Готові списки джерел за темами / Methods of learning a second language

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Добірка наукової літератури з теми "Methods of learning a second language"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Methods of learning a second language"

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Grotjahn, Rüdiger, and Gabriele Kasper. "Methods in Second Language Research." Studies in Second Language Acquisition 13, no. 2 (June 1991): 109–12. http://dx.doi.org/10.1017/s0272263100009906.

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One of the things methods in second language (SL) research and teaching have in common is that they are elusive to the question, “What is best?” The best teaching method is the one that produces the best learning outcomes, and the best research, the one that is most capable of fulfilling a given research purpose. In both cases, the reply to the optimal method question thus depends on the specific teaching/research goal and a range of contextual factors.
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Konyakhina, Liudmila, and Andrey Ivanov. "Musical Competence and Second Language Learning." Nizhny Novgorod Linguistics University Bulletin, no. 54 (June 30, 2021): 149–64. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-149-164.

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In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech processing, from auditory perception to speech production and may benefit second language acquisition. In this review, we focus on the main results of the current research, discuss several interpretations that may account for the influence of musical competence on speech processing in native and foreign languages, and propose new directions for future research.
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Man, Laura, Gavin Bui, and Mark Feng Teng. "From second language to third language learning." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.

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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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Chapelle, Carol A. "Technology and second language learning: expanding methods and agendas." System 32, no. 4 (December 2004): 593–601. http://dx.doi.org/10.1016/j.system.2004.09.014.

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DZHUMANOVA, L. S., and A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.

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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
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Knutson, Sonja. "Experiential Learning in Second-Language Classrooms." TESL Canada Journal 20, no. 2 (June 26, 2003): 52. http://dx.doi.org/10.18806/tesl.v20i2.948.

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This article is a discussion of some of the issues surrounding experiential learning in the second-language classroom. Experiential learning is defined by the inclusion of phases of reflection designed to help the learner relate a current learning experience to past and future experience. The author seeks to establish a theoretical foundation for incorporating experiential phases into the second-language classroom by exploring past methods of teaching English as a second language, as well as looking at research in the field of second-language acquisition in the light of experiential methodology. The implications of experiential learning to second-language acquisition, in particular the aspects of motivation and investment, are explored, and some pitfalls of the experiential curriculum and their possible solutions are discussed. Finally, some possible projects adaptable to experiential methods are outlined, and areas needing further research, especially in the area of student voice and empowerment, are proposed.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Turakulova, Hilola Sayfiddinovna, and Dilfuza Davronovna Marupova. "Individual Differences in Second Language Learning." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (July 29, 2021): 608. http://dx.doi.org/10.18415/ijmmu.v8i7.2931.

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This article is directed to identify learners needs and organize the further procedure of language teaching and learning. To this extend, teachers should identify the learner’s personality, character, and learning styles, they may comprehensively organize lesson procedures and use various methods in an appropriate manner and finally, they will be able to receive high outcomes in the field of language teaching.
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Nunan, David. "Methods in Second Language Classroom-Oriented Research." Studies in Second Language Acquisition 13, no. 2 (June 1991): 249–74. http://dx.doi.org/10.1017/s0272263100009967.

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In this article, the current state of second language classroom-oriented research is subjected to critical review. The article begins by providing a brief overview of aims and issues in classroom-oriented research, before focusing more specifically on methodological issues in research. The review is based on an analysis of 50 empirical investigations of teaching and learning. These studies are analyzed in terms of their rationale, the environment in which they were carried out, the design and method of data collection, and the type of analysis carried out on the data. In the final part of the article, the implications of the study for future classroom research are presented and discussed.
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Bepievi, Naira. "Teaching a Second (Foreign) Language in Diverse Classes." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 74–80. http://dx.doi.org/10.22333/ijme.2021.19008.

