scholarly journals Acquisition of L2 morphology by adult language learners

Cortex ◽  
2019 ◽  
Vol 116 ◽  
pp. 74-90 ◽  
Author(s):  
Lilli Kimppa ◽  
Yury Shtyrov ◽  
Suzanne C.A. Hut ◽  
Laura Hedlund ◽  
Miika Leminen ◽  
...  
Keyword(s):  
Language Learners ◽  
Adult Language Learners

Attitudes of Adult EFL Learners Towards Preparing for a Language Test via CALL

2019 ◽  
pp. 1730-1745
Author(s):  
Nilüfer Bekleyen ◽  
Serkan Çelik
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Test ◽  
State University ◽  
Adult Language Learners ◽  
Traditional Classroom Teaching ◽  
Higher Education Preparation

The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.

Leveraging Learner Experience

2021 ◽  
pp. 1342-1369
Author(s):  
Raichle Farrelly ◽  
Iuliia Fakhrutdinova
Keyword(s):  
Language Learners ◽  
Lived Experiences ◽  
Formal Education ◽  
Literacy Practices ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Oral Traditions ◽  
Language And Literacy ◽  
Sociocultural Perspective ◽  
Adult Language Learners

This chapter builds on the pedagogical knowledge base of educators who work with refugee-background adult language learners. The chapter introduces refugee-background adults who have experienced interruptions in their formal education. The authors present a framework for pedagogical scaffolding that emerges from a sociocultural perspective on learning. An overview of research underscores the benefits of recognizing and building upon learners' strengths, lived experiences, and oral traditions. Classroom-based approaches that integrate pedagogical scaffolding into meaningful learning opportunities to enhance the language and literacy practices of adult learners are highlighted. The chapter sustains innovation and conversation among educators working with refugee-background adults, ideally in collaboration with the learners themselves, to cultivate pedagogical practices that foster learner success in the classroom and beyond.

Following in the footsteps of the wolf: connecting scholarly minds to ancestors in Indigenous language revitalization

2017 ◽  
Vol 13 (1) ◽  
pp. 11-17 ◽  
Author(s):  
T’łat’łaḵuł Patricia Rosborough ◽  
čuucqa Layla Rorick
Keyword(s):  
Language Learners ◽  
Language Revitalization ◽  
Indigenous Communities ◽  
Indigenous Research ◽  
Research Practice ◽  
Long Term Effects ◽  
Continuous Part ◽  
Indigenous Language Revitalization ◽  
Adult Language Learners

The authors’ respective experiences as Indigenous people, scholars, language activists, and Kwak’wala (Kwakwa̱ka̱’wakw/Kwakiutl language) and ḥiḥiškʷiiʔatḥa (Hesquiaht dialect of the Nuu-chah-nulth/Nootka language) adult language learners and teachers are discussed in relation to the literature on spirituality and the supernatural. Using dialogic and autoethnographical voices, the authors highlight the long-term effects of metaphysical interaction on learning, as well as acknowledging its role in Indigenous research as a foundational and continuous part of Indigenous search for knowledge. Indigenous cultural principles and the narrative research practice of Indigenous scholars guide the authors in drawing on the traditions of teaching through story, centering relationships, and practicing reciprocity in the context of where Indigenous researchers stand in continual relationship to their Indigenous communities.

scholarly journals Mobile Language Learning Applications from the Perspectives of Adult Language Learners in Turkey

2021 ◽  
Vol 9 (4) ◽  
pp. 259-264
Author(s):  
Arzu Ekoç
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Mobile Application ◽  
English Language ◽  
Mobile App ◽  
English Language Teaching ◽  
Easy Access ◽  
Adult Language Learners ◽  
Application Developers

Mobile language learning applications have changed how language is learned and have opened new windows for potential learners. At the convenience of our time, place, comfort and pace, we can learn or revise a language through our mobile gadgets. From the reviewed literature, it is evident that more data is needed to understand the users’ views about mobile applications. Instead of focusing on a single mobile application, the researcher attempted to elicit the general perceptions of Turkish adult learners about mobile language learning apps. In line with this thought, a selfadministered questionnaire was sent to potential mobile app users and 231 participants replied to the questionnaire. The aim of this study is to find out what perceptions adult learners in Turkey have and what their suggestions are to enhance future mobile language learning applications. For the close-ended questions, frequencies and percentages were taken, while for the open-ended question, content analysis was done. Easy access was considered as the greatest strength, while internet connection requirements and scarcity of interactivity were considered among the shortcomings. The participants offered some suggestions which can yield new paths for application developers, teachers and practitioners in the field of English language teaching and adult learning.

scholarly journals An Empirical Study to Determine Whether ADHD Disorder Affects the Process of Language Learning

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Empirical Investigation ◽  
Control Group ◽  
Adhd Group ◽  
Adult Language Learners ◽  
Language Courses ◽  
Foreign Language Courses

In previous studies, it seems that the classification of ADHD did not appear to interfere with learners’ performance in foreign language courses. In this empirical investigation, a group of 43 adult language learners diagnosed with ADHD were asked questions relating to their language learning process, in particular to the difficulties encountered when partaking language courses, as well as subjective opinions as to progress and success relating to the language learning and also what the participants felt could have assisted the learning to make it more effective, efficient and successful. A control group of 43 adult language learners who had not been diagnosed with ADHD were asked the same questions. The findings indicated some significant negativity from the ADHD group with regards to their progress and success with the language learning, as well as an extremely significant statistical difference between the ADHD group and the control group in relation to the difficulty concerning attention while learning. This finding concludes that in fact, language learners diagnosed with ADHD report their difficulty with attention and this would corroborate the attention deficit symptom inherent to this neurobehavioral disorder.

Plurilingual discourse competence

2021 ◽  
Vol 15 (3) ◽  
Author(s):  
Ernesto Martín-Peris ◽  
Carmen López-Ferrero ◽  
Carme Bach
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
Multidimensional Analysis ◽  
Three Dimensions ◽  
Special Focus ◽  
English Learning ◽  
Social Agents ◽  
Adult Language Learners ◽  
Discourse Competence ◽  
Academic Events

We present a didactic model for the multidimensional analysis of discourse genres as situated practices, illustrated through the study of a transactional conversation in Spanish. This model represents a basis for developing and assessing the discourse competence of plurilingual adult language learners (Spanish-, Catalan-, French- or English-learning university students) acquiring a minimal competence to participate in academic events (lectures, seminars and workshops), as well as to cope with everyday needs in a foreign city. For proficiency in the use of language in context, students must be aware of the three dimensions which define a discourse genre: the sociocultural, the pragmatic and the textual, each entailing specific criteria and indicators of achievement. Special focus is placed on the sociocultural dimension because of its underlying importance for the teaching and learning of discourse genres. One factor especially relevant in this dimension is the community of practice to which the learners belong as autonomous social agents and in which they critically and consciously engage in learning activities.

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