scholarly journals Input type effects on students’ written narrative responses

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Mohd Izwan Ramlee
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learners ◽  
Second Language Learners ◽  
Visual Input ◽  
The Other ◽  
Written Responses ◽  
Input Type ◽  
Similar Content

This pilot study examines the differences of second language learners’ written responses when they are given two different input types with similar content. One input was through written narrative or visual only input, where the learners need to read, and the other was a performed narrative or audio-visual input, where learners need to watch. Learners were then required to respond to the input by completing the narratives. Results showed that there were no major discrepancies in terms of complete/incomplete storylines, length, and number of dialogues, but revealed that the audio-visual input influenced learners more as their responses have a stronger correspondence to the traits in the performance rather than the written narrative.

scholarly journals Increasing fluency in L2 writing with singing

2016 ◽  
Vol 6 (2) ◽  
pp. 271-292 ◽  
Author(s):  
Jenni Alisaari ◽  
Leena Maria Heikkola
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
L2 Writing ◽  
The Other ◽  
Significant Difference ◽  
Pedagogical Methods

Fluency is an essential part of a language learner’s skills. Despite various studies on fluency, little is known about the effects of different pedagogical methods on the development of written fluency. In this paper, we examine how different pedagogical methods affect the development of second language learners’ written fluency. Participants in this study were 51 language learners enrolled in two intensive Finnish courses. The pedagogical methods investigated in the study were singing, listening to songs, and reciting lyrics of songs. Written stories based on cartoon strips were used as a pretest and a posttest. The fluency of written stories was analyzed based on the number of words used in the texts. Differences between the groups taught by different pedagogical methods were analyzed. The results seem to indicate that fluency increased the most in the singing groups compared to the other groups. There was also a statistically significant difference between the singing group and the group reciting lyrics, as well as between the group listening to songs and the group reciting lyrics.

scholarly journals Extrametricality and second language acquisition

2021 ◽  
Author(s):  
Guilherme Duarte Garcia
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Pilot Study ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native Speakers Of English ◽  
Phonetic Cues ◽  
Stress Patterns

This pilot study investigates the second language acquisition (SLA) of stress in Portuguese (L2) by native speakers of English (L1). In particular, it examines the interaction between extrametricality and default stress through two judgement tasks. Stress is suprasegmental, relative and involves a variety of phonetic correlates: Cross-linguistically, stressed syllables tend to be realized with higher pitch, longer duration and greater intensity—but languages differ as to which of these correlates is more or less significant. Phonologically, stress presents some unique characteristics, such as the absence of a categorical feature [±stress]. Languages may also differ as to whether syllable shape affects stress (weight-sensitive) or not (weight-insensitive). Second language learners (L2ers) have to deal with such variability and, more importantly, have to acquire new stress patterns—some of which are often vastly different (even contradictory) when compared to the patterns (and phonetic cues) in their L1.

scholarly journals A Pilot Study on the Use of Pronouns in Oral Productions of Spanish as a Second Language

10.29007/4bkm ◽  
2018 ◽  
Author(s):  
Kim Collewaert ◽  
An Vande Casteele
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Spanish Language ◽  
Personal Pronouns ◽  
Null Subject ◽  
French And English ◽  
Subject Pronoun

In this paper, some preliminary results on the use of pronouns in oral discourse of language learners of Spanish will be discussed. The article mainly focuses on the use of different kinds of personal pronouns and the pro-drop phenomenon, namely the existence of a null subject, typical of the Spanish language. The absence of an explicit subject due to a rich verbal conjugation opposes Spanish to other languages, such as French, English and Dutch, where an explicit subject pronoun is obligatory.As to investigate the use of the pronouns by language learners of Spanish, we compiled a corpus of oral productions of second language learners of Spanish who are all native speakers of Dutch and also learned French and English, which means that for them the pro-drop phenomenon is new. We will investigate which kinds of pronouns are used in which syntactic contexts and indicate in what contexts the use of a pronoun is not required. Next to this, we observe in our learners’ corpus an unnecessary repetition of proper names and an over-use of personal pronouns as subjects. This can be related to the concept of "over-explicitation" or "overspecification", whereby learners of a second language tend to use more explicit forms than necessary.

scholarly journals Teaching in the Absence of a Standard Language. A Case Study of Upper Sorbian

2018 ◽  
pp. 157-167
Author(s):  
Eduard Werner
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
The Other ◽  
Standard Language ◽  
Everyday Language ◽  
The One ◽  
Phonetic Representation

The teaching of Upper Sorbian (USo) is of increasing importance for the survival of this language. A challenge faced by learners is the lack of standardisation. Reliable standardisation has been conducted only in the area of orthography, which offers little indication about pronunciation. Pronunciation, however, is generally missing in all USo dictionaries, and teaching materials offer only general observations. Learners of USo mostly belong to one of two groups which require different teaching strategies: on the one hand, second-language learners aim to achieve authentic pronunciation; native speakers, on the other hand, struggle with the contrast between the standardised etymological orthography and the phonetic representation in everyday language (partly addressed in Šołćina 2014a/b).

scholarly journals Second Language Learners Making Video in Three Contexts

2012 ◽  
Vol 14 (2) ◽  
pp. 75 ◽  
Author(s):  
Kelleen Toohey ◽  
Diane Dagenais ◽  
Elizabeth Schulze
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
The Other ◽  
School Resources ◽  
Multimodal Literacy ◽  
Literacy Activities ◽  
Form Of Expression

We describe videomaking projects in Canada, India, and Mexico in which second language learners were asked to show the children in the other countries what their lives were like. We consider how this form of expression might contribute to second language learning and allow children to make use of in and out-of-school resources. We also raise questions about the affordances and constraints of the videomaking process and explore how teachers might approach such multimodal literacy activities with children.

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
Sign in / Sign up

Export Citation Format

Share Document