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In diverse classes, that is, in classes in which multilingual students study, the difficulties that accompany the teaching of a second language (foreign language) should be taken into account. In schools where the Ossetian language is taught, Georgians learn this language together with Ossetian children. It is known that the Ossetian language belongs to the group of Indo-European languages and, naturally, differs from the Caucasian languages, although there are some similarities between them. This difference concerns both phonetics, morphology and syntax. In this work, we will touch upon some morphological and syntactic peculiarities, which should be known and taken into account when studying/teaching this language in diverse classes. In order to better guide the teaching/learning process, this work will analyze the ways and methods of overcoming grammatical difficulties. It should be taken into account the circumstance that in most Indo-European languages there is no category of behavior and contact. Comparative methods explain some of the characteristics of verbs, verbal nouns, prepositions, and other categories. In addition to theoretical material, the work will take into account practical exercises that will be of interest to both teachers and students.
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Дисертації з теми "Methods of learning a second language"

1

Garza, Maria. "Second Language Recall in Methods of Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6788.

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This dissertation examined the relationship between the acquisition and recall of English language vocabulary. This study explored 2 different learning recall strategies to determine which approach was the quickest or more efficient way to remember vocabulary words. Previous researchers had focused on learning a second language phonetically and had not explored different instructional strategies to study the most useful or quickest way to learn a second language for adults. However, there remains an important gap in the current research regarding how to present different methods of instruction to acquire a new second language more rapidly. The purpose of this study was to determine which method was easier and quicker to assist the second language learner to recall and acquire vocabulary. The sample came from 3 different adult second language classrooms. The participants completed a pretest to assess their English word knowledge before the treatment. The participants had a timed 15-min or 30-min period to learn the cards for recall using flash cards with words only or with words and pictures. Once the period was over, the participants completed a posttest measure of language acquisition. There were no statistically significant differences in posttest scores based on method of learning, length of time for learning, or the interaction between the two. The results of the study added to the research on determining whether different instructional methods assisted an adult second language learner to acquire a second language more swiftly.
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Tsai, Pei-Chen. "Online storybook as a facilitator for english as a second language learning." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2398.

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Nadal-Ramos, Vigimaris. "Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.

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This study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K through 12. The study was conducted through a survey and interviews to English professors at the College of General Studies at the University of Puerto Rico in Río Piedras. In order to conduct the research, factors such as academic background, teaching experience, context, age, teaching practices, motivation, and syllabus design were considered.

Data collected showed that planning does take place at the college level, first in the form of a semester-long syllabus and then in daily/weekly lesson plans that include varying degrees of detail. Lesson planning helps improve teacher performance by providing confidence. It improves student learning outcomes by helping them better understand the materials. Both, teachers and students, benefit from the focus and guidance planning provides.

Recommendations include creating teacher training programs in institutions of higher educations to provide the support teachers need to perform at their best and conducting further research in other departments, colleges, or campuses to see how planning takes places outside English courses.

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Tsai, Tzu-Ru. "Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.

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The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included.
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Andrianatos, Kristien. "An analysis of vocabulary instructional methods relevant for grade 4 learners / Kristien Andrianatos." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4305.

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6

Fagertun, Charlott. "Teaching English Vocabulary : A Case Study of TPRS and Reading Aloud as Teaching Methods in an Elementary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32390.

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There are numerous methods of teaching English as a second language to pupils in the lower grades of elementary school. Previous research indicates that some teaching methods are successful among children in pre-school and older pupils, but few studies have investigated their effects on 6-8-year-old pupils. The aim of this study is to compare two teaching methods, TPRS and Reading Aloud, to decide which one is more effective in second language vocabulary learning. Previous research in the field is presented and compared to the results of this study. This case study was conducted in an elementary school in Sweden, with 12 pupils in their first year of compulsory school and 13 pupils in their second year of compulsory school. The results suggest that TPRS as a teaching method is more effective than reading aloud when it comes to second language vocabulary learning. Further research suggestions are also presented in this essay.
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Mroz, Aurore Patricia. "Nature of L2 negotiation and co-construction of meaning in a problem-based virtual learning environment: a mixed methods study." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2951.

