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Статті в журналах з теми "Cross-language learning"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Nayan, Surina, Hariharan N. Krishnasamy, and Latisha Asmaak Shafie. "A Cross-National Study of Motivation in Language Learning." International Journal of Information and Education Technology 4, no. 2 (2014): 194–97. http://dx.doi.org/10.7763/ijiet.2014.v4.397.

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2

Anderson, Neil J., and Terence Odlin. "Language Transfer: Cross Linguistic Influence in Language Learning." Modern Language Journal 76, no. 1 (1992): 82. http://dx.doi.org/10.2307/329911.

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3

Schachter, Jacquelyn, and Terence Odlin. "Language Transfer: Cross-Linguistic Influence in Language Learning." Language 67, no. 1 (March 1991): 155. http://dx.doi.org/10.2307/415550.

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4

Ringbom, Håkan. "Language transfer. Cross-linguistic influence in language learning." System 18, no. 3 (January 1990): 392–93. http://dx.doi.org/10.1016/0346-251x(90)90015-w.

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5

Solodka, Anzhelika, Oksana Filatova, Oksana Hinkevych, and Oleksandr Spanatiy. "Cross-cultural Language Learning: Interpretative Engagement." Arab World English Journal 12, no. 3 (September 15, 2021): 82–96. http://dx.doi.org/10.24093/awej/vol12no3.6.

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Анотація:

Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations. The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.

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6

Vidgren, Noora. "Cross-linguistic similarity in foreign language learning." International Journal of Multilingualism 8, no. 2 (May 2011): 151–53. http://dx.doi.org/10.1080/14790718.2011.552237.

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7

Zhou, Zhonghao. "Cross-cultural Training and Second Language Learning." Asian Education Studies 2, no. 3 (September 19, 2017): 1. http://dx.doi.org/10.20849/aes.v2i3.176.

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Culture and language are inseparable, and cultures as groups adopt particular practices and norms of behavior. Culture teaching is a long and complex process concerning something more than language use itself. The two popular theories influencing practice today are the Constructivist and the Creative Constructionist approaches, and the technique for conveying cultural awareness is cultural assimilator, which has been designed for specific cultures around the world. Cross-cultural training can be used to promote cultural awareness, that is, sensitize people to the influence of culture on people’s values and behaviors and help them recognize and accept the existence of cultural differences.

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8

Taghizadeh, Nasrin, Heshaam Faili, and Jalal Maleki. "Cross-Language Learning for Arabic Relation Extraction." Procedia Computer Science 142 (2018): 190–97. http://dx.doi.org/10.1016/j.procs.2018.10.475.

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9

Havas, Viktória, Otto Waris, Lucía Vaquero, Antoni Rodríguez-Fornells, and Matti Laine. "Morphological learning in a novel language: A cross-language comparison." Quarterly Journal of Experimental Psychology 68, no. 7 (July 2015): 1426–41. http://dx.doi.org/10.1080/17470218.2014.983531.

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10

McCauley, Stewart M., and Morten H. Christiansen. "Language learning as language use: A cross-linguistic model of child language development." Psychological Review 126, no. 1 (January 2019): 1–51. http://dx.doi.org/10.1037/rev0000126.

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11

Greenfield, Jeremy. "Learning, literacy and language: A cross-cultural perspective." Linguistics and Education 32 (December 2015): 152–53. http://dx.doi.org/10.1016/j.linged.2015.03.001.

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12

Park, Ji Yong. "Cross-cultural language learning and web design complexity." Interactive Learning Environments 23, no. 1 (December 10, 2012): 19–36. http://dx.doi.org/10.1080/10494820.2012.745427.

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13

Wong, Tak-Lam. "Learning to adapt cross language information extraction wrapper." Applied Intelligence 36, no. 4 (June 15, 2011): 918–31. http://dx.doi.org/10.1007/s10489-011-0305-0.

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14

Wang, Ruizhong, and Terence Odlin. "Language Transfer: Cross-Linguistic Influence in Language Learning (Cambridge Applied Linguistics Series)." TESOL Quarterly 26, no. 3 (1992): 581. http://dx.doi.org/10.2307/3587183.

