Relevant bibliographies by topics / Second language learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Second language learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Second language learning"

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Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (January 26, 2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.
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Bernhardt, Elizabeth B., and Stephen D. Krashen. "Second Language Acquisition and Second Language Learning." Modern Language Journal 73, no. 4 (1989): 483. http://dx.doi.org/10.2307/326882.

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BROSELOW, ELLEN. "SECOND-LANGUAGE LEARNING." World Englishes 7, no. 3 (November 1988): 347–49. http://dx.doi.org/10.1111/j.1467-971x.1988.tb00248.x.

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AYYAR, INDIRA. "SECOND-LANGUAGE LEARNING." World Englishes 7, no. 3 (November 1988): 349–53. http://dx.doi.org/10.1111/j.1467-971x.1988.tb00249.x.

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Dr.Vishalakshi K K, Dr Vishalakshi K. K. "Significance of Language Laboratory in Learning English as a Second Language." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 162. http://dx.doi.org/10.15373/2249555x/may2014/50.

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CHUGAI, Oksana. "TECHNICAL UNIVERSITY STUDENTS’ BELIEFS ABOUT SECOND LANGUAGE LEARNING." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (April 29, 2021): 354–64. http://dx.doi.org/10.31494/2412-9208-2021-1-1-354-364.

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Попит на володіння іноземною мовою студентами технічних університетів веде до визнання необхідності ефективного викладання мови. Використання сучасних методів може не привести до бажаного результату, оскільки студенти мають суперечливі погляди на вивчення іноземної мови. У статті розглядаються уявлення студентів технічного університету щодо вивчення другої мови та даються рекомендації для викладачів університету. Результати дослідження сприяє кращому розумінню відповідальності викладачів та студентів під час вивчення другої мови. Дані були зібрані в ході опитування щодо ставлення студентів до вивчення другої мови та індивідуальних відгуків під час сесій в Zoom. Студенти висловили свою думку щодо вісімнадцяти тверджень, використовуючи п’ятибальну шкалу Лікерта від рішучої згоди до категоричної незгоди. Ми використовували описову статистику для обчислення медіани (переконання більшості студентів) та інтерквартильного діапазону кожного елемента (наскільки розкиданими були їх відповіді). Результати показали, що більшість студентів технічних університетів погоджуються з твердженнями про вивчення другої мови, більшість з яких є «міфами». Рефлексія після отримання результатів опитування, надання додаткових матеріалів щодо суперечливих тверджень стосовно вивчення мови та проведення дискусій в групах сприяли кращому розумінню потреб студентів. результати дослідження свідчать про те, що усвідомлення переконань студентів щодо вивчення другої мови дозволяє викладачам пристосовувати навчання до їхніх потреб, ділитися зі студентами знаннями про мову, які необхідні для підвищення ефективності засвоєння мови. Подальші дослідження можуть бути присвячені порівнянню переконань студентів технічних університетів та викладачів щодо вивчення другої мови. Ключові слова: вивчення другої мови, переконання студентів, виправлення помилок, граматичні правила, академічний зміст, викладання, сталі вирази.
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Gharawi, Mohammed A., and Azman Bidin. "Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions." International Journal of Information and Education Technology 6, no. 8 (2016): 633–37. http://dx.doi.org/10.7763/ijiet.2016.v6.764.

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BHASIN, KAMINI. "Learning English As a Second Language & Role of Digital Language Lab." International Journal of Scientific Research 3, no. 4 (June 1, 2012): 1–2. http://dx.doi.org/10.15373/22778179/apr2014/182.

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Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (February 27, 2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.

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Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.
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Henderson, Lalitha. "Interference in Second Language Learning." ITL - International Journal of Applied Linguistics 81-82 (January 1, 1988): 73–111. http://dx.doi.org/10.1075/itl.81-82.04hen.