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Adopting a Socio-Constructivist theoretical framework, this study investigated the French language discourse produced by a focal group of five intermediate learners of French while immersed in a virtual learning environment (VLE) and engaged in a problem-based activity. Adopting a mixed methods approach, this study analyzed both quantitative and qualitative data to examine the second language (L2) negotiation and co-construction of meaning process in this group's discourse; as well, it investigated these learners' emerging L2 critical thinking, problem solving, and technology literacy skills. Results indicated that the discourse produced by these students was significantly impacted by the problem-based activity itself, and characterized by a progressive trend towards higher levels of L2 critical thinking, with sustained episodes of negotiation and co-construction of meaning. Most notably, the discourse analysis indicated that it was during the consensus-building phase of the problem-based activity that most instances of higher level critical thinking occurred. Moreover, the 3-D representation of learners (as avatars) and space, as well as the immediacy of synchronous chat-based interactions in the VLE had a positive social, motivational, and linguistic impact on this process. These results lend support to the claim that VLEs, with an underlying problem-based and consensus-building component, provide optimal learning opportunities for learners to develop L2 critical thinking and problem solving abilities. Discussion is offered about the benefits of a mixed methods approach to research, as well as about the reliability and validity of Hull & Saxon's (2009) Interaction Analysis model for L2 discourse analysis. Implications for the L2 classroom as well as for future research on L2 negotiation of meaning are also provided.
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Vasquez, Jorge. "Spanish Language Learning and Supporting Strategies in Mixed Classrooms at the Secondary Level." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6920.

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Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors' approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.
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Colby, D. Christian. "Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103517.

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The use of assessment to foster learning has become established in classroom settings in recent years, where it has drawn considerable research interest, as learners have come to take more responsibility for their learning. The Language Testing (LT) community has recently called for more research into advances in alternative assessment practices (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner and Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). The present research reports on an exploratory study incorporating treatment and control groups, in which assessment for learning (AFL) principles were applied in two pre-university English for academic purposes (EAP) classes. The study focussed on student learning of a grammatical feature (the use of would and will in contingent use contexts) as a vehicle for investigating AFL. The study has sought to (a) interpret AFL by developing AFL procedures appropriate to a second language (L2) classroom, (b) apply these AFL procedures in an L2 classroom setting, and (c) investigate their effect on learning, and in addition, to investigate for evidence of the assessment bridge (AB), the area of classroom practice linking assessment, teaching, and learning. An AFL methodology for L2 settings was developed for the study in the form of teacher training. The AFL pedagogical materials included computer-assisted language learning (CALL), an online individual, group and teacher-class concept mapping exercises. The data collection instruments included the concept maps produced, classroom observation field notes, transcribed group and class discourse, teacher and student survey questionnaires, and pre- and post-treatment tests to indicate trends. The data were analyzed by mixed methods and the results triangulated. The results found evidence of several instances of the AB and suggest that the application of AFL procedures may have enhanced student learning of the modal usage in question. This study reporting concludes with a call for a research agenda in the LT community for further study of applications of an AFL approach in EAP classroom settings.
Dans les dernières années, le recours à l'évaluation pour favoriser l'apprentissage est devenu une pratique courante dans les salles de classe. Cela a eu pour effet de créer un intérêt grandissant pour la recherche, puisque les apprenants prennent davantage leur apprentissage en main. La communauté des chercheurs en évaluation des langues a récemment demandé que plus de recherches soient faites sur les progrès dans le domaine des pratiques d'évaluation alternatives. (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner et Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). La présente recherche fait état d'une étude exploratoire qui incorpore des groupes expérimentaux et contrôles, dans lesquels les principes de l'évaluation pour l'apprentissage (EPA) ont été appliqués et ce, dans deux cours d'anglais pour des études au niveau préuniversitaire. L'étude s'est appuyée sur l'apprentissage par les étudiants d'un trait grammatical (l'utilisation de would et will dans un contexte hypothétique) comme véhicule pour étudier l'EPA. Cette étude a cherché à (a) interpréter l'EPA en développant des procédures d'EPA appropriées pour une classe de langue seconde, (b) appliquer ces procédures dans une classe de langue seconde, et (c) étudier leur effet sur l'apprentissage, en plus de chercher des cas de pont évaluatif (PE), cette zone de la pratique pédagogique faisant le lien entre l'évaluation, l'enseignement et l'apprentissage. Dans le cadre de cette étude, une méthodologie de l'EPA dans un contexte de langue seconde a été développée sous la forme d'une formation des enseignants et le matériel pédagogique qui a été utilisé, incluait l'enseignement assisté par ordinateur (EAO), ainsi que 3 exercices de schématisation conceptuelle: individuel en-ligne, en petits groupes et en classe avec la participation de l'enseignant. Les instruments de collecte de données incluaient les schémas conceptuels produits, les notes d'observation prises en classe, la transcription des discussions de groupe et de classe, les questionnaires de sondages menés auprès des étudiants et des enseignants, ainsi que les prétests et les post-tests afin de démontrer certaines tendances. Les données ont été analysées utilisant une méthodologie mixte et les résultats triangulés. Ces derniers ont mis en évidence plusieurs occurrences du PE et ont suggéré que l'application des procédures d'EPA aurait aidé les étudiants dans leur apprentissage de cette forme grammaticale. Ce rapport d'étude recommande donc à la communauté des chercheurs en évaluation des langues de mener des recherches plus exhaustives au sujet des applications d'une approche de l'EPA dans le domaine des cours d'anglais.
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Sedibe, Godwin Konotia Bully. "The achievement gap between learners who are assessed in a primary language and those assessed in a non-primary language in the natural sciences learning area." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2771.

