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Journal articles on the topic 'Learning through language'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Dr. S., Rajeswari. "EXPANDING LANGUAGE LEARNING OPPORTUNITIES THROUGH COMICS." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2636–40. http://dx.doi.org/10.37200/ijpr/v24i4/pr201370.

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Kalpana Priyadharshini, T., and T. Krithika. "Enhancing Language Learning Through Modern Gadgets." Bonfring International Journal of Industrial Engineering and Management Science 6, no. 3 (June 30, 2016): 75–77. http://dx.doi.org/10.9756/bijiems.7439.

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3

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

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Değirmenci Uysal, Nuriye, and Fatih Yavuz. "Language Learning Through Drama." International Journal of Learning and Teaching 10, no. 4 (October 30, 2018): 376–80. http://dx.doi.org/10.18844/ijlt.v10i4.766.

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This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited.

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Pica, Teresa, Lloyd Holliday, Nora Lewis, Dom Berducci, and Jeanne Newman. "Language Learning Through Interaction." Studies in Second Language Acquisition 13, no. 3 (September 1991): 343–76. http://dx.doi.org/10.1017/s0272263100010020.

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This investigation of NS–NNS interaction in same- and cross-gender dyads on four information exchange tasks revealed that male and female NNSs made and received a comparable number of opportunities to request L2 input and modify interlanguage output during interaction with female NSs, but during interaction with male NSs, these opportunities were significantly lower for female than for male NNSs. In addition, more request-response exchanges were found on tasks in which either the NS or the NNS was given initial control over task-related information. Findings of the study were attributed to cultural similarities and differences in the interactional behaviors of the participants.

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Leier, Vera Monika. "Learning Language Through Facebook." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 3 (July 2017): 40–57. http://dx.doi.org/10.4018/ijcallt.2017070103.

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This article seeks to account for the experiences of tertiary students of German when a Facebook group and associated tasks is introduced as an assessed element of their language course. Ethnographic methods were applied, such as pre-, post questionnaires, interviews and fieldnotes. The data was collected by the instructor/researcher and subjected to thematic analysis. The students (n = 23) enjoyed Facebook but mostly used the site passively and only actively posted when required. This led to a flurry of posts at deadlines and less engagement between deadlines. Students wanted more feedback than the instructor was giving them, in an effort to make the interaction feel more authentic and spontaneous, as it is in non-educational, social Facebook.

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Bai, G. Reeta, and Dr Robinson C.S. "Second Language and Its Significance in Teaching and Learning through Task-based Learning: Literature Review." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 712–18. http://dx.doi.org/10.9756/int-jecse/v14i1.221083.

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Learning a second language is not as simple as learning a regional language or mother tongue. Students can acquire the regional language faster because of the environment and usage of the language for survivors, where they get the opportunity to learn and get corrected. Whereas learning a second language without much reflection in routine will stress the learners to retain the language in the long run. To remove the barriers and learn the language better, task-based learning is one of the approaches that help the learners use the language without any intervention. Mistakes are rectified through observation and learning. It also indirectly helps the students to learn a second language faster. This review aims to define the character of task-based learning, the role of a teacher and the students, and to indicate the research carried out by various researchers. This literature review also states the effective usage of comics in task-based learning to improve the students’ learning outcomes. Reading has a great impact on an individual because many leaders were voracious readers and that was reflected in their speech, daily life, and the book they published.

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Rakhimova, Dilrabo Pulatovna. "LEARNING RUSSIAN LANGUAGE THROUGH READING." Theoretical & Applied Science 108, no. 04 (April 30, 2022): 528–30. http://dx.doi.org/10.15863/tas.2022.04.108.59.

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Lidz, J., and L. Pearl. "LINGUISTICS: Language Learning Through Selection." Science 315, no. 5810 (January 19, 2007): 332. http://dx.doi.org/10.1126/science.1135673.

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Ludwig, Christian, and Kris Van de Poel. "Language learning through social media." Dutch Journal of Applied Linguistics 4, no. 2 (December 31, 2015): 141–43. http://dx.doi.org/10.1075/dujal.4.2.002int.

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Saiful, Saiful, Eny Syatriana, and Firman Firman. "PREVENTIVE EFFORTS AGAINST KONJO LANGUAGE EXTINCTION THROUGH MULTILINGUAL LEARNING." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 2 (November 15, 2020): 383–90. http://dx.doi.org/10.26618/exposure.v9i2.4268.