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Abstract This study deals with the acquisition of English and Tamil as a second language and to explain the errors found in the speech of L2 learners caused by the interference from the first language within the frame of reference of the phonological system of the target language (L2) as perceived and produced by the native speaker of the first language (L1). The overall systems are compared so as to highlight the most genera] similarities and differences. The comparison also focuses on the similarities and contrasts between the phonetic manifestations of each phonological unit of L1 and its counterpart in L2. The data from the actual speech of English and Tamil by the L2 speakers are used to bring out the contrast between the two languages and the L1 interference on L2.
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Dissertations / Theses on the topic "Second language learning"

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McGarry, Theresa. "Language Ideology and Second Language Learning." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6144.

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Muramatsu, Chie. "Portraits of second language learners: agency, identities, and second language learning." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4885.

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This study is a qualitative examination of second language (L2) learning processes by four advanced learners of Japanese in the community of a summer intensive full-immersion program in the United States. Using L2 socialization theory as a theoretical framework, this study conceives of L2 learning as a process of social participation in a community of practice and examines L2 learning processes by four learners, focusing on the dynamic interplay between the affordances of the social community and the agency of the individual learners. The purpose of this study is twofold: (a) It investigates the ways in which the four learners exercise their agency to pursue their goals of learning Japanese and (b) it documents how the different ways in which the four learners exercise agency form different trajectories of learning and create different experiences of L2 socialization. This study has adopted an ethnographic case study approach to the investigation of research inquiries. Through the analyses of data obtained from multiple sources, including interviews with the four learners, observations of their engagement in the community of practice of the summer intensive full-immersion program, their audio-recorded conversations with other members of the community, and various artifacts, this study explores the role of L2 learner agency in the process of L2 socialization and describes in depth their experiences of learning Japanese from their emic perspectives. The case studies of the four learners have highlighted the different ways in which they engaged in the community of practice, understood their tasks of learning Japanese, interpreted the affordances of the social community, negotiated the meaning of their participations, defined and redefined their sense of self, and eventually achieved their L2 learning goals. The findings suggest that the richness and effectiveness of a social environment are not characterized by the physical and academic affordances of a social community alone; rather they are constructed in a dynamic relation between the affordance structure of a social community and the L2 learners' agency in the pursuit of the joint enterprise of making L2 learning happen. With regard to the role of L2 learner agency, the study has foregrounded the important role of the aspirations of the four L2 learners for personal transformation and negotiation of the meaning of self of the past, the present, and the future. The findings suggest that L2 learners' diverse and complex social and personal desires for learning an L2 may not be able to be explained using the notion of investment (Norton, 1995, 2000) alone. Since the SLA debate initiated by Firth and Wagner (1997, 2007), SLA research has begun to reconceptualize L2 learners as socially situated beings with diverse needs, wants, and identities. This study presents four portraits of L2 learners who engaged in the enterprise of learning Japanese, as a means of contributing to this reconceptualization, and explores for these four learners what it meant to learn Japanese in the summer of 2010.
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Jönsson, Andreas. "Learning cohesively : Cohesion in Second Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8537.

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This essay concerns itself with the importance of learning English as a second language cohesively. The research focus is on student responsibility to learn English and if as well as how this responsibility contributes to have students' perceptions of learning the language cohesively. The applied research method consists of a student questionnaire and two teacher interviews. The questionnaire produces a description of students' relationship to, and view of, the English language and how they understand their learning process in acquiring it. The two teacher interviews establish if and how the teachers influence the students' cohesive understanding of the English language.
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Doering, Lynda. "Language learning strategies of younger second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ58027.pdf.

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Malerba, Candilio Maria Luisa. "Social Networking in Second Language Learning." Doctoral thesis, Universitat Oberta de Catalunya, 2015. http://hdl.handle.net/10803/565551.