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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009.
In the TIMMS-R report, which compared the performance of a South African cohort of learners with international peers in Science (and Mathematics), Howie (1999) highlighted that: • The biographical information of the South African cohort who performed below par in comparison with international peers indicated that they wrote the TIMMS literacy test in a second or third language. • Non-primary language learners spend considerably more time on homework compared to primary language learners. • There is no linear relationship between the amount of time spent on homework in Science and the average literacy level in the learning area amongst South African learners. Leveraging on the TIMMS report cited above, this study sought to establish the interrelationship between learning and being assessed in a non-primary language on one the hand and related performance on the other. Specifically, this study sought to establish the performance of non-primary language learners compared to primary language learners in the Natural Sciences Common Task for Assessment (CTA). There is a groundswell of evidence mounting that tends to suggest that primary language learners outperform their non-primary language counterparts in batteries of assessment instruments. This, however, is always clouded by other extraneous factors, chief amongst which, in the South African context at least, is the strong correlation between studying in a non-primary language and family socio-economic status (SES). SES has been identified elsewhere as a determinant of scholastic achievements(Blignaut, 1981; HCDS –WC, 2006).
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Книги з теми "Methods of learning a second language"

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Understanding research in second language learning: A teacher's guide to statistics and research design. Cambridge [England]: Cambridge University Press, 1988.

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2

Intensive exposure experiences in second language learning. Bristol: Multilingual Matters, 2012.

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3

Kasper, Gabriele. Research methods in interlanguage pragmatics. Honolulu, Hawaii: Distributed by University of Hawaii Press, 1991.

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4

Trofimovich, Pavel. Applying priming methods to L2 learning, teaching and research: Insights from psycholinguistics. Amsterdam: John Benjamins Pub. Co., 2011.

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5

Rastelli, Stefano. Discontinuity in second language acquisition: The switch between statistical and grammatical learning. Bristol: Multilingual Matters, 2014.

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6

Brinton, Donna. Content-based second language instruction. Ann Arbor: University of Michigan Press, 2004.

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7

Brinton, Donna. Content-based second language instruction. Boston, Mass: Heinle & Heinle Publishers, 1989.

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Brinton, Donna. Content-based second language instruction. New York: Newbury House Publishers, 1989.

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9

Clarice, Lamb, ed. The self-directed teacher: Managing the learning process. Cambridge [England]: Cambridge University Press, 1995.

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Snow, Marguerite Ann. The adjunct model of language instruction: Integrating language and content at the university. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1988.