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The objectives of this study are: 1) to explore strategies for teaching Indonesian and English to integrate local languages, 2) to identify the factors that support the revitalization of local languages in multilingual learning, 3) to determine the perceptions of teachers and students towards the use of local languages in language learning.The results showed that Indonesian language learning at SMP Satap Kajang was carried out in accordance with the applicable curriculum, namely the K-13 curriculum. Meanwhile, learning English has been taught to students since grade I. Local languages have never been taught to students because there is no direction or order from the Bulukumba district education office about what local languages to teach, who teaches them, and how to learn local languages.The observation also found that SMP 1 Satap Kajang had the opportunity to carry out learning the Konjo language. This is supported by the existence of several native teachers who master the Konjo language (one science teacher, social studies, Indonesian, mathematics, religious education, and one English teacher) the teacher also welcomes if multilingual integrated learning is carried out besides the majority of junior high school students. is a native of Kajang who in fact speaks Konjo in general, although most 92% of students know Konjo language. This potential needs to be utilized for learning local languages, especially Konjo language, as an introduction to regional languages and prevent extinction.

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Chan, Yee-Han, and Ngan-Ling Wong. "Learning Japanese through Anime." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 485. http://dx.doi.org/10.17507/jltr.0803.06.

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While studies have confirmed that there is apparent connection between interest in anime and Japanese language learning among the Japanese language learners (Manion, 2005; Fukunaga, 2006; William, 2006; Abe, 2009), the practical use of anime in teaching Japanese Language as a Foreign Language has not been studied in depth. The present study aimed to discover the language features that can be learned by the Japanese language learners through critical viewing of anime in classroom. A course named “Learning Japanese language through Anime” was carried out in one public university in Malaysia for a duration of 10 weeks. Along with the administration of the course, the participants’ worksheets on language analysis and learning diaries were collected. The findings showed that language used in anime is more casual in most of the contexts involving daily life. This language use is quite different from what the students usually listen to and use in the classroom where the educators heavily emphasis on the polite ways of speaking using the material designed specifically for pedagogical purposes such as textbooks. Although at times, the language presented in anime maybe even harsh or rough in an exaggerated way, rather than ignore this, it may be better to address it critically under the guidance of educator.

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13

Basori, Basori. "Learning Foreign Languages Through Blended Learning." Scope : Journal of English Language Teaching 2, no. 02 (March 3, 2018): 123. http://dx.doi.org/10.30998/scope.v2i02.2313.

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<p align="center"><strong>ABSTRACT</strong>. Blended learning is gaining popularity as an effective method to deliver courses. Foreign language instruction is adopting opportunities to apply blended learning. This paper looks at the essence of blended learning and foreign language instruction by defining those two terms. The literature has clearly unveiled the principles of each learning method that constitutes foreign language delivered via blended learning. It leads to major elements that need to be considered when designing blended foreign language instruction. Sufficient input, adequate interaction, plenty of feedback, and meaningful tasks are major components of building blended foreign language courses. Some recent studies have successfully implemented those principles in designing blended learning foreign language instruction; however, the studies also disclose some challenges. </p><p> </p><p><strong>Keywords:</strong> Blended learning, foreign language learning, foreign language instructions </p><p> </p><div class="WordSection1"><p align="center"><strong>ABSTRAK</strong></p><p> </p><p><em>Blended learning</em> semakin populer sebagai metode yang efektif dalam kegiatan pengajaran. Metode ini juga diterapkan dalam pengajaran bahasa asing. Artikel ini membahas esensi <em>blended learning</em> dan pengajaran bahasa asing dengan mendefinisikan kedua istilah tersebut. Telah banyak studi literatur yang membahas dan mendiskusikan tentang prinsip-prinsip metode pembelajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Ini mengarah pada elemen-elemen inti yang perlu dipertimbangkan dalam merancang pengajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Input yang cukup, interaksi yang memadai, adanya umpan balik yang memadai, dan tugas yang bermakna adalah komponen-komponen utama yang perlu diperhatikan dalam pengajaran bahasa asing yang menerapkan <em>blended learning</em>. Beberapa studi terbaru telah berhasil menerapkan prinsip-prinsip tersebut dalam merancang pembelajaran bahasa asing yang menerapkan <em>blended learning</em>. Di sisi yang lain, artikel ini juga memaparkan beberapa tantangan pengajaran bahasa asing yang menerapkan metode <em>blended learning</em>.</p><p> </p><p><strong>Kata kunci</strong>: <em>blended learning</em>, pembelajaran bahasa asing, pengajaran bahasa asing</p></div><p> </p><p> </p><p> </p>