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15

Byrne, Francis. "Review of Odlin (1989): Language transfer: Cross-linguistic influence in language learning." Journal of Pidgin and Creole Languages 8, no. 1 (January 1, 1993): 139–40. http://dx.doi.org/10.1075/jpcl.8.1.13byr.

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16

Wang, Zhijie, Yue Zhao, Licheng Wu, Xiaojun Bi, Zhuoma Dawa, and Qiang Ji. "Cross-Language Transfer Learning-based Lhasa-Tibetan Speech Recognition." Computers, Materials & Continua 73, no. 1 (2022): 629–39. http://dx.doi.org/10.32604/cmc.2022.027092.

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17

Schuhmann, Katharina S. "Cross-linguistic perceptual learning in advanced second language listeners." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 31. http://dx.doi.org/10.3765/plsa.v1i0.3731.

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Анотація:

An issue of long-standing interest is whether phones, which correspond to each other phonologically but differ phonetically across two languages, are distinct in the minds of bilinguals and second language learners. Here, we ask whether listeners maintain separate representations for phonetically highly similar phonemes common to two languages even though this might seem inefficient. One way to address this question is to induce a change in the representation of phonemes in one language, and to test whether the other language is also affected. We carried out two perceptual learning studies, one with intermediate to advanced L1 English learners of German and one with intermediate to advanced L1 German learners of English, to probe the relationship between listeners’ representations for the /f-s/ contrast in English and in German. We found cross-linguistic perceptual learning effects extending from English to German in both studies, though the effect sizes for perceptual learning in English and German differed. Based on these findings, we propose that phonetically highly similar phonemes common to listeners’ L1 and L2 have separate yet interconnected mental representations for speech perception.

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18

Harris, Vee, and Michael Grenfell. "Language-learning Strategies: A Case for Cross-curricular Collaboration." Language Awareness 13, no. 2 (June 2004): 116–30. http://dx.doi.org/10.1080/09658410408667090.

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19

Everatt, John, Sharman Jeffries, Gad Elbeheri, Ian Smythe, and Kazuvire Veii. "Cross language learning disabilities and verbal versus spatial memory." Cognitive Processing 7, S1 (August 8, 2006): 32. http://dx.doi.org/10.1007/s10339-006-0054-x.

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20

Ismoiljonov, Sh. "Second language learning motivation." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 170–71. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp170-171.

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Анотація:

In today's world, where foreign language has become so important recently and the borders are becoming more transparent day by day in the global world, he draws attention to the fact that foreign language is a necessity for every student who wants to cross national borders, and besides the cultural accumulation that learning a foreign language adds to one's self, self-confidence and a stance. It should be emphasized that it means.

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21

Deng, Yuhan. "A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning." Journal of Teaching and Learning 13, no. 1 (September 17, 2019): 25–44. http://dx.doi.org/10.22329/jtl.v13i1.5991.

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Анотація:

Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

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22

Cárdenas-Hagan, Elsa. "Cross-Language Connections for English Learners’ Literacy Development." Intervention in School and Clinic 54, no. 1 (March 28, 2018): 14–21. http://dx.doi.org/10.1177/1053451218762583.

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The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the challenge of teaching a second language learner with a learning disability. This article provides guidance regarding the special considerations that are necessary for language and literacy instruction among English learners with learning disabilities.

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23

vogt, paul, and andrew d. m. smith. "learning colour words is slow: a cross-situational learning account." Behavioral and Brain Sciences 28, no. 4 (August 2005): 509–10. http://dx.doi.org/10.1017/s0140525x0544008x.

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Анотація:

research into child language reveals that it takes a long time for children to learn the correct mapping of colour words. steels & belpaeme's (s&b's) guessing game, however, models fast learning of words. we discuss computational studies based on cross-situational learning, which yield results that are more consistent with the empirical child language data than those obtained by s&b.

