning Histories, and More." Nagoya JALT Journal 1, no. 1 (June 29, 2020): 9–28. http://dx.doi.org/10.37546/jaltchap.nagoya1.1-1.

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Motivation plays an important role in successful language learning. Where does the motivation to learn a second or foreign language come from though? What makes some learners more motivated to study a language than others? This study examines how Japanese students perceive their own motivation to learn English and asks them to reflect back on their language learning histories as they do it. The study collected and analyzed data from two sets of English language learners: 23 university students and 13 adult learners who were either working full time or retired. Survey and interview data were collected and analyzed to compare the two groups and found that they share more similarities than differences in their attitudes toward motivation and learning English. 効果的な語学学習において、モチベーション(動機)は重要な役割を担っている。しかし、第二言語や外国語を学ぶモチベーションは一体どこから湧いてくるのだろうか。一部の学習者が他者よりも高いモチベーションを持つのはなぜだろうか?この研究では、日本の学生たちが英語を学ぶにあたってどのように自身のモチベーションを感じ取っているか調べ、また彼らの学習履歴を振り返ったときのモチベーションの変化について聞いてみた。まず英語学習者を 2 つのグループに分け、それぞれのデータを収集し分析した。1 つは 23 人の大学生、もう 1 つは成人してフルタイムで働く、または定年退職後の学習者グループである。彼らを観察し、面接して得られたデータを収集・分析し 2 つのグループを比較したところ、モチベーションと英語学習に対する姿勢には相違点よりも類似点のほうが多いということがわかった。
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De Costa, Peter I. "Reconceptualizing Language, Language Learning, and the Adolescent Immigrant Language Learner in the Age of Postmodern Globalization." Language and Linguistics Compass 4, no. 9 (September 2010): 769–81. http://dx.doi.org/10.1111/j.1749-818x.2010.00229.x.

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Milosevic, Ivana. "Studentsʼ Attitudes Towards Foreign Language Learning." Филолог – часопис за језик књижевност и културу 22, no. 22 (December 30, 2020): 153–64. http://dx.doi.org/10.21618/fil2022153m.

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The subject of this paper is the sociolinguistic aspect of attitudes towards language, included as an unavoidable factor in foreign language learning. The aim of this research is to examine the influence the age of the students or the attitudes of their parents have on attitude formation towards learning a foreign language. The descriptive scientific research method as well as the scaling technique for examining attitudes used on the corpus in this research consisted of students aged 9 and 13 years who attend primary school and learn German as a foreign language. Having in mind that numerous factors contribute to mastering a foreign language, the research will show whether and to what extent the age of the students or the attitudes of their parents affect the formation of students’ attitudes towards learning a foreign language. Research results can contribute to pedagogical practice as well as to restoring existing knowledge about the importance of attitudes in foreign language teaching.
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Phuong, Cao Thi Hong. "Language learning experience of two Vietnamese language adult learners." EduLite: Journal of English Education, Literature and Culture 3, no. 2 (September 2, 2018): 101. http://dx.doi.org/10.30659/e.3.2.101-109.

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In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.
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Lumentut, Yuliana, and Fergina Lengkoan. "THE RELATIONSHIPS OF PSYCHOLINGUISTICS IN ACQUISITION AND LANGUAGE LEARNING." Journal of English Culture, Language, Literature and Education 9, no. 1 (September 4, 2021): 17–26. http://dx.doi.org/10.53682/eclue.v9i1.1894.

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Through psychology we can learn about how students ' attitudes and behaviors in acquiring and learning languages while through linguistics we can learn about language concepts and structures. At the stage of language acquisition, there are four phases of language acquisition in the child (1) the level of the (starting from age 0 sampai1 years), (2) period of holophrase (starting at the age of 1 to 2 years), (3) The two-word greeting period (starting at 2 to 2 years 6 months) (4) The starting period of grammar (starting at 2 years 6 months – up to 3 years and above). And the four advanced stages are; 1. Sensorimotor stage (birth up to age 2 – 3 years), (2) Pre-operational stage (3 to 6 or 7 years old) (3) concrete operational stage (aged 6/7 years to 11 or 12 years), (4) Formal operational stage (12 years old to adulthood). While language learning is done formally in formal settings, For example language learning in the classroom. It is not important to learn anywhere while not in the classroom as long as the process of learning is directed at the mastery of the rules of the language consciously by educators as well as learners, the process is called learning. During the formal and informal learning process, the psycholinguistic process works to acquire language knowledge through a study. So this interdisciplinary can lead educators to understand the process that happens in every student who is faced with when they are trying to understand and identify the material understanding in language learning presented in the classroom.
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Yangiboyeva, Mushtariybonu Shoymardon Kizi. "THE IMPORTANCE OF THE TYPES OF MOTIVATION IN LANGUAGE LEARNING." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 30–37. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-07.

