scholarly journals Wiki-mediated Writing: design, media, writing strategies and feedback in online text production

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Sylvana Sofkova Hashemi
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Writing Strategies ◽  
Language Awareness ◽  
School Students ◽  
Video Clips ◽  
Text Production ◽  
New Information ◽  
Surface Editing

Bringing social media arenas, such as wikis, into the classroom invites teaching approaches that engage students in authentic, participatory and creative writing processes. This case study examines the online text production of primary school students in a wiki environment and how the key functionalities for commentary, discussion, logging skills of text and multimodal expression are utilized in practice to develop writing. Exploring the design of assignments and analysing the nature of final texts, writing strategies and feedback reveals an iterative process of writing dominated by strategies of expanding texts with new information and occasional surface editing. The students composed individual narratives on selected themes augmented by drawings, images, speaking avatars and video clips. Feedback was mainly provided by the teachers in the form of encouraging comments and corrective revisions directly in the students’ texts. Peer response was rare, in one project taking the form of discussion posts. Revising indicating increased language awareness was observed among second language learners. Overall, the study demonstrates a tension between instructional design, the affordances of the writing arena and the space for creativity when engaging students in advanced, participatory and reflective composing and revising of texts.

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.

scholarly journals Constructed Action in American Sign Language: A Look at Second Language Learners in a Second Modality

Languages ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 90
Author(s):  
Kim B. Kurz ◽  
Kellie Mullaney ◽  
Corrine Occhino
Keyword(s):  
Second Language ◽  
American Sign Language ◽  
Sign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
American Sign ◽  
Psychological States ◽  
Video Clips ◽  
Discourse Coherence ◽  
Signed Language

Constructed action is a cover term used in signed language linguistics to describe multi-functional constructions which encode perspective-taking and viewpoint. Within constructed action, viewpoint constructions serve to create discourse coherence by allowing signers to share perspectives and psychological states. Character, observer, and blended viewpoint constructions have been well documented in signed language literature in Deaf signers. However, little is known about hearing second language learners’ use of constructed action or about the acquisition and use of viewpoint constructions. We investigate the acquisition of viewpoint constructions in 11 college students acquiring American Sign Language (ASL) as a second language in a second modality (M2L2). Participants viewed video clips from the cartoon Canary Row and were asked to “retell the story as if you were telling it to a deaf friend”. We analyzed the signed narratives for time spent in character, observer, and blended viewpoints. Our results show that despite predictions of an overall increase in use of all types of viewpoint constructions, students varied in their time spent in observer and character viewpoints, while blended viewpoint was rarely observed. We frame our preliminary findings within the context of M2L2 learning, briefly discussing how gestural strategies used in multimodal speech-gesture constructions may influence learning trajectories.

Vocabulary elaboration in teachers' speech to L2 learners

1982 ◽  
Vol 4 (2) ◽  
pp. 170-180 ◽  
Author(s):  
Craig Chaudron
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Subject Matter ◽  
Second Language Learners ◽  
New Information ◽  
L2 Learners

Subject-matter lessons taught to English as a second language learners in several school levels were transcribed and analyzed. Characteristics of the teachers' speech when elaborating vocabulary were isolated and described, with a view to determining which characteristics would be helpful and which harmful to the students' comprehension and acquisition of vocabulary. It is seen that a major problem for the student may lie in the teacher's overelab-oration of vocabulary meanings through increased redundancy; the non-native listener may find it difficult to decode the exact message, because he cannot discern whether the same information has been provided redundantly or whether new information has been supplied.

scholarly journals STUDENTS� LEARNING STYLE: A CASE STUDY OF SENIOR HIGH SCHOOLS IN BENGKULU

2018 ◽  
Vol 3 (1) ◽  
pp. 25
Author(s):  
Safnil Arsyad
Keyword(s):  
High School Students ◽  
High Schools ◽  
Learning Style ◽  
English Learning ◽  
Motivation To Learn ◽  
School Students ◽  
Learning Materials ◽  
New Information ◽  
Senior High School Students