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24

Permadi, Yudi, Riki Nasrullah, and Iwan Koswara. "THE CONSTRAINTS OF CROSS-LINGUISTIC TRANSFER ON BIPA LEARNING." Sosiohumaniora 24, no. 2 (July 4, 2022): 151. http://dx.doi.org/10.24198/sosiohumaniora.v24i2.37363.

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One of the interesting issues regarding the BIPA learning process is how the similarities and differences of the source and target languages (Indonesian language) are related to students’ understanding of the Indonesian language. This study is related to what is known as a cross-linguistic transfer. This paper reviews theoretically cross-linguistic transfer in learning in BIPA (Indonesian Language for Foreign Speakers). This study employed the descriptive-qualitative method. A qualitative method was used to describe the patterns of similarity between Indonesian language as the target language and the learner’s native language in BIPA learning using a cross-linguistic transfer approach. The result of the study revealed that the discussion about cross-linguistic transfer in the process of learning the Indonesian language for Foreign Speakers (BIPA) was not a monolithic matter. The similarities and differences in word forms and word meanings were closely related to how quickly speakers of other languages learned the target language.

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25

F. Kroll, Judith, Cari A. Bogulski, and Rhonda McClain. "Psycholinguistic perspectives on second language learning and bilingualism." Linguistic Approaches to Bilingualism 2, no. 1 (February 10, 2012): 1–24. http://dx.doi.org/10.1075/lab.2.1.01kro.

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Анотація:

Recent psycholinguistic research demonstrates that using a second language has consequences for the first language (e.g. Dussias, 2003; Van Hell & Dijkstra, 2002) and for domain-general cognitive processes (Bialystok, 2005). This work suggests that the language system is permeable, with cross-language exchange at every level of processing (Malt & Sloman, 2003). Critically, even proficient bilinguals appear unable to switch off the language not in use when they hear, read, or speak one language alone (e.g. Dijkstra, 2005; Kroll, Bobb, & Wodniecka, 2006; Marian & Spivey, 2003), creating cross-language competition. In this article, we describe research that considers how cross-language activation is modulated during spoken production and during the earliest stages of second language learning. We hypothesize that the open nature of the bilingual�s language system may create optimal conditions for new language learning and also for enhanced cognitive control that enables effective selection of the language to be spoken.

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26

Krajka, Jarosław. "L1 Use in Language Tests – Investigating Cross-Cultural Dimensions of Language Assessment." Journal of Intercultural Management 11, no. 2 (June 1, 2019): 107–33. http://dx.doi.org/10.2478/joim-2019-0011.

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Abstract Objective: Assessment is a crucial part of language teaching, with great effect on learners’ motivation, willingness to study and learning success. Since language assessment is rooted in local policies and cultures of learning, it seems pertinent to look at how opinions on assessment can differ depending on the country of teacher training. The purpose of the paper is to compare Polish and Turkish teacher trainees’ on L1 use and translation in testing. Methodology: The methodology applied in the paper is a qualitative action research study, where the groups of teacher trainees from Poland and Turkey participating in a telecollaborative project were prompted for reflection on different aspects of cultural appropriacy of language assessment. The data were collected via private diaries and public discussion forums. The corpus of student reflections was subject to qualitative analysis for key concepts, recurrent themes, similarities and differences across the two countries involved in analysis. Findings: The effect of the local setting in which language instruction is to take place on assessment beliefs and strategies is stronger than that of teacher training. The language testing procedures of the Communicative Approach vary in the two countries under consideration (Poland and Turkey) due to a differing role and status of English in the country, cultural orientations of the society, preferred learning styles and habits, country openness to the Western culture and values as well as societal expectations towards the language teacher. Despite much standardization in language teacher education, significant variation in the shape of language teaching methodology can be attributed to the effect of cultural differences. Value Added: Telecollaboration in teacher training is promoted as an instructional technique enabling expansion of teacher trainees’ intercultural competence, intercultural communication skills, awareness of the effect of cultural differences on preferred ways of learning and teaching. The cultural appropriacy of language assessment can be achieved through filtering testing methods and techniques to adapt them to the cultural, political and social reality of target users. Recommendations: The telecollaborative exchange as described in the present paper proves to be an effective vehicle to achieve the purpose of increasing internalization of teacher education and creating better skilled professionals. Since language teaching has become a largely multicultural and multilingual experience, it is necessary to increase teacher trainees’ awareness of cultural appropriacy of its different aspects, including assessment, throughout the teacher training programme.