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Alladina, Safder. "Second language teaching through maths — learning maths through a second language." Educational Studies in Mathematics 16, no. 2 (May 1985): 215–19. http://dx.doi.org/10.1007/pl00020741.

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Alladina, Safder. "Second language teaching through maths — learning maths through a second language." Educational Studies in Mathematics 16, no. 2 (May 1985): 215–19. http://dx.doi.org/10.1007/bf02400939.

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Nazarova, Yorkinoy Hamidovna, Iroda Abduaziz Kizi Abduazizova, Mashkhura Ikromjon Kizi Hakimova, and Dilafruz Olim Kizi Nematjonova. "Developing Critical Thinking Strategies Through Short-Stories In Learning Foreign Languages." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 193–97. http://dx.doi.org/10.37547/tajssei/volume03issue02-31.

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The article defines the concept “critical thinking” and reveals the effectiveness of critical thinking (CT) strategies through short stories in teaching English as a foreign language. According to the results of the study, the authors propose a certain set of critical thinking strategies to encourage students’ active involvement and effective use of teaching foreign languages in higher education.

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김명희. "ESL Children’s Second Language Learning through Cooperative Learning." English Teaching 62, no. 3 (September 2007): 153–75. http://dx.doi.org/10.15858/engtea.62.3.200709.153.

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Sukmayani, Nuniek Setya, Emzir Emzir, and Sabarti Akhadiah. "Cirebon Language Revitalization In Cirebon City through Cirebon Language Learning." JETL (Journal Of Education, Teaching and Learning) 2, no. 2 (October 31, 2017): 183. http://dx.doi.org/10.26737/jetl.v2i2.283.

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Law of the Republic of Indonesia no. 4 Year 2009 about the language states that the local government must develop, foster, and protect the local languages and literature in order to continue to fulfill their position and function in the life of society in accordance with the development of the era performed gradually, systematically and sustainably by local governments under the coordination of linguistic institutions, and to remain part of Indonesia's cultural treasures. Based on the Cirebon preliminary observation result, it is threatened with extinction because its speakers are fewer and rarely even do not use Cirebon language in their daily intercourse, although in the last few years there are lessons in Cirebon - Dermayu. This is because the lesson is just as a science. That is, even though the learners’ report is good value, eg 9 (nine), but in the daily association does not use Cirebon language. Therefore, researchers intend to examine the Cirebon language with the title - Cirebon Language Revitalization Through Cirebon Language Learning. This research generally aims to obtain a deep picture and understanding of Cirebon language revitalization in Cirebon City, while its long-term goal is to obtain findings about efforts to preserve the Cirebon language in order to remain functional for life in the city of Cirebon in the midst of the widespread use of Language Indonesia as the national language in the country of the Republic of Indonesia, so as to assist the government in developing, fostering and protecting local languages and literature in accordance with the laws described above. The method used in this research is Ethnography with Spradley research procedure. The results of this study are expected to be a reference in improving the textbook Language Cirebon and refine the policy to preserve the language of Cirebon in order to explore the noble values of local wisdom it contains.

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., Subhash, Madhavi Sharma, Menka Bhasin, and Avinash Rajkumar. "Critical Thinking Skills Teaching Language through Literature." World Journal of English Language 12, no. 3 (April 7, 2022): 3. http://dx.doi.org/10.5430/wjel.v12n3p3.