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Aquesta tesi se centra en l'aprenentatge informal d'una segona llengua en comunitats en línia com Livemocha i Busuu. Els objectius són: (1) analitzar el potencial de les comunitats en línia per a aconseguir resultats d'aprenentatge a llarg termini; (2) examinar les accions dels estudiants mentre construeixen oportunitats d'ús de la segona llengua en aquests entorns, i (3) explorar les potencialitats i les limitacions de les eines de les comunitats en línia. Amb la finalitat d'assolir aquests objectius, l'estudi, que s'inscriu en el marc teòric de la perspectiva sociocultural i de la teoria de l'activitat, ha utilitzat una metodologia de recerca principalment qualitativa i centrada en el mètode etnogràfic. La recerca conclou amb una reflexió crítica sobre la importància de l'autonomia de l'estudiant. S'ha destacat que l'autonomia de l'estudiant és un requisit important perquè l'experiència d'aprenentatge informal en aquests entorns sigui eficaç. A més, aquest estudi tradueix els resultats obtinguts en un conjunt de recomanacions pedagògiques dirigides a experts d'entorns d'aprenentatge, a estudiants i a professors d'idiomes, per tal de fomentar una experiència d'aprenentatge en les comunitats en línia més positiva tenint en compte, també, la seva possible aplicació en un context d'aprenentatge formal.
Esta tesis está centrada en el aprendizaje informal de una segunda lengua en comunidades en línea como Livemocha y Busuu. Los objetivos son: (1) analizar el potencial de las comunidades en línea para lograr resultados de aprendizaje a largo plazo; (2) examinar las acciones de los estudiantes mientras construyen oportunidades de uso de la segunda lengua en estos entornos, y (3) explorar las potencialidades y las limitaciones de las herramientas de las comunidades en línea. Con la finalidad de alcanzar estos objetivos, el estudio, que se inscribe en el marco teórico de la perspectiva sociocultural y de la teoría de la actividad, ha utilizado una metodología de investigación principalmente cualitativa y centrada en el método etnográfico. La investigación concluye con una reflexión crítica sobre la importancia de la autonomía del estudiante. Se ha destacado que la autonomía del estudiante es un requisito importante para que la experiencia de aprendizaje informal en estos entornos sea eficaz. Además, este estudio traduce los resultados obtenidos en una serie de recomendaciones pedagógicas dirigidas a expertos de entornos de aprendizaje, a estudiantes y a profesores de idiomas, con el fin de fomentar una mejor experiencia de aprendizaje en las comunidades en línea tomando en consideración también su posible aplicación en un contexto de aprendizaje formal.
This thesis deals with informal second language learning in online communities such as Livemocha and Busuu. The thesis' objectives are: (1) analyse the potential effectiveness of these communities for long-term learning outcomes; (2) examine learners' construction of opportunities for L2 use in these environments; (3) explore affordances and constraints of online communities. To this end, a longitudinal multiple ethnographic case study approach was used under the theoretical framework of Socio-Cultural Theory and Activity Theory (AT). The research concludes with a critical reflection on the role of learner autonomy as a prerequisite for the creation of effective learning experiences in these environments, as this study clearly demonstrates. Moreover, the study translates its findings into a set of pedagogical recommendations for platform developers, learners and teachers to maximize the advantages of L2 learning in online communities as well as establish possible applications in formal learning settings.
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Dupuy, Ludivine. "Pragmatic Abilities and Second Language Learning." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2133.