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27

Goswami, Usha. "Synthetic Phonics and Learning to Read: A Cross‐language Perspective." Educational Psychology in Practice 21, no. 4 (December 2005): 273–82. http://dx.doi.org/10.1080/02667360500344823.

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28

Kuo, Li-jen, and Richard C. Anderson. "Morphological Awareness and Learning to Read: A Cross-Language Perspective." Educational Psychologist 41, no. 3 (September 2006): 161–80. http://dx.doi.org/10.1207/s15326985ep4103_3.

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29

Li, Yaoyong, and John Shawe-Taylor. "Advanced learning algorithms for cross-language patent retrieval and classification." Information Processing & Management 43, no. 5 (September 2007): 1183–99. http://dx.doi.org/10.1016/j.ipm.2006.11.005.

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30

Purcell, Theresa M. "Learning Through the Language of Dance: A Cross-Curricular Experience." NASSP Bulletin 78, no. 561 (April 1994): 20–25. http://dx.doi.org/10.1177/019263659407856104.

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31

Morton, Hazel, and Mervyn Jack. "Speech interactive computer-assisted language learning: a cross-cultural evaluation." Computer Assisted Language Learning 23, no. 4 (October 2010): 295–319. http://dx.doi.org/10.1080/09588221.2010.493524.

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32

Prodromou, L. "What culture? Which culture? Cross-cultural factors in language learning." ELT Journal 46, no. 1 (January 1, 1992): 39–50. http://dx.doi.org/10.1093/elt/46.1.39.

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33

Baker, Wendy, Pavel Trofimovich, James E. Flege, Molly Mack, and Randall Halter. "Child—Adult Differences in Second-Language Phonological Learning: The Role of Cross-Language Similarity." Language and Speech 51, no. 4 (December 2008): 317–42. http://dx.doi.org/10.1177/0023830908099068.

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34

Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.

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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

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35

Polka, Linda, and Ocke‐Schwen Bohn. "A cross‐language comparison of vowel perception in English‐learning and German‐learning infants." Journal of the Acoustical Society of America 100, no. 1 (July 1996): 577–92. http://dx.doi.org/10.1121/1.415884.

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36

Zang, Shengnan. "Cross-Cultural communication of language learning social software based on FPGA and transfer learning." Microprocessors and Microsystems 81 (March 2021): 103768. http://dx.doi.org/10.1016/j.micpro.2020.103768.

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37

Hartono, Hartono, Suparto Suparto, and Ahdi Hassan. "Language: a ‘mirror’ of the culture and its application English language teaching." Linguistics and Culture Review 5, no. 1 (June 11, 2021): 93–103. http://dx.doi.org/10.21744/lingcure.v5n1.835.

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Анотація:

This article is intended to highlight the linguistic principle proposed by anthropological linguists, “Language is a mirror of the culture.” The purpose of study attempts to explore foreign language teaching and learning from the perspective of language shapes thought and to improve language learning through a cross a cross-cultural communication. The first part of this article, the linguistic principle, is reflected in the Sapir–Whorf hypothesis or the Whorfian hypothesis briefly highlighted. Second part focuses on the practical use of the Whorfian hypothesis for teaching English as a foreign language (TEFL), especially cross culture understanding (CCU) and the English teaching for specific purposes (ESP).

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38

Liao, Wanyu, and Hui Huang. "Parents’ Perceptions and Management of Children’s Learning of Chinese as a Heritage Language: A Case Study of Cross-cultural Families in Australia." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1218. http://dx.doi.org/10.17507/tpls.1010.05.