It is widely accepted that the use of learning materials which accommodates students� schemata is much more effective than the ones outside student�s present knowledge background. The objectives of this study are to describe the students� learning style distribution and their perception on local oriented and learning style-based English learning materials in Bengkulu Province. The respondents were senior high school students in Bengkulu Province. The results show that : 1) the English learning materials can present a well-designed English learning materials for senior high schools students; 2) the English learning materials with picture stories and visual and audio learning media help students learn English; 3) the learning materials have been designed very well according to the students; 4) as reported by the students the strengths of the English learning materials is that it provides new information on tourism places in Bengkulu Province for the students, 5) the learning materials (the text books and VCD/CD) could improve their motivation to learn English. It can be concluded that local oriented and learning style-based learning materials can be not only more effective but also preferred by the students.

Technological Enhancements of the Method of Loci for Facilitating Logographic Language Learning

2019 ◽  
Vol 48 (3) ◽  
pp. 440-459
Author(s):  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Reneta P. Barneva ◽  
Lisa Walters
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Technology Enhanced Learning ◽  
Novel Approach ◽  
Method Of Loci ◽  
New Knowledge ◽  
Enhanced Learning ◽  
Augmented Method

Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the needs of second language learners and support the development of appropriate logographic skills. Our novel approach facilitates the memorization of pictograms through the augmented method of loci. We detail augmented method of loci, discuss its wide impact in a range of disciplines, and provide a case study of its application.

scholarly journals The Use of Repetition as Self-Repair of an Efl Learner

2020 ◽  
Vol 15 (1) ◽  
pp. 104-111
Author(s):  
Amanda Ummu Haniah ◽  
Febry Khunto Sasongko ◽  
Endang Fauziati
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Lexical Item ◽  
Data Sets ◽  
Type D ◽  
Self Repair

Self-repair is one of the language learning strategies of second language learners that are distinctly different from each other. This study aims to investigate the use of repetition as self-repair in academic speaking. The researcher tried to find the types of lexical elements which frequently repeated in the academic speaking and dig up the underlying reason behind the repetition as self-repair. A case study was conducted using human instruments and interviews to collect the data. Once the data filled, the researcher analyzed the data by implementing a data archive, trying to expand the codes, evaluating the data sets, and wrapping up the data. The findings from this study revealed that the participants in this study might have used English in speech situations in which they would have used recycling the mistake word. The result of the study found that the participant did indeed self-repair Type D, which consisted of repetition and replacement of one lexical item, and nouns became the most repeated lexical item in the academic speaking. This was a delay strategy as she waited to restart the speech as she needed to think about the next word so that the listeners didn't misinterpret her. Twisted tongue and slip of tongue as a result of the participant’s first language interference contributed to the repetition of certain lexical elements as self-repair.

scholarly journals Inquiring Language Awareness of TEFL Master Students in Advanced Grammar Exams

2018 ◽  
Vol 5 (5) ◽  
pp. 65
Author(s):  
Muhammad Dhika Arif Rizqan ◽  
Endang Fauziati ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learners ◽  
Cognitive Process ◽  
Explicit Knowledge ◽  
Language Awareness ◽  
Study Approach ◽  
Knowledge Based ◽  
Foreign Language Learners ◽  
Metalinguistic Knowledge ◽  
Better Than

The Knowledge-based Era demands scholars to be experts in their fields. Language Awareness (LA) is L2 explicit knowledge about language. Its presence as one of the expertise qualifications for foreign language learners is inevitable. This study aims to describe the extent of LA within the qualitative case study approach. Eight TEFL master students were chosen as the subjects. The researchers collected the data from exams and interviews. The general findings showed that the students have ‘adequate’ LA. In a closer look, their analyzed knowledge was better than metalinguistic knowledge; it was a relatively normal condition since analyzed knowledge requires simpler cognitive process rather than metalinguistic knowledge. Additionally, it seemed that the multiple choices in the exams enlighten the cognitive process within analyzed knowledge. However, their metalinguistic knowledge had a problem with grammatical terminologies. In sum, both types of knowledge are vital but metalinguistic knowledge deserves more priority to be improved.

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