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L’objectif de ce travail de thèse était d’étudier les capacités pragmatiques universelles des adultes apprenant une langue seconde et l’impact de cet apprentissage sur la maîtrise de l’aspect communicatif du langage. Une première étude a montré la capacité des apprenants à produire des inférences scalaires, un cas prototypique d’enrichissement pragmatique d’une forme logique, mais pas d’impact de l’apprentissage des langues sur les capacités pragmatiques. Un effet lié à la nécessité d’utiliser deux langues a néanmoins été observé. Une seconde étude, sur les scalaires enchâssées, a montré que les capacités pragmatiques sont susceptibles d’être utilisées pour compenser un déficit linguistique. La troisième étude a montré l’impact du contexte discursif sur le taux de réponse pragmatique. Dans la quatrième étude, nous avons examiné une différence potentielle entre le français et l’anglais quant aux présuppositions implicitées. Ceci permettra ultérieurement de tester un transfert de la L1 vers la L2
The aim of this PhD work was to assess the impact of language learning on the universal pragmatic competence of adult second language learners. A first study showed that L2 learners have the ability to derive scalar implicatures, a universal pragmatic phenomenon, in their second language but no impact of language learning on pragmatic abilities. An effect linked to the need to mobilize two languages was nonetheless observed. In another study, using embedded scalars, we investigated the possibility that language learners use their pragmatic knowledge to compensate a lower linguistic proficiency. The results suggest that learners can indeed rely on compensatory strategies. A third study has shown the impact of the discursive context on the rate of pragmatic answers. In the fourth study, we examined a potential difference between the French and English language regarding implicated presuppositions. This will allow conducting a study on negative transfer from the L1 to the L2
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Chalmers, James. "How stable is second language aptitude? Effects of second language learning and language analysis training on second language aptitude test scores." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376507.

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While second language (L2) aptitude has traditionally been considered a stable individual factor in SLA, more recent research and theory has questioned this assumption (Singleton, 2017). If L2 aptitude is stable, then the implication is that this set of cognitive abilities are genetic in origin and/or limited (Skehan, 1998). On the other hand, if L2 aptitude is not stable and is sensitive to experience, then it suggests that whatever constitutes L2 aptitude can be taught to make initial L2 learning easier and faster. While more recent studies have found that the L2 learning experience itself seems to have a training effect on L2 aptitude test scores (Ganschow, 1993; Ganschow & Sparks, 1995; Sáfár & Kormos, 2008; Sparks, Ganschow, Pohlman, Skinne, & Artzer, 1992; Sparks, Ganschow, Artzer, & Patton, 1997), both the size of such training effects and the effects of direct training of L2 aptitude abilities (Politzer & Weiss, 1969) remain unclear. The current study contributes to this debate by investigating the stability of L2 aptitude test scores. Conducted over an 8-week period of L2 instruction, the study investigated whether 6 weeks of aptitude training would enhance language analytic abilities, an area less researched in previous studies. Participants were 85 university students taking an introductory Spanish course, which included 6 weeks of instruction and practice on language analysis for learning L2 Spanish. The study operationalised L2 aptitude in terms of the abilities measured by the LLAMA tests: associative memory (LLAMA B), sound discrimination (LLAMA D), sound-symbol association (LLAMA E), and language analytic abilities (LLAMA F). Pre-testing took place at the beginning of L2 instruction and post-testing was conducted after the completion of the language analysis skills instruction. Stability was investigated through changes in L2 aptitude test scores. Results showed that post-test scores were significantly higher for all LLAMA tests except for the LLAMA E (sound-symbol association), which showed a ceiling effect in both pre- and post-tests. At the whole-group level, the size of gain scores differed across all tests with the greatest gains on the LLAMA B (associative memory) and the smallest for the LLAMA F (language analytic abilities). However, at the sub-group level, it was mainly participants with lower than average pre-test scores who achieved significant gains, with comparable effect sizes across all tests (except the LLAMA E). Trainability was investigated by comparing the predictive ability of training variables (e.g. accuracy scores and speed on training tasks) with L2 aptitude pre-test scores. Results for the predictive ability of training language analytic abilities were mixed on post-test scores. A random-forest regression (see Strobl, Malley, & Tutz, 2009) found that accuracy scores on the training were more predictive of post-test scores than LLAMA pre-test scores, but a step-wise linear regression did not confirm this finding. However, training variables were important predictors in both regression models. Overall, the findings suggest that L2 aptitude scores increase over time with L2 learning experience and instruction, in line with previous longitudinal studies (Sparks, Ganschow, Artzer, & Patton, 1997). This may imply that L2 aptitude is trainable, with some training variables being important predictors of post-test scores. The sensitivity of L2 aptitude measures to L2 learning experience and instruction may have implications for the validity of static, one-off measures of L2 aptitude for predicting L2 achievement.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Alang, Jaapar. "The effect of language contact and language use on second language competence and language attitude." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296186.