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Анотація:

Parents play an important role in children’s learning of their heritage language (HL) in immigrant countries. Fostering HL learning is a hard task for parents, particularly in immigrant families, and this difficulty is exacerbated in cross-cultural families. The existing studies have not fully addressed the importance of consistent parental perceptions and language management in children’s HL learning. This gap is particularly clear in the research concerning learning Chinese as an HL among cross-cultural families’ children living in English-speaking immigrant countries such as Australia. The present qualitative study used semi-structured interviews to fill this gap by examining the perceptions and language management strategies of three cross-cultural families in Australia whose children are learning Chinese as one parent’s HL. The results suggest that, in English countries, Chinese-background and non-Chinese-background parents in cross-cultural families have quite different opinions about their children learning Chinese, which are reflected in their dissimilar language management strategies. The results highlight the importance and challenges of developing a stable family language policy in cross-cultural families in order to maintain their children’s HL learning.

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39

Koda, Keiko, and Pooja Reddy. "Cross-linguistic transfer in second language reading." Language Teaching 41, no. 4 (October 2008): 497–508. http://dx.doi.org/10.1017/s0261444808005211.

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Анотація:

Research on reading skills transfer has taken shape in two major disciplines: second language (L2) acquisition and reading. Inevitably, its evolution reflects major conceptual shifts in their respective research sub-fields. In L2 research, as a case in point, transfer was initially viewed as interference stemming from first language (L1) structural properties. This view, however, was significantly altered by the subsequent postulation that the language proficiency underlying cognitively demanding tasks, such as literacy and academic learning, is largely shared across languages, and therefore, once acquired in one language, it promotes literacy development in another (Cummins 1979). Reflecting the latter view, the current conceptualizations of transfer uniformly underscore the facilitative nature of previously learned competencies as resources available to L2 learners (e.g. Genesee et al. 2007; Koda 2008).

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40

Et.al, Ms P. Mahalakshmi. "Cross - Language based Multi-Document Summarization Model using Machine Learning Technique." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 10, 2021): 331–35. http://dx.doi.org/10.17762/turcomat.v12i6.1393.

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Анотація:

Cross-Language Multi-document summarization (CLMDS) process produces a summary generated from multiple documents in which the summary language is different from the source document language. The CLMDS model allows the user to provide query in a particular language (e.g., Tamil) and generates a summary in the same language from different language source documents. The proposed model enables the user to provide a query in Tamil language, generate a summary from multiple English documents, and finally translate the summary into Tamil language. The proposed model makes use of naïve Bayes classifier (NBC) model for the CLMDS. An extensive set of experimentation analysis was performed and the results are investigated under distinct aspects. The resultant experimental values ensured the supremacy of the presented CLMDS model.

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41

Zvarevashe, Kudakwashe, and Oludayo O. Olugbara. "Recognition of Cross-Language Acoustic Emotional Valence Using Stacked Ensemble Learning." Algorithms 13, no. 10 (September 27, 2020): 246. http://dx.doi.org/10.3390/a13100246.

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Most of the studies on speech emotion recognition have used single-language corpora, but little research has been done in cross-language valence speech emotion recognition. Research has shown that the models developed for single-language speech recognition systems perform poorly when used in different environments. Cross-language speech recognition is a craving alternative, but it is highly challenging because the corpora used will have been recorded in different environments and under varying conditions. The differences in the quality of recording devices, elicitation techniques, languages, and accents of speakers make the recognition task even more arduous. In this paper, we propose a stacked ensemble learning algorithm to recognize valence emotion in a cross-language speech environment. The proposed ensemble algorithm was developed from random decision forest, AdaBoost, logistic regression, and gradient boosting machine and is therefore called RALOG. In addition, we propose feature scaling using random forest recursive feature elimination and a feature selection algorithm to boost the performance of RALOG. The algorithm has been evaluated against four widely used ensemble algorithms to appraise its performance. The amalgam of five benchmarked corpora has resulted in a cross-language corpus to validate the performance of RALOG trained with the selected acoustic features. The comparative analysis results have shown that RALOG gave better performance than the other ensemble learning algorithms investigated in this study.