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As teachers who should train and motivate their children, teaching languages has become a demanding task. The ability to grasp a language is essential in today's world since languages is a strong tool of communication. Most of us will not concentrate on the languages used in the literature section since our minds are preoccupied with grammar. This has caused both the instructor and the pupils to disregard the literature component of language learning and instead focus solely on the grammar component. The motivation for including literary works into language education is to suggest that current efforts to incorporate literary work into language instruction undoubtedly increase students' serious thinking in such a way that they may easily grasp a specific language. This paper explains that Learning literary work in a classroom not only teaches students about a tale but also teaches them about how languages are formed and how that structure affects meaning. A literary work allows a pupil to see the languages of real-life situations. They absorb linguistics components' thoughts, ideas, and experiences, which provide realistic touches and assist them in holistically learning languages. It has also been discovered that incorporating literary works into the teaching knowledge process can help students improve their micro-and macro-linguistic abilities for future growth.

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Broom, Catherine. "Second-Language Learning Through Imaginative Theory." TESL Canada Journal 28, no. 2 (June 21, 2011): 1. http://dx.doi.org/10.18806/tesl.v28i2.1068.

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This article explores how Egan’s (1997) work on imagination can enrich our understanding of teaching English as a second language (ESL). Much has been written on ESL teaching techniques; however, some of this work has been expounded in a standard educational framework, which is what Egan calls an assembly-line model. This model can easily underlie our unconscious structures. The article begins by reviewing Egan’s kinds of understanding and then discusses how conceptions of English-language learning may be changed when Egan’s Imaginative Education (IE) theory is used as the theoretical base. For example, ESL learning jumps from a simple progression through language levels to multiple and interacting ecological zones that interplay with and within the learner. As well, the focus moves from the generation of activities to the students themselves as conscious, living beings. This theoretical orientation provides possibilities for second-language learning to become wondrous, multifaceted, and intricate.

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Re, A. G. Lo, and Robert J. Di Pietro. "Strategic Interaction (Learning Language through Scenarios)." Hispania 71, no. 3 (September 1988): 563. http://dx.doi.org/10.2307/342913.

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Muin, Abdul. "TEACHING SPEAKING THROUGH AUDIO LANGUAGE LEARNING." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 10, no. 1 (June 22, 2007): 68–82. http://dx.doi.org/10.24252/lp.2007v10n1a5.

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Guz, Ewa. "Learning a foreign language through play." Roczniki Humanistyczne 64, no. 11 (2016): 41–52. http://dx.doi.org/10.18290/rh.2016.64.11-3.

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S, Karthika Devi. "Effective Language Teaching Through Active Learning." Bioscience Biotechnology Research Communications 14, no. 8 (June 25, 2021): 64–65. http://dx.doi.org/10.21786/bbrc/14.8.15.

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Hipkins, Rosemary. "Learning through moderation: Minding our language." Set: Research Information for Teachers, no. 1 (May 1, 2010): 18–19. http://dx.doi.org/10.18296/set.0438.

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Baltra, Armando. "Language Learning through Computer Adventure Games." Simulation & Gaming 21, no. 4 (December 1990): 445–52. http://dx.doi.org/10.1177/104687819002100408.

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Bellal, M. Mohammed. "ELLA English (Through) Language Learning Activities." مجلة الممارسات اللغوية, no. 38 (December 2016): 41–52. http://dx.doi.org/10.12816/0034258.

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Liu, Xinghong, and Junxiang Zhang. "Foreign Language Learning through Virtual Communities." Energy Procedia 17 (2012): 737–40. http://dx.doi.org/10.1016/j.egypro.2012.02.165.

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Kobayashi, Dawn. "Creativity Through Drama in Language Learning." JALT PIE SIG: Mask and Gavel 2, no. 1 (June 2013): 13–19. http://dx.doi.org/10.37546/jaltsig.pie2.1-2.

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This paper will argue that drama techniques can provide an excellent framework for developing students’ creative thinking. The first part of the paper will attempt to define what is meant by creativity in educational settings through discussion of the work of psychologists Kaufman, Beghetto, and Sternberg. It will focus specifically on the difference between BIG ‘C’ legendary creativity and little ‘c’ everyday creativity and how little ‘c’ creativity relates to discourse in the language classroom. Next, the author will discuss how some of the activities in the Torrance test of creativity (1996) share striking similarities with drama techniques. Lastly, some of these drama techniques will be briefly introduced in the final part of the paper.

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Lertola, Jennifer. "Second language vocabulary learning through subtitling." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 2 (November 5, 2019): 486–514. http://dx.doi.org/10.1075/resla.17009.ler.