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Частини книг з теми "Methods of learning a second language"

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Hodgetts, John. "Methodology: The Mixed Methods Approach." In Second Language Learning and Teaching, 87–121. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56116-1_4.

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Włosowicz, Teresa Maria. "Some Advantages of Qualitative Methods in Multilingualism Research." In Second Language Learning and Teaching, 111–25. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08353-7_8.

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Główka, Danuta. "Mix? Yes, but How? Mixed Methods Research Illustarted." In Second Language Learning and Teaching, 289–300. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20141-7_22.

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Szudarski, Paweł. "Formal Instruction in Collocations in English: Mixed Methods Approach." In Second Language Learning and Teaching, 151–67. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07686-7_9.

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Droździał-Szelest, Krystyna. "Methods in Language Teaching: Do We Still Need Them?" In Second Language Learning and Teaching, 177–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-23547-4_11.

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Możejko, Zbigniew P. "A Post-methods Perspective on ELT Materials in Pre-war Poland." In Second Language Learning and Teaching, 223–35. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31954-4_15.

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Wiśniewska, Danuta. "The Why and How of Using Mixed Methods in Research on EFL Teaching and Learning." In Second Language Learning and Teaching, 275–88. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00188-3_18.

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Walenta, Magdalena. "Research Method." In Second Language Learning and Teaching, 115–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04699-6_4.

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Baran-Łucarz, Małgorzata. "FL Pronunciation Anxiety and Motivation: Results of a Mixed-Method Study." In Second Language Learning and Teaching, 107–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55155-5_7.

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Konieczna, Anna. "Crossing Frontiers in the Think Aloud on Reading: Revealing Text-Recounting Method Effect." In Second Language Learning and Teaching, 327–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20141-7_25.

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Тези доповідей конференцій з теми "Methods of learning a second language"

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Kaskova, Margarita, Nelly Chernova, and Olga Ustinova. "INTENSIFICATION METHODS IN TEACHING A SECOND FOREIGN LANGUAGE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0131.

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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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Lai, Yi-Huei, and Jason Chang. "TellMeWhy: Learning to Explain Corrective Feedback for Second Language Learners." In Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP): System Demonstrations. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-3040.

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Thi Thao Nguyen, Ho, Nguyen Thi Nhai, and Anh Thi Van Pham. "Assessment Methods for Teaching English as a Second Language in Blended Learning Approach." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3416797.3416801.

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Juita, Hartati Ratna, and Sigit Widiyarto. "The Effectiveness of Cooperative Learning Methods: A case study of writing learning at Junior High School." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.58.

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Özbal, Gözde, Daniele Pighin, and Carlo Strapparava. "Automation and Evaluation of the Keyword Method for Second Language Learning." In Proceedings of the 52nd Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/p14-2058.

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Zvereva, Ekaterina, and Kamo Chilingaryan. "FEATURES OF USING THE STAGING METHOD IN TEACHING LEGAL SPANISH AS THE SECOND LANGUAGE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0401.

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Kazanskaya, N. "E-LEARNING AS A POWERFUL TOOL OF ELIMINATING THE ERRORS CAUSED BY LANGUAGE INTERFERENCE ON THE LEXICAL AND PHONOLOGICAL LEVELS IN THE PROCESS OF LEARNING AND TEACHING RUSSIAN AS A SECOND OR FOREIGN LANGUAGE." In III International Conference on Eurasian scientific development: new methods and solutions. Prague: Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/iii-conf-eurasia-pp-3-68-71.

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Iacono, Saverio, and Gianni Vercelli. "Lessons learned about language learning and extended reality frameworks." In The 5th International Conference on Virtual and Augmented Reality in Education. CAL-TEK srl, 2019. http://dx.doi.org/10.46354/i3m.2019.vare.008.