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Knežević, Ljiljana. "Language Learning Strategies for Oral Presentation Skills: Cross-Curricular Teaching Perspectives." Примењена лингвистика 16 (2015): 121–29. http://dx.doi.org/10.18485/primling.2015.16.10.

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Yahaya, Fuad, Nurazzah Abd Rahman, and Zainab Abu Bakar. "Resolving Malay Word Sense Disambiguation Utilizing Cross-Language Learning Sources Approach." Advanced Science Letters 23, no. 11 (November 1, 2017): 11320–24. http://dx.doi.org/10.1166/asl.2017.10275.

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Mhlongo, PraysGod, Colleen Du Plessis, and Albert Weideman. "Investigating education students’ language learning beliefs and motivation for learning English." Journal for Language Teaching 54, no. 1 (March 3, 2021): 95–121. http://dx.doi.org/10.4314/jlt.v54i1.1.

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Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies

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Afifah, Lilis, Dewi Kartika Ardiyani, Edy Hidayat, and Sawitri Retnantiti. "DEVELOPMENT OF DACHL CROSS-CULTURAL LEARNING DESIGNS." Briliant: Jurnal Riset dan Konseptual 6, no. 2 (May 31, 2021): 250. http://dx.doi.org/10.28926/briliant.v6i2.589.

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The actualization of learning materials needs to be done to create a learning situation that is under the times. In learning German as a foreign language, the concept of DACHL has not been well recognized by every German teacher at the SMA / MA / SMK level. For this reason, adjustments to learning materials, techniques, and learning strategies are considered important so that the German learning process does not only train language skills but also fosters a cross-cultural understanding of these countries and the Indonesian nation itself.This article attempts to describe the results of training activities for the preparation of cross-cultural learning designs for German language teachers at the SMA / MA / SMK levels throughout Malang and its surroundings. This training implementation method which is accommodated in community service activities is designed by adopting an education and training system for ASN, namely on campus and off-campus. Despite undergoing method modifications as a result of the outbreak of the Covid-19 pandemic, training is going well. With simultaneous mentoring, collaboration, and collaboration between various parties, participants can receive the material well and simultaneously apply it in the form of a learning design.

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Eliawati, Titim. "CROSS CULTURAL UNDERSTANDING LEARNING METHOD." Journal MELT (Medium for English Language Teaching) 3, no. 1 (January 29, 2019): 17. http://dx.doi.org/10.22303/melt.3.1.2018.14-26.

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Cross cultural understanding is one of the courses that require lecturers' creativity in their teaching in the classroom. Students difficulties in understanding cross cultural until they can feel the cultural confusion experienced by a stranger who enters a region that has a different culture with him/ her. The purpose of this study is to get the best method used in course learning cross cultural understanding. The method used is research literature by comparing and analyzing some cross-cultural understanding of learning methods in several past studies. The results of this study are 1) The used learning method must involve students in the foreign culture studied; 2) Internet is one of the best learning media in the process of learning cross cultural understanding; 3) Students at least understand the language of the culture studied. The conclusion of this study is that cross cultural understanding learning is not easy to do if it only provides theory because students need an in-depth understanding of the cross-cultural process which experienced by someone.

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García-Amaya, Lorenzo, and Sean Lang. "FILLED PAUSES ARE SUSCEPTIBLE TO CROSS-LANGUAGE PHONETIC INFLUENCE." Studies in Second Language Acquisition 42, no. 5 (June 18, 2020): 1077–105. http://dx.doi.org/10.1017/s0272263120000169.