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Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual subtitling promotes the incidental acquisition of new word meanings in terms of productive recall.

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Brand, Shirley. "Learning Through Meaning." Academic Therapy 24, no. 3 (January 1989): 305–14. http://dx.doi.org/10.1177/105345128902400307.

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PAGADALA, ASHA MADHAVI. "Second Language Vocabulary Acquisition through Mobile Assisted Language Learning." Think India 22, no. 2 (October 22, 2019): 439–44. http://dx.doi.org/10.26643/think-india.v22i2.8746.

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Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner.

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Moharana, Jyoshnamayee. "Learning Language through Interactive Language Laboratories: An ESL Perspective." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2200–2209. http://dx.doi.org/10.15864/ijelts.3303.

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English is taught as a second language in India but it is widely used in the length and breadth of the country. The English curriculum is highly text based which focuses on the writing skills. This results in the poor speaking skills of the students in English. Good communication skill in English is the need of the day. The students need to be given enough exposure in the natural atmosphere to practice English communication skills. With the advent of technology this has become very easy. The language laboratories provide various interactive activities in the audio-visual mode that attracts the attention of the students and keep them engaged in learning the language in a natural atmosphere. The educational institutes should provide this facility to the students to help them enhance their language skills. This paper discusses the advantages and disadvantages of the language labs and compares the facilities of various language lab softwares.

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Yelashkina, Natalya, and Oksana Kaverina. "Learning for Competence through Distance Education." SHS Web of Conferences 50 (2018): 01202. http://dx.doi.org/10.1051/shsconf/20185001202.

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The article focuses on the content components necessary for the formation of a special learning competence for distance-learning students. The authors propose their own interpretation of the constituents of the learning competence with due regard for the specificity of studying foreign languages by means of telecommunication technologies. Such components are to be considered in the context of the learner-centered paradigm. The content of the technology created includes knowledge of the essence and specificity of learning activities in foreign language acquisition. The article demonstrates a big variety of terms in the methodical literature. The authors describe learning skills and say that they are such ways of learning activities that do not directly constitute a mechanism for the formation of a communication competence, but rationalize this process. The article helps to understand that studying foreign languages with the help of telecommunications presents a number of difficulties and it is proved that learning competence remove the difficulties of distance learning. The article gives the important methodological provisions defining a role and the place of learning competence of a context of distance language learning.

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Morton, Hazel, Nancie Gunson, and Mervyn Jack. "Interactive Language Learning through Speech-Enabled Virtual Scenarios." Advances in Human-Computer Interaction 2012 (2012): 1–14. http://dx.doi.org/10.1155/2012/389523.

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This paper describes the evaluation of an educational game designed to give learners of foreign languages the opportunity to practice their spoken language skills. Within the speech interactive Computer-Assisted Language Learning (CALL) program, scenarios are presented in which learners interact with virtual characters in the target language using speech recognition technology. Two types of interactive scenarios with virtual characters are presented as part of the game: the one-to-one scenarios which take the form of practice question and answer scenarios where the learner interacts with one virtual character and the interactive scenario which is an immersive contextualised scenario where the learner interacts with two or more virtual characters within the scene to complete a (task-based) communicative goal. The study presented here compares learners’ subjective attitudes towards the different scenarios. In addition, the study investigates the performance of the speech recognition component in this game. Forty-eight students of English as a Foreign Language (EFL) took part in the evaluation. Results indicate that learners’ subjective ratings for the contextualised interactive scenario are higher than for the one-to-one, practice scenarios. In addition, recognition performance was better for these interactive scenarios.

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Wacana, Gitit I. P. "Improving Student Learning Ability Through Communicative Language Learning Approach." J-SHMIC : Journal of English for Academic 7, no. 1 (February 29, 2020): 20–32. http://dx.doi.org/10.25299/jshmic.2020.vol7(1).4468.

