The development of achievement motivation while learning Chinese as a foreign language : the role of adult learners' ability beliefs and perception of task values in shaping their achievement behaviours

2016 ◽  
Author(s):  
Wenjin Bo
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Achievement Motivation ◽  
Task Values ◽  
Ability Beliefs

Kijkend Leren

1997 ◽  
Vol 56 ◽  
pp. 9-21
Author(s):  
Karolien Kamma
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Learning Effect ◽  
Incidental Learning ◽  
Lexical Acquisition ◽  
Time Interval ◽  
Television Programs ◽  
Post Test ◽  
Learning Instruction

The research reported on in this paper concerns the role of television in the lexical acquisition of a foreign language. Twenty higher educated adult learners of Dutch as a foreign language watched a 15-minute compilation of the educative television programs Klokhuis and Lucht. By means of a pre-post-test-design, it was examined whether the subjects learned words by watching and listening to the television programs. The results indicated a significant learning effect, which persisted after a one-week time interval. There was also a tendency for the learning effect in the ten students who watched with explicit word-learning instruction (intentional learning) to be stronger than the learning effect in the students who watched without instruction (incidental learning). The learnability of a word was neither positively influenced by the visual support as extra contextual cue, as offered by television, nor by the number of times a word was offered in the television fragments. It was concluded that television could play an important role in the lexical acquisition of Dutch as a foreign language.

The Role of Gender in the Linguistic Performance of Foreign Language Learners: Does Gender Make a Difference?

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Hosny Mostafa Al-Dali
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Linguistic Performance ◽  
Foreign Language Learners ◽  
Males And Females ◽  
Number Of Males

<p>The present study examines the variation in the proficiency of adult learners (males and females) of English as a foreign language.  It is a generally accepted fact in L<sub>1</sub> acquisition that females enjoy a rate advantage, initially at least. However, I know of no study that has systematically investigated the rate of second language acquisition (SLA) in females versus males. It might be safe to cite few SLA studies: Farhady, 1982; Eisenstein, 1982; Lakoff, 1973; Zimmerman and West, 1975; and Gass and Varonis, 1986. Although these studies reported sex-related differences, they were incidental to their main focus. The subjects for the present study are 180 students in the Department of English, Faculty of Arts, Minufiya University. They are divided into three groups according to their academic status in their university: Beginners (60); Intermediate (60); and advanced (60). Each group is equally divided into males (30), and females (30). Accordingly, the total number of males is 90, and that of females is 90, as well. All subjects performed three tasks: 1) listening; 2) reading, and 3) structure and written expressions, similar, to those used in the TOEFL test. The overall umbrella, under which all these tasks are designed, is ‘systematicity’; and/or ‘variability’; and whether learners' sex is responsible for it. Results are obtained and conclusions are made. </p><strong>Keywords</strong>: Variability; L<sub>2</sub> learners’ proficiency, sex.

Modality and Intake in Second Language Acquisition

1995 ◽  
Vol 17 (1) ◽  
pp. 79-89 ◽  
Author(s):  
Ronald P. Leow
Keyword(s):  
Second Language Acquisition ◽  
Adult Learners ◽  
Foreign Language ◽  
Present Perfect ◽  
Language Experience ◽  
Assessment Task ◽  
Linguistic Item ◽  
Main Effects ◽  
And Task

This study replicates, in the aural mode, Leow's (1993) study on the effects of simplification, type of linguistic item, and second/foreign language experience on learners' intake of linguistic items contained in written input. Aural simplified/unsimplified input with either the present perfect or present subjunctive form was made available to learners at two levels of language experience. Statistical analyses performed on the raw scores of a pre- and posttest multiple-choice recognition assessment task revealed significant main effects for type of linguistic item, language experience, and task and a significant interaction between language experience and task. While results corroborate those found in the written mode for the effects of simplification and language experience on adult learners' intake, the same did not hold true for type of linguistic item, underscoring the need for research to consider seriously the role of modality while addressing cognitive processes in SLA.

scholarly journals The motivational system of task values and anticipated emotions in daily academic behavior

2021 ◽  
Author(s):  
Osman Umarji ◽  
Peter McPartlan ◽  
Julia Moeller ◽  
Qiujie Li ◽  
Justin Shaffer ◽  
...  
Keyword(s):  
Achievement Motivation ◽  
Online Course ◽  
Task Completion ◽  
Academic Behavior ◽  
Task Values ◽  
Academic Tasks ◽  
Hierarchical Logistic Regression ◽  
Shed Light ◽  
Anticipated Emotions

