Effect of Different Teaching Techniques on the Acquisition of Grammatical Gender by Beginning German Second Language Learners

2016 ◽  
Vol 49 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Jessica Arzt ◽  
Claudia Kost
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Grammatical Gender ◽  
Teaching Techniques

scholarly journals Innovative Techniques and the Integrated Model of Teaching the First Accounting Course for English as Second Language learners

2020 ◽  
pp. 255-266
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teaching Techniques ◽  
English As Second Language ◽  
The World ◽  
Negative Perceptions ◽  
Nontraditional Teaching ◽  
Innovative Techniques

Across the world, the first accounting course provides serious challenges for teaching. These arise from powerful negative perceptions which include the anxiety associated with tertiary-level study and the differing backgrounds or majors of students required to take the course. This paper outlines some examples of nontraditional teaching techniques and highlights how the course could be best structured to overcome such negative views while at the same time responding to the changes in the industry. The design and content of the proposed course emphasizes the USER approach and is directed to English as second language learners. This is a case study in an Australian offshore campus and is the end result of the progressive improvement in the structure and delivery of the course.

Knowing versus producing

2012 ◽  
Vol 2 (4) ◽  
pp. 379-403 ◽  
Author(s):  
Brigitta Keij ◽  
Leonie Cornips ◽  
Roeland van Hout ◽  
Aafke Hulk ◽  
Joanne van Emmerik
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Second Language Learners ◽  
Grammatical Gender ◽  
Typically Developing ◽  
Specific Language ◽  
Gender Paradigm ◽  
Dutch Children

Dutch nouns are divided into two groups according to grammatical gender which is, among others, marked on the definite determiner: common nouns take the definite determiner de and neuter nouns take the definite determiner het. This study is unique in systematically investigating the acquisition of grammatical gender and the definite determiner in the production and knowledge data of the same Dutch children. Three groups of children were examined: (i) typically developing monolinguals (L1-TD: 6;7—9;11), (ii) monolinguals with Specific Language Impairment (L1-SLI: 8;4-12;0), and (iii) typically developing bilinguals, who are early second language learners (eL2: 6;7-10;0). The three groups of children reveal different stages in discovering that de and het cover the gender paradigm. At comparable ages, the L1-TD children have completed this paradigm discovery; however, the eL2 children have not yet completed it, and the L1- SLI children are only at the first stage of the discovery of the gender paradigm.

Teaching Students to Pronounce English: A Motor Skill Approach in the Classroom

RELC Journal ◽  
2020 ◽  
pp. 003368822096410
Author(s):  
Piers Messum ◽  
Roslyn Young
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Motor Skills ◽  
Motor Skill ◽  
Teaching Practices ◽  
Second Language Learners ◽  
Motor Task ◽  
Spoken Language ◽  
Teaching Techniques ◽  
Skill Component

Just as forming letters is the motor skill component of writing, pronouncing—forming sounds and other features of the spoken language—is the motor skill component of pronunciation. The motor task for L2 (second language) learners is to invent for themselves the actions needed for pronouncing L2, either from matching a model they hear (goal emulation) or in some other way, and then to automatise their use of these actions. Many students—and their teachers—are dissatisfied with the results they achieve in learning to pronounce through current teaching practices. As an alternative, we argue for taking an Articulatory Approach, based on a motor skill coaching paradigm. However, learning to pronounce an L2 differs from the learning of other socially transmitted motor skills because the learners cannot see most of the significant actions that produce the results which they and others hear. This means that the coaching paradigm for pronunciation cannot be the same as that used for those motor skills where learners can watch a performance. We explain how an appropriate paradigm is implemented in the teaching techniques we describe.

A longitudinal ERP study of language effects in beginning second language learners

2010 ◽  
Author(s):  
Katherine J. Midgley ◽  
Laura N. Soskey ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Effects
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