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Shei, Chi-Chiang. "Combining 'translation into the second language' and 'second language learning' : an integrated computational approach." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27373.

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This thesis explores the area where translation and language learning intersects. However, this intersection is not one in the traditional sense of second language teaching: where translation is used as a means for learning a foreign language. This thesis treats translating into the foreign language as a separate entity, one that is as important as learning the foreign language itself. Thus the discussion in this thesis is especially relevant to an academic institution which contemplates training foreign language learners who can perform translation into the foreign language at a professional level. The thesis concentrates on developing a pedagogical model which can achieve the goal of fostering linguistic competence and translation competence at the same time. It argues that constructing such a model under a computerised framework is a viable approach, since the task of translation nowadays relies heavily on all kinds of computational tools, whereas the computer assisted language learning framework (including the domain of distance learning) advances at a slow but steady pace, which offers a bridge to connect translation and language learning. The theoretical underpinning of the model is established by relating translation competence to linguistic competence. It is argued that a successful translator working in the area of translating into the second language must also be a competent learner of that language, and the instructions for both are inseparable. At the practical level, the thesis distinguishes three types of software which are relevant in the current context: the translation workstation (TW) based system, the computer assisted translation learning (CATL) system, and the computer assisted language learning (CALL) system. The first kind of system is based on existing translation aid software such as the well-known category of Translation Memory Systems. Besides being used as a computer environment for translating, the translation memory software can also be used to embed second language teaching concepts. The second type of system is the software that is especially developed for teaching translation AND the foreign language being translated into. In particular, the discussion concentrates on a kind of model referred to here as the Translation Micro World, which is an intelligent tutoring system drawing from pre-edited bilingual coipora built into the system. It is shown that this type of construct is especially useful for building up the translator's idiomatic competence in the target language in which the translator is a learner. The third and last type of software is the computer assisted language learning software which can be adapted to incorporate the element of translation. The idea is to embed translation activities in existing CALL constructs such that translation becomes the primary means for learning the target language. Thus, by covering the whole range of these three types of translation or language learning software, it is hoped that a curriculum aimed at fostering translators translating into the second language can have a rich repertoire of computer assisted learning tools to draw on. The pedagogical framework proposed in this thesis has to be practicable in an educational setting. The last part of the thesis thus considers the implementation issues of this framework. It is argued that the traditional syllabus design concepts are not fully transferable to the current pedagogical framework. Traditional syllabi consist of the statements of goals and objectives, learning material based on the objectives, lesson plans including presentations, tasks and exercises contrived around the material, and assessments. The current pedagogical model, however, emphasises the use of computers in the curriculum, and thus the goals and objectives need to be stated in a different way, learning material has to be prepared in different forms, and classes have to be conducted in an entirely different manner and at a different pace. Learning tasks, exercises and assessments all have different meanings in a computerised learning environment.
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Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.

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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.
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Books on the topic "Second language learning"

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Cook, V. J. Second language learning and language teaching. 4th ed. London: Arnold, 2008.

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Florence, Myles, ed. Second language learning theories. London: Arnold, 1998.

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Cordella, Marisa, and Hui Huang, eds. Rethinking Second Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095414.

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Florence, Myles, ed. Second language learning theories. 2nd ed. London, UK: Arnold, 2004.

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Second language learning and language teaching. 3rd ed. London: Arnold, 2001.