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AbstractThis article investigates the effects of long-term bilingualism on the production of filled pauses (FPs; e.g., uh, um, eh, em) in the speech of Afrikaans-Spanish bilinguals from Patagonia, Argentina. The instrumental analysis draws from a corpus of sociolinguistic interviews obtained from three speaker groups: L1-Afrikaans/L2-Spanish bilinguals; L1-Spanish-comparison speakers, also from Patagonia; and L1-Afrikaans-comparison speakers from South Africa. In the data analysis, we examined relative FP usage (categorical outcomes), as well as phonetic measures of vowel quality and segmental duration (continuous outcomes). The results allude to multiple patterns of cross-language influence (e.g., L1-to-L2 influence, L2-to-L1 influence, bidirectional influence), which depend on the phonetic measure explored. Overall, the findings suggest that the patterns of cross-language phonetic influence observed in the L2 learning of traditionally understood lexical items likewise hold in the L2 learning of hesitation markers such as FPs.

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Marilyn, McMeniman, and Robyn Evans. "The contribution of language learning to the development of cultural understandings." Australian Review of Applied Linguistics 20, no. 2 (January 1, 1997): 1–18. http://dx.doi.org/10.1075/aral.20.2.01mcm.

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With the continuing demand for Australians to develop second language skills to ensure, in part, the development of cross-cultural understanding, there is a need to examine critically the claim that language learning and cultural understandings are causally related. This paper examines the question of whether cross-cultural competence can exist independently of language expertise, and whether language learning of itself results in cultural tolerance and access to other world views. An examination of existing research, together with an analysis of the popular press in three Australian states, indicates that: (i) the wider community believes that learning a language will result in an understanding of and facility in the target culture; and (ii) languages learned in formal class settings do not necessarily lead to cross-cultural understandings and a lessening of insular cultural attitudes.

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Meade, Gabriela, Katherine J. Midgley, Ton Dijkstra, and Phillip J. Holcomb. "Cross-language Neighborhood Effects in Learners Indicative of an Integrated Lexicon." Journal of Cognitive Neuroscience 30, no. 1 (January 2018): 70–85. http://dx.doi.org/10.1162/jocn_a_01184.

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This study examined how acquisition of novel words from an unknown language (L2) is influenced by their orthographic similarity with existing native language (L1) words in beginning adult learners. Participants were tested in a two-alternative forced-choice recognition task and a typing production task as they learned to associate 80 L2 (pseudo)words with pictures depicting their meanings. There was no effect of L1 orthographic neighborhood density on accuracy in the two-alternative forced-choice task, but typing accuracy was higher for L2 words with many L1 neighbors in the earliest stages of learning. ERPs recorded during a language decision task before and after learning also showed differences as a function of L1 neighborhood density. Across sessions, L2 words with many L1 neighbors elicited slower responses and larger N400s than words with fewer L1 neighbors, suggesting that L1 neighbors continued to influence processing of the L2 words after learning (though to a lesser extent). Finally, ERPs recorded during a typing task after learning also revealed an effect of L1 neighborhood that began about 700 msec after picture onset, suggesting that the cross-language neighborhood effects cannot solely be attributed to bottom–up activation of L1 neighbors. Together, these results demonstrate that strategic associations between novel L2 words and existing L1 neighbors scaffold learning and result in interactions among cross-language neighbors, suggestive of an integrated L1–L2 lexicon.

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Svalberg, Agneta M.-L. "Language awareness and language learning." Language Teaching 40, no. 4 (September 7, 2007): 287–308. http://dx.doi.org/10.1017/s0261444807004491.

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This article reviews Language Awareness (LA) as a field of research and practice. It deals with the period from 1990 to the present, asking what LA is, how it has been collectively constructed during this time, what the theoretical underpinnings might be and what it means in practical, methodological terms in the classroom and for society. It is recognized that its multidisciplinary nature and wide scope could lead to fragmentation, but it is argued that the holistic view evident in LA research and practice is a strength, and that its different sub-fields have certain core notions in common which give LA coherence. The paper begins with a brief background sketch and outline, and goes on to discuss the literature on cognitive aspects of LA, such as awareness, attention and noticing. The review then enquires into the characteristics of LA teaching methodology, and what LA is needed for teachers to implement it. Social and political perspectives are then explored in brief reviews of Critical Language Awareness, Inter-/Cross-cultural Awareness, and multilingualism. The paper closes by drawing conclusions and making suggestions for further research.

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