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"The knowledge of a second language is an obligation in educational systems of the European Community for many years and the quality of teaching and learning, especially in Italy, could be largely improved for a better outcome. Methods like Game-based Learning and Gamification could improve and change this outcome, combined with new tools used as educational technology in an immersive context. This paper presents some lessons learned from the adoption of VR / AR within two applications related to language learning. In this context, being immersed in an engaging and fun simulated situation is a good way to practice language conversations. In the last few years the great clamor of new VR / AR devices (HMD, controller, tracker) promotes the creation of new frameworks of extended reality for language learning."
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AUGUSTAITIENĖ, Ingrida, and Ilona KILDIENĖ. "A COMPARATIVE STUDY ON THE PASSIVITY OF THE STUDENTS LEARNING ENGLISH AS A SECOND LANGUAGE AT ALEKSANDRAS STULGINSKIS UNIVERSITY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.244.

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The article focuses on the comparative analysis of the causative factors influencing the students’ passivity in 2005 and 2017 as well as on classwork methods stimulating their activity. The analysis was based on the results obtained in 2005 and 2017. The results showed that the main reasons of the students’ passivity in 2005 during their English classes was their habit to be silent acquired in the high school as well as their unwillingness to show emotions (female approach) and laziness (male approach). In 2017 the students were still unwilling to show their emotions (both female and male approach) and laziness (male approach). In 2005 the active students pointed out discussion as the most acceptable method to acquire competence in the English as the second language, whereas the passive students preferred teamwork to any other classroom activity. Both target groups emphasized the importance of good psychological climate during the classes. In 2017 discussion was found to be the most acceptable method to acquire competence and better speaking skills for the both active students and passive students, while the latter indicated that the psychological climate during the classes as exceptionally important helping them to cope with the stress and language barrier. The obtained results also showed that the students in 2017 were more conscious of the importance of being active during the classes.
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Звіти організацій з теми "Methods of learning a second language"

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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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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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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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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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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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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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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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Hart, Carl R., D. Keith Wilson, Chris L. Pettit, and Edward T. Nykaza. Machine-Learning of Long-Range Sound Propagation Through Simulated Atmospheric Turbulence. U.S. Army Engineer Research and Development Center, July 2021. http://dx.doi.org/10.21079/11681/41182.

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Conventional numerical methods can capture the inherent variability of long-range outdoor sound propagation. However, computational memory and time requirements are high. In contrast, machine-learning models provide very fast predictions. This comes by learning from experimental observations or surrogate data. Yet, it is unknown what type of surrogate data is most suitable for machine-learning. This study used a Crank-Nicholson parabolic equation (CNPE) for generating the surrogate data. The CNPE input data were sampled by the Latin hypercube technique. Two separate datasets comprised 5000 samples of model input. The first dataset consisted of transmission loss (TL) fields for single realizations of turbulence. The second dataset consisted of average TL fields for 64 realizations of turbulence. Three machine-learning algorithms were applied to each dataset, namely, ensemble decision trees, neural networks, and cluster-weighted models. Observational data come from a long-range (out to 8 km) sound propagation experiment. In comparison to the experimental observations, regression predictions have 5–7 dB in median absolute error. Surrogate data quality depends on an accurate characterization of refractive and scattering conditions. Predictions obtained through a single realization of turbulence agree better with the experimental observations.
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Popel, Maiia V., and Mariya P. Shyshkina. The areas of educational studies of the cloud-based learning systems. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3245.

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The article analyzes the current stage of educational studies of the cloud-based learning systems. The relationship between the notions of the cloud-based learning system and the cloud-based learning environment are investigated. It was found that the researchers paid most attention to the design of a cloud-based learning environment. However, in the process of a cloud-based environment design, the researchers consider a cloud-based system as a component within the cloud-based learning environment of as a stage in the process of design. It is shown that in the research literature there is no single interpretation of the concept of a cloud-based system for educational purposes. Still the number of basic approaches to the interpretation of the concept under investigation are revealed. The first approach is based on the understanding of the system, as a set of cloud services or cloud-based technologies. The second approach is to consider a separate cloud service as a cloud-based learning system. In this case, the cloud service tools should include such components that cover the content, the tools, the forms and the methods of learning. The structure of the cloud-based learning system within the interpretation of the latest works of Ukrainian researchers is considered.
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