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Bill, VanPatten, and Lee James F, eds. Second language acquisition/foreign language learning. Clevedon, Avon, England: Multilingual Matters, 1990.

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Academic Language in Second Language Learning. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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Cook, V. J. Second language learning and language teaching. London: E. Arnold, 1991.

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Second language learning and language teaching. 4th ed. London: Hodder Education, 2008.

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Cook, Vivian. Second Language Learning and Language Teaching. Fifth Edition. | New York : Routledge, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315883113.

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Book chapters on the topic "Second language learning"

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Rieder-Bünemann, Angelika. "Second Language Learning." In Encyclopedia of the Sciences of Learning, 2980–83. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_826.

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Chapelle, Carol A. "Second Language Learning Online." In The SAGE Handbook of E-learning Research, 171–86. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473955011.n9.

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Csizér, Kata. "Second Language Learning Motivation." In Research Questions in Language Education and Applied Linguistics, 865–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_149.

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Chapelle, Carol A. "Second Language Learning Online." In The SAGE Handbook of E-learning Research, 171–86. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781529716696.n9.

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Foote, Jennifer A., and Pavel Trofimovich. "Second language pronunciation learning." In The Routledge Handbook of Contemporary English Pronunciation, 75–90. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-6.

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McBride, Kara. "Podcasts and second language learning." In Language Learning & Language Teaching, 153–68. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.12mcb.

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Gass, Susan M., Jennifer Behney, and Luke Plonsky. "Psycholinguistic Approaches to Learning." In Second Language Acquisition, 273–300. Fifth edition. | New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315181752-15.

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Mann, Laurence, Jieun Kiaer, and Emine Çakır. "Second Tip: Diversify the Curriculum." In Online Language Learning, 47–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91418-9_3.

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Heny, Jeannine. "Learning and Using a Second Language." In Language, 160–89. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13421-2_10.

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Pizziconi, Barbara. "Learning to Reframe." In Readings in Second Language Pedagogy and Second Language Acquisition, 119–53. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.12piz.

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Conference papers on the topic "Second language learning"

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Wu, Jing, and Maria Myers. "FACILITATING SECOND LANGUAGE LEARNING USING FIRST LANGUAGE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1875.

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Zhang, Xiufeng, and Meixia Guo. "Metacognition and Second Language Learning." In International Conference on Education, Economics and Information Management (ICEEIM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200401.024.

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Fukushima, Shogo, Ari Hautasaari, and Takeo Hamada. "Second Language Vocabulary Learning While Walking." In AH2019: Augmented Human International Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311823.3311866.

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

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.
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Wyatt, Shelly, and Maria Redmon. "PERSONALIZED ADAPTIVE LEARNING TECHNOLOGY: SUPERCHARGING SECOND LANGUAGE LEARNING." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0908.

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Rodrigues, Florbela, and Carla Ravasco. "LANGUAGE/CULTURE: TWO INSEPARABLE FACES OF A SECOND LANGUAGE TEACHING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0687.

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Zylich, Brian, and Andrew Lan. "Linguistic Skill Modeling for Second Language Acquisition." In LAK21: 11th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3448139.3448153.

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Thrush, Emily Austin. "Corpus Linguistics in Second Language Learning Research." In 2016 Global Conference on Teaching and Learning with Technology (CTLT 2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813148826_0007.

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Kucher, Tetyana. "Language Learning Behind the Screen: Movies for Second Language Acquisition." In The IAFOR International Conference on Education – Hawaii 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-1036.2020.32.

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Ingram, J., and J. Pittam. "Connected speech processes in second language learning." In 2nd European Conference on Speech Communication and Technology (Eurospeech 1991). ISCA: ISCA, 1991. http://dx.doi.org/10.21437/eurospeech.1991-273.

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Reports on the topic "Second language learning"

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

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

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Ikeda, Kazuko. A descriptive study of the relationship between cultural sensitivity in the acculturation process and the second language learning process. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5326.

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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