scholarly journals Learning Styles and Vocabulary Acquisition in Second Language: How the Brain Learns

2015 ◽  
Vol 6 ◽  
Author(s):  
Manuela Macedonia
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Vocabulary Acquisition ◽  
The Brain

scholarly journals Teaching Vocabulary Through Sentences

2015 ◽  
Vol 4 (4) ◽  
pp. 1
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Cognitive Abilities ◽  
Cognitive Process ◽  
Vocabulary Acquisition ◽  
Individual Learning ◽  
Receptive Vocabulary ◽  
Early Stages ◽  
Basic Vocabulary

<p class="Balk10"><strong>Teaching Vocabulary Through Sentences</strong></p><p class="Balk10"><strong>Abstract</strong></p><p class="Gvdemetni0">Almost every teacher is certain about that vocabulary is an important facet of learning a second language. It may be more important than grammar, at least in so far as this concerns communication , and particularly in the early stages when learners seem to understand that amassing a basic vocabulary is very important to fluency in another language. As a rule, receptive vocabulary exceeds productive vocabulary and why listening with comprehension and speaking with comprehension are two very different things—the latter a more difficult cognitive process than the former. Furthermore, vocabulary acquisition is highly idiosyncratic and depends largely on the learner and her or his individual learning styles and cognitive abilities. No two people learn alike. In particular, as understanding and fluency increases, individual interests and even needs will change, which then requires teacher-assisted guidance and remediation vis-à-vis the compilation of a specified and nuanced vocabulary that is tailored to the learner’s more practical linguistic needs, whatever these might be. </p><p class="Gvdemetni0"> </p><p class="Gvdemetni0"><strong>Cümleler Yoluyla Kelime Öğretimi</strong></p><p class="Gvdemetni0"><strong>Öz</strong></p><p class="Gvdemetni0">Öğretmenler, ikinci bir dil öğrenmede kelimenin önemli bir yere sahip olduğu konusunda neredeyse hemfikirdirler. Kelime birikiminin, dilde akıcılık için önemli bir faktör olması sebebiyle, dilbilgisinden daha önemli yere sahip olduğu söylenebilir. Kural olarak, algısal kelime bilgisi oranı üretimsel kelime bilgisini geçmekte ve dinleme kavrama ve konuşma kavrama iki farklı unsur olup ve burada ikinci saydığımız unsur birincisinden daha zor bir bilişsel işlevselliğe sahiptir. Bundan başka, kelime edinimi yüksek derecede kendine özgü olup öğrenene, öğrenenin öğrenme tarzına ve bilişsel kabiliyetine büyük ölçüde bağlıdır. Hiç bir insan aynı değildir. Özellikle anlama ve akıcılık arttığında, bireysel ilgiler ve hatta ihtiyaçlar değişecek, daha sonra öğretmen destekli rehberliğe ihtiyaç duyulacak ve karşılıklı iletişimle ve her ne için olursa olsun öğrencinin dilbilimsel ihtiyaçlarına göre belirlenen detaylı kelime bilgileri daha iyi bir seviyeye gelebilecektir. Bu makalede, kelimelerin cümleler yoluyla nasıl öğretilebileceği konusu araştırılmıştır. </p><p class="Gvdemetni0"><strong><br /></strong></p>

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

scholarly journals Sentence Reading and Writing for Second Language Vocabulary Acquisition

2011 ◽  
Vol 33 (1) ◽  
pp. 66-82 ◽  
Author(s):  
François Pichette ◽  
Linda de Serres ◽  
Marc Lafontaine
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Reading And Writing ◽  
Sentence Reading
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