scholarly journals Native Language Similarity during Foreign Language Learning: Effects of Cognitive Strategies and Affective States

2020 ◽  
Author(s):  
Sayuri Hayakawa ◽  
James Bartolotti ◽  
Viorica Marian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Language ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Native English Speakers ◽  
Affective States ◽  
Department Of State ◽  
The Us

Abstract According to the US Department of State, a native English speaker can learn Spanish in about 600 h, but would take four times as long to learn Japanese. While it may be intuitive that similarity between a foreign language and a native tongue can influence the ease of acquisition, what is less obvious are the specific cognitive and emotional processes that can lead to different outcomes. Here, we explored the influence of cognitive strategies and affective states on native English speakers’ ability to learn artificial foreign words that vary in their similarity to the native language. Explicit word learning strategies were reported more often, and were more effective for learners of a more similar language, and cognitive strategies were especially helpful for learners with lower moods. We conclude that language similarity, strategy, and affect dynamically interact to ultimately determine success at learning novel languages.

scholarly journals THE EFFECT OF META-COGNITIVE STRATEGIES ON SELF-EFFICACY AND LOCUS OF CONTROL OF GIFTED IN FOREIGN LANGUAGE LEARNING

2019 ◽  
Vol 9 (1) ◽  
pp. 40-51
Author(s):  
Jelisaveta Šafranj
Keyword(s):  
Locus Of Control ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Cognitive Strategies ◽  
Gifted Students ◽  
Foreign Language Learning ◽  
Positive Effects ◽  
Academic Self Efficacy

Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.

scholarly journals Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender

2021 ◽  
Vol 7 (2) ◽  
pp. 93-106
Author(s):  
Senad Bećirović ◽  
Amna Brdarević-Čeljo ◽  
Edda Polz
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Grade Level ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
School Students ◽  
Grade Point ◽  
And Gender

Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the least frequently used being affective strategies. Furthermore, this research highlights the importance of incorporating strategies-based instruction methods into foreign language curriculums in the Bosnian context and also aims to raise teachers’ awareness of the importance of their application in the classroom milieu.

scholarly journals PRZYGOTOWANIE DO PRACY Z UCZNIAMI O SPECJALNYCH POTRZEBACH EDUKACYJNYCH: JĘZYKOWE NARZĘDZIA DIAGNOSTYCZNE W PRAKTYCE NAUCZYCIELSKIEJ

Neofilolog ◽  
2019 ◽  
pp. 187-201
Author(s):  
Katarzyna Karpińska-Szaj
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Language Teaching ◽  
Special Educational Needs

Adapting foreign language teaching to the requirements of studentswith special educational needs requires prior diagnosis of the developmentalpotential of the pupils concerned. Because of the educationaland rehabilitative character of foreign language learning in studentswith language and speech deficiencies, the diagnosis addresses thepossibilities of using foreign language learning in developing generaland linguistic competencies in both languages (native and foreign). Thearticle presents the aims of diagnosing linguistic communicative competenciesin the context of foreign language teaching. The differencesbetween speech diagnosis and diagnosis performed for the needs of foreignlanguage teaching are discussed, based on cases of pupils with deficienciesin their native language (Polish). The evaluation of the students’competencies involved reformulation as an instrument of linguistic diagnosis;learning strategies were also considered in the assessment.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

An Analysis of Factors Influencing Foreign Language Self-Efficacy Based on C5.0 Decision Tree Algorithm in Data Mining

2014 ◽  
Vol 538 ◽  
pp. 460-464
Author(s):  
Xue Li
Keyword(s):  
Data Mining ◽  
Decision Tree ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Decision Tree Algorithm ◽  
Tree Algorithm ◽  
C5.0 Decision Tree

Based on inter-correlation and permeability among disciplines, the author makes an attempt to apply the information science to cognitive linguistics to provide a new perspective for the study of foreign languages. The correlation between self-efficacy and such four factors as anxiety, learning strategies, motivation and learners’ past achievement is analyzed by means of data mining and the extent to which the above factors affect self-efficacy in language learning is explored in this paper. The paper employs the decision tree algorithm in SPSS Clementine. C5.0 decision tree algorithm is adopted to analyze data in the study. The results are elicited from the researches carried out in this paper. The increased anxiety is bound to weaken learners’ motivation over time. It is obvious that learners have low self-efficacy. It is very important to employ strategies in foreign language learning. Ignorance of using learning strategies may result in unplanned learning with unsatisfactory achievements in spite of more efforts involved. Self-efficacy in foreign language learning may be weakened accordingly. Learners’ past achievement is a reference dimension in measuring self-efficacy with weaker influence.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

Two Barriers to Teaching Culture in Foreign Language Classroom

2016 ◽  
Vol 6 (5) ◽  
pp. 1128
Author(s):  
Xinxiao Yang ◽  
Dianbing Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
College Level ◽  
Teaching Culture ◽  
Culture Teaching ◽  
Language Instructors ◽  
Barriers To Teaching ◽  
Beliefs And Attitudes

The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals Influence of Language Learning Strategies on Willingness to Communicate in Chinese Among Students With High and Low Anxiety

2021 ◽  
Vol 17 (4) ◽  
pp. 158
Author(s):  
Li Munchen ◽  
Fazilah Razali ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Peninsular Malaysia ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Eastern Region ◽  
Language Learning Strategies ◽  
Speaking Anxiety

Abstract: With the global expansion of China's economy, Chinese has established itself as a major language. Since then, higher education students' desire to learn Chinese has increased dramatically. However, strategies for foreign language learning and students' anxiety both play a key role in students' ability to communicate in Chinese. Thus, the purpose of this study is to examine the influence of language learning strategies (LLS), particularly those associated with different levels of anxiety, on students' willingness to communicate (WTC) in Chinese. Using a quantitative research design, a questionnaire assessing students' WTC, LLS and a speaking anxiety scale was distributed to 130 students enrolled in Mandarin as a foreign language course at MARA professional college in the Eastern region of peninsular Malaysia. The study gathered data from 66 low- and 64 high-anxiety students using the speaking anxiety scale. The findings demonstrated a significant correlation between LLS and WTC among both groups of students. Multiple regression analysis was used to determine the best predictors of students' WTC. It was discovered that indirect LLS were the best predictors for students with low-level anxiety, whereas direct and indirect LLS were both good predictors for students with high-level anxiety. This research reveals that in order to improve students' ability to communicate, educators must emphasise a variety of different learning strategies, depending on the speaking anxiety level of their students.   Keywords: Chinese Language, Foreign Language, Learning Language Strategies, Speaking Anxiety, Willingness to Communicate.

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