scholarly journals The Influence of Process Approach on English as Second Language Students’ Performances in Essay Writing

2012 ◽  
Vol 5 (3) ◽  
Author(s):  
AKINWAMIDE Timothy Kolade
Keyword(s):  
Second Language ◽  
Process Approach ◽  
English As Second Language ◽  
Essay Writing ◽  
Language Students

Cognitive Writing Strategies of English as Second Language Students in Higher Education: A Sociocultural Perspective

2017 ◽  
Vol 23 (4) ◽  
pp. 3181-3184
Author(s):  
Lee Lai Fong ◽  
Geethanjali Narayanan ◽  
Teoh Sian Hoon ◽  
Chan Yuen Fook ◽  
Gurnam Kaur Sidhu
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Writing Strategies ◽  
Sociocultural Perspective ◽  
English As Second Language ◽  
Language Students

scholarly journals Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

2016 ◽  
Vol 9 (9) ◽  
pp. 134
Author(s):  
Charles Gibson
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Development ◽  
The United States ◽  
Language Learner ◽  
Achievement Gaps ◽  
English As Second Language ◽  
Language Students

<p>Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for to better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.</p>

The role of cross-linguistic stress pattern frequency and word similarity on the acquisition of English stress pattern by native speakers of Brazilian Portuguese

2012 ◽  
Vol 12 ◽  
Author(s):  
Amanda Post Silveira
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
American English ◽  
Brazilian Portuguese ◽  
Stress Pattern ◽  
Target Language ◽  
English As Second Language ◽  
Word Similarity ◽  
L1 Transfer

This is a preliminary study in which we investigate the acquisition of English as second language (L2[1]) word stress by native speakers of Brazilian Portuguese (BP, L1[2]). In this paper, we show results of a multiple choice forced choice perception test in which native speakers of American English and native speakers of Dutch judged the production of English words bearing pre-final stress that were both cognates and non-cognates with BP words. The tokens were produced by native speakers of American English and by Brazilians that speak English as a second language. The results have shown that American and Dutch listeners were consistent in their judgments on native and non-native stress productions and both speakers' groups produced variation in stress in relation to the canonical pattern. However, the variability found in American English points to the prosodic patterns of English and the variability found in Brazilian English points to the stress patterns of Portuguese. It occurs especially in words whose forms activate neighboring similar words in the L1. Transfer from the L1 appears both at segmental and prosodic levels in BP English. [1] L2 stands for second language, foreign language, target language. [2] L1 stands for first language, mother tongue, source language.

Measuring second language proficiency with EEG synchronization: how functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers

2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Language Processing ◽  
English Language ◽  
Second Language Learners ◽  
Right Hemisphere ◽  
Brain Activation ◽  
Frequency Range ◽  
Second Language Processing ◽  
Language Students

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.

Sign in / Sign up

Export Citation Format

Share Document