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This study aims to find out how students' speaking skills are developed through the Communicative Language Teaching approach. The significance of this research is to provide information for readers, especially for Pamona people as native speakers of the language, about the tenses in the Pamona language. Researchers used the Communicative Language Teaching (CLT) theory by Richard and Rodgers to develop students' speaking skills. The results of this study indicate that the objectives of this study have been achieved. The ability to speak English students successfully developed through the application of communicative language teaching approaches, through learning that triggers students to speak actively in the classroom through conversations as an exercise. In the first cycle all students attend the test. The results of the test in the first cycle were 12 students failed (33.3%) and 24 students (66.7%) passed. Achievement of the average grade of the class is also still low with a score of 65.8 grades C. Researchers then reflect on the learning process in this first cycle to be applied in the second cycle. In the second cycle, all students attend the test. The results of this test were 33 students (91.6%) successfully passed the test and 3 students (8.4%) failed. From the explanation of the results of the second cycle above, it appears that in this cycle the completeness criteria for class has been reached, in which 80% of the total number of students must achieve grades A, B or C or a value of more than 65. Students succeed in developing their English speaking skills because supported by teaching approaches that trigger students to speak and practice the functions of the language being learned.

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Haase, Fee-Alexandra. "Dual Language Learning / Duale Spracherlernung. Learning German through English." Foro de Educación 12, no. 17 (July 2014): 197–216. http://dx.doi.org/10.14516/fde.2014.012.017.010.

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Pérez-Carmona, José Luis, Alejandro Vicente-Bújez, María Teresa Díaz-Mohedo, and José Luis Ortega-Martín. "Learning Spanish as a foreign language through Music." Aula Abierta 50, no. 2 (June 24, 2021): 643–52. http://dx.doi.org/10.17811/rifie.50.2.2021.643-652.

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Music has multiple characteristics that make it an ideal tool for teaching and learning languages. Although some research has been done on this subject, there are still many areas to explore. This quantitative research presents survey data from 178 students of Spanish as a Foreign Language to better understand how adult learners use music and other media in their practice of Spanish. Non-parametric statistical tests were carried out. Data showed participants used music more frequently than other media as a means to practice Spanish outside of the classroom, despite having difficulties understanding the lyrics. Also, musical training was found to be an indicator of a higher level of lyrical comprehension. It was concluded that the growing popularity of Spanish language music, changes in music consumption, and the democratization of listening platforms— along with the ability that songs have to generate well-being and to create links, as well as to represent the target culture—were decisive factors in the use of songs in the learning of Spanish as a foreign language.

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Akumbu, Pius W., and Charlotte D. Simo. "Enhancing EFL Learning in Cameroon’s Language Centres through Content and Language Integrated Learning." Journal of English Language Teaching and Linguistics 3, no. 2 (August 13, 2018): 163. http://dx.doi.org/10.21462/jeltl.v3i2.116.

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<p>This study seeks to determine how Content and Language Integrated Learning (CLIL), already applied successfully in other parts of the world, could be adapted to teaching English as a foreign language in language centres in Cameroon. The problem identified was the fact that 43 out of 64 students leave language centres with a lot of general English but with little or no language abilities relevant to their fields of experience, whether academic or professional. The results revealed that the implementation of CLIL had a positive impact on learners’ development of diverse skills necessary for their success in academic and/or professional settings since there was a remarkable improvement in students’ performance in the experimental group (93%) as opposed to the limited (lower) performance of the control group (56.4%), providing therefore factual evidence of the effectiveness of the CLIL approach over other conventional approaches in meeting students’ needs and interests after training.</p>

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Et al., Zamri Mahamod. "Malay Language Learning Strategies Use Among Chinese Student Through Attitude And Learning Skills." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 31–43. http://dx.doi.org/10.17762/turcomat.v12i5.728.

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This study was conducted to identify the Malay language learning strategies (MLLS) and frequency through language skill use among Chinese students in Muar, Johor. This study aimed to investigate the relationship of language learning strategies (LLS) by attitude. A total of 181 Chinese students form 4 selected for this study. The sample selection was random. This research uses a questionnaire as a major research tool to gather information about the use of language learning strategies. The instrument uses a Likert scale of 1 to 5. Data were analyzed using Statistic Package for Social Science (SPSS) version 22.0. The questionnaire is divided into three parts, namely demographic information, the Malay language learning strategies and attitudes. The questionnaire data were analyzed using descriptive statistics and statistical inference. The findings show that Chinese students use LLS as a whole in the medium level (mean = 3.45). Speaking strategies (mean = 3.55) was the highest strategy followed a strategy used to hear (mean = 3.53), write (mean = 3.43) and read (mean = 3.29). Student attitudes towards learning languages showing a moderate level (mean = 3.49). The results showed that the use of LLS influenced by the attitudes of students when studying Malay language. In conclusion, these findings could be used to some extent by the various parties to take learning strategies as a means to enhance Malay language proficiency among students, especially non-Malay students.

