The effects of teacher feedback on the composition revision of second language learners : a case study of nine secondary 4 students under different feedback conditions

2005 ◽  
Author(s):  
Kwok-wai, Alice Tse
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Teacher Feedback

scholarly journals A Case Study of How Visually Impaired Learners Acquire Language

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Thi Minh Phuong Tran ◽  
Phuong Dzung Pho
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Visually Impaired ◽  
Second Language Learners ◽  
The Past ◽  
Depth Interviews

The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.

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.

Second-language acquisition via immersion in daycare

1990 ◽  
Vol 17 (1) ◽  
pp. 147-170 ◽  
Author(s):  
Rachel Karniol
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Cognitive Development ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Rapid Onset ◽  
Language Awareness ◽  
L2 Production

ABSTRACTThis paper presents a case study of second-language acquisition of Hebrew via immersion in daycare between 1;10 and 3;0. A period of silence was followed by rapid onset of L2 production simultaneously with many references to language itself. Eight types of language awareness were identified, and of these, several types may be prerequisites for starting L2 production. The nature of L2 speech during the first stages of production suggests that to crack the sematic code of L2, the child relies on identifiable contingencies between utterances and subsequent behaviours by speakers and listeners. As a result there are many more imperatives and interrogatives in L2 than are evident in L1 speech, and these appear to be learned by rote in an unanalysed manner. The transition to complex constructions occurs via the juxtaposition of known but syntactically unanalysed chunks, and results in patterns of syntactic errors similar to those of adult second-language learners. Reliance on L1 as a fall-back strategy was also evident. Several implications of these data for cognitive development in general are discussed.

Motivation in Reading Among Learners of English as a Second Language

2014 ◽  
Vol 4 (2) ◽  
pp. 355-361
Author(s):  
Zahid Ali ◽  
Illahi Bux Gopang ◽  
Farhad Qassemi ◽  
Faraz Ali Bughio
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Qualitative Case Study ◽  
Crucial Issue ◽  
Study Approach ◽  
Different Types ◽  
Reading Activities

The prominent significance of motivation on all skills of language learning is brilliant to all. Despite considerable researches have been done on motivation, there is no sufficient study on the effects of motivation on reading. So far, this study attempts to demonstrate influences of different types of motivation on reading of second language learners. Using a qualitative case study approach, this study examines different aspects of motivation affects on 20 Malaysian girls studying in Master Degree in University of Malaya. The candidates took part in an interview and all questions were explained to them and then they filled up a reconstructed Wigfield questionnaire. The challenge of identifying different types of motivation led to finding out that efficacy and competition in reading plays significant role in reading activities. In sum, the data is presenting the crucial issue that extrinsic and intrinsic motivation empowers each other.

Second language learners’ engagement with written feedback

2021 ◽  
Author(s):  
Kailin Liu ◽  
Neomy Storch
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Written Feedback ◽  
Related Factors ◽  
Study Approach ◽  
L2 Learners ◽  
Using Data ◽  
Almost All

Abstract Studies on feedback given to second language (L2) learners have focused primarily on learners’ response to feedback on language. This study explores how L2 learners in one university EAP class respond to teacher written feedback on all aspects of writing and the factors that may affect their response. Using data from student initial and revised texts, the study first looks at nine learners’ uptake of feedback. Then, adopting a case study approach and using data from retrospective interviews, the study examines how three learners engage with feedback on different dimensions of their writing. Findings show that learners took up almost all feedback suggestions regardless of form or focus. Yet, learners’ engagement with the feedback differed. Using activity theory (AT), we explain the learners’ engagement with the feedback received by reference to the interaction of context and individual-related factors. Our findings highlight the complexity of learner behavior in response to feedback.

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