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The current case study is divided into two sections. I utilized a questionnaire with twelve questions in the first step. During the second section, I invited participants from Denau Institute of Entrepreneurship and Pedagogy to write an essay or journal entry. I was able to identify their background knowledge and which motivational type is stronger among them by using assignments. Participant A began studying English at a young age and believes that a teacher is essential in motivating her in the learning process. Participant B, on the other hand, does not rely on the teacher and prefers self-study. According to my study, intrinsically driven pupils can achieve better levels of learning.
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Kan, Pui Fong, and Kathryn Kohnert. "Preschoolers Learning Hmong and English." Journal of Speech, Language, and Hearing Research 48, no. 2 (April 2005): 372–83. http://dx.doi.org/10.1044/1092-4388(2005/026).

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Picture naming and picture identification tasks were used to investigate lexical-semantic skills in young children learning Hmong as a first language (L1) and English as a second language (L2). A total of 19 children, ages 3;4 (years;months)-5;2, participated in this study. Performance on lexical tasks was analyzed as a function of development (older and younger participants), language (Hmong and English), modality (receptive and expressive skills), and the nature of total or "composite" vocabulary scores (translation equivalents or singles, reflecting comparable forms in both languages as compared to concepts lexicalized into only 1 language). Older participants outperformed younger participants in English, but not Hmong, indicating a relative stabilization of L1 skills, alongside more robust growth in L2. The difference between expressive and receptive performance was also much greater in Hmong than English. Composite scores were always greater than single language scores and the proportion of translation equivalents increased with age.
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Muhammad Ismail Amayreh, Muhammad Ismail Amayreh. "Dialectic Second language acquisition and optimal learning age: جدلية اكتساب اللغة الثانية والعمر الأمثل للتعلم." Journal of Humanities & Social Sciences 5, no. 9 (July 30, 2021): 40–26. http://dx.doi.org/10.26389/ajsrp.a010221.

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The issue of language education is one of the most delicate human issues. It is very relevant to the social and political history of society and is also one of the issues imposed by human reality. It is also one of the issues that has intensified the differences between linguists and psychologists in the ways of acquiring them. Perhaps there are things that stand in front of the acquisition of the second language, language is not a neutral system or a tool to be used in a timely manner or in a generation and that’s it, but is a language with its luster and heritage and attractiveness, what are the factors that stand in front of the acquisition of the second language? Is there a real conflict between languages ​​affecting the acquisition of language in children? What are the most important stages of growth in children and their relation to linguistic development? In fact, there is a difference between mother tongue, second language and foreign language, differentiating between these concepts will make it easier for us to reach the appropriate age to acquire the language. The reason is that the acquisition or learning of any language stems from the goals related to the life of the individual, whether professional, economic or social. The bilingual issue raises an important question: Are the two linguistic systems of the human brain separate or connected?
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Grabovska, I. V. "Psychological aspects of foreign language learning at an early age." Humanitarian studios: pedagogics, psychology, philosophy 10, no. 4 (November 26, 2019): 79–83. http://dx.doi.org/10.31548/hspedagog2019.04.079.

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GİMATDİNOVA ÇAĞAÇ, Fatıma. "BENEFITS OF LEARNING A FOREIGN LANGUAGE AT AN EARLY AGE." Journal of International Social Research 11, no. 59 (October 25, 2018): 132–37. http://dx.doi.org/10.17719/jisr.2018.2622.

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Higginson, William, and Robert K. Logan. "The Fifth Language: Learning a Living in the Computer Age." Canadian Journal of Education / Revue canadienne de l'éducation 21, no. 4 (1996): 472. http://dx.doi.org/10.2307/1494902.