AbstractThis study integrates theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course. Using cluster analysis and hierarchical logistic regression, we analyze profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a week. Students’ task specific interest, opportunity cost, and anticipated satisfaction and regret varied across tasks and were predictive of both their expectations of task completion and actual task completion reported the following day. The results shed light on the important role of achievement motivation as situated and dynamic, highlighting the interplay between task priorities, task values, and anticipated emotions in academic task engagement.

scholarly journals Editorial

2016 ◽  
Vol 6 (4) ◽  
pp. 559-560
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Second Language Acquisition ◽  
Adult Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Individual Factors ◽  
Learning And Teaching

The last 2016 issue of Studies in Second Language Learning and Teaching includes six papers, five of which are reports of original research projects and one is a conceptual piece. The initial two contributions are concerned with different aspects of pragmatics, both with respect to the teaching of this subsystem and the process of its acquisition. In the first of these, Andrew D. Cohen addresses the crucial issue of how native and non-native teachers of second and foreign languages deal with sociopragmatic and pragmalinguistic features in their classes. He reports the findings of an online survey of 113 teachers of different additional languages from across the world, which demonstrated that while there exist many similarities between the native and non-native instructors, the former are often at an advantage, although they by no means confine themselves to reliance on their intuition. In the second, Qiong Li undertakes a synthesis of 26 original longitudinal research studies on naturalistic pragmatic development in adult learners with the purpose of identifying patterns of variation in the acquisition of pragmatic features and providing potential explanations for the occurrence of such variation. The analysis showed that there are differences in the rate of development of various aspects of pragmatics (e.g., speech acts vs. lexical features), which can be accounted for in terms of factors related to the target language (e.g., the frequency of the feature in the input), the situation (e.g., social status) and the learner (e.g., initial knowledge about the target feature). The following two papers shift the emphasis to the role of individual factors in the process of second language acquisition, more specifically the contributions of motivation and willingness to communicate (WTC). Ali Al-Hoorie reports the results of a survey study conducted among 311 young Arabic adult learners of English as a foreign language, providing evidence, somewhat in contrast to much previous research, that achievement in second language learning is a function of implicit attitudes to L2 speakers and L2 learning experience rather than the ought-to self or attachment to the L1 group, with such constructs as the ideal L2 self or intended effort being unrelated to success. The study by Mystkowska-Wiertelak investigated fluctuations in WTC of advanced learners of English during seven conversation classes which she taught over the period of one semester. Quantitative and qualitative analysis of the data gathered by means of self-assessment girds, interviews, questionnaires and detailed lesson plans indicated that WTC was indeed in a state of flux, both within single lessons and over time, with such changes being attributed to an intricate interplay of contextual and individual factors. The last two contributions focus on the role of critical thinking in foreign language learning. Jelena Bobkina and Svetlana Stefanova present a model of teaching critical thinking skills with the help of literature, arguing that such skills can be fostered through encouraging critical reader response to fictional work embedded in social phenomena as well as illustrating how this model can be applied to classroom practice. In the last paper, Paweł Sobkowiak underscores the interdependence of critical thinking and the development of intercultural competence, discussing the findings of a study of 20 coursebooks used in the Polish contexts and concluding that activities used in these coursebooks fall short of achieving either goal. As always, I am confident that all of the papers included in the present issue will provide food for thought to the readers and serve as a springboard for future empirical investigations that will help us better understand the exceedingly complex processes of second language learning and teaching.

scholarly journals On the Role of Phraseological Units in Teaching English as a Foreign Language to Adult Learners

2019 ◽  
Vol 15 (2 (20)) ◽  
pp. 56-63
Author(s):  
Minoo Khamesian
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Present Article ◽  
English Learners ◽  
Communicative Competence ◽  
Common Belief ◽  
Teaching English ◽  
Global Village ◽  
Advanced Learners

One of the challenges of learning English for Iranian learners is “native-like” production of speech rarely achieved by even the most advanced learners. Unfortunately, it is common belief among Iranian English learners that knowledge of individual lexical items is the key to communicative competence. But alas! The outcome has shown this is counterproductive. As an anglicist teaching ESP in general and EAP in particular in my country, I feel responsible for shedding light on this issue inasmuch as I experience the lapse in my everyday professional work. It should be noted that in this Global Village, in which English is considered the Lingua Franca of science and technology, focusing on phraseological units as a sub-branch of lexical proficiency seems to be of paramount importance to avoid misunderstanding and miscommunication. The present article makes an effort to highlight the role of contextual usages of these units in TEFL to help the learners reach the desired native-like production of English speech.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

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