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Mehta, Deepika. "Analyzing Nurturing of Children’s Identities through Holistic Pedagogy in a Language Learning Classroom." Journal of Advances and Scholarly Researches in Allied Education 15, no. 6 (September 1, 2018): 1–4. http://dx.doi.org/10.29070/15/57601.

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Smith, Kenny. "How Language Learning and Language Use Create Linguistic Structure." Current Directions in Psychological Science 31, no. 2 (April 2022): 177–86. http://dx.doi.org/10.1177/09637214211068127.

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Languages persist through a cycle of learning and use: You learn a language through immersion in the language used in your linguistic community, and in using language to communicate, you produce further linguistic data, which other people might learn from in turn. Languages change over historical time as a result of errors and innovations in these processes of learning and use; this article reviews experimental and computational methods that have been developed to test the hypothesis that those same processes of learning and use are responsible for creating the fundamental structural properties shared by all human languages, including some of the design features that make language such a powerful tool for communication.

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Osieja, Helen. "Content and Language Integrated Learning: Creating Awareness through Language Teaching." American Journal of Educational Research 3, no. 6 (June 1, 2015): 790–92. http://dx.doi.org/10.12691/education-3-6-19.

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Niiranen, Leena. "Minority language learning in Kven through conversation." Acta Borealia 38, no. 1 (January 2, 2021): 5–22. http://dx.doi.org/10.1080/08003831.2021.1911198.

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Packianathan, Samuel, and Hephzibah Paul Thomas Thangiah. "Language Learning through Parents, Teachers and Experience." Asian Journal of Research in Social Sciences and Humanities 6, no. 7 (2016): 1092. http://dx.doi.org/10.5958/2249-7315.2016.00494.9.

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Nimmons, Phyllis B., Reinhold Freudenstein, and C. Vaughan James. "Confidence through Competence in Modern Language Learning." Modern Language Journal 72, no. 1 (1988): 72. http://dx.doi.org/10.2307/327574.

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Sugiono, Sugiono. "Values Education Through The English Language Learning." International Journal of English Education and Linguistics (IJoEEL) 4, no. 1 (July 11, 2022): 50–56. http://dx.doi.org/10.33650/ijoeel.v4i1.4010.

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This study focuses on teaching values through English language learning. It explores the related literature reviewing the possibility of integrating values into the English language learning activities. Value-oriented education is an alternative to pursuing both the academic and social competence of students. It is constructed in response to the problematic issues of youngsters’ deviant behaviors and attitudes. It also challenges the trend of today’s education, which puts greater emphasis on mere academic achievement, employment opportunity, and economic growth. Consequently, students in schools turn to prioritize only academic competence for an employment chance. Few wish to achieve success both academically and socially, whereas they have a life outside their schools and homes; the life in society. The study views that integrating values into English language learning is not an easy task. It requires teachers’ innovation and creativity to pursue goals that are more than just the content of the curriculum. The challenge is that English language teachers need to construct their own lesson plans as core values are sometimes unclearly stated in the curriculum. In classrooms, the teachers recommend not to impose their own values or those of a particular culture in the society on their students

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Haneda, Mari, and Gordon Wells. "Learning an Additional Language Through Dialogic Inquiry." Language and Education 22, no. 2 (January 2008): 114–36. http://dx.doi.org/10.2167/le730.0.

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Imanakunova, K. "Issues of Learning Language Through National Values." Bulletin of Science and Practice 7, no. 8 (August 15, 2021): 455–58. http://dx.doi.org/10.33619/2414-2948/69/54.

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Based on specific examples, the article analyzes the problems of studying the Kyrgyz language in relation to national heritage; scientific problems associated with the need to understand the national heritage through language; knowledge of the language through national heritage, instilling in students the skills to speak coherently, consistently, logically, appropriate, culturally.

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Tuttle, Harry Grover. "Transform Modern Language Learning through Mobile Devices." Journal of Educational Technology Systems 42, no. 1 (September 2013): 39–42. http://dx.doi.org/10.2190/et.42.1.d.

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