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Djorovic, Danijela, and Natasa Lalic-Vucetic. "Some peculiarities of Italian language instruction at primary school age." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 150–64. http://dx.doi.org/10.2298/zipi1001150d.

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Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards learning Italian as a foreign language. The goal of the research refers to identifying the competences that students acquire by learning this language and the possibility of applying the linguistic knowledge and skills in real-life situations of students' interaction with the members of other culture, as well as identifying learning difficulties. The sample comprised 185 fifth grade students and 110 seventh grade students from three primary schools where the Italian language has been studied the longest. Research findings indicate that there is an initial positive attitude towards learning Italian and the sensitivity for extralinguistic and cultural elements of instruction of foreign language. Students pointed out to the need for a more active participation in instruction and selection of teaching contents, for more modern approaches to learning, and for a larger degree of applicability of linguistic knowledge and skills in real-life situations.
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MAYBERRY, RACHEL I. "When timing is everything: Age of first-language acquisition effects on second-language learning." Applied Psycholinguistics 28, no. 3 (June 11, 2007): 537–49. http://dx.doi.org/10.1017/s0142716407070294.

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The present paper summarizes three experiments that investigate the effects of age of acquisition on first-language (L1) acquisition in relation to second-language (L2) outcome. The experiments use the unique acquisition situations of childhood deafness and sign language. The key factors controlled across the studies are age of L1 acquisition, the sensory–motor modality of the language, and level of linguistic structure. Findings consistent across the studies show age of L1 acquisition to be a determining factor in the success of both L1 and L2 acquisition. Sensory–motor modality shows no general or specific effects. It is of importance that the effects of age of L1 acquisition on both L1 and L2 outcome are apparent across levels of linguistic structure, namely, syntax, phonology, and the lexicon. The results demonstrate that L1 acquisition bestows not only facility with the linguistic structure of the L1, but also the ability to learn linguistic structure in the L2.
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SOUBHI, Fatima Zahra. "LEARNING DIFFICULTIES AND LINGUISTICS NEEDS AMONG MOROCCAN UNIVERSITY STUDENTS." International Journal of Learning and Teaching 8, no. 3 (October 31, 2016): 197. http://dx.doi.org/10.18844/ijlt.v8i3.755.

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This study is related to the Volubilis project "Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students.The education system knows a big diversity In Morocco; primary and secondary schools are based on Arabic language, private system is based on international language like: French, English or Spanish, but a majority of private school use French language. However, Moroccan postsecondary studies are based on French language, a passage from Arabic language to French language between secondary school and higher education could be a barrier to learning in higher education.The purpose of this research is to provide data about how the students University Hassan II of Casablanca use languages in their learning, and the impact of French language in higher education.350 students participated in the survey. Their average age is 22 years and they have no physical or mental disability.Our results indicate that the majority of students surveyed face a lot of problems in learning and using French language. To answer the survey, a majority of students reported using both languages (French and Arabic) showing that university students don’t have a good level in both Arabic and French languages.
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Lina, Marisa Fran. "GENDER AND AGE: LANGUAGE USE IN TV SERIES & THE IMPACT TO ENGLISH LEARNING." Journal of Pragmatics Research 1, no. 2 (October 22, 2019): 100–117. http://dx.doi.org/10.18326/jopr.v1i2.100-117.

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The purpose of the research is to find out the use of language in TV series in the perspective of gender and age. It is also found the differences and similarities among adult male, female and older people use the non-standard language. This research used a method of descriptive qualitative research, since it analyzes all the script on the TV series. The sample of the study is consisted of 2 parts which are divided into gender and age perspectives based on the underlying theories. The conversations were categorized as: two languages (Bahasa Indonesia or the original language of the TV series and English as the translation). The dialogs are also divided into standard language and non-standard language among adult males, females and older man (parents). Then, the findings of the research shows that Labov’s theory is rejected by Olive and Tara’s dialect in the dialog, but they support the statement of Aldous Huxley. Then, the utterances of Olive’s Father, it violates Downes’s theory who says that between the ages of 25 and 60 people choose standard as opposed to dialectical forms most frequently. Besides, by learning this journal, it is hoped that this article can be an example to the young generation early so that they do not participate in the decay of standard language specifically when they use in academic context.Keywords: Gender, Age, TV series, English Learning
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